{"response":{"docs":[{"id":"dlg_ggpd_y-ga-bu500-pr4-bs1-bd42-b2003-h2004-belec-p-btext","title":"Degrees conferred report FY 2004","collection_id":"dlg_ggpd","collection_title":"Georgia Government Publications","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, 32.75042, -83.50018"],"dcterms_creator":["University System of Georgia. Office of Strategic Research and Analysis"],"dc_date":["2003/2004"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["[Atlanta, GA] : Board of Regents of the University System of Georgia, May-05"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["College graduates--Georgia--Statistics","Public universities and colleges--Georgia--Statistics","Degrees, Academic--Georgia--Statistics"],"dcterms_title":["Degrees conferred report FY 2004"],"dcterms_type":["Text"],"dcterms_provenance":["University of Georgia. Map and Government Information Library"],"edm_is_shown_by":["https://dlg.galileo.usg.edu/do:dlg_ggpd_y-ga-bu500-pr4-bs1-bd42-b2003-h2004-belec-p-btext"],"edm_is_shown_at":["https://dlg.galileo.usg.edu/id:dlg_ggpd_y-ga-bu500-pr4-bs1-bd42-b2003-h2004-belec-p-btext"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["state government records"],"dcterms_extent":null,"dlg_subject_personal":null,"iiif_manifest_url_ss":null,"dcterms_subject_fast":null,"fulltext":"Degrees Conferred Report \nFY2004 \nMay 2005 Office of Strategic Research and Analysis \nUniversity System of Georgia \n\"Creating a More Educated Georgia\" \n \n Table of Contents \nResearch Universities Georgia Institute of Technology ............................................................................................................................. 1 Georgia State University......................................................................................................................................... 8 Medical College of Georgia.................................................................................................................................. 20 University of Georgia............................................................................................................................................ 23 \nRegional Universities Georgia Southern University ................................................................................................................................ 43 Valdosta State University...................................................................................................................................... 54 \nState Universities Albany State University ........................................................................................................................................ 63 Armstrong Atlantic State University..................................................................................................................... 68 Augusta State University ...................................................................................................................................... 74 Clayton College \u0026 State University...................................................................................................................... 80 Columbus State University ................................................................................................................................... 85 Fort Valley State University ................................................................................................................................. 91 Georgia College \u0026 State University ..................................................................................................................... 97 Georgia Southwestern State University .............................................................................................................. 104 Kennesaw State University ................................................................................................................................. 109 North Georgia College \u0026 State University ......................................................................................................... 116 Savannah State University .................................................................................................................................. 121 Southern Polytechnic State University ............................................................................................................... 125 University of West Georgia ................................................................................................................................ 128 \nState Colleges Dalton State College ........................................................................................................................................... 136 Macon State College .......................................................................................................................................... .140 \ni \n \n Two-Year Colleges Abraham Baldwin Agricultural College ............................................................................................................. 144 Atlanta Metropolitan College.............................................................................................................................. 148 Bainbridge College ............................................................................................................................................. 150 Coastal Georgia Community College ................................................................................................................ 153 Darton College ................................................................................................................................................... 156 East Georgia College ......................................................................................................................................... 160 Floyd College ..................................................................................................................................................... 162 Gainesville College ............................................................................................................................................ 165 Georgia Perimeter College ................................................................................................................................. 168 Gordon College .................................................................................................................................................. 170 Middle Georgia College ..................................................................................................................................... 171 South Georgia College ....................................................................................................................................... 173 Waycross College .............................................................................................................................................. 175 \nSystem Totals ............................................................................................................................................................. 176 \nii \n \n Summary of Degrees Conferred Report \nThis report presents the total number of awards, certificates, and degrees conferred by discipline in each institution in the University System of Georgia for FY2004. \nInstitutions appear alphabetically within their sector. (See the Table of Contents for the five sectors in the University System of Georgia and the institutions in each sector.) Each institution's report is organized numerically by CIP code (Classification of Instructional Program 2000). Undergraduate awards and degrees include certificates of less than one year, one-year certificates, associate degrees, two-year certificates, and bachelor's degrees. Graduate degrees and certificates include the advanced certificate, master's degree, specialist degree, doctorate and professional degrees. \nAlso provided is a System report of the total numbers of degrees and awards by CIP code. This System report begins on page 176. \nThe number of degrees and awards listed in specific fields of study are shown. Both the number of degrees at the general discipline category (two-digit CIP) and the more specific disciplines (six-digit CIP) are shown. For example, there are many fields of study under education, CIP code 13. However, each education program (e.g., art education, special education) has a six-digit CIP code beginning with 13. The name of the major (CIP label) used here is the federal name. If an institution's major name differs, the federal name is used. \nA CIP is listed for an institution if a degree at any level is offered under that CIP. A zero does not necessarily mean that a degree is offered in that CIP at that level and that zero degrees were conferred. It may mean that a degree is not offered or that no degrees were conferred. Similarly, the inclusion of a degree level (doctorate, professional, etc.) does not mean that that level is permitted at that institution. \nThe federalCIP code book may be printed or downloaded from the web at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid= 2002165. Contact our office at (404) 656-2213 if you need additional information. \nMs. Nicola Juricak Strategic Research and Analysis Board of Regents of the University System of Georgia \n270 Washington St., SW Atlanta, Georgia 30334 \niii \n \n Federal CIP Codes and Program Name \n04.0201 \nArchitecture (BArch, BA/BS, MArch, MA/MS, PhD) \n04.0301 \nCity/Urban, Community and Regional Planning \n04.9999 \nArchitecture and Related Services, Other \n* 04.xxxx CIP Sub Totals **** 09.9999 \nCommunication, Journalism and Related Programs, Other \n* 09.xxxx CIP Sub Totals **** 11.0101 \nComputer and Information Sciences, General \n11.9999 \nComputer and Information Sciences and Support Services \n* 11.xxxx CIP Sub Totals **** 14.0201 \nAerospace, Aeronautical and Astronautical Engineering \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia Institute of Technology \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 49 \n \n0 52 \n \n0 \n \n6 \n \n0 \n \n49 58 107 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 35 \n \n0 \n \n0 \n \n0 \n \n0 35 \n \n35 \n \n0 \n \n0 \n \n0 \n \n0 38 \n \n0 22 \n \n0 \n \n0 \n \n0 \n \n38 22 \n \n60 \n \n0 \n \n0 \n \n0 \n \n0 87 \n \n0 109 \n \n0 \n \n6 \n \n0 \n \n87 115 202 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n16 \n \n0 16 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 329 \n \n0 68 \n \n0 13 \n \n0 329 81 410 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 23 \n \n0 \n \n0 \n \n0 \n \n0 23 \n \n23 \n \n0 \n \n0 \n \n0 \n \n0 329 \n \n0 91 \n \n0 13 \n \n0 329 104 433 \n \n0 \n \n0 \n \n0 \n \n0 78 \n \n0 80 \n \n0 15 \n \n0 \n \n78 95 173 \n \n1 \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Name \n14.0501 \nBiomedical/Medical Engineering \n14.0701 \nChemical Engineering \n14.0801 \nCivil Engineering, General \n14.0901 \nComputer Engineering, General \n14.1001 \nElectrical, Electronics and Communications Engineering \n14.1101 \nEngineering Mechanics \n14.1401 \nEnvironmental/Environmental Health Engineering \n14.1801 \nMaterials Engineering \n14.1901 \nMechanical Engineering \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia Institute of Technology \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n0 12 \n \n0 12 \n \n0 \n \n19 24 \n \n43 \n \n0 \n \n0 \n \n0 \n \n0 98 \n \n0 10 \n \n0 14 \n \n0 \n \n98 24 122 \n \n0 \n \n0 \n \n0 \n \n0 121 \n \n0 68 \n \n0 13 \n \n0 121 81 202 \n \n0 \n \n0 \n \n0 \n \n0 157 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 157 \n \n0 157 \n \n0 \n \n0 \n \n0 \n \n0 283 \n \n0 296 \n \n0 105 \n \n0 283 401 684 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 \n \n8 \n \n0 \n \n0 23 \n \n23 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 12 \n \n0 \n \n7 \n \n0 \n \n8 19 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 292 \n \n0 159 \n \n0 28 \n \n0 292 187 479 \n \n2 \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Name \n14.2301 \nNuclear Engineering \n14.2801 \nTextile Sciences and Engineering \n14.3201 \nPolymer/Plastics Engineering \n14.3501 \nIndustrial Engineering \n14.3701 \nOperations Research \n14.9999 \nEngineering, Other \n* 14.xxxx CIP Sub Totals **** 26.0101 \nBiology/Biological Sciences, General \n26.1103 \nBioinformatics \n* 26.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia Institute of Technology \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n10 \n \n2 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n2 \n \n0 \n \n7 \n \n0 \n \n10 \n \n9 \n \n19 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 303 \n \n0 116 \n \n0 21 \n \n0 303 137 440 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n1 \n \n0 \n \n0 \n \n4 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 1,379 \n \n0 805 \n \n0 232 \n \n0 1,379 1,037 2,416 \n \n0 \n \n0 \n \n0 \n \n0 71 \n \n0 11 \n \n0 \n \n3 \n \n0 \n \n71 14 \n \n85 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 71 \n \n0 27 \n \n0 \n \n3 \n \n0 \n \n71 30 101 \n \n3 \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Name \n27.0101 \nMathematics, General \n27.0301 \nApplied Mathematics \n27.0399 \nApplied Mathematics, Other \n27.0501 \nStatistics, General \n* 27.xxxx CIP Sub Totals **** 30.1501 \nScience, Technology and Society \n30.9999 \nMulti-/Interdisciplinary Studies, Other \n* 30.xxxx CIP Sub Totals **** 40.0501 \nChemistry, General \n40.0507 \nPolymer Chemistry \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia Institute of Technology \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n6 \n \n0 \n \n0 \n \n7 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n16 11 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n6 \n \n2 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n0 24 \n \n0 \n \n8 \n \n0 \n \n22 32 \n \n54 \n \n0 \n \n0 \n \n0 \n \n0 46 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n46 \n \n0 \n \n46 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n22 \n \n0 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 68 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n68 \n \n0 \n \n68 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 11 \n \n0 22 \n \n0 \n \n25 33 \n \n58 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n5 \n \n0 \n \n5 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Name \n40.0699 \nGeological and Earth Sciences/Geosciences, Other \n40.0801 \nPhysics, General \n* 40.xxxx CIP Sub Totals **** 42.0901 \nIndustrial and organizational Psychology \n* 42.xxxx CIP Sub Totals **** 44.0501 \nPublic Policy Analysis \n* 44.xxxx CIP Sub Totals **** 45.0901 \nInternational Relations and Affairs \n* 45.xxxx CIP Sub Totals **** 50.0404 \nIndustrial Design \n* 50.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia Institute of Technology \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n9 18 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 33 \n \n0 19 \n \n0 \n \n5 \n \n0 \n \n33 24 \n \n57 \n \n0 \n \n0 \n \n0 \n \n0 72 \n \n0 39 \n \n0 36 \n \n0 \n \n72 75 147 \n \n0 \n \n0 \n \n0 \n \n0 26 \n \n0 13 \n \n0 \n \n7 \n \n0 \n \n26 20 \n \n46 \n \n0 \n \n0 \n \n0 \n \n0 26 \n \n0 13 \n \n0 \n \n7 \n \n0 \n \n26 20 \n \n46 \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n0 21 \n \n0 \n \n2 \n \n0 \n \n17 23 \n \n40 \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n0 21 \n \n0 \n \n2 \n \n0 \n \n17 23 \n \n40 \n \n0 \n \n0 \n \n0 \n \n0 58 \n \n0 27 \n \n0 \n \n0 \n \n0 \n \n58 27 \n \n85 \n \n0 \n \n0 \n \n0 \n \n0 58 \n \n0 27 \n \n0 \n \n0 \n \n0 \n \n58 27 \n \n85 \n \n0 \n \n0 \n \n0 \n \n0 49 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n49 \n \n6 \n \n55 \n \n0 \n \n0 \n \n0 \n \n0 49 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n49 \n \n6 \n \n55 \n \n5 \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Name \n51.0701 \nHealth/Health Care Administration/Management \n51.2205 \nHealth/ Medical Physics \n51.2307 \northotist/Prosthetist \n* 51.xxxx CIP Sub Totals **** 52.0201 \nBusiness Administration and Management, General \n52.0203 \nLogistics and Materials Management \n52.0205 \nOperations Management and Supervision \n52.0299 \nBusiness/Managerial Operations, Other \n52.0601 \nBusiness/Managerial Economics \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia Institute of Technology \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 14 \n \n0 \n \n0 \n \n0 \n \n0 14 \n \n14 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n5 \n \n0 20 \n \n20 \n \n0 \n \n0 \n \n0 \n \n0 355 \n \n0 112 \n \n0 \n \n3 \n \n0 355 115 470 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n25 11 \n \n36 \n \n6 \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Name \n52.0899 \nFinance and Financial Management Services, Other \n* 52.xxxx CIP Sub Totals **** 54.0104 \nHistory and Philosophy of Science/Technology \n* 54.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia Institute of Technology \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 29 \n \n0 \n \n0 \n \n0 \n \n0 29 \n \n29 \n \n0 \n \n0 \n \n0 \n \n0 381 \n \n0 189 \n \n0 \n \n3 \n \n0 381 192 573 \n \n0 \n \n0 \n \n0 \n \n0 33 \n \n0 \n \n3 \n \n0 \n \n1 \n \n0 \n \n33 \n \n4 \n \n37 \n \n0 \n \n0 \n \n0 \n \n0 33 \n \n0 \n \n3 \n \n0 \n \n1 \n \n0 \n \n33 \n \n4 \n \n37 \n \n0 \n \n0 \n \n0 \n \n0 2,592 \n \n0 1,390 \n \n0 311 \n \n0 2,592 1,701 4,293 \n \n7 \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n03.0201 \nNatural Resources Management and Policy \n* 03.xxxx CIP Sub Totals **** 05.0201 \nAfrican-American/Black Studies \n05.0207 \nWomen's Studies \n* 05.xxxx CIP Sub Totals **** 09.0101 \nCommunication Studies/Speech Communication and Rhet. \n09.0401 \nJournalism \n* 09.xxxx CIP Sub Totals **** 11.0101 \nComputer and Information Sciences, General \n11.0701 \nComputer Science \n* 11.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n15 \n \n0 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n2 \n \n3 \n \n0 \n \n0 \n \n0 \n \n1 \n \n5 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n2 \n \n3 \n \n0 \n \n0 \n \n0 \n \n16 \n \n5 \n \n21 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 \n \n1 \n \n0 \n \n0 22 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 162 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 162 \n \n0 162 \n \n0 \n \n0 \n \n0 \n \n0 162 \n \n0 21 \n \n0 \n \n1 \n \n0 162 22 184 \n \n0 \n \n0 \n \n0 \n \n0 155 \n \n0 73 \n \n0 \n \n3 \n \n0 155 76 231 \n \n0 \n \n0 \n \n0 \n \n0 72 \n \n0 42 \n \n0 \n \n0 \n \n0 \n \n72 42 114 \n \n0 \n \n0 \n \n0 \n \n0 227 \n \n0 115 \n \n0 \n \n3 \n \n0 227 118 345 \n \n8 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n13.0101 \nEducation, General \n13.0401 \nEducational Leadership and Administration, General \n13.0406 \nHigher Education/Higher Education Administration \n13.0499 \nEducational Administration and Supervision, Other \n13.0501 \nEducational/Instructional Media Design \n13.0603 \nEducational Statistics and Research Methods \n13.0901 \nSocial and Philosophical Foundations of Education \n13.1001 \nSpecial Education and Teaching, General \n13.1003 \nEducation/Teaching of Individuals with Hearing Impairments \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 13 \n \n13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 42 10 \n \n0 \n \n0 \n \n0 52 \n \n52 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n5 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 44 \n \n0 \n \n1 \n \n0 \n \n0 45 \n \n45 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n2 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n3 \n \n0 \n \n0 \n \n7 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n9 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1007 \nEducation/Teaching of Individuals with Multiple Disabilities \n13.1008 \nEducation/Teaching of Individuals with orthopedic and Other \n13.1012 \nEducation/Teaching of Individuals with Speech or Language \n13.1101 \nCounselor Education/School Counseling and Guidance \n13.1203 \nJunior High/Intermed./Middle School Education \u0026 Teaching \n13.1209 \nKindergarten/PreSchool Education and Teaching \n13.1302 \nArt Teacher Education \n13.1305 \nEnglish/Language Arts Teacher Education \n13.1311 \nMathematics Teacher Education \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n19 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 32 \n \n0 \n \n0 \n \n0 \n \n0 32 \n \n32 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 116 16 \n \n8 \n \n0 \n \n0 140 140 \n \n0 \n \n0 \n \n0 \n \n0 45 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n45 \n \n3 \n \n48 \n \n0 \n \n0 \n \n0 \n \n0 66 \n \n0 85 15 \n \n0 \n \n0 \n \n66 100 166 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n11 \n \n2 \n \n13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 32 \n \n0 \n \n0 \n \n0 \n \n0 32 \n \n32 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 23 \n \n0 \n \n0 \n \n0 \n \n0 23 \n \n23 \n \n10 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1314 \nPhysical Education Teaching and Coaching \n13.1315 \nReading Teacher Education \n13.1316 \nScience Teacher Educ./Gen. Science Teacher Education \n13.1318 \nSocial Studies Teacher Education \n13.1399 \nTeacher Education and Professional Development, Specific \n13.1401 \nTeaching English as a Second or Foreign Language/ESL \n* 13.xxxx CIP Sub Totals **** 14.3701 \nOperations Research \n* 14.xxxx CIP Sub Totals **** 16.0501 \nGerman Language and Literature \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 61 \n \n0 19 \n \n0 \n \n0 \n \n0 \n \n61 19 \n \n80 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 39 \n \n0 \n \n0 \n \n0 \n \n0 39 \n \n39 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 39 \n \n0 \n \n0 \n \n0 \n \n0 39 \n \n39 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 22 11 \n \n0 \n \n0 33 \n \n33 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n3 25 \n \n28 \n \n0 \n \n3 \n \n0 \n \n0 183 \n \n0 563 67 42 \n \n0 186 672 858 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 11 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 11 \n \n0 \n \n1 \n \n0 \n \n9 12 \n \n21 \n \n9 12 \n \n21 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n5 \n \n3 \n \n8 \n \n11 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n16.0901 \nFrench Language and Literature \n16.0905 \nSpanish Language and Literature \n* 16.xxxx CIP Sub Totals **** 19.0702 \nAdult Development and Aging \n* 19.xxxx CIP Sub Totals **** 22.0101 \nLaw (LL.B., J.D.) \n* 22.xxxx CIP Sub Totals **** 23.0101 \nEnglish Language and Literature, General \n23.0501 \nCreative Writing \n23.1001 \nSpeech and Rhetorical Studies \n* 23.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n7 \n \n1 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 50 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n50 \n \n4 \n \n54 \n \n0 \n \n0 \n \n0 \n \n0 62 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n62 \n \n8 \n \n70 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 208 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 208 \n \n0 208 208 0 208 208 \n \n0 \n \n0 \n \n0 \n \n0 95 \n \n0 29 \n \n0 \n \n6 \n \n0 \n \n95 35 130 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n16 \n \n0 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 111 \n \n0 33 \n \n0 \n \n6 \n \n0 111 39 150 \n \n12 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n24.0199 \nLiberal Arts and Sciences, General Studies and Humanities, \n* 24.xxxx CIP Sub Totals **** 26.0101 \nBiology/Biological Sciences, General \n* 26.xxxx CIP Sub Totals **** 27.0101 \nMathematics, General \n* 27.xxxx CIP Sub Totals **** 30.9999 \nMulti-/Interdisciplinary Studies, Other \n* 30.xxxx CIP Sub Totals **** 31.0301 \nParks, Recreation and Leisure Facilities Management \n31.0504 \nSport and Fitness Administration/Management \n* 31.xxxx CIP Sub Totals **** 38.0101 \nPhilosophy \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 111 \n \n0 44 \n \n0 13 \n \n0 111 57 168 \n \n0 \n \n0 \n \n0 \n \n0 111 \n \n0 44 \n \n0 13 \n \n0 111 57 168 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n22 \n \n6 \n \n28 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n22 \n \n6 \n \n28 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n21 \n \n7 \n \n28 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n21 \n \n7 \n \n28 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n15 \n \n0 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 34 \n \n0 \n \n0 \n \n0 \n \n0 34 \n \n34 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 34 \n \n0 \n \n0 \n \n0 \n \n15 34 \n \n49 \n \n0 \n \n0 \n \n0 \n \n0 24 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n24 10 \n \n34 \n \n13 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n38.0201 \nReligion/Religious Studies \n* 38.xxxx CIP Sub Totals **** 40.0201 \nAstronomy \n40.0501 \nChemistry, General \n40.0601 \nGeology/Earth Science, General \n40.0801 \nPhysics, General \n* 40.xxxx CIP Sub Totals **** 42.0101 \nPsychology, General \n42.1701 \nSchool Psychology \n42.1801 \nEducational Psychology \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n15 \n \n0 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 39 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n39 10 \n \n49 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 24 \n \n0 \n \n9 \n \n0 \n \n5 \n \n0 \n \n24 14 \n \n38 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n6 \n \n5 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n9 \n \n0 \n \n1 \n \n0 \n \n3 10 \n \n13 \n \n0 \n \n0 \n \n0 \n \n0 33 \n \n0 23 \n \n0 \n \n7 \n \n0 \n \n33 30 \n \n63 \n \n0 \n \n0 \n \n0 \n \n0 263 \n \n0 14 \n \n0 11 \n \n0 263 25 288 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 16 14 \n \n2 \n \n0 \n \n0 32 \n \n32 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n14 \n \n0 \n \n2 \n \n2 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n* 42.xxxx CIP Sub Totals **** 43.0104 \nCriminal Justice/Safety Studies \n* 43.xxxx CIP Sub Totals **** 44.0401 \nPublic Administration \n44.0501 \nPublic Policy Analysis \n44.0701 \nSocial Work \n* 44.xxxx CIP Sub Totals **** 45.0201 \nAnthropology \n45.0601 \nEconomics, General \n45.0701 \nGeography \n45.1001 \nPolitical Science and Government, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 263 \n \n0 31 14 14 \n \n0 263 59 322 \n \n0 \n \n0 \n \n0 \n \n0 69 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n69 13 \n \n82 \n \n0 \n \n0 \n \n0 \n \n0 69 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n69 13 \n \n82 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 63 \n \n0 \n \n0 \n \n0 \n \n0 63 \n \n63 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 34 \n \n0 21 \n \n0 \n \n0 \n \n0 \n \n34 21 \n \n55 \n \n0 \n \n0 \n \n0 \n \n0 34 \n \n0 84 \n \n0 \n \n1 \n \n0 \n \n34 85 119 \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n17 \n \n8 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n0 38 \n \n0 \n \n3 \n \n0 \n \n17 41 \n \n58 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n7 \n \n2 \n \n0 \n \n0 \n \n0 \n \n7 \n \n9 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 99 \n \n0 13 \n \n0 \n \n3 \n \n0 \n \n99 16 115 \n \n15 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n45.1101 \nSociology \n45.1201 \nUrban Studies/Affairs \n* 45.xxxx CIP Sub Totals **** 50.0501 \nDrama and Dramatics/Theatre Arts, General \n50.0601 \nFilm/Cinema Studies \n50.0703 \nArt History, Criticism and Conservation \n50.0705 \nDrawing \n50.0903 \nMusic Performance, General \n* 50.xxxx CIP Sub Totals **** 51.0701 \nHealth/Health Care Administration/Management \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 135 \n \n0 \n \n9 \n \n0 \n \n2 \n \n0 135 11 146 \n \n0 \n \n0 \n \n0 \n \n0 61 \n \n2 18 \n \n0 \n \n0 \n \n0 \n \n61 20 \n \n81 \n \n0 \n \n0 \n \n0 \n \n0 336 \n \n9 88 \n \n0 \n \n8 \n \n0 336 105 441 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 72 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n72 \n \n0 \n \n72 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 98 \n \n0 16 \n \n0 \n \n0 \n \n0 \n \n98 16 114 \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n0 29 \n \n0 \n \n0 \n \n0 \n \n27 29 \n \n56 \n \n0 \n \n0 \n \n0 \n \n0 206 \n \n0 47 \n \n0 \n \n0 \n \n0 206 47 253 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n0 \n \n0 \n \n0 \n \n16 \n \n0 17 \n \n17 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n51.0908 \nRespiratory Care Therapy/Therapist \n51.1601 \nNursing - Registered Nurse Training (RN, ASN, BSN, MSN) \n51.1610 \nPsychiatric/Mental Health Nurse/Nursing \n51.2201 \nPublic Health, General (MPH, DPH) \n51.2308 \nPhysical Therapy/Therapist \n51.2310 \nVocational Rehabilitation Counseling/Counselor \n51.3101 \nDietetics/ Dietitian (RD) \n51.9999 \nHealth Professions and Related Clinical Sciences, Other \n* 51.xxxx CIP Sub Totals **** 52.0101 \nBusiness/Commerce, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 31 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n31 \n \n0 \n \n31 \n \n0 \n \n0 \n \n0 \n \n0 86 \n \n0 54 \n \n0 \n \n3 \n \n0 \n \n86 57 143 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 37 \n \n0 \n \n0 \n \n0 \n \n0 37 \n \n37 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n16 \n \n0 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 133 \n \n6 145 \n \n0 \n \n3 \n \n0 133 154 287 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 524 \n \n0 \n \n0 \n \n0 \n \n17 \n \n0 524 524 \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n52.0201 \nBusiness Administration and Management, General \n52.0301 \nAccounting \n52.0601 \nBusiness/Managerial Economics \n52.0801 \nFinance, General \n52.0804 \nFinancial Planning and Services \n52.0904 \nHotel/Motel Administration/Management \n52.1001 \nHuman Resources Management/Personnel Administration \n52.1101 \nInternational Business/Trade/Commerce \n52.1304 \nActuarial Science \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 241 \n \n0 18 \n \n0 \n \n2 \n \n0 241 20 261 \n \n0 \n \n0 \n \n0 \n \n0 125 \n \n0 38 \n \n0 \n \n1 \n \n0 125 39 164 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n15 \n \n1 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 195 \n \n0 42 \n \n0 \n \n3 \n \n0 195 45 240 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 24 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n24 \n \n0 \n \n24 \n \n0 \n \n0 \n \n0 \n \n0 57 \n \n0 23 \n \n0 \n \n1 \n \n0 \n \n57 24 \n \n81 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n18 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n11 25 \n \n36 \n \n18 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n52.1401 \nMarketing/Marketing Management, General \n52.1501 \nReal Estate \n52.1601 \nTaxation \n52.1701 \nInsurance \n52.1899 \nGeneral Merchandising, Sales \u0026 Related Marketing Operations \n* 52.xxxx CIP Sub Totals **** 54.0101 \nHistory, General \n* 54.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 202 \n \n0 18 \n \n0 \n \n4 \n \n0 202 22 224 \n \n0 \n \n0 \n \n0 \n \n0 30 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n30 10 \n \n40 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 39 \n \n0 21 \n \n0 \n \n0 \n \n0 \n \n39 21 \n \n60 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 947 \n \n0 781 \n \n0 11 \n \n0 947 792 1,739 \n \n0 \n \n0 \n \n0 \n \n0 62 \n \n0 \n \n5 \n \n0 \n \n3 \n \n0 \n \n62 \n \n8 \n \n70 \n \n0 \n \n0 \n \n0 \n \n0 62 \n \n0 \n \n5 \n \n0 \n \n3 \n \n0 \n \n62 \n \n8 \n \n70 \n \n0 \n \n5 \n \n0 \n \n0 3,061 18 2,073 81 113 208 3,066 2,493 5,559 \n \n19 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1327 \nHealth Occupations Teacher Education \n* 13.xxxx CIP Sub Totals **** 26.0204 \nMolecular Biology \n26.0706 \nAnimal Physiology \n26.0901 \nPhysiology, General \n26.1001 \nPharmacology \n* 26.xxxx CIP Sub Totals **** 51.0401 \nDentistry (DDS, DMD) \n51.0503 \noral Biology and Oral Pathology (MS, PhD) \n51.0602 \nDental Hygiene/Hygienist \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nMedical College of Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n3 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n5 \n \n0 \n \n0 \n \n6 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 35 \n \n0 35 \n \n35 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n1 \n \n0 \n \n0 \n \n4 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 28 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n28 \n \n0 \n \n28 \n \n20 \n \nSRPT60 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n51.0706 \nHealth Information/Medical Records Administration/Adminis \n51.0905 \nNuclear Medical Technology/Technologist \n51.0907 \nMedical Radiologic Technology/Science - Radiation Therap. \n51.0908 \nRespiratory Care Therapy/Therapist \n51.0910 \nDiagnostic Medical Sonography/Sonographer and Ultrasound \n51.0912 \nPhysician Assistant \n51.0999 \nAllied Health Diagnostic, Intervention, and Treatment Prof. \n51.1005 \nClinical Laboratory Science/Medical Technology/Technol. \n51.1201 \nMedicine (MD) \n51.1601 \nNursing - Registered Nurse Training (RN, ASN, BSN, MSN) \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nMedical College of Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n5 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n17 \n \n0 \n \n17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 \n \n1 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 35 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n35 \n \n0 \n \n35 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 14 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n14 \n \n2 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 158 \n \n0 158 158 \n \n0 \n \n0 \n \n0 \n \n0 173 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 173 \n \n0 173 \n \n21 \n \nSRPT60 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n51.1604 \nNurse Anesthetist \n51.1605 \nFamily Practice Nurse/Nurse Practitioner \n51.1609 \nPediatric Nurse/Nursing \n51.1699 \nNursing, Other \n51.2306 \nOccupational Therapy/Therapist \n51.2308 \nPhysical Therapy/Therapist \n51.2703 \nMedical Illustration/Medical Illustrator \n* 51.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nMedical College of Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n1 \n \n0 \n \n0 \n \n5 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 44 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n44 \n \n0 \n \n44 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 33 \n \n0 \n \n0 \n \n0 \n \n0 33 \n \n33 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n6 \n \n0 \n \n6 \n \n0 \n \n0 338 \n \n2 68 \n \n0 \n \n2 193 344 265 609 \n \n0 \n \n6 \n \n0 \n \n0 338 \n \n2 72 \n \n0 \n \n7 193 344 274 618 \n \n22 \n \nSRPT60 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n01.0102 \nAgribusiness/Agricultural Business Operations \n01.0103 \nAgricultural Economics \n01.0601 \nApplied Horticulture/Horticultural Operations, General \n01.0605 \nLandscaping and Groundskeeping \n01.0607 \nTurf and Turfgrass Management \n01.0801 \nAgricultural and Extension Education Services \n01.0802 \nAgricultural Communication/Journalism \n01.0901 \nAnimal Sciences, General \n01.0905 \nDairy Science \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n20 \n \n0 \n \n20 \n \n0 \n \n0 \n \n0 \n \n0 38 \n \n0 15 \n \n0 \n \n3 \n \n0 \n \n38 18 \n \n56 \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n20 \n \n1 \n \n21 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n13 \n \n0 \n \n13 \n \n0 \n \n0 \n \n0 \n \n0 40 \n \n0 \n \n8 \n \n0 \n \n5 \n \n0 \n \n40 13 \n \n53 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n3 \n \n1 \n \n4 \n \n23 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n01.0907 \nPoultry Science \n01.1001 \nFood Science \n01.1102 \nAgronomy and Crop Science \n01.1105 \nPlant Protection \u0026 Integrated Pest Management \n01.1201 \nSoil Science and Agronomy, General \n* 01.xxxx CIP Sub Totals **** 03.0101 \nNatural Resources/Conservation, General \n03.0301 \nFishing and Fisheries Sciences and Management \n03.0501 \nForestry, General \n03.0502 \nForest Sciences and Biology \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n6 \n \n6 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 16 \n \n0 12 \n \n0 \n \n13 28 \n \n41 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n7 \n \n0 \n \n4 \n \n0 \n \n4 11 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 180 \n \n0 54 \n \n0 27 \n \n0 180 81 261 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 26 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n26 \n \n0 \n \n26 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 29 \n \n0 11 \n \n0 \n \n24 \n \n5 40 \n \n45 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n03.0601 \nWildlife and Wildlands Science and Management \n* 03.xxxx CIP Sub Totals **** 04.0601 \nLandscape Architecture (BS, BSLA, BLA, MSLA, MLA, PhD) \n* 04.xxxx CIP Sub Totals **** 05.0207 \nWomen's Studies \n* 05.xxxx CIP Sub Totals **** 09.0102 \nMass Communication/ Media Studies \n09.0401 \nJournalism \n09.0402 \nBroadcast Journalism \n09.0499 \nJournalism, Other \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n20 \n \n0 \n \n20 \n \n0 \n \n0 \n \n0 \n \n0 55 \n \n0 39 \n \n0 11 \n \n0 \n \n55 50 105 \n \n0 \n \n0 \n \n0 \n \n0 63 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n63 10 \n \n73 \n \n0 \n \n0 \n \n0 \n \n0 63 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n63 10 \n \n73 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 37 \n \n0 \n \n3 \n \n0 \n \n0 40 \n \n40 \n \n0 \n \n0 \n \n0 \n \n0 98 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n98 \n \n1 \n \n99 \n \n0 \n \n0 \n \n0 \n \n0 31 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n31 \n \n0 \n \n31 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n21 \n \n25 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n09.0902 \nPublic Relations/Image Management \n09.0903 \nAdvertising \n* 09.xxxx CIP Sub Totals **** 10.0202 \nRadio and Television Broadcasting Technology/Technician \n* 10.xxxx CIP Sub Totals **** 11.0101 \nComputer and Information Sciences, General \n11.0102 \nArtificial Intelligence and Robotics \n11.0701 \nComputer Science \n11.9999 \nComputer and Information Sciences and Support Services \n* 11.xxxx CIP Sub Totals **** 13.0101 \nEducation, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 106 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 106 \n \n0 106 \n \n0 \n \n0 \n \n0 \n \n0 136 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 136 \n \n0 136 \n \n0 \n \n0 \n \n0 \n \n0 371 \n \n0 59 \n \n0 \n \n3 \n \n0 371 62 433 \n \n0 \n \n0 \n \n0 \n \n0 107 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 107 \n \n0 107 \n \n0 \n \n0 \n \n0 \n \n0 107 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 107 \n \n0 107 \n \n0 \n \n0 \n \n0 \n \n0 23 \n \n0 \n \n8 \n \n0 \n \n1 \n \n0 \n \n23 \n \n9 \n \n32 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 28 \n \n0 \n \n6 \n \n0 \n \n1 \n \n0 \n \n28 \n \n7 \n \n35 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 28 \n \n0 \n \n0 \n \n0 \n \n0 28 \n \n28 \n \n0 \n \n0 \n \n0 \n \n0 51 \n \n0 51 \n \n0 \n \n2 \n \n0 \n \n51 53 104 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n0 \n \n0 \n \n0 \n \n26 \n \n0 18 \n \n18 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n13.0401 \nEducational Leadership and Administration, General \n13.0406 \nHigher Education/Higher Education Administration \n13.0501 \nEducational/Instructional Media Design \n13.0802 (1990 CIP translated to 42.1801 in 2000 CIP) \nEducational Psychology \n13.1001 \nSpecial Education and Teaching, General \n13.1006 \nEducation/Teaching of Individuals with Mental Retardation \n13.1101 \nCounselor Education/School Counseling and Guidance \n13.1201 \nAdult and Continuing Education and Teaching \n13.1202 \nElementary Education and Teaching \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 20 14 45 \n \n0 \n \n0 79 \n \n79 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 43 12 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 59 \n \n59 \n \n0 11 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 29 \n \n0 10 \n \n0 \n \n2 \n \n0 \n \n29 12 \n \n41 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 38 \n \n3 \n \n7 \n \n0 \n \n0 48 \n \n48 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 23 \n \n2 21 \n \n0 \n \n0 46 \n \n46 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n4 \n \n4 \n \n27 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1203 \nJunior High/Intermed./Middle School Education \u0026 Teaching \n13.1204 (1990 CIP translated to 13.1209 for 2000 CIP) \nEarly Childhood Education \n13.1209 \nKindergarten/PreSchool Education and Teaching \n13.1301 \nAgricultural Teacher Education \n13.1302 \nArt Teacher Education \n13.1303 \nBusiness Teacher Education \n13.1305 \nEnglish/Language Arts Teacher Education \n13.1306 \nForeign Language Teacher Education \n13.1307 \nHealth Teacher Education \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 41 \n \n0 \n \n8 \n \n2 \n \n1 \n \n0 \n \n41 11 \n \n52 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 105 \n \n0 \n \n9 \n \n2 \n \n1 \n \n0 105 12 117 \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n18 \n \n9 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 24 \n \n0 \n \n0 \n \n0 \n \n25 24 \n \n49 \n \n0 \n \n0 \n \n0 \n \n0 42 \n \n0 24 \n \n9 \n \n0 \n \n0 \n \n42 33 \n \n75 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 14 \n \n1 \n \n0 \n \n0 \n \n15 15 \n \n30 \n \n0 \n \n0 \n \n0 \n \n0 70 \n \n0 \n \n5 \n \n0 \n \n4 \n \n0 \n \n70 \n \n9 \n \n79 \n \n28 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1308 \nFamily \u0026 Consumer Sciences/Home Economics Teacher Ed. \n13.1309 \nTechnology Teacher Education/Industrial Arts Teacher Educ. \n13.1310 \nSales and Marketing Operations/Marketing and Distribution \n13.1311 \nMathematics Teacher Education \n13.1312 \nMusic Teacher Education \n13.1314 \nPhysical Education Teaching and Coaching \n13.1315 \nReading Teacher Education \n13.1316 \nScience Teacher Educ./Gen. Science Teacher Education \n13.1317 \nSocial Science Teacher Education \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n10 \n \n5 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n6 \n \n1 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n2 \n \n4 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 39 14 \n \n2 \n \n0 \n \n21 55 \n \n76 \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n0 15 \n \n3 \n \n0 \n \n0 \n \n27 18 \n \n45 \n \n0 \n \n0 \n \n0 \n \n0 115 \n \n0 41 \n \n0 11 \n \n0 115 52 167 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n5 \n \n2 \n \n0 \n \n0 14 \n \n14 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n0 12 \n \n3 \n \n6 \n \n0 \n \n16 21 \n \n37 \n \n0 \n \n0 \n \n0 \n \n0 67 \n \n0 \n \n7 \n \n0 \n \n4 \n \n0 \n \n67 11 \n \n78 \n \n29 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1319 \nTechnical Teacher Education \n13.1320 \nTrade and Industrial Teacher Education \n13.1324 \nDrama and Dance Teacher Education \n13.9999 \nEducation, Other \n* 13.xxxx CIP Sub Totals **** 14.0301 \nAgricultural/Biological Engineering and Bioengineering \n* 14.xxxx CIP Sub Totals **** 16.0102 \nLinguistics \n16.0104 \nComparative Literature \n16.0302 \nJapanese Language and Literature \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 11 \n \n3 \n \n0 \n \n0 22 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n5 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 611 \n \n0 422 81 123 \n \n0 611 626 1,237 \n \n0 \n \n0 \n \n0 \n \n0 29 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n29 \n \n2 \n \n31 \n \n0 \n \n0 \n \n0 \n \n0 29 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n29 \n \n2 \n \n31 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n3 \n \n0 \n \n4 \n \n0 \n \n11 \n \n7 \n \n18 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 \n \n2 \n \n0 \n \n1 \n \n0 \n \n12 \n \n3 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n30 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n16.0402 \nRussian Language and Literature \n16.0501 \nGerman Language and Literature \n16.0900 \nRomance Languages, Literatures, and Linguistics, General \n16.0901 \nFrench Language and Literature \n16.0902 \nItalian Language and Literature \n16.0905 \nSpanish Language and Literature \n16.1200 \nClassics and Languages, Literatures and Linguistics, General \n16.1202 \nAncient/Classical Greek Language and Literature \n16.1203 \nLatin Language and Literature \n* 16.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n12 \n \n3 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n2 \n \n0 \n \n6 \n \n0 \n \n9 \n \n8 \n \n17 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n11 \n \n4 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 50 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n50 \n \n6 \n \n56 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n6 \n \n3 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n4 \n \n4 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 128 \n \n0 27 \n \n0 11 \n \n0 128 38 166 \n \n31 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n19.0202 \nFamily \u0026 Consumer Sciences/Human Sciences Communications \n19.0402 \nConsumer Economics \n19.0501 \nFoods, Nutrition, and Wellness Studies, General \n19.0601 \nHousing and Human Environments, General \n19.0706 \nChild Development \n19.0901 \nApparel and Textiles, General \n19.0904 \nTextile Science \n* 19.xxxx CIP Sub Totals **** 22.0101 \nLaw (LL.B., J.D.) \n22.0201 \nAdvanced Legal Research/Studies, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n27 \n \n0 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 74 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n74 \n \n0 \n \n74 \n \n0 \n \n0 \n \n0 \n \n0 14 \n \n0 \n \n6 \n \n0 \n \n2 \n \n0 \n \n14 \n \n8 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 52 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n52 \n \n2 \n \n54 \n \n0 \n \n0 \n \n0 \n \n0 96 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 \n \n96 12 108 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n1 \n \n6 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n2 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 264 \n \n0 20 \n \n0 10 \n \n0 264 30 294 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 228 \n \n0 228 228 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n0 \n \n0 \n \n0 \n \n32 \n \n0 20 \n \n20 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n* 22.xxxx CIP Sub Totals **** 23.0101 \nEnglish Language and Literature, General \n23.1001 \nSpeech and Rhetorical Studies \n* 23.xxxx CIP Sub Totals **** 24.0101 \nLiberal Arts and Sciences/Liberal Studies \n* 24.xxxx CIP Sub Totals **** 26.0101 \nBiology/Biological Sciences, General \n26.0202 \nBiochemistry \n26.0301 \nBotany/Plant Biology \n26.0305 \nPlant Pathology/Phytopathology \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n0 \n \n0 228 \n \n0 248 248 \n \n0 \n \n0 \n \n0 \n \n0 142 \n \n0 16 \n \n0 14 \n \n0 142 30 172 \n \n0 \n \n0 \n \n0 \n \n0 119 \n \n0 \n \n2 \n \n0 \n \n1 \n \n0 119 \n \n3 122 \n \n0 \n \n0 \n \n0 \n \n0 261 \n \n0 18 \n \n0 15 \n \n0 261 33 294 \n \n0 \n \n0 \n \n0 \n \n0 36 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n36 \n \n0 \n \n36 \n \n0 \n \n0 \n \n0 \n \n0 36 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n36 \n \n0 \n \n36 \n \n0 \n \n0 \n \n0 \n \n0 216 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 216 \n \n0 216 \n \n0 \n \n0 \n \n0 \n \n0 29 \n \n0 \n \n3 \n \n0 \n \n8 \n \n0 \n \n29 11 \n \n40 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n4 \n \n0 \n \n8 \n \n0 \n \n3 12 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n2 \n \n2 \n \n33 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n26.0401 \nCell/Cellular Biology and Histology \n26.0502 \nMicrobiology, General \n26.0702 \nEntomology \n26.0801 \nGenetics, General \n26.1004 \nToxicology \n26.1301 \nEcology \n26.1302 \nMarine Biology and Biological Oceanography \n* 26.xxxx CIP Sub Totals **** 27.0101 \nMathematics, General \n27.0301 \nApplied Mathematics \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 14 \n \n0 \n \n2 \n \n0 \n \n4 \n \n0 \n \n14 \n \n6 \n \n20 \n \n0 \n \n0 \n \n0 \n \n0 50 \n \n0 \n \n1 \n \n0 \n \n6 \n \n0 \n \n50 \n \n7 \n \n57 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n4 \n \n4 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 33 \n \n0 \n \n1 \n \n0 \n \n7 \n \n0 \n \n33 \n \n8 \n \n41 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n3 \n \n0 \n \n0 10 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 \n \n7 \n \n0 \n \n8 \n \n0 \n \n21 15 \n \n36 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n4 \n \n0 \n \n0 \n \n6 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 370 \n \n0 30 \n \n0 51 \n \n0 370 81 451 \n \n0 \n \n0 \n \n0 \n \n0 24 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n24 10 \n \n34 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n34 \n \n0 \n \n1 \n \n1 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n27.0501 \nStatistics, General \n27.0502 \nMathematical Statistics and Probability \n* 27.xxxx CIP Sub Totals **** 30.0101 \nBiological and Physical Sciences \n30.1201 \nHistoric Preservation and Conservation \n* 30.xxxx CIP Sub Totals **** 31.0504 \nSport and Fitness Administration/Management \n* 31.xxxx CIP Sub Totals **** 38.0101 \nPhilosophy \n38.0201 \nReligion/Religious Studies \n* 38.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 10 \n \n0 \n \n4 \n \n0 \n \n8 14 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n20 \n \n0 \n \n0 \n \n0 \n \n0 32 \n \n0 36 \n \n0 \n \n9 \n \n0 \n \n32 45 \n \n77 \n \n0 \n \n0 \n \n0 \n \n0 49 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n49 \n \n0 \n \n49 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n19 \n \n0 \n \n0 \n \n0 \n \n0 49 \n \n0 19 \n \n0 \n \n0 \n \n0 \n \n49 19 \n \n68 \n \n0 \n \n0 \n \n0 \n \n0 36 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n36 \n \n0 \n \n36 \n \n0 \n \n0 \n \n0 \n \n0 36 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n36 \n \n0 \n \n36 \n \n0 \n \n0 \n \n0 \n \n0 26 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n26 \n \n2 \n \n28 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n25 \n \n5 \n \n30 \n \n0 \n \n0 \n \n0 \n \n0 51 \n \n0 \n \n6 \n \n0 \n \n1 \n \n0 \n \n51 \n \n7 \n \n58 \n \n35 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n40.0201 \nAstronomy \n40.0501 \nChemistry, General \n40.0601 \nGeology/Earth Science, General \n40.0801 \nPhysics, General \n* 40.xxxx CIP Sub Totals **** 42.0101 \nPsychology, General \n42.0301 \nCognitive Psychology and Psycholinguistics \n42.0601 \nCounseling Psychology \n42.1801 \nEducational Psychology \n* 42.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n0 \n \n5 \n \n0 13 \n \n0 \n \n18 18 \n \n36 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n6 \n \n3 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n1 \n \n0 \n \n2 \n \n0 \n \n6 \n \n3 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 33 \n \n0 \n \n9 \n \n0 15 \n \n0 \n \n33 24 \n \n57 \n \n0 \n \n0 \n \n0 \n \n0 290 \n \n0 20 \n \n0 18 \n \n0 290 38 328 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n6 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n1 12 \n \n0 \n \n0 20 \n \n20 \n \n0 \n \n0 \n \n0 \n \n0 294 \n \n0 27 \n \n1 36 \n \n0 294 64 358 \n \n36 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n43.0104 \nCriminal Justice/Safety Studies \n* 43.xxxx CIP Sub Totals **** 44.0401 \nPublic Administration \n44.0701 \nSocial Work \n* 44.xxxx CIP Sub Totals **** 45.0201 \nAnthropology \n45.0601 \nEconomics, General \n45.0701 \nGeography \n45.0901 \nInternational Relations and Affairs \n45.1001 \nPolitical Science and Government, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 74 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n74 \n \n0 \n \n74 \n \n0 \n \n0 \n \n0 \n \n0 74 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n74 \n \n0 \n \n74 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 28 \n \n0 \n \n4 \n \n0 \n \n0 32 \n \n32 \n \n0 \n \n0 \n \n0 \n \n0 37 \n \n0 136 \n \n0 \n \n8 \n \n0 \n \n37 144 181 \n \n0 \n \n0 \n \n0 \n \n0 37 \n \n0 164 \n \n0 12 \n \n0 \n \n37 176 213 \n \n0 \n \n0 \n \n0 \n \n0 47 \n \n0 \n \n2 \n \n0 \n \n8 \n \n0 \n \n47 10 \n \n57 \n \n0 \n \n0 \n \n0 \n \n0 66 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n66 \n \n0 \n \n66 \n \n0 \n \n0 \n \n0 \n \n0 24 \n \n0 13 \n \n0 \n \n5 \n \n0 \n \n24 18 \n \n42 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 280 \n \n0 10 \n \n0 \n \n4 \n \n0 280 14 294 \n \n37 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n45.1101 \nSociology \n* 45.xxxx CIP Sub Totals **** 50.0501 \nDrama and Dramatics/Theatre Arts, General \n50.0601 \nFilm/Cinema Studies \n50.0701 \nArt/Art Studies, General \n50.0702 \nFine/Studio Arts, General \n50.0703 \nArt History, Criticism and Conservation \n50.0901 \nMusic, General \n50.0903 \nMusic Performance, General \n50.0904 \nMusic Theory and Composition \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 103 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 103 \n \n3 106 \n \n0 \n \n0 \n \n0 \n \n0 525 \n \n0 28 \n \n0 17 \n \n0 525 45 570 \n \n0 \n \n0 \n \n0 \n \n0 35 \n \n0 10 \n \n0 \n \n1 \n \n0 \n \n35 11 \n \n46 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 138 \n \n0 12 \n \n0 \n \n3 \n \n0 138 15 153 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n21 \n \n0 \n \n21 \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n18 \n \n6 \n \n24 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 11 \n \n0 \n \n9 \n \n0 \n \n8 20 \n \n28 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n22 \n \n0 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n38 \n \n2 \n \n0 \n \n2 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n* 50.xxxx CIP Sub Totals **** 51.0201 \nCommunication Disorders, General \n51.2001 \nPharmacy (PharmD [USA] PharmD, BS/BPharm [Canada]) \n51.2202 \nEnvironmental Health \n51.2305 \nMusic Therapy/Therapist \n51.2401 \nVeterinary Medicine (DVM) \n51.2501 \nVeterinary Sciences/Veterinary Clinical Sciences, General \n51.2502 \nVeterinary Anatomy (Cert, MS, PhD) \n51.2503 \nVeterinary Physiology (Cert, MS, PhD) \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 245 \n \n0 39 \n \n0 13 \n \n0 245 52 297 \n \n0 \n \n0 \n \n0 \n \n0 51 \n \n0 25 \n \n2 \n \n0 \n \n0 \n \n51 27 \n \n78 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 16 110 \n \n0 130 130 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n16 \n \n6 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 86 \n \n0 86 \n \n86 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n4 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n1 \n \n0 \n \n0 \n \n3 \n \n3 \n \n39 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n51.2504 \nVeterinary Microbiology \u0026Immunobiology (Cert, MS, PhD) \n51.2505 \nVeterinary Pathology and Pathobiology (Cert, MS, PhD) \n51.3101 \nDietetics/ Dietitian (RD) \n* 51.xxxx CIP Sub Totals **** 52.0101 \nBusiness/Commerce, General \n52.0201 \nBusiness Administration and Management, General \n52.0206 \nNon-Profit/Public/organizational Management \n52.0301 \nAccounting \n52.0601 \nBusiness/Managerial Economics \n52.0801 \nFinance, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 10 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n4 \n \n0 \n \n0 \n \n5 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 35 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n35 \n \n0 \n \n35 \n \n0 \n \n0 \n \n0 \n \n0 105 \n \n0 46 \n \n2 28 196 105 272 377 \n \n0 \n \n0 \n \n0 \n \n0 42 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n42 \n \n0 \n \n42 \n \n0 \n \n0 \n \n0 \n \n0 167 \n \n0 233 \n \n0 10 \n \n0 167 243 410 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 148 \n \n0 100 \n \n0 \n \n0 \n \n0 148 100 248 \n \n0 \n \n0 \n \n0 \n \n0 41 \n \n0 \n \n2 \n \n0 \n \n6 \n \n0 \n \n41 \n \n8 \n \n49 \n \n0 \n \n0 \n \n0 \n \n0 270 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 270 \n \n0 270 \n \n40 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n52.1001 \nHuman Resources Management/Personnel Administration \n52.1101 \nInternational Business/Trade/Commerce \n52.1201 \nManagement Information Systems, General \n52.1401 \nMarketing/Marketing Management, General \n52.1402 \nMarketing Research \n52.1501 \nReal Estate \n52.1701 \nInsurance \n52.1902 \nFashion Merchandising \n* 52.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 122 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 122 \n \n0 122 \n \n0 \n \n0 \n \n0 \n \n0 126 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 126 \n \n0 126 \n \n0 \n \n0 \n \n0 \n \n0 272 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 272 \n \n0 272 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 42 \n \n0 \n \n0 \n \n0 \n \n0 42 \n \n42 \n \n0 \n \n0 \n \n0 \n \n0 118 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 118 \n \n0 118 \n \n0 \n \n0 \n \n0 \n \n0 179 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 179 \n \n0 179 \n \n0 \n \n0 \n \n0 \n \n0 86 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n86 \n \n0 \n \n86 \n \n0 \n \n0 \n \n0 \n \n0 1,571 \n \n0 399 \n \n0 16 \n \n0 1,571 415 1,986 \n \n41 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n54.0101 \nHistory, General \n* 54.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 128 \n \n0 \n \n3 \n \n0 \n \n4 \n \n0 128 \n \n7 135 \n \n0 \n \n0 \n \n0 \n \n0 128 \n \n0 \n \n3 \n \n0 \n \n4 \n \n0 128 \n \n7 135 \n \n0 \n \n0 \n \n0 \n \n0 5,711 \n \n0 1,528 84 404 424 5,711 2,440 8,151 \n \n42 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n09.0101 \nCommunication Studies/Speech Communication and Rhet. \n09.0401 \nJournalism \n09.0701 \nRadio and Television \n09.0902 \nPublic Relations/Image Management \n* 09.xxxx CIP Sub Totals **** 10.0305 \nGraphic and Printing Equipment Operator, General Prod. \n* 10.xxxx CIP Sub Totals **** 11.0101 \nComputer and Information Sciences, General \n11.0401 \nInformation Science/Studies \n* 11.xxxx CIP Sub Totals **** 13.0301 \nCurriculum and Instruction \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia Southern University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n16 \n \n0 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n19 \n \n0 \n \n19 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 61 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n61 \n \n0 \n \n61 \n \n0 \n \n0 \n \n0 \n \n0 121 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 121 \n \n0 121 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n21 \n \n0 \n \n21 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n21 \n \n0 \n \n21 \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n27 \n \n0 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 24 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n24 \n \n0 \n \n24 \n \n0 \n \n0 \n \n0 \n \n0 51 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n51 \n \n0 \n \n51 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n43 \n \n0 10 \n \n10 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n13.0401 \nEducational Leadership and Administration, General \n13.0406 \nHigher Education/Higher Education Administration \n13.0501 \nEducational/Instructional Media Design \n13.1001 \nSpecial Education and Teaching, General \n13.1101 \nCounselor Education/School Counseling and Guidance \n13.1202 \nElementary Education and Teaching \n13.1203 \nJunior High/Intermed./Middle School Education \u0026 Teaching \n13.1302 \nArt Teacher Education \n13.1303 \nBusiness Teacher Education \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia Southern University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 18 17 13 \n \n0 \n \n0 48 \n \n48 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n2 \n \n0 \n \n0 \n \n0 19 \n \n19 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 15 \n \n8 \n \n0 \n \n0 \n \n21 23 \n \n44 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 26 \n \n4 \n \n0 \n \n0 \n \n0 30 \n \n30 \n \n0 \n \n0 \n \n0 \n \n0 106 \n \n0 31 \n \n2 \n \n0 \n \n0 106 33 139 \n \n0 \n \n0 \n \n0 \n \n0 26 \n \n0 29 16 \n \n0 \n \n0 \n \n26 45 \n \n71 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 20 \n \n0 \n \n0 \n \n0 \n \n9 20 \n \n29 \n \n44 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1305 \nEnglish/Language Arts Teacher Education \n13.1308 \nFamily \u0026 Consumer Sciences/Home Economics Teacher Ed. \n13.1309 \nTechnology Teacher Education/Industrial Arts Teacher Ed. \n13.1311 \nMathematics Teacher Education \n13.1312 \nMusic Teacher Education \n13.1314 \nPhysical Education Teaching and Coaching \n13.1315 \nReading Teacher Education \n13.1316 \nScience Teacher Educ./Gen. Science Teacher Education \n13.1317 \nSocial Science Teacher Education \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia Southern University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n7 \n \n1 \n \n0 \n \n0 \n \n11 \n \n8 \n \n19 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n4 \n \n5 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n3 \n \n1 \n \n0 \n \n0 \n \n6 \n \n4 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n5 \n \n1 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n4 \n \n1 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n4 \n \n0 \n \n0 \n \n0 29 \n \n29 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n1 \n \n0 \n \n0 \n \n0 \n \n7 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n1 \n \n2 \n \n3 \n \n45 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1322 \nBiology Teacher Education \n13.1323 \nChemistry Teacher Education \n13.1328 \nHistory Teacher Education \n13.1330 \nSpanish Language Teacher Education \n* 13.xxxx CIP Sub Totals **** 15.0201 \nCivil Engineering Technology/Technician \n15.0303 \nElectrical, Electronic \u0026 Communications Engineering Tech. \n15.0612 \nIndustrial Technology/Technician \n15.0699 \nIndustrial Production Technologies/Technicians, Other \n15.0805 \nMechanical Engineering/Mechanical Technology/Technician \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia Southern University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 209 \n \n0 211 58 23 \n \n0 209 292 501 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n12 \n \n0 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n21 \n \n0 \n \n21 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n15 \n \n0 \n \n15 \n \n46 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n15.1001 \nConstruction Engineering Technology/Technician \n15.9999 \nEngineering Technologies/Technicians, Other \n* 15.xxxx CIP Sub Totals **** 16.0901 \nFrench Language and Literature \n16.0905 \nSpanish Language and Literature \n* 16.xxxx CIP Sub Totals **** 19.0501 \nFoods, Nutrition, and Wellness Studies, General \n19.0701 \nHuman Development and Family Studies, General \n19.0901 \nApparel and Textiles, General \n* 19.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia Southern University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 35 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n35 \n \n0 \n \n35 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 92 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n92 11 103 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 82 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n82 \n \n0 \n \n82 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n22 \n \n0 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 129 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 129 \n \n0 129 \n \n47 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n23.0101 \nEnglish Language and Literature, General \n23.1001 \nSpeech and Rhetorical Studies \n* 23.xxxx CIP Sub Totals **** 24.0102 \nGeneral Studies \n* 24.xxxx CIP Sub Totals **** 26.0101 \nBiology/Biological Sciences, General \n* 26.xxxx CIP Sub Totals **** 27.0101 \nMathematics, General \n* 27.xxxx CIP Sub Totals **** 31.0101 \nParks, Recreation and Leisure Studies \n31.0501 \nHealth and Physical Education, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia Southern University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 26 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n26 11 \n \n37 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 36 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n36 11 \n \n47 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 75 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n75 10 \n \n85 \n \n0 \n \n0 \n \n0 \n \n0 75 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n75 10 \n \n85 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n4 \n \n5 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n4 \n \n5 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 44 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n44 \n \n0 \n \n44 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n48 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n31.0504 \nSport and Fitness Administration/Management \n31.0505 \nKinesiology and Exercise Science \n* 31.xxxx CIP Sub Totals **** 38.0101 \nPhilosophy \n* 38.xxxx CIP Sub Totals **** 40.0501 \nChemistry, General \n40.0601 \nGeology/Earth Science, General \n40.0801 \nPhysics, General \n* 40.xxxx CIP Sub Totals **** 42.0101 \nPsychology, General \n42.1701 \nSchool Psychology \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia Southern University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 57 \n \n0 16 \n \n0 \n \n0 \n \n0 \n \n57 16 \n \n73 \n \n0 \n \n0 \n \n0 \n \n0 50 \n \n0 18 \n \n0 \n \n0 \n \n0 \n \n50 18 \n \n68 \n \n0 \n \n0 \n \n0 \n \n0 161 \n \n0 34 \n \n0 \n \n0 \n \n0 161 34 195 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 24 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n24 \n \n0 \n \n24 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 34 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n34 \n \n0 \n \n34 \n \n0 \n \n0 \n \n0 \n \n0 70 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n70 \n \n8 \n \n78 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 15 12 \n \n0 \n \n0 \n \n49 \n \n0 27 \n \n27 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n* 42.xxxx CIP Sub Totals **** 43.0104 \nCriminal Justice/Safety Studies \n* 43.xxxx CIP Sub Totals **** 44.0401 \nPublic Administration \n* 44.xxxx CIP Sub Totals **** 45.0201 \nAnthropology \n45.0601 \nEconomics, General \n45.0604 \nDevelopment Economics and International Development \n45.0701 \nGeography \n45.0901 \nInternational Relations and Affairs \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia Southern University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 70 \n \n0 23 12 \n \n0 \n \n0 \n \n70 35 105 \n \n0 \n \n0 \n \n0 \n \n0 74 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n74 \n \n0 \n \n74 \n \n0 \n \n0 \n \n0 \n \n0 74 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n74 \n \n0 \n \n74 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n22 \n \n0 22 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n12 \n \n0 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n50 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n45.1001 \nPolitical Science and Government, General \n45.1101 \nSociology \n* 45.xxxx CIP Sub Totals **** 50.0408 \nInterior Design \n50.0501 \nDrama and Dramatics/Theatre Arts, General \n50.0701 \nArt/Art Studies, General \n50.0702 \nFine/Studio Arts, General \n50.0901 \nMusic, General \n50.0903 \nMusic Performance, General \n* 50.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia Southern University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 34 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n34 \n \n2 \n \n36 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n21 \n \n7 \n \n28 \n \n0 \n \n0 \n \n0 \n \n0 78 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n78 \n \n9 \n \n87 \n \n0 \n \n0 \n \n0 \n \n0 23 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n23 \n \n0 \n \n23 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 35 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n35 \n \n0 \n \n35 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n2 \n \n4 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 71 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n71 10 \n \n81 \n \n51 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n51.0701 \nHealth/Health Care Administration/Management \n51.0913 \nAthletic Training/Trainer \n51.1005 \nClinical Laboratory Science/Medical Technology/Technol. \n51.1601 \nNursing - Registered Nurse Training (RN, ASN, BSN, MSN) \n51.1605 \nFamily Practice Nurse/Nurse Practitioner \n51.1699 \nNursing, Other \n51.2207 \nPublic Health Education and Promotion \n* 51.xxxx CIP Sub Totals **** 52.0201 \nBusiness Administration and Management, General \n52.0203 \nLogistics and Materials Management \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia Southern University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 90 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n90 \n \n0 \n \n90 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n27 \n \n6 \n \n33 \n \n0 \n \n0 \n \n0 \n \n0 127 \n \n0 17 \n \n0 \n \n0 \n \n0 127 17 144 \n \n0 \n \n0 \n \n0 \n \n0 158 \n \n0 90 \n \n0 \n \n0 \n \n0 158 90 248 \n \n0 \n \n0 \n \n0 \n \n0 50 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n50 \n \n0 \n \n50 \n \n52 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n52.0301 \nAccounting \n52.0601 \nBusiness/Managerial Economics \n52.0801 \nFinance, General \n52.0904 \nHotel/Motel Administration/Management \n52.1101 \nInternational Business/Trade/Commerce \n52.1201 \nManagement Information Systems, General \n52.1401 \nMarketing/Marketing Management, General \n* 52.xxxx CIP Sub Totals **** 54.0101 \nHistory, General \n* 54.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia Southern University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 52 \n \n0 28 \n \n0 \n \n0 \n \n0 \n \n52 28 \n \n80 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n15 \n \n0 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 93 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n93 \n \n0 \n \n93 \n \n0 \n \n0 \n \n0 \n \n0 28 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n28 \n \n0 \n \n28 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 88 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n88 \n \n0 \n \n88 \n \n0 \n \n0 \n \n0 \n \n0 135 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 135 \n \n0 135 \n \n0 \n \n0 \n \n0 \n \n0 622 \n \n0 118 \n \n0 \n \n0 \n \n0 622 118 740 \n \n0 \n \n0 \n \n0 \n \n0 23 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n23 \n \n7 \n \n30 \n \n0 \n \n0 \n \n0 \n \n0 23 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n23 \n \n7 \n \n30 \n \n0 \n \n0 \n \n0 \n \n0 2,033 \n \n0 488 70 23 \n \n0 2,033 581 2,614 \n \n53 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n03.0104 \nEnvironmental Science \n* 03.xxxx CIP Sub Totals **** 09.0102 \nMass Communication/ Media Studies \n* 09.xxxx CIP Sub Totals **** 11.0101 \nComputer and Information Sciences, General \n11.0401 \nInformation Science/Studies \n* 11.xxxx CIP Sub Totals **** 12.0401 \nCosmetology/Cosmetologist, General \n* 12.xxxx CIP Sub Totals **** 13.0301 \nCurriculum and Instruction \n13.0401 \nEducational Leadership and Administration, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nValdosta State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 44 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n44 \n \n0 \n \n44 \n \n0 \n \n0 \n \n0 \n \n0 44 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n44 \n \n0 \n \n44 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n13 \n \n0 \n \n13 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n22 \n \n0 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 35 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n35 \n \n0 \n \n35 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n5 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n54 \n \n0 \n \n8 \n \n8 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n13.0403 \nAdult and Continuing Education Administration \n13.0404 \nEducational, Instructional, and Curriculum Supervision \n13.1001 \nSpecial Education and Teaching, General \n13.1101 \nCounselor Education/School Counseling and Guidance Serv. \n13.1203 \nJunior High/Intermed./Middle School Education \u0026 Teaching \n13.1205 \nSecondary Education and Teaching \n13.1210 \nEarly Childhood Education and Teaching \n13.1302 \nArt Teacher Education \n13.1303 \nBusiness Teacher Education \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nValdosta State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n5 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 27 44 \n \n0 \n \n0 \n \n0 71 \n \n71 \n \n0 \n \n0 \n \n0 \n \n0 23 \n \n0 38 18 \n \n0 \n \n0 \n \n23 56 \n \n79 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n13 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 12 15 \n \n0 \n \n0 \n \n12 27 \n \n39 \n \n0 \n \n0 \n \n0 \n \n0 29 \n \n0 21 17 \n \n0 \n \n0 \n \n29 38 \n \n67 \n \n0 \n \n0 \n \n0 \n \n0 103 \n \n0 17 70 \n \n0 \n \n0 103 87 190 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n12 \n \n3 \n \n15 \n \n55 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1309 \nTechnology Teacher Education/Industrial Arts Teacher Educ. \n13.1312 \nMusic Teacher Education \n13.1314 \nPhysical Education Teaching and Coaching \n13.1315 \nReading Teacher Education \n13.1320 \nTrade and Industrial Teacher Education \n13.9999 \nEducation, Other \n* 13.xxxx CIP Sub Totals **** 15.0699 \nIndustrial Production Technologies/Technicians, Other \n* 15.xxxx CIP Sub Totals **** 16.0901 \nFrench Language and Literature \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nValdosta State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n20 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n11 \n \n1 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n18 \n \n5 \n \n23 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 41 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n41 \n \n0 \n \n41 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 24 23 \n \n0 \n \n0 \n \n0 47 \n \n47 \n \n0 \n \n0 \n \n0 \n \n0 255 \n \n0 184 187 18 \n \n0 255 389 644 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n15 \n \n0 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n15 \n \n0 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n56 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n16.0905 \nSpanish Language and Literature \n16.1603 \nSign Language Interpretation and Translation \n* 16.xxxx CIP Sub Totals **** 22.0302 \nLegal Assistant/Paralegal \n* 22.xxxx CIP Sub Totals **** 23.0101 \nEnglish Language and Literature, General \n23.1001 \nSpeech and Rhetorical Studies \n* 23.xxxx CIP Sub Totals **** 24.0101 \nLiberal Arts and Sciences/Liberal Studies \n24.0199 \nLiberal Arts \u0026 Sciences, General Studies \u0026 Humanities \n* 24.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nValdosta State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 28 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n28 \n \n7 \n \n35 \n \n0 \n \n0 \n \n0 \n \n0 59 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n59 \n \n0 \n \n59 \n \n0 \n \n0 \n \n0 \n \n0 87 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n87 \n \n7 \n \n94 \n \n0 \n \n0 61 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n61 \n \n0 \n \n61 \n \n0 \n \n0 \n \n0 \n \n0 32 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n32 \n \n0 \n \n32 \n \n0 \n \n0 61 \n \n0 32 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n93 \n \n0 \n \n93 \n \n57 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n25.0101 \nLibrary Science/Librarianship \n* 25.xxxx CIP Sub Totals **** 26.0101 \nBiology/Biological Sciences, General \n* 26.xxxx CIP Sub Totals **** 27.0101 \nMathematics, General \n27.0301 \nApplied Mathematics \n* 27.xxxx CIP Sub Totals **** 31.0599 \nHealth and Physical Education/Fitness, Other \n* 31.xxxx CIP Sub Totals **** 38.0101 \nPhilosophy \n* 38.xxxx CIP Sub Totals **** 40.0201 \nAstronomy \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nValdosta State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 48 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n48 \n \n0 \n \n48 \n \n0 \n \n0 \n \n0 \n \n0 48 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n48 \n \n0 \n \n48 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n19 \n \n0 \n \n19 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n19 \n \n0 \n \n19 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n58 \n \n4 \n \n0 \n \n4 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n40.0501 \nChemistry, General \n40.0801 \nPhysics, General \n* 40.xxxx CIP Sub Totals **** 42.0101 \nPsychology, General \n42.1801 \nEducational Psychology \n* 42.xxxx CIP Sub Totals **** 43.0104 \nCriminal Justice/Safety Studies \n* 43.xxxx CIP Sub Totals **** 44.0401 \nPublic Administration \n44.0701 \nSocial Work \n* 44.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nValdosta State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n13 \n \n0 \n \n13 \n \n0 \n \n0 \n \n0 \n \n0 66 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n66 10 \n \n76 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n6 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 66 \n \n0 10 \n \n6 \n \n0 \n \n0 \n \n66 16 \n \n82 \n \n0 \n \n0 \n \n0 \n \n0 55 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n55 \n \n6 \n \n61 \n \n0 \n \n0 \n \n0 \n \n0 55 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n55 \n \n6 \n \n61 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 32 \n \n0 \n \n0 \n \n0 \n \n0 32 \n \n32 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 48 \n \n0 \n \n0 \n \n0 \n \n59 \n \n0 16 \n \n16 \n \n0 48 \n \n48 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n45.1001 \nPolitical Science and Government, General \n45.1101 \nSociology \n* 45.xxxx CIP Sub Totals **** 47.0604 \nAutomobile/Automotive Mechanics Technology/Technician \n* 47.xxxx CIP Sub Totals **** 50.0101 \nVisual and Performing Arts, General \n50.0408 \nInterior Design \n50.0701 \nArt/Art Studies, General \n50.0901 \nMusic, General \n50.0903 \nMusic Performance, General \n* 50.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nValdosta State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 28 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n28 \n \n0 \n \n28 \n \n0 \n \n0 \n \n0 \n \n0 55 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n55 \n \n6 \n \n61 \n \n0 \n \n0 \n \n0 \n \n0 83 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n83 \n \n6 \n \n89 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n22 \n \n0 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 31 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n31 \n \n0 \n \n31 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 81 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n81 \n \n0 \n \n81 \n \n60 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n51.0203 \nSpeech-Language Pathology/Pathologist \n51.0699 \nDental Services and Allied Professions, Other \n51.0907 \nMedical Radiologic Technology/Science - Radiation Therap. \n51.0913 \nAthletic Training/Trainer \n51.1505 \nMarriage and Family Therapy/Counseling \n51.1601 \nNursing - Registered Nurse Training (RN, ASN, BSN, MSN) \n* 51.xxxx CIP Sub Totals **** 52.0201 \nBusiness Administration and Management, General \n52.0301 \nAccounting \n52.0302 \nAccounting Technology/Technician and Bookkeeping \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nValdosta State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 26 \n \n0 40 \n \n0 \n \n0 \n \n0 \n \n26 40 \n \n66 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n15 \n \n0 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 48 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n48 \n \n5 \n \n53 \n \n0 \n \n0 12 \n \n0 89 \n \n0 52 \n \n0 \n \n0 \n \n0 101 52 153 \n \n0 \n \n0 \n \n0 \n \n0 125 \n \n0 20 \n \n0 \n \n0 \n \n0 125 20 145 \n \n0 \n \n0 \n \n0 \n \n0 61 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n61 \n \n0 \n \n61 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n61 \n \n2 \n \n0 \n \n2 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n52.0401 \nAdministrative Assistant and Secretarial Science, General \n52.0601 \nBusiness/Managerial Economics \n52.0801 \nFinance, General \n52.1401 \nMarketing/Marketing Management, General \n* 52.xxxx CIP Sub Totals **** 54.0101 \nHistory, General \n* 54.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nValdosta State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n5 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n16 \n \n0 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n15 \n \n0 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 41 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n41 \n \n0 \n \n41 \n \n0 \n \n0 \n \n0 \n \n0 84 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n84 \n \n0 \n \n84 \n \n0 \n \n0 \n \n7 \n \n0 337 \n \n0 20 \n \n0 \n \n0 \n \n0 344 20 364 \n \n0 \n \n0 \n \n0 \n \n0 29 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n29 \n \n5 \n \n34 \n \n0 \n \n0 \n \n0 \n \n0 29 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n29 \n \n5 \n \n34 \n \n0 \n \n0 90 \n \n0 1,313 \n \n0 339 193 18 \n \n0 1,403 550 1,953 \n \n62 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n11.0101 \nComputer and Information Sciences, General \n* 11.xxxx CIP Sub Totals **** 13.0401 \nEducational Leadership and Administration, General \n13.1001 \nSpecial Education and Teaching, General \n13.1101 \nCounselor Education/School Counseling and Guidance Serv. \n13.1203 \nJunior High/Intermed./Middle School Education \u0026 Teaching \n13.1210 \nEarly Childhood Education and Teaching \n13.1305 \nEnglish/Language Arts Teacher Education \n13.1311 \nMathematics Teacher Education \n13.1314 \nPhysical Education Teaching and Coaching \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nAlbany State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n17 \n \n0 \n \n17 \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n17 \n \n0 \n \n17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 25 65 \n \n0 \n \n0 \n \n0 90 \n \n90 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n7 \n \n4 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n19 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n12 \n \n7 \n \n19 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n19 \n \n8 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n63 \n \n1 \n \n4 \n \n5 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n13.9999 \nEducation, Other \n* 13.xxxx CIP Sub Totals **** 16.0905 \nSpanish Language and Literature \n* 16.xxxx CIP Sub Totals **** 23.0101 \nEnglish Language and Literature, General \n23.1001 \nSpeech and Rhetorical Studies \n* 23.xxxx CIP Sub Totals **** 26.0101 \nBiology/Biological Sciences, General \n* 26.xxxx CIP Sub Totals **** 27.0101 \nMathematics, General \n* 27.xxxx CIP Sub Totals **** 40.0501 \nChemistry, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nAlbany State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 47 \n \n0 70 65 \n \n0 \n \n0 \n \n47 135 182 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n16 \n \n0 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n15 \n \n0 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n15 \n \n0 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n0 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n0 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n64 \n \n1 \n \n0 \n \n1 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n* 40.xxxx CIP Sub Totals **** 42.0101 \nPsychology, General \n* 42.xxxx CIP Sub Totals **** 43.0104 \nCriminal Justice/Safety Studies \n43.0199 \nCorrections and Criminal Justice, Other \n* 43.xxxx CIP Sub Totals **** 44.0401 \nPublic Administration \n44.0701 \nSocial Work \n* 44.xxxx CIP Sub Totals **** 45.1001 \nPolitical Science and Government, General \n45.1101 \nSociology \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nAlbany State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 69 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n69 \n \n0 \n \n69 \n \n0 \n \n0 \n \n0 \n \n0 69 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n69 \n \n0 \n \n69 \n \n0 \n \n0 \n \n0 \n \n0 47 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n47 \n \n7 \n \n54 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 48 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n48 \n \n7 \n \n55 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n20 \n \n0 \n \n20 \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n20 15 \n \n35 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n16 \n \n0 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 24 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n24 \n \n0 \n \n24 \n \n65 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n* 45.xxxx CIP Sub Totals **** 50.0705 \nDrawing \n50.0901 \nMusic, General \n* 50.xxxx CIP Sub Totals **** 51.1601 \nNursing - Registered Nurse Training (RN, ASN, BSN, MSN) \n* 51.xxxx CIP Sub Totals **** 52.0201 \nBusiness Administration and Management, General \n52.0301 \nAccounting \n52.1201 \nManagement Information Systems, General \n52.1401 \nMarketing/Marketing Management, General \n* 52.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nAlbany State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 40 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n40 \n \n0 \n \n40 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n11 \n \n8 \n \n19 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n11 \n \n8 \n \n19 \n \n0 \n \n0 \n \n0 \n \n0 79 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n79 25 104 \n \n0 \n \n0 \n \n0 \n \n0 26 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n26 \n \n0 \n \n26 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 155 \n \n0 25 \n \n0 \n \n0 \n \n0 155 25 180 \n \n66 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n54.0101 \nHistory, General \n* 54.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nAlbany State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 464 \n \n0 125 65 \n \n0 \n \n0 464 190 654 \n \n67 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n11.0101 \nComputer and Information Sciences, General \n11.0401 \nInformation Science/Studies \n* 11.xxxx CIP Sub Totals **** 13.1001 \nSpecial Education and Teaching, General \n13.1005 \nEducation/Teaching of Individuals with Emotional Disturban \n13.1011 \nEducation/Teaching of Individuals w/Spec. Learning Disabil. \n13.1012 \nEducation/Teaching of Individuals with Speech or Language \n13.1201 \nAdult and Continuing Education and Teaching \n13.1202 \nElementary Education and Teaching \n13.1203 \nJunior High/Intermed./Middle School Education \u0026 Teaching \n \nUiversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nArmstrong Atlantic State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n9 \n \n7 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n19 \n \n7 \n \n26 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n5 \n \n4 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 26 \n \n0 \n \n0 \n \n0 \n \n0 26 \n \n26 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 63 \n \n0 \n \n0 \n \n0 \n \n0 63 \n \n63 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n0 42 \n \n0 \n \n0 \n \n0 \n \n16 42 \n \n58 \n \n68 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1210 \nEarly Childhood Education and Teaching \n13.1302 \nArt Teacher Education \n13.1305 \nEnglish/Language Arts Teacher Education \n13.1311 \nMathematics Teacher Education \n13.1312 \nMusic Teacher Education \n13.1314 \nPhysical Education Teaching and Coaching \n13.1316 \nScience Teacher Educ./Gen. Science Teacher Education \n* 13.xxxx CIP Sub Totals **** 16.0905 \nSpanish Language and Literature \n* 16.xxxx CIP Sub Totals **** \n \nUiversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nArmstrong Atlantic State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 55 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n55 \n \n0 \n \n55 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 97 \n \n0 172 \n \n0 \n \n0 \n \n0 \n \n97 172 269 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n69 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n23.0101 \nEnglish Language and Literature, General \n* 23.xxxx CIP Sub Totals **** 24.0101 \nLiberal Arts and Sciences/Liberal Studies \n24.0199 \nLiberal Arts and Sciences, General Studies \u0026 Humanities \n* 24.xxxx CIP Sub Totals **** 26.0101 \nBiology/Biological Sciences, General \n* 26.xxxx CIP Sub Totals **** 27.0101 \nMathematics, General \n* 27.xxxx CIP Sub Totals **** 40.0501 \nChemistry, General \n40.0801 \nPhysics, General \n* 40.xxxx CIP Sub Totals **** \n \nUiversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nArmstrong Atlantic State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n22 \n \n0 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n22 \n \n0 \n \n22 \n \n0 \n \n0 39 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n39 \n \n0 \n \n39 \n \n0 \n \n0 \n \n0 \n \n0 85 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n85 \n \n0 \n \n85 \n \n0 \n \n0 39 \n \n0 85 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 124 \n \n0 124 \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n27 \n \n0 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n27 \n \n0 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n0 \n \n11 \n \n70 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n42.0101 \nPsychology, General \n* 42.xxxx CIP Sub Totals **** 43.0104 \nCriminal Justice/Safety Studies \n43.0107 \nCriminal Justice/Police Science \n* 43.xxxx CIP Sub Totals **** 45.0601 \nEconomics, General \n45.1001 \nPolitical Science and Government, General \n* 45.xxxx CIP Sub Totals **** 50.0501 \nDrama and Dramatics/Theatre Arts, General \n50.0701 \nArt/Art Studies, General \n50.0901 \nMusic, General \n \nUiversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nArmstrong Atlantic State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n13 \n \n0 \n \n13 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n13 \n \n0 \n \n13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n2 \n \n0 \n \n0 \n \n2 \n \n0 30 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n32 \n \n0 \n \n32 \n \n0 \n \n0 \n \n2 \n \n0 30 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n32 \n \n2 \n \n34 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n17 \n \n0 \n \n17 \n \n0 \n \n0 \n \n0 \n \n0 42 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n42 \n \n0 \n \n42 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n0 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n71 \n \n2 \n \n0 \n \n2 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n* 50.xxxx CIP Sub Totals **** 51.0602 \nDental Hygiene/Hygienist \n51.0799 \nHealth and Medical Administrative Services, Other \n51.0907 \nMedical Radiologic Technology/Science - Radiation Therap. \n51.0908 \nRespiratory Care Therapy/Therapist \n51.0913 \nAthletic Training/Trainer \n51.1005 \nClinical Laboratory Science/Medical Technology/Technol. \n51.1601 \nNursing - Registered Nurse Training (RN, ASN, BSN, MSN) \n51.2201 \nPublic Health, General (MPH, DPH) \n51.2308 \nPhysical Therapy/Therapist \n \nUiversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nArmstrong Atlantic State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n21 \n \n0 \n \n21 \n \n0 \n \n0 21 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n23 \n \n0 \n \n23 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 29 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n29 \n \n0 \n \n29 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 144 \n \n0 12 \n \n0 \n \n0 \n \n0 144 12 156 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n72 \n \n6 13 \n \n19 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n51.9999 \nHealth Professions and Related Clinical Sciences, Other \n* 51.xxxx CIP Sub Totals **** 54.0101 \nHistory, General \n* 54.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUiversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nArmstrong Atlantic State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 33 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n33 \n \n0 \n \n33 \n \n0 \n \n0 21 \n \n0 227 \n \n0 56 \n \n0 \n \n0 \n \n0 248 56 304 \n \n0 \n \n0 \n \n0 \n \n0 26 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n26 10 \n \n36 \n \n0 \n \n0 \n \n0 \n \n0 26 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n26 10 \n \n36 \n \n0 \n \n0 62 \n \n0 632 \n \n0 247 \n \n0 \n \n0 \n \n0 694 247 941 \n \n73 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n09.0101 \nCommunication Studies/Speech Communication and Rhet. \n* 09.xxxx CIP Sub Totals **** 11.0101 \nComputer and Information Sciences, General \n* 11.xxxx CIP Sub Totals **** 13.1204 (1990 CIP translated to 13.1202 for 2000 CIP) \nElementary Education and Testing \n13.0401 \nEducational Leadership and Administration, General \n13.1001 \nSpecial Education and Teaching, General \n13.1006 \nEducation/Teaching of Individuals with Mental Retardation \n13.1011 \nEducation/Teaching of Individuals w/Spec. Learning Disabil. \n13.1101 \nCounselor Education/School Counseling and Guidance Serv. \n \nUiversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nAugusta State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 45 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n45 \n \n0 \n \n45 \n \n0 \n \n0 \n \n0 \n \n0 45 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n45 \n \n0 \n \n45 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n4 \n \n1 \n \n0 \n \n0 \n \n1 \n \n5 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 13 \n \n0 \n \n0 \n \n0 19 \n \n19 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n13 \n \n2 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n20 \n \n74 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1202 \nElementary Education and Teaching \n13.1203 \nJunior High/Intermediate/Middle School Educ./Teaching \n13.1311 \nMathematics Teacher Education \n13.1312 \nMusic Teacher Education \n13.1314 \nPhysical Education Teaching and Coaching \n13.1317 \nSocial Science Teacher Education \n13.1318 \nSocial Studies Teacher Education \n* 13.xxxx CIP Sub Totals **** 16.0901 \nFrench Language and Literature \n16.0905 \nSpanish Language and Literature \n \nUiversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nAugusta State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 54 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n54 \n \n3 \n \n57 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n5 \n \n3 \n \n0 \n \n0 \n \n9 \n \n8 \n \n17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n9 \n \n1 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 90 \n \n0 55 21 \n \n0 \n \n0 \n \n90 76 166 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n75 \n \n6 \n \n0 \n \n6 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n* 16.xxxx CIP Sub Totals **** 23.0101 \nEnglish Language and Literature, General \n* 23.xxxx CIP Sub Totals **** 24.0101 \nLiberal Arts and Sciences/Liberal Studies \n* 24.xxxx CIP Sub Totals **** 26.0101 \nBiology/Biological Sciences, General \n* 26.xxxx CIP Sub Totals **** 27.0101 \nMathematics, General \n* 27.xxxx CIP Sub Totals **** 40.0501 \nChemistry, General \n40.0801 \nPhysics, General \n* 40.xxxx CIP Sub Totals **** \n \nUiversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nAugusta State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n17 \n \n0 \n \n17 \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n17 \n \n0 \n \n17 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 34 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n34 \n \n0 \n \n34 \n \n0 \n \n0 \n \n0 \n \n0 34 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n34 \n \n0 \n \n34 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n76 \n \n2 \n \n0 \n \n2 \n \n4 \n \n0 \n \n4 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n42.0101 \nPsychology, General \n* 42.xxxx CIP Sub Totals **** 43.0104 \nCriminal Justice/Safety Studies \n* 43.xxxx CIP Sub Totals **** 44.0401 \nPublic Administration \n* 44.xxxx CIP Sub Totals **** 45.0801 (1990 CIP translated to 54.0101 for 2000 CIP) \nHistory, General \n45.1001 \nPolitical Science and Government, General \n45.1101 \nSociology \n* 45.xxxx CIP Sub Totals **** 50.0706 \nIntermedia/Multimedia \n \nUiversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nAugusta State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 43 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n43 \n \n2 \n \n45 \n \n0 \n \n0 \n \n0 \n \n0 43 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n43 \n \n2 \n \n45 \n \n0 \n \n0 \n \n0 \n \n0 29 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n29 \n \n0 \n \n29 \n \n0 \n \n0 \n \n0 \n \n0 29 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n29 \n \n0 \n \n29 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n13 \n \n0 \n \n13 \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n18 \n \n0 \n \n18 \n \n0 \n \n0 \n \n0 \n \n0 38 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n38 \n \n0 \n \n38 \n \n0 \n \n0 \n \n0 \n \n0 69 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n69 \n \n0 \n \n69 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n12 \n \n0 \n \n12 \n \n77 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n50.0901 \nMusic, General \n50.0903 \nMusic Performance, General \n* 50.xxxx CIP Sub Totals **** 51.1601 \nNursing - Registered Nurse Training (RN, ASN, BSN, MSN) \n* 51.xxxx CIP Sub Totals **** 52.0201 \nBusiness Administration and Management, General \n52.0301 \nAccounting \n52.0801 \nFinance, General \n52.1401 \nMarketing/Marketing Management, General \n* 52.xxxx CIP Sub Totals **** \n \nUiversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nAugusta State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n17 \n \n0 \n \n17 \n \n0 \n \n0 39 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n39 \n \n0 \n \n39 \n \n0 \n \n0 39 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n39 \n \n0 \n \n39 \n \n0 \n \n0 \n \n0 \n \n0 31 \n \n0 48 \n \n0 \n \n0 \n \n0 \n \n31 48 \n \n79 \n \n0 \n \n0 \n \n0 \n \n0 40 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n40 \n \n0 \n \n40 \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n17 \n \n0 \n \n17 \n \n0 \n \n0 \n \n0 \n \n0 38 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n38 \n \n0 \n \n38 \n \n0 \n \n0 \n \n0 \n \n0 126 \n \n0 48 \n \n0 \n \n0 \n \n0 126 48 174 \n \n78 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n54.0101 \nHistory, General \n* 54.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUiversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nAugusta State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 46 \n \n0 518 \n \n0 109 21 \n \n0 \n \n0 564 130 694 \n \n79 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n09.0101 \nCommunication Studies/Speech Communication and Rhet. \n* 09.xxxx CIP Sub Totals **** 11.0101 \nComputer and Information Sciences, General \n11.0103 \nInformation Technology \n11.0401 \nInformation Science/Studies \n11.0901 \nComputer Systems Networking and Telecommunications \n* 11.xxxx CIP Sub Totals **** 13.1203 \nJunior High/Intermed./Middle School Education \u0026 Teaching \n* 13.xxxx CIP Sub Totals **** 15.1301 \nDrafting and Design Technology/Technician, General \n15.1303 \nArchitectural Drafting and Architectural CAD/CADD \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nClayton College \u0026 State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n15 \n \n0 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 59 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n59 \n \n0 \n \n59 \n \n0 75 70 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 145 \n \n0 145 \n \n0 43 26 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n69 \n \n0 \n \n69 \n \n0 118 96 \n \n0 74 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 288 \n \n0 288 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n80 \n \n3 \n \n0 \n \n3 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n* 15.xxxx CIP Sub Totals **** 22.0302 \nLegal Assistant/Paralegal \n* 22.xxxx CIP Sub Totals **** 24.0101 \nLiberal Arts and Sciences/Liberal Studies \n* 24.xxxx CIP Sub Totals **** 26.0101 \nBiology/Biological Sciences, General \n* 26.xxxx CIP Sub Totals **** 42.0401 \nCommunity Psychology \n* 42.xxxx CIP Sub Totals **** 47.0101 \nElectrical/Electronics Equipment Installation and Repair \n47.0607 \nAirframe Mechanics and Aircraft Maintenance Technology \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nClayton College \u0026 State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n3 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 75 19 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n94 \n \n0 \n \n94 \n \n0 75 19 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n94 \n \n0 \n \n94 \n \n0 \n \n0 38 \n \n0 26 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n64 \n \n0 \n \n64 \n \n0 \n \n0 38 \n \n0 26 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n64 \n \n0 \n \n64 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n12 \n \n0 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n12 \n \n0 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 57 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n57 \n \n0 \n \n57 \n \n0 \n \n0 \n \n0 \n \n0 57 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n57 \n \n0 \n \n57 \n \n0 \n \n7 12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n19 \n \n0 \n \n19 \n \n0 28 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n30 \n \n0 \n \n30 \n \n81 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n47.0608 \nAircraft Powerplant Technology/Technician \n* 47.xxxx CIP Sub Totals **** 50.0901 \nMusic, General \n50.0903 \nMusic Performance, General \n50.0904 \nMusic Theory and Composition \n* 50.xxxx CIP Sub Totals **** 51.0602 \nDental Hygiene/Hygienist \n51.0699 \nDental Services and Allied Professions, Other \n51.0702 \nHospital and Health Care Facilities Administration/Manag. \n51.0708 \nMedical Transcription/Transcriptionist \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nClayton College \u0026 State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n1 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 36 21 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n57 \n \n0 \n \n57 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 29 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n29 \n \n0 \n \n29 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n22 \n \n0 \n \n22 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n0 \n \n11 \n \n82 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n51.0799 \nHealth and Medical Administrative Services, Other \n51.0801 \nMedical/Clinical Assistant \n51.0904 \nEmergency Medical Technology/Technician (EMT Paramed) \n51.1602 \nNursing Administration (MSN, MS, PhD) \n* 51.xxxx CIP Sub Totals **** 52.0101 \nBusiness/Commerce, General \n52.0201 \nBusiness Administration and Management, General \n52.0204 \nOffice Management and Supervision \n52.0299 \nBusiness/Managerial Operations, Other \n52.0301 \nAccounting \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nClayton College \u0026 State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 14 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n18 \n \n0 \n \n18 \n \n0 18 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 58 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n58 \n \n0 \n \n58 \n \n0 43 11 \n \n0 116 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 170 \n \n0 170 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n13 \n \n0 \n \n13 \n \n0 \n \n0 \n \n0 \n \n0 59 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n59 \n \n0 \n \n59 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n19 \n \n0 \n \n19 \n \n0 \n \n0 \n \n0 \n \n0 28 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n28 \n \n0 \n \n28 \n \n0 \n \n0 \n \n0 \n \n0 36 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n36 \n \n0 \n \n36 \n \n83 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n52.0401 \nAdministrative Assistant and Secretarial Science, General \n52.0408 \nGeneral Office Occupations and Clerical Services \n52.1401 \nMarketing/Marketing Management, General \n52.1801 \nSales, Distribution and Marketing Operations, General \n* 52.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nClayton College \u0026 State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 26 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n26 \n \n0 \n \n26 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n7 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 33 13 \n \n0 180 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 226 \n \n0 226 \n \n0 308 201 \n \n0 506 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 1,015 \n \n0 1,015 \n \n84 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n03.0104 \nEnvironmental Science \n* 03.xxxx CIP Sub Totals **** 11.0101 \nComputer and Information Sciences, General \n* 11.xxxx CIP Sub Totals **** 13.0401 \nEducational Leadership and Administration, General \n13.0501 \nEducational/Instructional Media Design \n13.1005 \nEducation/Teaching of Individuals with Emotional Disturb. \n13.1006 \nEducation/Teaching of Individuals with Mental Retardation \n13.1011 \nEducation/Teaching of Individuals w/Specific Learning Disab. \n13.1101 \nCounselor Education/School Counseling and Guidance Serv. \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nColumbus State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n3 \n \n0 \n \n0 \n \n5 \n \n0 64 \n \n0 21 \n \n0 \n \n0 \n \n0 \n \n69 21 \n \n90 \n \n0 \n \n0 \n \n5 \n \n0 64 \n \n0 21 \n \n0 \n \n0 \n \n0 \n \n69 21 \n \n90 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 16 40 \n \n0 \n \n0 \n \n0 56 \n \n56 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n2 \n \n1 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n4 \n \n0 \n \n0 \n \n0 21 \n \n21 \n \n85 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1203 \nJunior High/Intermed./Middle School Education \u0026 Teaching \n13.1210 \nEarly Childhood Education and Teaching \n13.1302 \nArt Teacher Education \n13.1305 \nEnglish/Language Arts Teacher Education \n13.1311 \nMathematics Teacher Education \n13.1312 \nMusic Teacher Education \n13.1314 \nPhysical Education Teaching and Coaching \n13.1316 \nScience Teacher Educ./Gen. Science Teacher Education \n13.1317 \nSocial Science Teacher Education \n13.1318 \nSocial Studies Teacher Education \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nColumbus State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 10 10 \n \n0 \n \n0 \n \n6 20 \n \n26 \n \n0 \n \n0 \n \n0 \n \n0 44 \n \n0 11 \n \n1 \n \n0 \n \n0 \n \n44 12 \n \n56 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n4 \n \n6 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n4 \n \n5 \n \n0 \n \n0 \n \n3 \n \n9 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n8 \n \n5 \n \n13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n6 \n \n6 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n6 \n \n1 \n \n0 \n \n0 \n \n2 \n \n7 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n2 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n86 \n \n0 \n \n5 \n \n5 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1324 \nDrama and Dance Teacher Education \n* 13.xxxx CIP Sub Totals **** 16.0905 \nSpanish Language and Literature \n* 16.xxxx CIP Sub Totals **** 23.0101 \nEnglish Language and Literature, General \n23.1001 \nSpeech and Rhetorical Studies \n* 23.xxxx CIP Sub Totals **** 24.0101 \nLiberal Arts and Sciences/Liberal Studies \n24.0199 \nLiberal Arts and Sciences, General Studies and Humanities \n* 24.xxxx CIP Sub Totals **** 26.0101 \nBiology/Biological Sciences, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nColumbus State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 79 \n \n0 112 63 \n \n0 \n \n0 \n \n79 175 254 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n17 \n \n0 \n \n17 \n \n0 \n \n0 \n \n0 \n \n0 36 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n36 \n \n0 \n \n36 \n \n0 \n \n0 \n \n0 \n \n0 53 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n53 \n \n0 \n \n53 \n \n0 \n \n0 14 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n14 \n \n0 \n \n14 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n13 \n \n0 \n \n13 \n \n0 \n \n0 14 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n27 \n \n0 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n17 \n \n0 \n \n17 \n \n87 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n26.9999 \nBiological and Biomedical Sciences, Other \n* 26.xxxx CIP Sub Totals **** 30.1101 \nGerontology \n* 30.xxxx CIP Sub Totals **** 31.0301 \nParks, Recreation and Leisure Facilities Management \n31.0505 \nKinesiology and Exercise Science \n* 31.xxxx CIP Sub Totals **** 40.0501 \nChemistry, General \n40.0601 \nGeology/Earth Science, General \n* 40.xxxx CIP Sub Totals **** 42.0101 \nPsychology, General \n* 42.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nColumbus State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n21 \n \n0 \n \n21 \n \n0 \n \n0 \n \n0 \n \n0 38 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n38 \n \n0 \n \n38 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n21 \n \n0 \n \n21 \n \n0 \n \n0 \n \n0 \n \n0 28 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n28 \n \n0 \n \n28 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n13 \n \n0 \n \n13 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n13 \n \n0 \n \n13 \n \n88 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n43.0104 \nCriminal Justice/Safety Studies \n* 43.xxxx CIP Sub Totals **** 45.1001 \nPolitical Science and Government, General \n45.1101 \nSociology \n45.9999 \nSocial Sciences, Other \n* 45.xxxx CIP Sub Totals **** 50.0501 \nDrama and Dramatics/Theatre Arts, General \n50.0705 \nDrawing \n50.0901 \nMusic, General \n50.0903 \nMusic Performance, General \n* 50.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nColumbus State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 12 \n \n0 44 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n56 \n \n0 \n \n56 \n \n0 \n \n0 12 \n \n0 44 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n56 \n \n0 \n \n56 \n \n0 \n \n0 \n \n0 \n \n0 14 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n14 \n \n0 \n \n14 \n \n0 \n \n0 \n \n0 \n \n0 14 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n14 \n \n0 \n \n14 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 104 \n \n0 \n \n0 \n \n0 \n \n0 104 104 \n \n0 \n \n0 \n \n0 \n \n0 28 \n \n0 104 \n \n0 \n \n0 \n \n0 \n \n28 104 132 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n0 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n27 \n \n0 \n \n27 \n \n89 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n51.1601 \nNursing - Registered Nurse Training (RN, ASN, BSN, MSN) \n* 51.xxxx CIP Sub Totals **** 52.0101 \nBusiness/Commerce, General \n52.0201 \nBusiness Administration and Management, General \n52.0301 \nAccounting \n52.0801 \nFinance, General \n52.1401 \nMarketing/Marketing Management, General \n* 52.xxxx CIP Sub Totals **** 54.0101 \nHistory, General \n* 54.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nColumbus State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 42 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n42 \n \n0 \n \n42 \n \n0 \n \n0 \n \n0 \n \n0 42 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n42 \n \n0 \n \n42 \n \n0 \n \n0 \n \n0 \n \n0 24 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n24 25 \n \n49 \n \n0 \n \n0 \n \n0 \n \n0 30 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n30 \n \n0 \n \n30 \n \n0 \n \n0 \n \n0 \n \n0 28 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n28 \n \n0 \n \n28 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n16 \n \n0 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 34 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n34 \n \n0 \n \n34 \n \n0 \n \n0 \n \n0 \n \n0 132 \n \n0 25 \n \n0 \n \n0 \n \n0 132 25 157 \n \n0 \n \n0 \n \n0 \n \n0 14 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n14 \n \n0 \n \n14 \n \n0 \n \n0 \n \n0 \n \n0 14 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n14 \n \n0 \n \n14 \n \n0 \n \n0 31 \n \n0 585 \n \n1 265 63 \n \n0 \n \n0 616 329 945 \n \n90 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n01.0103 \nAgricultural Economics \n01.0901 \nAnimal Sciences, General \n01.1103 \nHorticultural Science \n* 01.xxxx CIP Sub Totals **** 09.0401 \nJournalism \n* 09.xxxx CIP Sub Totals **** 11.0101 \nComputer and Information Sciences, General \n11.0401 \nInformation Science/Studies \n* 11.xxxx CIP Sub Totals **** 13.1101 \nCounselor Education/School Counseling and Guidance Serv.i \n13.1202 \nElementary Education and Teaching \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nFort Valley State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n8 \n \n7 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 14 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n14 \n \n7 \n \n21 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n12 \n \n0 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n12 \n \n0 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n13 \n \n0 \n \n13 \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n18 \n \n0 \n \n18 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n21 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n91 \n \n8 \n \n0 \n \n8 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1203 \nJunior High/Intermed./Middle School Education \u0026 Teaching \n13.1209 \nKindergarten/PreSchool Education and Teaching \n13.1301 \nAgricultural Teacher Education \n13.1308 \nFamily \u0026 Consumer Sciences/Home Economics Teacher Ed. \n13.1311 \nMathematics Teacher Education \n13.1314 \nPhysical Education Teaching and Coaching \n* 13.xxxx CIP Sub Totals **** 15.0303 \nElectrical, Electronic \u0026 Communications Engineering Tech. \n15.9999 \nEngineering Technologies/Technicians, Other \n* 15.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nFort Valley State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n13 \n \n9 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 29 \n \n0 43 \n \n0 \n \n0 \n \n0 \n \n29 43 \n \n72 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n92 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n19.0501 \nFoods, Nutrition, and Wellness Studies, General \n19.0701 \nHuman Development and Family Studies, General \n19.0706 \nChild Development \n* 19.xxxx CIP Sub Totals **** 23.0101 \nEnglish Language and Literature, General \n* 23.xxxx CIP Sub Totals **** 26.0101 \nBiology/Biological Sciences, General \n* 26.xxxx CIP Sub Totals **** 27.0101 \nMathematics, General \n* 27.xxxx CIP Sub Totals **** 40.0501 \nChemistry, General \n* 40.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nFort Valley State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n2 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 24 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n24 \n \n0 \n \n24 \n \n0 \n \n0 \n \n0 \n \n0 24 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n24 \n \n0 \n \n24 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n93 \n \n4 \n \n0 \n \n4 \n \n4 \n \n0 \n \n4 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n42.0101 \nPsychology, General \n* 42.xxxx CIP Sub Totals **** 43.0104 \nCriminal Justice/Safety Studies \n* 43.xxxx CIP Sub Totals **** 44.0701 \nSocial Work \n* 44.xxxx CIP Sub Totals **** 45.1001 \nPolitical Science and Government, General \n45.1101 \nSociology \n* 45.xxxx CIP Sub Totals **** 50.0402 \nCommercial and Advertising Art \n* 50.xxxx CIP Sub Totals **** 51.0808 \nVeterinary/Animal Health Technology/Technician and Vet. \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nFort Valley State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 35 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n35 \n \n0 \n \n35 \n \n0 \n \n0 \n \n0 \n \n0 35 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n35 \n \n0 \n \n35 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n18 \n \n0 \n \n18 \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n18 \n \n0 \n \n18 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n2 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n94 \n \n7 \n \n0 \n \n7 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n51.1599 \nMental and Social Health Services and Allied Professions \n51.2310 \nVocational Rehabilitation Counseling/Counselor \n* 51.xxxx CIP Sub Totals **** 52.0101 \nBusiness/Commerce, General \n52.0201 \nBusiness Administration and Management, General \n52.0301 \nAccounting \n52.0601 \nBusiness/Managerial Economics \n52.1401 \nMarketing/Marketing Management, General \n* 52.xxxx CIP Sub Totals **** 54.0101 \nHistory, General \n* 54.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nFort Valley State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n5 \n \n0 19 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n11 \n \n7 19 \n \n26 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 14 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n14 \n \n0 \n \n14 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 37 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n37 \n \n0 \n \n37 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n95 \n \n1 \n \n0 \n \n1 \n \n1 \n \n0 \n \n1 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n*** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nFort Valley State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n4 \n \n0 260 \n \n0 69 \n \n0 \n \n0 \n \n0 264 69 333 \n \n96 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n09.0401 \nJournalism \n* 09.xxxx CIP Sub Totals **** 11.0101 \nComputer and Information Sciences, General \n* 11.xxxx CIP Sub Totals **** 13.0301 \nCurriculum and Instruction \n13.0401 \nEducational Leadership and Administration, General \n13.0501 \nEducational/Instructional Media Design \n13.1001 \nSpecial Education and Teaching, General \n13.1005 \nEducation/Teaching of Individuals with Emotional Disturb. \n13.1099 \nSpecial Education and Teaching, Other \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia College \u0026 State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 31 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n31 \n \n0 \n \n31 \n \n0 \n \n0 \n \n0 \n \n0 31 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n31 \n \n0 \n \n31 \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n18 \n \n0 \n \n18 \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n18 \n \n0 \n \n18 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n3 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 26 52 \n \n0 \n \n0 \n \n0 78 \n \n78 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 21 \n \n0 \n \n0 \n \n0 \n \n21 21 \n \n42 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n11 \n \n97 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1203 \nJunior High/Intermed./Middle School Education \u0026 Teaching \n13.1205 \nSecondary Education and Teaching \n13.1210 \nEarly Childhood Education and Teaching \n13.1307 \nHealth Teacher Education \n13.1312 \nMusic Teacher Education \n13.1314 \nPhysical Education Teaching and Coaching \n* 13.xxxx CIP Sub Totals **** 16.0901 \nFrench Language and Literature \n16.0905 \nSpanish Language and Literature \n* 16.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia College \u0026 State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n0 \n \n5 \n \n5 \n \n0 \n \n0 \n \n18 10 \n \n28 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 36 \n \n0 \n \n0 \n \n0 \n \n0 36 \n \n36 \n \n0 \n \n0 \n \n0 \n \n0 53 \n \n0 14 14 \n \n0 \n \n0 \n \n53 28 \n \n81 \n \n0 \n \n0 \n \n0 \n \n0 24 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n24 \n \n0 \n \n24 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n7 11 \n \n18 \n \n0 \n \n0 \n \n0 \n \n0 127 \n \n0 148 74 \n \n0 \n \n0 127 222 349 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 14 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n14 \n \n0 \n \n14 \n \n98 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n23.0101 \nEnglish Language and Literature, General \n23.0501 \nCreative Writing \n23.1001 \nSpeech and Rhetorical Studies \n* 23.xxxx CIP Sub Totals **** 24.0199 \nLiberal Arts and Sciences, General Studies and Humanities \n* 24.xxxx CIP Sub Totals **** 26.0101 \nBiology/Biological Sciences, General \n* 26.xxxx CIP Sub Totals **** 27.0101 \nMathematics, General \n* 27.xxxx CIP Sub Totals **** 31.0101 \nParks, Recreation and Leisure Studies \n* 31.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia College \u0026 State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n18 \n \n3 \n \n21 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n21 12 \n \n33 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n18 \n \n9 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n18 \n \n9 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n99 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n40.0501 \nChemistry, General \n* 40.xxxx CIP Sub Totals **** 42.0101 \nPsychology, General \n* 42.xxxx CIP Sub Totals **** 43.0103 \nCriminal Justice/Law Enforcement Administration \n* 43.xxxx CIP Sub Totals **** 44.0401 \nPublic Administration \n* 44.xxxx CIP Sub Totals **** 45.1001 \nPolitical Science and Government, General \n45.1101 \nSociology \n* 45.xxxx CIP Sub Totals **** 50.0501 \nDrama and Dramatics/Theatre Arts, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia College \u0026 State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 61 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n61 \n \n4 \n \n65 \n \n0 \n \n0 \n \n0 \n \n0 61 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n61 \n \n4 \n \n65 \n \n0 \n \n0 \n \n0 \n \n0 36 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n36 \n \n1 \n \n37 \n \n0 \n \n0 \n \n0 \n \n0 36 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n36 \n \n1 \n \n37 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 37 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 37 \n \n0 \n \n0 \n \n0 \n \n1 37 \n \n38 \n \n1 37 \n \n38 \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n17 \n \n0 \n \n17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n100 \n \n4 \n \n0 \n \n4 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n50.0701 \nArt/Art Studies, General \n50.0704 \nArts Management \n50.0901 \nMusic, General \n* 50.xxxx CIP Sub Totals **** 51.1601 \nNursing - Registered Nurse Training (RN, ASN, BSN, MSN) \n51.1602 \nNursing Administration (MSN, MS, PhD) \n51.1605 \nFamily Practice Nurse/Nurse Practitioner \n51.1699 \nNursing, Other \n51.2305 \nMusic Therapy/Therapist \n* 51.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia College \u0026 State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 90 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n90 \n \n0 \n \n90 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 96 \n \n0 18 \n \n0 \n \n0 \n \n0 \n \n96 18 114 \n \n101 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n52.0101 \nBusiness/Commerce, General \n52.0201 \nBusiness Administration and Management, General \n52.0203 \nLogistics and Materials Management \n52.0204 \nOffice Management and Supervision \n52.0301 \nAccounting \n52.0601 \nBusiness/Managerial Economics \n52.1101 \nInternational Business/Trade/Commerce \n52.1201 \nManagement Information Systems, General \n52.1399 \nManagement Sciences and Quantitative Methods, Other \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia College \u0026 State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n0 58 \n \n0 \n \n0 \n \n0 \n \n22 58 \n \n80 \n \n0 \n \n0 \n \n0 \n \n0 101 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 101 \n \n0 101 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 41 \n \n0 \n \n0 \n \n0 \n \n0 41 \n \n41 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 33 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n33 11 \n \n44 \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n17 \n \n0 \n \n17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 14 \n \n0 \n \n0 \n \n0 \n \n0 14 \n \n14 \n \n0 \n \n0 \n \n0 \n \n0 38 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n38 \n \n0 \n \n38 \n \n102 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n52.1401 \nMarketing/Marketing Management, General \n* 52.xxxx CIP Sub Totals **** 54.0101 \nHistory, General \n* 54.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia College \u0026 State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 60 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n60 \n \n0 \n \n60 \n \n0 \n \n0 \n \n0 \n \n0 276 \n \n0 124 \n \n0 \n \n0 \n \n0 276 124 400 \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n20 \n \n0 \n \n20 \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n20 \n \n0 \n \n20 \n \n0 \n \n0 \n \n0 \n \n0 784 \n \n0 353 74 \n \n0 \n \n0 784 427 1,211 \n \n103 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n11.0101 \nComputer and Information Sciences, General \n11.0701 \nComputer Science \n11.0801 \nWeb Page, Digital/Multimedia and Information Resources \n* 11.xxxx CIP Sub Totals **** 13.1001 \nSpecial Education and Teaching, General \n13.1011 \nEducation/Teaching of Indiv. w/Specific Learning Disabilities \n13.1202 \nElementary Education and Teaching \n13.1203 \nJunior High/Intermed./Middle School Education \u0026 Teaching \n13.1303 \nBusiness Teacher Education \n13.1305 \nEnglish/Language Arts Teacher Education \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia Southwestern State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n6 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n8 \n \n6 \n \n14 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n9 \n \n9 \n \n18 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 38 \n \n0 44 37 \n \n0 \n \n0 \n \n38 81 119 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 26 \n \n6 \n \n0 \n \n0 \n \n9 32 \n \n41 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n1 \n \n2 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n104 \n \n2 \n \n0 \n \n2 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1306 \nForeign Language Teacher Education \n13.1311 \nMathematics Teacher Education \n13.1312 \nMusic Teacher Education \n13.1314 \nPhysical Education Teaching and Coaching \n13.1315 \nReading Teacher Education \n13.1316 \nScience Teacher Educ./Gen. Science Teacher Education \n13.1318 \nSocial Studies Teacher Education \n* 13.xxxx CIP Sub Totals **** 23.0101 \nEnglish Language and Literature, General \n* 23.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia Southwestern State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n1 \n \n3 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n13 \n \n9 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 77 \n \n0 101 43 \n \n0 \n \n0 \n \n77 144 221 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n105 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n26.0101 \nBiology/Biological Sciences, General \n* 26.xxxx CIP Sub Totals **** 27.0101 \nMathematics, General \n* 27.xxxx CIP Sub Totals **** 31.0301 \nParks, Recreation and Leisure Facilities Management \n* 31.xxxx CIP Sub Totals **** 40.0501 \nChemistry, General \n* 40.xxxx CIP Sub Totals **** 42.0101 \nPsychology, General \n* 42.xxxx CIP Sub Totals **** 45.1001 \nPolitical Science and Government, General \n45.1101 \nSociology \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia Southwestern State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n13 \n \n0 \n \n13 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n13 \n \n0 \n \n13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 46 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n46 \n \n0 \n \n46 \n \n0 \n \n0 \n \n0 \n \n0 46 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n46 \n \n0 \n \n46 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n19 \n \n0 \n \n19 \n \n106 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n* 45.xxxx CIP Sub Totals **** 46.0302 \nElectrician \n* 46.xxxx CIP Sub Totals **** 47.0605 \nDiesel Mechanics Technology/Technician \n* 47.xxxx CIP Sub Totals **** 50.0701 \nArt/Art Studies, General \n* 50.xxxx CIP Sub Totals **** 51.1601 \nNursing - Registered Nurse Training (RN, ASN, BSN, MSN) \n* 51.xxxx CIP Sub Totals **** 52.0201 \nBusiness Administration and Management, General \n52.0301 \nAccounting \n52.0302 \nAccounting Technology/Technician and Bookkeeping \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia Southwestern State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n21 \n \n0 \n \n21 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n21 \n \n0 \n \n21 \n \n0 \n \n0 \n \n0 \n \n0 32 \n \n0 29 \n \n0 \n \n0 \n \n0 \n \n32 29 \n \n61 \n \n0 \n \n0 \n \n0 \n \n0 31 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n31 \n \n0 \n \n31 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n107 \n \n1 \n \n0 \n \n1 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n52.0401 \nAdministrative Assistant and Secretarial Science, General \n52.0408 \nGeneral Office Occupations and Clerical Services \n52.1001 \nHuman Resources Management/Personnel Administration \n52.1201 \nManagement Information Systems, General \n52.1401 \nMarketing/Marketing Management, General \n* 52.xxxx CIP Sub Totals **** 54.0101 \nHistory, General \n* 54.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGeorgia Southwestern State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 28 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n28 \n \n0 \n \n28 \n \n0 \n \n0 \n \n4 \n \n0 98 \n \n0 29 \n \n0 \n \n0 \n \n0 102 29 131 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n1 \n \n0 \n \n6 \n \n0 320 \n \n0 136 43 \n \n0 \n \n0 327 179 506 \n \n108 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n09.0101 \nCommunication Studies/Speech Communication and Rhet. \n* 09.xxxx CIP Sub Totals **** 11.0101 \nComputer and Information Sciences, General \n11.0401 \nInformation Science/Studies \n11.0701 \nComputer Science \n* 11.xxxx CIP Sub Totals **** 13.0401 \nEducational Leadership and Administration, General \n13.1001 \nSpecial Education and Teaching, General \n13.1202 \nElementary Education and Teaching \n13.1203 \nJunior High/Intermed./Middle School Education \u0026 Teaching \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nKennesaw State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 118 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 118 \n \n0 118 \n \n0 \n \n0 \n \n0 \n \n0 118 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 118 \n \n0 118 \n \n0 \n \n0 \n \n0 \n \n0 52 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n52 \n \n0 \n \n52 \n \n0 \n \n0 \n \n0 \n \n0 97 \n \n0 51 \n \n0 \n \n0 \n \n0 \n \n97 51 148 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 14 \n \n0 \n \n0 \n \n0 \n \n0 14 \n \n14 \n \n0 \n \n0 \n \n0 \n \n0 149 \n \n0 65 \n \n0 \n \n0 \n \n0 149 65 214 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 42 \n \n0 \n \n0 \n \n0 \n \n0 42 \n \n42 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 45 \n \n0 \n \n0 \n \n0 \n \n0 45 \n \n45 \n \n0 \n \n0 \n \n0 \n \n0 190 \n \n0 95 \n \n0 \n \n0 \n \n0 190 95 285 \n \n0 \n \n0 \n \n0 \n \n0 42 \n \n0 43 \n \n0 \n \n0 \n \n0 \n \n42 43 \n \n85 \n \n109 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1302 \nArt Teacher Education \n13.1305 \nEnglish/Language Arts Teacher Education \n13.1311 \nMathematics Teacher Education \n13.1312 \nMusic Teacher Education \n13.1314 \nPhysical Education Teaching and Coaching \n13.1316 \nScience Teacher Educ./Gen. Science Teacher Education \n13.1318 \nSocial Studies Teacher Education \n13.1322 \nBiology Teacher Education \n13.1325 \nFrench Language Teacher Education \n13.1330 \nSpanish Language Teacher Education \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nKennesaw State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n27 \n \n0 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n17 \n \n0 \n \n17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 36 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n36 \n \n0 \n \n36 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n110 \n \n1 \n \n0 \n \n1 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n* 13.xxxx CIP Sub Totals **** 16.0901 \nFrench Language and Literature \n16.0905 \nSpanish Language and Literature \n* 16.xxxx CIP Sub Totals **** 23.0101 \nEnglish Language and Literature, General \n23.0501 \nCreative Writing \n* 23.xxxx CIP Sub Totals **** 26.0101 \nBiology/Biological Sciences, General \n26.0202 \nBiochemistry \n26.1201 \nBiotechnology \n* 26.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nKennesaw State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 344 \n \n0 225 \n \n0 \n \n0 \n \n0 344 225 569 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n15 \n \n0 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n19 \n \n0 \n \n19 \n \n0 \n \n0 \n \n0 \n \n0 37 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n37 \n \n0 \n \n37 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 37 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n37 25 \n \n62 \n \n0 \n \n0 \n \n0 \n \n0 54 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n54 \n \n0 \n \n54 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 61 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n61 \n \n0 \n \n61 \n \n111 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n27.0101 \nMathematics, General \n* 27.xxxx CIP Sub Totals **** 30.0501 \nPeace Studies and Conflict Resolution \n* 30.xxxx CIP Sub Totals **** 31.0504 \nSport and Fitness Administration/Management \n31.0505 \nKinesiology and Exercise Science \n* 31.xxxx CIP Sub Totals **** 40.0501 \nChemistry, General \n* 40.xxxx CIP Sub Totals **** 42.0101 \nPsychology, General \n* 42.xxxx CIP Sub Totals **** 43.0104 \nCriminal Justice/Safety Studies \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nKennesaw State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n13 \n \n0 \n \n13 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n13 \n \n0 \n \n13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n11 \n \n0 11 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 33 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n33 \n \n0 \n \n33 \n \n0 \n \n0 \n \n0 \n \n0 58 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n58 \n \n0 \n \n58 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 106 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 106 \n \n0 106 \n \n0 \n \n0 \n \n0 \n \n0 106 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 106 \n \n0 106 \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n20 \n \n0 \n \n20 \n \n112 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n* 43.xxxx CIP Sub Totals **** 44.0000 \nHuman Services, General \n44.0401 \nPublic Administration \n* 44.xxxx CIP Sub Totals **** 45.0702 \nCartography \n45.0901 \nInternational Relations and Affairs \n45.1001 \nPolitical Science and Government, General \n45.1101 \nSociology \n* 45.xxxx CIP Sub Totals **** 50.0501 \nDrama and Dramatics/Theatre Arts, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nKennesaw State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n20 \n \n0 \n \n20 \n \n0 \n \n0 \n \n0 \n \n0 43 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n43 \n \n0 \n \n43 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 26 \n \n0 \n \n0 \n \n0 \n \n0 26 \n \n26 \n \n0 \n \n0 \n \n0 \n \n0 43 \n \n0 26 \n \n0 \n \n0 \n \n0 \n \n43 26 \n \n69 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 30 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n30 \n \n0 \n \n30 \n \n0 \n \n0 \n \n0 \n \n0 36 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n36 \n \n0 \n \n36 \n \n0 \n \n0 \n \n0 \n \n0 36 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n36 \n \n0 \n \n36 \n \n0 \n \n0 \n \n0 \n \n0 103 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 103 \n \n0 103 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n13 \n \n0 \n \n13 \n \n113 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n50.0701 \nArt/Art Studies, General \n50.0901 \nMusic, General \n50.0903 \nMusic Performance, General \n* 50.xxxx CIP Sub Totals **** 51.1601 \nNursing - Registered Nurse Training (RN, ASN, BSN, MSN) \n51.1605 \nFamily Practice Nurse/Nurse Practitioner \n* 51.xxxx CIP Sub Totals **** 52.0201 \nBusiness Administration and Management, General \n52.0205 \nOperations Management and Supervision \n52.0301 \nAccounting \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nKennesaw State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n21 \n \n0 \n \n21 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 46 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n46 \n \n0 \n \n46 \n \n0 \n \n0 \n \n0 \n \n0 135 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 135 \n \n0 135 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 44 \n \n0 \n \n0 \n \n0 \n \n0 44 \n \n44 \n \n0 \n \n0 \n \n0 \n \n0 135 \n \n0 44 \n \n0 \n \n0 \n \n0 135 44 179 \n \n0 \n \n0 \n \n0 \n \n0 169 \n \n0 288 \n \n0 \n \n0 \n \n0 169 288 457 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 85 \n \n0 21 \n \n0 \n \n0 \n \n0 \n \n85 21 106 \n \n114 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n52.0601 \nBusiness/Managerial Economics \n52.0801 \nFinance, General \n52.1401 \nMarketing/Marketing Management, General \n* 52.xxxx CIP Sub Totals **** 54.0101 \nHistory, General \n* 54.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nKennesaw State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n12 \n \n0 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 103 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 103 \n \n0 103 \n \n0 \n \n0 \n \n0 \n \n0 146 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 146 \n \n0 146 \n \n0 \n \n0 \n \n0 \n \n0 517 \n \n0 309 \n \n0 \n \n0 \n \n0 517 309 826 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n22 \n \n0 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n22 \n \n0 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 1,801 \n \n0 705 \n \n0 \n \n0 \n \n0 1,801 705 2,506 \n \n115 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n11.0101 \nComputer and Information Sciences, General \n11.0401 \nInformation Science/Studies \n* 11.xxxx CIP Sub Totals **** 13.0401 \nEducational Leadership and Administration, General \n13.1001 \nSpecial Education and Teaching, General \n13.1203 \nJunior High/Intermed./Middle School Education \u0026 Teaching \n13.1210 \nEarly Childhood Education and Teaching \n13.1302 \nArt Teacher Education \n13.1305 \nEnglish/Language Arts Teacher Education \n13.1311 \nMathematics Teacher Education \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nNorth Georgia College \u0026 State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 14 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n14 \n \n0 \n \n14 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n19 \n \n0 \n \n19 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 \n \n0 \n \n0 21 \n \n21 \n \n0 \n \n0 \n \n0 \n \n0 60 \n \n0 43 \n \n0 \n \n0 \n \n0 \n \n60 43 103 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n25 10 \n \n35 \n \n0 \n \n0 \n \n0 \n \n0 36 \n \n0 21 \n \n0 \n \n0 \n \n0 \n \n36 21 \n \n57 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n2 \n \n9 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n116 \n \n0 \n \n7 \n \n7 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1312 \nMusic Teacher Education \n13.1314 \nPhysical Education Teaching and Coaching \n13.1316 \nScience Teacher Educ./Gen. Science Teacher Education \n13.1317 \nSocial Science Teacher Education \n* 13.xxxx CIP Sub Totals **** 16.0901 \nFrench Language and Literature \n16.0905 \nSpanish Language and Literature \n* 16.xxxx CIP Sub Totals **** 23.0101 \nEnglish Language and Literature, General \n* 23.xxxx CIP Sub Totals **** 26.0101 \nBiology/Biological Sciences, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nNorth Georgia College \u0026 State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n27 \n \n5 \n \n32 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 152 \n \n0 118 21 \n \n0 \n \n0 152 139 291 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 24 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n24 \n \n0 \n \n24 \n \n0 \n \n0 \n \n0 \n \n0 24 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n24 \n \n0 \n \n24 \n \n0 \n \n0 \n \n0 \n \n0 53 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n53 \n \n0 \n \n53 \n \n117 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n* 26.xxxx CIP Sub Totals **** 27.0101 \nMathematics, General \n* 27.xxxx CIP Sub Totals **** 40.0501 \nChemistry, General \n40.0801 \nPhysics, General \n* 40.xxxx CIP Sub Totals **** 42.0101 \nPsychology, General \n42.0401 \nCommunity Psychology \n* 42.xxxx CIP Sub Totals **** 43.0104 \nCriminal Justice/Safety Studies \n* 43.xxxx CIP Sub Totals **** 44.0401 \nPublic Administration \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nNorth Georgia College \u0026 State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 53 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n53 \n \n0 \n \n53 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n12 \n \n0 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n18 \n \n0 \n \n18 \n \n0 \n \n0 \n \n0 \n \n0 45 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n45 \n \n0 \n \n45 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n17 \n \n0 \n \n0 \n \n0 \n \n0 45 \n \n0 17 \n \n0 \n \n0 \n \n0 \n \n45 17 \n \n62 \n \n0 \n \n0 \n \n0 \n \n0 56 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n56 \n \n0 \n \n56 \n \n0 \n \n0 \n \n0 \n \n0 56 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n56 \n \n0 \n \n56 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n118 \n \n0 \n \n6 \n \n6 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n* 44.xxxx CIP Sub Totals **** 45.0101 \nSocial Sciences, General \n45.1001 \nPolitical Science and Government, General \n45.1101 \nSociology \n* 45.xxxx CIP Sub Totals **** 50.0402 \nCommercial and Advertising Art \n50.0702 \nFine/Studio Arts, General \n50.0903 \nMusic Performance, General \n* 50.xxxx CIP Sub Totals **** 51.0913 \nAthletic Training/Trainer \n51.1601 \nNursing - Registered Nurse Training (RN, ASN, BSN, MSN) \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nNorth Georgia College \u0026 State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n0 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n0 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 24 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n24 \n \n0 \n \n24 \n \n0 \n \n0 \n \n0 \n \n0 46 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n46 \n \n0 \n \n46 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 14 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n14 \n \n0 \n \n14 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 26 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n26 \n \n0 \n \n26 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 94 \n \n0 22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 116 \n \n0 116 \n \n119 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n51.1605 \nFamily Practice Nurse/Nurse Practitioner \n51.2308 \nPhysical Therapy/Therapist \n* 51.xxxx CIP Sub Totals **** 52.0201 \nBusiness Administration and Management, General \n52.0301 \nAccounting \n52.0801 \nFinance, General \n52.1401 \nMarketing/Marketing Management, General \n* 52.xxxx CIP Sub Totals **** 54.0101 \nHistory, General \n* 54.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nNorth Georgia College \u0026 State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n17 \n \n0 \n \n0 94 \n \n0 30 \n \n0 29 \n \n0 \n \n0 \n \n0 124 29 153 \n \n0 \n \n0 \n \n0 \n \n0 51 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n51 \n \n0 \n \n51 \n \n0 \n \n0 \n \n0 \n \n0 42 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n42 \n \n0 \n \n42 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 67 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n67 \n \n0 \n \n67 \n \n0 \n \n0 \n \n0 \n \n0 185 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 185 \n \n0 185 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n19 \n \n0 \n \n19 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n19 \n \n0 \n \n19 \n \n0 \n \n0 94 \n \n0 690 \n \n0 170 21 \n \n0 \n \n0 784 191 975 \n \n120 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n09.0401 \nJournalism \n* 09.xxxx CIP Sub Totals **** 11.0401 \nInformation Science/Studies \n* 11.xxxx CIP Sub Totals **** 13.1203 \nJunior High/Intermed./Middle School Education \u0026 Teaching \n* 13.xxxx CIP Sub Totals **** 15.0201 \nCivil Engineering Technology/Technician \n15.0303 \nElectrical, Electronic \u0026 Communications Engineering Tech. \n15.0805 \nMechanical Engineering/Mechanical Technology/Technician \n15.1201 \nComputer Engineering Technology/ Technician \n15.9999 \nEngineering Technologies/Technicians, Other \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSavannah State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n27 \n \n0 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n27 \n \n0 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 32 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n32 \n \n0 \n \n32 \n \n0 \n \n0 \n \n0 \n \n0 32 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n32 \n \n0 \n \n32 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n0 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n121 \n \n3 \n \n0 \n \n3 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n* 15.xxxx CIP Sub Totals **** 23.0101 \nEnglish Language and Literature, General \n* 23.xxxx CIP Sub Totals **** 26.0101 \nBiology/Biological Sciences, General \n26.1302 \nMarine Biology and Biological Oceanography \n* 26.xxxx CIP Sub Totals **** 27.0101 \nMathematics, General \n* 27.xxxx CIP Sub Totals **** 31.0301 \nParks, Recreation and Leisure Facilities Management \n* 31.xxxx CIP Sub Totals **** 40.0501 \nChemistry, General \n40.0601 \nGeology/Earth Science, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSavannah State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 29 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n29 \n \n0 \n \n29 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n0 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n18 \n \n0 \n \n18 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n122 \n \n3 \n \n0 \n \n3 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n* 40.xxxx CIP Sub Totals **** 43.0199 \nCorrections and Criminal Justice, Other \n* 43.xxxx CIP Sub Totals **** 44.0401 \nPublic Administration \n44.0701 \nSocial Work \n* 44.xxxx CIP Sub Totals **** 45.1001 \nPolitical Science and Government, General \n45.1101 \nSociology \n45.1201 \nUrban Studies/Affairs \n* 45.xxxx CIP Sub Totals **** 50.0901 \nMusic, General \n* 50.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSavannah State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n13 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 45 \n \n0 \n \n0 \n \n0 \n \n15 45 \n \n60 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 58 \n \n0 \n \n0 \n \n0 \n \n15 58 \n \n73 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n16 \n \n0 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 24 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n24 \n \n2 \n \n26 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n123 \n \n1 \n \n0 \n \n1 \n \n1 \n \n0 \n \n1 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n52.0201 \nBusiness Administration and Management, General \n52.0301 \nAccounting \n52.1401 \nMarketing/Marketing Management, General \n* 52.xxxx CIP Sub Totals **** 54.0101 \nHistory, General \n* 54.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSavannah State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n22 \n \n0 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 23 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n23 \n \n0 \n \n23 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n21 \n \n0 \n \n21 \n \n0 \n \n0 \n \n0 \n \n0 66 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n66 \n \n0 \n \n66 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 264 \n \n0 60 \n \n0 \n \n0 \n \n0 264 60 324 \n \n124 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Title \n04.0201 \nArchitecture (BArch, BA/BS, MArch, MA/MS, PhD) \n* 04.xxxx CIP Sub Totals **** 09.0199 \nCommunication and Media Studies, Other \n* 09.xxxx CIP Sub Totals **** 11.0101 \nComputer and Information Sciences, General \n11.0103 \nInformation Technology \n11.0701 \nComputer Science \n* 11.xxxx CIP Sub Totals **** 14.0903 \nComputer Software Engineering \n* 14.xxxx CIP Sub Totals **** 15.0000 \nEngineering Technology, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSouthern Polytechnic State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 29 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n29 \n \n0 \n \n29 \n \n0 \n \n0 \n \n0 \n \n0 29 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n29 \n \n0 \n \n29 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n6 12 \n \n18 \n \n6 12 \n \n18 \n \n3 \n \n0 \n \n0 \n \n0 46 \n \n0 24 \n \n0 \n \n0 \n \n0 \n \n49 24 \n \n73 \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n2 36 \n \n0 \n \n0 \n \n0 \n \n18 38 \n \n56 \n \n6 \n \n0 \n \n0 \n \n0 32 \n \n0 26 \n \n0 \n \n0 \n \n0 \n \n38 26 \n \n64 \n \n9 \n \n0 \n \n0 \n \n0 96 \n \n2 86 \n \n0 \n \n0 \n \n0 105 88 193 \n \n0 \n \n6 \n \n0 \n \n0 \n \n3 \n \n0 14 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n3 \n \n0 14 \n \n0 \n \n0 \n \n0 \n \n9 14 \n \n23 \n \n9 14 \n \n23 \n \n0 \n \n0 \n \n0 \n \n0 35 \n \n0 16 \n \n0 \n \n0 \n \n0 \n \n35 16 \n \n51 \n \n125 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Title \n15.0201 \nCivil Engineering Technology/Technician \n15.0303 \nElectrical, Electronic \u0026 Communications Engineering Tech. \n15.0305 \nTelecommunications Technology/Technician \n15.0699 \nIndustrial Production Technologies/Technicians, Other \n15.0702 \nQuality Control Technology/Technician \n15.0805 \nMechanical Engineering/Mechanical Technology/Technician \n15.1102 \nSurvey Technology/ Surveying \n15.1201 \nComputer Engineering Technology/ Technician \n* 15.xxxx CIP Sub Totals **** 24.0101 \nLiberal Arts and Sciences/Liberal Studies \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSouthern Polytechnic State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 38 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n38 \n \n0 \n \n38 \n \n0 \n \n0 \n \n0 \n \n0 36 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n36 \n \n0 \n \n36 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n13 \n \n0 \n \n13 \n \n1 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 35 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n35 \n \n0 \n \n35 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 28 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n28 \n \n0 \n \n28 \n \n1 \n \n0 \n \n0 \n \n0 197 \n \n0 43 \n \n0 \n \n0 \n \n0 198 43 241 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n126 \n \n5 \n \n0 \n \n5 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Title \n* 24.xxxx CIP Sub Totals **** 27.0101 \nMathematics, General \n* 27.xxxx CIP Sub Totals **** 40.0801 \nPhysics, General \n* 40.xxxx CIP Sub Totals **** 52.0701 \nEntrepreneurship/Entrepreneurial Studies \n52.1003 \norganizational Behavior Studies \n52.2001 \nConstruction Management \n* 52.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSouthern Polytechnic State University \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 41 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n41 25 \n \n66 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n3 \n \n0 \n \n0 34 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n37 12 \n \n49 \n \n0 \n \n3 \n \n0 \n \n0 77 \n \n0 37 \n \n0 \n \n0 \n \n0 \n \n80 37 117 \n \n10 \n \n9 \n \n5 \n \n0 421 \n \n2 192 \n \n0 \n \n0 \n \n0 445 194 639 \n \n127 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n03.0104 \nEnvironmental Science \n* 03.xxxx CIP Sub Totals **** 09.0401 \nJournalism \n* 09.xxxx CIP Sub Totals **** 11.0101 \nComputer and Information Sciences, General \n11.0701 \nComputer Science \n* 11.xxxx CIP Sub Totals **** 13.0401 \nEducational Leadership and Administration, General \n13.0501 \nEducational/Instructional Media Design \n13.1001 \nSpecial Education and Teaching, General \n13.1005 \nEducation/Teaching of Individuals with Emotional Disturb. \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of West Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 37 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n37 \n \n0 \n \n37 \n \n0 \n \n0 \n \n0 \n \n0 37 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n37 \n \n0 \n \n37 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n8 \n \n1 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 35 55 \n \n0 \n \n0 \n \n0 90 \n \n90 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 41 23 \n \n0 \n \n0 \n \n0 64 \n \n64 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 14 \n \n0 \n \n0 \n \n0 14 \n \n14 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n128 \n \n0 \n \n2 \n \n2 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1006 \nEducation/Teaching of Individuals with Mental Retardation \n13.1101 \nCounselor Education/School Counseling and Guidance Serv. \n13.1202 \nElementary Education and Teaching \n13.1203 \nJunior High/Intermed./Middle School Education \u0026 Teaching \n13.1205 \nSecondary Education and Teaching \n13.1302 \nArt Teacher Education \n13.1303 \nBusiness Teacher Education \n13.1305 \nEnglish/Language Arts Teacher Education \n13.1311 \nMathematics Teacher Education \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of West Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 29 \n \n0 21 \n \n1 \n \n0 \n \n0 \n \n29 22 \n \n51 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 28 12 \n \n0 \n \n0 \n \n0 40 \n \n40 \n \n0 \n \n0 \n \n0 \n \n0 129 \n \n0 48 10 \n \n0 \n \n0 129 58 187 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n0 25 13 \n \n0 \n \n0 \n \n19 38 \n \n57 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 18 \n \n5 \n \n0 \n \n0 \n \n8 23 \n \n31 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n129 \n \n0 \n \n9 \n \n9 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1312 \nMusic Teacher Education \n13.1314 \nPhysical Education Teaching and Coaching \n13.1315 \nReading Teacher Education \n13.1316 \nScience Teacher Educ./Gen. Science Teacher Education \n13.1318 \nSocial Studies Teacher Education \n13.1322 \nBiology Teacher Education \n13.1330 \nSpanish Language Teacher Education \n13.9999 \nEducation, Other \n* 13.xxxx CIP Sub Totals **** 16.0501 \nGerman Language and Literature \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of West Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n5 \n \n2 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n0 \n \n9 \n \n1 \n \n0 \n \n0 \n \n27 10 \n \n37 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n5 \n \n0 \n \n0 \n \n0 \n \n7 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 220 \n \n0 261 139 \n \n1 \n \n0 220 401 621 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n130 \n \n1 \n \n0 \n \n1 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n16.0901 \nFrench Language and Literature \n* 16.xxxx CIP Sub Totals **** 23.0101 \nEnglish Language and Literature, General \n* 23.xxxx CIP Sub Totals **** 26.0101 \nBiology/Biological Sciences, General \n* 26.xxxx CIP Sub Totals **** 27.0101 \nMathematics, General \n* 27.xxxx CIP Sub Totals **** 30.1101 \nGerontology \n* 30.xxxx CIP Sub Totals **** 31.0301 \nParks, Recreation and Leisure Facilities Management \n* 31.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of West Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n19 \n \n5 \n \n24 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n19 \n \n5 \n \n24 \n \n0 \n \n0 \n \n0 \n \n0 56 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n56 \n \n9 \n \n65 \n \n0 \n \n0 \n \n0 \n \n0 56 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n56 \n \n9 \n \n65 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 34 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n34 \n \n0 \n \n34 \n \n0 \n \n0 \n \n0 \n \n0 34 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n34 \n \n0 \n \n34 \n \n131 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n38.0101 \nPhilosophy \n* 38.xxxx CIP Sub Totals **** 40.0501 \nChemistry, General \n40.0601 \nGeology/Earth Science, General \n40.0801 \nPhysics, General \n* 40.xxxx CIP Sub Totals **** 42.0101 \nPsychology, General \n* 42.xxxx CIP Sub Totals **** 44.0401 \nPublic Administration \n* 44.xxxx CIP Sub Totals **** 45.0201 \nAnthropology \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of West Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n15 \n \n0 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n22 \n \n0 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 78 \n \n0 30 \n \n0 \n \n0 \n \n0 \n \n78 30 108 \n \n0 \n \n0 \n \n0 \n \n0 78 \n \n0 30 \n \n0 \n \n0 \n \n0 \n \n78 30 108 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n12 \n \n0 12 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n0 \n \n11 \n \n132 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n45.0401 \nCriminology \n45.0601 \nEconomics, General \n45.0605 \nInternational Economics \n45.0699 \nEconomics, Other \n45.0701 \nGeography \n45.0901 \nInternational Relations and Affairs \n45.1001 \nPolitical Science and Government, General \n45.1101 \nSociology \n* 45.xxxx CIP Sub Totals **** 50.0501 \nDrama and Dramatics/Theatre Arts, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of West Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 38 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n38 \n \n0 \n \n38 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n12 \n \n0 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n4 \n \n2 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 31 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n31 \n \n0 \n \n31 \n \n0 \n \n0 \n \n0 \n \n0 48 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n48 \n \n4 \n \n52 \n \n0 \n \n0 \n \n0 \n \n0 155 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 155 \n \n6 161 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n133 \n \n4 \n \n0 \n \n4 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n50.0701 \nArt/Art Studies, General \n50.0903 \nMusic Performance, General \n50.0904 \nMusic Theory and Composition \n* 50.xxxx CIP Sub Totals **** 51.0203 \nSpeech-Language Pathology/Pathologist \n51.1601 \nNursing - Registered Nurse Training (RN, ASN, BSN, MSN) \n* 51.xxxx CIP Sub Totals **** 52.0201 \nBusiness Administration and Management, General \n52.0204 \nOffice Management and Supervision \n52.0301 \nAccounting \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of West Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 31 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n31 \n \n0 \n \n31 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 40 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n40 \n \n0 \n \n40 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 17 \n \n0 \n \n0 \n \n0 \n \n12 17 \n \n29 \n \n0 \n \n0 \n \n0 \n \n0 51 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n51 10 \n \n61 \n \n0 \n \n0 \n \n0 \n \n0 63 \n \n0 27 \n \n0 \n \n0 \n \n0 \n \n63 27 \n \n90 \n \n0 \n \n0 \n \n0 \n \n0 87 \n \n0 42 \n \n0 \n \n0 \n \n0 \n \n87 42 129 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 45 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n45 \n \n6 \n \n51 \n \n134 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n52.0601 \nBusiness/Managerial Economics \n52.0801 \nFinance, General \n52.1201 \nManagement Information Systems, General \n52.1401 \nMarketing/Marketing Management, General \n52.1501 \nReal Estate \n* 52.xxxx CIP Sub Totals **** 54.0101 \nHistory, General \n* 54.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nUniversity of West Georgia \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 28 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n28 \n \n0 \n \n28 \n \n0 \n \n0 \n \n0 \n \n0 40 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n40 \n \n0 \n \n40 \n \n0 \n \n0 \n \n0 \n \n0 87 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n87 \n \n0 \n \n87 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n0 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 303 \n \n0 48 \n \n0 \n \n0 \n \n0 303 48 351 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n19 \n \n8 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n19 \n \n8 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 1,070 \n \n0 410 139 \n \n1 \n \n0 1,070 550 1,620 \n \n135 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n15.0612 \nIndustrial Technology/Technician \n15.1201 \nComputer Engineering Technology/ Technician \n15.1301 \nDrafting and Design Technology/Technician, General \n* 15.xxxx CIP Sub Totals **** 19.0708 \nChild Care and Support Services Management \n* 19.xxxx CIP Sub Totals **** 24.0101 \nLiberal Arts and Sciences/Liberal Studies \n* 24.xxxx CIP Sub Totals **** 43.0104 \nCriminal Justice/Safety Studies \n* 43.xxxx CIP Sub Totals **** 44.0701 \nSocial Work \n* 44.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nDalton State College \n \nUndergraduate Award Levels \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach \nCert. Cert. Degree Cert. Degree \n \nTotal Awards \n \n0 \n \n0 26 \n \n0 \n \n0 \n \n26 \n \n0 10 \n \n5 \n \n0 \n \n0 \n \n15 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 13 31 \n \n0 \n \n0 \n \n44 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 169 \n \n0 \n \n0 169 \n \n0 \n \n0 169 \n \n0 \n \n0 169 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n2 \n \n136 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n47.0101 \nElectrical/Electronics Equipment Installation and Repair \n47.0303 \nIndustrial Mechanics and Maintenance Technology \n47.0604 \nAutomobile/Automotive Mechanics Technology/Technician \n* 47.xxxx CIP Sub Totals **** 48.0503 \nMachine Shop Technology/Assistant \n48.9999 \nPrecision Production, Other \n* 48.xxxx CIP Sub Totals **** 51.0801 \nMedical/Clinical Assistant \n51.0904 \nEmergency Medical Technology/Technician (EMT Paramed) \n51.0907 \nMedical Radiologic Technology/Science - Radiation Therap. \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nDalton State College \n \nUndergraduate Award Levels \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach \nCert. Cert. Degree Cert. Degree \n \nTotal Awards \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n11 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 14 \n \n0 \n \n0 \n \n0 \n \n14 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n2 \n \n0 \n \n1 \n \n2 \n \n0 \n \n0 \n \n3 \n \n0 11 \n \n1 \n \n0 \n \n0 \n \n12 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n2 \n \n137 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n51.0909 \nSurgical Technology/Technologist \n51.1601 \nNursing - Registered Nurse Training (RN, ASN, BSN, MSN) \n51.1613 \nLicensed Practical /Vocational Nurse Training (LPN, LVN, C \n51.9999 \nHealth Professions and Related Clinical Sciences, Other \n* 51.xxxx CIP Sub Totals **** 52.0201 \nBusiness Administration and Management, General \n52.0205 \nOperations Management and Supervision \n52.0299 \nBusiness/Managerial Operations, Other \n52.0407 \nBusiness/Office Automation/Technology/Data Entry \n52.0499 \nBusiness Operations Support and Secretarial Services, Other \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nDalton State College \n \nUndergraduate Award Levels \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach \nCert. Cert. Degree Cert. Degree \n \nTotal Awards \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n0 48 \n \n0 \n \n0 \n \n48 \n \n0 44 \n \n0 \n \n0 \n \n0 \n \n44 \n \n0 \n \n0 \n \n6 \n \n0 76 55 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 131 \n \n0 10 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n11 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 16 0 \n \n0 \n \n0 16 \n \n138 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n52.0703 \nSmall Business Administration/Management \n52.1201 \nManagement Information Systems, General \n52.1401 \nMarketing/Marketing Management, General \n52.9999 \nBusiness, Management, Marketing, \u0026 Related Support Serv. \n* 52.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nDalton State College \n \nUndergraduate Award Levels \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach \nCert. Cert. Degree Cert. Degree \n \nTotal Awards \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n9 \n \n0 \n \n2 \n \n0 \n \n0 \n \n3 \n \n5 \n \n0 \n \n0 33 \n \n0 35 33 \n \n0 147 290 \n \n0 \n \n0 \n \n33 \n \n0 39 107 \n \n0 41 478 \n \n139 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n09.9999 \nCommunication, Journalism and Related Programs, Other \n* 09.xxxx CIP Sub Totals **** 11.0101 \nComputer and Information Sciences, General \n11.0202 \nComputer Programming, Specific Applications \n11.0601 \nData Entry/Microcomputer Applications, General \n11.9999 \nComputer and Information Sciences and Support Services \n* 11.xxxx CIP Sub Totals **** 13.1501 \nTeacher Assistant/Aide \n* 13.xxxx CIP Sub Totals **** 24.0101 \nLiberal Arts and Sciences/Liberal Studies \n* 24.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nMacon State College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Bach Total \nCert. Cert. Degree Cert. Degree Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 94 \n \n94 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n2 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n12 \n \n0 12 \n \n4 \n \n0 94 110 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n15 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n15 \n \n0 \n \n0 275 \n \n0 \n \n0 275 \n \n0 \n \n0 275 \n \n0 \n \n0 275 \n \n140 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n44.0201 \nCommunity organization and Advocacy \n44.0401 \nPublic Administration \n* 44.xxxx CIP Sub Totals **** 47.0607 \nAirframe Mechanics and Aircraft Maintenance Technology \n* 47.xxxx CIP Sub Totals **** 48.9999 \nPrecision Production, Other \n* 48.xxxx CIP Sub Totals **** 51.0701 \nHealth/Health Care Administration/Management \n51.0706 \nHealth Information/Medical Records Administration/Admin. \n51.0707 \nHealth Information/Medical Records Technology/Technician \n51.0801 \nMedical/Clinical Assistant \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nMacon State College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Bach Total \nCert. Cert. Degree Cert. Degree Awards \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n18 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 18 \n \n19 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 24 \n \n24 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n6 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n141 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n51.0805 \nPharmacy Technician/Assistant \n51.0904 \nEmergency Medical Technology/Technician (EMT Paramed) \n51.0908 \nRespiratory Care Therapy/Therapist \n51.1004 \nClinical/Medical Laboratory Technician \n51.1601 \nNursing - Registered Nurse Training (RN, ASN, BSN, MSN) \n* 51.xxxx CIP Sub Totals **** 52.0101 \nBusiness/Commerce, General \n52.0201 \nBusiness Administration and Management, General \n52.0408 \nGeneral Office Occupations and Clerical Services \n52.1299 \nManagement Information Systems and Services, Other \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nMacon State College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Bach Total \nCert. Cert. Degree Cert. Degree Awards \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 11 \n \n0 \n \n0 11 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 63 \n \n0 \n \n0 63 \n \n0 \n \n0 79 \n \n0 30 109 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n1 \n \n0 \n \n0 61 62 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n2 \n \n142 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n* 52.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nMacon State College \n \nUndergraduate Award Levels \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach Total \nCert. Cert. Degree Cert. Degree Awards \n \n0 \n \n7 \n \n3 \n \n0 61 71 \n \n0 34 364 \n \n0 208 606 \n \n143 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Title \n01.0199 \nAgricultural Business and Management, Other \n01.0204 \nAgricultural Power Machinery Operation \n01.0302 \nAnimal/Livestock Husbandry and Production \n01.0601 \nApplied Horticulture/Horticultural Operations, General \n01.0699 \nApplied Horticulture/Horticultural Business Services, Other \n01.0901 \nAnimal Sciences, General \n01.0907 \nPoultry Science \n* 01.xxxx CIP Sub Totals **** 03.0511 \nForestry Technology/Technician \n03.0601 \nWildlife and Wildlands Science and Management \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nAbraham Baldwin Agricultural College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n10 \n \n0 12 \n \n0 22 \n \n0 \n \n0 53 \n \n0 53 \n \n2 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n12 \n \n0 86 \n \n0 98 \n \n0 \n \n0 14 \n \n0 14 \n \n0 \n \n0 28 \n \n0 28 \n \n144 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Title \n* 03.xxxx CIP Sub Totals **** 11.0101 \nComputer and Information Sciences, General \n* 11.xxxx CIP Sub Totals **** 19.0101 \nFamily and Consumer Sciences/Human Sciences, General \n19.0699 \nHousing and Human Environments, Other \n19.0709 \nChild Care Provider/Assistant \n* 19.xxxx CIP Sub Totals **** 24.0101 \nLiberal Arts and Sciences/Liberal Studies \n* 24.xxxx CIP Sub Totals **** 43.0107 \nCriminal Justice/Police Science \n* 43.xxxx CIP Sub Totals **** 44.0701 \nSocial Work \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nAbraham Baldwin Agricultural College \n \nUndergraduate Award Levels \n \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 \n \n0 42 \n \n0 42 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n4 \n \n0 \n \n0 \n \n0 \n \n4 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \n5 \n \n0 \n \n9 \n \n0 14 \n \n0 \n \n0 428 \n \n0 428 \n \n0 \n \n0 428 \n \n0 428 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n145 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Title \n* 44.xxxx CIP Sub Totals **** 47.0303 \nIndustrial Mechanics and Maintenance Technology \n* 47.xxxx CIP Sub Totals **** 51.1601 \nNursing - Registered Nurse Training (RN, ASN, BSN, MSN) \n* 51.xxxx CIP Sub Totals **** 52.0101 \nBusiness/Commerce, General \n52.0302 \nAccounting Technology/Technician and Bookkeeping \n52.0401 \nAdministrative Assistant and Secretarial Science, General \n52.0799 \nEntrepreneurial and Small Business Operations, Other \n52.1201 \nManagement Information Systems, General \n52.1299 \nManagement Information Systems and Services, Other \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nAbraham Baldwin Agricultural College \n \nUndergraduate Award Levels \n \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 144 \n \n0 144 \n \n0 \n \n0 144 \n \n0 144 \n \n2 \n \n0 \n \n4 \n \n0 \n \n6 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 23 \n \n0 23 \n \n2 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n146 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Title \n* 52.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nAbraham Baldwin Agricultural College \n \nUndergraduate Award Levels \n \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n4 \n \n1 32 \n \n0 37 \n \n21 \n \n1 762 \n \n0 784 \n \n147 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1501 \nTeacher Assistant/Aide \n* 13.xxxx CIP Sub Totals **** 19.0708 \nChild Care and Support Services Management \n* 19.xxxx CIP Sub Totals **** 22.0302 \nLegal Assistant/Paralegal \n* 22.xxxx CIP Sub Totals **** 24.0101 \nLiberal Arts and Sciences/Liberal Studies \n* 24.xxxx CIP Sub Totals **** 47.0101 \nElectrical/Electronics Equipment Installation and Repair \n* 47.xxxx CIP Sub Totals **** 50.0402 \nCommercial and Advertising Art \n* 50.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nAtlanta Metropolitan College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 181 \n \n0 181 \n \n0 \n \n0 181 \n \n0 181 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n148 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n51.0603 \nDental Laboratory Technology/Technician \n* 51.xxxx CIP Sub Totals **** 52.0201 \nBusiness Administration and Management, General \n52.0408 \nGeneral Office Occupations and Clerical Services \n* 52.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nAtlanta Metropolitan College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 195 \n \n0 195 \n \n149 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Name \n11.0202 \nComputer Programming, Specific Applications \n11.0901 \nComputer Systems Networking and Telecommunications \n* 11.xxxx CIP Sub Totals **** 15.1301 \nDrafting and Design Technology/Technician, General \n* 15.xxxx CIP Sub Totals **** 24.0101 \nLiberal Arts and Sciences/Liberal Studies \n* 24.xxxx CIP Sub Totals **** 30.9999 \nMulti-/Interdisciplinary Studies, Other \n* 30.xxxx CIP Sub Totals **** 46.0302 \nElectrician \n* 46.xxxx CIP Sub Totals **** 47.0101 \nElectrical/Electronics Equipment Installation and Repair \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nBainbridge College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n13 \n \n0 \n \n0 \n \n0 13 \n \n13 \n \n0 \n \n7 \n \n0 20 \n \n0 \n \n2 \n \n4 \n \n0 \n \n6 \n \n0 \n \n2 \n \n4 \n \n0 \n \n6 \n \n0 \n \n0 89 \n \n0 89 \n \n0 \n \n0 89 \n \n0 89 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n10 \n \n0 \n \n0 \n \n0 10 \n \n10 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n150 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Name \n47.0104 \nComputer Installation and Repair Technology/Technician \n47.0303 \nIndustrial Mechanics and Maintenance Technology \n* 47.xxxx CIP Sub Totals **** 48.0508 \nWelding Technology/Welder \n* 48.xxxx CIP Sub Totals **** 49.0205 \nTruck and Bus Driver/Commercial Vehicle Operation \n* 49.xxxx CIP Sub Totals **** 51.0716 \nMedical Administrative/Executive Assistant \u0026 Medical Sec. \n51.0904 \nEmergency Medical Technology/Technician (EMT Paramed) \n51.1009 \nPhlebotomy/Phlebotomist \n51.1613 \nLicensed Practical /Vocational Nurse Training \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nBainbridge College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n40 \n \n0 \n \n0 \n \n0 40 \n \n6 \n \n0 \n \n0 \n \n0 \n \n6 \n \n46 \n \n0 \n \n4 \n \n0 50 \n \n19 10 \n \n0 \n \n0 29 \n \n19 10 \n \n0 \n \n0 29 \n \n47 \n \n0 \n \n0 \n \n0 47 \n \n47 \n \n0 \n \n0 \n \n0 47 \n \n0 \n \n2 \n \n0 \n \n0 \n \n2 \n \n14 \n \n0 \n \n0 \n \n0 14 \n \n11 \n \n0 \n \n0 \n \n0 11 \n \n0 31 \n \n0 \n \n151 \n \n0 31 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Name \n51.1614 \nNurse/Nursing Assistant/Aide and Patient Care Assistant \n* 51.xxxx CIP Sub Totals **** 52.0302 \nAccounting Technology/Technician and Bookkeeping \n52.0401 \nAdministrative Assistant and Secretarial Science, General \n52.0402 \nExecutive Assistant/Executive Secretary \n52.0407 \nBusiness/Office Automation/Technology/Data Entry \n52.0411 \nCustomer Service Support/Call Center/Teleservice Operation \n52.1401 \nMarketing/Marketing Management, General \n* 52.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nBainbridge College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n58 \n \n0 \n \n0 \n \n0 58 \n \n83 33 \n \n0 \n \n0 116 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 13 \n \n0 \n \n0 13 \n \n0 \n \n0 10 \n \n0 10 \n \n0 \n \n4 0 \n \n0 \n \n4 \n \n10 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n5 \n \n4 \n \n10 22 18 \n \n228 67 123 \n \n0 \n \n9 \n \n0 50 \n \n0 418 \n \n152 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n11.0103 \nInformation Technology \n* 11.xxxx CIP Sub Totals **** 12.0503 \nCulinary Arts/Chef Training \n* 12.xxxx CIP Sub Totals **** 15.0404 \nInstrumentation Technology/Technician \n15.1301 \nDrafting and Design Technology/Technician, General \n* 15.xxxx CIP Sub Totals **** 24.0101 \nLiberal Arts and Sciences/Liberal Studies \n* 24.xxxx CIP Sub Totals **** 47.0101 \nElectrical/Electronics Equipment Installation and Repair \n47.0303 \nIndustrial Mechanics and Maintenance Technology \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nCoastal Georgia Community College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 11 \n \n4 \n \n0 15 \n \n0 11 \n \n4 \n \n0 15 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n3 29 \n \n0 \n \n0 32 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n3 30 \n \n0 \n \n0 33 \n \n0 \n \n0 120 \n \n0 120 \n \n0 \n \n0 120 \n \n0 120 \n \n9 \n \n0 \n \n0 \n \n0 \n \n9 \n \n1 19 \n \n0 \n \n0 20 \n \n153 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n47.0604 \nAutomobile/Automotive Mechanics Technology/Technician \n* 47.xxxx CIP Sub Totals **** 48.0000 \nPrecision Production Trades, General \n48.0503 \nMachine Shop Technology/Assistant \n48.0508 \nWelding Technology/Welder \n* 48.xxxx CIP Sub Totals **** 51.0904 \nEmergency Medical Technology/Technician (EMT Paramed) \n51.0909 \nSurgical Technology/Technologist \n51.0911 \nRadiologic Technology/Science - Radiographer \n51.1004 \nClinical/Medical Laboratory Technician \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nCoastal Georgia Community College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n10 20 \n \n0 \n \n0 30 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n5 \n \n0 \n \n0 \n \n6 \n \n2 \n \n5 \n \n1 \n \n0 \n \n8 \n \n0 \n \n2 \n \n0 \n \n0 \n \n2 \n \n0 \n \n7 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n154 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n51.1601 \nNursing - Registered Nurse Training (RN, ASN, BSN, MSN) \n51.1613 \nLicensed Practical /Vocational Nurse Training \n* 51.xxxx CIP Sub Totals **** 52.0302 \nAccounting Technology/Technician and Bookkeeping \n52.0401 \nAdministrative Assistant and Secretarial Science, General \n52.1401 \nMarketing/Marketing Management, General \n* 52.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nCoastal Georgia Community College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 \n \n0 42 \n \n0 42 \n \n0 22 \n \n0 \n \n0 31 50 \n \n0 22 0 81 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n4 \n \n1 \n \n0 \n \n5 \n \n0 \n \n3 \n \n1 \n \n0 \n \n7 \n \n5 \n \n15 105 180 \n \n0 \n \n4 \n \n0 12 \n \n0 300 \n \n155 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Title \n19.0708 \nChild Care and Support Services Management \n* 19.xxxx CIP Sub Totals **** 24.0101 \nLiberal Arts and Sciences/Liberal Studies \n* 24.xxxx CIP Sub Totals **** 34.0104 \nAddiction Prevention and Treatment \n* 34.xxxx CIP Sub Totals **** 39.0501 \nReligious/Sacred Music \n* 39.xxxx CIP Sub Totals **** 44.0701 \nSocial Work \n* 44.xxxx CIP Sub Totals **** 47.0101 \nElectrical/Electronics Equipment Installation and Repair \n* 47.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nDarton College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 217 \n \n0 217 \n \n0 \n \n0 217 \n \n0 217 \n \n4 \n \n0 \n \n0 \n \n0 \n \n4 \n \n4 \n \n0 \n \n0 \n \n0 \n \n4 \n \n11 \n \n0 \n \n0 \n \n0 11 \n \n11 \n \n0 \n \n0 \n \n0 11 \n \n3 \n \n0 \n \n2 \n \n0 \n \n5 \n \n3 \n \n0 \n \n2 \n \n0 \n \n5 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n156 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Title \n50.0402 \nCommercial and Advertising Art \n* 50.xxxx CIP Sub Totals **** 51.0602 \nDental Hygiene/Hygienist \n51.0707 \nHealth Information/Medical Records Technology/Technician \n51.0801 \nMedical/Clinical Assistant \n51.0803 \nOccupational Therapist Assistant \n51.0806 \nPhysical Therapist Assistant \n51.0904 \nEmergency Medical Technology/Technician (EMT Paramed) \n51.0908 \nRespiratory Care Therapy/Therapist \n51.1004 \nClinical/Medical Laboratory Technician \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nDarton College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n3 \n \n0 \n \n0 \n \n0 \n \n3 \n \n3 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 13 \n \n0 13 \n \n6 \n \n3 \n \n3 \n \n0 12 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 14 \n \n0 14 \n \n0 14 \n \n2 \n \n0 16 \n \n0 \n \n0 14 \n \n0 14 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n157 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Title \n51.1008 \nHistologic Technician \n51.1099 \nClinical/Medical Laboratory Science and Allied Professions, \n51.1502 \nPsychiatric/Mental Health Services Technician \n51.1601 \nNursing - Registered Nurse Training (RN, ASN, BSN, MSN) \n* 51.xxxx CIP Sub Totals **** 52.0101 \nBusiness/Commerce, General \n52.0302 \nAccounting Technology/Technician and Bookkeeping \n52.0401 \nAdministrative Assistant and Secretarial Science, General \n52.0408 \nGeneral Office Occupations and Clerical Services \n52.1201 \nManagement Information Systems, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nDarton College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n7 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n1 \n \n1 \n \n0 \n \n2 \n \n6 \n \n0 \n \n3 \n \n0 \n \n9 \n \n0 \n \n0 70 \n \n19 18 138 \n \n0 70 0 175 \n \n0 \n \n3 \n \n4 \n \n0 \n \n7 \n \n0 \n \n1 \n \n3 \n \n0 \n \n4 \n \n0 \n \n5 \n \n7 \n \n0 12 \n \n0 \n \n3 \n \n0 \n \n0 \n \n3 \n \n0 \n \n8 11 \n \n0 19 \n \n158 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Title \n* 52.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nDarton College \n \nUndergraduate Award Levels \n \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 20 25 \n \n0 45 \n \n40 38 387 \n \n0 465 \n \n159 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n03.0511 \nForestry Technology/Technician \n* 03.xxxx CIP Sub Totals **** 11.0101 \nComputer and Information Sciences, General \n11.0401 \nInformation Science/Studies \n* 11.xxxx CIP Sub Totals **** 15.1301 \nDrafting and Design Technology/Technician, General \n* 15.xxxx CIP Sub Totals **** 19.0708 \nChild Care and Support Services Management \n* 19.xxxx CIP Sub Totals **** 24.0101 \nLiberal Arts and Sciences/Liberal Studies \n* 24.xxxx CIP Sub Totals **** 48.9999 \nPrecision Production, Other \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nEast Georgia College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 12 \n \n0 12 \n \n0 \n \n0 12 \n \n0 12 \n \n0 \n \n0 74 \n \n0 74 \n \n0 \n \n0 74 \n \n0 74 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n160 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n* 48.xxxx CIP Sub Totals **** 52.0302 \nAccounting Technology/Technician and Bookkeeping \n52.0401 \nAdministrative Assistant and Secretarial Science, General \n* 52.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nEast Georgia College \n \nUndergraduate Award Levels \n \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 \n \n0 98 \n \n0 98 \n \n161 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n11.0101 \nComputer and Information Sciences, General \n11.0202 \nComputer Programming, Specific Applications \n* 11.xxxx CIP Sub Totals **** 24.0101 \nLiberal Arts and Sciences/Liberal Studies \n* 24.xxxx CIP Sub Totals **** 43.0104 \nCriminal Justice/Safety Studies \n* 43.xxxx CIP Sub Totals **** 47.0101 \nElectrical/Electronics Equipment Installation and Repair \n* 47.xxxx CIP Sub Totals **** 51.0602 \nDental Hygiene/Hygienist \n51.0904 \nEmergency Medical Technology/Technician (EMT Paramed) \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nFloyd College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 10 \n \n0 10 \n \n0 \n \n0 145 \n \n0 145 \n \n0 \n \n0 145 \n \n0 145 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 13 \n \n0 13 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n162 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n51.1504 \nCommunity Health Services/Liaison/Counseling \n51.1601 \nNursing - Registered Nurse Training (RN, ASN, BSN, MSN) \n* 51.xxxx CIP Sub Totals **** 52.0302 \nAccounting Technology/Technician and Bookkeeping \n52.0401 \nAdministrative Assistant and Secretarial Science, General \n52.1001 \nHuman Resources Management/Personnel Administration \n52.1201 \nManagement Information Systems, General \n52.1299 \nManagement Information Systems and Services, Other \n52.1801 \nSales, Distribution and Marketing Operations, General \n52.9999 \nBusiness, Management, Marketing, \u0026 Related Support Serv. \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nFloyd College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 14 12 \n \n0 26 \n \n0 \n \n0 85 \n \n0 14 111 \n \n0 85 0 125 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n163 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n* 52.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nFloyd College \n \nUndergraduate Award Levels \n \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 \n \n0 26 \n \n0 26 \n \n0 14 297 \n \n0 311 \n \n164 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n15.1301 \nDrafting and Design Technology/Technician, General \n* 15.xxxx CIP Sub Totals **** 22.0302 \nLegal Assistant/Paralegal \n* 22.xxxx CIP Sub Totals **** 24.0101 \nLiberal Arts and Sciences/Liberal Studies \n* 24.xxxx CIP Sub Totals **** 31.0599 \nHealth and Physical Education/Fitness, Other \n* 31.xxxx CIP Sub Totals **** 45.0701 \nGeography \n* 45.xxxx CIP Sub Totals **** 47.0101 \nElectrical/Electronics Equipment Installation and Repair \n* 47.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nGainesville College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 473 \n \n0 473 \n \n0 \n \n0 473 \n \n0 473 \n \n0 \n \n3 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n3 \n \n0 \n \n8 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n165 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n48.0503 \nMachine Shop Technology/Assistant \n* 48.xxxx CIP Sub Totals **** 50.0406 \nCommercial Photography \n* 50.xxxx CIP Sub Totals **** 51.0602 \nDental Hygiene/Hygienist \n51.0801 \nMedical/Clinical Assistant \n51.1004 \nClinical/Medical Laboratory Technician \n* 51.xxxx CIP Sub Totals **** 52.0302 \nAccounting Technology/Technician and Bookkeeping \n52.0408 \nGeneral Office Occupations and Clerical Services \n52.1801 \nSales, Distribution and Marketing Operations, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nGainesville College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 14 \n \n0 14 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 20 \n \n0 20 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n166 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n* 52.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nGainesville College \n \nUndergraduate Award Levels \n \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 11 510 \n \n0 521 \n \n167 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n11.0101 \nComputer and Information Sciences, General \n11.0103 \nInformation Technology \n* 11.xxxx CIP Sub Totals **** 16.1603 \nSign Language Interpretation and Translation \n* 16.xxxx CIP Sub Totals **** 24.0101 \nLiberal Arts and Sciences/Liberal Studies \n* 24.xxxx CIP Sub Totals **** 43.0201 \nFire Protection and Safety Technology/Technician \n* 43.xxxx CIP Sub Totals **** 51.0602 \nDental Hygiene/Hygienist \n51.0806 \nPhysical Therapist Assistant \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nGeorgia Perimeter College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n7 \n \n4 \n \n0 11 \n \n0 \n \n7 \n \n4 \n \n0 11 \n \n0 \n \n0 1,204 \n \n0 1,204 \n \n0 \n \n0 1,204 \n \n0 1,204 \n \n0 \n \n1 \n \n2 \n \n0 \n \n3 \n \n0 \n \n1 \n \n2 \n \n0 \n \n3 \n \n0 \n \n0 24 \n \n0 24 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n168 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n51.0904 \nEmergency Medical Technology/Technician (EMT Paramed) \n51.1004 \nClinical/Medical Laboratory Technician \n51.1601 \nNursing - Registered Nurse Training (RN, ASN, BSN, MSN) \n* 51.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nGeorgia Perimeter College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 75 \n \n0 75 \n \n0 \n \n0 104 \n \n0 104 \n \n0 \n \n8 1,316 \n \n0 1,324 \n \n169 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n12.0401 \nCosmetology/Cosmetologist, General \n* 12.xxxx CIP Sub Totals **** 24.0101 \nLiberal Arts and Sciences/Liberal Studies \n* 24.xxxx CIP Sub Totals **** 51.1601 \nNursing - Registered Nurse Training (RN, ASN, BSN, MSN) \n* 51.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nGordon College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 342 \n \n0 342 \n \n0 \n \n0 342 \n \n0 342 \n \n0 \n \n0 57 \n \n0 57 \n \n0 \n \n0 57 \n \n0 57 \n \n0 \n \n0 400 \n \n0 400 \n \n170 \n \nSRPT601 \n5/16/2005 \n \n Federal CIP Codes and Program Names \n11.0202 \nComputer Programming, Specific Applications \n11.0301 \nData Processing and Data Processing Technology/Technician \n* 11.xxxx CIP Sub Totals **** 15.1102 \nSurvey Technology/ Surveying \n15.1301 \nDrafting and Design Technology/Technician, General \n* 15.xxxx CIP Sub Totals **** 24.0101 \nLiberal Arts and Sciences/Liberal Studies \n* 24.xxxx CIP Sub Totals **** 43.0107 \nCriminal Justice/Police Science \n* 43.xxxx CIP Sub Totals **** 47.0603 \nAutobody/Collision and Repair Technology/Technician \n* 47.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nMiddle Georgia College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 60 \n \n0 \n \n0 60 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 60 \n \n1 \n \n0 61 \n \n0 \n \n0 240 \n \n0 240 \n \n0 \n \n0 240 \n \n0 240 \n \n2 \n \n0 \n \n0 \n \n0 \n \n2 \n \n2 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n171 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n49.0102 \nAirline/Commercial/Professional Pilot and Flight Crew \n* 49.xxxx CIP Sub Totals **** 51.0803 \nOccupational Therapist Assistant \n51.1601 \nNursing - Registered Nurse Training (RN, ASN, BSN, MSN) \n* 51.xxxx CIP Sub Totals **** 52.0302 \nAccounting Technology/Technician and Bookkeeping \n52.0401 \nAdministrative Assistant and Secretarial Science, General \n* 52.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nMiddle Georgia College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 57 \n \n0 57 \n \n0 \n \n0 65 \n \n0 65 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n4 \n \n2 60 316 \n \n0 \n \n1 \n \n0 \n \n4 \n \n0 378 \n \n172 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n11.0401 \nInformation Science/Studies \n* 11.xxxx CIP Sub Totals **** 13.1501 \nTeacher Assistant/Aide \n* 13.xxxx CIP Sub Totals **** 24.0101 \nLiberal Arts and Sciences/Liberal Studies \n* 24.xxxx CIP Sub Totals **** 47.0399 \nHeavy/Industrial Equipment Maintenance Technologies \n* 47.xxxx CIP Sub Totals **** 51.1601 \nNursing - Registered Nurse Training (RN, ASN, BSN, MSN) \n* 51.xxxx CIP Sub Totals **** 52.0101 \nBusiness/Commerce, General \n52.0201 \nBusiness Administration and Management, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nSouth Georgia College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n4 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 122 \n \n0 122 \n \n0 \n \n0 122 \n \n0 122 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 58 \n \n0 58 \n \n0 \n \n0 58 \n \n0 58 \n \n0 \n \n2 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n173 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n52.1201 \nManagement Information Systems, General \n* 52.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nSouth Georgia College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n2 \n \n5 \n \n0 \n \n7 \n \n0 \n \n6 194 \n \n0 200 \n \n174 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n24.0101 \nLiberal Arts and Sciences/Liberal Studies \n* 24.xxxx CIP Sub Totals **** 43.9999 \nSecurity and Protective Services, Other \n* 43.xxxx CIP Sub Totals **** 48.9999 \nPrecision Production, Other \n* 48.xxxx CIP Sub Totals **** 51.9999 \nHealth Professions and Related Clinical Sciences, Other \n* 51.xxxx CIP Sub Totals **** 52.0301 \nAccounting \n52.9999 \nBusiness, Management, Marketing, \u0026 Related Support Serv. \n* 52.xxxx CIP Sub Totals **** *** Institution Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \nWaycross College \nUndergraduate Award Levels \nUnder 1 Year 1 Year Assoc. 2 Year Total \nCert. Cert. Degree Cert. Awards \n \n0 \n \n0 102 \n \n0 102 \n \n0 \n \n0 102 \n \n0 102 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 10 \n \n0 10 \n \n0 \n \n1 10 \n \n0 11 \n \n0 \n \n1 116 \n \n0 117 \n \n175 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n01.0102 \nAgribusiness/Agricultural Business Operations \n01.0103 \nAgricultural Economics \n01.0199 \nAgricultural Business and Management, Other \n01.0204 \nAgricultural Power Machinery Operation \n01.0302 \nAnimal/Livestock Husbandry and Production \n01.0601 \nApplied Horticulture/Horticultural Operations, General \n01.0605 \nLandscaping and Groundskeeping \n01.0607 \nTurf and Turfgrass Management \n01.0699 \nApplied Horticulture/Horticultural Business Services, Other \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n20 \n \n0 \n \n20 \n \n0 \n \n0 \n \n0 \n \n0 41 \n \n0 15 \n \n0 \n \n3 \n \n0 \n \n41 18 \n \n59 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n10 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n22 \n \n0 \n \n22 \n \n0 \n \n0 53 \n \n0 20 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n73 \n \n1 \n \n74 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n176 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n01.0801 \nAgricultural and Extension Education Services \n01.0802 \nAgricultural Communication/Journalism \n01.0901 \nAnimal Sciences, General \n01.0905 \nDairy Science \n01.0907 \nPoultry Science \n01.1001 \nFood Science \n01.1102 \nAgronomy and Crop Science \n01.1103 \nHorticultural Science \n01.1105 \nPlant Protection \u0026 Integrated Pest Management \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n13 \n \n0 \n \n13 \n \n0 \n \n0 \n \n9 \n \n0 48 \n \n0 15 \n \n0 \n \n5 \n \n0 \n \n57 20 \n \n77 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n3 \n \n1 \n \n4 \n \n0 \n \n0 \n \n1 \n \n0 \n \n6 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n7 \n \n6 \n \n13 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 16 \n \n0 12 \n \n0 \n \n13 28 \n \n41 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n7 \n \n0 \n \n4 \n \n0 \n \n4 11 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n177 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n01.1201 \nSoil Science and Agronomy, General \n* 01.xxxx CIP Sub Totals **** 03.0101 \nNatural Resources/Conservation, General \n03.0104 \nEnvironmental Science \n03.0201 \nNatural Resources Management and Policy \n03.0301 \nFishing and Fisheries Sciences and Management \n03.0501 \nForestry, General \n03.0502 \nForest Sciences and Biology \n03.0511 \nForestry Technology/Technician \n03.0601 \nWildlife and Wildlands Science and Management \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n12 \n \n0 86 \n \n0 194 \n \n0 61 \n \n0 27 \n \n0 292 88 380 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n7 \n \n3 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 26 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n26 \n \n0 \n \n26 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 29 \n \n0 11 \n \n0 \n \n5 40 \n \n45 \n \n0 \n \n0 16 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n16 \n \n0 \n \n16 \n \n0 \n \n0 28 \n \n0 20 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n48 \n \n0 \n \n48 \n \n178 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n* 03.xxxx CIP Sub Totals **** 04.0201 \nArchitecture (BArch, BA/BS, MArch, MA/MS, PhD) \n04.0301 \nCity/Urban, Community and Regional Planning \n04.0601 \nLandscape Architecture (BS, BSLA, BLA, MSLA, MLA, PhD) \n04.9999 \nArchitecture and Related Services, Other \n* 04.xxxx CIP Sub Totals **** 05.0201 \nAfrican-American/Black Studies \n05.0207 \nWomen's Studies \n* 05.xxxx CIP Sub Totals **** 09.0101 \nCommunication Studies/Speech Communication and Rhet. \n09.0102 \nMass Communication/ Media Studies \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 44 \n \n0 62 \n \n1 42 \n \n0 11 \n \n0 106 54 160 \n \n0 \n \n0 \n \n0 \n \n0 78 \n \n0 52 \n \n0 \n \n6 \n \n0 \n \n78 58 136 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 35 \n \n0 \n \n0 \n \n0 \n \n0 35 \n \n35 \n \n0 \n \n0 \n \n0 \n \n0 63 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n63 10 \n \n73 \n \n0 \n \n0 \n \n0 \n \n0 38 \n \n0 22 \n \n0 \n \n0 \n \n0 \n \n38 22 \n \n60 \n \n0 \n \n0 \n \n0 \n \n0 179 \n \n0 119 \n \n0 \n \n6 \n \n0 179 125 304 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n15 \n \n0 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n2 \n \n3 \n \n0 \n \n0 \n \n0 \n \n6 \n \n5 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n2 \n \n3 \n \n0 \n \n0 \n \n0 \n \n21 \n \n5 \n \n26 \n \n0 \n \n0 \n \n0 \n \n0 189 \n \n0 21 \n \n0 \n \n1 \n \n0 189 22 211 \n \n0 \n \n0 \n \n0 \n \n0 44 \n \n0 37 \n \n0 \n \n3 \n \n0 \n \n44 40 \n \n84 \n \n179 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n09.0199 \nCommunication and Media Studies, Other \n09.0401 \nJournalism \n09.0402 \nBroadcast Journalism \n09.0499 \nJournalism, Other \n09.0701 \nRadio and Television \n09.0902 \nPublic Relations/Image Management \n09.0903 \nAdvertising \n09.9999 \nCommunication, Journalism and Related Programs, Other \n* 09.xxxx CIP Sub Totals **** 10.0202 \nRadio and Television Broadcasting Technology/Technician \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n6 12 \n \n18 \n \n0 \n \n0 \n \n0 \n \n0 386 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 386 \n \n1 387 \n \n0 \n \n0 \n \n0 \n \n0 31 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n31 \n \n0 \n \n31 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n21 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 167 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 167 \n \n0 167 \n \n0 \n \n0 \n \n0 \n \n0 136 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 136 \n \n0 136 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 16 \n \n0 \n \n0 \n \n0 \n \n5 16 \n \n21 \n \n0 \n \n0 \n \n0 \n \n0 989 \n \n0 108 \n \n0 \n \n4 \n \n0 989 112 1,101 \n \n0 \n \n0 \n \n0 \n \n0 107 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 107 \n \n0 107 \n \n180 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n10.0305 \nGraphic and Printing Equipment Operator, General Prod. \n* 10.xxxx CIP Sub Totals **** 11.0101 \nComputer and Information Sciences, General \n11.0102 \nArtificial Intelligence and Robotics \n11.0103 \nInformation Technology \n11.0202 \nComputer Programming, Specific Applications \n11.0301 \nData Processing and Data Processing Technology/Technician \n11.0401 \nInformation Science/Studies \n11.0601 \nData Entry/Microcomputer Applications, General \n11.0701 \nComputer Science \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n21 \n \n0 \n \n21 \n \n0 \n \n0 \n \n0 \n \n0 128 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 128 \n \n0 128 \n \n3 \n \n0 14 \n \n0 912 \n \n0 201 \n \n0 17 \n \n0 929 218 1,147 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n9 \n \n0 11 \n \n5 \n \n0 77 \n \n2 36 \n \n0 \n \n0 \n \n0 \n \n93 38 131 \n \n0 \n \n0 17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n17 \n \n0 \n \n17 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 75 78 \n \n0 212 \n \n0 51 \n \n0 \n \n0 \n \n0 365 51 416 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n6 \n \n0 \n \n0 \n \n0 132 \n \n0 95 \n \n0 \n \n1 \n \n0 138 96 234 \n \n181 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n11.0801 \nWeb Page, Digital/Multimedia and Information Resources \n11.0901 \nComputer Systems Networking and Telecommunications \n11.9999 \nComputer and Information Sciences and Support Services \n* 11.xxxx CIP Sub Totals **** 12.0401 \nCosmetology/Cosmetologist, General \n12.0503 \nCulinary Arts/Chef Training \n* 12.xxxx CIP Sub Totals **** 13.0101 \nEducation, General \n13.0301 \nCurriculum and Instruction \n13.0401 \nEducational Leadership and Administration, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n13 43 26 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n82 \n \n0 \n \n82 \n \n0 12 \n \n0 \n \n23 141 144 \n \n0 \n \n0 \n \n0 1,333 \n \n0 51 2 443 \n \n0 \n \n0 \n \n0 18 \n \n0 \n \n12 51 \n \n63 \n \n0 1,641 463 2,104 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n1 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n0 13 \n \n0 \n \n0 31 \n \n31 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 15 \n \n0 \n \n0 18 \n \n18 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 230 287 66 \n \n0 \n \n0 583 583 \n \n182 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n13.0403 \nAdult and Continuing Education Administration \n13.0404 \nEducational, Instructional, and Curriculum Supervision \n13.0406 \nHigher Education/Higher Education Administration \n13.0499 \nEducational Administration and Supervision, Other \n13.0501 \nEducational/Instructional Media Design \n13.0603 \nEducational Statistics and Research Methods \n13.0802 (1990 CIP translated to 42.1801 for 2000 CIP) \nEducational Psychology \n13.0901 \nSocial and Philosophical Foundations of Education \n13.1001 \nSpecial Education and Teaching, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n5 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 27 44 \n \n0 \n \n0 \n \n0 71 \n \n71 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 \n \n0 12 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 171 37 \n \n5 \n \n0 \n \n0 213 213 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n2 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 193 \n \n0 187 44 \n \n5 \n \n0 193 236 429 \n \n183 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1003 \nEducation/Teaching of Individuals with Hearing Impairments \n13.1005 \nEducation/Teaching of Individuals with Emotional Disturb. \n13.1006 \nEducation/Teaching of Individuals with Mental Retardation \n13.1007 \nEducation/Teaching of Individuals with Multiple Disabilities \n13.1008 \nEducation/Teaching of Individuals w/Orthopedic, etc. \n13.1011 \nEducation/Teaching of Indiv. w/Specific Learning Dis. \n13.1012 \nEducation/Teaching of Individuals with Speech or Language \n13.1099 \nSpecial Education and Teaching, Other \n13.1101 \nCounselor Education/School Counseling and Guidance Serv. \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 24 \n \n0 \n \n0 \n \n0 \n \n0 24 \n \n24 \n \n0 \n \n0 \n \n0 \n \n0 32 \n \n0 29 \n \n1 \n \n0 \n \n0 \n \n32 30 \n \n62 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n19 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 32 \n \n0 \n \n0 \n \n0 \n \n0 32 \n \n32 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 33 \n \n0 \n \n0 \n \n0 \n \n2 33 \n \n35 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n5 13 \n \n18 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 298 39 15 \n \n0 \n \n0 352 352 \n \n184 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1201 \nAdult and Continuing Education and Teaching \n13.1202 \nElementary Education and Teaching \n13.1203 \nJunior High/Intermed./Middle School Educ. and Teaching \n13.1204 (1990 CIP translated to 13.1209 for 2000 CIP) \nEarly Childhood Education \n13.1205 \nSecondary Education and Teaching \n13.1209 \nKindergarten/PreSchool Education and Teaching \n13.1210 \nEarly Childhood Education and Teaching \n13.1301 \nAgricultural Teacher Education \n13.1302 \nArt Teacher Education \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 49 \n \n2 21 \n \n0 \n \n0 72 \n \n72 \n \n0 \n \n0 \n \n0 \n \n0 526 \n \n0 285 53 \n \n4 \n \n0 526 342 868 \n \n0 \n \n0 \n \n0 \n \n0 319 \n \n0 234 70 \n \n1 \n \n0 319 305 624 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 31 \n \n0 57 17 \n \n0 \n \n0 \n \n31 74 105 \n \n0 \n \n0 \n \n0 \n \n0 171 \n \n0 107 17 \n \n1 \n \n0 171 125 296 \n \n0 \n \n0 \n \n0 \n \n0 310 \n \n0 71 85 \n \n0 \n \n0 310 156 466 \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n20 \n \n9 \n \n29 \n \n0 \n \n0 \n \n0 \n \n0 29 \n \n0 18 \n \n0 \n \n0 \n \n0 \n \n29 18 \n \n47 \n \n185 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1303 \nBusiness Teacher Education \n13.1305 \nEnglish/Language Arts Teacher Education \n13.1306 \nForeign Language Teacher Education \n13.1307 \nHealth Teacher Education \n13.1308 \nFamily \u0026 Consumer Sciences/Home Economics Teacher Ed. \n13.1309 \nTechnology Teacher Education/Industrial Arts Teacher Educ. \n13.1310 \nSales and Marketing Operations/Marketing and Distribution \n13.1311 \nMathematics Teacher Education \n13.1312 \nMusic Teacher Education \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 55 \n \n0 67 \n \n5 \n \n0 \n \n0 \n \n55 72 127 \n \n0 \n \n0 \n \n0 \n \n0 86 \n \n0 87 10 \n \n0 \n \n0 \n \n86 97 183 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n0 14 \n \n1 \n \n0 \n \n0 \n \n16 15 \n \n31 \n \n0 \n \n0 \n \n0 \n \n0 94 \n \n0 \n \n5 \n \n0 \n \n4 \n \n0 \n \n94 \n \n9 103 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n12 \n \n5 \n \n17 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 26 \n \n0 \n \n0 \n \n0 \n \n10 26 \n \n36 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n2 \n \n4 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 49 \n \n0 97 20 \n \n2 \n \n0 \n \n49 119 168 \n \n0 \n \n0 \n \n0 \n \n0 77 \n \n0 23 \n \n4 \n \n0 \n \n0 \n \n77 27 104 \n \n186 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1314 \nPhysical Education Teaching and Coaching \n13.1315 \nReading Teacher Education \n13.1316 \nScience Teacher Educ./Gen. Science Teacher Education \n13.1317 \nSocial Science Teacher Education \n13.1318 \nSocial Studies Teacher Education \n13.1319 \nTechnical Teacher Education \n13.1320 \nTrade and Industrial Teacher Education \n13.1322 \nBiology Teacher Education \n13.1323 \nChemistry Teacher Education \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 304 \n \n0 111 \n \n1 11 \n \n0 304 123 427 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 75 \n \n9 \n \n2 \n \n0 \n \n0 86 \n \n86 \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n0 77 10 \n \n6 \n \n0 \n \n20 93 113 \n \n0 \n \n0 \n \n0 \n \n0 68 \n \n0 15 \n \n3 \n \n4 \n \n0 \n \n68 22 \n \n90 \n \n0 \n \n0 \n \n0 \n \n0 36 \n \n0 48 \n \n1 \n \n0 \n \n0 \n \n36 49 \n \n85 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 41 \n \n0 \n \n8 11 \n \n3 \n \n0 \n \n41 22 \n \n63 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n12 \n \n0 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n187 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n13.1324 \nDrama and Dance Teacher Education \n13.1325 \nFrench Language Teacher Education \n13.1327 \nHealth Occupations Teacher Education \n13.1328 \nHistory Teacher Education \n13.1330 \nSpanish Language Teacher Education \n13.1399 \nTeacher Education and Professional Development, Specific \n13.1401 \nTeaching English as a Second or Foreign Language/ESL \n13.1501 \nTeacher Assistant/Aide \n13.9999 \nEducation, Other \n* 13.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n2 \n \n2 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 22 11 \n \n0 \n \n0 33 \n \n33 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n3 25 \n \n28 \n \n0 19 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n23 \n \n0 \n \n23 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n4 \n \n188 \n \n0 \n \n8 \n \n0 2,546 \n \n0 24 23 \n \n6 \n \n0 2,688 819 207 \n \n0 \n \n8 53 \n \n61 \n \n0 2,572 3,714 6,286 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n14.0201 \nAerospace, Aeronautical and Astronautical Engineering \n14.0301 \nAgricultural/Biological Engineering and Bioengineering \n14.0501 \nBiomedical/Medical Engineering \n14.0701 \nChemical Engineering \n14.0801 \nCivil Engineering, General \n14.0901 \nComputer Engineering, General \n14.0903 \nComputer Software Engineering \n14.1001 \nElectrical, Electronics and Communications Engineering \n14.1101 \nEngineering Mechanics \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 78 \n \n0 80 \n \n0 15 \n \n0 \n \n78 95 173 \n \n0 \n \n0 \n \n0 \n \n0 29 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n29 \n \n2 \n \n31 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n0 12 \n \n0 12 \n \n0 \n \n19 24 \n \n43 \n \n0 \n \n0 \n \n0 \n \n0 98 \n \n0 10 \n \n0 14 \n \n0 \n \n98 24 122 \n \n0 \n \n0 \n \n0 \n \n0 121 \n \n0 68 \n \n0 13 \n \n0 121 81 202 \n \n0 \n \n0 \n \n0 \n \n0 157 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 157 \n \n0 157 \n \n0 \n \n6 \n \n0 \n \n0 \n \n3 \n \n0 14 \n \n0 \n \n0 \n \n0 \n \n9 14 \n \n23 \n \n0 \n \n0 \n \n0 \n \n0 283 \n \n0 296 \n \n0 105 \n \n0 283 401 684 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n3 \n \n189 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n14.1401 \nEnvironmental/Environmental Health Engineering \n14.1801 \nMaterials Engineering \n14.1901 \nMechanical Engineering \n14.2301 \nNuclear Engineering \n14.2801 \nTextile Sciences and Engineering \n14.3201 \nPolymer/Plastics Engineering \n14.3501 \nIndustrial Engineering \n14.3701 \nOperations Research \n14.9999 \nEngineering, Other \n* 14.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 15 \n \n0 \n \n8 \n \n0 \n \n0 23 \n \n23 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 12 \n \n0 \n \n7 \n \n0 \n \n8 19 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 292 \n \n0 159 \n \n0 28 \n \n0 292 187 479 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n10 \n \n2 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n2 \n \n0 \n \n7 \n \n0 \n \n10 \n \n9 \n \n19 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 303 \n \n0 116 \n \n0 21 \n \n0 303 137 440 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 36 \n \n0 \n \n1 \n \n0 \n \n9 37 \n \n46 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n1 \n \n0 \n \n0 \n \n4 \n \n4 \n \n0 \n \n6 \n \n0 \n \n0 1,420 \n \n0 832 \n \n0 233 \n \n0 1,426 1,065 2,491 \n \n190 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n15.0000 \nEngineering Technology, General \n15.0201 \nCivil Engineering Technology/Technician \n15.0303 \nElectrical, Electronic \u0026 Communications Engineering Tech. \n15.0305 \nTelecommunications Technology/Technician \n15.0404 \nInstrumentation Technology/Technician \n15.0612 \nIndustrial Technology/Technician \n15.0699 \nIndustrial Production Technologies/Technicians, Other \n15.0702 \nQuality Control Technology/Technician \n15.0805 \nMechanical Engineering/Mechanical Technology/Technician \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 35 \n \n0 16 \n \n0 \n \n0 \n \n0 \n \n35 16 \n \n51 \n \n0 \n \n0 \n \n0 \n \n0 47 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n47 \n \n0 \n \n47 \n \n0 \n \n0 \n \n0 \n \n0 61 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n61 \n \n0 \n \n61 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n13 \n \n0 \n \n13 \n \n3 29 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n32 \n \n0 \n \n32 \n \n0 \n \n0 26 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n27 \n \n0 \n \n27 \n \n1 \n \n0 \n \n0 \n \n0 45 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n46 \n \n0 \n \n46 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 55 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n55 \n \n0 \n \n55 \n \n191 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n15.1001 \nConstruction Engineering Technology/Technician \n15.1102 \nSurvey Technology/ Surveying \n15.1201 \nComputer Engineering Technology/ Technician \n15.1301 \nDrafting and Design Technology/Technician, General \n15.1303 \nArchitectural Drafting and Architectural CAD/CADD \n15.9999 \nEngineering Technologies/Technicians, Other \n* 15.xxxx CIP Sub Totals **** 16.0102 \nLinguistics \n16.0104 \nComparative Literature \n16.0302 \nJapanese Language and Literature \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 35 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n35 \n \n0 \n \n35 \n \n0 60 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n63 \n \n0 \n \n63 \n \n0 10 \n \n5 \n \n0 39 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n54 \n \n0 \n \n54 \n \n0 \n \n9 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n18 \n \n0 \n \n18 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n4 11 \n \n15 \n \n4 108 43 \n \n0 338 \n \n0 54 \n \n0 \n \n0 \n \n0 493 54 547 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n3 \n \n0 \n \n4 \n \n0 \n \n11 \n \n7 \n \n18 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 \n \n2 \n \n0 \n \n1 \n \n0 \n \n12 \n \n3 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n192 \n \n7 \n \n0 \n \n7 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n16.0402 \nRussian Language and Literature \n16.0501 \nGerman Language and Literature \n16.0900 \nRomance Languages, Literatures, and Linguistics, General \n16.0901 \nFrench Language and Literature \n16.0902 \nItalian Language and Literature \n16.0905 \nSpanish Language and Literature \n16.1200 \nClassics and Languages, Literatures and Linguistics, General \n16.1202 \nAncient/Classical Greek Language and Literature \n16.1203 \nLatin Language and Literature \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n18 \n \n6 \n \n24 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n2 \n \n0 \n \n6 \n \n0 \n \n9 \n \n8 \n \n17 \n \n0 \n \n0 \n \n0 \n \n0 38 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n38 \n \n5 \n \n43 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 154 \n \n0 10 \n \n0 \n \n0 \n \n0 154 10 164 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n6 \n \n3 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n4 \n \n4 \n \n8 \n \n193 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n16.1603 \nSign Language Interpretation and Translation \n* 16.xxxx CIP Sub Totals **** 19.0101 \nFamily and Consumer Sciences/Human Sciences, General \n19.0202 \nFamily \u0026 Consumer Sciences/Human Sciences Communications \n19.0402 \nConsumer Economics \n19.0501 \nFoods, Nutrition, and Wellness Studies, General \n19.0601 \nHousing and Human Environments, General \n19.0699 \nHousing and Human Environments, Other \n19.0701 \nHuman Development and Family Studies, General \n19.0702 \nAdult Development and Aging \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n7 \n \n4 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n13 \n \n0 \n \n13 \n \n0 \n \n7 \n \n4 \n \n0 267 \n \n0 35 \n \n0 11 \n \n0 278 46 324 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n27 \n \n0 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 74 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n74 \n \n0 \n \n74 \n \n0 \n \n0 \n \n0 \n \n0 41 \n \n0 \n \n6 \n \n0 \n \n2 \n \n0 \n \n41 \n \n8 \n \n49 \n \n0 \n \n0 \n \n0 \n \n0 52 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n52 \n \n2 \n \n54 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 86 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n86 \n \n0 \n \n86 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n194 \n \n2 \n \n0 \n \n2 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n19.0706 \nChild Development \n19.0708 \nChild Care and Support Services Management \n19.0709 \nChild Care Provider/Assistant \n19.0901 \nApparel and Textiles, General \n19.0904 \nTextile Science \n* 19.xxxx CIP Sub Totals **** 22.0101 \nLaw (LL.B., J.D.) \n22.0201 \nAdvanced Legal Research/Studies, General \n22.0302 \nLegal Assistant/Paralegal \n* 22.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n2 \n \n0 96 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 \n \n98 12 110 \n \n0 \n \n6 16 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n22 \n \n0 \n \n22 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 23 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n23 \n \n6 \n \n29 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n2 \n \n2 \n \n5 \n \n8 27 \n \n0 399 \n \n0 20 \n \n0 10 \n \n0 439 30 469 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 436 \n \n0 436 436 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n20 \n \n0 75 25 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 107 \n \n0 107 \n \n0 75 25 \n \n0 \n \n7 \n \n0 20 \n \n0 \n \n0 436 107 456 563 \n \n195 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n23.0101 \nEnglish Language and Literature, General \n23.0501 \nCreative Writing \n23.1001 \nSpeech and Rhetorical Studies \n* 23.xxxx CIP Sub Totals **** 24.0101 \nLiberal Arts and Sciences/Liberal Studies \n24.0102 \nGeneral Studies \n24.0199 \nLiberal Arts and Sciences, General Studies and Humanities \n* 24.xxxx CIP Sub Totals **** 25.0101 \nLibrary Science/Librarianship \n* 25.xxxx CIP Sub Totals **** 26.0101 \nBiology/Biological Sciences, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 476 \n \n0 71 \n \n0 20 \n \n0 476 91 567 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 38 \n \n0 \n \n0 \n \n0 \n \n0 38 \n \n38 \n \n0 \n \n0 \n \n0 \n \n0 249 \n \n0 \n \n2 \n \n0 \n \n1 \n \n0 249 \n \n3 252 \n \n0 \n \n0 \n \n0 \n \n0 725 \n \n0 111 \n \n0 21 \n \n0 725 132 857 \n \n0 \n \n0 4,345 \n \n0 62 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 4,407 \n \n0 4,407 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 131 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 131 \n \n1 132 \n \n0 \n \n0 4,345 \n \n0 218 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 4,563 \n \n1 4,564 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 855 \n \n0 83 \n \n0 16 \n \n0 855 99 954 \n \n196 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n26.0202 \nBiochemistry \n26.0204 \nMolecular Biology \n26.0301 \nBotany/Plant Biology \n26.0305 \nPlant Pathology/Phytopathology \n26.0401 \nCell/Cellular Biology and Histology \n26.0502 \nMicrobiology, General \n26.0702 \nEntomology \n26.0706 \nAnimal Physiology \n26.0801 \nGenetics, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 34 \n \n0 \n \n3 \n \n0 \n \n8 \n \n0 \n \n34 11 \n \n45 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n3 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n4 \n \n0 \n \n8 \n \n0 \n \n3 12 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n2 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 14 \n \n0 \n \n2 \n \n0 \n \n4 \n \n0 \n \n14 \n \n6 \n \n20 \n \n0 \n \n0 \n \n0 \n \n0 50 \n \n0 \n \n1 \n \n0 \n \n6 \n \n0 \n \n50 \n \n7 \n \n57 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n4 \n \n4 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 33 \n \n0 \n \n1 \n \n0 \n \n7 \n \n0 \n \n33 \n \n8 \n \n41 \n \n197 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n26.0901 \nPhysiology, General \n26.1001 \nPharmacology \n26.1004 \nToxicology \n26.1103 \nBioinformatics \n26.1201 \nBiotechnology \n26.1301 \nEcology \n26.1302 \nMarine Biology and Biological Oceanography \n26.9999 \nBiological and Biomedical Sciences, Other \n* 26.xxxx CIP Sub Totals **** 27.0101 \nMathematics, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n3 \n \n0 \n \n0 10 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 \n \n7 \n \n0 \n \n8 \n \n0 \n \n21 15 \n \n36 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n2 \n \n0 \n \n4 \n \n0 \n \n7 \n \n6 \n \n13 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n21 \n \n0 \n \n21 \n \n0 \n \n0 \n \n0 \n \n0 1,044 \n \n0 130 \n \n0 72 \n \n0 1,044 202 1,246 \n \n0 \n \n0 \n \n0 \n \n0 125 \n \n0 17 \n \n0 11 \n \n0 125 28 153 \n \n198 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n27.0301 \nApplied Mathematics \n27.0399 \nApplied Mathematics, Other \n27.0501 \nStatistics, General \n27.0502 \nMathematical Statistics and Probability \n* 27.xxxx CIP Sub Totals **** 30.0101 \nBiological and Physical Sciences \n30.0501 \nPeace Studies and Conflict Resolution \n30.1101 \nGerontology \n30.1201 \nHistoric Preservation and Conservation \n30.1501 \nScience, Technology and Society \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n18 12 \n \n30 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n6 \n \n2 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 22 \n \n0 \n \n4 \n \n0 \n \n8 26 \n \n34 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n20 \n \n0 \n \n0 \n \n0 \n \n0 157 \n \n0 71 \n \n0 17 \n \n0 157 88 245 \n \n0 \n \n0 \n \n0 \n \n0 49 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n49 \n \n0 \n \n49 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n0 \n \n0 \n \n0 \n \n0 19 \n \n19 \n \n0 \n \n0 \n \n0 \n \n0 46 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n46 \n \n0 \n \n46 \n \n199 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n30.9999 \nMulti-/Interdisciplinary Studies, Other \n* 30.xxxx CIP Sub Totals **** 31.0101 \nParks, Recreation and Leisure Studies \n31.0301 \nParks, Recreation and Leisure Facilities Management \n31.0501 \nHealth and Physical Education, General \n31.0504 \nSport and Fitness Administration/Management \n31.0505 \nKinesiology and Exercise Science \n31.0599 \nHealth and Physical Education/Fitness, Other \n* 31.xxxx CIP Sub Totals **** 34.0104 \nAddiction Prevention and Treatment \n* 34.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n1 \n \n0 43 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n44 \n \n7 \n \n51 \n \n0 \n \n0 \n \n1 \n \n0 138 \n \n1 40 \n \n0 \n \n0 \n \n0 139 41 180 \n \n0 \n \n0 \n \n0 \n \n0 54 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n54 \n \n0 \n \n54 \n \n0 \n \n0 \n \n0 \n \n0 66 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n66 \n \n0 \n \n66 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 118 \n \n0 50 \n \n0 \n \n0 \n \n0 118 50 168 \n \n0 \n \n0 \n \n0 \n \n0 104 \n \n0 18 \n \n0 \n \n0 \n \n0 104 18 122 \n \n0 \n \n3 \n \n0 \n \n0 19 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n22 \n \n0 \n \n22 \n \n0 \n \n3 \n \n0 \n \n0 371 \n \n0 68 \n \n0 \n \n0 \n \n0 374 68 442 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n200 \n \n4 \n \n0 \n \n4 \n \n4 \n \n0 \n \n4 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n38.0101 \nPhilosophy \n38.0201 \nReligion/Religious Studies \n* 38.xxxx CIP Sub Totals **** 39.0501 \nReligious/Sacred Music \n* 39.xxxx CIP Sub Totals **** 40.0201 \nAstronomy \n40.0501 \nChemistry, General \n40.0507 \nPolymer Chemistry \n40.0601 \nGeology/Earth Science, General \n40.0699 \nGeological and Earth Sciences/Geosciences, Other \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 59 \n \n0 11 \n \n0 \n \n1 \n \n0 \n \n59 12 \n \n71 \n \n0 \n \n0 \n \n0 \n \n0 40 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n40 \n \n5 \n \n45 \n \n0 \n \n0 \n \n0 \n \n0 99 \n \n0 16 \n \n0 \n \n1 \n \n0 \n \n99 17 116 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n0 \n \n11 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n0 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n7 \n \n1 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 164 \n \n0 25 \n \n0 40 \n \n0 164 65 229 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 28 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n28 \n \n8 \n \n36 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n9 18 \n \n27 \n \n201 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n40.0801 \nPhysics, General \n* 40.xxxx CIP Sub Totals **** 42.0101 \nPsychology, General \n42.0301 \nCognitive Psychology and Psycholinguistics \n42.0401 \nCommunity Psychology \n42.0601 \nCounseling Psychology \n42.0901 \nIndustrial and organizational Psychology \n42.1701 \nSchool Psychology \n42.1801 \nEducational Psychology \n* 42.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 64 \n \n0 29 \n \n0 \n \n8 \n \n0 \n \n64 37 101 \n \n0 \n \n0 \n \n0 \n \n0 277 \n \n0 71 \n \n0 58 \n \n0 277 129 406 \n \n0 \n \n0 \n \n0 \n \n0 1,198 \n \n0 88 \n \n0 29 \n \n0 1,198 117 1,315 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 57 \n \n0 17 \n \n0 \n \n0 \n \n0 \n \n57 17 \n \n74 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n6 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 26 \n \n0 13 \n \n0 \n \n7 \n \n0 \n \n26 20 \n \n46 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 31 26 \n \n2 \n \n0 \n \n0 59 \n \n59 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n7 13 \n \n0 \n \n0 28 \n \n28 \n \n0 \n \n0 \n \n0 \n \n0 1,285 \n \n0 157 33 57 \n \n0 1,285 247 1,532 \n \n202 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n43.0103 \nCriminal Justice/Law Enforcement Administration \n43.0104 \nCriminal Justice/Safety Studies \n43.0107 \nCriminal Justice/Police Science \n43.0199 \nCorrections and Criminal Justice, Other \n43.0201 \nFire Protection and Safety Technology/Technician \n43.9999 \nSecurity and Protective Services, Other \n* 43.xxxx CIP Sub Totals **** 44.0000 \nHuman Services, General \n44.0201 \nCommunity organization and Advocacy \n44.0401 \nPublic Administration \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 36 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n36 \n \n1 \n \n37 \n \n0 \n \n2 15 \n \n0 493 \n \n0 28 \n \n0 \n \n0 \n \n0 510 28 538 \n \n2 \n \n0 10 \n \n0 30 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n42 \n \n0 \n \n42 \n \n0 \n \n0 \n \n0 \n \n0 26 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n26 \n \n0 \n \n26 \n \n0 \n \n1 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n2 \n \n3 28 \n \n0 585 \n \n0 29 \n \n0 \n \n0 \n \n0 618 29 647 \n \n0 \n \n0 \n \n0 \n \n0 43 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n43 \n \n0 \n \n43 \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n18 \n \n0 \n \n18 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 258 \n \n0 \n \n4 \n \n0 \n \n203 \n \n2 262 264 \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n44.0501 \nPublic Policy Analysis \n44.0701 \nSocial Work \n* 44.xxxx CIP Sub Totals **** 45.0101 \nSocial Sciences, General \n45.0201 \nAnthropology \n45.0401 \nCriminology \n45.0601 \nEconomics, General \n45.0604 \nDevelopment Economics and International Development \n45.0605 \nInternational Economics \n45.0699 \nEconomics, Other \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 17 \n \n0 21 \n \n0 \n \n3 \n \n0 \n \n17 24 \n \n41 \n \n3 \n \n0 \n \n7 \n \n0 126 \n \n0 218 \n \n0 \n \n8 \n \n0 136 226 362 \n \n3 \n \n0 \n \n8 \n \n0 205 \n \n0 497 \n \n0 15 \n \n0 216 512 728 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n0 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 87 \n \n0 10 \n \n0 \n \n8 \n \n0 \n \n87 18 105 \n \n0 \n \n0 \n \n0 \n \n0 38 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n38 \n \n0 \n \n38 \n \n0 \n \n0 \n \n0 \n \n0 123 \n \n0 38 \n \n0 \n \n3 \n \n0 123 41 164 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n204 \n \n2 \n \n0 \n \n2 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n45.0701 \nGeography \n45.0702 \nCartography \n45.0901 \nInternational Relations and Affairs \n45.1001 \nPolitical Science and Government, General \n45.1101 \nSociology \n45.1201 \nUrban Studies/Affairs \n45.9999 \nSocial Sciences, Other \n* 45.xxxx CIP Sub Totals **** 46.0302 \nElectrician \n* 46.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n8 \n \n0 \n \n0 37 \n \n7 17 \n \n0 \n \n5 \n \n0 \n \n45 29 \n \n74 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 99 \n \n0 27 \n \n0 \n \n0 \n \n0 \n \n99 27 126 \n \n0 \n \n0 \n \n0 \n \n0 621 \n \n0 25 \n \n0 \n \n7 \n \n0 621 32 653 \n \n0 \n \n0 \n \n0 \n \n0 542 \n \n0 29 \n \n0 \n \n2 \n \n0 542 31 573 \n \n0 \n \n0 \n \n0 \n \n0 61 \n \n2 20 \n \n0 \n \n0 \n \n0 \n \n61 22 \n \n83 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 104 \n \n0 \n \n0 \n \n0 \n \n0 104 104 \n \n0 \n \n8 \n \n0 \n \n0 1,631 \n \n9 270 \n \n0 25 \n \n0 1,639 304 1,943 \n \n10 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n0 \n \n11 \n \n10 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n0 \n \n11 \n \n205 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n47.0101 \nElectrical/Electronics Equipment Installation and Repair \n47.0104 \nComputer Installation and Repair Technology/Technician \n47.0303 \nIndustrial Mechanics and Maintenance Technology \n47.0399 \nHeavy/Industrial Equipment Maintenance Technologies \n47.0603 \nAutobody/Collision and Repair Technology/Technician \n47.0604 \nAutomobile/Automotive Mechanics Technology/Technician \n47.0605 \nDiesel Mechanics Technology/Technician \n47.0607 \nAirframe Mechanics and Aircraft Maintenance Technology \n47.0608 \nAircraft Powerplant Technology/Technician \n* 47.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n9 18 24 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n51 \n \n0 \n \n51 \n \n40 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n40 \n \n0 \n \n40 \n \n7 20 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n31 \n \n0 \n \n31 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n3 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n12 \n \n0 \n \n12 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 28 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n31 \n \n0 \n \n31 \n \n0 \n \n1 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n56 70 51 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 177 \n \n0 177 \n \n206 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n48.0000 \nPrecision Production Trades, General \n48.0503 \nMachine Shop Technology/Assistant \n48.0508 \nWelding Technology/Welder \n48.9999 \nPrecision Production, Other \n* 48.xxxx CIP Sub Totals **** 49.0102 \nAirline/Commercial/Professional Pilot and Flight Crew \n49.0205 \nTruck and Bus Driver/Commercial Vehicle Operation \n* 49.xxxx CIP Sub Totals **** 50.0101 \nVisual and Performing Arts, General \n50.0402 \nCommercial and Advertising Art \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n1 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n3 \n \n20 15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n35 \n \n0 \n \n35 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n6 \n \n21 16 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n45 \n \n0 \n \n45 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n47 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n47 \n \n0 \n \n47 \n \n47 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n49 \n \n0 \n \n49 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n22 \n \n0 \n \n22 \n \n3 \n \n0 \n \n1 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n19 \n \n0 \n \n19 \n \n207 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n50.0404 \nIndustrial Design \n50.0406 \nCommercial Photography \n50.0408 \nInterior Design \n50.0501 \nDrama and Dramatics/Theatre Arts, General \n50.0601 \nFilm/Cinema Studies \n50.0701 \nArt/Art Studies, General \n50.0702 \nFine/Studio Arts, General \n50.0703 \nArt History, Criticism and Conservation \n50.0704 \nArts Management \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 49 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n49 \n \n6 \n \n55 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 33 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n33 \n \n0 \n \n33 \n \n0 \n \n0 \n \n0 \n \n0 88 \n \n0 10 \n \n0 \n \n1 \n \n0 \n \n88 11 \n \n99 \n \n0 \n \n0 \n \n0 \n \n0 73 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n73 \n \n0 \n \n73 \n \n0 \n \n0 \n \n0 \n \n0 282 \n \n0 12 \n \n0 \n \n3 \n \n0 282 15 297 \n \n0 \n \n0 \n \n0 \n \n0 35 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n35 \n \n6 \n \n41 \n \n0 \n \n0 \n \n0 \n \n0 18 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n18 \n \n8 \n \n26 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n208 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n50.0705 \nDrawing \n50.0706 \nIntermedia/Multimedia \n50.0901 \nMusic, General \n50.0903 \nMusic Performance, General \n50.0904 \nMusic Theory and Composition \n* 50.xxxx CIP Sub Totals **** 51.0201 \nCommunication Disorders, General \n51.0203 \nSpeech-Language Pathology/Pathologist \n51.0401 \nDentistry (DDS, DMD) \n51.0503 \nOral Biology and Oral Pathology (MS, PhD) \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 109 \n \n0 16 \n \n0 \n \n0 \n \n0 109 16 125 \n \n0 \n \n0 \n \n0 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n12 \n \n0 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 46 \n \n0 15 \n \n0 \n \n9 \n \n0 \n \n46 24 \n \n70 \n \n0 \n \n0 \n \n0 \n \n0 87 \n \n0 29 \n \n0 \n \n0 \n \n0 \n \n87 29 116 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n4 \n \n3 \n \n0 \n \n2 \n \n0 881 \n \n0 102 \n \n0 13 \n \n0 886 115 1,001 \n \n0 \n \n0 \n \n0 \n \n0 51 \n \n0 25 \n \n2 \n \n0 \n \n0 \n \n51 27 \n \n78 \n \n0 \n \n0 \n \n0 \n \n0 38 \n \n0 57 \n \n0 \n \n0 \n \n0 \n \n38 57 \n \n95 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 35 \n \n0 35 \n \n35 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n1 \n \n0 \n \n209 \n \n0 \n \n4 \n \n4 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n51.0602 \nDental Hygiene/Hygienist \n51.0603 \nDental Laboratory Technology/Technician \n51.0699 \nDental Services and Allied Professions, Other \n51.0701 \nHealth/Health Care Administration/Management \n51.0702 \nHospital \u0026 Health Care Facilities Administration/Management \n51.0706 \nHealth Information/Medical Records Administration/Admin. \n51.0707 \nHealth Information/Medical Records Technology/Technician \n51.0708 \nMedical Transcription/Transcriptionist \n51.0716 \nMedical Administrative/Executive Assistant \u0026 Medical Sec. \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 85 \n \n0 59 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 144 \n \n0 144 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n9 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n12 \n \n0 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 24 \n \n0 35 \n \n0 \n \n0 \n \n0 \n \n24 35 \n \n59 \n \n0 \n \n0 \n \n0 \n \n0 22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n22 \n \n0 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 13 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n13 \n \n0 \n \n13 \n \n6 \n \n3 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n13 \n \n0 \n \n13 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n0 \n \n11 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n210 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n51.0799 \nHealth and Medical Administrative Services, Other \n51.0801 \nMedical/Clinical Assistant \n51.0803 \nOccupational Therapist Assistant \n51.0805 \nPharmacy Technician/Assistant \n51.0806 \nPhysical Therapist Assistant \n51.0808 \nVeterinary/Animal Health Technology/Technician and Vet. \n51.0904 \nEmergency Medical Technology/Technician (EMT Paramed.) \n51.0905 \nNuclear Medical Technology/Technologist \n51.0907 \nMedical Radiologic Technology/Science - Radiation Therap. \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n4 15 \n \n19 \n \n0 25 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n33 \n \n0 \n \n33 \n \n0 \n \n0 17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n17 \n \n0 \n \n17 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n15 \n \n0 \n \n15 \n \n0 \n \n0 \n \n2 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n14 43 14 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n71 \n \n0 \n \n71 \n \n0 \n \n5 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n2 \n \n3 \n \n0 46 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n51 \n \n0 \n \n51 \n \n211 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n51.0908 \nRespiratory Care Therapy/Therapist \n51.0909 \nSurgical Technology/Technologist \n51.0910 \nDiagnostic Medical Sonography/Sonographer and Ultrasound \n51.0911 \nRadiologic Technology/Science - Radiographer \n51.0912 \nPhysician Assistant \n51.0913 \nAthletic Training/Trainer \n51.0999 \nAllied Health Diagnostic, Intervention, and Treatment Prof. \n51.1004 \nClinical/Medical Laboratory Technician \n51.1005 \nClinical Laboratory Science/Medical Technology/Technol. \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 25 \n \n0 42 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n67 \n \n0 \n \n67 \n \n0 17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n17 \n \n0 \n \n17 \n \n0 \n \n1 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 35 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n35 \n \n0 \n \n35 \n \n0 \n \n0 \n \n0 \n \n0 29 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n29 \n \n1 \n \n30 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 16 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n16 \n \n0 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 26 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n26 \n \n2 \n \n28 \n \n212 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n51.1008 \nHistologic Technician \n51.1009 \nPhlebotomy/Phlebotomist \n51.1099 \nClinical/Medical Laboratory Science and Allied Professions \n51.1201 \nMedicine (MD) \n51.1502 \nPsychiatric/Mental Health Services Technician \n51.1504 \nCommunity Health Services/Liaison/Counseling \n51.1505 \nMarriage and Family Therapy/Counseling \n51.1599 \nMental and Social Health Services and Allied Professions \n51.1601 \nNursing - Registered Nurse Training (RN, ASN, BSN, MSN) \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n7 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n0 \n \n11 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 158 \n \n0 158 158 \n \n6 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 14 12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n26 \n \n0 \n \n26 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n8 \n \n0 \n \n0 832 \n \n0 913 \n \n0 89 \n \n0 \n \n3 \n \n0 1,745 92 1,837 \n \n213 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n51.1602 \nNursing Administration (MSN, MS, PhD) \n51.1604 \nNurse Anesthetist \n51.1605 \nFamily Practice Nurse/Nurse Practitioner \n51.1609 \nPediatric Nurse/Nursing \n51.1610 \nPsychiatric/Mental Health Nurse/Nursing \n51.1613 \nLicensed Practical /Vocational Nurse Training \n51.1614 \nNurse/Nursing Assistant/Aide and Patient Care Assistant \n51.1699 \nNursing, Other \n51.2001 \nPharmacy (PharmD [USA] PharmD, BS/BPharm [Canada]) \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 58 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n58 \n \n4 \n \n62 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 10 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 82 \n \n0 \n \n0 \n \n0 \n \n0 82 \n \n82 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 97 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n97 \n \n0 \n \n97 \n \n58 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n58 \n \n0 \n \n58 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n1 \n \n0 \n \n0 10 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 16 110 \n \n0 130 130 \n \n214 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n51.2201 \nPublic Health, General (MPH, DPH) \n51.2202 \nEnvironmental Health \n51.2205 \nHealth/ Medical Physics \n51.2207 \nPublic Health Education and Promotion \n51.2305 \nMusic Therapy/Therapist \n51.2306 \nOccupational Therapy/Therapist \n51.2307 \northotist/Prosthetist \n51.2308 \nPhysical Therapy/Therapist \n51.2310 \nVocational Rehabilitation Counseling/Counselor \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 15 \n \n0 \n \n0 \n \n0 \n \n0 20 \n \n20 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n16 \n \n6 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n27 \n \n6 \n \n33 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 44 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n44 \n \n0 \n \n44 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 100 \n \n0 \n \n0 \n \n0 \n \n6 100 106 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n0 \n \n0 \n \n0 \n \n0 21 \n \n21 \n \n215 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n51.2401 \nVeterinary Medicine (DVM) \n51.2501 \nVeterinary Sciences/Veterinary Clinical Sciences, General \n51.2502 \nVeterinary Anatomy (Cert, MS, PhD) \n51.2503 \nVeterinary Physiology (Cert, MS, PhD) \n51.2504 \nVeterinary Microbiology \u0026 Immunobiology (Cert, MS, PhD) \n51.2505 \nVeterinary Pathology and Pathobiology (Cert, MS, PhD) \n51.2703 \nMedical Illustration/Medical Illustrator \n51.3101 \nDietetics/ Dietitian (RD) \n51.9999 \nHealth Professions and Related Clinical Sciences, Other \n* 51.xxxx CIP Sub Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 86 \n \n0 86 \n \n86 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n4 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n1 \n \n0 \n \n0 \n \n3 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n5 \n \n0 \n \n0 10 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n4 \n \n0 \n \n0 \n \n5 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 51 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n51 \n \n0 \n \n51 \n \n0 \n \n0 \n \n7 \n \n102 221 1,062 \n \n216 \n \n0 33 0 1,568 \n \n0 27 8 549 \n \n0 \n \n0 \n \n0 \n \n40 27 \n \n67 \n \n2 33 389 2,953 981 3,934 \n \nSRPT601 5/16/2005 \n \n Federal CIP Codes and Program Names \n52.0101 \nBusiness/Commerce, General \n52.0201 \nBusiness Administration and Management, General \n52.0203 \nLogistics and Materials Management \n52.0204 \noffice Management and Supervision \n52.0205 \nOperations Management and Supervision \n52.0206 \nNon-Profit/Public/organizational Management \n52.0299 \nBusiness/Managerial Operations, Other \n52.0301 \nAccounting \n52.0302 \nAccounting Technology/Technician and Bookkeeping \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n2 11 \n \n8 \n \n0 106 \n \n0 607 \n \n0 \n \n0 \n \n0 127 607 734 \n \n0 \n \n1 \n \n3 \n \n0 1,792 \n \n0 905 \n \n0 15 \n \n0 1,796 920 2,716 \n \n0 \n \n0 \n \n0 \n \n0 50 \n \n0 56 \n \n0 \n \n0 \n \n0 \n \n50 56 106 \n \n0 \n \n0 \n \n0 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 39 \n \n0 22 \n \n0 \n \n0 \n \n0 \n \n39 22 \n \n61 \n \n0 \n \n1 \n \n0 \n \n0 784 \n \n0 204 \n \n0 \n \n1 \n \n0 785 205 990 \n \n0 \n \n1 28 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n29 \n \n0 \n \n29 \n \n217 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n52.0401 \nAdministrative Assistant and Secretarial Science, General \n52.0402 \nExecutive Assistant/Executive Secretary \n52.0407 \nBusiness/office Automation/Technology/Data Entry \n52.0408 \nGeneral office Occupations and Clerical Services \n52.0411 \nCustomer Service Support/Call Center/Teleservice Operation \n52.0499 \nBusiness Operations Support and Secretarial Services, Other \n52.0601 \nBusiness/Managerial Economics \n52.0701 \nEntrepreneurship/Entrepreneurial Studies \n52.0703 \nSmall Business Administration/Management \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 22 55 \n \n0 11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n88 \n \n0 \n \n88 \n \n0 \n \n0 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n6 \n \n0 29 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n35 \n \n0 \n \n35 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n0 \n \n10 \n \n0 16 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n16 \n \n0 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 143 \n \n0 14 \n \n0 \n \n6 \n \n0 143 20 163 \n \n0 \n \n0 \n \n0 \n \n0 41 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n41 25 \n \n66 \n \n0 15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n15 \n \n0 \n \n15 \n \n218 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n52.0799 \nEntrepreneurial and Small Business Operations, Other \n52.0801 \nFinance, General \n52.0804 \nFinancial Planning and Services \n52.0899 \nFinance and Financial Management Services, Other \n52.0904 \nHotel/Motel Administration/Management \n52.1001 \nHuman Resources Management/Personnel Administration \n52.1003 \norganizational Behavior Studies \n52.1101 \nInternational Business/Trade/Commerce \n52.1201 \nManagement Information Systems, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 788 \n \n0 42 \n \n0 \n \n3 \n \n0 788 45 833 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n0 \n \n0 \n \n0 \n \n0 16 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 29 \n \n0 \n \n0 \n \n0 \n \n0 29 \n \n29 \n \n0 \n \n0 \n \n0 \n \n0 52 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n52 \n \n0 \n \n52 \n \n0 \n \n0 \n \n3 \n \n0 62 \n \n0 38 \n \n0 \n \n1 \n \n0 \n \n65 39 104 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 127 \n \n0 18 \n \n0 \n \n0 \n \n0 127 18 145 \n \n0 \n \n8 21 \n \n0 290 \n \n0 14 \n \n0 \n \n0 \n \n0 319 14 333 \n \n219 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n52.1299 \nManagement Information Systems and Services, Other \n52.1304 \nActuarial Science \n52.1399 \nManagement Sciences and Quantitative Methods, Other \n52.1401 \nMarketing/Marketing Management, General \n52.1402 \nMarketing Research \n52.1501 \nReal Estate \n52.1601 \nTaxation \n52.1701 \nInsurance \n52.1801 \nSales, Distribution and Marketing Operations, General \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n1 10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n0 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 11 \n \n0 25 \n \n0 \n \n0 \n \n0 \n \n11 25 \n \n36 \n \n0 \n \n0 \n \n0 \n \n0 38 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n38 \n \n0 \n \n38 \n \n0 10 \n \n5 \n \n0 1,235 \n \n0 18 \n \n0 \n \n4 \n \n0 1,250 22 1,272 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 42 \n \n0 \n \n0 \n \n0 \n \n0 42 \n \n42 \n \n0 \n \n0 \n \n0 \n \n0 159 \n \n0 10 \n \n0 \n \n0 \n \n0 159 10 169 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n0 \n \n0 \n \n0 \n \n0 27 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 218 \n \n0 21 \n \n0 \n \n0 \n \n0 218 21 239 \n \n0 \n \n7 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n14 \n \n0 \n \n14 \n \n220 \n \nSRPT601 \n \n5/16/2005 \n \n Federal CIP Codes and Program Names \n52.1899 \nGeneral Merchandising, Sales \u0026 Related Marketing Operations \n52.1902 \nFashion Merchandising \n52.2001 \nConstruction Management \n52.9999 \nBusiness, Management, Marketing, \u0026 Related Support Serv. \n* 52.xxxx CIP Sub Totals **** 54.0101 \nHistory, General \n54.0104 \nHistory and Philosophy of Science/Technology \n* 54.xxxx CIP Sub Totals **** \n*** Systems Grand Totals **** \n \nUniversity System of Georgia Total Awards/Degrees Conferred \nFY2004 \n \nSystem Totals \n \nUndergraduate Award Levels \n \nGraduate/Professional Award Levels \n \nTotals \n \nUnder 1 Year 1 Year Assoc. 2 Year Bach. Adv. \nCert. Cert. Degree Cert. Degree Cert. \n \nMast. \n \nTotal Total First Under Grad./ Total \nSpec. Doct. Prof. Grads Prof. Awards \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 86 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n86 \n \n0 \n \n86 \n \n0 \n \n3 \n \n0 \n \n0 34 \n \n0 12 \n \n0 \n \n0 \n \n0 \n \n37 12 \n \n49 \n \n0 \n \n0 44 \n \n14 131 200 \n \n0 \n \n0 \n \n0 6,110 \n \n0 \n \n0 \n \n0 2,152 \n \n0 \n \n0 \n \n0 30 \n \n0 \n \n44 \n \n0 \n \n44 \n \n0 6,455 2,182 8,637 \n \n0 \n \n0 \n \n0 \n \n0 402 \n \n0 38 \n \n0 \n \n7 \n \n0 402 45 447 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n317 820 6,087 \n \n0 33 0 435 0 23,612 \n \n0 \n \n3 \n \n0 \n \n1 \n \n0 \n \n33 \n \n4 \n \n37 \n \n0 41 \n \n0 \n \n8 \n \n0 435 49 484 \n \n23 8,731 854 877 825 30,836 11,310 42,146 \n \n221 \n \nSRPT601 \n \n5/16/2005 \n \n "},{"id":"gaoc_gaocia_oglethorpeuniver0204ogle","title":"Oglethorpe University Bulletin, 2002-2004","collection_id":"gaoc_gaocia","collection_title":"Oglethorpe University collections in the Internet Archive","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, DeKalb County, 33.77153, -84.22641","United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798"],"dcterms_creator":["Oglethorpe University (Atlanta, Ga.)"],"dc_date":["2002"],"dcterms_description":["Oglethorpe University course bulletin of 2002-2004. The bulletin contains information on courses, majors, and student activities."],"dc_format":["application/pdf","image/x-djvu","text/plain"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["Oglethorpe University Bulletin, 2002-2004, Oglethorpe University, 2002"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Private universities and colleges--Georgia--Atlanta"],"dcterms_title":["Oglethorpe University Bulletin, 2002-2004"],"dcterms_type":["Text"],"dcterms_provenance":["Philip Weltner Library. Archives"],"edm_is_shown_by":null,"edm_is_shown_at":["https://archive.org/details/oglethorpeuniver0204ogle"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":null,"dcterms_extent":null,"dlg_subject_personal":null,"iiif_manifest_url_ss":"https://iiif.archive.org/iiif/3/oglethorpeuniver0204ogle/manifest.json","dcterms_subject_fast":null,"fulltext":".iiiiiiiiiiiiiiiih, ^^ g jj \n\n!I!IIIII,IIIUIII!I1 MM/t/*fln/%M4#%0 \n\nHill vyu^i^nvrpty \n\nU ^T I V E R S *\\ T Y \n\nATLANTA \n\n\n\n2002-2004 BULLETIN \n\nfor the \n\nTraditional Undergraduate Program \n\nand \n\nMaster of Arts in Teaching-Early Childhood Education \n\n\n\nFor evening undergraduate and MBA programs for working adults, \nplease see the University College Bulletin. \n\n\n\nOglethorpe University is accredited by the Commission on Colleges of the \nSouthern Association of Colleges and Schools (1866 Southern Lane, Decatur, \nGeorgia 30033-4097; telephone (404) 679-4501) to award bachelor's degrees \nand master's degrees. The undergraduate and graduate teacher education \nprograms are approved by the Georgia Professional Standards Commission. \n\n\n\nOglethorpe makes no distinction in its admission policies or procedures on grounds of age, race, gender, \nreligious belief, color, sexual orientation, national origin, or disability. This Bulletin is published by \nthe Office of the Provost, Oglethorpe University. The information included in it is accurate for the \n2002-2004 academic years as of the date of publication, August 2002; however, the programs, policies, \nrequirements, and regulations are subject to change as circumstances may require. The listing of a \ncourse or program in this Bulletin does not constitute a guarantee or contract that it will be offered \nduring the 2002-2004 academic years. Final responsibility for selecting and scheduling courses and \nsatisfactorily completing curriculum requirements rests with the student. \n\n\n\nDirectory of Correspondence \n\n\n\nOglethorpe University, 4484 Peachtree Road, N.E., Atlanta, Georgia 30319-2797 \n\n(404)261-1441 \n\n\n\nGeneral College Policy \n\nAcademic Policy \n\nAdult Education \n\n(Evening Classes / MBA Program) \n\nAlumni Relations \n\nBusiness Affairs / Financial Planning \nCampus Safety \n\nEnrollment \n\nFundraising and Gifts \n\nPublic Information / Public Relations \n\nStudent Admission \n\nStudent Financial Aid/ Scholarships \n\nStudent Records/ Transcripts \n\nStudent Services (Residence Life, \n\nFood, Health, Counseling, Career Services) \n\nStudent Tuition / Fees \n\nVisitors \n\n\n\nLarry D. Large \nPresident \n\nChristopher Ames \nProvost \n\nKaren S. Carter \n\nDirector of University College \n\nKelei G. Sabatino \nDirector of Alumni Relations \nand Annual Giving \n\nJames T Hakes \nVice President for Business and Finance \n\nRus Drew \n\nDirector of Campus Safety/ Assistant Dean \nof Student Affairs \n\nDennis T Matthews \n\nVice President for Enrollment \n\nVictoria L. Weiss \n\nVice President for University Relations \n\nRebecca A. Whicker \n\nDirector of Marketing and Public Relations \n\nBarbara B. Henry '85 \nDirector of Admission \n\nPatrick N. Bonones \nDirector of Financial Aid \n\nSusan A. Bacher \nRegistrar \n\nArtie L. Travis \n\nVice President for Student Affairs \n\nConnie L. Pendley '94 \n\nDirector of the Business Office \n\n\n\nOglethorpe University welcomes visitors to the campus throughout the year. To be \nsure of seeing a particular staff or faculty member, visitors are urged to make an appoint- \nment in advance. Administrative offices are open from 8:80 a.m. to 5:00 p.m. on week- \ndays. In addition, appointments are available on Saturday. \n\nAll of the offices of the University can be reached by calling Atlanta (404) 261-1441 \n(switchboard). The Public Relations Office (404) 364-8446 is available for assistance. The \nAdmission Office can be reached directly by calling (404) 364-8307 in the Atlanta calling \narea or (800) 428-4484 outside of Atlanta. \n\n\n\nTable of Contents \n\n\n\nAcademic Calendar 4 \n\nMission 7 \n\nHistory 11 \n\nCampus Facilities 17 \n\nAdmission 25 \n\nFinancial Assistance 35 \n\nTuition and Costs 49 \n\nStudent Affairs 55 \n\nAcademic Regulations and Policies 67 \n\nEducational Enrichment 79 \n\nThe Core Curriculum 91 \n\nPrograms of Study 97 \n\nBoard of Trustees 195 \n\nPresident's Advisory Council 198 \n\nNational Alumni Association Board of Directors ...200 \n\nThe Faculty 202 \n\nUniversity Officers and Staff 207 \n\nCampus Map 216 \n\nIndex 218 \n\n\n\nAcademic Calendar \n\n\n\nFall Semester, 2002 \n\n\n\nF-Tu \n\n\nAugust 23-27 \n\n\nSat \n\n\nAugust 24 \n\n\nM-Tu \n\n\nAugust 26-27 \n\n\nWed \n\n\nAugust 28 \n\n\nMon \n\n\nSeptember 2 \n\n\nWed \n\n\nSeptember 4 \n\n\nMon \n\n\nOctober 14 \n\n\nFri \n\n\nOctober 18 \n\n\nM-F \n\n\nNovember 11-15 \n\n\nW-Sun \n\n\nNovember 27- \n\n\n\n\nDecember 1 \n\n\nMon \n\n\nDecember 2 \n\n\nMon \n\n\nDecember 9 \n\n\nTu \n\n\nDecember 10 \n\n\nW-F \n\n\nDecember 11-13 \n\n\nM-Tu \n\n\nDecember 16-17 \n\n\n\nOrientation for New Students \n\nOpening of Residence Halls for Returning Students \n\nRegistration \n\nFirst Day of Classes \n\nLabor Day Holiday \n\nLast Day to Drop or Add a Course; \n\nEnd of Late Registration \nColumbus Day Holiday \nMid-Term; Last Day to Withdraw from a Course \n\nwith a \"W\" Grade \nPre-Registration for Spring Semester, 2003 \nThanksgiving Holidays \n\nClasses Resume \nLast Day of Classes \nReading/ Preparation Day \nFinal Examinations \nFinal Examinations \n\n\n\nSpring Semester, 2003 \n\n\n\nMon \n\n\nJanuary 13 \n\n\nTu \n\n\nJanuary 14 \n\n\nWed \n\n\nJanuary 15 \n\n\nMon \n\n\nJanuary 20 \n\n\nWed \n\n\nJanuary 22 \n\n\nWed \n\n\nFebruary 12 \n\n\nFri \n\n\nMarch 7 \n\n\nSat-Sun \n\n\nMarch 15-23 \n\n\nMon \n\n\nMarch 24 \n\n\nM-F \n\n\nApril 7-11 \n\n\nWed \n\n\nApril 16 \n\n\nTu \n\n\nApril 29 \n\n\nWed \n\n\nApril 30 \n\n\nTh-F \n\n\nMay 1-2 \n\n\nM-W \n\n\nMay 5-7 \n\n\nSat \n\n\nMay 10 \n\n\n\nOpening of Residence Halls and Orientation \n\nOrientation and Registration \n\nFirst Day of Classes \n\nMartin Luther King, Jr. Holiday \n\nLast Day to Drop or Add a Course; \n\nEnd of Late Registration \nOglethorpe Day Convocation \nMid-Term; Last Day to Withdraw from a Course \n\nwith a \"W\" Grade \nSpring Holidays \nClasses Resume \nPre-Registration for Summer and Fall \n\nSemesters, 2003 \nHonors and Awards Convocation \nLast Day of Classes \nReading/Preparation Day \nFinal Examinations \nFinal Examinations \nCommencement \n\n\n\nFall Semester, 2003 \n\n\n\nF-M \n\n\nAugust 22-25 \n\n\nSat \n\n\nAugust 23 \n\n\nMon \n\n\nAugust 25 \n\n\nTu \n\n\nAugust 26 \n\n\nMon \n\n\nSeptember 1 \n\n\nWed \n\n\nSeptember 3 \n\n\nMon \n\n\nOctober 13 \n\n\nFri \n\n\nOctober 17 \n\n\nM-F \n\n\nNovember 10-14 \n\n\nW-Su \n\n\nNovember 26-30 \n\n\nMon \n\n\nDecember 1 \n\n\nMon \n\n\nDecember 8 \n\n\nTu \n\n\nDecember 9 \n\n\nW-F \n\n\nDecember 10-12 \n\n\nM-T \n\n\nDecember 15-16 \n\n\n\nOrientation for New Students \n\nOpening of Residence Halls for Returning Students \n\nRegistration for all Students \n\nFirst Day of Classes \n\nLabor Day Holiday \n\nLast Day to Drop or Add a Course; \n\nEnd of Late Registration \nColumbus Day Holiday \nMid-Term; Last Day to Withdraw from a Course \n\nwith a \"W\" Grade \nPre-Registration for Spring Semester, 2004 \nThanksgiving Holidays \nClasses Resume \nLast Day of Classes \nReading/Preparation Day \nFinal Examinations \nFinal Examinations \n\n\n\nSpring Semester, 2004 \n\n\n\nMon \n\n\nJanuary 12 \n\n\nTu \n\n\nJanuary 13 \n\n\nWed \n\n\nJanuary 14 \n\n\nMon \n\n\nJanuary 19 \n\n\nWed \n\n\nJanuary 21 \n\n\nWed \n\n\nFebruary 1 1 \n\n\nFri \n\n\nMarch 5 \n\n\nSat-Sun \n\n\nMarch 13-21 \n\n\nMon \n\n\nMarch 22 \n\n\nM-F \n\n\nApril 5-9 \n\n\nWed \n\n\nApril 14 \n\n\nTu \n\n\nApril 27 \n\n\nWed \n\n\nApril 28 \n\n\nTh-F \n\n\nApril 29-30 \n\n\nM-W \n\n\nMay 3-5 \n\n\nSat \n\n\nMay 8 \n\n\n\nOpening of Residence Halls and Orientation \n\nOrientation and Registration \n\nFirst Day of Classes \n\nMartin Luther King, Jr. Holiday \n\nLast Day to Drop or Add a Course; \n\nEnd of Late Registration \nOglethorpe Day Convocation \nMid-Term; Last Day to Withdraw from a Course \n\nwith a \"W\" Grade \nSpring Holidays \nClasses Resume \nPre-Registration for Summer and Fall \n\nSemesters, 2004 \nHonors and Awards Convocation \nLast Day of Classes \nReading/Preparation Day \nFinal Examinations \nFinal Examinations \nCommencement \n\n\n\nCourses also are offered during several summer sessions. For dates and course \nofferings, contact the Registrar's Office. \n\n\n\n2002 \n\n\n\n\n\n\nJULY \n\n\n\n\n\n\n\n\n\n\n\n\nAUGUST \n\n\n\n\n\n\n\n\n\n\nSEPTEMBER \n\n\n\n\ns \n\n\nM \n\n\nT W \n\n\nT \n\n\nF \n\n\nS \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF \n\n\nS \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF S \n\n\n\n\n1 \n\n\n2 3 \n\n\n4 \n\n\n5 \n\n\n6 \n\n\n\n\n\n\n1 \n\n\n2 \n\n\n3 \n\n\n1 \n\n\n2 \n\n\n3 4 5 \n\n\n6 7 \n\n\n7 \n\n\n8 \n\n\n9 10 \n\n\n11 \n\n\n12 \n\n\n13 \n\n\n4 \n\n\n5 \n\n\n6 7 8 \n\n\n9 \n\n\n10 \n\n\n8 \n\n\n9 \n\n\n10 11 12 \n\n\n13 14 \n\n\n14 \n\n\n15 \n\n\n16 17 \n\n\n18 \n\n\n19 \n\n\n20 \n\n\n11 \n\n\n12 \n\n\n13 14 15 \n\n\n16 \n\n\n17 \n\n\n15 \n\n\n16 \n\n\n17 18 19 \n\n\n20 21 \n\n\n21 \n\n\n22 \n\n\n23 24 \n\n\n25 \n\n\n26 \n\n\n27 \n\n\n18 \n\n\n19 \n\n\n20 21 22 \n\n\n23 \n\n\n24 \n\n\n22 \n\n\n23 \n\n\n24 25 26 \n\n\n27 28 \n\n\n28 \n\n\n29 \n\n\n30 31 \n\n\n\n\n\n\n\n\n25 \n\n\n26 \n\n\n27 28 29 \n\n\n30 \n\n\n31 \n\n\n29 \n\n\n30 \n\n\n\n\n\n\n\n\n\n\nOCTOBER \n\n\n\n\n\n\n\n\n\n\nNOVEMBER \n\n\n\n\n\n\n\n\n\n\nDECEMBER \n\n\n\n\nS \n\n\nM \n\n\nT W \n\n\nT \n\n\nF \n\n\nS \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF \n\n\nS \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF S \n\n\n\n\n\n\n1 2 \n\n\n3 \n\n\n4 \n\n\n5 \n\n\n\n\n\n\n\n\n1 \n\n\n2 \n\n\n1 \n\n\n2 \n\n\n3 4 5 \n\n\n6 7 \n\n\n6 \n\n\n7 \n\n\n8 9 \n\n\n10 \n\n\n11 \n\n\n12 \n\n\n3 \n\n\n4 \n\n\n5 6 7 \n\n\n8 \n\n\n9 \n\n\n8 \n\n\n9 \n\n\n10 11 12 \n\n\n13 14 \n\n\n13 \n\n\n14 \n\n\n15 16 \n\n\n17 \n\n\n18 \n\n\n19 \n\n\n10 \n\n\n11 \n\n\n12 13 14 \n\n\n15 \n\n\n16 \n\n\n15 \n\n\n16 \n\n\n17 18 19 \n\n\n20 21 \n\n\n20 \n\n\n21 \n\n\n22 23 \n\n\n24 \n\n\n25 \n\n\n26 \n\n\n17 \n\n\n18 \n\n\n19 20 21 \n\n\n22 \n\n\n23 \n\n\n22 \n\n\n23 \n\n\n24 25 26 \n\n\n27 28 \n\n\n27 \n\n\n28 \n\n\n29 30 \n\n\n31 \n\n\n\n\n\n\n24 \n\n\n25 \n\n\n26 27 28 \n\n\n29 \n\n\n30 \n\n\n29 \n\n\n30 \n\n\n31 \n\n\n\n\n2003 \n\n\n\n\n\n\nJANUARY \n\n\n\n\n\n\n\n\n\n\nFEBRUARY \n\n\n\n\n\n\n\n\n\n\nMARCH \n\n\n\n\ns \n\n\nM \n\n\nT W \n1 \n\n\nT \n2 \n\n\nF \n3 \n\n\nS \n4 \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF \n\n\nS \n\n1 \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF S \n\n1 \n\n\n5 \n\n\n6 \n\n\n7 8 \n\n\n9 \n\n\n10 \n\n\n11 \n\n\n2 \n\n\n3 \n\n\n4 5 6 \n\n\n7 \n\n\n8 \n\n\n2 \n\n\n3 \n\n\n4 5 6 \n\n\n7 8 \n\n\n12 \n\n\n13 \n\n\n14 15 \n\n\n16 \n\n\n17 \n\n\n18 \n\n\n9 \n\n\n10 \n\n\n11 12 13 \n\n\n14 \n\n\n15 \n\n\n9 \n\n\n10 \n\n\n11 12 13 \n\n\n14 15 \n\n\n19 \n\n\n20 \n\n\n21 22 \n\n\n23 \n\n\n24 \n\n\n25 \n\n\n16 \n\n\n17 \n\n\n18 19 20 \n\n\n21 \n\n\n22 \n\n\n16 \n\n\n17 \n\n\n18 19 20 \n\n\n21 22 \n\n\n26 \n\n\n27 \n\n\n28 29 \n\n\n30 \n\n\n31 \n\n\n\n\n23 \n\n\n24 \n\n\n25 26 27 \n\n\n28 \n\n\n\n\n23 \n30 \n\n\n24 \n31 \n\n\n25 26 27 \n\n\n28 29 \n\n\n\n\n\n\nAPRIL \n\n\n\n\n\n\n\n\n\n\n\n\nMAY \n\n\n\n\n\n\n\n\n\n\nJUNE \n\n\n\n\nS \n\n\nM \n\n\nT W \n\n\nT \n\n\nF \n\n\nS \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF \n\n\nS \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF S \n\n\n\n\n\n\n1 2 \n\n\n3 \n\n\n4 \n\n\n5 \n\n\n\n\n\n\n1 \n\n\n2 \n\n\n3 \n\n\n1 \n\n\n2 \n\n\n3 4 5 \n\n\n6 7 \n\n\n6 \n\n\n7 \n\n\n8 9 \n\n\n10 \n\n\n11 \n\n\n12 \n\n\n4 \n\n\n5 \n\n\n6 7 8 \n\n\n9 \n\n\n10 \n\n\n8 \n\n\n9 \n\n\n10 11 12 \n\n\n13 14 \n\n\n13 \n\n\n14 \n\n\n15 16 \n\n\n17 \n\n\n18 \n\n\n19 \n\n\n11 \n\n\n12 \n\n\n13 14 15 \n\n\n16 \n\n\n17 \n\n\n15 \n\n\n16 \n\n\n17 18 19 \n\n\n20 21 \n\n\n20 \n\n\n21 \n\n\n22 23 \n\n\n24 \n\n\n25 \n\n\n26 \n\n\n18 \n\n\n19 \n\n\n20 21 22 \n\n\n23 \n\n\n24 \n\n\n22 \n\n\n23 \n\n\n24 25 26 \n\n\n27 28 \n\n\n27 \n\n\n28 \n\n\n29 30 \n\n\n\n\n\n\n\n\n25 \n\n\n26 \n\n\n27 28 29 \n\n\n30 \n\n\n31 \n\n\n29 \n\n\n30 \n\n\n\n\n\n\n\n\n\n\nJULY \n\n\n\n\n\n\n\n\n\n\n\n\nAUGUST \n\n\n\n\n\n\n\n\n\n\nSEPTEMBER \n\n\n\n\nS \n\n\nM \n\n\nT W \n\n1 2 \n\n\nT \n\n3 \n\n\nF \n4 \n\n\nS \n\n5 \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF \n1 \n\n\nS \n\n2 \n\n\nS \n\n\nM \n\n1 \n\n\nT W T \n\n2 3 4 \n\n\nF S \n\n5 6 \n\n\n6 \n\n\n7 \n\n\n8 9 \n\n\n10 \n\n\n11 \n\n\n12 \n\n\n3 \n\n\n4 \n\n\n5 6 7 \n\n\n8 \n\n\n9 \n\n\n7 \n\n\n8 \n\n\n9 10 11 \n\n\n12 13 \n\n\n13 \n\n\n14 \n\n\n15 16 \n\n\n17 \n\n\n18 \n\n\n19 \n\n\n10 \n\n\n11 \n\n\n12 13 14 \n\n\n15 \n\n\n16 \n\n\n14 \n\n\n15 \n\n\n16 17 18 \n\n\n19 20 \n\n\n20 \n\n\n21 \n\n\n22 23 \n\n\n24 \n\n\n25 \n\n\n26 \n\n\n17 \n\n\n18 \n\n\n19 20 21 \n\n\n22 \n\n\n23 \n\n\n21 \n\n\n22 \n\n\n23 24 25 \n\n\n26 27 \n\n\n27 \n\n\n28 \n\n\n29 30 \n\n\n31 \n\n\n\n\n\n\n\"31 \n\n\n25 \n\n\n26 27 28 \n\n\n29 \n\n\n30 \n\n\n28 \n\n\n29 \n\n\n30 \n\n\n\n\n\n\n\n\nOCTOBER \n\n\n\n\n\n\n\n\n\n\nNOVEMBER \n\n\n\n\n\n\n\n\n\n\nDECEMBER \n\n\n\n\nS \n\n\nM \n\n\nT W \n\n1 \n\n\nT \n2 \n\n\nF \n3 \n\n\nS \n\n4 \n\n\ns \n\n\nM \n\n\nT W T \n\n\nF \n\n\nS \n\n1 \n\n\nS \n\n\nM \n\n1 \n\n\nT W T \n\n2 3 4 \n\n\nF S \n\n5 6 \n\n\n5 \n\n\n6 \n\n\n7 8 \n\n\n9 \n\n\n10 \n\n\n11 \n\n\n2 \n\n\n3 \n\n\n4 5 6 \n\n\n7 \n\n\n8 \n\n\n7 \n\n\n8 \n\n\n9 10 11 \n\n\n12 13 \n\n\n12 \n\n\n13 \n\n\n14 15 \n\n\n16 \n\n\n17 \n\n\n18 \n\n\n9 \n\n\n10 \n\n\n11 12 13 \n\n\n14 \n\n\n15 \n\n\n14 \n\n\n15 \n\n\n16 17 18 \n\n\n19 20 \n\n\n19 \n\n\n20 \n\n\n21 22 \n\n\n23 \n\n\n24 \n\n\n25 \n\n\n16 \n\n\n17 \n\n\n18 19 20 \n\n\n21 \n\n\n22 \n\n\n21 \n\n\n22 \n\n\n23 24 25 \n\n\n26 27 \n\n\n26 \n\n\n27 \n\n\n28 29 \n\n\n30 \n\n\n31 \n\n\n\n\n23 \n\nli3 \n\n\n24 \n\n\n25 26 27 \n\n\n28 \n\n\n29 \n\n\n28 \n\n\n29 \n\n\n30 31 \n\n\n\n\n2004 \n\n\n\n\n\n\nJANUARY \n\n\n\n\n\n\n\n\n\n\nFEBRUARY \n\n\n\n\n\n\n\n\n\n\nMARCH \n\n\n\n\ns \n\n\nM \n\n\nT W \n\n\nT \n\n\nF \n\n\nS \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF \n\n\nS \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF S \n\n\n\n\n\n\n\n\n1 \n\n\n2 \n\n\n3 \n\n\n1 \n\n\n2 \n\n\n3 4 5 \n\n\n6 \n\n\n7 \n\n\n\n\n1 \n\n\n2 3 4 \n\n\n5 6 \n\n\n4 \n\n\n5 \n\n\n6 7 \n\n\n8 \n\n\n9 \n\n\n10 \n\n\n8 \n\n\n9 \n\n\n10 11 12 \n\n\n13 \n\n\n14 \n\n\n7 \n\n\n8 \n\n\n9 10 11 \n\n\n12 13 \n\n\n11 \n\n\n12 \n\n\n13 14 \n\n\n15 \n\n\n16 \n\n\n17 \n\n\n15 \n\n\n16 \n\n\n17 18 19 \n\n\n20 \n\n\n21 \n\n\n14 \n\n\n15 \n\n\n16 17 18 \n\n\n19 20 \n\n\n18 \n\n\n19 \n\n\n20 21 \n\n\n22 \n\n\n23 \n\n\n24 \n\n\n\n\n\n\n\n\n\n\n\n\n21 \n\n\n22 \n\n\n23 24 25 \n\n\n26 27 \n\n\n25 \n\n\n26 \n\n\n27 28 \n\n\n29 \n\n\n30 \n\n\n31 \n\n\n22 \n\n\n23 \n\n\n24 25 26 \n\n\n27 \n\n\n28 \n29 \n\n\n28 \n\n\n29 \n\n\n30 31 \n\n\n\n\n\n\n\n\nAPRIL \n\n\n\n\n\n\n\n\n\n\n\n\nMAY \n\n\n\n\n\n\n\n\n\n\nJUNE \n\n\n\n\nS \n\n\nM \n\n\nT W \n\n\nT \n1 \n\n\nF \n\n2 \n\n\nS \n3 \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF \n\n\nS \n\n1 \n\n\nS \n\n\nM \n\n\nT W T \n\n1 2 3 \n\n\nF S \n\n4 5 \n\n\n4 \n\n\n5 \n\n\n6 7 \n\n\n8 \n\n\n9 \n\n\n10 \n\n\n2 \n9 \n\n\n3 \n\n10 \n\n\n4 5 6 \n11 12 13 \n\n\n7 \n14 \n\n\n8 \n15 \n\n\n6 \n\n\n7 \n\n\n8 9 10 \n\n\n11 12 \n\n\n11 \n\n\n12 \n\n\n13 14 \n\n\n15 \n\n\n16 \n\n\n17 \n\n\n16 \n\n\n17 \n\n\n18 19 20 \n\n\n21 \n\n\n22 \n\n\n13 \n\n\n14 \n\n\n15 16 17 \n\n\n18 19 \n\n\n18 \n\n\n19 \n\n\n20 21 \n\n\n22 \n\n\n23 \n\n\n24 \n\n\n23 \n\n\n24 \n\n\n25 26 27 \n\n\n28 \n\n\n29 \n\n\n20 \n\n\n21 \n\n\n22 23 24 \n\n\n25 26 \n\n\n25 \n\n\n26 \n\n\n27 28 \n\n\n29 \n\n\n30 \n\n\n\n\n30 \n\n\n31 \n\n\n\n\n\n\n\n\n27 \n\n\n28 \n\n\n29 30 \n\n\n\n\n\nMission \n\n\n\n\nOglethorpe derives its institutional purpose from an awareness and apprecia- \ntion of the University's heritage and from an analysis of the needs of contempo- \nrary society. The goals of the educational program and of other component parts \nof the University are based on this sense of institutional purpose. \n\n\n\nThe Oglethorpe Tradition \n\n\n\nOglethorpe University was established in 1835 and named after General James \nEdward Oglethorpe, the founder of Georgia. The University was patterned on \nCorpus Christi College, Oxford, General Oglethorpe's alma mater. Although in- \nfluenced by other conceptions of higher education, Oglethorpe University has \nbeen shaped principally by the English tradition of collegiate education, which \nmany observers believe is the finest type produced by Western civilization. \n\nBriefly stated, four characteristics have made this kind of college widely ad- \nmired: \n\n1. Colleges in the English tradition emphasize broad education for intelli- \ngent leadership. They recognize that this is a more useful undergraduate \neducation for the able young person than technical training for a specific \njob. \n\n2. Colleges such as Oglethorpe stress the basic academic competencies - read- \ning, writing, speaking, and reasoning - and the fundamental fields of knowl- \nedge - the arts and sciences. These are essential tools of the educated \nperson. \n\n3. Close relationships between teacher and student are indispensable to this \ntype of education. A teacher is not merely a conveyor of information - the \ninvention of the printing press and advances in information technology \nhave made that notion of education obsolete. Rather, the most important \nfunction of the teacher is to stimulate intellectual activity in the student \nand to promote his or her development as a mature person. \n\n4. A collegiate education is far more than a collection of academic courses. It \nis a process of development in which campus leadership opportunities, \nresidential life, athletics, formal and informal social functions, aesthetic \nexperiences, and contact with students from other cultures, in addition to \nclassroom exercises, all play important roles. Versatility and ability to lead \nare important goals of this type of undergraduate education. \n\nAnother aspect of Oglethorpe's tradition was contributed by Philip Weltner, \nPresident of the University from 1944 to 1953. Oglethorpe, he said, should be a \ncollege that was \"superlatively good.\" Only at a college with carefully selected \nstudents and faculty, he believed, could young persons achieve their fullest intel- \nlectual development through an intense dialogue with extraordinary teachers. Thus, \na commitment to superior performance is an important element of the Oglethorpe \ntradition. \n\nPurpose: Education for a Changing Society \n\nWhile an institution may take pride in a distinguished heritage, it is also es- \nsential that its educational program prepare young people to function effectively \n\n\n\n8 \n\n\n\nin a complex and rapidly developing society, which places a premium on adapt- \nability. People in positions of leadership must be able to function effectively in \nchanging circumstances. The broadly educated person, schooled in fundamental \nprinciples, is best equipped to exercise leadership in a world that is being trans- \nformed by high technology and new information. Oglethorpe emphasizes the \npreparation of the humane generalist - the kind of leader needed by a complex \nand changing society. \n\nThe location of the University in the dynamic city of Atlanta offers unique \nopportunities for students to experience first-hand the relevance of their educa- \ntion to the exciting changes that are a part of modern development. Students are \nencouraged to explore the connections between their educational experiences on \ncampus and the challenges that face a city today. Atlanta offers a multitude of \nopportunities for students to see the process and result of change and innovation \nin areas such as government, business, education, cultural affairs, artistic endeav- \nors, international exchanges, transportation, recreation, medical services, science, \nand technology. \n\nOglethorpe University provides a superior education in the liberal arts and \nsciences and selected professional disciplines in a coeducational, largely residen- \ntial, small-college environment within a dynamic urban setting. Oglethorpe's aca- \ndemically rigorous programs emphasize intellectual curiosity, individual attention \nand encouragement, close collaboration among faculty and students, and active \nlearning in relevant field experiences. Oglethorpe is committed to supporting \nthe success of all students in a diverse community characterized by civility, caring, \ninquiry, and tolerance. Oglethorpe's talented, self-reliant, and motivated gradu- \nates are prepared to make a life and to make a living, to grow as life-long learners, \nand to be energetic and intelligent contributors in a rapidly changing world. \n\nGoals \n\n\n\nEducators at Oglethorpe expect their graduates to display abilities, skills, in- \ntellectual attitudes, and sensitivities that are related to the University's purpose. \nThe curriculum and extracurricular life are designed to develop the following: \n\n1. The ability to read critically - to evaluate arguments and the evidence, \nand to draw appropriate conclusions. \n\n2. The ability to convey ideas in writing and in speech - accurately, gram- \nmatically, and persuasively. \n\n3. Skill in reasoning logically and thinking analytically and objectively about \nimportant matters. \n\n4. An understanding of the most thoughtful reflections on right and wrong \nand an allegiance to principles of right conduct, as reflected by \nOglethorpe's Honor Code. \n\n5. The willingness and ability to assume the responsibilities of leadership \nin public and private life, including skill in organizing the efforts of other \npersons on behalf of worthy causes. \n\n6. An inclination to continue one's learning after graduation from college \nand skill in the use of books, information technology, and other intellec- \ntual tools for that purpose. \n\n7. A considered commitment to a set of career and life goals. \n\n\n\n8. An awareness of the increasingly international character of contempo- \nrary life and skill in interacting with persons of diverse cultural back- \ngrounds. \n\nIn its dedication to a broad, comprehensive liberal education for each stu- \ndent, Oglethorpe has created a common set of core courses that invites students \nto be thoughtful, inquisitive, and reflective about the human condition and the \nworld surrounding them. These core courses work together with students' experi- \nences in advanced courses in their chosen disciplines to encourage the lifelong \n\"habit of mind\" that is extolled in John Henry Newman's \"The Idea of a Univer- \nsity.\" Students are thus urged to consider carefully what they see, hear, and read, \nto examine questions from more than one point of view, and to avoid leaping \nquickly to conclusions. \n\nAll undergraduate programs also require the student to develop a deeper \ngrasp of one or more fields of knowledge organized coherently as a major. The \nstudent's major may be pursued in a single field, such as biology, economics, or \nEnglish, or it may cut across two or more traditional fields (as an interdisciplinary \nor individually planned major). \n\nThe success of Oglethorpe alumni and students in their subsequent educa- \ntion, a wide variety of careers, and community life attests to the soundness of this \napproach to education. \n\n\n\n10 \n\n\n\nHistory \n\n\n\n\nOld Oglethorpe University began in the early 1800s with a movement by Geor- \ngia Presbyterians to establish in their state an institution for the training of minis- \nters. For generations, southern Presbyterian families had sent their sons to Princeton \nCollege in New Jersey, and the long distance traveled by stage or horseback sug- \ngested the building of a similar institution in the South. \n\nOglethorpe University was chartered by the state of Georgia in 1835, shortly \nafter the centennial observance of the state. The college was named after James \nEdward Oglethorpe, the founder of Georgia. Oglethorpe University, which com- \nmenced actual operations in 1838, was thus one of the earliest denominational \ninstitutions in the South located below the Virginia line. The antebellum college, \nwhich began with four faculty members and about 25 students, was located at \nMidway, a small community near Milledgeville, then the capital of Georgia. \n\nThroughout its antebellum existence the Oglethorpe curriculum consisted \nprimarily of courses in Greek, Latin, classical literature, theology, and a surprising \nvariety of natural sciences. Oglethorpe's president during much of this period was \nSamuel Kennedy Talmage, an eminent minister and educator. Other notable \nOglethorpe faculty members were Nathaniel M. Crawford, professor of mathematics \nand a son of Georgia statesman William H. Crawford; Joseph LeConte, destined \nto earn world fame for his work in geology and optics; and James Woodrow, an \nuncle of Woodrow Wilson and the first professor in Georgia to hold the Ph.D. \ndegree. Oglethorpe's most distinguished alumnus from the antebellum era was \nthe poet, critic, and musician Sidney Lanier, who graduated in 1860. Lanier re- \nmained as tutor in 1861 until he, with other Oglethorpe cadets, marched away to \nwar. Shortly before his death, Lanier remarked to a friend that his greatest intellec- \ntual impulse was during his college days at Oglethorpe University. \n\nOld Oglethorpe in effect \"died at Gettysburg.\" During the Civil War its stu- \ndents were soldiers, its endowment was lost in Confederate bonds, and its build- \nings were used for barracks and hospitals. The school closed in 1862 and afterward \nconducted classes irregularly at the Midway location. In 1870 the institution was \nbriefly relocated in Georgia's postbellum capital of Atlanta, at the site of the present \nCity Hall. Oglethorpe at this time produced several educational innovations, ex- \npanding its curriculum to business and law courses and offering the first evening \ncollege classes in Georgia. The dislocation of the Reconstruction era proved insur- \nmountable, however, and in 1872 Oglethorpe closed its doors for a second time. \n\nOglethorpe University was rechartered in 1913, and in 1915 the cornerstone \nto the new campus was laid at its present location on Peachtree Road in north \nAtlanta. Present to witness the occasion were members of the classes of 1860 and \n1861, thus linking the old and the new Oglethorpe University. The driving force \nbehind the University's revival was Dr. Thornwell Jacobs, whose grandfather, Pro- \nfessor Ferdinand Jacobs, had served on the faculty of Old Oglethorpe. Thornwell \nJacobs, who became the Oglethorpe president for nearly three decades, intended \nfor the new campus to be a \"living memorial\" to James Oglethorpe. The distinc- \ntive Gothic revival architecture of the campus was inspired by the honorary alma \nmater of James Oglethorpe, Corpus Christi College, Oxford. The collegiate coat- \nof-arms, emblazoned with three boar's heads and the inscription Nescit Cedere (\"He \ndoes not know how to give up\"), replicated the Oglethorpe family standard. For \nthe college athletic teams, Jacobs chose an unusual mascot - a small, persistent \nseabird, which according to legend, had inspiredjames Oglethorpe while on board \n\n\n\n12 \n\n\n\nship to Georgia in 1732. The Oglethorpe University nickname \"Stormy Petrels\" is \nunique in intercollegiate athletics. \n\nAlthough Presbyterian congregations throughout the South contributed to \nthe revival of Oglethorpe University, the school never re-established a denomina- \ntional affiliation. Since the early 1920s Oglethorpe has been an independent non- \nsectarian co-educational higher educational institution. Its curricular emphasis \ncontinued in the liberal arts and sciences and expanded into professional pro- \ngrams in business administration and education. From the 1920s through the \n1940s, the institution received major contributions from several individuals. Some \nof the most prominent benefactors were: John Thomas Lupton, Coca-Cola bottler \nfrom Chattanooga, Tennessee; Atlanta business community members Harry \nHermance and Mrs. Robert J. Lowry; and publisher William Randolph Hearst. \nThe latter gave to Oglethorpe a sizable donation of land. In the early 1930s the \nOglethorpe campus covered approximately 600 acres, including 30-acre Silver Lake, \nwhich was renamed Lake Phoebe after the publisher's mother, Phoebe Apperson \nHearst. \n\nDuring Thornwell Jacobs' tenure he launched several projects which brought \nnational and even international repute to Oglethorpe University. In 1923 Jacobs \ndiscovered the tomb of James and Elizabeth Oglethorpe in Cranham, England. \nFor about a decade Oglethorpe University was involved in major college athletics, \nand the Stormy Petrels fielded football teams that defeated both Georgia Tech \nand the University of Georgia. Perhaps Oglethorpe's most famous athlete was \nLuke Appling, enshrined in the Major League Baseball Hall of Fame. Dr. Jacobs \nin the 1930s became, however, one of the earliest and most articulate critics of \nmisplaced priorities in intercollegiate athletics, and Oglethorpe curtailed devel- \nopment in this area. In the early 1930s Oglethorpe attracted widespread attention \nwith its campus radio station, WJTL, named after benefactor John Thomas Lupton. \nOglethorpe's University of the Air was a notable experiment, which lasted about \nfive years, that broadcast college credit courses on the air waves. Oglethorpe Uni- \nversity was one of the first institutions to confer honorary doctorates on national \nfigures in order to recognize superior civic and scientific achievement. Among \nOglethorpe's early honorary alumni were Woodrow Wilson, Walter Lippman, \nFranklin Roosevelt, Bernard Baruch, Amelia Earhart, and David Sarnoff. \n\nPerhaps the best known of all of Jacobs' innovations was the Oglethorpe \nCrypt of Civilization, which he proposed in the November 1936 issue of Scientific \nAmerican. This prototype for the modern time capsule was an effort to provide, \nfor posterity, an encyclopedic inventory of life and customs from ancient times \nthrough the middle of the 20th century. The Crypt, sealed in the foundation of \nPhoebe Hearst Hall in 1940, is not to be opened until 8113 A.D. It has been hailed \nby the Guiness Book of World Records as \"the first successful attempt to bury a \nrecord for future inhabitants or visitors to the planet earth.\" \n\nIn 1944 Oglethorpe University began a new era under Philip Weltner, a noted \nattorney and educator. With a group of faculty associates, Dr. Weltner initiated an \nexciting approach to undergraduate education called the \"Oglethorpe Idea.\" It \ninvolved one of the earliest efforts to develop a core curriculum, with the twin \naims to \"make a life and to make a living.\" The Oglethorpe core, which was ap- \nplauded by The New York Times, aimed at a common learning experience for stu- \ndents with about one-half of every student's academic program consisting of courses \nin \"Citizenship\" and \"Human Understanding.\" After World War II, Oglethorpe \n\n\n\n13 \n\n\n\nUniversity emphasized characteristics it had always cultivated, notably close per- \nsonal relationships, in order to be, in Dr. Weltner's words, \"a small college super- \nlatively good.\" From 1965 through part of 1972 the institution was called \nOglethorpe College. But the historical identity of Oglethorpe University was so \nstrong that in 1972 the original chartered name was re-established. Oglethorpe \ncontinued toward its goals and in the late 1960s began a facilities expansion pro- \ngram, which created a new part of the campus, including a modern student center \nand residential complex. \n\nBy the 1980s the Carnegie Foundation for the Advancement of Teaching had \nclassified Oglethorpe in the category of Liberal Arts I (after referred to as Bacca- \nlaureate Colleges - Liberal Arts). These highly selective undergraduate institu- \ntions award more than half of their degrees in the arts and sciences. By the 1990s \nthe University was listed favorably in the Fiske Guide to Colleges, The Princeton Re- \nview Student Access Guide, Barron 's 300 Best Buys in College Education, National Re- \nview College Guide - America's Top Liberal Arts Schools and many other guides to \nselective colleges. Oglethorpe is currently a member of the Annapolis Group, an \norganization of the 100 most selective liberal arts colleges. \n\nThe student body, while primarily from the South, has become increasingly \ncosmopolitan; in a typical semester, Oglethorpe draws students from about 30 \nstates and 30 foreign countries. The University has established outreach through \nits evening-weekend degree programs; teacher certification and a graduate pro- \ngram in education; a graduate program in business administration; and the \nOglethorpe University Museum of Art. The University is also home to the Geor- \ngia Shakespeare Festival. \n\nAs Oglethorpe University enters the 21st century, it has demonstrated contin- \nued leadership in the development and revision of its core curriculum, with ef- \nforts funded by the National Endowment for the Humanities. The historic district \nof the 100-acre campus has been designated in the National Register of Historic \nPlaces. Enrollment is about 1,300 with the plans for controlled growth to about \n1,500. Oglethorpe remains on the forefront of educational innovation, with a cur- \nriculum that features interactive learning. The University uses a variety of effec- \ntive pedagogical techniques: perhaps most notable are the peer tutoring program, \nclassroom learning that is actively connected to contemporary experience through \ninternships and other opportunities for experiential education, and a unique pro- \ngram in urban leadership that invites students to consider ways in which they can \nbecome community leaders for the future. Reflecting the contemporary growth \nof the city of Atlanta, Oglethorpe has recently developed a distinctive interna- \ntional dimension. Students at the University may complement their campus pro- \ngrams with foreign studies at sister institutions in Argentina, China, Ecuador, \nFrance, Germany, Japan, Mexico, Monaco, the Netherlands, and Russia. As \nOglethorpe University continues to grow, academically and materially, it is ever \nmindful of its distinguished heritage and will still remain, in the affectionate words \nof poet and alumnus Sidney Lanier, a \"college of the heart.\" \n\n\n\n14 \n\n\n\nPresidents of the University \n\n\n\nCarlyle Pollock Beman, 1836-1840 Donald Charles Agnew, 1958-1964 \n\nSamuel Kennedy Talmage, 1841-1865 George Seward, Acting, 1964-1965 \n\nWilliam M. Cunningham, 1869-1870 Paul Rensselaer Beall, 1965-1967 \n\nDavid Wills, 1870-1872 Paul Kenneth Vonk, 1967-1975 \n\nThornwell Jacobs, 1915-1943 Manning Mason Pattillo, Jr., 1975-1988 \n\nPhilip Weltner, 1944-1953 Donald Sheldon Stanton, 1988-1999 \n\nJames Whitney Bunting, 1953-1955 Larry Denton Large, 1999- \nDonald Wilson, 1956-1957 \n\n\n\n15 \n\n\n\nCampus Facilities \n\n\n\n\nOglethorpe University's facilities are generally accessible to physically impaired \nstudents. All buildings on campus are equipped with either ramps or ground- \nfloor entry. With the exception of Lupton Hall, the primary classroom and office \nbuildings have elevators to all floors. Appointments with faculty members or ad- \nministrators with inaccessible offices are scheduled in accessible areas. Only three \nclassrooms are not accessible to those physically impaired. When appropriate, classes \nare reassigned so all classes are available to all students. All residence halls include \naccessible housing space. \n\nSmoking is prohibited in all campus buildings at Oglethorpe University. This \nincludes classrooms, offices, labs, meeting rooms, lounge areas, restrooms, corri- \ndors, stairwells, the Library, the Field House, the Schmidt Center, the Student \nCenter, and any other interior spaces in buildings. An exception to the rule is \nprovided for residents in the privacy of their residence hall rooms. \n\nConant Performing Arts Center \n\nThis new performing arts center, completed in 1997, is a four-story facility \nlocated adjacent to the Philip Weltner Library. It provides a permanent home for \nthe Georgia Shakespeare Festival and for classes in theatre and music for \nOglethorpe's undergraduate liberal arts students. It houses a mainstage theatre \nwith seating for 500, a lobby, rehearsal and dressing rooms, an area for receptions, \noffices, and shipping and receiving facilities. \n\nDorough Field House \n\nThe Dorough Field House is the site of intercollegiate basketball and volley- \nball and large campus gatherings such as concerts and commencement exercises. \nBuilt in 1960, the structure underwent major renovation in 1979. The building is \nnamed for the late R. E. Dorough, a former Trustee of the University. \n\nEmerson Student Center \n\nThe Emerson Student Center is named in honor of William A. and Jane S. \nEmerson, benefactors of the University. As the hub of campus life, the Emerson \nStudent Center houses the dining hall, the student association office, the student \nnewspaper and yearbook offices, the radio station, the student post office, a lounge, \ntelevision area, and a snack bar/game room. The administrative offices of the \nVice President for Student Affairs, the Director of the Student Center, the Direc- \ntor of Residence Life, the Center for Counseling and Health Services, and the \nDirector of Musical Activities are also located here. An outdoor swimming pool is \nadjacent to the building. \n\n\n\nGoodman Hall \n\n\n\nGoodman Hall was built in 1956 and renovated in 1970, when it was trans- \nformed from a men's into a women's residence hall. In 1997 it was again reno- \nvated to provide support services for students such as the Academic Resource \n\n\n\nIS \n\n\n\nCenter, Career Services, the Learning Resources Center, a resource center for \nstudy abroad, the Oglethorpe Cafe, and a computer laboratory. Also located in \nthe building are the University's Network Services Office and the administrative \noffices of University College, which offers accelerated degree programs for adult \nstudents. \n\nGoslin Hall \n\nGoslin Hall, named in honor of Dr. Roy N. Goslin, the late Professor Emeri- \ntus of Physics, was completed in 1971 and houses the Division of Natural Sci- \nences. Lecture halls and laboratories for biology, chemistry, and physics are located \nin the building. A new physics laboratory, made possible by a grant from the Olin \nFoundation, was opened in 1979. All laboratories were renovated in 1985 and \nagain in 2001 when major reconstruction was completed in the interior of the \nbuilding with the assistance of the Robert W. Woodruff Foundation and other \nmajor foundations, as well as a bequest from Eugene W. Ivy '49. A computer \nlaboratory is also available for student use. \n\nHearst Hall \n\nPhoebe Hearst Hall was built in 1915 in the handsome neo-Gothic architec- \nture that dominates the Oglethorpe campus. The building is named in honor of \nPhoebe Apperson Hearst, the mother of William Randolph Hearst, Sr. \n\nIt was renovated in the fall of 1972 as a classroom and faculty office building. \nMost classes, with the exception of science and mathematics, are held in this build- \ning, which is located directly across from Lupton Hall. Newly equipped multi- \nmedia classrooms in 2001 include the Georgia Power Model Classroom. \n\nThe dominant feature of the building is the beautiful Great Hall, the site of \nmany traditional and historic events at Oglethorpe. Located on the lower level of \nthe building is the University Bookstore and the much-publicized Crypt of Civili- \nzation. The capsule was sealed on May 28, 1940 and is not to be opened until May \n28,8113. \n\nLowry Hall - Philip Weltner Library \n\nThe Philip Weltner Library is a recently remodeled and expanded facility, \nwhich includes a formal reading room with an atrium and an after-hours reading \nroom. In addition, there are numerous study rooms and carrels, computers for on- \nline usage, and a film viewing room. The Library of Congress classification is \nused in an open-stack arrangement allowing free access to users on all three floors. \n\nThe collection of over 150,000 volumes includes books, periodicals, and mi- \ncroforms, as well as audio-visual and machine-readable materials. More than 730 \nperiodical subscriptions provide a diversified range of current information. \n\nThe library has an on-line catalog and a computerized circulation system to \naid the library patron. The library is a member of the library consortium of the \nAtlanta Regional Consortium for Higher Education, and participates in Galileo, a \nstatewide information network. \n\nThe library is open seven days a week during the regular academic year. \n\n19 \n\n\n\nLupton Hall \n\n\n\nLupton Hall, built in 1920 and named in honor of John Thomas Lupton, was \none of the three original buildings on the present Oglethorpe University campus. \nRenovated in 1973 and 1996, it contains primarily administrative offices, faculty \noffices, classrooms, and an auditorium for 300 persons. Administrative offices \nlocated in Lupton Hall include the President, Vice President for Business and \nFinance, Provost, Vice President for Enrollment, Vice President for University Re- \nlations, Admission, Financial Aid, and the Registrar. \n\nThe cast-bell carillon in the Lupton tower has 42 bells, which chime the quar- \nter hours. \n\nOglethorpe University Museum of Art \n\nOglethorpe University Museum of Art, occupying the entire third floor of \nthe Philip Weltner Library, opened in the spring of 1993 after extensive renova- \ntions of the previous Oglethorpe University Art Gallery. The museum, covering \n7,000 square feet, has a comfortable, intimate environment that includes two spa- \ncious galleries, the Museum Gift Shop, and offices. It is considered an important \ncultural addition to Atlanta's growing art scene, drawing thousands of visitors \neach year. \n\nIn addition to the permanent collection, three exhibitions are held each year, \nwhich feature artwork that is international, representational, often figurative and \nspiritual in nature. \n\nRecent exhibitions such as The Mystical Arts of Tibet: Featuring Personal \nSacred Objects of the Dalai Lama and The Grand Tour: Landscape and Veduta \nPaintings, Venice and Rome in the 18th Century have garnered national media \nattention and brought international art experts from around the world to lecture \non campus. \n\nFor Museum hours and exhibit information, call (404) 364-8555. \n\nJ. Mack Robinson Hall \n\nNewly renovated in 2001, J. Mack Robinson Hall is a state-of-the-art classroom \nand faculty office building, which also houses art studios, a darkroom, video edit- \ning facilities, and a slide library. \n\nSteve Schmidt Sport 8c Recreation Center \n\nDedicated in 1995, the Schmidt Center is a 22,000 square-foot addition to \nDorough Field House. The Center has basketball and volleyball courts, a running \ntrack, seven offices, a conference room, locker rooms, a weight room, handball \ncourts, a training room, and an entrance lobby. The facility is used primarily for \nrecreation and intramural sports. The Center is named for Stephen J. Schmidt, \nOglethorpe University alumnus of the class of 1940 and long-time member of the \nBoard of Trustees, who personally led the fund-raising effort for the addition. \n\n20 \n\n\n\nSheffield Alumni Center \n\n\n\nThe Sheffield Alumni Center, which is adjacent to the main campus, was first \nbuilt as a home for Oglethorpe's presidents. It served in this role from 1968-1999, \nthrough the tenures of Presidents Vonk, Pattillo, and Stanton. Trustee and former \nAlumni Association president O.K. Sheffield, Jr. '53 saw a need for a visible alumni \npresence at Oglethorpe, welcoming alumni back and illustrating to students that \ntheir current status is just the beginning of a lifelong relationship with the Univer- \nsity. He advocated for the addition of an alumni center, and his generosity made \npossible the conversion of the former presidents' home to this use. The Sheffield \nAlumni Center officially opened and was named in honor of Mr. Sheffield in \nMarch 2001. It provides space for alumni gatherings as well as for meetings of \nstudent and faculty groups. \n\n\n\nTraer Residence Hall \n\n\n\nBuilt in 1969, Traer Hall is a three-story women's residence which houses 168 \nstudents. Construction of the building was made possible through the generosity \nof the late Wayne S. Traer, Oglethorpe University alumnus of the class of 1928. \nThe double occupancy rooms arranged in suites, open onto a central plaza court- \nyard. \n\n\n\nUpper Residence Quadrangle \n\n\n\nFive residence halls are situated around the upper quadrangle. Alumni, \nDempsey, Jacobs, Schmidt, and Trustee Halls, constructed in 1968, house both \nmen and women. All rooms on the first and second floors are suites with private \nentrances and baths. Rooms on the third floor are traditional residence hall floors \nwith a common bathroom. \n\n\n\nNew Residence Hall \n\n\n\nOpened in the spring of 1996, the new residence hall is coed, non-smoking, \nand accommodates 73 students. It is designed as a more traditional facility with a \ncentral entrance. The rooms consist of two-, three-, and four-person suites off \ncentral hallways. \n\n\n\nGreek Row \n\n\n\nGreek Row consists of six houses devoted to two sororities - Chi Omega and \nSigma Sigma Sigma - and four fraternities - Chi Phi, Delta Sigma Phi, Kappa \nAlpha Order, and Sigma Alpha Epsilon. Each house features one-bedroom doubles \nwith a shared bathroom and kitchen facilities. The houses on Greek Row were \nconstructed in 1994. \n\n\n\n21 \n\n\n\nComputer Facilities and Services \n\n\n\nEvery residence hall room, faculty office, and appropriate staff office has a \nconnection to the Oglethorpe computer network and through that intranet to the \ngreater world of the Internet with all its resources. Access is also available to \nstudents through computers located in the library, Goslin, and Goodman Halls. \nThrough the OUNet users can also connect to the Voyager Library System, which \nprovides access to the library's catalog and to Galileo, the Georgia Library Learn- \ning Online services of the University System of Georgia. The Galileo system pro- \nvides access to databases containing bibliographical information, summaries, and \nin many cases, access to full text of articles and abstracts. \n\nE-mail and Computer Use Policy \n\nA policy has been established to ensure the proper use of Oglethorpe \nUniversity's computer, network and telecommunication resources and services by \nits students, employees, independent contractors, and other computer users. All \nindividuals have the responsibility to use computer resources in an efficient, effec- \ntive, ethical, and lawful manner. The policy, rules, and conditions apply to all \nusers of computer, network and telecommunication resources and services, wher- \never the users are located. Violations of this policy may result in suspension with- \nout notice of privileges to use the resources and services, disciplinary action, \nincluding possible termination, and/or legal action. \n\nOglethorpe University has the right, but not the duty, to monitor any and all \naspects of the computer and network systems, including employee and student \ne-mail, to ensure compliance with this policy. The University has the right to use \ninformation gained in this way in disciplinary or criminal proceedings. The com- \nputers and computer accounts in use by employees and students are to assist them \nin the performance of their jobs and in attaining their educational goals. Employ- \nees and students should not have an expectation of privacy in anything they cre- \nate, send, or receive on their network-attached computers. The computer, network \nand telecommunication systems belonging to Oglethorpe University are for Uni- \nversity business and educational purposes. Any other use in conflict with these \npurposes is not permitted. \n\nComputer users are governed by the following provisions, which apply to all \nuse of computer and telecommunication resources and services. Computer and \ntelecommunication resources and services include, but are not limited to, the fol- \nlowing: host computers, file servers, workstations, standalone computers, laptops, \nsoftware, and internal or external communications networks (Internet, commer- \ncial online services, bulletin board systems, and e-mail systems) that are accessed \ndirectly or indirectly from Oglethorpe University's computer facilities. This policy \nmay be amended or revised periodically as the need arises. \n\nThe term \"users,\" as used in this policy, refers to all employees, students, \nindependent contractors, and other persons or entities accessing or using \nOglethorpe University's computer, network and telecommunication resources and \nservices. \n\n1. Users must comply with all copyrights laws and fair use provisions, soft- \nware licenses, and all other state and federal laws governing intellectual \n\n\n\n22 \n\n\n\nproperty. Inappropriate reproduction and/or distribution of copyright \nmusic, movies, computer software, text, images, etc. is strictly prohibited. \n\n2. The electronic mail system shall not be used for \"broadcasting\" of unsolic- \nited mail (unless authorized by the department chair or unit head) or for \nsending chain letters. Fraudulent, harassing, obscene, or other unlawful \nmaterial may not be sent by e-mail or other form of electronic communica- \ntion or displayed on or stored in Oglethorpe University's computers. \n\n3. Users should use the same care in drafting e-mail and other electronic docu- \nments as they would for any other written communication. Anything cre- \nated on the computer may, and likely will, be reviewed by others. \n\n4. Users may not install software onto their individual computers (faculty and \nstaff), lab computers or the network without first receiving express authori- \nzation to do so from Network Resources. \n\n5. Users shall not forward e-mail to any other person or entity without the \nexpress permission of the sender. \n\n6. Users should not alter or copy a file belonging to another user without first \nobtaining permission from the owner of the file. The ability to read, alter or \ncopy a file belonging to another user does not imply permission to read, alter \nor copy that file. \n\n7. The computer, network and telecommunication resources and services of \nOglethorpe University may not be used for the transmission, creation or \nstorage of commercial activity, personal advertisements, solicitations, pro- \nmotions, destructive programs (viruses and/or self-replicating code), po- \nlitical material, or any other unauthorized or personal use. \n\n8. Users are responsible for safeguarding their passwords for the system. Indi- \nvidual passwords should not be printed, stored online, or given to others. \nUsers are responsible for all transactions made using their passwords. \n\n9. A user's ability to connect to other computer systems through the network \ndoes not imply a right to connect to those systems or to make use of those \nsystems unless specifically authorized by the operators of those systems. \n\n10. Entry into a system, including the network system, by individuals not spe- \ncifically authorized or attempts to circumvent the protective mechanisms of \nany University system are prohibited. Deliberate attempts to degrade system \nperformance or capability, or attempts to damage systems, software or \nintellectual property of others are prohibited. \n\n1 1 . Any network activity that impedes the flow of network traffic or diminishes \nthe availability of resources to other users is strictly prohibited. \n\n12. Oglethorpe University is not responsible for the actions of individual users. \nUse of Oglethorpe's computer, network and telecommunication resources \n\nand services constitutes acceptance of this E-mail and Computer Use Policy. \n\n\n\n23 \n\n\n\nAdmission \n\n\n\n\nThe admission policy of Oglethorpe University is based on an individual se- \nlection process. Throughout its history, Oglethorpe has welcomed students from \nall sections of the country, as well as from abroad, as candidates for degrees. It is \nthe policy of the Admission Committee to select for admission to the University \napplicants who present strong evidence of purpose, maturity, scholastic ability, \nand probable success at Oglethorpe. Applicants wishing to enroll in the evening \ncredit program may refer to a brief description of University College in the Pro- \ngrams of Study section of this Bulletin or consult the University College Undergradu- \nate and Graduate Bulletin available from the University College Office (404) \n364-8383. \n\n\n\nFreshman Applicants \n\n\n\nAdmission to the undergraduate division of the University may be gained by \npresenting evidence of successful completion of secondary school work in the \nform of results from the College Entrance Examination Board's Scholastic Assess- \nment Test (SAT) or the results from the American College Testing Program As- \nsessment (ACT); and, by submitting a letter of recommendation, and completing \nan application essay. \n\nArrangements to take the SAT or ACT may be made through a secondary \nschool guidance counselor or by writing directly to one of the testing agencies. \nFor SAT write to College Board, Box 592, Princeton, New Jersey 08540, or Box \n1025, Berkeley, California 90701. For ACT write to American College Testing \nProgram, P.O. Box 451, Iowa City, Iowa 52240. It is to the applicant's advantage to \ntake one of the tests in the junior year of high school. \n\nApplicants should normally have or be in the process of completing a second- \nary school program including appropriate courses in English, social studies, math- \nematics, and science. While an admission decision is typically based on a partial \nsecondary school transcript, a final transcript must be sent to the Admission Of- \nfice by the candidate's school, showing evidence of academic work completed and \nofficial graduation. \n\nThe Oglethorpe application contains a recommendation form and a list of \nother materials, which must be submitted by the applicant. No application will be \nconsidered and acted upon until the items indicated have been received. \n\nStudents may choose from either Early Action or Regular Decision admis- \nsion. \n\n\n\nApplication Procedure \n\n\n\nAll correspondence concerning admission should be addressed to the Admis- \nsion Office, Oglethorpe University, 4484 Peachtree Road N.E., Atlanta, Georgia \n30319-2797 or via e-mail at admission^oglethorpe.edu. Comprehensive admission \ninformation can also be found at wwiu.oglethorpe.edu/admission. After receiving an \napplication form, the applicant should complete and return it with an application \nfee of $35. Students may also apply online. Links to application procedures and \nthe online application may be found at wwiu.oglethorpe.edu/admissioii. \n\nEntering freshmen must submit the following: an application essay, official \nhigh school transcripts, standardized test scores (SAT/ ACT), and a recommenda- \n\n\n\n20 \n\n\n\ntion form completed by a high school counselor or teacher. Achievement tests, \nportfolios, or videos are not required for admission purposes but will be consid- \nered if submitted. Home Schooled applicants should contact the Home School \nAdvisor for portfolio requirements. Interviews and campus visits are strongly \nrecommended. If, upon review of an applicant's file, it is felt that further informa- \ntion would be helpful (i.e. mid-year grades), the student will be notified. \n\nTransfer students must submit the completed application form, essay and rec- \nommendation form with the $35 application fee, official transcripts from each \ncollege attended, and certification of good academic standing at the most recent \nor present college. High school transcript and test scores are also required if less \nthan 24 semester hours of college credit have been completed. \n\nWhen a student has completed the application process, the Admission Com- \nmittee will review the application. If accepted the student will be required to \nsubmit an enrollment deposit to reserve accommodations for the appropriate se- \nmester. Residence hall students submit a deposit of $300, commuters $100. While \nthe deposit is not refundable, it is applicable toward tuition and fees. \n\n\n\nEarly Action \n\n\n\nEarly Action allows students who have a strong interest in the University to \napply early and receive a quick response. Completed applications with supporting \nmaterials must be postmarked by December 5. Notification letters will be mailed \nno later than December 20 unless the Admission Committee requires additional \ninformation. Early Action students who are admitted and indicate an interest in \nscholarships will be considered prior to Regular Decision candidates. (Please \nnote that early action is non-binding). A non-refundable deposit is due by May 1. \n\n\n\nRegular Decision \n\n\n\nRegular Decision enables students to apply at any time. Applications will be \nreviewed on a rolling basis beginning immediately after Early Action reviews (late \nDecember) and continuing as long as space in the class is available. Notification \nletters will typically be mailed within two weeks of completion unless additional \ninformation is needed. A non-refundable deposit is due by May 1. \n\n\n\nCampus Visit \n\n\n\nWhile not a requirement of the admission process, the candidate is urged to \nvisit the campus and explore the academic and leadership opportunities that en- \ncompass the Oglethorpe tradition of a collegiate education. \n\nAdditional information may be obtained by contacting the Admission Office \n(404) 364-8307 in the Atlanta calling area or (800) 428-4484 from other locations. \nComprehensive campus visit information can be found at www.oglethorpe.edu/ad- \nmission. \n\n\n\n27 \n\n\n\nTransfer Students and Transfer Policies \n\n\n\nStudents who wish to transfer to Oglethorpe from other regionally accredited \ncolleges are welcome to apply, provided they are in good standing at the last insti- \ntution attended. They are expected to follow regular admission procedures and \nwill be notified of the decision of the Admission Committee in the same manner \nthat freshmen are notified. \n\nMost financial aid awards and scholarships are available to transfer students \nas well as first-time freshmen. \n\nThe same application information is required of the transfer student as for \nthe entering freshman, although high school records and test scores are not re- \nquired of students having at least 24 semester hours of transferable credit. \n\nTransfer students must submit transcripts of all current and previous college \nwork. A separate official transcript from each college attended must be received \nbefore any action will be taken on the application. \n\nOglethorpe University will accept as transfer credit courses comparable to \nUniversity courses that are applicable to a degree program offered at Oglethorpe. \nAcceptable work must be shown on an official transcript and must be completed \nwith a grade of \"C\" or better. Oglethorpe does not accept a \"D\" grade as transfer \ncredit, unless a student has graduated from an accredited junior college, or a \"D\" \ngrade is followed by a \"C\" grade or better in a normal sequence course (for ex- \nample, General Biology I and II). \n\nTransfer students on probation or exclusion from another institution will \nnot be accepted. \n\nTransfer students must have a minimum grade-point average of 2.8 (on a 4.0 \nscale) to be considered for admission. \n\nTransfer students who have earned an associate degree at a regionally accred- \nited junior college will be awarded two years of credit. Junior college graduates \nwith strong academic records are encouraged to apply for admission. \n\nOglethorpe University will accept as many as 30 hours of United States Armed \nForces Institute (USAFI) credit. \n\nStudents who hold the R.N. credential from an appropriately accredited insti- \ntution are awarded credit for their arts and sciences courses. To earn a bachelor's \ndegree, the student must complete the core curriculum, a major, and other appli- \ncable requirements. \n\nThe maximum total number of semester hours that may be transferred into \nOglethorpe is 80. A minimum of 48 semester hours must be earned through course \nwork at Oglethorpe in order for an Oglethorpe degree to be awarded, with 32 of \nthe last 64 hours earned in residence (see Residency Requirement). \n\nCredits earned at post-secondary institutions accredited by the six regional \naccrediting bodies (for example, Southern, Middle States, New England, etc., As- \nsociations) will be accepted. \n\nCourses taken at schools accredited by national crediting bodies (for example, \nAssociation of Independent Schools and Colleges, American Association of Bible \nColleges, etc.) may be credited. In these cases, student transcripts will be evalu- \nated on an individual basis. Actual catalog course descriptions and relevant course \nsyllabi should be provided by the student. The Registrar will determine whether \nor not courses are to receive transfer credit. \n\n\n\n28 \n\n\n\nCourses recognized by the American Council on Education (ACE) may be \ncredited by the Registrar. Programs not recognized by ACE will not be given credit. \n\nA maximum of 32 semester hours may be earned through College Level Ex- \namination Program (CLEP tests). Maximum credit for Advanced Placement tests \n(AP testing) is also 32 semester hours. Please consult the section, Credit by Exami- \nnation, on the following pages. \n\nIn all cases, only 80 semester hours may be earned outside of Oglethorpe \nUniversity through any of the means described above. At least 48 semester hours \nmust be earned in course work for which Oglethorpe credits are granted. \n\nA minimum of 16 semester hours of a major must be in course work taken at \nOglethorpe University. (For teacher education programs, please refer to educa- \ntion requirements in this Bulletin.) A minimum of 12 semester hours must be in \ncourse work taken at Oglethorpe in addition to student teaching. \n\nTransfer students should note that only work completed at Oglethorpe is re- \nflected in the Oglethorpe grade-point average, and transfer work is not included \nin determination for Latin academic honors. To be eligible for academic honors, \nthe student must complete 68 or more hours at Oglethorpe. \n\nInternational Students \n\nAdmission to Oglethorpe is open to qualified students from all countries. \nStudents who are able to provide evidence of suitable academic background, ad- \nequate financial resources, and seriousness of purpose are eligible to apply. \n\nAll students from countries where English is not the native language must \nmeet one of the following requirements to be considered for admission: \n\n1. Complete level 109 from an ELS, Inc. language center. \n\n2. Score a minimum of 550 on the TOEFL - or 213 on the computer-based \n\ntest (Test of English as a Foreign Language). \n\n3. Score 480 or more on the verbal section of the International Scholastic \n\nAssessment Test. \n\n4. Have a combined 2.8 grade-point average with no grade below a \"C\" in \n\ntwo English composition courses from an AACRAO (American Associa- \ntion of Collegiate Registrars and Admissions Officers) accredited col- \nlege or university. \n\n5. Earn a grade of \"C\" or better in G.C.E. or G.S.C.E. examinations or their \n\nequivalent. \n\n6. All secondary transcripts must have a \"Document-by-Document\" evalu- \nation and \"Grade-Point Average Equivalent.\" Post-secondary transcripts \nmust have the same; or, if a student wishes to receive transfer credit for \nhis or her previous course work, a \"Course-by-Course\" evaluation is re- \nquired. Applications for evaluation are available in the Office of Admis- \nsion or by callingjoseph Silny \u0026 Associates, Inc. at (305) 666-0233. \n\nAn international student's secondary school credentials are subject to the \nacceptance criteria stated for his or her country in the AACRAO world education \nseries, governed by the National Council on the Evaluation of Foreign Educa- \ntional Credentials, 1717 Massachusetts Avenue, N.W., Washington, D.C. 20036. \n\nAll students from nations where English is the native language must have one \nof the following to be considered for admission: \n\n1. A combined SAT score of 1000, with at least 500 on the verbal section. \n\n2. An ACT score of at least 2 1 . \n\n29 \n\n\n\n3. Above-average scores on the \"A\" and/or \"O\" level examinations in Brit- \nish system schools or their equivalent in Northern Ireland or Scotland. \n\n\n\nJoint Enrollment Students \n\n\n\nStudents who have attainedjunior or higher standing in their secondary schools \nmay apply for enrollment in suitable courses offered at the University. \n\nAdmission to the joint enrollment program will depend upon an assessment \nby appropriate personnel of the student's secondary school. \n\nIn general, the candidate must have the social maturity to benefit from a \ncollegiate experience and possess a \"B\" or higher grade-point average along with \na combined score of 1 140 or higher on the Scholastic Assessment Test or its equiva- \nlent. A student seeking admission should write or call the Joint Enrollment Coun- \nselor in the Admission Office at Oglethorpe to receive an application. Normally \nno more than five courses may be taken as a joint enrollment student. \n\nEarly Admission (Early Entrance) \n\nA gifted student of unusual maturity whose high school record shows excel- \nlent academic performance through the junior year in a college preparatory pro- \ngram, and whose score on a standardized assessment test is high, may submit his \nor her application for admission to the University for enrollment after the junior \nyear in high school. The candidate should have the support of his or her parents in \nwriting submitted with the application. A strong recommendation from the high \nschool is expected, and the candidate must come to campus for a personal inter- \nview with a senior admission officer. \n\n\n\nTransient Students \n\n\n\nTransient students may take any course offered by the University, provided \nthat they secure permission from their current institution certifying that the insti- \ntution will accept for transfer credit the academic work done by the student at \nOglethorpe. This permission is the responsibility of the transient student. \n\nA letter of good standing or a current transcript must be sent to the Admis- \nsion Office before a transient student can be accepted. \n\n\n\nSpecial Status Admission \n\n\n\nSpecial Status Admission is designed for students who wish to take a limited \nnumber of post-baccalaureate classes at Oglethorpe, or for non-traditional stu- \ndents who desire to begin college course work prior to being admitted to a degree- \nseeking program. \n\nStudents may be admitted to Oglethorpe's undergraduate day program as a \nspecial status candidate if they meet one of the following criteria: \n\n1. They are at least 25 years of age and at least five years removed from \ntheir last educational experience. \n\n\n\nM) \n\n\n\n2. They have graduated from another accredited college or university. Under \nthe program, students may enroll for a maximum of 16 semester hours. \nIndividuals desiring to enroll for additional courses must apply as regular, \ndegree-seeking candidates. \nTo apply for Special Status Admission, students must submit a completed ap- \nplication form, a $35 non-refundable application fee, and proof of their last educa- \ntional experience or a copy of their college diploma. \n\nSpecial status students are not eligible for financial assistance. \n\nHome School Students \n\n\n\nStudents who have completed high school graduation requirements in a home \nschool may be considered for admission if the following information is provided: \n\n1. SAT or ACT scores. \n\n2. A portfolio recording all high school work completed (including courses \nstudied, textbooks, assignments, and extracurricular achievements). \n\n3. A personal interview with a senior admission officer. \n\n4. Two recommendations. \n\n5. A home school transcript (if applicable). \n\nMore information can be found at http://www.oglethorpe.edu/admission/under- \ngraduate/howtoapply/h o m eschool. htm \n\n\n\nCredit by Examination \n\n\n\nThere are three testing programs through which students may earn credit for \nrequired or elective courses. Any student who has questions about these examina- \ntions should consult the Registrar. No more than 32 semester hours of credit will \nbe accepted from each of the programs described below. \n\nCollege Level Examination Program - CLEP \n\nWithin the CLEP testing program are two categories. The General Examina- \ntions cover the areas of English Composition, Humanities, Mathematics, Natural \nScience, and Social Science and History. Oglethorpe University does not award \ncredit for the General Examinations in English Composition, Natural Science, \nMathematics, or Social Science and History. Minimum acceptable scores are 500 \nfor each general area and 50 in each sub-total category. The Subject Examinations \nare designed to measure knowledge in a particular course. A minimum acceptable \nscore of 50 on a Subject Examination is required for credit. The Oglethorpe Reg- \nistrar should be contacted concerning which Subject Examinations may lead to \ncredit at Oglethorpe. \n\nCLEP examinations normally are taken before the student matriculates at \nOglethorpe. Only under special circumstances will credit be awarded for an jex- \namination taken after the student completes his or her first semester at Oglethorpe \nUniversity. A maximum of four semester hours will be awarded for each examina- \ntion. A maximum of 32 semester hours may be earned with acceptable CLEP scores. \n\nAll students are required to take placement examinations in mathematics and \nforeign languages (if they plan to take a course in these areas or subjects) and are \nplaced accordingly. \n\n31 \n\n\n\nAdvanced Placement and International Baccalaureate Programs \n\nThe University encourages students who have completed Advanced Placement \nexaminations of the College Entrance Examination Board to submit their scores \nprior to enrollment for evaluation for college credit. Please contact the Office of \nAdmission or the Registrar's Office for the appropriate course of action to be \ntaken in order to receive credit for AP exams. The general policy of Oglethorpe \ntoward such scores is the following: Academic credit will be given in the appropri- \nate area to students presenting Advanced Placement grades of 3, 4, or 5; neither \ncredit nor exemption will be given for a grade of 2; maximum credit allowed to \nany student for Advanced Placement tests will be 32 semester hours. Specific poli- \ncies are indicated in the chart which follows. These are subject to change at any \ntime. \n\nStudents who have studied in an approved International Baccalaureate Pro- \ngram (IB) are also encouraged to apply for credit based on scores earned, and \nshould contact the Office of Admission or the Registrar's Office to learn how to \nreceive credit for IB exams. Scores must be 5, 6, or 7 on the Higher Level Exam to \nbe considered for college credit. Sophomore standing may be awarded to students \nwho complete the IB diploma and obtain a total of 33 points or better for the full \nprogram, assuming all examination scores are 4 or better, and no Higher Level \nExam score is below 5. \n\nAll students are required to take placement examinations in mathematics and \nforeign languages (if they plan to take a course in these areas or subjects) and are \nplaced accordingly. \n\nADVANCED PLACEMENT and INTERNATIONAL \nBACCALAUREATE CREDIT CHART \n\nAccepted Examination Grades (unless stated otherwise) \nAP: 3, 4, 5 / IB (Higher Level Exam): 5, 6, 7 \n\n\n\nAP Exam \n\n\n\nBiology \n\nGrade 4 or 5 AP \n\n\n\nSemester \n\nHours \n\nAwarded \n\n\n\nCourse Equivalents \n\n\n\nArt \n\n\n\n\n\n\nStudio \n\n\n4 \n\n\nElective Credit \n\n\nHistory \n\n\n4 \n\n\nElective Credit \n\n\n\nGEN 102 Natural Science: The Biological Sciences \u0026 \n(subject to placement) BIO 102 General Biology II \n\n\n\nGrade 3 AP \n\n\n\nGEN 102 Natural Science: The Biological Sciences \n\n\n\nChemistry \n\nGrade 4 or 5 AP \n\n\n\nCHM 101 General Chemistry I (subject to placement \nexam) \n\n\n\nGrade SAP \n\n\n\nGEN 101 Natural Science: The Physical Sciences \n\n\n\nComputer Science 1 \n\n\n\nCSC 243 Principles of Computer Programming inC+ \n\n\n\nEconomics \n\nMicroeconomics \nMacroeconomics \n\n\n\nECO 121 Introduction to Economics \nElective Credit \n\n\n\n32 \n\n\n\nEnglish \n\nLanguage \u0026 Composition \nOracle 1 01 5 A P. (i or 7 IB 1 \nGrade SAP or 5 IB 4 \n\nLiterature 8c Composition \nGrade 4 or 5 AP, 6 or 7 IB 4 \nGrade SAP or 5 IB I \n\n\n\nMathematics \nCalculus AB \nCalculus BC \nStatistics \n\n\n\nElective Credit \n\nEssay will be evaluated by English faculty \n\nElective Credit \n\nEssay will be evaluated by English faculty \n\n\n\nFrench \n\nLanguage \nLiterature \n\n\n8 \n\n8 \n\n\nFRE 101, FRE 102 Elementary French I 8c II \nGeneral credit in French \n\n\nGerman \n\nLanguage \nLiterature \n\n\n8 \n8 \n\n\nGER 101, GER 102 Elementary German I \u0026 II \nGeneral credit in German \n\n\nGovernment' \n\n\n4 \n\n\nPOL 101 Introduction to American Politics \n\n\nHistory \n\nAmerican \nEuropean \n\n\n1 \n1 \n\n\nElective Credit \nElective Credit \n\n\nLatin \n\n\ns \n\n\nLAI 101, LAI 102 Elementary Latin I \u0026 II \n\n\n\nMAT 131 Calculus I \n\nMAT 131, MAT 132 Calculus I 8c \n\nMAT 1 1 1 Statistics \n\n\n\nMusic 1 \n\nTheory \nAppreciation \n\n\n\nMUS231 Music Theory I \nCOR 103 Music and Culture \n\n\n\nPhysics' \nPhysics B \nPhysics C \n\n\n\n8 \n10 \n\nI \n\n\n\nPHY 101, PHY 102 General Physics I 8c II \nPHY 201, PHY 202 College Physics I \u0026 II \nC.EN 101 Natural Science: The Physical Sciences \n\n\n\nPsvc \n\n\n\nychology' \n\n\n\nPSY 101 Psychological Inquiry \n\n\n\nSpanish \n\nLanguage \nLiterature \n\n\n\nSPN 101, SPN 102 Elementary Spanish I 8c II \nGeneral credit in Spanish \n\n\n\n'Credit for the IB exam will be determined through discussion with the faculty within the \nappropriate academic field. Any exams not included in this chart should be brought to -the \nattention of the Registrar, and the appropriate faculty members will determine credit. \n\n\n\n33 \n\n\n\nFinancial \nAssistance \n\n\n\n\n\n\n\nH \n\n\n, \n\n\n\n\nt \n\n\n\n\n-' \n\n\n\n\nJ \n\n\nm \n\n\n \n\n\nr 1 \n\n\n1 \n% *  \n\n\nJm Wit \n\n\n\n\n\n\nW 1^ w \n\n4r \n\n\nf 1 \n\n\n^flff WSM ^L^tfffV \n\n\n\u003c \"^ ~^*L. . \n\n\n\nPrograms \n\nOglethorpe University offers a variety of strategies and resources to keep the \nnet cost of an Oglethorpe education affordable. Both need-based aid and awards \nbased on academic achievement are available. Students interested in financial aid \nshould complete the Free Application for Federal Student Aid (FAFSA). The Free \nApplication for Federal Student Aid (FAFSA) is the approved needs-analysis form \nby which students may apply for the following need-based programs: Federal Pell \nGrant, Federal Supplemental Educational Opportunity Grant, Federal Perkins \nLoan, Federal Work-Study, Federal Stafford Loan, Leveraging Educational Assis- \ntance Program, and the Oglethorpe Need-based Grant. After a student submits \nthe FAFSA to the federal processor, the school will receive from the processor an \nInstitutional Student Information Record (ISIR). Upon acceptance to the Univer- \nsity and receipt of the student's ISIR, Oglethorpe's financial aid professionals will \nprepare a comprehensive financial aid package, which may include assistance from \nany one or more of the following sources: \n\nJames Edward Oglethorpe Scholarships provide tuition, room and board \nfor four years of undergraduate study, if scholarship criteria continue to be met. \nRecipients are selected on the basis of an academic competition held on campus \nin the spring of each year. Students must have a combined SAT score of at least \n1360 (ACT 31), a 3.75 or higher cumulative grade-point average, and a superior \nrecord of leadership in extracurricular activities either in school or in the commu- \nnity. For application procedures and deadlines, contact the Admission Office. \n\nOglethorpe Scholars Awards (OSA) Scholarships (including Presidential \nScholarships, Oxford Scholarships, University Scholarships, and Lanier Scholar- \nships) are based on achievement and available to entering students with superior \nacademic ability. A fundamental aim of Oglethorpe University is to prepare stu- \ndents for leadership roles in society. One way of promoting this purpose is to give \nspecial recognition to students who demonstrate superior academic abilities as \nundergraduates. Scholarships range from $4,000 to $11,000. \n\nRecipients of funds from this program are expected to maintain specified \nlevels of academic achievement and make a significant contribution to the \nOglethorpe community. Each award is for one year but can be renewed on the \nbasis of an annual evaluation of academic and other performance factors. \n\nOglethorpe Christian Scholarships are awarded to freshmen who are resi- \ndents of Georgia and who demonstrate active participation in their churches. Aca- \ndemic qualifications for consideration include SAT scores of 1 100 or higher and a \nsenior class rank in the upper 25 percent. Awards range up to $1,500 per aca- \ndemic year. Recipients are required to maintain a 3.0 cumulative grade-point aver- \nage and engage in a service project during the academic year. For application \nprocedures and deadlines, contact the Admission Office or the Office of Finan- \ncial Aid. \n\nGeorgia Tuition Equalization Grants (GTEG) are available for Georgia resi- \ndents who are full-time, degree-seeking students at Oglethorpe. The program was \nestablished by an act of the 1971 Georgia General Assembly. The GTEG program \nhelps to \"promote the private segment of higher education in Georgia by provid- \ning non-repayable grant aid to Georgia residents who attend eligible independent \ncolleges and universities in Georgia.\" All students must complete an application \n\n\n\n36 \n\n\n\nand verify their eligibility for the grant. In the 2002-2003 academic school year, \nthis grant is $1,045. Financial need is not a factor in determining eligibility. A \nseparate application and proof of residency is required. \n\nHOPE Scholarships of $1,500 per semester are available to Georgia resi- \ndents who have graduated from an eligible high school in 1996 or later, with at \nleast a 3.0 grade-point average. Additional requirements are required of high \nschool graduates in 2000 or later. Georgia residents who do not qualify under \nthese guidelines but have now attempted 30 or more semester hours with a 3.0 \ngrade-point average or higher may also be eligible. The applicant must be a Geor- \ngia resident for one year prior to attendance at any college or university in Geor- \ngia. Applicants must be registered as full-time, degree-seeking students at a \nparticipating Georgia private college or university. Students entering the HOPE \nScholarship program for the first time after attempting 30 or 60 semester hours \nshould be aware that their grade-point average is calculated to include all attempted \nhours taken after high school graduation. Recipients of the Scholarship are re- \nquired to maintain a 3.0 or higher cumulative grade-point average for reinstate- \nment. For more information, contact the HOPE Scholarship Program (770) \n724-9030 or 1-800-546-HOPE, or the Office of Financial Aid at Oglethorpe Uni- \nversity. \n\nHOPE Promise Teacher Scholarships provide forgivable loans to high-achiev- \ning students who aspire to be teachers in Georgia public schools. Students must \nhave a minimum grade-point average of 3.6, be academically classified as a junior, \nand be accepted for enrollment into a teacher education program leading to ini- \ntial certification. For more information, contact the HOPE Scholarship Program \n(770) 724-9030 or 1-800-546-HOPE, or the Office of Financial Aid at Oglethorpe \nUniversity. \n\nHOPE Teacher Scholarships provide forgivable loans to individuals seeking \nadvanced education degrees in critical shortage fields of study. The student must \nbe a legal resident of Georgia and be admitted for regular admission into gradu- \nate school and into an advanced degree teacher program leading to certification \nin a critical shortage field. For more information, contact the HOPE Scholarship \nProgram (770) 724-9030 or 1-800-546-HOPE, or the Office of Financial Aid at \nOglethorpe University. \n\nThe Leveraging Educational Assistance Program (LEAP), formerly the Stu- \ndent Incentive Grant (SIG) program, is one of the need-based grants for qualified \nGeorgia residents to enable them to attend eligible post-secondary institutions of \ntheir choice in the state. The grant awards are designed to provide only a portion \nof the student's resources in financing the total cost of a college education. A \nstudent should complete the FAFSA for consideration. \n\nThe Federal Pell Grant is a federal aid program that provides non-repayable \nfunds to eligible students. Eligibility is based upon the results from the FAFSA. \n\nFederal Supplemental Educational Opportunity Grants (FSEOG) are \nawarded to undergraduate students with exceptional financial need. Priority is \ngiven to Federal Pell Grant recipients and does not require repayment. \n\nOglethorpe Need-based Grants are available to full-time day undergraduate \nstudents who demonstrate financial need by completing the FAFSA. Oglethorpe \nNeed-based Grants in conjunction with federal, state, private, or institutional as- \nsistance cannot exceed the student's financial need. \n\nFederal Work-Study Program (FWSP) permits a student to earn part of his \nor her educational expenses. The earnings from this program and other financial \n\n37 \n\n\n\naid cannot exceed the student's financial need. Students eligible for this program \nwork part time primarily on the Oglethorpe campus. A limited number of com- \nmunity service positions are available at locations near the campus. \n\nFederal Perkins Loans are long-term, low-cost educational loans to students \nwho have demonstrated need for such assistance. Priority is given first to sopho- \nmore, junior, or senior students. Interest is charged at a five percent annual rate \nbeginning nine months after the borrower ceases to be at least a half-time student \n(a minimum course load of six semester hours). Information regarding repayment \nterms, deferment and cancellation options is available in the Office of Financial \nAid. \n\nFederal Stafford (Subsidized and Unsubsidized) Loans are long-term loans \navailable through banks and other lending institutions. Students must submit the \nFAFSA and be attending at least half time to receive consideration. A separate \nMaster Promissory Note (MPN) is also required. Information regarding repay- \nment terms, deferment and cancellation options are available in the Office of \nFinancial Aid. \n\nFederal PLUS Loans are relatively long-term loans available through banks \nand other lending institutions. Parents desiring to seek a loan from this program \nshould consult the various lenders indicated on the Oglethorpe University Lender \nList for additional information. This list may be found in the current \"Financial \nAid Packet\" available in the Office of Financial Aid. \n\nChoral Music Scholarships (Performance) are awarded annually to incom- \ning students pursuing any degree offered at Oglethorpe who demonstrate excep- \ntional achievement in choral singing or keyboard accompanying. Candidates must \nbe nominated with a letter of recommendation by the conductor of their choral \nensemble on a special form obtainable from the Director of Musical Activities at \nOglethorpe. If the nomination warrants, then the candidate will be offered an \naudition and interview session on campus to complete the qualifying process. \n\nPlaymakers Scholarships (Performance) are awarded annually to current \nstudents who have demonstrated exceptional ability in the area of dramatic per- \nformance and a strong commitment to Oglethorpe's theatre program. Awards \nare based on ability, not financial need. \n\nThe Lavinia Cloud Pretz Annual Music Scholarship is provided through \nthe generosity of James and Sharon Bohart in memory of Mrs. Pretz. Mrs. Pretz \nwas a former member of the Oglethorpe President's Advisory Council and the \nArt Gallery Council. The scholarship is to be awarded to an outstanding student \nin the music program. \n\nNote: Dual-degree students in art and engineering may not use Oglethorpe as- \nsistance to attend other institutions. \n\n\n\n38 \n\n\n\nAcademic Policies Governing Student \nFinancial Aid \n\n\n\nApplicants for federal aid, state grants, or institutional need-based programs \nmust be making satisfactory progress toward the completion of their degree re- \nquirements and be in good academic standing with the University in order to \nreceive financial aid consideration. Students must meet at least the following re- \nquirements: \n\n1. Satisfactory Completion Ratio - Students must satisfactorily complete \n\nat least 75 percent of the cumulative course work attempted at Oglethorpe \nUniversity. Unsatisfactory grades that count against the student's progress \nare: \n\nD - If a \"C-\" or better is required for the major \n\nF - Failure \n\nFA - Failure by Absence \n\nW - Withdrew Passing \n\nNG - No Grade \n\nWF - Withdrew Failing \n\nWX - Grade Withdrawn/Freshman Forgiveness Policy \n\nI - Incomplete \n\nU - Unsatisfactory \n\nAU - Audit \n\n2. Repeated Courses - Courses that are being repeated will not be consid- \n\nered when determining financial aid eligibility unless a grade of at least \na \"C\" is required to fulfill the degree requirements. The student must \nnotify the Office of Financial Aid if a course is being repeated. \n\n3. Good Academic Standing and Maximum Time Frames - Students must \n\nremain in good academic standing by achieving the minimum cumula- \ntive grade-point average and by completing their degree requirements \nwithin the maximum time frames listed below: \n\nNumber of Hours Minimum Cumulative Maximum Years to \n\n\n\nEarned \n\n\nGrade-Point \n\n\nAverage \n\n\nComplete Program \n\n\n0-24 \n\n\n1.50 \n\n\n\n\n1 \n\n\n25-35 \n\n\n1.50 \n\n\n\n\n2 \n\n\n36-48 \n\n\n1.75 \n\n\n\n\n2 \n\n\n49-64 \n\n\n1.75 \n\n\n\n\n3 \n\n\n65-72 \n\n\n2.00 \n\n\n\n\n3 \n\n\n73-96 \n\n\n2.00 \n\n\n\n\n4 \n\n\n97-120 \n\n\n2.00 \n\n\n\n\n5 \n\n\n121-144 \n\n\n2.00 \n\n\n\n\n3 \n\n\n\nAcademic Standing Consistent with Graduation Requirements - Stu- \ndents who have completed their second academic year (measured as a \nperiod of time, not grade level) must maintain at least a 2.0 cumulative \ngrade-point average in order to be academically consistent with \nOglethorpe University's graduation requirements. \n\nBased upon full-time enrollment. The maximum time frame for students \nenrolled part time will be pro-rated. Students who earn over 144 hours will \nnot be eligible for financial aid unless approved through the appeal process. \n\n39 \n\n\n\n5. Annual Review - The satisfactory progress requirements will be reviewed \n\nat the completion of each spring semester. If the student is not meeting \nthese requirements, written notification will be sent to the student plac- \ning them on \"Financial Aid Probation\" for the fall semester. The student \nmay continue to receive aid during this probationary period but will be \nencouraged to enroll in summer session courses at Oglethorpe Univer- \nsity in order to make up the deficiency. Any student who is not in com- \npliance with the requirements by the end of the fall probationary period \nwill not be eligible for financial aid for the spring or subsequent sessions \nuntil the requirements are met or a written appeal is submitted and ap- \nproved. \n\n6. Appeal Process - If significant mitigating circumstances have hindered \n\na student's academic performance and the student is unable to make up \nthe deficiencies by the end of the financial aid probationary period, the \nstudent may present those circumstances in a written appeal to the Ad- \nmission and Financial Aid Committee. Documentation to support the \nappeal, such as medical statements, should also be presented. The ap- \npeal should be submitted to the Office of Financial Aid at least two \nweeks prior to the start of the semester for which the student wishes to \nreceive consideration. The student will be notified in writing if the ap- \npeal has been approved or denied. \n\n\n\nApplication Procedure \n\n\n\nStudents applying for the Georgia Tuition Equalization Grant and HOPE Schol- \narship programs must submit a Georgia Tuition Equalization Grant Application \nwhich may be obtained from the Office of Financial Aid. \n\nStudents meeting the requirements for an Oglethorpe Scholars Award (OSA) \nare considered for such based on their admission application. Students applying \nfor an Oglethorpe Christian Scholarship must complete the appropriate scholar- \nship application, which may be obtained from the Admission Office. \n\nThe application procedures for the Federal Pell Grant, Federal Supplemental \nEducational Opportunity Grant, Federal Perkins Loan, Oglethorpe Need-based \nGrant, Federal Stafford Loan, Federal Work-Study Program, and Leveraging Edu- \ncational Assistance Program are as follows: \n\n1. Apply and be admitted as a regular degree-seeking student. \n\n2. Complete the Free Application for Federal Student Aid (FAFSA) after \nJanuary 1, but no later than May 1. Students should keep a copy of the \nFAFSA before submitting it to the federal processor. The original FAFSA \nmay be filed electronically at http://www.fafsa.ed.gov or mailed to the pro- \ncessor using the paper form. Oglethorpe's Federal Code is 001586. \n\n3. Once the FAFSA has been received and processed by the federal proces- \nsor, an Institutional Student Information Record (ISIR) will be sent to \nthe Office of Financial Aid. \n\n4. Keep copies of all federal income tax returns, etc. as these documents \nmay be required in order to verify the information provided on the FAFSA. \n\n5. Complete Oglethorpe's Financial Aid Application, which is available from \nthe Office of Financial Aid. \n\n6. New students who wish to be considered for the Federal Work-Studv Pro- \n\n\n\n40 \n\n\n\ngram must complete the Student Employment Application form in the \n\nOffice of Financial Aid. \n7. If eligible for a Federal Stafford Loan or Federal PLUS Loan, a Master \nPromissory Note (MPN) must be completed. Contact the Office of Fi- \nnancial Aid for more information. \n\nFederal Aid Eligibility Requirements \n\n1. Demonstrate financial need (exception: Federal Unsubsidized Stafford \nLoan and Federal PLUS Loan programs). \n\n2. Have a high school diploma or a General Education Development (GED) \ncertificate or pass an independently administered test approved by the \nU.S. Department of Education. \n\n3. Be enrolled as a regular degree-seeking student in an eligible program \n(exception: Teacher Certification students). \n\n4. Be a U.S. citizen or eligible noncitizen. \n\n5. Generally, have a social security number. \n\n6. Register with Selective Service, if required. \n\n7. Must not owe a refund on any grant or loan; not be in default on any \nloan or have made satisfactory arrangements to repay any defaulted loan; \nand not have borrowed in excess of the loan limits, under Title IV pro \ngrams, at any institution. \n\n8. Make satisfactory academic progress. Refer to the Academic Policies Gov \nerning Student Financial Aid. \n\n9. May not be a member of a religious community, society, or order who by \ndirection of his or her community, society or order is pursuing a course \nof study at Oglethorpe, and who receives support and maintenance from \nhis or her community, society, or order. \n\n\n\nPayment of Awards \n\n\n\nAll awards, except Federal Work-Study earnings, and some Federal Stafford \nLoans, and Federal PLUS Loans, are disbursed to students by means of a direct \ncredit to their account. Financial aid disbursements are made on a semester-by- \nsemester basis only; disbursement of all awards is dependent upon final approval \nby the Director of Financial Aid. Only when a student's file is complete can aid be \ncredited to the account. \n\n\n\nRenewal of Awards \n\n\n\nRenewal FAFSA information is provided to students by the United States De- \npartment of Education. Students must meet the eligibility requirements indicated \nabove and file the appropriate applications for each program. The preferred dead- \nline for receipt of a completed financial aid file is May 1. Applicants whose files \nbecome complete after this time will be considered based upon availability of \nfunds. \n\nFor renewal of the Oglethorpe Scholars Award, all students must maintain a \ncumulative grade-point average consistent with good academic standing. A 3.2 or \n\n\n\n41 \n\n\n\nhigher grade-point average is required for renewal of a James Edward Oglethorpe \nscholarship. \n\nStudents who fail to meet the cumulative grade-point average requirement \nmay attend Oglethorpe's summer school program in order to make up deficien- \ncies. Courses taken elsewhere will not affect the cumulative grade-point average at \nOglethorpe. \n\nIn addition to the cumulative grade-point average requirement, students must \nearn at least 24 semester hours during the current academic year. Students who \nare deficient in the number of hours required might attend summer school at \nOglethorpe. Students also have the option of submitting a written appeal to the \nAdmission and Financial Aid Committee. \n\nStudents who meet the scholarship renewal criteria will have their awards \nautomatically renewed for the next academic year. \n\nEndowed Scholarships \n\nOglethorpe Scholars may receive special recognition of their outstanding \nachievement by being named as an endowed or annual scholar. Selection of this \nhonorary designation is based upon the criteria outlined below: \n\nThe Ivan Allen Endowed Scholar: Funding was established by a grant from \nThe Allen Foundation, Inc., of Atlanta, in memory of Ivan Allen, Sr., who was a \nTrustee of the University for many years and General Chairman of the first major \nfundraising campaign. The Ivan Allen family and Foundation are long-time bene- \nfactors of the University. Ivan Allen Scholars must be from the Southeast, have at \nleast a 3.2 grade-point average, leadership ability and demonstrated financial need. \n\nThe Marshall A. and Mary Bishop Asher Endowed Scholar: Funding was \nestablished by the Asher family in 1988. The late Mr. and Mrs. Asher were both \nalumni (classes of 1941 and 1943 respectively) and both served for many years as \nTrustees of the University. The scholarship is awarded to a superior student in \nscience. \n\nThe Earl Blackwell Endowed Scholar: Funding was established by Earl \nBlackwell, distinguished publisher, playwright, author, and founder of Celebrity \nServices, Inc., headquartered in New York. The scholarship is awarded to deserv- \ning students with special interest in English, journalism, or the performing arts. \nMr. Blackwell was a 1929 graduate of the University. \n\nThe Class of 1963 Endowed Scholar: Funding was established through the \nefforts of alumni from the Class of 1963. The intention of this scholarship was \"to \ngive to others, so they too can be enriched by an Oglethorpe education.\" \n\nThe Miriam H. and John A. Conant Endowed Scholar: Funding was estab- \nlished by Mr. and Mrs. John A. Conant. The Conants are long-time benefactors of \nOglethorpe, and Mrs. Conant serves as a Trustee of the University. Scholarships \nare awarded annually to superior students with leadership ability. \n\nThe Michael A. Corvasce Memorial Endowed Scholar: Funding was estab- \nlished by Dr. and Mrs. Michael Corvasce of Hauppauge, New York, and friends in \nmemory of Michael Archangel Corvasce, class of 1979. The scholarship recipient \nwill be selected from the three pre-medical students who have the highest cumula- \ntive grade-point average through their junior years and plan to attend an Ameri- \ncan medical school. This scholarship, which perpetuates Michael Archangel \n\n\n\n42 \n\n\n\nCorvasce's interest in Oglethorpe and medicine, will take into consideration the \nmoral character of the candidates as well as their academic qualifications. \n\nThe Estelle Anderson Crouch Endowed Scholar: This funding is the first of \nthree scholarships given by Mr. John W. Crouch, class of 1929 and a former Trustee \nof the University. This scholarship was established in memory of Mrs. Estelle Ander- \nson Crouch, the mother of John Thomas Crouch, class of 1965. Mrs. Crouch died \nin 1960. It is awarded annually without regard to financial need to students who \nhave demonstrated high academic standards. \n\nThe Katherine Shepard Crouch Endowed Scholar: Funding is given in \nmemory of Mrs. Katherine Shepard Crouch by Mr. John W. Crouch and is awarded \nannually based upon academic achievement. \n\nThe Cammie Lee Stow Kendrick Crouch Endowed Scholar: This funding is \nthe third scholarship endowed by Mr. Crouch and is awarded annually based uoon \nacademic achievement in memory of Mrs. Cammie Lee Stow Kendrick Crouch. \nMr. and Mrs. Crouch were classmates at Oglethorpe and graduates in the class of \n1929. \n\nThe Karen S. Dillingham Memorial Endowed Scholar: Funding was estab- \nlished by Mr. and Mrs. Paul L. Dillingham in loving memory of their daughter. Mr. \nDillingham is a former Trustee and later served for several years as a senior ad- \nministrator of the University. The scholarship is to be awarded each year to an \nable and deserving student. \n\nThe R. E. Dorough Endowed Scholar: Funding was established by a gift \nfrom Mr. Dorough's estate. Scholarships from this fund are awarded to able and \ndeserving students based on the criteria outlined in his will. Mr. Dorough was a \nformer Trustee of the University. \n\nThe William A. Egerton Memorial Endowed Scholar: Funding was estab- \nlished in 1988. Professor Egerton was a well-liked and highly respected member of \nthe Oglethorpe faculty from 1956 to 1978 and influenced the lives of many stu- \ndents. Alumni Franklin L. Burke '66, Robert B. Currey '66, and Gary C. Harden \n'69, donated the initial funds and were especially helpful in encouraging other \nalumni and friends to assist in establishing this endowed scholarship fund in \nmemory of Professor Egerton. The scholarship is awarded to a student with strong \nacademic record and demonstrated leadership skills who is majoring in business \nadministration. \n\nThe Ernst 8c Young Endowed Scholar (formerly Ernst 8c Whinney): Fund- \ning was established in 1981 through the efforts of Murray D. Wood, a former vice \nchairman at Ernst \u0026 Whinney and by a gift from the accounting firm of Ernst 8c \nWhinney of Cleveland, Ohio. Scholarship preference will be given to superior \nstudents who are majoring in accounting. \n\nThe Henry R. \"Hank\" Frieman Endowed Scholar: Funding was established \nby Mr. Frieman, class of 1936. An outstanding athlete during his college days at \nOglethorpe, Mr. Frieman spent a career in coaching. He is a member of the \nOglethorpe Athletic Hall of Fame. This scholarship is awarded annually based on \nacademic achievement, leadership qualities, demonstrated need, and a special in- \nterest in sports. \n\nThe Charles A. Frueauff Endowed Scholar: Funding was established by grants \nfrom the Charles A. Frueauff Foundation of Little Rock, Arkansas. Scholarship \npreference is given to able and deserving students from middle-income families \nwho do not qualify for governmental assistance. The criteria for selection also \ninclude academic ability and leadership potential. \n\n43 \n\n\n\nThe Lu Thomasson Garrett Endowed Scholar: Funding was established in \nhonor of LuThomasson Garrett, class of 1952 and a former Trustee of the Univer- \nsity. Preference for awarding scholarships from this fund is given to students who \nmeet the criteria for an Oglethorpe Scholars Award and are majoring in educa- \ntion or business administration. \n\nThe Georgia Power Company Endowed Scholar: Funding was established by \na grant from the Georgia Power Company of Atlanta. The fund will provide schol- \narship support for able and deserving students from Georgia. Georgia Power Schol- \nars must have at least a 3.2 grade-point average, leadership ability and must \ndemonstrate financial need. \n\nThe Walter F. Gordy Memorial Endowed Scholar: Funding was established \nin 1994 with a bequest from the Estate of William L. Gordy, class of 1925. Walter \nGordy was also an alumnus of Oglethorpe University, class of 1924. The scholar- \nship fund was increased in 1995 with a bequest from the Estate of Mrs. William L. \n(Helene) Gordy. Scholarships from this fund are awarded at the discretion of the \nUniversity. \n\nThe Bert L. and Emory B. Hammack Memorial Scholar: This funding is \none of three scholarships established by gifts from their brother, Mr. Francis R. \nHammack, class of 1927. This scholarship, established in 1984, is awarded annu- \nally to a senior class student majoring in science or mathematics, who is a native of \nGeorgia and had the highest academic grade-point average of all such students \nwho attended Oglethorpe University in their previous undergraduate years. \n\nThe Francis R. Hammack Scholar: Established in his own name in 1990, this \nfunding is the second endowed financial assistance program by Mr. Hammack, \nclass of 1927. It is to be awarded annually to a needy but worthy student who is a \nnative of Georgia, a junior class member majoring in English, and who has at- \ntended Oglethorpe University in his or her previous undergraduate years. \n\nThe Leslie U. and Ola Ryle Hammack Memorial Scholar: Funding of this \nthird gift was established in 1985 in memory of his parents by Francis R. Hammack, \nclass of 1927. It is awarded annually to a junior class student, working toward the \nBachelor of Business Administration degree, who is a native of Georgia and who \nhad the highest academic grade-point average of all such students who attended \nOglethorpe University in their previous undergraduate years. \n\nThe Ira Jarrell Endowed Scholar: Funding was established in 1975 to honor \nthe late Dr. Jarrell, former Superintendent of Atlanta Schools and an Oglethorpe \ngraduate. It is awarded annually in the fall to a new student who is a graduate of an \nAtlanta public high school and who is studying in the field of teacher education. \nShould there be no eligible applicant, the award may be made to an Atlanta high \nschool graduate in any field, or the University may award the scholarship to any \nworthy high school graduate requiring assistance while working in the field of \nteacher education. \n\nThe Lowry Memorial Scholar: Funding is awarded annually to full-time stu- \ndents who have maintained a 3.3 grade-point average. \n\nThe Vera A. Milner Endowed Scholar: Funding was established by Belle \nTurner Cross, class of 1961 and a Trustee of Oglethorpe, and her sisters, Virginia \nT Rezetko and Vera T Wells, in memory of their aunt. Vera A. Milner. The schol- \narship is awarded annually to a full-time student planning to study at Oglethorpe \nfor the degree of Master of Arts in Early Childhood Education. Eligibility may \nbegin in the undergraduate junior year at Oglethorpe. Qualifications include a \n\n\n\n14 \n\n\n\ngrade-point average of at least 3.25, a Scholastic Assessment Test or Graduate \nRecord Examination score of 1100, and a commitment to teaching. \n\nThe Virgil W. and Virginia C. Milton Endowed Scholar: Funding was estab- \nlished through the gifts of their five children. Mr. Milton was a 1929 graduate of \nOglethorpe University and a former chairman of the Board of Trustees. He re- \nceived an Honorary Doctor of Commerce degree from Oglethorpe in 1975. This \nscholarship is awarded based on the applicant's financial need, academic achieve- \nment, and leadership ability. \n\nThe National Alumni Association Endowed Scholar: Funding was estab- \nlished in 1971 by the Association's Board of Directors. The scholarship is awarded \nannually to an Oglethorpe student based upon financial need, scholarship, and \nqualities of leadership. \n\nThe Dr. Keiichi Nishimura Endowed Scholar: Funding was established by \nhis family in memory of Dr. Keiichi Nishimura, a Methodist minister who served \nin the poor areas of Tokyo for over 50 years. The scholarship is awarded to able \nand deserving international students and is based on financial need, academic \nachievement, and leadership potential. \n\nThe Oglethorpe Christian Endowed Scholar: Funding was established by a \ngrant from an Atlanta foundation which wishes to remain anonymous. The fund \nalso has received grants from the Akers Foundation, Inc., of Gastonia, North Caro- \nlina; the Clark and Ruby Baker Foundation of Atlanta; and the Mary and E. P. \nRogers Foundation of Atlanta. Recipients must be legal residents of Georgia and \nhave graduated from Georgia high schools. High school applicants must rank in \nthe top quarter of their high school classes and have Scholastic Assessment Test \nscores of 1100 or more; upperclassmen must have a grade-point average of 3.0. \nApplicants must submit a statement from a local minister attesting to their reli- \ngious commitment, active involvement in local church, Christian character, and \npromise of Christian leadership and service. The Oglethorpe Christian Scholar- \nship Committee will interview applicants. \n\nThe Oglethorpe Memorial Endowed Scholar: Funding was established in \n1994 by combining several existing scholarship funds which had been created \nover the previous two decades. Combining these funds leads to efficiencies which \nwill increase the funds available for student support. Additionally, this new fund \nwill allow persons to establish memorials with amounts smaller than would other- \nwise be possible. The following are honored in the Oglethorpe Memorial Endowed \nScholarship Fund: \n\nAllen A. and Mamie B. Chappell George A. Holloway, Sr. \n\nDondi Cobb Elliece Johnson \n\nLenora and Alfred Glancy Nancy H. Kerr \n\nDiane K. Gray Ray M. and Mary Elizabeth Lee \n\nPDM Harris Milton M. Ratner Foundation \n\nWilliam Randolph Hearst \n\nAnna Rebecca Harwell Hill and Frances Grace Harwell \n\nThe Manning M. Pattillo, Jr. Endowed Scholar: Funding was established in \n1988 by the Oglethorpe National Alumni Association from gifts received from \nmany alumni and friends. Dr. Pattillo was Oglethorpe's 13th President, serving \nfrom 1975 until his retirement in 1988. In recognition of his exemplary leadership \nin building an academically strong student body and a gifted faculty, the scholar- \nship is awarded to an academically superior student with demonstrated leadership \nskills. \n\n45 \n\n\n\nThe E. Rivers and Una Rivers Endowed Scholar: Funding was established \nby the late Mrs. Una S. Rivers to provide for deserving students who qualify for \nthe Oglethorpe Scholars Award. \n\nThe Fred C. Robey Endowed Scholar: Funding was established by Fred C. \nRobey, a 1997 graduate of Oglethorpe University. This scholarship is awarded \nbased upon financial need. \n\nThe J. Mack Robinson Endowed Scholar: Funding was established by At- \nlanta businessman J. Mack Robinson. It is awarded to a deserving student who \nmeets the general qualifications of the Oglethorpe Scholars Award. Preference is \ngiven to students majoring in business administration. \n\nThe Steve and Jeanne Schmidt Endowed Scholar: Funding is awarded annu- \nally to an outstanding student based upon high academic achievement and leader- \nship in student affairs. This endowed.award is made possible through the generosity \nof Mr. and Mrs. Schmidt. Mr. Schmidt, class of 1940, is a former Chairman of the \nBoard of Trustees. Mrs. Schmidt is a graduate of the class of 1942. \n\nThe Timothy P. Tassopoulos Endowed Scholar: Funding was established in \n1983 by S. Truett Cathy, Founder of Chick-fil-A Inc., in honor of Timothy P. \nTassopoulos, a 1981 graduate of Oglethorpe University. This scholarship is awarded \nto individuals who demonstrate academic achievement and leadership ability. \n\nThe Dr. Heyl G. and Ruth D. Tebo Endowed Scholar: Funding was estab- \nlished by Dr. and Mrs. Tebo in 1994 to award annually to Georgia residents major- \ning in chemistry, biology or other sciences. Preference is given to students who \nplan to do graduate study in medicine, dentistry or other specialties in the health \nsciences field. Dr. Tebo is an alumnus of Oglethorpe, class of 1937. \n\nThe Charles L. and Jean Towers Scholar: Funding is awarded each year to a \nsuperior student who has demonstrated an interest as well as talent in choral music. \nThe scholarship was established in 1985 by the University in recognition of the \nmany years of valuable service to the University by Mr. Towers, a former Chairman \nof the Board of Trustees and Assistant to the President. \n\nThe J. M. Tull Scholar: Funding was established by a gift from the J. M. Tull \nFoundation in 1984. Scholarships are awarded annually to superior students with \nleadership ability as well as financial need. \n\nThe United Technologies Corporation Endowed Scholar: Funding was es- \ntablished by a grant from the United Technologies Corporation, Hartford, Con- \nnecticut. The fund provides scholarship support for able and deserving students \nwho are majoring in science or pursuing a pre-engineering program. United Tech- \nnologies Scholars are to have at least a 3.2 grade-point average and leadership \nability as well as financial need. \n\nThe Charles Longstreet Weltner Memorial Endowed Scholar: Funding was \nestablished in 1993 by former United States Senator Wyche Fowler, Jr., his long- \ntime friend and colleague. An alumnus of the class of 1948 and Trustee of \nOglethorpe University, Charles Weltner was Chief Justice of the Supreme Court \nof Georgia at the time of his death in 1993. He was the recipient of the \"Profile in \nCourage\" award in 1991. He was a tireless advocate for equal rights for minorities \nand while serving in the United States House of Representatives was the only \ncongressman from the deep South to vote for the Civil Rights Act of 1964. Weltner \nScholarships are awarded annually to selected Oglethorpe University students who \nare residents of the State of Georgia, with financial need, satisfactory academic \nrecords, and to the extent allowed by law, of African-American descent. At the \ndonor's request, the amount of the scholarship award to any recipient is to be no \n\n41\", \n\n\n\nmore than one-half of full tuition in order to encourage student recipients to work \nto provide required additional funds. \n\nThe L. W. \"Lefty\" and Frances E. Willis Endowed Scholar: Funding was \nestablished by the family of the late L. W. \"Lefty\" Willis, class of 1925. Preference \nwill be given to outstanding students who are pursuing a pre-engineering pro- \ngram. This award is based on academic achievement, leadership ability, and finan- \ncial need. \n\nThe Vivian P. and Murray D. Wood Endowed Scholar: Funding was estab- \nlished by gifts from Mr. and Mrs. Murray D. Wood of Atlanta and Coral Gables, \nFlorida. Mr. Wood is a former vice chairman of the Board of Trustees and former \nchairman of Oglethorpe University's Campaign for Excellence. Scholarship pref- \nerence will be given to superior students who are majoring in accounting. \n\nThe David, Helen, and Marian Woodward Endowed Scholar: Funding was \nestablished by grants from the David, Helen, and Marian Woodward Fund of \nAtlanta. It provides assistance to students who meet the criteria for an Oglethorpe \nScholars Award. The award is based upon superior academic achievement, leader- \nship potential, and financial need. \n\n\n\nAnnual Scholarships \n\n\n\nThe BCES Foundation Urban Leadership Scholar: Funding is provided an- \nnually for a sophomore, junior, or senior who is enrolled in the Rich Foundation \nUrban Leadership Program. \n\nThe Chevron Freshman Scholar: Funding is provided annually by a gift \nfrom Chevron U.S.A., Inc. and is awarded to a freshman who is a resident of \nGeorgia, with interest in mathematics or the sciences and demonstrated leader- \nship abilities. \n\nFirst Families of Georgia (1733 to 1797) Annual Scholar: Funding is awarded \nto a senior who is academically a superior student majoring in history. First Fami- \nlies of Georgia is a society whose members are able to document their descent \nfrom early settlers of the State of Georgia. \n\nThe Wilson P. Franklin Annual Scholar: Funding is awarded to a deserving \nstudent. Mr. Franklin, class of 1939, established this scholarship with a gift in \n1995. \n\nThe Mack A. Rikard Annual Scholar: Funds were established in 1990 by Mr. \nMack A. Rikard, class of 1937 and a former Trustee of the University, and are \nawarded to able and deserving students who meet certain criteria. The criteria are \nflexible, with consideration being given to a number of factors, including without \nlimitation academic achievement, leadership skills, potential for success, evidence \nof propensity for hard work, and a conscientious application of abilities. Recipi- \nents must be individuals born in the United States of America and are encour- \naged, at such time in their business or professional careers when financial \ncircumstances permit, to provide from their own funds one or more additional \nscholarships to worthy Oglethorpe students. \n\nThe Lettie Pate Whitehead Foundation Scholar: Grants have been made \nannually for a number of years to Christian women from the Southeastern states \nwho are deserving and in need of financial assistance. \n\n\n\n47 \n\n\n\nStudent Emergency Loan Funds \n\n\n\nThe Olivia Luck King Student Loan Fund provides short-term loans to en- \nrolled students from Georgia. Her husband, Mr. C. H. King of Marietta, Georgia, \nestablished the fund in memory of Mrs. King. Mrs. King was a member of the \nclass of 1942, and Mr. King received his master's degree from Oglethorpe in 1936. \n\nThe David N. and Lutie P. Landers Revolving Loan Fund provides short- \nterm loans for needy and deserving students. The fund was established by a be- \nquest from the estates of Mr. and Mrs. Landers of Atlanta. \n\nThe Steve Najjar Student Loan Fund provides short-term loans and financial \nassistance to deserving Oglethorpe students. The fund was established in memory \nof Mr. Najjar, who, with his aunt \"Miss Sadie\" Mansour, operated the Five Paces \nInn, a family business in the Buckhead section of Atlanta. The Five Paces Inn was \na popular establishment for Oglethorpe students for many years. A number of \nOglethorpe alumni, especially students in the late 50s and early 60s, established \nthis fund in Mr. Najjar's memory. \n\n\n\n48 \n\n\n\nTuition and Costs \n\n\n\n\nFees and Costs \n\n\n\nThe fees, costs, and dates listed below are for 2002-03. Financial information \nfor 2003-04 will be available in early 2003. \n\nThe tuition charged by Oglethorpe University represents only 63 percent of \nthe actual expense of educating each student, the balance coming from endow- \nment income, gifts, and other sources. Thus, every Oglethorpe undergraduate is \nthe beneficiary of a hidden scholarship. At the same time 90 percent of the stu- \ndents are awarded additional financial assistance in the form of scholarships, grants, \nand loans from private, governmental, or institutional sources. \n\nThe tuition is $9,495 per semester. Room and board (subject to size and loca- \ntion) is $3,180 per semester. Students who desire single rooms are assessed $3,990 \nfor room and board. \n\nThe tuition of $9,495 is applicable to all students taking 12-17 semester hours. \nThese are classified as full-time students. Students taking less than 12 semester \nhours are referred to the section on Part-Time Fees. Students taking more than 17 \nhours during a semester are charged $295 for each additional hour. Payment of \ntuition and fees is due three weeks prior to registration each semester. Failure to \nmake the necessary payments will result in the cancellation of the student's regis- \ntration. Students receiving financial aid are required to pay the difference be- \ntween the amount of their aid and the amount due by the deadline. Students and \nparents desiring information about various payment options should request the \npamphlet \"Payment Plans.\" New students who require on-campus housing for the \nfall semester are required to submit an advance deposit of $300 of which $200 is a \ndamage deposit for the room and $100 is an advance deposit applied to student \nfees. New commuting students are required to submit an advance deposit of $ 100. \nSuch deposits are not refundable. However, the deposit is credited to the student's \naccount for the fall semester. \n\nUpon payment of the room and board fees, each student is covered by a Stu- \ndent Accident and Sickness Insurance Plan. Coverage begins on the day of regis- \ntration. Full-time students residing off campus may purchase this insurance for \n$125 per year. International students, students participating in any intercollegiate \nsport and students participating in intramural football or basketball are required \nto have this medical coverage or its equivalent. (Insurance rates are subject to \nchange.) \n\nIn addition to tuition and room and board charges, students may be required \nto subscribe to the following: \n\n1. Damage Deposit: A $200 damage deposit is required of all resident stu- \ndents. The damage deposit is refundable at the end of the academic year \nafter any charge for damages is deducted. Room keys and other Univer- \nsity property must be returned and the required checkout procedure com- \npleted prior to issuance of damage deposit refunds. Students who begin \nin the spring semester also must pay the $200 damage deposit. \n\n2. Graduating Senior: Degree completion fee of $85. \n\n3. Laboratory Fee: A $75 fee is assessed for each laboratory course taken. \n\n4. Art Fee: A $55 fee is assessed on certain art courses. Courses requiring a \nfee will be noted in the semester class schedule. \n\n\n\n50 \n\n\n\nFull-Time Fees - 2002-03 \n\n\n\nFull-time on-campus student: \n\nFall, 2002 Spring, 2003 \n\nTuition $9,495 Tuition $9,495 \n\nRoom \u0026 Board 3,180 Room \u0026 Board 3,180 \n\nDamage Deposit 200 Damage Deposit \n\nActivity Fee 50 Activity Fee 50 \n\nTechnology Fee 125 Technology Fee 125 \n\nHealth Services Fee 50 Health Services Fee 50 \n\nAdvance Deposit 100 \n\nFull-time commuting student: \n\nFall, 2002 Spring, 2003 \n\nTuition $9,495 Tuition $9,495 \n\nActivity Fee 50 Activity Fee 50 \n\nTechnology Fee 125 Technology Fee 125 \n\nHealth Services Fee 50 Health Services Fee 50 \n\nAdvance Deposit 100 \n\nThese schedules do not include the extra cost of single rooms, books and \nsupplies (approximately $600 per year), or travel and personal expense. All fees \nare subject to change. Please inquire with the Business Office for a complete \nFee Schedule and for 2003-2004 fees. \n\n\n\nPart-Time Fees - 2002-2003 \n\n\n\nStudents enrolled part-time in day classes during the fall or spring semesters \nwill be charged $795 per credit hour. This rate is applicable to those students \ntaking 1 1 semester hours or less. Students taking 12 to 17 hours are classified full- \ntime. Please inquire with the Business Office for a complete Fee Schedule. \n\n\n\nInstitutional Refund Policy \n\n\n\nThe establishment of a refund policy is based on the University's commit- \nment to a fair and equitable refund of tuition and other charges assessed. While \nthe University advances this policy, it should not be interpreted as a policy of \nconvenience for students to take lightly their responsibility and their commitment \nto the University. The University has demonstrated a commitment by admitting \nand providing the necessary programs and expects students to reciprocate that \ncommitment. \n\nIf a student must withdraw from a course or from the University, an official \nwithdrawal form must be obtained from the Registrar's Office and correct proce- \ndures followed. The date that will be used for calculation of a refund for with- \ndrawal or Drop/ Add will be the date on which the Registrar receives the official \nform signed by all required personnel. All students must follow the procedures \nfor withdrawal and Drop/ Add in order to receive a refund. Students are reminded \nthat all changes in their academic programs must be cleared through the Regis- \n\n\n\n51 \n\n\n\ntrar; an arrangement with an instructor will not be recognized as an official change \nof schedule. \n\nThe student withdrawing may receive the grade of withdrew passing (W), \nwithdrew failing (WF), or failure due to excessive absences (FA). This policy has \ndirect implications for students receiving benefits from the Veterans Administra- \ntion and other federal agencies as these agencies must be notified when a student \nwithdraws or otherwise ceases to attend class. This may result in a decrease in \npayments to the student. See Drop and Add and Withdrawal from the University \nin the Academic Regulations and Policies section of this Bulletin. \n\nSince the University does not retain the premium for insurance coverage, it \nwill not be refunded after registration day. Since room and board services are \nconsumed on a daily basis, during the period when tuition is to be refunded on a \n100 percent basis, the room and board refund will be prorated on a daily basis. \nAfter the 100 percent tuition refund period, room and board refunds revert to the \nsame schedule as tuition refunds. All other fees except the advanced deposit are \nsubject to the following refund schedule:* \n\nWithdrawal/Changes in schedule by the official last day of Drop/ Add 100% \n\nWithdrawal/Changes in schedule through 10th calendar day after Drop/ Add.. 75% \nWithdrawal/Changes in schedule through 20th calendar day after Drop/ Add .. 50% \nWithdrawal/Changes in schedule through 30th calendar day after Drop/ Add .. 25% \nAll tuition refunds will be processed each semester in accordance with appli- \ncable regulations. Damage deposit refunds will be processed once a year at the \nend of the spring semester. \n\n* Specific dates set by the Business Office. \n\nReturn of Title IV Funds Policy \n\nIf a student completely withdraws from Oglethorpe University during the \nfirst 60 percent of the payment period and has received federal student financial \nassistance, the school must calculate the amount of federal funds the student \"did \nnot earn.\" This process is required to determine if the school and/or the student \nmust return funds to the federal programs. \n\nThe percentage \"not earned\" is the complement of the percentage of federal \nfunds \"earned.\" If a student withdraws completely before completing 60 percent \nof the payment period, the percentage \"earned\" is equal to the percentage of the \npayment period that was completed. If the student withdraws after completing 60 \npercent of the payment period, the percentage earned is 100 percent. If the stu- \ndent has received more federal assistance than the calculated amount \"earned,\" \nthe school, or the student, or both, must return the unearned funds to the appro- \npriate federal programs. \n\nThe school must return the lesser of: the amount of federal funds that the \nstudent does not earn; or, the amount of institutional costs that the student in- \ncurred for the payment period multiplied by the percentage of funds \"not earned.\" \nThe student must return (or repay, as appropriate) the remaining unearned fed- \neral funds. An exception is that students are not required to return 50 percent of \nthe grant assistance received that is their responsibility to repay. \n\nIt should be noted that the Institutional Refund Policy and the federal Re- \nturn of Title IV Funds. Policy (R2T4) are separate and distinct. Students who \n\n52 \n\n\n\ncompletely withdraw after Oglethorpe's refund period has passed and before the \n60 percent point of the payment period may owe a balance to the University pre- \nviously covered by federal aid. The withdrawal date used in the R2T4 calculation \nvaries depending on the individual student's situation. Students receiving fed- \neral assistance are advised to consult the Office of Financial Aid before initiating \nthe withdrawal process to see how these new regulations will affect their eligibil- \nity. \n\nStudent financial aid refunds must be distributed in the following order by \nfederal regulation: \n\n1. Federal Unsubsidized Stafford Loans \n\n2. Federal Subsidized Stafford Loans \n\n3. Federal Perkins Loan Program \n\n4. Federal PLUS loans \n\n5. Federal Pell Grant Program \n\n6. Federal SEOG Program \n\n7. Other federal aid programs \n\n\n\nFinancial Obligations \n\n\n\nA student who has not met all financial obligations to the University will not \nbe allowed to register for courses in subsequent academic sessions; he or she will \nnot be allowed to receive a degree from the University; and requests for tran- \nscripts will not be honored. \n\nOglethorpe University retains the right to assess finance charges and/or late \nfees when a student's account is past due. In the event a student defaults on \npayment of his or her account, Oglethorpe retains the right to turn the account \nover to a third-party collection agency. Any cost of collections will be the respon- \nsibility of the student. \n\n\n\n53 \n\n\n\nStudent \nAffairs \n\n\n\n\nLeadership Development \n\n\n\nOglethorpe University seeks to prepare its students for roles of leadership in \nsociety. Specific educational experiences are planned to help the student acquire \nthe skills of leadership. \n\nEducation for leadership must be based on the essential academic competen- \ncies - reading, writing, speaking, and reasoning. Though widely neglected today \nat all levels of education, these are the prerequisites for effective leadership. They \nare the marks of an educated person. Oglethorpe insists that its students achieve \nadvanced proficiency in these skills. In addition, students are offered specific \npreparation in the arts of leadership. Such arts include an appreciation of con- \nstructive values, the setting of goals, public speaking, human relations, and orga- \nnizational skills. \n\nThis philosophy presents an excellent opportunity for the able young person \nwho is striving for a significant life, including leadership in the improvement of \ncommunity and society. \n\n\n\nOrientation \n\n\n\nOglethorpe University wishes to provide each student with the opportunity \nto make a successful adjustment to college life. Because the University community \ntakes pride in its tradition of close personal relationships, an orientation program \nhas been organized to foster the development of these relationships and provide \nmuch needed information about the University. \n\nThroughout orientation information is disseminated which acquaints students \nwith the academic program and the extracurricular life of the campus commu- \nnity. One highlight is the performance of \"Planet X,\" a student-written and di- \nrected play, which introduces in an effective and entertaining way issues of health \nand interpersonal relationships which face contemporary college students. \n\nTo supplement the student's orientation experience, the course Fresh Focus \nis required for all entering first year students during the student's first semester. \nFor a description of Fresh Focus, please see the Educational Enrichment section \nof this Bulletin. \n\n\n\nInternational Student Services \n\n\n\nThe International Student Office, which is located in the Emerson Student \nCenter, exists to meet the needs of international students. Through a specially \ndesigned orientation program and ongoing contacts, the new international stu- \ndent is assisted in the process of adjustment to life at an American college. Special \ntours, host family programs, and social occasions are available to ensure that stu- \ndents can benefit fully from cross-cultural experiences. The International Student \nAdvisor helps students with questions related to their immigration status. \n\n\n\n56 \n\n\n\nHousing and Meals \n\n\n\nThe residence halls are available to all full-time day students. There are single \ngender and co-ed residence halls. Each area has live-in head residents and a staff \nconsisting of resident assistants. \n\nAll students living in the residence halls are required to participate in a Uni- \nversity meal plan. Meals are served in the Emerson Student Center. Nineteen \nmeals are served each week and four different meal plan options are available. \nThree of these options include flex dollars which may be used at the snack bar in \nthe lower level of the student center or in the Oglethorpe Cafe in Goodman Hall. \nNo breakfast is served on Saturday or Sunday. Instead, a brunch is served from \nmid-morning until early afternoon. An evening meal is also served on these days. \n\nIn addition to the residence halls there are six Greek cottages which house \nsome members of four fraternities and two sororities. \n\n\n\nHealth Services \n\n\n\nThe Center for Counseling and Health Services is staffed by a registered nurse, \na part-time clinic physician, and a licensed psychologist. The center operates on a \nregular schedule during weekdays when classes are in session and provides basic \nfirst aid and limited medical assistance for students. \n\nIn the event additional or major medical care is required, or for emergencies, \nthe student-patient will be referred to medical specialists and hospitals in the area \nwith which the health service maintains a working relationship. \n\nWhen it is determined that a student's physical or emotional health is detri- \nmental to his or her academic studies, group-living situation, or other relation- \nships at the University or in the community, the student will be required to withdraw. \nReadmission to the University will be contingent upon acceptable verification that \nthe student is ready to return. The final decision will rest with the University. \n\nAll resident students subscribe to a Student Accident and Sickness Insurance \nPlan provided through the University. Full-time students living off campus may \npurchase this insurance. International students and students participating in all \nintercollegiate sports and intramural football are required to enroll in the Insur- \nance Plan or have equivalent coverage. A brochure is available at the Center for \nCounseling and Health Services that describes the coverage provided by the plan. \n\nCounseling and Personal Development \n\nCounseling and referrals for professional services are available to students \nexperiencing a variety of personal or social problems. The Center for Counseling \nand health Services, staffed by a licensed psychologist and assistants, offers indi- \nvidual and group therapy. Special outreach and consultation programs are con- \nducted on campus to provide information and promote development in leadership \nskills, interpersonal relationships, sexual abuse, eating disorders, and substance \nuse, among others. The center also offers assistance to students encountering \nacademic difficulties. Time management, test anxiety and stress reduction, and \nstudy skills are programs designed to tackle such issues. \n\n57 \n\n\n\nStudent Rights and Responsibilities \n\nStudents of Oglethorpe University have specific rights and responsibilities. \nAmong the rights are the right to freedom of expression and peaceful assembly, \nthe right to the presumption of innocence and procedural fairness in the admin- \nistration of discipline, and the right of access to personal records. \n\nAs members of the Oglethorpe community, students have the responsibility \nto maintain high standards of conduct. They should respect the privacy and feel- \nings of others and the property of both students and the University. Students are \nexpected to display behavior that is not disruptive of campus life or the surround- \ning community. They represent the University off campus and are expected to act \nin a law-abiding and mature fashion. Those whose actions show that they have not \naccepted this responsibility may be subject to disciplinary action as set forth in the \nUniversity's student handbook, The Book. \n\nThe O Book \n\nThe O Book is the student's guide to Oglethorpe University. It contains thor- \nough information on the history, customs, traditional events, and services of the \nUniversity, as well as University regulations. It also contains the full texts of the \nOglethorpe University Honor Code, the E-mail and Computer Use Policy and the \nConstitution of the Oglethorpe Student Association. This handbook outlines the \npolicies for recognition, membership eligibility, and leadership positions for cam- \npus student organizations and publications. \n\nStudent Role in Institutional Decision Making \n\nStudent opinions and views play a significant role in institutional decisions \naffecting their interests and welfare. A comprehensive standardized student opin- \nion survey is administered to students annually. In addition there is the Core Sur- \nvey administered in core courses, as well as the Course Assessment in all courses \nand the Advising Assessment which all students are asked to complete. Students \nserve on key academic committees such as the Commencement Committee, the \nCore Curriculum Committee, the Experiential Education Committee, the Round \nTables Oversight Committee, the University Program Committee and the Teacher \nEducation Council. \n\nParticularly important is the role of elected student government representa- \ntives in this process. The president along with selected other officers of the \nOglethorpe Student Association meet several times each semester with the \nUniversity's senior staff to discuss a broad range of issues of concern to the stu- \ndent body. At least twice each year student government representatives meet with \nthe Campus Life Committee of the Board of Trustees. In addition, the Oglethorpe \nStudent Association collaborates with the President of the University and the se- \nnior staff in sponsoring periodic \"town meetings\" to which all interested students \nare invited. \n\n\n\n58 \n\n\n\nOglethorpe Student Association \n\n\n\nThe Oglethorpe Student Association is the guiding body for student life at \nOglethorpe University. The O.S.A. consists of three elected bodies: an executive \ncouncil, composed of a president, two vice presidents, parliamentarian, secretary, \ntreasurer, and presidents of the four classes; the senate, chaired by a vice presi- \ndent, and composed of four senators from each class; and, the programming board, \nchaired by a vice president and composed of the freshman class president, one \nsenator from each class, and three elected representatives from each class. All \nthree bodies meet regularly and the meetings are open to the public. The O.S.A. \nadministers a student activity fee that is assessed to all full-time day students. Ad- \nditional information can be obtained from the O.S.A. Office or the Student Cen- \nter Office located on the lower level of the Emerson Student Center. The address \nis Oglethorpe Student Association, 3000 Woodrow Way, N.E., Atlanta, GA 30319- \n2797. \n\n\n\nStudent Organizations \n\n\n\nValuable educational experience may be gained through active participation \nin approved campus activities and organizations. All students are encouraged to \nparticipate in one or more organizations to the extent that such involvement does \nnot deter them from high academic achievement. Students are encouraged espe- \ncially to join professional organizations associated with their interests and goals. \n\nEligibility for membership in student organizations is limited to currently \nenrolled students. To serve as an officer of an organization, a student must be \nenrolled full time and may not be on academic or disciplinary probation. \n\nRecognized Student Organizations \n\nAccounting Society OAT - Oglethorpe Academic Team \nAlpha Chi - National Academic Honorary Oglethorpe Ambassadors \n\nAlpha Phi Omega - National Service Oglethorpe Athletes' Council \n\nFraternity Oglethorpe Christian Fellowship \n\nAlpha Psi Omega - Drama Honorary Oglethorpe Dancers \n\nAmnesty International Oglethorpe YAD -Jewish Student \nBeta Omicron Sigma - Business Honorary Organization \n\nBlack Student Caucus Omicron Delta Kappa - National \nCatholic Student Association Leadership Honorary \n\nLe Cercle Francais - French Club Order of Omega - Greek Honor \nChi Alpha Sigma - National College Society \n\nAthlete Honor Society OU Lark - Role Playing Club \n\nCircle K OUTlet - Students Against \nCollege Democrats Homophobia \n\nCollege Republicans Panhellenic Council \n\nECOS - Environmentally Concerned Phi A | pha Theta _ National History \n\nOglethorpe Students Honorary \n\nExecutive Round Table Phi Beta Deka _ Honor Society for \nFeminist Majority Alliance International Scholars \n\nInternational Club Phi Delta Epsilon - International \nInterfraternity Council Medical Society \n\n59 \n\n\n\nPhi Eta Sigma - Freshman Academic Sigma Zeta - National Science \n\nHonorary Honorary \n\nThe Playmakers - Oglethorpe Spanish Cluh \n\nUniversity Theatre Thalian Society - Philosophical \n\nPlanet X - Issue-Oriented Drama Group Discussion Group \n\nPsi Chi - National Psychology The Stormy Petrel - Student \n\nHonorary Newspaper \n\nPsychology Club The Tower - Literary Magazine \n\nRendezvous The Yamacraw - Yearbook \n\nRho Lambda - Panhellenic Honorary University Chorale \n\nSigma Pi Sigma - National Physics University Singers \n\nHonorary WJTL - Radio Station \nSigma Tau Delta - National English \n\nHonorary \n\nFraternities and Sororities \n\n\n\nThe Greek community at Oglethorpe is made up of four fraternities and three \nsororities. The fraternities are Chi Phi, Delta Sigma Phi, Kappa Alpha Order, and \nSigma Alpha Epsilon. The sororities are Alpha Sigma Tau, Chi Omega, and Sigma \nSigma Sigma. \n\nThese organizations contribute positively to campus life by providing a vari- \nety of leadership, service, and social opportunities for students. Currently, 30 per- \ncent of the students at Oglethorpe are members of a fraternity or sorority. \nMembership in these organizations is voluntary and subject to guidelines estab- \nlished by the Interfraternity Council, the Panhellenic Council, and the Assistant \nDirector for Residential Services and Greek Affairs. The fraternity and sorority \nrecruitment process takes place early in the fall semester. \n\n\n\nAthletics \n\n\n\nAt Oglethorpe University the students who participate in intercollegiate ath- \nletic competition are considered to be students first and athletes second. The Uni- \nversity is an active member of the Southern Collegiate Athletic Conference (SCAC) \nand Division III of the National Collegiate Athletic Association (NCAA). Mem- \nbers of Division III may not award financial aid (other than academic honor awards) \nto any student-athlete, except upon a showing of financial need by the recipient. \nOglethorpe provides a program of Oglethorpe Scholars Awards, which is described \nin the Financial Assistance section of this Bulletin. Many students who are inter- \nested in sports and are superior academically do qualify for this form of assis- \ntance. \n\nThe University offers intercollegiate competition in basketball, baseball, soc- \ncer, cross-country, tennis, golf, and track and field for men; and in soccer, basket- \nball, volleyball, cross-country, tennis, golf, and track and field for women. The \nStormy Petrels compete against other SCAC schools, including Trinity University, \nMillsaps College, Rhodes College, The University of the South, Southwestern Uni- \nversity, Hendrix College, Centre College, DePauw University, and Rose-Hulman \nInstitute of Technology. The Petrels also challenge teams from schools outside the \nSCAC, such as Emory University and Washington and Lee University. \n\n\n\n60 \n\n\n\nIntramural and Recreational Sports \n\nIn addition to intercollegiate competition, an array of intramural and recre- \national sports is offered. There are opportunities for all students to participate in \nphysically and intellectually stimulating activities. Four competitive team sport \nseasons are offered in which men and women can compete in flag football, volley- \nball, basketball, and ultimate frisbee. There are also several short seasons or tour- \nnaments in soccer, softball, and sand volleyball. In addition, aerobics, weight \ntraining, and dance classes are also offered at the Steve Schmidt Sport \u0026 Recre- \nation Center. \n\nCultural Opportunities on Campus \n\nThere are numerous cultural opportunities for students outside the classroom. \nThe University Program Committee sponsors concerts, theatrical productions, and \nlectures by visiting scholars. The Mack A. Rikard lectures expose students to lead- \ners in business and other professions. The University Singers perform several times \nduring the year, including seasonal events, often featuring guest artists. The \nOglethorpe University Museum of Art, on the third floor of Philip Weltner Li- \nbrary, sponsors exhibitions as well as lectures on associated subjects and occa- \nsional concerts in the museum. The Playmakers, Oglethorpe University Theatre, \nalso stage four productions each year in the Conant Performing Arts Center. Two \nannual events, the Oglethorpe Night of the Arts and International Night, provide \na showcase for campus talent. The former presents student literary, musical, and \nvisual arts talent. The latter features international cuisine and entertainment. The \nGeorgia Shakespeare Festival, which takes place on campus during the summer, as \nwell as in the fall, is also a valuable cultural asset to the Oglethorpe community. \n\nOpportunities in Atlanta \n\nOglethorpe is located eight miles from downtown Atlanta and just two miles \nfrom the city's largest shopping center. A nearby rapid transit station makes trans- \nportation quick and efficient. This proximity to the Southeast's most vibrant city \noffers students a great variety of cultural and entertainment opportunities. There \nare numerous excellent restaurants and clubs in nearby Buckhead. Downtown \nAtlanta offers major league professional baseball, football, ice hockey, and basket- \nball to sports fans as well as frequent popular concerts. The Atlanta Symphony \nOrchestra performs from September through May in the Woodruff Arts Center. \nThe Atlanta Ballet and the Atlanta Opera perform periodically at the Fox Theater \nwhich also presents musical theater and various concerts. The Alliance Theatre \nCompany and many smaller companies present productions of contemporary and \nclassical plays. The High Museum of Art hosts major-traveling exhibitions in addi- \ntion to its permanent collection. The Office of Student Affairs sponsors a series \nof field trips called AtlantOUrs to museums, theater and dance programs, and \nplaces of cultural and historical interest in the metropolitan Atlanta area. \n\n\n\n61 \n\n\n\nPolicy on Discriminatory and Sexual Harassment \n\nOglethorpe University places a high value on the dignity of the individual, an \nappreciation for human diversity, and an appropriate decorum for members of \nthe campus community. Harassing behavior can seriously interfere with the work \nor study performance of the individual to whom it is addressed. It is indefensible \nwhen it makes the work, study or living environment hostile, intimidating, injuri- \nous or demeaning. \n\nIt is the policy of the University that students and employees be able to work, \nstudy, participate in activities and live in a campus community free of unwar- \nranted harassment in the form of oral, written, graphic or physical conduct which \npersonally frightens, intimidates, injures or demeans another individual. Discrimi- \nnatory harassment directed against an individual or group that is based on race, \ngender, religious belief, color, sexual orientation, national origin, disability or age \nis prohibited. Discriminatory harassment is defined as unwelcome oral, written, \nor physical conduct directed at the characteristics of a person or group such as \nnegative name calling and imitating mannerisms, slurs, graffiti, or the physical \nact of aggression or assault upon another which interferes with the individual's \nemployment or education, or creates an intimidating, hostile or offensive employ- \nment or educational environment. \n\nIn addition, sexual harassment of a student by another student, of a student \nby an employee, of an employee by a student, or of an employee by another em- \nployee will not be tolerated and is prohibited. Any unwelcome sexual advance, \nrequests for sexual favors, verbal or physical conduct of a sexual nature, or any \nverbal conduct that might be construed as a sexual slur that: 1) interferes with \nperformance or creates a hostile, offensive, or intimidating environment and/or \n2) is an expressed or implied condition imposed by a faculty member for evalua- \ntion or grading a student, or by an employee for evaluating job performance or \nadvancement of a subordinate or colleague, will be viewed as misconduct. \n\nGrievance Procedures \n\nOglethorpe University has adopted an internal grievance procedure provid- \ning for the prompt and equitable resolution of complaints alleging any action \nprohibited by regulations under Title VI, Title VII, Title IX, Section 504, the Age \nDiscrimination Act, and the Americans with Disabilities Act. The following Uni- \nversity officials have been designated to respond to allegations regarding viola- \ntion of any of these regulations: the Vice President for Student Affairs (Dr. Artie \nL. Travis, Emerson Student Center, 404-364-8335), the Provost (Dr. Christopher \nAmes, Lupton Hall, 404-364-8317), the Associate Dean for Administration (Ms. \nLinda W. Bucki, Lupton Hall, 404-364-8325), or the University Psychologist and \nDirector of the Counseling Center (Dr. Bonnie L. Kessler, Emerson Student Cen- \nter, 404-364-8456). \n\nComplaints alleging misconduct as defined in this policy on discriminatory \nand sexual harassment should be reported within 90 days of the alleged offense. \nComplainants may seek informal or formal resolution. All complainants must \ncomplete a written Discriminatory Harassment Incident Report which may be ob- \ntained from any of the aforementioned officials. \n\nComplainants are encouraged to explore informal resolution before filing a \nformal complaint. Informal resolution focuses on communication, education, \n\n62 \n\n\n\nand resolution while formal procedures focus on investigation and discipline. \nInformal complaints will be resolved within 15 working days with a written resolu- \ntion given to each of the parties involved. If the situation results in an impasse, \nthe complainant will be given a notice of impasse within 15 working days from the \nfiling of the incident. If a notice of impasse is given and the complainant wishes to \nfile a formal written complaint, the complainant must do so within 30 working \ndays of the date of notice of impasse unless a waiver in filing time is requested. \n\nWhen a formal complaint is filed an investigation will be initiated. The al- \nleged harasser will be given 10 days to provide a signed response to the requesting \nofficial. A copy will be provided to the complainant. If the alleged harasser fails \nto respond, the presumption will be made that the allegation(s) in the complaint \nare true. A written determination will be issued to the complainant within 60 \nworking days of the receipt of the formal written complaint. If the procedure \nrequires an extension of time, the complainant will be informed in writing of the \nreasons, the status of the investigation, and the probable date of completion. \n\nIf the complainant disputes the findings or is dissatisfied with the recommen- \ndations, the complainant may request reconsideration of the case to the president, \nLarry D. Large, in writing within 45 working days of receipt of the written deter- \nmination. Complainants also have the right to file with the appropriate state or \nfederal authorities under Title VI, Title VII, Title IX, Section 504, the Age Dis- \ncrimination Act, and Americans with Disabilities Act. \n\nCases that may require disciplinary action will be handled according to the \nestablished discipline procedures of the University. Student organizations in vio- \nlation of this policy may be subject to the loss of University recognition. Com- \nplainants shall be protected from unfair retribution. \n\nNothing in this policy statement is intended to infringe on the individual \nrights, freedom of speech, or academic freedom provided to members of the \nOglethorpe community. The scholarly, educational, or artistic content of any writ- \nten or oral presentation or inquiry shall not be limited by this policy. Accordingly, \nthis provision will be liberally construed but should not be used as a pretext for \nviolation of the policy. \n\nHonors and Awards \n\n\n\nThese awards are presented at Commencement or at Honors and Awards \nConvocation: \n\nDonald C. Agnew Award for Distinguished Service: This award is presented \nannually by the members of the Oglethorpe Student Association and is chosen by \nthat body to honor the person who, in their opinion, has given distinguished \nservice to the University. Dr. Agnew served as President of Oglethorpe University \nfrom 1957 to 1964. \n\nAlpha Chi Award: This is an annual award made to the member of the sopho- \nmore class who best exemplifies the ideals of Alpha Chi in scholarship, leader- \nship, character, and service. \n\nAlpha Phi Omega Service Award: This award is presented by Alpha Phi Omega \nfraternity to the student, faculty, or staff member who best exemplifies the \norganization's three-fold purposes of leadership, friendship, and service. \n\nAlpha Psi Omega Rookie Award: This award is presented annually to the \noutstanding new member of The Playmakers. \n\n63 \n\n\n\nArt Awards of Merit: These are presented to students who have displayed \nexcellence in photography, sculpture, painting and drawing. \n\nLeo Bilancio Award: This award, created in memory of Professor Leo Bilancio, \na member of the Oglethorpe history faculty from 1958 to 1989, was established by \nthe Oglethorpe Student Association and is presented to a graduating senior who \nhas been an outstanding student of history. \n\nMary Whiton Calkins and Margaret Floy Washburn Awards: Outstanding \nseniors majoring in psychology are honored with these awards. \n\nChiaroscuro Juried Art Show Awards: These awards are presented to the \nartists who submit the best drawings, sculpture, photographs, and paintings to the \nannual student art show sponsored by Chiaroscuro, a club that supports the arts \non campus. \n\nDeans' Award for Outstanding Achievement: This award is presented annu- \nally to a campus club, organization, or society which, in the opinion of the Vice \nPresident for Student Affairs and the Provost, has contributed most to University \nlife. \n\nFinancial Executives Institute Award: This award is presented annually by \nthe Atlanta Chapter of The Financial Executives Institute to students who have \ndemonstrated leadership, superior academic performance, and potential for suc- \ncess in business administration. \n\nGeorgia Society of Certified Public Accountants Certificate of Academic \nExcellence: This award is presented annually to the accounting major who has the \nhighest overall grade-point average. \n\nIntramural Sports Awards: These awards are presented to the leading teams \nand individual athletes in men's and women's intramural competition. \n\nSidney Lanier Prize: This award is given yearly to the student, or students, \nsubmitting excellent poetry to campus publications. \n\nLeConte Award: The most outstanding student graduating with a major in \none of the natural sciences or mathematics, as determined by the faculty in the \nDivision of Natural Sciences, is recognized with this award. \n\nLeader in Action Award: The Leader in Action Award is presented to the \nstudent who best exemplifies the ideals of the Rich Foundation Urban Leadership \nProgram. \n\nCharles M. MacConnell Award: This award honors a former member of the \nfaculty and is presented by the sophomore class to the senior who, in the judg- \nment of the class, has participated in many phases of campus life without having \nreceived full recognition. \n\nMetropolitan Atlanta Phi Beta Kappa Alumni Association Award: This award \nis given to the outstanding graduating senior in the Honors Program. \n\nThe James Edward Oglethorpe Awards: Commonly called the \"Oglethorpe \nCups,\" these are presented annually to the man and woman in the graduating \nclass who, in the opinion of the faculty, have excelled in both scholarship and \nservice. \n\nOglethorpe Poet Laureate: This award was first instituted by Mrs. Idalee Vonk, \nwife of former President Paul Vonk, and is an honor that is bestowed upon a \nfreshman, sophomore, or junior who presents the best written work to The Tower \nfor competition. \n\nOmicron Delta Kappa Emerging Leader Award: This award is made by Omi- \ncron Delta Kappa to the student in the freshman class who most fully exemplifies \nthe ideals of this organization. \n\n64 \n\n\n\nOrder of Omega Outstanding Sophomore Award: This award is presented by \nthe Order of Omega, a national Greek honor society, to the sophomore who best \nexemplifies the principles of Greek life. \n\nOutstanding Male and Female Varsity Athletes of the Year Award: These \nawards are made annually to the outstanding male and female students participat- \ning in varsity sports. \n\nOutstanding Teacher Certification Student, Outstanding Teacher Educa- \ntion Senior, and Outstanding Graduate Education Student Awards: The outstand- \ning education student in each category is honored with an award. \n\nOutstanding Improvement in French Studies: This award honors the student \nwho demonstrates excellence and dedication in French studies. \n\nOutstanding Politics Senior Award: This award is given annually to the gradu- \nating senior who, in the judgment of the faculty, does the most sophisticated work \nin upper-level classes within the discipline. \n\nOutstanding Sociology Senior Award: The outstanding senior majoring in \nsociology is honored with this award. \n\nPattillo Leadership Award: The President of the University presents this prize \nto a graduating student who has excelled in leadership accomplishments. The \naward is named for a former President of Oglethorpe University, Manning M. \nPattillo, Jr. \n\nPhi Beta Kappa Faculty Group Award: This award is presented by the faculty \nand staff members of Phi Beta Kappa to the graduating student who, in their \njudgment, has demonstrated outstanding scholarly qualities. \n\nPhi Eta Sigma Freshman Scholarship Award: This award is presented annu- \nally to the full-time freshman student with the highest grade-point average by Phi \nEta Sigma, a national scholastic honor society for freshmen. \n\nPublications Awards: Notable contributors to The Tower, The Stormy Petrel and \nThe Yamacraw are recognized with these awards. \n\nResident Assistant of the Year: This award is presented annually to an exem- \nplary student who organizes outstanding educational and social programs for dor- \nmitory residents and builds a sense of community in the residence halls. \n\nAnne Rivers Siddons Award: This award is given each year to the graduating \nsenior majoring in English who is judged to have written the best piece of short \nfiction. \n\nUniversity Singers Awards: These awards are presented annually to students \nwho have exhibited excellence in the performance of choral music. \n\nCharles Longstreet Weltner Award: Sponsored by the Stormy Petrel Bar As- \nsociation in honor of Chief Justice Charles L. Weltner, class of 1948, this award is \npresented annually to a student who demonstrates analytical and persuasive skills \nand an appreciation for the elements of civic leadership, as determined through a \ncompetitive essay and interview process. \n\nSally Hull Weltner Award for Scholarship: This award is presented to the \nstudent in the graduating class who has the highest grade-point average on work \ncompleted at Oglethorpe among the students graduating with academic honors. \n\nWho's Who in American Colleges and Universities: This honor is given in rec- \nognition of the merit and accomplishments of students who are formally recom- \nmended by a committee of students, faculty, and administrators, and who meet \nthe requirements of the publication Who's Who Among Students in American Colleges \nand Universities. \n\n\n\n65 \n\n\n\nAcademic Regulations \nand Policies \n\n\n\n\nAcademic Advising \n\n\n\nEach student consults with a member of the faculty in preparing course sched- \nules, discussing completion of degree requirements and post-graduation plans, \nand inquiring about any other academic matter. The student's advisor in the first \nyear is the instructor of the Fresh Focus section, which the student has selected \nprior to initial enrollment. The faculty advisor is each student's primary point of \ncontact with the University. \n\nTo change advisors a student must complete the following procedural steps: \n\n1. Ask the proposed \"new\" faculty advisor for permission to be added to \nthe faculty member's advisee list. \n\n2. Ask the current advisor to send the student file to the faculty member \nwho has agreed to be the student's new advisor. \n\n3. Ascertain that the new advisor has received the file and has sent an Ad \nvisor Change notice to the Registrar's Office. \n\nThis is the only method for changing academic advisors. \n\nWhen the student decides or changes a major field, he or she should change \nadvisors, if necessary, to a faculty member who has teaching responsibilities in \nthat major field. \n\nPreregistration and Registration \n\nSchedule planning and course selection for all students is done online in \nconsultation with each student's academic advisor. New students select courses \nwith their faculty advisor during the official registration period that precedes the \nfirst day of classes. Returning students should make appointments to consult with \ntheir academic advisors for course selection during preregistration week - in No- \nvember for the following spring semester and in April for the following summer \nsessions and fall semester. \n\nFull-time students wishing to participate in the Atlanta Regional Consortium \nfor Higher Education Cross Registration program (see Cross Registration below) \nalso should select courses during the preregistration weeks. \n\n\n\nCross Registration \n\n\n\nOglethorpe University is a member of the Atlanta Regional Consortium for \nHigher Education, a consortium of the 21 institutions of higher education in the \ngreater Atlanta area. Through the Consortium, full-time Oglethorpe students may \nenroll on a space-available basis in courses at any other member institution. The \nstudent need not be admitted to the other institution and completes all proce- \ndures, including payment of tuition, at Oglethorpe. Because of institutional dead- \nlines, students should complete forms for cross registration during Oglethorpe's \ndesignated preregistration week. \n\nCourses taken at Consortium institutions on a cross-registration basis count \nas Oglethorpe courses for residence requirements. While grades earned through \nconsortium courses are not tabulated in grade-point averages, courses with grades \nof \"C\" or higher count toward graduation requirements. \n\nInterested students should consult the Registrar for program details. \n\n\n\n68 \n\n\n\nDrop and Add \n\nStudents who find it necessary to change their schedule by dropping or \nadding courses must do so by completing a Drop/ Add form from the Registrar's \nOffice. This form must be returned to the Registrar's Office during the Drop/ \nAdd period as printed in the semester class schedule. \n\nWithdrawal from a Course \n\n\n\nFrom the conclusion of the Drop/ Add period through mid-semester or the \nmiddle of a summer session, changes in schedule constitute a withdrawal. The \nacademic advisor, the instructor, and the Office of Financial Aid must approve \nwithdrawals on the appropriate form from the Registrar's Office. The instructor \nmay issue one of the following grades: Withdrew Passing (W) or Withdrew Failing \n(WF). \n\nAfter mid-semester the grade \"WF\" is assigned. Only in the case of prolonged \nillness (a physician's letter must be submitted directly to the Registrar's Office) \nwill a \"W\" be assigned. \n\nStudents should note that any change of academic schedule is not official \nuntil it is filed in the Registrar's Office. The date the change is received in the \nRegistrar's Office will be the official date for the change. \n\nIf a student misses six consecutive class days in any course, the instructor will \nnotify the Registrar's Office and it will be assumed that the student has unoffi- \ncially withdrawn from the course. This does not eliminate the student's responsi- \nbility stated above concerning official procedure for withdrawal. The student may \nreceive the grade of \"W,\" \"WF,\" or \"FA\" - failure due to excessive absences. \n\nPlease see Institutional Refund Policy in the Tuition and Costs section of \nthis Bulletin. \n\nWithdrawal from the University \n\nStudents who must withdraw from the University during a semester are re- \nquired to complete the appropriate withdrawal form, which is available in the \nRegistrar's Office. The instructors, depending upon the student's academic \nprogress in those courses will assign the grade \"W\" or \"WF\"; the Office of Finan- \ncial Aid must also sign approval. The date the completed withdrawal form is \nsubmitted to the Registrar will be the official date for withdrawal. \n\nIn the case of an emergency departure from the campus for which withdrawal \nforms have not been executed, the Registrar's Office may verify that the student \nhas left campus as a result of an emergency and notify instructors. Instructors may \nelect to assign a \"W\" in such a case even if it occurs after mid-semester or midsession. \n\n\n\n69 \n\n\n\nClass Attendance \n\n\n\nRegular attendance at class sessions, laboratories, examinations, and official \nUniversity convocations is an obligation which all students are expected to fulfill. \nFaculty members set attendance policies in their course syllabi. \n\n\n\nGrading \n\n\n\nFaculty members submit mid-semester reports to the Registrar's Office on \nclass rolls indicating Satisfactory or Unsatisfactory (S or U). These mid-semester \nreports are not part of the student's permanent record. \n\nFaculty members submit letter grades at the end of each semester. These \ngrades become part of the student's official record. Once entered, a grade may \nnot be changed except by means of an officially executed Change of Grade form. \n\nA student's cumulative grade-point average (GPA) is calculated by dividing \nthe number of semester hours of work the student has attempted at Oglethorpe \ninto the total number of quality points earned. \n\nThe letter grades used at Oglethorpe are defined as follows: \n\n\n\n\n\n\n\n\n\nQuality \n\n\nNumerical \n\n\nGrade \n\n\nMeaning \n\n\n\n\nPoints \n\n\nEquivalent \n\n\nA \n\n\nSuperior \n\n\n\n\n4.0 \n\n\n93-100 \n\n\nA- \n\n\n\n\n\n\n3.7 \n\n\n90-92 \n\n\nB+ \n\n\n\n\n\n\n3.3 \n\n\n87-89 \n\n\nB \n\n\nGood \n\n\n\n\n3.0 \n\n\n83-86 \n\n\nB- \n\n\n\n\n\n\n2.7 \n\n\n80-82 \n\n\nC+ \n\n\n\n\n\n\n2.3 \n\n\n77-79 \n\n\nC \n\n\nSatisfactory \n\n\n\n\n2.0 \n\n\n73-76 \n\n\nc- \n\n\n\n\n\n\n1.7 \n\n\n70-72 \n\n\nD+ \n\n\n\n\n\n\n1.3 \n\n\n67-69 \n\n\nD \n\n\nPassing \n\n\n\n\n1.0 \n\n\n60-66 \n\n\nF \n\n\nFailure \n\n\n\n\n().() \n\n\n59 and below \n\n\nFA \n\n\nFailure: Excessive Abse \n\n\nnces* \n\n\n\n\n\n\n\nW \n\n\nWithdrew** \n\n\n\n\n\n\n\n\n\nWF \n\n\nWithdrew Failing* \n\n\n\n\n\n\n\n\n\nWX \n\n\nGrade Withdrawn/ Freshman \n\n\n\n\n\n\n\n\nForgiveness Policy (see \n\n\nbelow) \n\n\n\n\n\n\n\nI \n\n\nIncomplete*** \n\n\n\n\n\n\n\n\n\ns \n\n\nSatisfactory* * * * \n\n\n\n\no \n\n\n70 or higher \n\n\nu \n\n\nUnsatisfactory* \n\n\n\n\n\n\n\n\n\nAU \n\n\nAudit (no credit) \n\n\n\n\n\n\n\n\n\n\nNotes: * \n\n\n\n\n\n\nGrade has same effect as an \"F\" on the GPA. \nGrade has no effect on the GPA; no credit awarded. \nGrade has same effect as an \"F\" on the GPA. If a stu- \n\n\n\n70 \n\n\n\ndent is unable to complete the work for a course on \ntime for reasons of health, family tragedy, or other cir- \ncumstances the instructor deems appropriate, the \ngrade'T' may be assigned. If the student completes the \nwork within 30 days of the last day of final examina- \ntions (of the semester in question), the instructor will \nevaluate the work and turn in a revised grade. Any \"I\" \nnot changed by the professor within 45 days of the last \nday of final examinations will automatically be changed \nto a grade of \"F.\" \n**** - Grade has no effect on the GPA; credit is awarded. \n\nOnly work completed at Oglethorpe is reflected in the Oglethorpe GPA. \n\nGood Academic Standing, Probation, and \nAcademic Dismissal \n\nTo be in good academic standing students must achieve the cumulative grade- \npoint averages specified below in relation to the number of semester hours they \nhave completed. \n\nCumulative GPA Required \nSemester Hours Completed for Good Standing \n\n0-35 1.50 \n\n36-64 1.75 \n\n65 and above 2.00 \n\nStudents who fail to achieve good standing are placed on probation. \n\nStudents who do not achieve good standing for two consecutive semesters \n(poor performance in summer sessions excluded) are subject to dismissal from \nthe University for academic reasons. However, successful completion of summer \nclasses taken at Oglethorpe may be used to achieve good academic standing. \n\nNew students, freshmen, or transfer students who fail all courses during their \nfirst semester at Oglethorpe are subject to dismissal, unless the student received a \n\"W\" in all courses or had to withdraw from all courses for medical reasons. \n\nStudents who have been dismissed for academic reasons may be readmitted \nafter an absence of one spring or fall semester upon petition to the Provost. Stu- \ndents readmitted by petition must achieve good standing by the end of their sec- \nond semester as readmitted students or be subject to permanent dismissal. \n\n\n\nRepetition of Courses \n\n\n\nCourses may be repeated only if an unsatisfactory grade (\"D,\" \"F,\" \"FA,\" or \n\"WF\") was received in the course. When a course is repeated, both grades are \ncalculated into the student's grade-point average, but no additional semester hours \nof credit are earned. \n\n\n\n71 \n\n\n\nFreshman Forgiveness Policy \n\n\n\nBeginning in Fall Semester 2001, during a student's freshman and sopho- \nmore years at Oglethorpe, a single \"F\" per semester will be removed from the \nstudent's transcript if in the following semester the student earns a 2.0 grade- \npoint average. For purposes of this policy, a semester is defined as 12 or more \nsemester hours at Oglethorpe. A form requesting removal of the \"F\" may be \nobtained from the Registrar's Office. It must be signed and approved by the \nstudent's academic advisor and returned to the Registrar. \n\n\n\nCourse Substitutions \n\n\n\nRequests for course substitutions for students with documented disabilities \nare handled on a case-by-case basis. The Learning Resources Director or the Asso- \nciate Dean for Administration will present the student's request to the Academic \nProgram Committee. The petition should state the specific accommodation re- \nquested and a rationale. The petition must be presented to the Committee no \nlater than the last regular meeting of the semester prior to when the course would \nbe taken. See Learning Resources Center in the Educational Enrichment section \nof this Bulletin. \n\nSatisfactory/Unsatisfactory Option \n\nAfter 32 semester hours are earned at Oglethorpe a student in good academic \nstanding may register to take two courses (in addition to internships and Science \nSeminar) on a Satisfactory/Unsatisfactory basis. These courses cannot be taken in \nthe same semester and cannot be used to satisfy proficiency requirements, core \nrequirements, or the student's major or minor. The student must register for the \nSatisfactory/Unsatisfactory designation by the end of the Drop/ Add period after \nwhich the Satisfactory/Unsatisfactory designation cannot be changed. Satisfac- \ntory is defined as a \"C-\" or better. \n\n\n\nFinal Examinations \n\n\n\nFinal examinations, up to four hours in length, generally are given in courses \nat the end of each semester or session. The Final Examination Schedule is made \nup in the Registrar's Office and is printed in each semester's Schedule of Classes. \n(Final examinations in the summer are held on the last day of each session.) Final \nexaminations must be given at the assigned date and time. \n\nNo final examinations may be administered during the last scheduled class \nmeeting of the semester or during the reading period prior to the first day of \nscheduled final examinations. If special arrangements are needed for individual \nstudents, faculty members must inform their Division Chair. (Regular course tests \nmay not be given on the last day of classes or be scheduled on the reading day.) \n\nNo student help is to be used for typing or grading examinations. \n\n\n\n72 \n\n\n\nGrade Appeal Policy \n\n\n\nIf a student believes that a course grade has been assigned in a capricious or \nprejudicial manner, he or she may appeal the grade through the following steps. \n\n1. The student submits a written appeal to the instructor clearly stating the \nreasons for believing that the grade was assigned in a capricious or preju- \ndicial manner. \n\n2. The instructor changes the grade or replies in writing, explaining why the \nextant grade is appropriate. \n\n3. If the student is not satisfied with the explanation, he or she may submit \nthe written appeal and response to the appropriate Division Chair, who \nasks two faculty members with suitable experience in appropriate disci- \nplines to serve with the Division Chair as a ruling committee. If the in- \nstructor is a Division Chair, the senior faculty member in the Division will \nserve in place of the Chair. The ruling committee receives all written \nmaterials relevant to the case and may request additional information. If \nthe ruling committee rules in favor of the instructor, written notification \nis given both to the instructor and to the student and there is no further \nappeal. If the committee rules in favor of the student, the Chair advises \nthe instructor to reconsider the grade. If the instructor refuses to change \nthe grade, the ruling committee may submit a written recommendation \nfor a grade change to the Provost, whose final decision will be based on a \nreview of the materials that have been submitted and the process that has \nbeen followed. \n\nThe entire process must be initiated within 30 days of the first day of classes \nin the semester immediately following the assignment of the grade and must be \ncompleted by the end of that semester. \n\n\n\nAuditing Courses \n\n\n\nRegularly admitted Oglethorpe students may register for courses on an \"au- \ndit\" basis. A student who audits a course may attend it for enrichment but is not \nrequired to take course examinations or complete other course requirements. In \norder to audit a course, an admitted student must request an Audit form from the \nRegistrar's Office and submit it to the instructor of the course he or she intends to \naudit. If the class is not closed, the instructor may accept the student as an audit by \nreturning the signed form to the Registrar's Office. The grade awarded for a class \ntaken on an audit basis is \"AU,\" and no credits or quality points are earned. \n\nStudents may register to take courses on an audit basis only during the nor- \nmal time for dropping and adding courses. The fees for auditing courses are pub- \nlished by the Business Office. \n\n\n\nDean's List \n\n\n\nStudents who earn a semester grade-point average of 3.5 or higher carrying \n12 semester hours or more during the fall or spring semester, or during the sum- \nmer sessions, are placed on the Dean's Academic Honors List. \n\n\n\n73 \n\n\n\nGraduation Requirements \n\n\n\nTo earn a baccalaureate degree from the University the following require- \nments must be met: \n\n1. Completion of a minimum of 128 semester hours and a cumulative grade- \npoint average of 2.0 or higher on Oglethorpe course work. No more than \nfour semester hours earned in Seminar for Student Tutors or Team Teach- \ning for Critical Thinking are permitted to count toward the 128-semester \nhour requirement. (Students who entered prior to fall 1998 must have \ncompleted a minimum of 120 semester hours.) \n\n2. Completion at Oglethorpe of 32 of the last 64 semester hours of course \ncredit immediately preceding graduation. Courses taken at University \nCenter institutions on a cross-registration basis count as Oglethorpe \ncourses for the purpose of meeting this residency requirement. \n\n3. Satisfaction of core requirements and major field or dual degree require- \nments (see appropriate disciplinary headings for descriptions). \n\n4. Submission of an application for graduation to the Registrar's Office by \nmid-October prior to completion of degree requirements the following \nDecember, May, or August. \n\n5. Satisfaction of all financial and other obligations to the University and \npayment of a degree completion fee. \n\n6. Participation in assessments of competencies gained and curricular effec- \ntiveness by completing standardized or other tests and surveys. \n\n7. Formal faculty and Board of Trustees approval for graduation. \n\n\n\nGraduation Exercises \n\n\n\nGraduation exercises are held once a year at the close of the spring semester \nin May. Diplomas are awarded at the close of the spring semester during com- \nmencement and at the close of the summer session. Students completing require- \nments at the end of summer or fall are encouraged to participate in the following \nspring graduation exercises. \n\nDegrees with Latin Academic Honors \n\nUndergraduate degrees with Latin academic honors are awarded as follows: \ncum laude for a cumulative grade-point average of 3.5 or higher; magna cum laude \nfor 3.7 or higher; and summa cum laude for 3.9 or higher. To be eligible for Latin \nacademic honors, students entering fall 1998 or thereafter must have completed \n68 or more semester hours in residence at Oglethorpe. Students entering prior to \nfall 1998 must have completed 65 semester hours in residence at Oglethorpe to be \nconsidered for Latin academic honors. \n\nTransfer work is not included in the determination for Latin academic honors. \n\n\n\n74 \n\n\n\nDegrees with Honors Thesis \n\n\n\nPlease see the Honors Program in the Educational Enrichment section of this \nBulletin. \n\n\n\nDouble Major Policy \n\n\n\nA student may earn a double major subject to the following conditions: \n\n1. The student must meet all requirements of both majors. \n\n2. The student may count no more than three of the courses taken to meet \nthe major requirements of one of the fields toward meeting the major \nrequirements of the other field. \n\n3. The transcript will list both majors. In case both majors result in the \nsame degree, that degree will be awarded. \n\n4. In case the two majors result in different degrees, the student will receive \nonly one degree, that being the student's choice of the two degree desig- \nnations. \n\n\n\nEarning a Second Add-On Major \n\n\n\nStudents who have been awarded an Oglethorpe baccalaureate degree may \nreturn to earn a second major within that degree at the University. Upon comple- \ntion of the requirements, the second major will be entered on the student's record \nand transcript. No diploma will be awarded when the second major is within the \ndegree already awarded. The requirements are: \n\n1. Completion of an additional 32 semester hours of which a minimum of \n16 must be completed at Oglethorpe. \n\n2. Maintenance of a 2.0 or higher cumulative grade-point average. \n\n3. Completion of a major other than the major(s) completed at the time the \nfirst degree was awarded, subject to the first two conditions listed above \nunder the Double Major Policy. \n\nEarning a Second Baccalaureate Degree \n\nStudents who have completed a baccalaureate degree may be awarded a sec- \nond and different baccalaureate degree. Upon completion of the requirements, \nthe student's record and transcript will reflect the conferring of a second degree \nand a diploma will be awarded. \n\nFor students who earned their first baccalaureate degree at Oglethorpe, the \nsame requirements listed above under Earning a Second Add-On Major apply. \n\nFor students who have earned their first baccalaureate degree at another insti- \ntution, this degree is treated as transfer credit. Up to a maximum of 80 semester \nhours may be accepted at Oglethorpe. The requirements for the second degree \n\n\n\n75 \n\n\n\n1. Satisfaction of Oglethorpe core requirements. \n\n2. Completion of a minimum of 48 semester hours at Oglethorpe. \n\n3. Maintenance of a 2.0 or higher cumulative grade-point average. \n\n4. Completion of a major other than the major(s) completed at the time \nthe first degree was awarded. \n\nAll transfer policies stated in the section of this Bulletin entitled Transfer \nStudents and Transfer Policies apply. \n\nStudent Classification \n\n\n\nFor administrative and other official and extra-official purposes, undergradu- \nate students are classified according to the number of semester hours successfully \ncompleted. Classification is as follows: to 32 hours - freshman; 33 to 64 hours - \nsophomore; 65 to 96 hours -junior; 97 hours and above - senior. \n\n\n\nNormal Academic Load \n\n\n\nTwo semesters - fall and spring - constitute the regular academic year, and \ntwo sessions are offered in the summer. \n\nWhile courses of one to four semester hours credit are offered each semester, \na full-time academic program at Oglethorpe consists of no less than three regular \nfour-semester hour courses each semester or a minimum of 12 semester hours. \nGenerally four courses are taken, giving the student a total of 16 semester hours, \nwith a maximum of 18 hours allowed as part of the regular full-time program. \nThis includes any cross-registered courses. \n\nAn overload of 19-20 semester hours is allowed for students with 1) junior \nstanding and 2) a minimum grade-point average of 3.5, unless the overload is due \nto internship hours, otherwise a 3.0 grade-point average. A request form may be \nobtained from the Registrar's Office and requires signed approval by the student's \nadvisor and the Provost. \n\nDuring the summer a student will be permitted to take no more than eight \nhours in any 5-week session (nine hours if one of the courses is a 5-hour laboratory \nscience course). Thus, a student will be limited to a maximum of two 4-hour \ncourses, plus one hour of Applied Instruction in Music, in a 5-week session. Or, to \na maximum of one 4-hour course in a 5-week session while simultaneously en- \nrolled in a maximum of two 3-hour courses in an 8-week session. The student \nshould be cautioned that these maximum limits represent course loads that are \napproximately fifty percent greater than the ceiling of 18 hours during the regular \nacademic year. Successful completion of such a load will require a correspond- \ningly greater effort on the part of the student. \n\n\n\nCourse Level \n\n\n\nIn the Programs of Study section of this Bulletin, disciplines and majors are \nlisted alphabetically. Respective courses under each are designated by a prefix \nthat identifies the discipline and a three-digit number. The first digit indicates the \n\n\n\n76 \n\n\n\nlevel of the course: 1 = freshman level, 2 = sophomore level, 3 = junior level, and 4 \n= senior level. (A 5 or 6 typically denotes a graduate-level course.) Higher-level \ncourses in a discipline are typically designed to build upon the content of lower- \nlevel courses in that discipline and other specified prerequisite courses. \n\nThe number of hours refers to the semester hours of college credit per semes- \nter, which are earned by the successful completion of the course. \n\nAccess to Student Records \n\nTo comply with the Family Educational and Privacy Act of 1974, commonly \ncalled the Buckley Amendment, Oglethorpe University informs students of their \nrights under this act in the student handbook, The O Book. Three basic rights are \ncovered by this act: 1) The student's right to have access to personal records, 2) the \nright of a hearing to challenge the content of a record, and 3) the right to withhold \nor give consent for the release of identifying directory data. Additional informa- \ntion may be obtained from The O Book and from the Registrar. \n\nOglethorpe Honor Code \n\nPersons who come to Oglethorpe University for work and study join a com- \nmunity that is committed to high standards of academic honesty. The Honor Code \ncontains the responsibilities we accept by becoming members of the community. \n\nThe students and faculty of Oglethorpe University expect each other to be \ntruthful in the academic endeavor they share. Faculty assume students complete \nwork honestly and act toward them in ways consistent with that assumption. \n\nOglethorpe welcomes all admitted students who accept our principles of hon- \nest behavior. We believe that this Code will enrich our years at the University and \nallow us to begin practicing the honorable, self-governed lives expected of society's \nleaders. \n\nStudents pledge that they have completed assignments honestly by attaching \nthe following statement to each test, paper, overnight work, in-class essay, or other \nwork designated by professors: \n\nI pledge that I have neither given nor received any \nunauthorized aid on this assignment. \nSigned \n\nIt will be the responsibility of the student to provide these pledges by either \nattaching them on a separate sheet or typing them as part of the assignment. The \ninstructor also should remind the class to sign the pledge. The pledge serves as an \naffirmation of the student's and the instructor's belief in the principles of the \nHonor Code. Assigned work should not be considered complete without the pledge. \n\nSince it is assumed that students act according to their pledge, faculty abstain \nfrom any practices whose purpose is to ascertain that students have been dishon- \nest unless there is a compelling reason to believe that cheating has taken place. \nInstructors should invite their own students to discuss with them actions or poli- \ncies that appear to be at variance with the assumption of honesty. \n\n\n\n77 \n\n\n\nAll credit courses offered by the University are covered by the Honor Code, \nand all cases of suspected academic dishonesty would be handled in accordance \nwith its provisions. It is the responsibility of faculty members to make clear how \nthe Code applies to specific courses and to follow its procedures. The Oglethorpe \nUniversity Judicial Review Board serves as the final arbiter in all disputes con- \ncerning the Honor Code. For a complete text of the Honor Code, please see The \nO Book, the student handbook. \n\n\n\n78 \n\n\n\nEducational \nEnrichment \n\n\n\n\nFirst-Year Experience \n\n\n\nOglethorpe University's faculty and student affairs staff work together to co- \nordinate academic offerings and student services in order to create a first-year \nexperience that is welcoming, supportive, and challenging. This integrated pro- \ngram is committed to encouraging first-year students to succeed. \n\nMajor features of this first-year experience include the course Fresh Focus, \nthe freshman advising program, a two-semester core course in humanities, pro- \ngrams in the residence halls, the tutoring services of the Academic Resource Cen- \nter, and a coordinated intervention process for assisting students in trouble. \n\nFOC 101. Fresh Focus 1 hour \n\nThis class, required for all entering first-year students, is a group-oriented \ncourse involving upper-class students and faculty. Students select a class from \namong numerous topics with experiential and interactive as well as academic fea- \ntures. The faculty instructor serves as the student's academic advisor during the \nfirst year. The first meeting of each group of students is during new student \norientation, and continues thereafter twice weekly for the first half of the semes- \nter to pursue their chosen topic and share related experiences. During the same \nperiod new students will also attend occasional workshops on aspects of leader- \nship, health and wellness, careers, skills for academic success, and open houses in \nthe academic divisions. Graded on a satisfactory/unsatisfactory basis. \n\nFOC 201. Team Teaching for Critical Thinking 1 hour \n\nUpper-class student mentors assist faculty instructors in planning and teach- \ning the special topics sessions of Fresh Focus or other freshman-level courses. \nThey participate in training meetings prior to the beginning of the course, com- \nmunicate with entering freshmen over the summer, attend all classes in their Fresh \nFocus section, and assist with the advising of freshmen throughout their first year. \nGraded on a satisfactory/unsatisfactory basis. Prerequisite: Permission of the \ninstructor. \n\n\n\nSophomore Choices \n\n\n\nStudents in their second, third, and fourth semesters of college are encour- \naged to participate in Sophomore Choices. This seminar is designed to introduce \nstudents to a model for career decision making that is useful throughout life. In- \nformational interviewing and visits to Atlanta workplaces allow students to learn \nabout particular occupations or career fields of interest and to begin to make \ncareer connections in the community. These experiences may help students as \nthey select courses, majors and minors, and internships. \n\nCHO 101. Sophomore Choices 1 hour \n\nDuring this six-week career exploration seminar, students complete interest \nand personality assessments, learn how to find information about different ca- \nreers, and develop interviewing, networking, and resume-writing skills. Students \nthen conduct informational interviews with professionals in their fields of inter- \nest. Graded on a satisfactory/unsatisfactory basis. \n\nSO \n\n\n\nMaking a Life and Making a Living \n\nIn the liberal arts environment, students gain a broad education with essen- \ntial communication and critical thinking skills. Students do not learn generally \nhow to communicate those skills to potential employers or graduate schools. \nOglethorpe, however, makes a commitment to helping students reap the life-long \nbenefits of their education. Sophomore Choices is a career decision-making class \ndesigned to help students begin planning their careers and includes resume writ- \ning and informational interviewing. Senior Transitions picks up where Sopho- \nmore Choices leaves off and teaches the skills necessary to implement the career \ndecision. \n\nSEN 401. Senior Transitions 1 hour \n\nThis course is designed to prepare students for a successful transition to life \nafter college. A successful career requires effective, informed planning. Topics \nwill include industry and employer research, job searching, interviewing, network- \ning, salary negotiation and more. All students will have interaction with alumni \nthrough an assigned alumni mentor and in-class guest speakers. A special focus \nwill be designed for students considering graduate school. Students will leave the \ncourse with a spotless resume, cover letter samples, fine-tuned interview skills, \nand a plan for landing a job or graduate school acceptance. \n\nAcademic Resource Center - Tutoring \n\nThe Academic Resource Center provides group and individual tutoring and \nother academic activities for all students, free of charge. The ARC services in- \nclude helping students to prepare for papers and examinations, as well as arrang- \ning enriching group study and research for students who are already doing well in \ncore classes and other courses. The student tutors work closely with the faculty \nteaching the classes in which they are tutoring, meeting regularly to plan and \nprovide individual and small-group help for students who need it, and to increase \ninteractive and collaborative educational experiences both in and outside \nOglethorpe's classrooms. \n\nARC 201. Seminar for Student Tutors 1 hour \n\nPeer tutors at the Academic Resource Center spend two hours per week assist- \ning other students, individually or in groups, with course material, papers, and \npreparation for examinations. In addition, they participate in support and train- \ning meetings with the ARC directors and with instructors of the courses in which \nthey tutor. They discuss how to work with texts in different disciplines, encourage \nstudy group members to help each other learn, and foster student engagement \nwith and assimilation of course content. Prerequisites: Permission of the instruc- \ntor and Associate Provost for Student Achievement. \n\n\n\n81 \n\n\n\nDisability Programs and Services \n\n\n\nIt is the policy of Oglethorpe to ensure that all university goods, services, \nfacilities, privileges, advantages and accommodations are meaningfully accessible \nto qualified persons with disabilities in accordance with the Americans with Dis- \nabilities Act (ADA) of 1990, Section 504 of the Rehabilitation Act of 1973 and \nother pertinent federal, state and local disability anti-discrimination laws. \n\nOglethorpe will provide persons with disabilities an equal opportunity to par- \nticipate in and benefit from programs and services as afforded to other individu- \nals. This is done in the most integrated setting appropriate to the needs of the \nindividual with a disability. \n\nWhere readily achievable, architectural and communication barriers will be \nremoved. New structures will comply fully with all accessibility requirements. \nAlterations will comply to the maximum extent feasible. Oglethorpe will make \navailable auxiliary aids and services, as appropriate to the individual and required \nby the ADA, at no cost to the individual, provided that such auxiliary aids and \nservices do not require significant difficulty or expense. \n\nOglethorpe does not discriminate against any person who is related to or \nassociated with a person with a disability. Oglethorpe will comply with any fed- \neral, state or local laws that provide individuals with disabilities greater protec- \ntion, and take other actions necessary to ensure equal opportunity for persons \nwith disabilities. \n\nThis policy applies to the goods, services, privileges, advantages and accom- \nmodations offered by Oglethorpe either directly or through contractual, licensing \nor other arrangements. This policy is neither exhaustive nor exclusive. \n\nReasonable accommodations will be made on an individualized basis. It is \nthe responsibility of persons with disabilities, however, to seek available assistance, \nregister for services and establish their needs. \n\n\n\nLearning Resources Center \n\n\n\nThe Learning Resources Center (LRC) provides individualized services at no \nadditional cost for students with learning disabilities and attention deficit disor- \nders. This program ensures that these students have an opportunity to participate \nfully in the Oglethorpe experience. Students must meet established University \nadmission requirements and program technical standards. Qualified students \nmust submit comprehensive professional documentation that meets the established \ncriteria for accepting evaluations. Students approved for services are provided \nappropriate modifications of regular academic class work. Students without docu- \nmented disabilities who are experiencing learning difficulties may participate in \nLRC skills-building courses, workshops, and seminars as appropriate. \n\nThe LRC is located in Goodman Hall. The Learning Resources Director acts \nas liaison and referral between the student with a disability and faculty members. \nAcademic Resource Center tutors, and other campus programs. For additional \ninformation visit the LRC website at www.oglethorpe.edu/academics/lrc. \n\n\n\n82 \n\n\n\nExperiential Education \n\n\n\nOglethorpe University strives to provide valuable learning experiences out- \nside of the traditional classroom setting. Experiential Education, under the sup- \nport of Career Services, offers three primary programs: Atlanta in the Classroom, \nExploration Week, and Internships. A variety of additional services, including \ncommunity service and volunteer opportunities, service learning, and career-re- \nlated programs are also available. \n\nAtlanta in the Classroom utilizes local resources to enhance Oglethorpe's \ntraditional academic courses. These courses might include guest speakers, site \nvisits, internships, volunteer work, or off-campus research. The result? Class- \nroom experiences are enhanced and Oglethorpe's liberal education is brought to \nlife. \n\nExploration Week is a week-long, non-credit program that occurs each Janu- \nary prior to the start of the spring semester. In small seminars, students discuss \ntopics of interest and visit related organizations. This free program allows stu- \ndents to work closely with faculty and student colleagues, provides an outlet for \ncontinued research in a particular discipline, and helps students make valuable \ncontacts in their field. Students choose one of five mini-courses, the topics of \nwhich change each year. \n\nInternships provide practical experience to complement the academic pro- \ngram, as well as give students the opportunity to solidify career decisions, gain \nwork experience, and provide a service to the community in their fields of inter- \nest. More than half of college students nationwide complete internships, making \nthe experience an essential credential for competition in the current job market. \n\nInternships are available in a large variety of local businesses and organiza- \ntions representing most academic majors and potential career fields. Oglethorpe \nstudents have recently completed internships at The Carter Center, CNN, Georgia \nPacific, Atlanta Magazine, Zoo Atlanta, the Atlanta History Center, and the Geor- \ngia State Legislature, to name only a few. In addition to these Atlanta-based in- \nternships, Oglethorpe maintains resources and affiliations for nationwide \nopportunities, such as the Washington Center in D.C. \n\nInternships are available in most majors for students who: 1) demonstrate a \nclear understanding of goals they wish to accomplish in the experience and 2) \npossess the necessary academic and personal background to accomplish these \ngoals. Sophomores, juniors, and seniors with a minimum grade-point average of \n2.0 qualify to apply for internships. Transfer students must complete one semes- \nter at Oglethorpe prior to participation. Every internship requires a statement of \nobjectives and academic requirements, in addition to related academic assignments, \ndeveloped in consultation with the student's internship faculty supervisor. Upon \nsuccessful completion of the internship, the student is awarded academic credit \n(graded on a satisfactory/unsatisfactory basis) in recognition of the learning value \nof the experience. Students may apply for 1-16 semester hours of internship credit \ntoward their degree, with approval from their academic advisor and the Experien- \ntial Education Committee. Students seeking more than 4 semester hours must \nsubmit an appeal form to the Career Services Office indicating why the intern- \nship exceeds the normal number of hours and outlining additional projects in \nwhich the student will participate. Students desiring academic credit must register \nfor the internship before the end of the Drop/ Add period of the semester in \n\n\n\n83 \n\n\n\nquestion. Students who wish to engage in internships on a voluntary basis do not \nneed to apply for academic credit; however, they should follow the same basic \ninternship guidelines. \n\nStudents who are interested in an internship should first consult with their \nfaculty advisor and then visit the Career Services Office in Goodman Hall. \n\nHonors Program \n\nAll students at Oglethorpe University are encouraged to attain academic and \npersonal excellence. The University offers an Honors Program for those students \nwho demonstrate the potential to do exceptional scholarly work and who desire to \nfurther their academic experience at Oglethorpe. The program focuses on the \npractice of scholarship, both in breadth and in depth, and emphasizes effective \ncommunication of the results of that scholarly activity both to persons within the \nfield and outside it. The Honors Program also is intended to foster increased \ninteraction between students and faculty with diverse interests but similar dedica- \ntion to academic excellence. \n\nAcademic honors earned through the Honors Program are recognized at \ncommencement exercises, on the student's diploma, and on the student's tran- \nscript of grades. \n\nTo meet the goals of the Honors Program, a seven-semester program is orga- \nnized in two phases as indicated in the table below. \n\nSCHEDULE FOR HONORS PROGRAM \n\n\n\nYEAR \n\n\n\nFALL SEMESTER \n\n\n\nSPRING SEMESTER \n\n\n\nRecruitment/ Application. \nFreshman Social activities. \n\nInformational activities. \n\n\n\nSeminar led by two faculty from \ndisparate disciplines. Graded A-F. \nHON 201. Honors Seminar. 1 hour \n\n\n\nSeminar led by two faculty \nSophomore from disparate disciplines. \n\nGraded A-F \nHON 201. Honors Seminar..! hour \n\n\n\nSeminar led by two faculty from \ndisparate disciplines. Graded A-F. \n\nHON 201. Honors Seminar..! bour \n\n\n\nDevelopment of Honors Project \nJunior prospectus and reading list. \n\nInitial reading. Attend research \nskills sessions. Graded U/S. \n\nHON 301. Honors 1 1 hour \n\n\n\nRefinement of prospectus. \nHonors Project Research. Pro- \nspectus must be approved by \nselect faculty to continue. \nGraded U/S. \nHON 302. Honors II 1 hour \n\n\n\nSenior \n\n\n\nProject research and preparation \n\nof initial draft of thesis. Gritique \n\nby reading committee. \n\nGraded A-F \n\nHON 401. Honors III 4 hours \n\n\n\nPreparation of final draft of thesis. \nDefense. Presentation of Honors \nwork. \n\nHON 402. Honors IV ... hours \n\n\n\nEach fall semester informational programs are held to acquaint prospective par- \nticipants with the features and requirements of the Honors Program. Interested \nstudents should then apply for admission to the program. A grade-point average \nof 3.3 is required to participate in the first seminar. A grade-point average of 3.3 \n\n\n\nS4 \n\n\n\nmust be maintained to continue in the Honors Program. Students may apply for \nadmission to the program at any time prior to the fall semester of the junior year. \n\nThe first phase of the program, intended to be taken in the freshman and \nsophomore years, consists of a minimum of two 1-semester hour seminars (HON \n201). Students are expected, encouraged, and enabled to take the lead in the \nseminars. Students carry out research relevant to the topic, write extensively in \nconnection with the seminar, and make frequent presentations of their findings to \nthe seminar. This phase focuses on scholarship in breadth and communication to \npersons whose interests may be outside one's own area of interest and expertise. \nStudents practice and refine many of the skills and techniques necessary for the \nsecond phase of the Honors Program. Note that students who elect to enter the \nHonors Program later in their careers must still take these two seminars at some \npoint. \n\nThe second phase of the Honors Program, in the junior and senior years, \nfocuses on scholarship in depth and the effective communication of the results of \nthat scholarship to persons in the field of study, as well as those outside it. During \nthe fall semester of the junior year, the student secures a thesis supervisor and \nenrolls in HON 301. Honors I. Honors I carries credit of 1-semester hour graded \non a satisfactory/unsatisfactory basis, with the grade to be determined by the \nHonors Program Director in consultation with the faculty supervisor. Satisfactory \ncompletion of Honors I is required to continue the program. \n\nIn the spring of the junior year the student enrolls in HON 302. Honors II, a \n1-semester hour credit course, graded on a satisfactory/unsatisfactory basis, in \nwhich the honors project is further refined and researched. Upon successful \ncompletion of Honors II, the student enrolls in HON 401. Honors III during the \nfall semester of the senior year. This is a 4 semester hour credit course in which \nresearch of the thesis topic is to be completed. A first draft of the thesis must be \nsubmitted to the student's reading committee by the end of this semester. The \nreading committee provides the student with feedback, including recommended \nrevisions. \n\nAfter successful completion of Honors III, the student enrolls in HON 402. \nHonors IV, a required course which carries no academic credit, during the spring \nsemester of the senior year. Students are encouraged to submit their theses to \nappropriate competitions or for publication. The final draft of the thesis is pre- \nsented to the reading committee at least one week prior to the end of classes. At \nthe reading committee's discretion the student may be asked to make a formal \ndefense of the thesis. The faculty supervisor, in consultation with the reading \ncommittee and the Honors Program Director, determines whether Honors is to \nbe awarded by the first day of the final examination period. \n\nHON 201. Honors Seminar 1 hour \n\nThis seminar, led by faculty members from two disparate disciplines, will con- \nsider a question, problem, proposition, text, period of time, project, etc. The fo- \ncus of the seminar will be student research, writing, and presentation. An \ninterdisciplinary approach will be emphasized. Seminars have included: Self Ref- \nerence - Artificial Intelligence, Literature and Society, Science and Postmodernism, \nModerns Confront the Classics: Hobbes and Thucydides, Evolutionary Psychol- \nogy, Creativity, Politics and Theatre, An Intimate History of Humanity, and Gen- \nder and Discourse. Graded with a letter grade \"A-F.\" Prerequisite: Application \nand admission into the Honors Program. \n\n85 \n\n\n\nHON 301. Honors I 1 hour \n\nIn this course, with the aid of a faculty supervisor, the student selects and \nbegins to research a thesis topic. A preliminary prospectus is developed along \nwith a reading list. The student attends a series of research skills sessions. Graded \non a satisfactory/unsatisfactory basis. Prerequisites: Permission of the Honors \nProgram Director, permission of the faculty supervisor, a 3.3 overall grade-point \naverage, and a 3.5 grade-point average in the field in which the honors research is \nto be done. \n\nHON 302. Honors II 1 hour \n\nIn this course the student continues to research in order to refine the pro- \nspectus of the honors project. The prospectus and related materials are submit- \nted to a select group of faculty who must approve the student's preparedness to \ncontinue the program. Graded on a satisfactory/unsatisfactory basis. Prerequi- \nsite: Satisfactory grade in HON 301. \n\nHON 401. Honors in 4 hours \n\nUnder continued direction of the faculty supervisor, research of the thesis \ntopic is completed in this course. Preparation of a first draft is submitted to the \nstudent's reading committee. Graded with a letter grade \"A-F.\" Prerequisite: Satis- \nfactory grade in HON 302. \n\nHON 402. Honors IV hours \n\nRevisions are made and a final draft of the thesis is submitted to the student's \nreading committee. A formal defense of the thesis may be scheduled. An appro- \npriate oral presentation of the honors work also will be required in an academic \nsetting. Prerequisite: Minimum grade of \"C\" in HON 401. Grade of \"I\" for HON \n401 is not acceptable. \n\nInternational Exchange Partnerships/ \nStudy Abroad \n\nOglethorpe University has long recognized the importance of fostering inter- \nnational understanding among its students and faculty. Oglethorpe's commitment \nto internationalism, to the promotion of international understanding, and to the \ncreation of an international environment on campus has been greatly enhanced \nin recent years by a series of international exchange agreements with partner insti- \ntutions in other countries. These have blossomed into a growing global network of \ncontact between the students and faculty of Oglethorpe University and participat- \ning institutions in Europe, Asia, and South America. \n\nWith agreements for international partnership in place, and with other ar- \nrangements on the horizon, Oglethorpe has developed the beginning of an entire \nnetwork of personalized relationships with partners. In 1988, which saw the \nUniversity's first partnership with an institution abroad, there began a propitious \nyear for international understanding on the Oglethorpe campus. The opportu- \nnity for Oglethorpe students to study abroad with their peers in other countries \nand to meet students from these sister institutions on the Oglethorpe campus has \nadded a new dimension to the curriculum and life of the University. Students \n\n\n\n86 \n\n\n\n\n\nBuenos Aires \n\n\nChina \n\n\nDalian \n\n\nEcuador \n\n\nQuito \n\n\nFrance \n\n\nVerdun \n\n\n\n\nLille \n\n\nGermany \n\n\nDortmund \n\n\nJapan \n\n\nHokkaido \n\n\nTokyo \n\n\n\n\nMexico \n\n\nGuadalajara \n\n\nMonaco \n\n\n\n\nNetherlands \n\n\nThe Hague \n\n\nRussia \n\n\nMoscow \n\n\n\nconsidering participation in this program usually need to complete course work \nthrough the intermediate level in the national language of each country in prepa- \nration for study abroad. Some partnership institutions, however, provide for in- \nstruction in English. \n\nPartner Institutions \n\nArgentina Buenos Aires Universidad de Belgrano \n\nUniversidad del Salvador \nDongbei University of Finance and \n\nEconomics \nUniversidad San Francisco de Quito \nLyceeJ.A. Margueritte \nUniversite Catholique de Lille \nUniversitat Dortmund \nOtaru University of Commerce \nSeigakuin University \nInstituto Tecnologico y de Estudios \n\nSuperiores de Occidente \nUniversity of Southern Europe \nHaagse Hogeschool \nMoscow State Linguistic University \nof Russia \nIn addition, Oglethorpe students may study abroad at a recognized, accred- \nited university or through a program sponsored by an American college or univer- \nsity which awards credit from the home institution. Oglethorpe advisors who \nspecialize in the international studies field and the Study Abroad Coordinator can \nacquaint students with programs at these institutions and with a wide variety of \nadditional overseas study abroad programs. \n\nStudents who wish to apply for financial assistance should contact Oglethorpe's \nDirector of Financial Aid early in the pursuit of a study abroad program in order \nto determine available funds for such an experience. \n\nRich Foundation Urban Leadership Program \n\nOglethorpe University's Rich Foundation Urban Leadership Program chal- \nlenges students to develop their leadership ability throughout their college years, \nand awards the Certificate of Urban Leadership at graduation. Through a balance \nof academic courses, workshops, and various on- and off-campus experiences, it \nprepares graduates to meet the challenges of responsible citizenship in local, na- \ntional and international communities. Students gain a broad understanding of \nleadership concepts, theories, and applications. They are encouraged to consider \ntheir education in light of the demands of leadership in their own lives as well as \nin their communities. \n\nThe program takes full advantage of the extraordinary resources of the At- \nlanta metropolitan area. A major economic force in the Southeast, Atlanta is rich \nwith exceptional learning opportunities in the realms of politics, business, the \narts, information technology, entertainment, and community service. Few selec- \ntive universities are able to combine a rigorous liberal arts education with the \nresources and opportunities of a world-class city. \n\n\n\n87 \n\n\n\nThe following curriculum encompasses the four required courses designed \nspecifically for the Rich Foundation Urban Leadership Program \n\nULP 303. The New American City 4 hours \n\nThe purpose of this course is to examine the problems and prospects of poli- \ntics and policymaking in the new American city and its environs. Consideration \nwill be given to the political and sociological significance of a number of the fac- \ntors that characterize this new development, including extremes of wealth and \npoverty, the mix of racial and ethnic groups, and the opportunities and challenges \nprovided by progress in transportation and technology. Offered annually. \n\nULP 304. Community Issues Forum: Principles into Practice 4 hours \n\nThis course is taught as a weekly evening seminar focusing on a particular \ncommunity issue and accompanied by an issue-related, off-campus internship. To- \ngether with community leaders and faculty, students analyze issues confronting \nstakeholders, collaborate on solutions, and present findings derived from their \ninternship assignments. Students have interned with the state legislature, local \nand state chambers of commerce, community food banks, arts organizations, cor- \nporations, non-profit organizations, and a number of other community groups. \nTopics covered in previous years include: education, transportation, health care, \nand the environment. Prerequisite: Permission of the instructor. \n\nBUS 495. Special Topics in Business Administration: Insights into Great \nLeaders in Action - Biographical Analysis 4 hours \n\nThis interdisciplinary course examines the lives and accomplishments of great \nleaders and is an excellent introduction to the required course work of the Pro- \ngram. Students investigate leadership as one of the central challenges to building \nand sustaining organizations, institutions, and nations. They probe competing \ntheories of leadership and evaluate and discuss the experiences and effectiveness \nof great leaders through an in-depth analysis of the biography of each student's \nchoice. In addition, students are asked to reflect upon their own leadership poten- \ntial. Prerequisite: Permission of the instructor. \n\nUrban Leadership Elective 4 hours \n\nWith the approval of the Rich Foundation Urban Leadership Program Direc- \ntor and the academic advisor, the student selects an appropriate course to satisfy \nthe fourth course requirement of the program. Ideally, the elective course will be \npart of the student's major or minor, or in an area of vocational interest. The \nprincipal objective of the elective requirement is to look for intellectual or applied \nleadership in the student's chosen field or profession. \n\nIn addition to the required academic course work, students demonstrate lead- \nership on and off campus by their participation in University, civic, and commu- \nnity endeavors in Atlanta. Students organize and participate in conferences, \nworkshops, and symposia on and off campus. At the end of each semester, stu- \ndents submit a brief memo to the director detailing their leadership challenges \nand opportunities that semester. In the final semester, students prepare a paper \nreflecting on their leadership experiences during college. The final portfolio con- \ntains written work drawn from the student's leadership courses and experiences. \n\n\n\n88 \n\n\n\nAdmission to the Rich Foundation Urban Leadership Program is competi- \ntive. Students may apply in the freshman, sophomore, or junior year. The director \nand a selection committee evaluate candidates on the basis of commitment to \nleadership-related study, the desire for leadership understanding and application, \nextracurricular participation, academic record, and other experience. \n\nCareer Services \n\n\n\nThe Career Services Office provides resources to assist students in making \nresponsible decisions and strategies regarding career options and job search plans. \nThese resources include a Career Library with information available from books, \na computer, and videotapes on occupations, the job search, and prospective em- \nployers. SIGI PLUS, a computer-assisted career guidance program, and other job \nsearch programs are available by appointment to explore options and employers \nthat match individual career interests. Workshops on resume writing, interview- \ning and job search techniques are presented each semester to prepare students for \nthe workplace. \n\nIn addition, a number of prospective employers send recruiters to the campus \neach year for the purpose of conducting on-campus interviews. Current informa- \ntion on permanent, summer, and part-time job opportunities is made available to \nstudents and alumni in the Career Library. Resume referrals to employers are \nmade for those students who register for the service through wwiu.monsterTRAK.com. \n\n\n\n89 \n\n\n\nThe Core \nCurriculum \n\n\n\n\nHistory of the Core Curriculum \n\n\n\n\"The Oglethorpe Idea,\" Oglethorpe's first \"core curriculum,\" made its ap- \npearance in the academic year 1944-45. It is thus one of the oldest core programs \nat a liberal arts college in the country. In his explanatory brochure about the new \nprogram, Oglethorpe President Philip Weltner presented a totally new liberal arts \ncurriculum with the twin aims of equipping students to \"make a life and make a \nliving.\" One half of each student's college course work was devoted to the com- \nmon intellectual experience of the core, while the other half was devoted to a \nstudent's major area of study. In outlining his new plan and his philosophy of \neducation, President Weltner anticipated some of the ideas featured in General \nEducation in a Free Society, Harvard University's 1945 statement stressing an em- \nphasis on liberal arts and a core curriculum. \n\nThe idea of a core curriculum was at that time so revolutionary in higher \neducation that news of the Oglethorpe Plan appeared in The New York Times in the \nspring of 1945. Dr. Weltner told The Times: \"We are trying to develop \nkeen. ..appreciation and understanding. Instead of dividing our courses into sepa- \nrate schools, we are giving the students a good liberal and general education \nwhich can become the basis of hundreds of vocations.\" \n\nDr. Weltner's core curriculum for the Oglethorpe students of the 1940s re- \nflected the concerns of the war era: the core consisted of a series of courses under \nthe headings \"Citizenship\" and \"Human Understanding.\" As the concerns of the \nwar era receded and the post-war information explosion ensued, the Oglethorpe \ncore underwent extensive revision in the 1960s, its required courses coming to \nresemble much more closely traditional courses in the disciplines. Gradually this \ncore came to focus on those courses representing competencies that a well-edu- \ncated generalist ought to have upon graduating from college. \n\nWith the support of a major grant from the National Endowment for the \nHumanities, the Oglethorpe core curriculum underwent substantial revision in \nthe early 1990s to reflect a new idea about core curriculum and its purpose. Rather \nthan an attempt to define what every student should know or a list of basic compe- \ntencies every student should have, the new Oglethorpe core aimed at providing a \ncommon learning experience for all students. Since the early 1990s the core \ncurriculum has undergone further scrutiny and refinement. Beginning in 1998, a \nsequence of new interdisciplinary year-long courses were implemented. These \nsequences, which extend over all four years of a student's collegiate career, feature \nthe reading of a number of primary texts common to all sections of the courses \nand frequent writing assignments. Each course in the sequence builds upon the \nbody of knowledge studied in the previous course. Complementing these se- \nquences are courses in the fine arts and in mathematics. Students are explicitly \ninvited to integrate their core learning and to consider knowledge gained from \nstudy in the core as they approach study in their majors. In developing this cur- \nriculum, the faculty has renewed its commitment to the spirit of Dr. Weltner's \noriginal core. He wrote, \"We must never for an instant forget that education to be \ntrue to itself must be a progressive experience for the learner, in which interest \ngives rise to inquiry, inquiry is pursued to mastery, and mastery here occasions \nnew interests there.\" \n\nAs every student's second major, the core continues to urge students to pur- \nsue links among the various areas of study and to appreciate the value of intellec- \n\n92 \n\n\n\ntual inquiry. A National Endowment for the Humanities Challenge Grant, which \nOglethorpe received in 1996, has helped to create an endowment for the core \ncurriculum, guaranteeing that faculty have the resources to keep the core vital \nand central to learning at Oglethorpe. As faculty work together through frequent \nconversation about the content and goals of their core courses to provide an inte- \ngrated approach to learning, one is reminded of the pledge Dr. Weltner made over \nhalf a century ago in outlining the core: \"Oglethorpe University insists that the \nobject is not to pass a subject; the object is to take and keep it.\" \n\nLiberal Education and the Core Curriculum \n\n\n\nOglethorpe University is committed to providing a comprehensive liberal arts \neducation for all of its students. Oglethorpe's purpose is to produce graduates \nwho are broadly educated in the fundamental fields of knowledge and who know \nhow to integrate knowledge in meaningful ways. The University's core curricu- \nlum is the clearest expression of this commitment. As an interdisciplinary and \ncommon learning experience, the core curriculum provides for students through- \nout their academic careers a model for integrating information and gaining knowl- \nedge. The sequencing of the core courses means that all Oglethorpe students \ntake the same core courses at the same point in their college careers, thereby \nproviding an opportunity for students to discuss important ideas and texts both \ninside and outside the classroom. In this way, the core curriculum aims to create \na community of learners at Oglethorpe University. \n\nStaffed by faculty from a wide variety of disciplines, the program seeks to \nteach students the following aptitudes and skills: \n\n1. The ability to reason, read, and speak effectively, instilled through fre- \nquent and rigorous writing assignments and the reading and discussion \nof primary texts. \n\n2. An understanding as well as a critical appreciation of how knowledge is \ngenerated and challenged. \n\n3. The ability to reflect upon and discuss matters fundamental to under- \nstanding who we are and what we ought to be. This includes how we \nunderstand ourselves as individuals (Core I) and as members of society \n(Core II), how the study of our past informs our sense of who we are as \nhuman beings (Core III), and the ways in which the practice of science \ninforms our understanding of ourselves and the world (Core IV). \n\nIn addition to the seven integrated and sequenced core courses, Oglethorpe \nUniversity students take two additional courses that have been designed to help \nthem develop an appreciation and understanding of fine arts and mathematics. \nStudents earning a Bachelor of Arts degree also study a foreign language. \n\nThe core curriculum provides only a beginning for the investigation of sig- \nnificant questions and issues. The program is designed to foster in students a love \nof learning and a desire to learn, to think, and to act as reflective, responsible \nbeings throughout their lives. \n\n\n\n93 \n\n\n\nFreshman Year - Core I \n\nCOR 101. Narratives of the Self I \nCOR 102. Narratives of the Self II \n\nSophomore Year - Core II \n\nCOR 201. Human Nature and the Social Order I \nCOR 202. Human Nature and the Social Order II \n\nJunior Year - Core III \n\nCOR 301. Historical Perspectives on the Social Order I \nCOR 302. Historical Perspectives on the Social Order II \n\nSenior Year - Core IV - One of the following: \n\nCOR 401. Science and Human Nature: Biological Sciences \nCOR 402. Science and Human Nature: Physical Sciences \n\nFine Arts Requirement - One of the following: \nCOR 103. Music and Culture \nCOR 104. Art and Culture \n\nMathematics Requirement \n\nCOR 203. Great Ideas of Modern Mathematics \n\nForeign Language Requirement \n\nAll students undertaking and earning a Bachelor of Arts degree will be re- \nquired to take at least one semester of a foreign language at the second-semester \nelementary-level or higher. \n\nNote: Students matriculating at Oglethorpe as freshmen may not substitute courses \ntaken at other institutions for any of the core sequenced courses. The ex- \nception to this would be COR 103, COR 104, and foreign language courses. \n\nCOR 101, COR 102. Narratives of the Self I, II 4 plus 4 hours \n\nThe first-year course sequence investigates narratives of the self. Among the \ntopics that students will consider are a variety of fictional and philosophical con- \nstructions of the self, the relationships of memory to personal identity, and the \ndisjunction or harmony between public and private selves. The authors consid- \nered in the courses may include Homer, Socrates, St. Augustine, Montaigne, \nShakespeare, Descartes, Cervantes, Emily Bronte, Lao Tsu, Nietzsche, and Morrison. \n\nCOR 103. Music and Culture 4 hours \n\nThe appreciation of music begins with an understanding of the creative pro- \ncess as a means of self-expression and the artist's relationship to the world. Using \nprimary sources, guest lecturers, and artists, this course examines the styles, trends, \nand developments of Western and international music from early civilizations \nthrough the 20th century. Study and discussion begin to develop an understand- \ning of how music and the cultural arts reflect and affect societal trends and values. \n\n\n\n94 \n\n\n\nCOR 104. Art and Culture 4 hours \n\nThrough the study of art this course will help students understand the basic \nchronology of Western culture, lay the groundwork for broad cultural literacy, \nand look at how art reflects the human condition. The course will explore con- \ntent, formal elements, and historical context of the art of Western and non- West- \nern cultures from ancient to modern times. Four basic themes will prevail: Art \nand Religion, Art and Power, Art and Nature, and Art and the Personal. \n\nCOR 201, COR 202. Human Nature and the \n\nSocial Order I, II 4 plus 4 hours \n\nThe sophomore course sequence focuses on the relationship between individu- \nals and communities, examining the extent to which the \"good life\" can be pur- \nsued within the confines of any social order. These courses investigate issues such \nas the nature of human excellence and virtue, the character of justice, the origins \nand sources of social order, and the status and legitimacy of political power. How \ncan we obtain an accurate description of humans as social beings? What is the \ngood society, and how may it be realized? Students in this course are invited to \nbecome more thoughtful, self-conscious, and self-critical members and citizens of \nthe society and polity in which they live. Authors such as Aristotle, Locke, Smith, \nTocqueville, Marx, and Weber will be read. \n\nCOR 203. Great Ideas of Modern Mathematics 4 hours \n\nThe purpose of this course is to explore several major modern mathematical \ndevelopments and to help students understand and appreciate the unique approach \nto knowledge which characterizes mathematics. The mode of inquiry employed is \nreason. This is not to be confused with the approach used, for example, in the \nnatural or social sciences. It is, rather, reason divorced from anything empirical. \nAs T. H. Huxley remarked, \"Mathematics is that study which knows nothing of \nobservation, nothing of experiment, nothing of induction, nothing of causation.\" \nThe course will be organized around three or four major mathematical ideas that \nhave emerged since the time of Newton. These ideas will be drawn from such \nfields as calculus, set theory, number theory, probability theory, modern algebra, \nlogic, topology, and non-Euclidean geometry. \n\nCOR 301, COR 302. Historical Perspectives on the \n\nSocial Order I, II 4 plus 4 hours \n\nThe junior year sequence constitutes an historical examination of human expe- \nrience in response to some of the themes and issues raised in the first two years of \nthe core. Drawing on a variety of perspectives from both the humanities and the \nsocial sciences, the course strives to reconstruct the histories of significant peri- \nods in human history. The first semester will focus on the rise and fall of civiliza- \ntions from antiquity through the Renaissance. The second semester will concentrate \non the problems of modernity, such as the rise of the modern state, nationalism, \nrevolution, and globalization. Both courses will examine the ways in which signifi- \ncant moments have become essential parts of our historical consciousness, en- \nshrined in myth, and religion, tradition, culture, and institutions. Through careful \nanalysis of current scholarship and original sources, students will be invited to \nconsider the complex relationship between history, cultural traditions, and the \nsocial and political institutions derived from them. \n\n\n\n95 \n\n\n\nCOR 401. Science and Human Nature: Biological Sciences 4 hours \n\nThe senior year course deals with the way scientific methodologies inform \ncurrent thinking on the nature of the human organism. Starting from basic ge- \nnetic and psychological understandings, it emphasizes how evolutionary mecha- \nnisms may be seen as contributing to the origins of uniquely human behaviors. \nElements of DNA structure as it applies to information storage and transmission, \nthe regulation of gene expression and the mechanics of protein synthesis, muta- \ntion and its centrality in producing variation, sexual reproduction and how the \nlaws of probability apply to biological systems, sex determination, \"altruistic\" be- \nhavior, and kin selection are among the topics explored. \n\nCOR 402. Science and Human Nature: Physical Sciences 4 hours \n\nModern western society is largely science-dominated, and the consideration \nof science and its role in society is essential for any educated person. This core \ncourse investigates the practice of science by focusing specifically on scientific \nrevolutions. It is during such periods of upheaval that we can most clearly see how \nscience is actually practiced. What causes a new idea to challenge the scientific \nstatus quo} What determines whether the new idea will be accepted, or not? When \nseeking new explanations for natural events, what guides the scientist's search? \nThe goal of this course is to equip the student with the necessary tools and back- \nground to seek answers to these questions, and others, for such questions are \nincreasingly a part of each of our lives if we live those lives reflectively. \n\n\n\n96 \n\n\n\nPrograms of Study \n\n\n\n\nDegrees \n\nOglethorpe University offers six degrees: Bachelor of Arts, Bachelor of Sci- \nence, Bachelor of Arts in Liberal Studies, Bachelor of Business Administration, \nMaster of Arts in Teaching Early Childhood Education, and Master of Business \nAdministration. The Bachelor of Arts, Bachelor of Science, and Master of Arts in \nTeaching degrees are offered in the traditional program and described in this \npublication. (For a discussion of the other three degrees, please see University \nCollege at the end of this section or refer to the University College Bulletin, available \nfrom the University College Office.) Under certain conditions it is also possible \nfor a student to receive a dual degree in art, a dual degree in engineering, a dual \ndegree in environmental studies, or a degree under the Professional Option. See \nthe Index for the sections where these degrees are discussed. \n\nUndergraduate Major Programs and \nRequirements \n\nCompletion of a major program is required for all baccalaureate degrees. \nThe student's academic advisor assists with the student's selection of a major. The \nstudent declares the major selected on the course registration form completed \neach semester. Students must have declared a major by the end of the second \nsemester of the sophomore year. \n\nA major is an orderly sequence of courses in: 1) a particular discipline, 2) a \ncombination of two disciplines, or 3) a defined interdisciplinary field. A major \nmust include a minimum of 32 and a maximum of 64 semester hours of required \ncourse work, exclusive of all hours used to satisfy core requirements. Exceptions \nmay be granted in special circumstances by a vote of the appropriate faculty com- \nmittee. A minimum of 16 semester hours of a major must be in course work taken \nat Oglethorpe University. Each major includes a substantial component of ad- \nvanced courses which have specified prerequisites. A major may require for suc- \ncessful completion a cumulative grade-point average in the major field which is \nhigher than the 2.0 cumulative grade-point average required for graduation. Al- \nternatively, the requirements for the major may state that only courses in which a \n\"C-\" or higher grade is received may be used in satisfaction of the major's require- \nments. The student is responsible for ensuring the fulfillment of the requirements \nof the major selected. Specific requirements for each of the majors may be found \nlisted below in alphabetical order. Please note that no course that is counted to \nfulfill a major requirement for one degree may be used toward the requirements \nof another degree. \n\nFor the Bachelor of Arts degree the following majors are offered: \n\nAmerican Studies \n\nArt \n\nArt - Dual Degree \n\nBusiness Administration and Behavioral Science \n\nCommunications \n\nEconomics \n\nEngineering - Dual Degree \n\nEnglish \n\n98 \n\n\n\nEnvironmental Studies - Dual Degree \nFrench \nHistory \n\nIndividually Planned Major \nInternational Studies \n\nInternational Studies with Asia Concentration \nPhilosophy \nPolitics \nPsychology \nSociology \n\nSociology with Social Work Concentration \nSpanish \nFor the Bachelor of Science degree the following majors are offered: \nAccounting \nBiology \n\nBusiness Administration \n\nBusiness Administration and Computer Science \nChemistry \nEconomics \nMathematics \n\nMathematics and Computer Science \nPhysics \n\nUndergraduate Minor Programs and \nRequirements \n\nA minor consists of at least 16 semester hours of course work beyond any core \nrequirements in that discipline. A minimum of 12 semester hours of a minor must \nbe in course work taken at Oglethorpe. \n\nMinor programs are available in the fields listed below. Specific requirements \nfor each minor may be found in the respective discipline that follows in which the \ncourse offerings are described. \n\nMinors may be earned in the following: \n\nAccounting Mathematics \n\nAmerican Studies Music \n\nArt History Painting \n\nBiology Philosophy \n\nBusiness Administration Photography \n\nCommunications Physics \n\nChemistry Politics \n\nComputer Science Psychology \n\nDrawing Sociology \n\nEconomics Spanish \n\nEnglish Theatre \n\nFrench Women's and Gender Studies \n\nHistory Writing \n\nIndividually Planned Minor \n\nJapanese \n\n\n\n99 \n\n\n\nAcademic Departments \n\n\n\nOrganization of Oglethorpe's disciplines is by division, each with its own divi- \nsion chair. The nine divisions are as follows: \n\nDivision I Philosophy, Communications, and the Fine Arts \n\nDivision II History, Politics, and International Studies \n\nDivision III Natural Sciences \n\nDivision IV Behavioral Sciences \n\nDivision V Economics and Business Administration \n\nDivision VI Education - Undergraduate and Graduate \n\nDivision VII English Language and Comparative Literature \n\nDivision VIII Foreign Languages \n\nDivision IX Mathematics and Computer Science \n\n\n\nAccounting \n\n\n\nAccounting is the language of business. It is a service activity whose function \nis to provide quantitative information, primarily financial in nature, about eco- \nnomic entities that is intended to be useful in making economic decisions. The \npurpose of the major in accounting is to acquaint the student with the sources and \nuses of financial information and to develop the analytical ability necessary to \nproduce and interpret such information. The student learns to observe economic \nactivity; to select from that activity the events which are relevant to a particular \ndecision; to measure the economic consequences of those events in quantitative \nterms; to record, classify, and summarize the resulting data; and to communicate \nthe information in various reports and statements to appropriate decision-makers. \n\nThe major in accounting consists of a coherent sequence of accounting and \nother courses which provide the conceptual foundation and basic skills to begin a \ncareer in accounting in the private sector, to use as an appropriate background for \nsuch related careers as financial services, computer science, management, indus- \ntrial engineering, law and others, or to pursue a fifth year of graduate education. \nThe major in accounting will assist in preparation for several qualifying examina- \ntions in accounting and finance such as Certified Public Accountant (CPA), Certi- \nfied Management Accountant (CMA), and Certified Financial Analyst (CFA). \nAccounting provides many attractive career opportunities in public accounting, \nindustry, government, and non-profit organizations. It provides an excellent edu- \ncational background for anyone going into business. \n\nMajor \n\nStudents pursuing a Bachelor of Science degree must complete the follow- \ning requirements with a grade of \"C-\" or higher: \nACC 230 Financial Accounting \nACC 231 Managerial Accounting \nACC 332 Intermediate Accounting I \nACC 333 Intermediate Accounting II \nACC 334 Cost and Managerial Accounting \nACC 335 Income Tax Accounting: Individuals \n\n100 \n\n\n\nACC \n\n\n435 \n\n\nACC \n\n\n437 \n\n\nBUS \n\n\n110 \n\n\nBUS \n\n\n260 \n\n\nBUS \n\n\n310 \n\n\nBUS \n\n\n350 \n\n\nBUS \n\n\n469 \n\n\nECO \n\n\n121 \n\n\nECO \n\n\n221 \n\n\nMAT \n\n\n111 \n\n\nMAT \n\n\n121 \n\n\n\nAdvanced Accounting \nAuditing \nBusiness Law I \nPrinciples of Management \nCorporate Finance \nMarketing \n\nStrategic Management \nIntroduction to Economics \nIntermediate Microeconomics \nStatistics \nApplied Calculus \n\nIn addition, the student must satisfy the Computer Applications Proficiency \nRequirement. This can be done in one of three ways: 1) by assessment of skills \nwith the student's academic advisor, 2) by successful completion of Introduction \nto Computer Applications Software, or 3) by successful performance on the com- \nputer proficiency examination. \n\nBeginning in 1998, new eligibility requirements adopted by the Georgia State \nBoard of Accountancy require at least 150 semester hours of college study to qualify \nto take the CPA examination. Included within the content of this minimum edu- \ncation standard is the requirement to complete at least 30 semester hours of ac- \ncounting courses beyond Financial Accounting and Managerial Accounting and at \nleast 24 semester hours of education in business administration. For those stu- \ndents whose objective is to qualify to take the CPA examination, it is recommended \nthat the following courses be included in these additional required semester hours: \nACC 336 Income Tax Accounting: Corporations, Partnerships, Estates, \n\nand Trusts \nACC 436 Accounting Control Systems \nACC 438 Accounting Theory \nBUS 1 1 1 Business Law II \n\nMinor \n\nStudents desiring to minor in accounting must complete five courses: Finan- \ncial Accounting and Managerial Accounting, and three of any of the following \nwith a grade of \"C-\" or higher: \n\nACC 332 Intermediate Accounting I \n\nACC 333 Intermediate Accounting II \n\nACC 334 Cost and Managerial Accounting \n\nACC 335 Income Tax Accounting: Individuals \n\nACC 435 Advanced Accounting \n\nACC 230. Financial Accounting 4 hours \n\nThis course is a study of generally accepted accounting principles (GAAP) \nand other accounting concepts with emphasis on their application in the financial \nstatements of business enterprises. The measurement and reporting of assets, \nliabilities, and owners' equity is stressed, along with the related measurement and \nreporting of revenue, expense, and cash flow. Prerequisite: Sophomore standing \nor above or approval by the Director of Accounting Studies. \n\n\n\n101 \n\n\n\nACC 231. Managerial Accounting 4 hours \n\nThis course is a study of the use of accounting information by managers and \ndecision makers within an economic enterprise. Cost analysis for purposes of plan- \nning and control is emphasized. Prerequisite: ACC 230. \n\nACC 332. Intermediate Accounting I 4 hours \n\nThis course covers financial accounting topics at an intermediate level. The \ntopics covered are similar to Financial Accounting, but in greater depth. The stan- \ndards promulgated by the Financial Accounting Standards Board are considered \nand evaluated. The theoretical foundations of accounting are emphasized. Pre- \nrequisite: ACC 231. \n\nACC 333. Intermediate Accounting II 4 hours \n\nThis is a continuation of Intermediate Accounting I with emphasis on ad- \nvanced topics such as capitalized leases, pension costs, inter-period income tax \nallocation and accounting changes. Prerequisite: ACC 332. \n\nACC 334. Cost and Managerial Accounting 4 hours \n\nThis course provides an introduction to the financial information required \nfor the managerial activities of planning, directing operational activities, control, \nand decision making. The course includes the study of the analytical techniques \nand methodologies used to generate accounting information and the managerial \nuse of accounting information. The topics include cost behavior and estimation, \ncosting of products and services, cost-volume-profit analysis, budgeting, relevant \ncost analysis, performance evaluation, and pricing decisions. Prerequisite: ACC \n231. \n\nACC 335. Income Tax Accounting: Individuals 4 hours \n\nThis course provides an overview of the federal income tax system primarily \nas it relates to individuals. The study of the federal tax law provides the necessary \ntax background for a variety of accounting, financial, and managerial careers. \nPrerequisite: ACC 231. \n\nACC 336. Income Tax Accounting: Corporations, Partnerships, \n\nEstates, and Trusts 4 hours \n\nThis course is a study of the federal income tax laws and related accounting \nproblems of corporations and partnerships, with some consideration of estates \nand trusts. Consideration will be given to the role of taxation in business plan- \nning and decision making and the interrelationships and differences between fi- \nnancial accounting and tax accounting. Prerequisite: ACC 335. \n\nACC 433. Independent Study in Accounting 1-4 hours \n\nSupervised research on a selected topic in accounting. Prerequisite: Permis- \nsion of the instructor. \n\nACC 434. Internship in Accounting 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning op- \nportunity to qualified students. The internship generally requires the student to \nobtain a faculty supervisor, submit a learning agreement, work 30-35 hours for \nevery hour of academic credit, keep a written journal of the work experience, have \nregularly scheduled meetings with the faculty supervisor, and write a research \n\n102 \n\n\n\npaper dealing with some aspect of the internship. An extensive list of internships \nis maintained by the Career Services Office, including opportunities at \nPricewaterhouseCoopers, Arthur Andersen, Ernst \u0026 Young, Georgia Pacific, and \nMiller, Ray, and Houser. Graded on a satisfactory/unsatisfactory basis. Prerequi- \nsites: Permission of the faculty supervisor and qualification for the internship \nprogram. \n\nACC 435. Advanced Accounting 4 hours \n\nThis course is a study of business combinations and the related problems of \nconsolidating the financial statements of affiliated corporations. The accounting \nproblems related to international business are also covered and governmental ac- \ncounting is introduced. Prerequisite: ACC 333. \n\nACC 436. Accounting Control Systems 4 hours \n\nThis course is an in-depth study of the application of information systems \nconcepts to the accounting environment. Emphasis is on the processing of data in \na computerized environment as well as the controls that are necessary to assure \naccuracy and reliability of the data processed by an accounting system. Practical \nimplications of accounting information system design and implementation will be \ninvestigated through the use of cases and projects. Prerequisites: ACC 231 and \nCSC 240. \n\nACC 437. Auditing 4 hours \n\nThis course is a study of auditing standards and procedures, including the use \nof statistical and other quantitative techniques, and preparation of audit working \npapers, reports, and financial statements. Emphasis is placed upon the criteria for \nthe establishment of internal controls and the effect of these controls on examina- \ntions and reports. Prerequisites: ACC 333 and MAT 111. \n\nACC 438. Accounting Theory 4 hours \n\nThis course covers the principles and concepts of accounting at an advanced \ntheoretical level. The emphasis is on critical analysis of the ideas on which ac- \ncounting practice is based along with an appreciation for the intellectual founda- \ntions for those ideas. Prerequisite: ACC 333. \n\nACC 439. Special Topics in Accounting 4 hours \n\nAn intense study of diverse accounting topics under the direct supervision of \nan accounting faculty member. Prerequisite: Permission of the instructor. \n\nAllied Health Studies \n\n\n\nStudents who plan to attend professional schools of nursing, physical therapy, \noccupational therapy, medical technology, or other allied health fields should plan \ntheir programs at Oglethorpe with the assistance of the faculty member serving \nas the Allied Health Advisor. The name of this advisor can be obtained at the \nRegistrar's Office. \n\nPreparation for admission to an allied health education program typically fol- \nlows one of two models. In the first model, students are admitted to an allied \nhealth program after completing a group of required courses in specific academic \n\n\n\n103 \n\n\n\nareas during two years of college study. For students pursuing this option, a mini- \nmum of 64 semester hours credit earned at Oglethorpe and successful comple- \ntion of the allied health education program in an accredited professional school \nare required to earn the Bachelor of Arts degree with an individually planned \nmajor. (See the description of the individually planned major below.) The sec- \nond model, which has become common practice in fields such as physical therapy \nin the last decade, requires students to earn a bachelor's degree before being ad- \nmitted to the allied health program. The degree awarded upon completion of the \nallied health program is typically a master's or doctoral degree. Students inter- \nested in this option may find that one of the majors regularly offered at Oglethorpe \nfulfills the admission requirements for the allied health program. In other cases, \nan individually planned major can be designed to meet the admission require- \nments of the allied health program. \n\nStudents who are exploring careers in allied health fields can find additional \ninformation about them at \"A Gateway to Health Professions Websites\" at http:// \nwww.naahp.org and at http://www.ama-assn.org/ama/pub/category/2322.html. \n\nAmerican Studies \n\n\n\nThe interdisciplinary major in American studies is designed to provide stu- \ndents with the opportunity to develop a systematic and in-depth understanding of \nAmerican culture. By combining American studies courses and courses from rel- \nevant disciplines (history, literature, the arts, economics, and the social sciences), \nstudents may explore the relationships of diverse aspects of American life. Stu- \ndents also are able to pursue their special interests within American culture by \ndeveloping an \"area of concentration\" that provides a specific focus for much of \nthe work completed in fulfillment of major requirements. \n\nIn addition to introducing students to the field of American studies, the ma- \njor is designed to help students refine their fundamental intellectual skills, espe- \ncially their writing and speaking skills. Skills of this sort will serve the student well \nlong after many specific facts, postulates, and theories have been forgotten. In \nshort, as is consistent with Oglethorpe's stated institutional purpose, the Ameri- \ncan studies program seeks to prepare humane generalists - individuals who pos- \nsess those basic qualities so necessary for leadership in a rapidly changing world. \nThe degree awarded is the Bachelor of Arts. \n\nMajor \n\nRequirements of the major include completion of the following seven courses: \nECO 223 United States Economic History \nENG 303 American Poetry \nHIS 230 United States History to 1865 \nHIS 231 United States History Since 1865 \nHIS 331 The Age of Affluence: The United States Since 1945 \nSOC 202 The American Experience (to be taken in the freshman or \n\nsophomore year) \nOne semester of a foreign language at the second semester elementary- \nlevel or higher \n\n\n\n104 \n\n\n\nCompletion of five of the following courses also is required: \n\nCOM 340 Writing for Business and the Professions \n\nECO 224 Labor Economics \n\nECO 421 Money and Banking \n\nECO 425 Public Finance \n\nEDU 101 Introduction to Education \n\nENG 314 Special Topics in Major British and American Authors \n\nHIS 430 The American Civil War and Reconstruction \n\nHIS 431 United States Diplomatic History \n\nPOL 201 Constitutional Law \n\nPOL 302 American Political Parties \n\nPOL 311 United States Foreign Policy \n\nULP 303 The New American City \n\nSOC 201 The Family \n\nMinor \n\nRequirements for the minor include completion of The American Experi- \nence (to be taken in the freshman or sophomore year) and three of the following \nfive courses: \n\nECO 223 United States Economic History \n\nENG 303 American Poetry \n\nHIS 230 United States History to 1865 \n\nHIS 231 United States History Since 1865 \n\nHIS 331 The Age of Affluence: The United States Since 1945 \n\nArt \n\nIn keeping with the concept of the liberal arts education, the art department's \ncurriculum is designed to give students the tools needed to express themselves, \nthink clearly, and help find their places in the world. The curriculum is unique in \nthe southeast for its emphasis on mastering the concepts and skills necessary to \ndraw, paint, and sculpt the human figure. Color theory, perspective, anatomy, and \nart history are integrated to this goal. In addition, students are exposed to a wide \nrange of mediums, including drawing, painting, printmaking, sculpture, and pho- \ntography. \n\nThis singular combination of courses makes the art major extremely valuable. \nWhile students are learning to become proficient in art history, they are also re- \nquired to become proficient in studio. This puts an unusual demand on students \nin two different areas of their intuitive and analytical thinking. They are asked to \nperform and comprehend right- and left -brain activities and to use a wide range \nof knowledge and experiences. \n\nThe wide range of courses, as mentioned above, is open at the introductory \nlevel to all students regardless of major or minor. Introductory-level courses em- \nphasize the development of perception (learning to see); cognitive skills (applica- \ntion of theories to visual phenomena); a sense of aesthetics (organization of the \nparts for the larger whole); and technical skills (facility in manipulating tools). \n\nMany courses are offered at the intermediate and advanced levels as well, in \nsome cases under the \"Special Topics\" heading. Intermediate-level courses build \n\n\n\n105 \n\n\n\nupon introductory-level course material, undertaking more complex thought pro- \ncesses and approaches, while advanced-level courses emphasize individual inquiry \nand original thinking. \n\nMajor \n\nStudents majoring in art must complete eight studio courses, two upper-level \nart history courses, and one foreign language course at the second semester el- \nementary-level or higher, for a total of 1 1 courses and 44 semester hours. Require- \nments for the major in art include two drawing courses; three painting courses; \nAnatomy For the Artist and Figure Drawing; Introduction to Photography; Mod- \nern Art History; either Introduction to Figure Sculpture, Special Topics in Studio: \nIntroduction to Printmaking, or Ways of Seeing; and one other upper-level art \nhistory course. The degree awarded is the Bachelor of Arts. \n\nThe Scientific Illustration Track with Biological Science Emphasis and the \nScientific Illustration Track with Physical Science Emphasis are two programs \nwhich enable the student to combine art major requirements and specific science \ncourses. These programs fulfill admission requirements for graduate school pro- \ngrams in medical and scientific illustration. A master's degree is necessary to \nqualify for employment in these areas. The degree awarded is the Bachelor of \nArts. \n\nMinor \n\nFor a minor in art students may have a concentration in studio or art history. \nFor both areas of concentration students must complete a total of five courses and \n20 semester hours. Students with a concentration in studio must take four studio \ncourses and one upper-level art history course. Students may take up to three of \nthese studio courses in one discipline (for example, photography, drawing, paint- \ning, etc.) or in four different disciplines. At least two of these studio courses must \nbe in separate disciplines. For a concentration in art history students must take \nfour upper-level art history courses and one studio course. \n\nART 101. Introduction to Drawing 4 hours \n\nThis course is an introductory-level studio course which will focus on master- \ning the fundamentals of drawing. Working from observation in line and value, \nstudents will develop an understanding of form and shape; volume and flatness; \nspatial relationships; the basics of perspective and composition, and the materials \nand techniques of drawing. \n\nART 102. Introduction to Painting 4 hours \n\nThis course is an introductory-level studio course which will focus on under- \nstanding and mastering the fundamentals of painting. Working from observa- \ntion, this includes developing an understanding of color and color relationship; \nform and shape; volume and flatness; the basics of composition, and the materials \nand techniques of oil painting. \n\nART 103. Introduction to Figure Sculpture 4 hours \n\nWorking from the life model, students will convey their understanding of the \nhuman form in clay. Planar structure, volume, proportion, and major anatomical \nlandmarks will be covered. \n\n\n\n106 \n\n\n\nART 109. Introduction to Photography. 4 hours \n\nLaboratory exercises, in-class lectures, critiques and assignments are designed \nto develop an understanding of all aspects of photography, including composi- \ntion and self expression. Emphasis will be on development of technical skills and \na personal direction in photography. Prerequisite: A fully manual camera - to be \nbrought to the first class meeting. \n\nART 110. Ways of Seeing 4 hours \n\nThis course systematically breaks down the vocabularies of art to their com- \nponent elements, studying how these elements work together to form visual lan- \nguage. Problems in color and composition will be undertaken in a variety of media, \nincluding ink, acrylic, and photography. \n\nART 111. Anatomy For the Artist aud Figure Drawing 4 hours \n\nThis course focuses on both the scientific and the aesthetic exploration of the \nhuman body. Drawing from the life model, students will study form and function \nof the skeletal and muscular systems, along with proportion and surface land- \nmarks. A variety of approaches to drawing and drawing materials will be covered. \n\nART 201. Intermediate Drawing 4 hours \n\nThis course explores drawing as a tool for perception and a means of self- \nexpression. Students will undertake advanced problems in drawing which build \nupon concepts and techniques covered in Introduction to Drawing. These in- \nclude problems involving the surface of the picture plane and the ground plane, \narrangements of elements in static and dynamic compositions and value pattern. \nPrerequisite: ART 101 or ART 111. \n\nART 202. Intermediate Painting 4 hours \n\nStudents will build upon experiences in Introduction to Painting and under- \ntake more complex formal and personal issues in their work. They will be ex- \npected to master a wide range of visual vocabularies and approach painting from \na variety of aesthetic points of view. Imagery, realism, abstraction, expressionism, \nand narration will be explored as students begin to develop individual direction \nin their own work. Prerequisite: ART 102. \n\nART 203. Intermediate Figure Sculpture 4 hours \n\nWorking from the life model, this level of sculpture builds upon conceptual \nand perceptual skills honed in Introduction to Figure Sculpture. Students are \nexpected to approach sculpting the human form from a variety of aesthetic points \nof view, including realism, abstraction, and expressionism. Prerequisite: ART \n103. \n\nART 205. Special Topics in Studio 4 hours \n\nStudio exercises, in-studio lectures, outside assignments, and critiques are de- \nsigned to develop a basic understanding of various media, including printmaking \nand various specialties of artists-in-residence. \n\nART 251. Special Topics in Art History 4 hours \n\nAn in-depth analysis of specific historical art periods will stress how major \nartists and trends were influenced by their times. Discussion of important events \nand ideas of significant individuals of the period will serve to provide the neces- \n\n107 \n\n\n\nsary background for a thorough comprehension of social and intellectual sources \nof art. Prerequisite: COR 104. \n\nART 302. Advanced Painting 4 hours \n\nStudents will build upon prior experiences in Intermediate Painting and be \nguided to set parameters for individual inquiry in their work. Emphasis will be on \npersonal imagery and control of formal issues to express the students' ideas. Each \nstudent will be expected to develop ideas and themes in a cohesive body of work. \nPrerequisite: ART 202. \n\nART 305. Advanced Special Topics in Studio 4 hours \n\nThis is an advanced level of Special Topics in Studio such as sculpture, photog- \nraphy, drawing, printmaking, etc. Prerequisite: ART 205. \n\nART 350. Modern Art History 4 hours \n\nAn in-depth analysis of the art of the 19th and 20th centuries, stressing how \nmajor trends and major artists were influenced by their times, this course will \nbegin with the advent of the Industrial Revolution and continue to the present. It \nwill focus on the art and ideas of Ingres, Manet, Monet, Van Gogh, Gauguin, \nCezanne, Picasso, Matisse, Dali, and Warhol. Prerequisite: COR 104. \n\nART 410. Internship in Art 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning op- \nportunity to qualified students. The internship generally requires the student to \nobtain a faculty supervisor, submit a learning agreement, work 30-35 hours for \nevery hour of academic credit, keep a written journal of the work experience, have \nregularly scheduled meetings with the faculty supervisor, and write a research \npaper dealing with some aspect of the internship. An extensive list of internships \nis maintained by the Career Services Office, including opportunities at the High \nMuseum of Art, Nexus Contemporary Art Center, Atlanta International Museum, \nand Vespermann Gallery. Graded on a satisfactory/unsatisfactory basis. Prereq- \nuisites: Permission of the faculty supervisor and qualification for the internship \nprogram. \n\n\n\nArt - Dual Degree \n\n\n\nStudents seeking a broadly based educational experience involving the types \nof programs generally found at a college of arts and sciences as well as the special- \nized training offered by a professional college may wish to consider the dual de- \ngree program in art. Oglethorpe University and The Atlanta College of Art offer \na joint program for students interested in a career in the visual arts. The dual \ndegree program requires enrollment at Oglethorpe for two years followed by en- \nrollment at The Atlanta College of Art for another two years and one summer. \n\nThe student is required to complete Fresh Focus, all of the core curriculum at \nOglethorpe (including Art and Culture), a foreign language course at the second \nsemester elementary-level or higher, and three courses in studio electives. Upon \nsuccessful completion of these courses, the student enrolls at The Atlanta College \nof Art and completes 75 credit hours in studio and art history courses. Placement \nin studio courses is dependent on a portfolio review. \n\n\n\n108 \n\n\n\nUpon completion of the joint program, the student receives the degree of \nBachelor of Arts from Oglethorpe and the degree of Bachelor of Fine Arts from \nThe Atlanta College of Art. Students participating in the dual degree program \nmust meet the entrance requirements of both institutions. Dual degree students \nare advised at Oglethorpe by a faculty member in the field of visual arts. \nNote: Dual-degree students in art may not use Oglethorpe financial aid assis- \ntance to attend other institutions. \n\n\n\nBiology \n\n\n\nThe curriculum in biology provides a foundation in both classical and con- \ntemporary biological concepts and prepares the student for continuing intellec- \ntual growth and professional development in the life sciences. These goals are \nachieved through completion of a set of courses that provide a comprehensive \nbackground in basic scientific concepts through lectures, discussions, writing, and \nlaboratory work. The program supplies the appropriate background for employ- \nment in research institutions, industry, and government; the curriculum also pre- \npares students for graduate school and for professional schools of medicine, \ndentistry, veterinary medicine, and the like. Students planning to attend graduate \nor professional schools should recognize that admission to such schools is often \nhighly competitive. Completion of a biology major does not ensure admission to \nthese schools. \n\nA grade of \"C-\" or higher must be obtained in each freshman- and sopho- \nmore-level science or mathematics course that is required for this major or minor; \nthese courses are numbered 100 through 300 in each discipline. A grade-point \naverage of 2.0 or higher is required in all courses required for the major. \n\nStudents who are interested in medical illustration are encouraged to con- \nsider the Scientific Illustration Tracks that are offered within the art major. \n\nMajor \n\nThe requirements for a major in biology are as follows: in sequence, General \nBiology I and II, Genetics, Microbiology, Comparative Vertebrate Anatomy, Hu- \nman Physiology, plus three additional directed biology courses; General Chemis- \ntry I and II (with laboratories), Organic Chemistry I (with laboratory), either \nOrganic Chemistry II (with laboratory) or Elementary Quantitative Analysis (with \nlaboratory); General Physics I and II; Statistics; and three semester hours of Sci- \nence Seminar. The degree awarded is the Bachelor of Science. \n\nMinor \n\nThe requirements for a minor in biology are General Biology I and II, Genet- \nics, and Microbiology. Students minoring in biology are not exempt from the pre- \nrequisites for the biology courses and thus also will complete General Chemistry I \nand II (with laboratories) and Organic Chemistry I (with laboratory and either \nOrganic Chemistry II (with laboratory) or Elementary Quantitative Analysis (with \nlaboratory). \n\nNote: Effective Spring Semester 2003, semester hour credit for biology classes \ntaken with their respective labs will total 5. \n\n\n\n109 \n\n\n\nBIO 101, BIO 102. General Biology I, II 4 plus 4 hours/5 plus 5 hours \n\nAn introduction to modern biology, these courses include the basic principles \nof plant and animal biology, with emphasis on structure, function, evolutionary \nrejationships, ecology, and behavior. Lecture and laboratory. Prerequisites: Pre- \ncalculus in high school or MAT 103. BIO 101 must precede BIO 102 and it is \nrecommended that the courses be completed in consecutive semesters. Students \nwho are majoring in biology must earn a grade of \"C-\" or higher in BIO 101 \nbefore taking BIO 102. \n\nBIO 201. Genetics 4 hours/5 hours \n\nAn introduction to the study of inheritance. The classical patterns of Mende- \nlian inheritance are related to modern molecular genetics and to the control of \nmetabolism and development. Lecture and laboratory. Prerequisites or corequisites: \nBIO 102, CHM 102, CHM 201, and CHM 201L. A grade of \"C-\" or higher must be \nearned in each of the prerequisite courses. \n\nBIO 202. Microbiology 4 hours/5 hours \n\nAn introduction to the biology of viruses, bacteria, algae, and fungi. Consid- \neration is given to phylogenetic relationships, taxonomy, physiology, and economic \nor pathogenic significance of each group. Lecture and laboratory. Prerequisites: \nBIO 201, CHM 201, and CHM 20 1L, with a grade of \"C-\" or higher in each course. \n\nBIO 251. Biology Seminar 1 hour \n\nThis course is open only to students who are majoring in biology who have \ncompleted all of the first year course requirements in their major. The course is \ndesigned to give practice in the preparation, delivery, and discussion of scientific \npapers. One hour of credit is given per semester; the course may be scheduled at \nany time after the student has completed the freshman-level requirements in the \nmajor. Meetings of the biology seminar are held a minimum of twice each month \nduring the regular academic year. Each student is expected to prepare, deliver, \nand defend a paper for at least one seminar meeting during the period of enroll- \nment; other seminar papers will be presented by invited speakers, including mem- \nbers of the science faculty. Graded on a satisfactory/unsatisfactory basis during \nsemesters when a presentation is not given; the semester during which a presenta- \ntion is given is letter-graded. \n\nBIO 301. Comparative Vertebrate Anatomy 4 hours/5 hours \n\nAn intensive study of the structural aspects of selected vertebrate types. These \norganisms are studied in relation to their evolution and development. The labora- \ntory involves detailed examination of representative vertebrate specimens . Pre- \nrequisites: BIO 102, BIO 201, CHM 201, and CHM 201L. Completion of BIO 201 \nor CHM 201 and coregistration in the other may be acceptable with the permis- \nsion of the instructor. A grade of \"C-\" or higher must be earned in each of the \nprerequisite courses. \n\nBIO 302. Human Physiology 4 hours/5 hours \n\nA detailed analysis of human functions that deals primarily with the interac- \ntions involved in the operation of complex human systems. Lecture and labora- \ntory. Prerequisites: BIO 20 1 , CHM 20 1 , and CHM 20 1 L. A grade of \"C-\" or higher \nmust be earned in each of the prerequisite courses. \n\n\n\n110 \n\n\n\nBIO 310. Special Topics in Biology 1-4 hours/ 1-5 hours \n\nAdvanced course and laboratory work, including independent studies, in vari- \nous areas of biology. Approval by the student's faculty advisor and the chairper- \nson of the department is required for off-campus activities. Prerequisite: Permission \nof the instructor. \n\nBIO 313. Embryology 4 hours/ 5 hours \n\nA course dealing with the developmental biology of animals. Classical obser- \nvations are considered along with more recent experimental embryology in the \nframework of an analysis of development. In the laboratory, living and prepared \nexamples of developing systems in representative invertebrates and vertebrates \nare considered. Prerequisites: BIO 202, CHM 201, and CHM 201L. A grade of \"C-\" \nor higher must be earned in each of the prerequisite courses. \n\nBIO 316. Cell Biology 4 hours/ 5 hours \n\nAn in-depth consideration of cell ultrastructure and the molecular mecha- \nnisms of cell physiology. Techniques involving the culturing and preparation of \ncells and tissues for experimental examination are carried out in the laboratory. \nPrerequisites: BIO 202, CHM 201, and CHM 201L. A grade of \"C-\" or higher must \nbe earned in each of the prerequisite courses. \n\nBIO 326. Vascular Plants 4 hours/5 hours \n\nThe biology of vascular plants is considered at levels of organization ranging \nfrom the molecular through the ecological. Studies of anatomy and morphology \nare pursued in the laboratory, and an independent project concerning plant hor- \nmones is required. Offered spring semester of even-numbered years. Prerequi- \nsites: BIO 202, CHM 201, and CHM 201L. A grade of \"C-\" or higher must be \nearned in each of the prerequisite courses. \n\nBIO 413. Biochemistry 4 hours/5 hours \n\nAn introduction to the chemistry of living systems, this course will investigate \nthe synthesis, degradation, and functions of various molecules within living or- \nganisms. Central metabolic pathways and enzyme reaction mechanisms also will \nbe studied. Lecture and laboratory. Prerequisites: BIO 102, CHM 201, and CHM \n20 1L with a grade of \"C-\" or higher in each course; recommended prerequisite: \nCHM 310. \n\nBIO 414. Molecular Biology and Biotechnology 4 hours/5 hours \n\nThis course is an introduction to the theory and practice of molecular bio- \nscience. Topics covered include the principles and processes of molecular biol- \nogy, DNA isolation and characterization, restriction enzyme analysis, cloning, \nconstruction and selection of recombinants made in vitro and preparation and \nanalysis of gene libraries. Lecture and Laboratory. Prerequisites: BIO 202, CHM \n201, CHM 20 1L and BIO 413 with a grade of \"C-\" or higher in each course. \n\nBIO 416. Evolution 4 hours \n\nA course dealing with the various biological disciplines and their meaning in \nan evolutionary context. Also, a consideration of evolutionary mechanisms and \nthe various theories concerning them. Prerequisites: BIO 202, CHM 201, and CHM \n20 1 L. A grade of \"C-\" or higher must be earned in each of the prerequisite courses. \n\n\n\nIll \n\n\n\nBIO 423. Ecology 4 hours/5 hours \n\nA course dealing with the relationships between individual organisms and \ntheir environments. The emphasis is on the development of populations and in- \nteractions between populations and their physical surroundings. Lecture and labo- \nratory. Offered spring semester of odd-numbered years. Prerequisites: Junior or \nsenior standing and a declared biology major. \n\nBusiness Administration \n\nThe business administration curriculum is designed to prepare students for ca- \nreers as business leaders who will earn their livelihoods by discerning and satisfy- \ning people's wants and needs. Success in this endeavor requires 1) the ability to \nthink independently, 2) knowledge of business terminology and business institu- \ntions, both domestic and international, and 3) communication skills. The ability \nto think independently is enhanced through study of the courses in the core cur- \nriculum. Courses in economics and the functional areas of business administra- \ntion introduce the student to business institutions, terminology, and methods of \ninquiry. Most business administration and economics courses have a communica- \ntions component. These courses and the capstone course in Strategic Manage- \nment provide opportunity to develop and enhance thinking and communication \nskills. \n\nThe program in business administration is also designed to give graduates a \nsolid foundation in the concepts and analysis of business functional areas that will \nbe needed for graduate study. Many graduates of this program go on to receive a \nMaster of Business Administration degree or a master's degree in a specific busi- \nness area. \n\nIn addition to preparing students for business careers and graduate school, \nthe program in business administration is valuable preparation for other careers. \nStudents learn administrative skills and methods of inquiry that are applicable in \ngovernmental and non-profit organizations. Since much legal practice involves \nbusinesses and a knowledge of business terminology and institutions, this major is \nan excellent background for the study and practice of law. \n\nMajor \n\nStudents pursuing a Bachelor of Science degree must complete the follow- \ning requirements with a grade of \"C-\" or higher: \n\nACC 230 Financial Accounting \n\nACC 231 Managerial Accounting \n\nBUS 219 Management Science \n\nBUS 260 Principles of Management \n\nBUS 310 Corporate Finance \n\nBUS 350 Marketing \n\nBUS 469 Strategic Management \n\nECO 121 Introduction to Economics \n\nECO 221 Intermediate Microeconomics \n\nECO 222 Intermediate Macroeconomics \n\nMAT 1 1 1 Statistics \n\nMAT 121 Applied Calculus \n\n\n\n112 \n\n\n\nIn addition, the student must satisfy the Computer Applications Proficiency \nRequirement. This can be done in one of three ways: 1) by assessment of skills \nwith the student's academic advisor, 2) by successful completion of Introduction \nto Computer Applications Software, or 3) by successful performance on the com- \nputer proficiency examination. \n\nFinally, three additional advanced level courses must be successfully completed \nat the 300 or 400 level in accounting, business administration, economics, and/or \ncomputer science. These courses may be taken in a specific functional area as a \nconcentration or taken in different areas. \n\nA concentration may be earned in the areas of finance, international business \nstudies, management, or marketing. Each concentration requires that the student \ntake at least nine credit hours of course work at the 300, 400, or MBA level in that \narea. For a course to be included as part of a student's concentration, it must be \napproved by the student's advisor. \n\nStudents who wish to take MBA-level courses as part of their concentration \nmust have 1) at least junior standing, 2) a cumulative grade-point average of 2.8, \nand 3) written permission from the MBA director. In addition, there must be \nsufficient space availability for undergraduate students. A student may take no \nmore than six credit hours of the concentration at the MBA level. \n\nMinor \n\nA minor in business administration is designed to provide the student with \nan elementary foundation in the major disciplines within business administration. \nIt is a useful minor for students who wish to prepare for an entry-level position in \nbusiness while pursuing another major outside of business administration. It is \nalso useful for those who wish to continue work after graduation toward a Master \nof Business Administration degree at Oglethorpe or elsewhere. The requirements \nfor a minor are the successful completion with a grade of \"C-\" or higher in each of \nthe following courses: \n\nACC 230 Financial Accounting \n\nACC 231 Managerial Accounting \n\nBUS 260 Principles of Management \n\nBUS 310 Corporate Finance \n\nBUS 350 Marketing \n\nECO 121 Introduction to Economics \n\nBUS 110. Business Law I 4 hours \n\nThis course is designed to give the student an awareness of a limited area of \nthose aspects of the law which will be needed in day-to-day dealings with the prob- \nlems of business. Special emphasis is placed upon the law of contracts, negotiable \ninstruments, agency, and a study of the Uniform Commercial Code as it applies. \n\nBUS 111. Business Law II 4 hours \n\nThis course is a study of partnerships, corporations, sales, bailments, security \ndevices, property, bankruptcy, and trade infringements. Prerequisite: BUS 110. \n\nBUS 219. Management Science 4 hours \n\nAn introduction to operations research, model building, optimization, linear \nprogramming, inventory models, and simulation. Major techniques and models \nof quantitative analysis as applied to business are studied. Prerequisites: CSC 240, \nMAT 111, and MAT 121. \n\n113 \n\n\n\nBUS 260. Principles of Management 4 hours \n\nThis course is an introduction to the principles of management and adminis- \ntration. It includes the study of leadership, conflict resolution, decision making, \nand the general functions of management in large and small organizations. Stu- \ndents will use computers extensively to do active research, and will learn spread- \nsheet and graphical tools to aid in the development of their decision-making skills. \n\nBUS 310. Corporate Finance 4 hours \n\nThis course is a study of the basic principles of organizational finance and its \nrelation to other aspects of business management and to the economic environ- \nment within which the firm operates. Attention is given to basic financial con- \ncepts, techniques of financial analysis, sources of funding, asset management, \ncapital budgeting, capital structure, cost of capital, time value of money, and fi- \nnancial decision making under conditions of uncertainty. Prerequisites: ACC 231, \nECO 121, and MAT 111. \n\nBUS 350. Marketing 4 hours \n\nThis course is concerned with the policies and problems involved in the op- \neration of market institutions. It will examine broad principles and concepts in- \nvolved in the operation of market planning, market segmentation, consumer \nbehavior, and product management, pricing, distribution, and promotion of goods \nand services. Aspects of global marketing, current marketing topics, and ethical \nand social responsibility issues in marketing are addressed. Prerequisites: ACC \n231 and ECO 121. \n\nBUS 352. Marketing Communications 4 hours \n\nPrinciples, concepts, and practices relating to the various kinds of communi- \ncations employed to disseminate information about products and services to po- \ntential buyers are topics in this course. Communication methods to be studied \ninclude advertising, personal selling, sales promotion, and public relations. The \nbehavioral aspects of both messages and media will be explored. Prerequisite: \nBUS 350. \n\nBUS 362. Human Resources Management 4 hours \n\nIn this course students will explore the perspectives and challenges of Human \nResources Management within the context of the emerging global economy. The \nclass will look at traditional HRM topics such as selection and compensation and \nalso at how students can manage their own human resource potential. Prerequi- \nsite: Bus 260. \n\nBUS 370. International Business 4 hours \n\nThis course is designed to acquaint the student with the problems encoun- \ntered in conducting business outside one's own country and to provide a basis for \nevaluating the impact on business activities of changing economic, political, and \ncultural factors. Cases will be used throughout the course to give the student expe- \nrience with the problems and advantages of doing business across national fron- \ntiers. A cultural diversity simulation game also will be used. Prerequisite: BUS \n260. \n\n\n\n114 \n\n\n\nBUS 410. Advanced Corporate Finance 4 hours \n\nAs a continuation of Corporate Finance, topics in .lis course will include \ncapital budgeting, intermediate and long-term funding, current asset management, \nworking capital management, and dividend policy. Case studies will be used to \nemphasize actual business situations and to focus on the comprehensive financial \nmanagement of the firm. Prerequisite: BUS 310. \n\nBUS 411. Investments 4 hours \n\nAn introduction to the environment in which investment decisions are made. \nTopics explored will include efficient markets, the capital asset pricing model, \nterm structure of interest rates, risk versus return, and performance measures. \nAlthough the emphasis will be on stocks and bonds, other investments will be \ndiscussed. Prerequisite: BUS 310. \n\nBUS 456. Marketing Research 4 hours \n\nThis course is designed to explore topics such as the types of research, the \nresearch process, research design, sampling procedures, data collection methods, \ndata analysis, and preparation and presentation of research findings. A research \nproject and presentation of findings is usually required in the course. Prerequi- \nsites: BUS 350, CSC 240 or equivalent, and MAT 111. \n\nBUS 461. Total Quality Management 4 hours \n\nThis course will explore major systematic approaches to Total Quality Man- \nagement. Students will examine quality management from a \"profound knowl- \nedge\" perspective (Deming, Pirsig, Goldratt), and will learn how to understand \nquality as a concept for achieving effective management within a firm, and in \none's own life. Prerequisites: BUS 260 and MAT 111. \n\nBUS 469. Strategic Management 4 hours \n\nThis course is the capstone integration course for the business program. Stu- \ndents learn integrative thinking skills and strategic management tools through \nboth the reading of conceptual work and the extensive use of the case studies. \nThis course must be taken in residence in order to fulfill the requirements for a \ndegree in this major. Prerequisites: BUS 260, BUS 310, and BUS 350. \n\nBUS 490. Internship in Business Administration 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning op- \nportunity to qualified students. The internship generally requires the student to \nobtain a faculty supervisor, submit a learning agreement, work 30-35 hours for \nevery hour of academic credit, keep a written journal of the work experience, have \nregularly scheduled meetings with the faculty supervisor, and write a research \npaper dealing with some aspect of the internship. An extensive list of internships \nis maintained by the Career Services Office, including opportunities at Office \nDepot, the Metro Atlanta Chamber of Commerce, SunTrust Bank and the Atlanta \nThrashers. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permis- \nsion of the faculty supervisor and qualification for the internship program. \n\nBUS 494. Independent Study in Business Administration 1-4 hours \n\nSupervised research on a selected topic in business administration. Prerequi- \nsite: Permission of the instructor. \n\n\n\n115 \n\n\n\nBUS 495. Special Topics in Business Administration 4 hours \n\nAn intense study of diverse business topics under the direct supervision of a \nbusiness administration faculty member. Prerequisite: Permission of the instruc- \ntor. \n\nBusiness Administration and Behavioral Science \n\nThe interdisciplinary major in business administration and behavioral sci- \nence provides students with the knowledge and skills of the behavioral sciences as \nthey may be applied in the business world. The major helps to prepare students \nfor careers in business, especially those related to human resources, or institu- \ntional administration such as hospitals. In addition, it is a useful major for con- \ntinuing graduate study in business administration or applied psychology. \n\nThe major consists of nine required courses and four directed electives. The \nfour directed electives should be selected carefully with the assistance of a faculty \nadvisor and must be divided evenly between business administration courses and \ncourses in behavioral sciences. A grade of \"C-\" or higher in each course in the \nmajor is required for completion of this major. The degree awarded is the Bach- \nelor of Arts. \n\nRequirements of the major include completion of the following courses: \n\nACC 230 Financial Accounting \n\nACC 231 Managerial Accounting \n\nBUS 260 Principles of Management \n\nBUS 350 Marketing \n\nMAT 1 1 1 Statistics \n\nPSY 204 Social Psychology \n\nPSY 303 Psychological Testing \n\nSOC 302 The Sociology of Work and Occupations \n\nOne semester of a foreign language at the second semester elementary- \nlevel or higher \nTwo of the following behavioral science courses: \n\nPSY 202 Organizational Psychology \n\nPSY 203 Learning and Conditioning \n\nPSY 205 Theories of Personality \n\nPSY 301 Introduction to Quantitative Research Methods \n\nSOC 308 Culture and Society \nTwo of the following business administration courses: \n\nBUS 110 Business Law I \n\nBUS 219 Management Science \n\nBUS 310 Corporate Finance \n\nBUS 352 Marketing Communications \n\nBUS 362 Human Resources Management \n\nBUS 456 Marketing Research \n\nBUS 461 Total Quality Management \n\nBUS 495 Special Topics in Business Administration: Entrepreneur- \nship and Innovation \n\nBUS 495 Special Topics in Business Administration: Insights Into \nGreat Leaders in Action \n\n\n\n116 \n\n\n\nECO 221 Intermediate Microeconomics \n\nECO 222 Intermediate Macroeconomics \n\nECO 224 Labor Economics \nIn addition, the student must satisfy the Computer Applications Proficiency \nRequirement. This can be done in one of three ways: 1) by assessment of skills \nwith the student's academic advisor, 2) by successful completion of Introduction \nto Computer Applications Software, or 3) by successful performance on the com- \nputer proficiency examination. \n\nBusiness Administration and Computer Science \n\nThe administration of business involves the collection, storage, analysis, and \nreporting of large volumes of financial as well as non-financial data. By combin- \ning courses in business administration and computer science, this interdiscipli- \nnary major acquaints students with the ways in which computer systems can assist \nin carrying out the accounting, finance, marketing, and management functions of \nbusiness. An additional aim is to encourage innovative approaches to administra- \ntion that would be impractical without the computational capacity of the com- \nputer. \n\nThe interdisciplinary major in business administration and computer science \nrequires the completion of 1 1 specific courses plus three directed electives with a \ngrade of \"C-\" or higher in each course. In addition, the student must satisfy the \nComputer Applications Proficiency Requirement. This can be done in one of three \nways: 1) by assessment of skills with the student's academic advisor, 2) by success- \nful completion of Introduction to Computer Applications Software, or 3) by suc- \ncessful performance on the computer proficiency examination. The degree awarded \nis the Bachelor of Science. \n\nRequirements of the major include completion of the following courses: \n\nFinancial Accounting \n\nManagerial Accounting \n\nPrinciples of Management \n\nCorporate Finance \n\nMarketing \n\nStrategic Management \n\nPrinciples of Computer Programming in C++ or \nPrinciples of Computer Programming in Java \n\nPrinciples of File Processing in COBOL \n\nIntroduction to Economics \n\nApplied Calculus \n\nStatistics \nCompletion of three of the following courses also is required: \n\nIntroduction to Computer Applications Software or \nPrinciples of Computer Programming in C++ or \nPrinciples of Computer Programming in Java \n\nIntroduction to Data Structures in Ada \n\nPrinciples of Object-Oriented Programming UsingC++ \n\nAssembly Language and Computer Architecture \n\nSpecial Topics in Computer Science \n\n\n\n117 \n\n\n\nACC \n\n\n230 \n\n\nACC \n\n\n231 \n\n\nBUS \n\n\n260 \n\n\nBUS \n\n\n310 \n\n\nBUS \n\n\n350 \n\n\nBUS \n\n\n469 \n\n\nCSC \n\n\n243 \n\n\nCSC 244 \n\n\nCSC \n\n\n344 \n\n\nECO \n\n\n121 \n\n\nMAT \n\n\n121 \n\n\nMAT \n\n\n111 \n\n\nlpletion of tl \n\n\nCSC \n\n\n240 \n\n\nCSC 243 \n\n\nCSC 244 \n\n\nCSC \n\n\n342 \n\n\nCSC \n\n\n440 \n\n\nCSC \n\n\n441 \n\n\nCSC \n\n\n442 \n\n\n\nChemistry \n\n\n\nThe chemistry program covers four general areas of chemistry: inorganic, \norganic, physical, and analytical. The first half of a student's chemistry curricu- \nlum involves courses which present the fundamentals of the various areas. The \nsecond half of the curriculum consists of advanced courses which cover special- \nized topics in chemistry. In addition to factual knowledge about chemistry, the \nstudent gains an understanding about the scientific method and a systematic ap- \nproach to research. A large portion of the chemistry curriculum includes labora- \ntory courses. These courses teach the techniques and skills used in chemical \nexperimentation. \n\nA student who has completed the Bachelor of Science program in chemistry \nhas several career options. These options include technical or analytical work in a \nchemical laboratory and non-research positions in the chemical industry such as \nsales or marketing. Another option is to enter a graduate or professional school. \nGraduates interested in doing chemical research should pursue the M.S. or Ph.D. \ndegrees. Those interested in professions such as medicine or dentistry, would en- \nter the appropriate professional school after receiving the Bachelor of Science \ndegree. Lastly, the chemistry major is an excellent preparation for careers as di- \nversified as patent law and teaching. \n\nA grade of \"C-\" or higher must be obtained in each freshman- and sopho- \nmore-level science course that is required for this major or minor; these courses \nare numbered 100 through 300 in each discipline. A grade-point average of 2.0 or \nhigher is required in all courses required for the major. \n\nStudents who are interested in scientific illustration are encouraged to con- \nsider the Scientific Illustration Tracks that are offered within the art major. \n\nNote: Effective Spring Semester 2003, semester hour credit for chemistry \nlecture classes will total 4. \n\nMajor \n\nThe requirements for a major in chemistry are as follows: General Chemistry \nI and II (with laboratories), Organic Chemistry I and II (with laboratories), El- \nementary Quantitative Analysis, Instrumental Methods of Chemical Analysis, Physi- \ncal Chemistry I and II (with laboratory), Inorganic Chemistry (with laboratory), \nAdvanced Organic Chemistry, and Organic Spectroscopy. \n\nMinor \n\nThe requirements for a minor in chemistry are as follows: General Chemistry \nI and II (with laboratories), Organic Chemistry I and II (with laboratories), El- \nementary Quantitative Analysis (with laboratory), and one additional lecture course \nin chemistry. \n\nCHM 101, CHM 102. General Chemistry I, II .... 3 plus 3 hours/4 plus 4 hours \n\nAn introduction to the fundamental principles of chemistry, including a study \nof the theories of the structure of atoms and molecules and the nature of the \nchemical bond; the properties of gases, liquids, and solids; the rates and energet- \nics of chemical reactions; the properties of solutions; chemical equilibria; electro- \nchemistry, and the chemical behavior of representative elements. Prerequisites: \n\n118 \n\n\n\nMAT 102 and MAT 103 with a grade of \"C-\" or higher in each course. Corequisites: \nCHM 10 1L and CHM 102L. A grade of \"C-\" or higher must be earned in CHM \n101 before taking CHM 102. \n\nCHM 10 1L, CHM 102L. General Chemistry Laboratory I, II 1 plus 1 hour \n\nThe laboratory course is designed to complement CHM 101 and CHM 102. \nVarious laboratory techniques will be introduced. Experiments will demonstrate \nconcepts covered in the lecture material. Corequisites: CHM 101 and CHM 102. \n\nCHM 201, CHM 202. Organic Chemistry I, II .... 3 plus 3 hours/4 plus 4 hours \n\nAn introductory course in the principles and theories of organic chemistry. \nThe structure, preparation, and reactions of various functional groups will be \ninvestigated. Emphasis will be on synthesis and reaction mechanisms. Prerequi- \nsites: CHM 101 and CHM 102 with a grade of \"C-\" or higher in each course. \nCorequisites: CHM 201LandCHM 202L. A grade of \"C-\" or higher must be earned \nin CHM 201 before taking CHM 202. \n\nCHM 20 1L, CHM 202L. Organic Chemistry Laboratory I, II 1 plus 1 hour \n\nThe laboratory course is designed to complement CHM 201 and CHM 202. \nVarious techniques, such as distillation, extraction, and purification, are studied \nin the first semester. The second semester involves synthesis and identification of \na variety of organic compounds. Corequisites: CHM 201 and CHM 202. \n\nCHM 301, CHM 302. Physical Chemistry I, II.... 3 plus 3 hours/4 plus 4 hours \n\nA systematic study of the foundations of chemistry. Particular attention is \npaid to thermodynamics, including characterization of gases, liquids, solids, and \nsolutions of electrolytes and nonelectrolytes; the First, Second, and Third Laws; \nspontaneity and equilibrium; phase diagrams and one- and two-component sys- \ntems; electrochemistry; and an introduction to the kinetic theory and statistical \nmechanics. Additionally, both phenomenological and mechanistic kinetics are \npresented, as is a brief introduction to quantum mechanics. Prerequisites: MAT \n233, CHM 202, and PHY 102 with a grade of \"C-\" or higher in each course. \n\nCHM 30 1L, CHM 302L. Physical Chemistry Laboratory I, II 1 plus 1 hour \n\nIntended to complement the physical chemistry lecture courses, these courses \nprovide the student with an introduction to physico-chemical experimentation. \nCorequisite: CHM 301, 302. \n\nCHM 310. Elementary Quantitative Analysis 3 hours/4 hours \n\nAn introduction to elementary analytical chemistry, including gravimetric \nand volumetric methods. Emphasis is on the theory of analytical separations, solu- \nbility, complex, acid-base, and redox equilibria. Intended for both chemistry ma- \njors and those enrolled in pre-professional programs in other physical sciences \nand in the health sciences. Prerequisite: CHM 201 with a grade of \"C-\" or higher. \n\nCHM 310L. Elementary Quantitative Analysis Laboratory 1 hour \n\nAnalyses are carried out in this course which illustrate the methods discussed \nin CHM 310. Corequisite: CHM 310. \n\n\n\n119 \n\n\n\nCHM 422. Instrumental Methods of Chemical Analysis 3 hours/4 hours \n\nA discussion of the principles and applications of modern instrumentation \nused in analytical chemistry. Methods discussed are primarily non-optical, includ- \ning an overview of electrochemistry; potentiometric methods, including use of \npH and other ion meters; electrogravimetry; coulometry; polarography; \namperometry; and gas- and liquid-chromatography. Offered spring semester of \nodd-numbered years. Prerequisite: CHM 310 with a grade of \"C-\" or higher. \n\nCHM 422L. Instrumental Methods Laboratory 1 hour \n\nThis laboratory accompanies CHM 422 and will consider the practical appli- \ncations of modern instrumentation in analytical chemistry. Corequisite CHM 422. \n\nCHM 424. Advanced Organic Chemistry 3 hours/4 hours \n\nA discussion of selected reactions and theoi ies in organic chemistry. Empha- \nsis is placed on reaction mechanisms and reactive intermediates encountered in \norganic synthesis. Prerequisite: CHM 202 with a grade of \"C-\" or higher. \n\nCHM 424L. Advanced Organic Chemistry Laboratory 1 hour \n\nIntended to complement Advanced Organic Chemistry, this course will inves- \ntigate general reactions and mechanistic principles in organic synthesis. The study \nwill require the multi-step synthesis of various organic molecules. Corequisite: \nCHM 424 \n\nCHM 432. Inorganic Chemistry 3 hours/4 hours \n\nA study of the principles of modern inorganic chemistry, including atomic \nstructure; molecular structure; ionic bonding; crystal structures of ionic solids, a \nsystematic study of the behavior of inorganic anions; coordination chemistry, in- \ncluding structure and mechanisms of aqueous reactions; and acids and bases. Of- \nfered spring semester of even-numbered years. Prerequisite or corequisite: CHM \n302. \n\nCHM 432L. Inorganic Chemistry Laboratory 1 hour \n\nIntended to complement Inorganic Chemistry, this course provides experi- \nence in the methods of preparation and characterization of inorganic compounds. \nCorequisite: CHM 432 \n\nCHM 434. Organic Spectroscopy 3 hours/4 hours \n\nA course dealing with several spectroscopic methods as applied to organic \nmolecules. The principles and interpretation of ultra-violet, visible, infrared, mass, \nand nuclear magnetic resonance spectra will be studied. Offered fall semester of \nodd-numbered years. Prerequisite: CHM 202 with a grade of \"C-\" or higher. \n\nCHM 434L. Organic Spectroscopy Laboratory 1 hour \n\nStudents enrolled in this course use various spectrometers for qualitative and \nquantitative analysis. Corequisite: CHM 434 \n\nCHM 490. Special Topics in Chemistry 1-4 hours/ 1-5 hours \n\nAdvanced topics will be offered in the following fields: Organic Chemistry, \nOrganic Qualitative Analysis, Biochemistry, Theoretical Chemistry, and Advanced \nInorganic Chemistry. Prerequisite: Permission of the instructor. \n\n\n\n120 \n\n\n\nCHM 499. Independent Study in Chemistry 1-4 hours/ 1-5 hours \n\nThis course is intended for students of senior standing who wish to do inde- \npendent laboratory and/or theoretical investigations in chemistry. Prerequisite: \nPermission of the instructor. \n\nCommunications \n\nCommunications, as studied and taught at Oglethorpe, is rooted in the disci- \npline of rhetoric, one of the historical liberal arts. A background in rhetoric and \ncommunications enables students to understand human beings as symbol users \nwho communicate in a variety of discourse communities and cultural contexts. \nCommunications encourages students to examine their own modes of communi- \ncation and to analyze the communication of others, from individual utterances to \nmass media broadcasts. Students learn strategies of rhetorical analysis to gener- \nate, evaluate, and revise documents that are responsive to designated audiences \nand purposes. \n\nA program in communications teaches students to express themselves effec- \ntively in speech and in writing. Communications at Oglethorpe is a writing-inten- \nsive program, which prepares graduates for careers and advanced study in \njournalism, public relations, advertising, mass media, corporate communications, \nand related fields. All majors receive hands-on experience in a communications \nfield of their choice through a required internship. A leading center for the com- \nmunications industry, Atlanta provides excellent opportunities for students to \nexplore their career options and apply their newly acquired skills. \n\nOglethorpe communications graduates are ready to face the challenges of \nthe 21 st century. These future leaders leave with the critical skills and insights \nneeded for success in their professions and lives. Students learn effective speak- \ning and writing skills as well as active problem-solving strategies through collabo- \nrative efforts. The program encourages students to understand the new electronic \nmedia, to develop ethical awareness and civic engagement, and to evaluate the \nglobalization of media and its effects on national and international communica- \ntion. \n\nAll communications majors must complete a minor course of study, other \nthan writing, to enable them to apply their communication skills to a related body \nof knowledge and to enhance career possibilities. Students are encouraged to \nbroaden their knowledge and skills through this required minor in such areas as \nart, psychology, computer science, business administration, politics, and interna- \ntional studies. The degree awarded is the Bachelor of Arts. \n\nMajor \n\nThe following courses are required: \n\nCOM 101 Theories of Communications \n\nCOM 110 Public Speaking I \n\nCOM 390 Special Topics in Communications \n\nCOM 401 Internship in Communications \n\nOne year of a foreign language at the first-year college level (or the \nequivalent determined through testing) \nOne course selected from the following two: \n\nCOM 220 Investigative Writing \n\nCOM 221 Persuasive Writing \n\n121 \n\n\n\nOne course selected from the following two: \n\nCOM 240 Journalism \n\nCOM 340 Writing for Business and the Professions \nThree courses selected from the following: \n\nCOM 1 1 1 Public Speaking II \n\nCOM 250 Broadcasting and the New Electronic Media \n\nCOM 380 Independent Study in Communications \n\nCOM 390 Special Topics in Communications \n\nENG 230 Creative Writing \n\nENG 231 Biography and Autobiography \n\nENG 331 Writing Prose, Fiction, and Nonfiction \n\nWRI 381 Independent Study in Writing \n\nWRI 391 Special Topics in Writing \n\nMinor \n\nA student may take a communications minor or writing minor, but not both. \nFor the requirements of the writing minor, please see the writing discipline in \nalphabetical order below. \n\nThe following course is required: \n\nCOM 101 Theories of Communications \nOne course selected from the following two: \n\nCOM 220 Investigative Writing \n\nCOM 221 Persuasive Writing \nThree courses selected from the following: \n\nCOM 1 1 1 Public Speaking II \n\nCOM 240 Journalism \n\nCOM 250 Broadcasting and the New Electronic Media \n\nCOM 340 Writing for Business and the Professions \n\nCOM 390 Special Topics in Communications \n\nCOM 401 Internship in Communications \n\nWRI 391 Special Topics in Writing \n\nCOM 101. Theories of Communications 4 hours \n\nThis course offers a general introduction to the study of individual, group, \nand mass media-based communications. Emphasis is placed on the fundamental \nways humans communicate (verbally, nonverbally, and in writing) and involves \ninvestigation of the purposes for, and techniques used in, many forms of commu- \nnication. \n\nCOM 110. Public Speaking I 4 hours \n\nThis course is designed to develop and enhance students' ability to communi- \ncate effectively to any audience. Students will deliver both prepared and impromptu \nspeeches. They will give humorous and inspirational speeches as well as informa- \ntional speeches focusing on organization and the use of visual aids. Students \ndevelop all the tools necessary to effectively communicate their voice, their ges- \ntures, their body language, and their eye contact. They will receive timely written \nand oral feedback from the instructor. Speeches will be videotaped and critiqued. \nThe goal is to become a more polished and confident speaker. \n\n\n\n122 \n\n\n\nCOM 111. Public Speaking II 4 hours \n\nThis course develops communication skills gained in Public Speaking I. Stu- \ndents will learn to convey their messages directly, confidently, and persuasively. \nStudents will practice delivering persuasive speeches for a variety of occasions \nfrom the classroom to the boardroom. They will learn to make the closing argu- \nment to the jury, to field the difficult interview question, to close the sale, to give \nthe congratulatory toast, and to deliver the inspirational speech. Speeches will be \nvideotaped and critiqued. Prerequisite: COM 110. \n\nARC 201. Seminar for Student Tutors 1 hour \n\nPeer tutors at the Academic Resource Center spend two hours per week assist- \ning other students, individually or in groups, with course material, papers, and \npreparation for examinations. In addition, they participate in support and train- \ning meetings with the ARC directors and with instructors of the courses in which \nthey tutor. They discuss how to work with texts in different disciplines, encourage \nstudy group members to help each other learn, and foster student engagement \nwith and assimilation of course content. Prerequisites: Permission of the instruc- \ntor and Associate Provost for Student Achievement. \n\nCOM 220. Investigative Writing 4 hours \n\nThis expository writing course is designed to develop research and writing \nskills. Emphasis will be on learning a wide range of library and Internet-based \nresearch techniques and purposefully presenting information to a variety of audi- \nences in appropriate format and style. Students will be asked to define their own \ninvestigative projects, and to analyze and revise their own writing. Investigative \nWriting or Persuasive Writing is a prerequisite for upper-level communications \ncourses. Prerequisites: COR 101 and COR 102. \n\nCOM 221. Persuasive Writing 4 hours \n\nThis course is designed to develop sophisticated strategies of persuasion for \nanalyzing and generating arguments responsive to targeted audiences in a variety \nof contexts, including civic, professional, and academic. Students will learn both \nclassical and contemporary strategies of persuasion. Emphasis will be on present- \ning clear, coherent, and logical arguments. Students will be asked to define their \nown projects within assigned contexts. Students will evaluate their own and oth- \ners' writing to enable the revision process. Investigative Writing or Persuasive \nWriting is a prerequisite for upper-level communications courses. Prerequisites: \nCOR 101 and COR 102. \n\nCOM 240. Journalism 4 hours \n\nThis course teaches the fundamentals of journalistic news writing and report- \ning. From interviews to the Internet, students will learn how to gather information \nfrom a variety of sources and write stories using different types of leads, endings, \nand structures. They will also engage in a critique of today's journalistic practices. \nPrerequisites: COM 101 and COM 220 or COM 221. \n\nCOM 250. Broadcasting and the New Electronic Media 4 hours \n\nThis course is designed to introduce students to the economic, regulatory, \nand creative forces that affect the broadcast industry. The course will raise theo- \n\n123 \n\n\n\nretical questions and practical concerns about the different types of media (TV, \nradio, and the Internet) that deal with the electronic transmission of information. \nStudents will analyze and engage in the genres through which this information is \ntransmitted (for example, radio programs and TV news scripts). Prerequisites: \nCOM 101 and COM 220 or COM 221. \n\nCOM 340. Writing for Business and the Professions 4 hours \n\nA course for students who have mastered the basic skills and insights of writ- \ning and who wish to improve their ability to write clear, concise, persuasive prose \ndesigned for audiences in business and the professions. Students are required to \nwrite a variety of texts, such as proposals, progress reports, recommendation re- \nports, and manuals. Other elements of the course may include desktop publishing \nand oral presentations. Prerequisites: COM 101 and COM 220 or COM 221. \n\nCOM 380. Independent Study in Communications 1-4 hours \n\nSupervised independent communications project. Prerequisites: Permission \nof the instructor, and the student must be pursuing a major in communications. \n\nWRI 381. Independent Study in Writing 1-4 hours \n\nSupervised independent writing project. Prerequisites: Permission of the in- \nstructor and the student must be pursuing a minor in writing or a major in com- \nmunications. \n\nCOM 390. Special Topics in Communications 4 hours \n\nThis advanced course will examine selected topics in journalism, communica- \ntions, or media studies, such as The New Journalism, Global Communications, \nCivic Literacy, Gender and Communication, or Reading Television. Prerequi- \nsites: COM 101 and COM 220 or COM 221. \n\nWRI 391. Special Topics in Writing 4 hours \n\nStudy of a selected topic in the field of writing, such as Scientific and Techni- \ncal Writing, Oral History, Contrastive Rhetoric and Analytical Writing, Writing \nfor Educators, or The Art of the Essay. The topic will vary from year to year and \nmay be offered by communications or English faculty. Prerequisites for special \ntopics taken with communications faculty: COM 101 and COM 220 or COM 221. \n\nCOM 401. Internship in Communications 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning op- \nportunity to qualified students. The internship generally requires the student to \nobtain a faculty supervisor, submit a learning agreement, work 30-35 hours for \nevery hour of academic credit, keep a written journal of the work experience, have \nregularly scheduled meetings with the faculty supervisor, and write a research \npaper dealing with some aspect of the internship. An internship for the writing \nminor must be writing intensive. An extensive list of internships is maintained by \nthe Career Services Office, including opportunities at CNN, Fox 5, Pineapple \nPublic Relations, Carrol/White Advertising, and Atlanta Journal Constitution. \nGraded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the \nfaculty supervisor and qualification for the internship program. \n\n\n\n124 \n\n\n\nComputer Science \n\n\n\nMinor \n\nA minor in computer science consists of five computer science courses, one \nof which must be Principles of Computer Programming in Java or Principles of \nComputer Programming in C++, and no more than two of which may be below the \n300 level. Internship in Computer Science may not be used as one of the five \ncourses in a computer science minor. \n\nCSC 240. Introduction to Computer Applications Software 4 hours \n\nThis course introduces the student to the major types of computer applica- \ntions software, including word processing, electronic spreadsheets, database man- \nagement, graphics, and presentation software. A predominant emphasis is on the \nconstruction of significant applications systems, including integrating various ap- \nplications, transferring data among applications, and custom programming. The \nstudent will use microcomputer software such as Microsoft Office Professional, \nwhich includes Word, Excel, Access, PowerPoint, and Visual BASIC. \n\nCSC 243. Principles of Computer Programming in C++ 4 hours \n\nThis course introduces the student to the fundamental techniques of problem \nsolving and algorithm construction within the context of the C++ programming \nlanguage. The student will design and complete several substantial programming \nprojects, most having significant mathematical content. Topics include data types, \ncontrol structures, file manipulation, functions, parameters, structures, unions, \nclasses, arrays, dynamic data structures, abstract data types, object-oriented pro- \ngramming, and separate compilation units. Prerequisite: MAT 102 or by examina- \ntion. \n\nCSC 244. Principles of Computer Programming in Java 4 hours \n\nThis- course introduces the student to the fundamental techniques of problem \nsolving and algorithm construction within the context of the Java programming \nlanguage. The student will design and implement several substantial program- \nming projects, most having significant mathematical content. Topics include data \ntypes, control structures, file manipulation, functions, parameters, classes, arrays, \ndynamic data structures, object-oriented programming, separate compilation units, \nHTML, and World Wide Web programming. Prerequisite: MAT 102 or by exami- \nnation. \n\nCSC 342. Introduction to Data Structures in Ada 4 hours \n\nThis courses uses Ada language constructs to introduce the student to the \nimportant concepts of static and dynamic data representation, which, along with \neffective algorithm development, are essential components of successful computer \nprogram development. Topics include arrays, records, files, pointers, linked lists, \nstacks, queues, priority queues, sets, trees, b-trees, strings, abstract data types, \nsorting and searching techniques, and implementation procedures. Prerequisite: \nCSC 243 or CSC 244. \n\nCSC 344. Principles of File Processing in COBOL 4 hours \n\nThis course provides an accelerated introduction to the COBOL language \nand to standard techniques for managing data in computer files. Students will use \n\n\n\n125 \n\n\n\nCOBOL to program solutions to problems which arise predominantly, though not \nexclusively, in business environments. Topics include file creation and updating, \nmerging and searching, report generation, subprograms, separate compilation \nunits, interactive programming, sequential, indexed, and relative files, and elemen- \ntary concepts of database management. Prerequisite: CSC 243 or CSC 244. \n\nCSC 440. Principles of Object-Oriented Programming Using C++ 4 hours \n\nThis course includes a comprehensive treatment of the C++ programming \nlanguage, using the object-oriented methodology. Fundamental C++ programming \nconstructs will be discussed, including native types, control structures, functions, \nparameters, pointers, structures, unions, classes, file manipulation, arrays, dynamic \ndata structures, and separate compilation units. In addition, the student will study \nsuch important object-oriented notions as objects, constructors, parametric \npolymorphim, and exceptions. Prerequisite: CSC 243 or CSC 244. \n\nCSC 441. Assembly Language and Computer Architecture 4 hours \n\nThis course provides a concentrated introduction to assembly language pro- \ngramming for the 8086/8088 family of microprocessors and to the architecture \nembodied in those processors. Special attention will be given to implementing the \nfamiliar control structures of a high-level language using assembly language's much \nmore restricted instruction set, and to the problems of decimal and floating point \nnumeric representation, conversions, and computations. Topics include structured \nprogramming, control structures, object library maintenance, macro program- \nming, interrupts, registers, buses, bit manipulation, memory management, input/ \noutput file manipulation, strings, and interfacing with high-level languages. Pre- \nrequisite: CSC 243 or CSC 244. \n\nCSC 442. Special Topics in Computer Science 4 hours \n\nThis course focuses on a variety of timely concepts and useful language envi- \nronments. Current topics include artificial intelligence, machine simulators, com- \npiler and assembler construction, computer-aided instruction, graphics, database \nmanagement, computer architecture, operating systems, and systems program- \nming. These topics may be examined in the context of languages such as Ada, \nassembly language, COBOL, C++, Forth, LISP, Logo, Pascal, Scheme, Visual BA- \nSIC, and applications software. Prerequisite: CSC 342 or CSC 344. \n\nCSC 443. Independent Study in Computer Science 1-4 hours \n\nSupervised research on a selected topic in computer science. Prerequisite: \nPermission of the instructor. \n\nCSC 446. Internship in Computer Science 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning op- \nportunity to qualified students. The internship generally requires the student to \nobtain a faculty supervisor, submit a learning agreement, work 30-35 hours for \nevery hour of academic credit, keep a written journal of the work experience, have \nregularly scheduled meetings with the faculty supervisor, and write a research \npaper dealing with some aspect of the internship. An extensive list of internships \nis maintained by the Career Services Office, including opportunities at Array \nComputer Technologu s, the Nwoko Group, and the Catapult Group. Graded on a \n\n\n\n126 \n\n\n\nsatisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervi- \nsor and qualification for the internship program. \n\nEconomics \n\n\n\nEconomics is a way of thinking based on the premise that individuals make \ndecisions that advance their own interests. From this premise, economics attempts \nto understand individual behavior and the social order that results from the inter- \naction of many individual decision-makers along with evaluating the resulting so- \ncial order. \n\nThere are three aspects of economic study that are related to citizenship and \ncareers. First, the attempt to predict individual behavior results in the derivation \nof several economizing principles that are useful in business practice. Second, \nmuch of the interaction of individuals is in the form of exchanges in markets. \nKnowledge of how markets function is helpful both to business people and voters \nwho will make decisions about such market-related economic matters as taxes, \ninterest ceilings, minimum wages, and public utility rates. Third, the practice in \nevaluating different social orders leads students to replace their unschooled opin- \nions about complex situations with disciplined thought. This major is useful for \nthose who plan careers in business, law, politics, government, or religion. \n\nMajor \n\nStudents pursuing a Bachelor of Science degree must complete the following \nrequirements with a grade of \"C-\" or higher: \n\nACC 230 Financial Accounting \n\nACC 231 Managerial Accounting \n\nBUS 219 Management Science \n\nBUS 260 Principles of Management \n\nBUS 310 Corporate Finance \n\nBUS 350 Marketing \n\nBUS 469 Strategic Management \n\nECO 121 Introduction to Economics \n\nECO 221 Intermediate Microeconomics \n\nECO 222 Intermediate Macroeconomics \n\nMAT 1 1 1 Statistics \n\nMAT 1 2 1 Applied Calculus \nIn addition, the student must also complete three additional electives in eco- \nnomics and satisfy the Computer Applications Proficiency Requirement. This can \nbe done in one of three ways: 1) by assessment of skills with the student's aca- \ndemic advisor, 2) by successful completion of Introduction to Computer Applica- \ntions Software, or 3) by successful performance on the computer proficiency \nexamination. \n\nMajor \n\nStudents pursuing a Bachelor of Arts degree must complete the following \nrequirements with a grade of \"C-\" or higher: \nBUS 219 Management Science \nECO 121 Introduction to Economics \nECO 221 Intermediate Microeconomics \n\n\n\n127 \n\n\n\nECO 222 Intermediate Macroeconomics \n\nMAT 111 Statistics \n\nMAT 121 Applied Calculus \n\nOne semester of a foreign language at the second semester elementary- \nlevel or higher \nIn addition the student must also complete four additional electives in eco- \nnomics and satisfy the computer applications proficiency requirement. This can \nbe done in one of three ways: 1) by assessment of skills with the student's aca- \ndemic advisor, 2) by successful completion of Introduction to Computer Applica- \ntions Software, or 3) by successful performance on the computer proficiency \nexamination. \n\nMinor \n\nStudents desiring to minor in economics must complete the following courses \nwith a grade of \"C-\" or higher: \n\nECO 121 Introduction to Economics \n\nECO 221 Intermediate Microeconomics \n\nECO 222 Intermediate Macroeconomics \nIn addition the student must complete two additional electives in economics. \n\nECO 121. Introduction to Economics 4 hours \n\nThis course is designed to familiarize the student with basic economic prin- \nciples and concepts. The student will be introduced to a few key economic prin- \nciples that can be used in analyzing various economic events. The materials will \ninclude a history of economic thought, monetary and financial economics, and \nsupply and demand analysis. \n\nECO 221. Intermediate Microeconomics 4 hours \n\nThis course develops the economic principles necessary to analyze and inter- \npret the decisions of individuals and firms with respect to consumption, invest- \nment, production, pricing, and hiring. The principles are used to understand the \nbehavior of business firms and public policy-making institutions. Prerequisites: \nECO 121 and MAT 121. \n\nECO 222. Intermediate Macroeconomics 4 hours \n\nThis course examines the goals of economic policy and the policy instru- \nments available to achieve those goals. Attention is given to both monetary and \nfiscal policy along with the theory and measurement of national income, employ- \nment, and price levels, and the international implications of economic policy. Pre- \nrequisite: ECO 121. \n\nECO 223. United States Economic History 4 hours \n\nThis course will study the origin and growth of the American economic sys- \ntem from pre-colonial through the 20 th century. The course traces the develop- \nment of the evolution of American agricultural, commercial, manufacturing, \nfinancial, labor, regulatory, and technological sectors. Prerequisite: ECO 121. \n\nECO 224. Labor Economics 4 hours \n\nThis course will be a comprehensive study of the cause and effect relationship \nbetween work and income. It will examine labor market structures, human capital \n\n\n\n128 \n\n\n\ntheory, union-management relations, labor history, economic policy, and earning \nprofiles by gender and race. Prerequisite: ECO 121. \n\nECO 324. History of Economic Thought 4 hours \n\nThis course is a study of the major writers and schools of economic thought, \nrelated to the economic, political, and social institutions of their times: the Medi- \neval, Mercantilist, Physiocrat, Classical, Marxist, Historical, Neoclassical, Institu- \ntionalist, Keynesian, and post-Keynesian schools. Prerequisite: ECO 121. \n\nECO 327. Economic Development 4 hours \n\nThis course is a study of the economic, social, and political factors that ac- \ncount for the contrast between the economic stagnation in much of the world and \nthe steadily rising incomes in the United States, Europe, and Japan. General prin- \nciples are applied to the development experience of selected countries in the his- \ntorically less-developed world and the formerly centrally-planned economies of \nEastern and Central Europe. Prerequisite: ECO 121. \n\nECO 421. Money and Banking 4 hours \n\nThis course will study the role of private financial institutions and the Fed- \neral Reserve System in the creation of the nation's money supply and the theory \nthat links the money supply to the nation's inflation rate and output level. Addi- \ntional topics are the international payments mechanism, capital flows, the deter- \nmination of exchange rates, and the use of a common currency by several countries. \nPrerequisites: ECO 221, ECO 222, and proficiency in the use of spreadsheet soft- \n\n\n\nECO 423. International Economics 4 hours \n\nThis course is a study of international trade and finance. The microfoundations \nof the course will address why countries trade, why special interest groups fight \ninternational trade, regional specialization, international agreements on tariffs \nand trade, and national commercial policies. The macrofoundations of the course \nwill focus on exchange rates, balance of payments, international investments, and \ncoordination and cooperation of international monetary and fiscal policies. Pre- \nrequisites: ECO 221 and ECO 222. \n\nECO 425. Public Finance 4 hours \n\nAn analysis of the impact of federal, state, and local government expendi- \ntures, revenues, debt management, and budgeting on the allocation of resources, \nthe distribution of income, the stabilization of national income and employment, \nand economic growth. Topics will include expenditure patterns, tax structure, ben- \nefit-cost analysis, policy analysis, and microeconomic and macroeconomic theo- \nries of public expenditures and taxation. Prerequisites: ECO 221 and ECO 222. \n\nECO 426. Internship in Economics 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning op- \nportunity to qualified students. The internship generally requires the student to \nobtain a faculty supervisor, submit a learning agreement, work 30-35 hours for \nevery hour of academic credit, keep a written journal of the work experience, have \nregularly scheduled meetings with the faculty supervisor, and write a research \npaper dealing with some aspect of the internship. An extensive list of internships \nis maintained by the Career Services Office, including opportunities at the Fed- \n\n129 \n\n\n\neral Reserve Bank and Prudential Securities. Graded on a satisfactory/unsatisfac- \ntory basis. Prerequisites: Permission of the faculty supervisor and qualification \nfor the internship program. \n\nECO 427. Independent Study in Economics 1-4 hours \n\nSupervised research on a selected topic. Prerequisite: Permission of the in- \nstructor. \n\nECO 428. Special Topics in Economics 4 hours \n\nAn intense study of diverse topics under the direct supervision of an econom- \nics faculty member. Prerequisite: Permission of the instructor. \n\nEducation \n\nStudies in education at Oglethorpe include undergraduate courses and the \nMaster of Arts in Teaching Early Childhood Education Program. \n\nGrounded in the liberal arts tradition, the education program emphasizes \nstrong academic preparation and the notion of teacher as learner. Teacher educa- \ntion at Oglethorpe University is designed to challenge students to think critically \nabout issues in education, to be informed decision makers, and to become change \nagents in their schools. The program also has strong connections to the Atlanta \ncommunity, both urban and suburban. Oglethorpe is committed to preparing teach- \ners for the variety of settings and diverse populations of metropolitan schools. \n\nEDU 101. Introduction to Education 4 hours \n\nA study of the historical development, the philosophy, and the political and \nsocial issues underlying the American educational system and the teaching profes- \nsion. Provision is made for classroom observation in public schools in the Atlanta \narea. \n\nEDU 201. Educational Psychology 4 hours \n\nA study of learning theory and its application to such problems as classroom \nmanagement, the organization of learning activities, understanding individual \ndifferences, and evaluating teaching and learning. Emphasis is given to factors \nwhich facilitate and interfere with learning. Prerequisite: PSY 101 with a grade of \n\"C\" or higher. \n\nEDU 302. Secondary Curriculum 4 hours \n\nThis course examines the nature and goals of secondary education and vari- \nous secondary curriculum theories. Students develop lesson plans and a unit of \nstudy. Provision is made for students to observe classrooms in the Atlanta area. \nPrerequisite: Admission to the Teacher Education Program. \n\nEDU 323. Teaching Language Arts and Reading: Grades 7-12 4 hours \n\nThe NCTE/IRA Standards for Teaching the English Language Arts form a \nbasis for this course which is designed to prepare English majors to teach reading, \nliterature, and writing in grades seven through twelve. The course examines lan- \nguage processes at a theoretical level, then focuses on methods, materials, and \npedagogical procedures for effective teaching of the English language arts with \nemphasis on a literature-based approach and integration of reading and writing. \n\n\n\n130 \n\n\n\nField experiences will allow students to implement what they are learning. Prereq- \nuisites: EDU 201 and admission to the Teacher Education Program. \n\nEDU 326. Teaching Social Studies: Grades 7-12 4 hours \n\nThis course examines social studies in grades seven through twelve through a \nconstructivist perspective. This perspective recognizes that the goal of social stud- \nies education is to actively engage students in the construction and relating of \nknowledge, to advance the freedom of individuals, and to provide and promote \nan aimosphere of experimentation. Social studies is presented as a product and as \na process within and outside the school setting. Students apply the national stan- \ndards of social studies to the curriculum, and interpret and use the synoptic method \nof social studies as a way to develop, connect, and extend sociocultural experi- \nences, which support citizenship. In addition, students review, critique, and re- \nport current studies and perspectives in social studies which ground components. \nPrerequisites: EDU 201 and admission to the Teacher Education Program. \n\nEDU 401. The Exceptional Child 4 hours \n\nThis course is designed to assist regular classroom teachers in the identifica- \ntion and education of children who have special needs. In addition to characteris- \ntics of special learners, students will study topics such as the referral process, \neducational approaches for use with special learners, methods of diagnostic teach- \ning, mainstreaming, and inclusion. Prerequisites: EDU 201 and admission to the \nTeacher Education Program. \n\nEDU 412. Teaching Mathematics: Grades 7-12 4 hours \n\nThis course is designed to prepare teachers to plan and teach mathematics in \ngrades seven through twelve. The NCTM Curriculum and Evaluation Standards \nare emphasized. Experience in high school mathematics classes is included. Pre- \nrequisites: EDU 201 and admission to the teacher education program. \n\nEDU 415. Teaching Science: Grades 7-12 4 hours \n\nThis course examines the rationale, curricula, teaching methods, and materi- \nals for teaching science in the high school. Emphasis is placed on a hands-on, \ndiscovery approach to teaching. National standards for the teaching of science are \naddressed. Experience in high school science classes is included. Prerequisites: \nEDU 201 and admission to the Teacher Education Program. \n\nEDU 479. Secondary Student Teaching and Seminar 16 hours \n\nStudent teaching is the culminating experience in the teacher education pro- \ngram. For an entire semester the student participates in a high school classroom \nin the Atlanta area under the supervision of a qualified supervising teacher. This \nis designed to promote gradual introduction to responsible teaching, including \nparticipation in the supervising teacher's usual daily responsibilities and extracur- \nricular activities. A weekly seminar on the University campus focuses on class- \nroom management strategies and professional issues. Prerequisites: Approval, \nOpening of School Experience, completion of all other course requirements, and \npassing scores on the Praxis II test(s) required for certification in the content \nfield. \n\n\n\n131 \n\n\n\nEducation  Master of Arts in Teaching- \nEarly Childhood Education \n\nThe Master of Arts in Teaching Early Childhood Education (grades P-5) Pro- \ngram at Oglethorpe University is based on a commitment to a broad liberal arts \nbackground as the best content preparation for teaching and to preparing teach- \ners for the diverse schools of the 21\" century. The program offers both the Master \nof Arts in teaching degree and initial certification for early childhood educators. \nSuccessful completion of the program is necessary to obtain recommendation for \na teaching certificate. \n\nAdmission \n\nApplication forms may be obtained from the Division of Education. To be \nadmitted to the graduate program, applicants must meet the following admission \ncriteria: \n\n1. Completion of a bachelor's degree at a regionally accredited institution. \nOglethorpe undergraduate students may be able to \"bridge\" into the \nMaster of Arts in Teaching Early Childhood Program in the final semes- \nter of their senior year. \n\n2. A minimum undergraduate grade-point average of 2.8 from all college \nwork. \n\n3. Prerequisites as follows: \n\n Two courses in humanities (including English composition) \n\n Two courses in social studies \n\n Two courses in mathematics (including College Algebra and one \n\ncourse beyond) \n\n Two courses in laboratory science \n\n Two courses in the arts \n\n EDU 101 Introduction to Education \n\n EDU 201 Educational Psychology \n\n EDU 401 The Exceptional Child \n\n PSY 201 Child and Adolescent Psychology \n\n4. A passing score on all sections (reading, writing, and mathematics) of \nthe Praxis I Pre-Professional Skills Test (PPST) developed and adminis- \ntered by Educational Testing Service. Applicants are exempt from this \nrequirement if they have earned qualifying scores on any of these tests: \n\n SAT total score 1000, with at least 480 verbal and 520 mathematical \n\n ACT total score 22, with at least 21 verbal and 22 mathematical \n\n GRE total score 1030, with at least 490 verbal and 540 quantitative \n\n5. A combined score of 1000 on the verbal and quantitative portions of the \nGRE, with a minimum of 500 on the verbal section. \n\n6. A 500- to 1000-word written statement describing experiences in working \nwith children or youth as, for example, a tutor, camp counselor, day care \nworker, church school teacher, substitute teacher, or volunteer working \nwith children. \n\n7. Three letters of recommendation, including one from a faculty advisor, \none from another university professor, and one from a supervisor in a \nwork or volunteer setting. \n\n\n\n132 \n\n\n\nNote: Admission to the graduate program does not imply acceptance as a candi- \ndate for the master's degree. See Admission to Candidacy below. \n\nProgram Completion Requirements \n\nCandidates for the degree and initial certification must meet the following \nrequirements: \n\n1. Maintain a cumulative grade-point average of 3.0 or higher for all work \ntaken at Oglethorpe. \n\n2. Complete all courses in the Master of Arts in Teaching Early Child- \nhood Education Program with a grade of \"C\" or higher. \n\n3. Complete 50 hours of field experience during fall and spring enroll- \nment in the program and a semester-long student teaching experience - \nEDU 619 Student Teaching and Capstone Seminar. \n\n4. Pass the appropriate Praxis II tests prior to enrolling for EDU 619 Stu- \ndent Teaching and Capstone Seminar. \n\n5. Complete EDU 619 Student Teaching and Capstone Seminar success- \nfully. In order to enroll, students must show proof of liability insurance \nand sign the \"Personal Affirmation,\" affirming their legal status and \ngiving the Georgia Professional Standards Commission the right to per- \nform a background check, if required. Student teaching placement in \nsome school districts may also require a background check and/or fin- \ngerprinting. \n\n6. Compile and successfully present an electronic professional portfolio. \nIn this portfolio, candidates must demonstrate their knowledge base for \neach of the 10 INTASC standards. \n\nAdmission to Candidacy \n\nGraduate students must be admitted to candidacy before enrolling for EDU \n619 Student Teaching and Capstone Seminar. The candidacy application must be \nfiled with the Chair of the Division of Education. Admission to candidacy may be \ngiven or denied following a careful review of all work of the student, including \nparticipation in field experience. Notice of action taken on the candidacy appli- \ncation will be given in writing to the student. \n\nResidence \n\nAt least 30 semester hours of graduate work must be completed at Oglethorpe \nUniversity. \n\nTransfer Credit \n\nThe Master of Arts in Teaching Early Childhood Education Program at \nOglethorpe is unique in both conception and implementation. For this reason, \nonly limited transfer credit is possible. A maximum of six semester hours of credit \nmay be transferred from another accredited graduate institution subject to the \nfollowing conditions: \n\n1. Transfer credit may be awarded for courses that are comparable to Cul- \ntural Psychology, Assessing Teaching and Learning, and/or Technology \nof Teaching if the student has received InTech certification. Transfer \ncredit cannot be accepted for other courses. \n\n2. Determination of transfer credit is made by the Chair of the Division of \n\n\n\n133 \n\n\n\nEducation in consultation with the student's advisor. The student must \npresent a catalog course description for the requested course. Work al- \nready applied toward another degree cannot be accepted. \n\n3. Work must have been completed within the previous six years and must \nhave been applicable toward a graduate degree at the institution where \nthe credit was earned. \n\n4. Acceptance of transfer credit does not reduce the residency requirement. \n\n5. An official transcript showing the credits to be transferred must be on \nfile in the Registrar's Office. A copy of the transcript should be attached \nto the request. \n\n6. Under no circumstances may credit earned through correspondence or \nonline courses be applied toward satisfaction of degree requirements. \n\nAdvisement and Registration \n\nUpon admission to the graduate program, each student is assigned to a mem- \nber of the faculty of the Division of Education who serves as advisor to guide the \nstudent in planning the program of study. Registration dates for each semester \nare listed in the Academic Calendar in this Bulletin. Preregistration occurs in \nNovember for the spring semester and in April for the summer and fall semesters. \nStudents must meet with their advisors to plan for registration for courses. \n\nCourse Load \n\nA full-time course load for graduate students is 12 semester hours or three \ncourses. \n\nTuition and Fees \n\nAn application fee (non-refundable) of $35 must accompany the application. \nTuition is charged on a per-course basis. All fees are subject to change. Please \ndirect inquiries regarding current fees to the Business Office. An application for \ndegree must be made by mid-October in the Registrar's Office prior to comple- \ntion of degree requirements the following December, May, or August, at which \ntime an $85 degree completion fee is due. \n\nAcademic Standards \n\nCandidates for the master's degree must meet the following academic stan- \ndards: \n\n1. The student's overall grade-point average for work in the graduate pro- \ngram must be 3.0 or higher. \n\n2. If in any case the candidate fails to maintain satisfactory academic and \nprofessional standards, a review by the Teacher Education Council will \ndetermine the student's continuation in the program. \n\n3. Any student who falls below a 3.0 grade-point average or has a total of \ntwo course grades of \"C\" or below will be placed on academic probation. \nA student who received a third grade of \"C\" or less or who does not \nachieve a 3.0 grade-point average upon completion of three additional \ngraduate courses will be dismissed from the program. \n\nEDU 601. Exploring Constructivist Teaching and Learning 4 hours \n\nThe purposes of this course, the first in the Master of Arts in Teaching pro- \ngram sequence, are to explore the historical and philosophical foundations of \n\n\n\n134 \n\n\n\nconstructivist teaching and learning and to provide learners with pedagogical skills \nto plan, implement, and assess inquiry-based instruction. Students will engage in \nregular and systematic reflection on their developing knowledge and then apply \ntheir knowledge in field-based classroom experiences in diverse settings. \n\nEDU 602. Cultural Psychology 4 hours \n\nCultural psychology is an interdisciplinary field between psychology and an- \nthropology. It focuses on the ways in which culture and mind, and more specifi- \ncally, culture and self, mutually constitute each other. Therefore, cultural \npsychology primarily addresses how the mutual constitution of culture and self \nhas implications for cross-culturally divergent psychological patterns in cognition, \nemotion, motivation, moral reasoning, and psychopathologies. \n\nEDU 603. Assessing Teaching and Learning 4 hours \n\nThis course provides an introduction to the concepts and skills needed to \ndevelop paper-and-pencil and performance assessments for formative and \nsummative classroom evaluation. Planning student evaluations, coordinating evalu- \nations with objectives, item development, item analysis, relating evaluation to in- \nstruction, grading, and reporting achievement outcomes to students, parents, and \nschool personnel are discussed. \n\nEDU 604. Technology of Teaching 4 hours \n\nThe purposes of this course are two: 1) to prepare prospective teachers to \nmeet the Georgia technology standards for educators, and 2) for these prospective \nteachers to learn to integrate technology into meaningful learning experiences for \nthe students they will teach. To accomplish these goals, students in the course will \nlearn to use technology as a tool for designing and conducting learning projects in \nwhich inquiry is the means of investigation. \n\nEDU 611. Arts of Diverse Peoples 4 hours \n\nThis course provides future teachers with an appreciation and understanding \nof the arts disciplines of music, visual art, dance, and theatre as a means to under- \nstand self, others, and the human condition. It also offers students an opportu- \nnity for personal inquiry experiences and skill development in the arts so that \nthey feel prepared to incorporate study of the arts into their classrooms. Students \nwill engage in regular and systematic reflection on their developing knowledge \nbase. Students will also apply their knowledge in field-based classroom experi- \nences in diverse settings. \n\nEDU 612. Literacy and Literature 4 hours \n\nThis course prepares students to be literacy teachers in diverse early child- \nhood classrooms. The course includes methods of literacy instruction and explo- \nrations in literature from various cultural perspectives. Students will engage in \nregular and systematic reflection on their developing knowledge base and apply \ntheir knowledge in field-based classroom experiences in diverse settings. \n\nEDU 613. Studies of Diverse Cultures 4 hours \n\nThis course includes exploration of social studies content and methods for \nteaching social studies in early childhood education. From a variety of perspec- \n\n\n\n135 \n\n\n\ntives, students will examine the types of questions social scientists ask about hu- \nman experience, institutions, and interactions. In the course, prospective teach- \ners will use appropriate methods of inquiry to investigate some of those questions. \nThey will engage in regular and systematic reflection on their developing knowl- \nedge base and then apply that knowledge in field-based classroom experiences in \ndiverse settings. \n\nEDU 614. Mathematical Inquiry 4 hours \n\nThe foundation for this course is that knowing mathematics is doing math- \nematics; thereby, students will be prepared to teach mathematics well. The focus \nis mathematics content: number systems, geometry, and an additional unit (from \nprobability/statistics, graph theory, or another appropriate area). Methods, as- \nsessment, technology, and historical perspective are integral to this course. \n\nEDU 615. Inquiring Into Science 4 hours \n\nIn this course, students will explore nature, content, and processes of science \nwhile examining current best practices and issues in teaching science to children. \nStudents will understand the role that inquiry plays in the development of scien- \ntific knowledge. Students will explore relationships between science, technology, \nand other curriculum areas in a community of diverse elementary learners. \n\nEDU 619. Student Teaching and Capstone Seminar 12 hours \n\nStudent teaching, a supervised internship semester in a diverse elementary \npublic school classroom, is the capstone experience in teacher preparation, the \npoint at which theory and practice converge. The course includes 14 weeks of full- \ntime participation and teaching in a public school classroom with weekly seminar \nmeetings for professional development. \n\n\n\nEngineering - Dual Degree \n\n\n\nOglethorpe is associated with the Georgia Institute of Technology, the Uni- \nversity of Florida, Auburn University, Mercer University, and the University of \nSouthern California in combined programs of liberal arts and engineering. The \nprograms require the student to complete three years at Oglethorpe University \nand the final two years at one of these engineering schools. The three years at \nOglethorpe include core curriculum courses, General Chemistry I and II, College \nPhysics I and II, Calculus I-III, a choice of Differential Equations or Linear Alge- \nbra and a foreign language course at the second semester elementary-level or higher. \nThe two years of technical education require the completion of courses in one of \nthe branches of engineering. \n\nIn this combined plan, the two degrees which are awarded upon the success- \nful completion of the program are the degree of Bachelor of Arts by Oglethorpe \nUniversity and the degree of Bachelor of Science in Engineering by the engineer- \ning school. Because the required pre-engineering curricula of the five affiliated \nschools are slightly different, the student is advised to consult frequently with the \nfaculty member serving as dual degree engineering program advisor. \n\nEngineering is a difficult subject. Students can maximize their chances for \nsuccess by starting at Oglethorpe where the faculty's primary concern is effective \nteaching and working closely with students. Classes are small, and laboratories \n\n136 \n\n\n\noffer the opportunity for hands-on experience with sophisticated equipment. This \nstrong foundation gives the student an excellent preparation for professional school, \nresulting in more effective learning in advanced engineering courses. As a liberal \narts and sciences university, Oglethorpe stresses broad education for intelligent \nleadership. Here, the student will explore the fundamental fields of knowledge, \nfurther his or her understanding of science and mathematics, and refine the abili- \nties to read, write, speak, and reason with clarity. This preparation will serve the \nstudent well in any career but particularly so in the engineering field. With strong \npreparation in engineering plus a liberal arts education, the student will be ready \nfor a variety of career positions. The dual degree engineering program provides \nan education that is both broad and deep - a combination that will serve the \ngraduate well as career responsibilities increase. \n\nNote: Dual-degree students in engineering may not use Oglethorpe financial aid \nassistance to attend other institutions. \n\n\n\nEnglish \n\n\n\nIn literature courses, students examine written works to determine their mean- \ning, to reach judgments about their value, to explore their relation to life, and to \nderive pleasure. To these ends, students make written and oral analyses, support- \ning their conclusions with close examination of specific passages from the works \nof literature being studied. In both literature and writing courses, students learn \nto compose their generalizations and supporting details into a coherent structure \nof thought and language. \n\nAn English major at Oglethorpe is excellent preparation for law school or any \nother professional training that requires students to interpret written material \nand support their assertions with specific evidence. Given the expressed need in \nthe business community for people who can communicate well orally and on pa- \nper, the combination of an English major and courses in business administration \nor an accounting minor may be very attractive to prospective employers. The course \nBusiness and Technical Communications focuses on the kinds of speaking and \nwriting abilities graduates will need to get and keep jobs in personnel, sales, and \nmanagement. Oglethorpe graduates also work in public relations and editing, where \nthey use their skill with words - a major emphasis of every English course. They \ngo into teaching, and sometimes work for publishers, television stations, film-mak- \ning companies, or computer firms. They write press releases, training manuals, \nin-house newspapers, and news copy. \n\nTo help students bridge the gap between academic life and work experience, \nOglethorpe places English majors in internships with area newspapers, publishing \ncompanies, public relations firms, cultural associations, and radio and television \nstations. Such experiences enhance students' chances of finding the jobs they \nwant after graduation. \n\nMajor \n\nStudents who major in English are required to take four period courses: An- \ncient Literature, Medieval and Renaissance Literature, The Enlightenment Through \nVictorian Literature, and Modern and Contemporary Literature. Students also \nare required to take one writing course; Shakespeare or Chaucer; four electives \nfrom the upper-level (300) literature courses, and one semester of a foreign lan- \n\n137 \n\n\n\nguage at the second semester elementary-level or higher. The degree awarded is \nthe Bachelor of Arts. \n\nMinor \n\nStudents who minor in English are required to take a minimum of five literature \ncourses. At least three of these must be upper-level (300) courses. \n\nENG 100. Independent Study in Literature and Composition 1-4 hours \n\nSupervised study in specified genres or periods. Prerequisite: Permission of \nthe instructor. \n\nENG 101. Ancient Literature 4 hours \n\nThis course will examine the literature of the ancient world. Although the \nprimary focus will be on Greek, Roman, and Hebrew culture, non-Western mate- \nrials may also be studied. Works and authors might include: Gilgamesh, Homer, \nJob, and Virgil. \n\nENG 102. Medieval and Renaissance Literature 4 hours \n\nThis course will examine the transition of the cultural world of Dante to that \nof Shakespeare and Milton. Although the primary focus will be Western, non- \nWestern works may also be studied. Texts and authors might include: Chretien, \nDante, The Tale ofGenji, Chaucer, Montaigne, Shakespeare, Cervantes, and Milton. \n\nENG 103. The Enlightenment Through Victorian Literature 4 hours \n\nThis course will investigate literature of the 18 th and 19 lh centuries. Authors \nmight include: Defoe, Pope, Basho, Austen, Emerson, Twain, and George Eliot. \n\nENG 104. Modern and Contemporary Literature 4 hours \n\nThis course will investigate the literature of the 20 th century. Authors might \ninclude: T S. Eliot, Woolf, Lawrence, Frost, Morrison, and Marquez. \n\nENG 201. Chaucer 4 hours \n\nStudents will learn to read and appreciate the works of Geoffrey Chaucer, the \nfirst great English poet, in his original language; to enjoy the rich and varied \nnature of his works; and to appreciate why he is called \"the Father of English.\" \nPrerequisites: COR 101, COR 102, and one 100-level English course. \n\nENG 202. Shakespeare 4 hours \n\nThe plays and theatre of William Shakespeare. Offered in alternate years. \nPrerequisites: COR 101, COR 102, and one 100-level English course. \n\nENG. 230. Creative Writing 4 hours \n\nThis course is an introduction to writing poetry and prose fiction. The stu- \ndent will be asked to submit substantial written work each week, keep a journal, \nand read published writers. Much class time will be spent discussing student and \npublished work. Prerequisites: COR 101 and COR 102. \n\n\n\n138 \n\n\n\nENG 231. Biography and Autobiography 4 hours \n\nThis course is an introduction to biographical and autobiographical writing \nwith practice in the personal narrative as well as other forms such as the profile \nand the interview. Students will submit substantial written work each week and \nkeep a journal. The class will follow a workshop format, discussing the students' \nand published work. Prerequisites: COR 101 and COR 102. \n\nENG 300. The Bible as Literature 4 hours \n\nThis course will examine the Bible as a literary artifact and within an historical \ncontext. Students will be particularly interested in the varied ways in which the \nBible generates meaning. These include archetypal repetition, the weaving to- \ngether of historically disparate texts, parable, and allegory. Prerequisites: COR \n101, COR 102, and one 100-level English course. \n\nENG 301. Russian Literature 4 hours \n\nThis course will consist of Russian literature in translation, mostly fiction, mostly \nfrom the 19 th century. Central to the course is Anna Karenina. In addition to \nTolstoy, authors might include: Gogol, Dostoevski, and Chekhov. Prerequisites: \nCOR 101, COR 102, and one 100-level English course. \n\nENG 302. The Child in Literature 4 hours \n\nThis course will involve a wide-ranging study of works which employ inno- \ncence, particularly in childhood, in order to deepen the understanding of experi- \nence. Authors might include: Sophocles, Blake, Carroll, James, and Kafka. \nPrerequisites: COR 101, COR 102, and one 100-level English course. \n\nENG 303. American Poetry 4 hours \n\nThis course will consider the work of major American poets such as Whitman, \nDickinson, Frost, Eliot, and Williams. Prerequisites: COR 101, COR 102, and one \n100-level English course. \n\nENG 304. Images of Women in Literature 4 hours \n\nAn exploration of various stereotypical, archetypal, and realistic images of \nwomen in literature. Prerequisites: COR 101, COR 102, and one 100-level English \ncourse. \n\nWGS 304. Women Poets 4 hours \n\nThis course is a survey of poetry by women, from ancient Chinese, Persian, \nand others in translation, to medieval Irish and Renaissance English, to 19 lh - and \n20 lh -century Americans, as well as Eastern Europeans and Latin Americans in \ntranslation. Included will be several recent poets such as Gwendolyn Brooks, \nAdrienne Rich, and Mary Oliver in order to discover what themes, images, and \nattitudes seem to emerge from the works. Prerequisites: COR 101 and COR 102. \n\nENG 305. Chivalric Romance 4 hours \n\nThis course will explore the chivalric tales of \"knights and ladies' gentle deeds,\" \npaying particular attention to models of heroism and temptation; tensions be- \ntween holy and secular quests; dichotomies of masculine and feminine identity; \nand canons of moral and ethical behavior. Authors might include Marie de France, \nChretien de Troyes, Arisoto, and Spenser. Prerequisites: COR 101, COR 102, and \none 100-level English course. \n\n\n\n139 \n\n\n\nENG 306. Special Topics in Drama 4 hours \n\nDrama as literature and genre, through survey and period studies. Prerequi- \nsites: COR 101, COR 102, and one 100-level English course. \n\nENG 307. Milton 4 hours \n\nThis course will examine the major prose and poetry of John Milton and their \nplace in 17 lh century English culture. Works studied will include Areopagitica, Lycidas, \nSamson Agonistes, and Paradise Lost. Prerequisites: COR 101, COR 102, and one \n100-level English course. \n\nENG 308. Special Topics in Poetry 4 hours \n\nThis course will focus on particular poets, movements, styles, or periods. Pre- \nrequisites: COR 101, COR 102, and one 100-level English course. \n\nENG 309. The Literature of the City and the Country 4 hours \n\nThis course will concentrate on 19 th and 20 th century English and American \nliterature in order to deepen the student's understanding and test the conceptions \nof the natural and the urban. Authors might include Wordsworth, Dickens, \nThoreau, Woolf, and Frost. Prerequisites: COR 101, COR 102, and one 100-level \nEnglish course. \n\nENG 310. Special Topics in Fiction 4 hours \n\nEnglish, American, and continental narrative prose will be examined in the \ncontext of theme, period, or genre. Prerequisites: COR 101, COR 102, and one \n100-level English course. \n\nENG 311. Ulysses 4 hours \n\nThis course will focus on a thorough reading of Ulysses but might also exam- \nine other works by James Joyce, such as Dubliners, A Portrait of the Artist as a Young \nMan, and selections from Finnegans Wake. Prerequisites: COR 101, COR 102, and \none 100-level English course. \n\nENG 312. Special Topics in Literature and Culture 4 hours \n\nCourses relating literature with aspects of social and intellectual history or a \nparticular issue or theme. Possible offerings may include women in literature, \nAmerican civilization, African-American (or other ethnic) literature, popular cul- \nture, the literature of a single decade, children's literature, and myth and folklore \nin literature. Usually offered in alternate years. Prerequisites: COR 101, COR 102, \nand one 100-level English course. \n\nENG 313. African-American Literary Traditions 4 hours \n\nThis course surveys African-American literature and literary history. It be- \ngins with a close examination of the slave narrative and the African-American \nsentimental novel of the 19 th century. An exploration is made of the literature of \nthe Harlem Renaissance, followed by works like Ralph Ellison's Invisible Man and \nRichard Wright's Native Son. Finally, civil rights era literature and works by au- \nthors such as Gloria Naylor and Alice Walker will be examined. Prerequisites: \nCOR 101, COR 102, and one 100-level English course, preferably Modern and \nContemporary Literature. \n\n\n\n140 \n\n\n\nENG 314. Special Topics in Major British and American Authors 4 hours \n\nAn intensive study of between one and five British or American authors. \nPrerequisite: COR 101, COR 102, and one 100-level English course. \n\nENG 315. Vision, Violence, and Community in Milton, Blake, \n\nWhitman, and Yeats 4 hours \n\nThis course will examine works by four major visionary poets. In the histori- \ncal context of English civil war, the French Revolution, the American Civil War, \nand World War I and the Irish rebellions, they tried to envision for their cultures \na restoration of community between the temporal and the eternal, the human and \nthe divine. In times of fragmentation and crisis, each re-invented a traditional \nmythology. A study will be made of their individual visions to those collective \nmyths and to personal struggles. Prerequisites: COR 101, COR 102, and one 100- \nlevel English course. \n\nENG 330. Writing Poetry 4 hours \n\nIn weekly assignments students will try free verse and various forms in the \neffort to discover and to embody more and more truly what they have to say. Much \ntime will be spent reading published poets, responding to student work in class, \nand trying to generate language that reveals rather than explains intangible \"mean- \nings.\" Prerequisites: COR 101 and COR 102. \n\nENG 331. Writing Prose, Fiction, and Nonfiction 4 hours \n\nStudents will get instruction and substantial practice in writing fictional and \nnonfictional prose which aims at getting what Henry James called \"a sense of felt \nlife\" onto the page. The class will follow a workshop format with weekly assign- \nments, journal writing, extensive discussion of student work, and reading of pub- \nlished examples. Prerequisites: COR 101 and COR 102. \n\nENG 401. Internship in English 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning op- \nportunity to qualified students. The internship generally requires the student to \nobtain a faculty supervisor, submit a learning agreement, work 30-35 hours for \nevery hour of academic credit, keep a written journal of the work experience, have \nregularly scheduled meetings with the faculty supervisor, and write a research \npaper dealing with some aspect of the internship. An extensive list of internships \nis maintained by the Career Services Office, including opportunities at Atlanta \nMagazine, The Knight Agency, and Peachtree Publishers. Graded on a satisfac- \ntory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and \nqualification for the internship program. \n\nEnvironmental Studies - Dual Degree \n\nThe Cooperative College Program coordinates the education of students at \nOglethorpe University with graduate programs in environmental studies and natu- \nral resources offered by the Nicholas School of the Environment at Duke Univer- \nsity. This program provides a unique combination of liberal and professional \neducation well suited for those desiring to enter the fields of environmental stud- \nies or natural resources. Participating Oglethorpe students are accepted into ei- \nther of two degree programs at Duke: the Master of Environmental Management \n\n141 \n\n\n\n(MEM) or the Master of Forestry (MF). The degree awarded is determined by the \nstudent's area of concentration at Duke. The program accommodates a wide range \nof undergraduate backgrounds, and experience indicates that students majoring \nin one of the natural or social sciences, pre-engineering, economics, or business \nadministration are best suited for it. Although some students may prefer to com- \nplete the baccalaureate degree before undertaking graduate study at Duke, highly \nqualified students can reach a satisfactory level of preparation with three years of \ncoordinated undergraduate study at Oglethorpe; all final admission decisions rest \nwith the Nicholas School of the Environment. A Bachelor of Arts degree is awarded \nby Oglethorpe University upon successful completion of one year of study at Duke; \nafter four semesters at Duke, in which at least 48 semester units of credit are \nearned, these students may qualify for one of the professional master's degrees. \nThere are six areas of concentration for the professional master's degree pro- \ngrams offered by the Nicholas School of the Environment: Coastal Environmen- \ntal Management; Environmental Toxicology, Chemistry, and Risk Assessment; \nResource Ecology; Resource Economics and Policy; Water and Air Resources; and \nForest Resource Management. The undergraduate course requirements are highly \nflexible for some areas of concentration; others are more stringent. All of the \nprograms have the following requirements: \n\n1. Completion of the Oglethorpe University core courses, including one se- \nmester of a foreign language at the second semester elementary-level or \nhigher. \n\n2. Training in the natural sciences or social sciences related to the student's \narea of interest in natural resources and environmental science. \n\n3. Completion of at least one introductory course in calculus - either Applied \nCalculus or Calculus I. \n\n4. Completion of a statistics course that includes descriptive statistics, prob- \nability distributions, hypothesis testing, confidence intervals, correlation, \nsimple linear regression and simple ANOVAs. Statistics at Oglethorpe \nfulfills this requirement. \n\n5. A working knowledge of microcomputers for word processing and data \nanalysis. Introduction to Computer Applications Software fulfills this re- \nquirement, although students with extensive experience with computers \nmay have other options. \n\nQualified students who have interests outside of the structured programs of \nthe Nicholas School of the Environment are permitted to design individual pro- \ngrams of study; all such individual programs are subject to approval by the Educa- \ntion Committee of the Nicholas School of the Environment. \n\nNote: Dual-degree students in environmental studies and natural resources may \nnot use Oglethorpe financial aid assistance to attend Duke University. \n\n\n\nForeign Languages \n\n\n\nIn order to study in any given foreign language, all students with previous \nstudy or experience in that language must take a language proficiency examina- \ntion during Make the Connection weekend or immediately prior to fall registra- \ntion. They will be placed in the course sequence according to their competence. \n\n\n\n142 \n\n\n\nStudents are not eligible to enroll in elementary and intermediate courses in their \nprimary language. \n\nPlease refer to specific foreign languages in alphabetical order in this section \nfor respective course offerings. \n\nFOR 201. Special Topics in Foreign Language, Literature, and Culture... 4 hours \n\nA course in which advanced conversation or topical aspects of the literature \nand cultural phenomena of a language not regularly offered is explored. \n\nFOR 425. Internship in Foreign Language 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning op- \nportunity to qualified students. The internship generally requires the student to \nobtain a faculty supervisor, submit a learning agreement, work 30-35 hours for \nevery hour of academic credit, keep a written journal of the work experience, have \nregularly scheduled meetings with the faculty supervisor, and write a research \npaper dealing with some aspect of the internship. An extensive list of internships \nis maintained by the Career Services Office, including opportunities at the At- \nlanta Hispanic Chamber of Commerce, Georgia Council for International Visi- \ntors, and the Georgia Department of Industry, Trade, and Tourism. Graded on a \nsatisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervi- \nsor and qualification for the internship program. \n\nFrench \n\n\n\nA French major is designed to help the student become increasingly knowl- \nedgeable about the language, literature and cultures of the people who speak and \nlive the French language. Courses that focus on developing language skills (read- \ning, writing, listening comprehension, and speaking) are followed by more ad- \nvanced study in literature, film, and civilization. Acquiring familiarity with culture \nin the French-speaking world is a goal throughout the program. The study of \nanother language should provide the means to appreciate more fully the global \ncommunity to which all of us increasingly belong. It should also furnish an insight- \nful view of one's own culture and language. Students can pursue graduate degrees \nor prepare themselves for careers in international business or politics. \n\nThe study of another culture and language is greatly enhanced by an experi- \nence studying and living where the language is spoken. French majors are there- \nfore required to study and live in a French-speaking country for one semester after \nhaving completed an initial sequence of courses and before beginning advanced \nclasses in the language at Oglethorpe. This can be accomplished by participating \nin the exchange program with one of the University's partners in France or by \nmaking other suitable arrangements in consultation with the student's advisor. \nNative speakers of French may complete the study abroad portion of the major at \nOglethorpe or through cross registration for courses at Atlanta Regional Consor- \ntium for Higher Education (ARCHE) institutions. \n\nFrench majors are also strongly recommended to consider courses in French \nand European history, or other related fields. \n\nAll students with previous study or experience in French must take a lan- \nguage placement examination during Make the Connection weekend or immedi- \n\n\n\n143 \n\n\n\nately prior to fall registration. They will be placed in the course sequence accord- \ning to their competence. Under no circumstances should students with past expe- \nrience in the language place themselves in courses, especially at the elementary \nlevel. Students are not eligible to enroll in elementary and intermediate courses in \ntheir primary languages. \n\nMajor \n\nStudents who major in French must first complete the following requirements: \nFRE 201 Intermediate French \nFRE 301 French Conversation and Composition \nFRE 302 French Lyric and Literary Prose \nStudents will then complete a semester in an approved study abroad program, \nwhich should include a minimum of 12 semester hours. Returning students must \ncomplete three upper-level (300 or 400) courses in French. \n\nElementary Spanish I or equivalent as determined through the Spanish place- \nment test is also required. It is recommended that this requirement be completed \nduring the student's first two years. \n\nThe degree awarded is the Bachelor of Arts. \n\nMinor \n\nA minor in French consists of these three obligatory courses: \n\nFRE 201 Intermediate French \n\nFRE 301 French Conversation and Composition \n\nFRE 302 French Lyric and Literary Prose \nOne upper-level (300 or 400) course is required to complete the minor. Cer- \ntain requirements may be met through an approved study abroad program. \n\nFRE 101, FRE 102. Elementary French I, II 4 plus 4 hours \n\nThis course is beginning college French, designed to present a sound founda- \ntion in understanding, speaking, reading and writing contemporary French. Pre- \nrequisite: None for FRE 101; FRE 101 required for FRE 102, or placement by \ntesting. \n\nFRE 201. Intermediate French 4 hours \n\nThis course involves further practice in developing oral and written skills. \nIntroduction to a variety of unedited French texts will be included. Prerequisite: \nFRE 102 or placement by testing. \n\nFRE 301. French Conversation and Composition 4 hours \n\nThis course focuses on the development of oral skills through practice in \ngroup settings and individual class presentations combined with weekly writing \nassignments in French to be revised on a regular basis. A study of style and gram- \nmatical forms used exclusively in the written language completes the course work. \nPrerequisite: FRE 201 or placement by testing. \n\nFRE 302. French Lyric and Literary Prose 4 hours \n\nSelected texts from French literature are studied as examples of prose, poetry \nand drama. Students will read original works from the French classical and mod- \nern periods. Taught in French. Prerequisite: FRE 301 or placement by testing. \n\n\n\n144 \n\n\n\nFRE 401. Special Topics in French Language, Literature, and Culture. ..4 hours \n\nTopical aspects of the literature and cultural phenomena associated with the \nFrench language are explored in this course. Offerings will vary according to \nfaculty and student interest. Prerequisite: FRE 301. \n\nFRE 402. The Modern French Republics and Their Institutions 4 hours \n\nA study of both political and cultural institutions in France from 1870 to the \npresent with emphasis on the traditions established by the new republican govern- \nment in the 1880s and the creation in 1958 of the Fifth Republic under which \nFrance is currently governed. Taught in French. Prerequisite: FRE 301. \n\nFRE 403. Franco-American Relations in Trade and Culture 4 hours \n\nThis course is an orientation to French business and cultural communities \nand considerations of existing connections with their American counterparts. The \ncourse includes an introduction to business French. Guest lecturers are invited \nfrom the diplomatic and business community in the wider Atlanta area. Field \ntrips are also organized to consulates, trade offices, and businesses. Taught in \nFrench. Prerequisite: FRE 301. \n\nGeneral Science \n\n\n\nThe physical science and biological science courses are appropriate for stu- \ndents who have a good background in algebra but a minimal one in other sci- \nences. Students with excellent preparation in the sciences may elect one of the \nregular lecture-and-laboratory courses in biology, chemistry, or physics. \n\nGEN 101. Natural Science: The Physical Sciences 4 hours \n\nThis topically-oriented course will examine the many facets of scientific inves- \ntigation. These include the underlying assumptions, the limitations, the provi- \nsional nature, and the power of the scientific process, as well as the influences of \nscience on other aspects of human activity. Experimentation is the hallmark of \nscientific investigation. As such, laboratory experimentation will be a distinguish- \ning feature of this course. Course time devoted to experimentation in the labora- \ntory, as well as inside and outside the classroom, will intertwine with time devoted \nto discussion and lecture. Natural Science: The Physical Sciences will deal with a \ntopic drawn from the physical sciences. These will include, but not be limited to: \nChemistry, Cosmology, Descriptive Astronomy, History of Science, Meteorology, \nModern Scientific Perspectives of the Universe, and Oceanography. Prerequisite: \nMAT 103 or by examination. \n\nGEN 102. Natural Science: The Biological Sciences 4 hours \n\nThis course is designed to examine the many facets of scientific investigation. \nLaboratory experimentation will be an important feature, with course time de- \nvoted to experimentation in the laboratory as well as the classroom. Rather than a \nsurvey of the entire field of biology, this effort will be directed toward specific \ntopics such as, but not limited to: Cancer, Cell Biology, Human Biology, Ecology, \nand Evolution. \n\nGEN 200. Internship in Science 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning op- \n\n145 \n\n\n\nportunity to qualified students. The internship generally requires the student to \nobtain a faculty supervisor, submit a learning agreement, work 30-35 hours for \nevery hour of academic credit, keep a written journal of the work experience, have \nregularly scheduled meetings with the faculty supervisor, and write a research \npaper dealing with some aspect of the internship. An extensive list of internships \nis maintained by the Career Services Office, including opportunities at Piedmont \nHospital, The Centers for Disease Control and Prevention, and Accura Analytical \nLaboratory. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permis- \nsion of the faculty supervisor and qualification for the internship program. \n\nGerman \n\nAll students with previous study or experience in German must take a lan- \nguage placement examination during Make the Connection weekend or immedi- \nately prior to fall registration. They will be placed in the course sequence according \nto their competence. Under no circumstances should students with past experi- \nence in the language place themselves in courses, especially at the elementary \nlevel. Students are not eligible to enroll in elementary and intermediate courses in \ntheir primary languages. \n\nGER 101, GER 102. Elementary German I, II 4 plus 4 hours \n\nThis course is beginning college German, designed to develop the ability to \nunderstand, speak, read, and write contemporary German. Prerequisite: None for \nGER 101; GER 101 required for GER 102, or placement by testing. \n\nGER 201. Intermediate German I 4 hours \n\nThis course will focus on practice in speaking and understanding German, \naccompanied by a review of grammar. Reading and discussion of short literary \ntexts. Prerequisite: GER 102 or placement by testing. \n\nGER 202. Intermediate German II 4 hours \n\nThis course is a continuation of Intermediate German I with practice in spo- \nken German and added emphasis on writing. Reading materials include both con- \ntemporary topics and selections from literature. Prerequisite: GER 201 or placement \nby testing. \n\nGER 301, GER 302. Special Topics in German Language, \n\nLiterature, and Culture I, II 4 plus 4 hours \n\nTopical aspects of the literature and cultural phenomena associated with the \nGerman language are explored in this two-semester sequence of courses. Prereq- \nuisite: GER 202. \n\nFor a listing of foreign institutions and programs with which Oglethorpe has \nexchange agreements and affiliations, please see International Exchange Partner- \nships/Study Abroad in the Educational Enrichment section of this Bulletin. Of \nparticular interest to students of German is the Oglethorpe exchange agreement \nwith the University of Dortmund. \n\n\n\n146 \n\n\n\nGreek \n\nAll students with previous study or experience in Attic Greek must take a \nlanguage placement examination during Make the Connection weekend or imme- \ndiately prior to fall registration. They will be placed in the course sequence ac- \ncording to their competence. Under no circumstances should students with past \nexperience in the language place themselves in courses, especially at the elemen- \ntary level. \n\nGRE 101, GRE 102. Attic Greek I, II 4 plus 4 hours \n\nThese courses will introduce students to the grammatical and syntactical ele- \nments of the Attic dialect of 5 th century Athens. Mastery of these materials will \nenable students to read works written by Thucydides, Sophocles, Plato, Aristotle, \nand other ancient authors of this period. Knowledge of Attic Greek will also \nprovide a foundation for those wishing to study Homeric epic or The New Testa- \nment. Prerequisite: None for GRE 101; GRE 101 for GRE 102, or placement by \ntesting. \n\n\n\nHistory \n\n\n\nThe study of history introduces students to important events of the past and \nthe people who played significant roles in them. Embracing the principal fields of \nliberal education, the study of history enlarges one's understanding of political \norganizations, geography, economic arrangements, social institutions, religious \nexperiences and various forms of intellectual expression. \n\nThe history faculty at Oglethorpe University seeks to make its students aware \nof the constantly changing interpretations of the past and acquaint them with the \nincreasing uses of the discipline in such fields as law, journalism, public relations, \nart, theology, diplomacy, and public service. Particular stress is placed on a mas- \ntery of the techniques of research, which enhance one's usefulness in many fields \nof professional life. Archival careers and postgraduate studies in history are op- \ntions with which Oglethorpe students become familiar. \n\nMajor \n\nStudents majoring in history are required to take at least eight history courses. \nThese must cover the following geographic areas and time periods (a course can \nsimultaneously satisfy both one area and one time-period requirement): European, \nUnited States, and Latin American history; and ancient or medieval (before 1500), \nearly modern (1500-1789), and modern (since 1789) history. At least one of these \ncourses must have an emphasis on historiography - the study of historical methods \nand interpretations. Courses that satisfy this requirement include The Age of Chiv- \nalry, 800-1450, Early Modern Europe, The Age of Empire and Nationalism - Eu- \nrope 1848-1914, German History to 1800, German History Since 1800, The Fall of \nRome and the Barbarians, or any other course specifically designated by the in- \nstructor. In addition, the student must also take Investigative Writing, one course \nin Asian Studies, and at least one semester of a foreign language beyond the first- \nyear level, or demonstrate the equivalent proficiency. The degree awarded is the \nBachelor of Arts. \n\n\n\n147 \n\n\n\nMinor \n\nTo complete a minor four courses must be taken. \n\nHIS 101. The Foundations of the West 4 hours \n\nThis course will explore the history of the Western world from late antiquity \nto 1600, focusing on the rise of the Christian civilizations of Eastern and Western \nEurope and Islamic civilization. Special consideration will be given to the com- \nparative study of ideas, religion, political institutions, and patterns of social orga- \nnization. Through the use of primary documents and critical scholarly works, \nstudents will gain first-hand knowledge of the tools and methods of historical \nresearch. \n\nHIS 102. The West and the Modern World 4 hours \n\nThis course covers the history of Western civilization (defined as all the soci- \neties descended from medieval Christendom) since 1600, with the focus on its \nmodernization after 1789. This process destroyed the relative homogeneity of the \nold regime and fragmented the West along two fault lines: 1) socio-economic mod- \nernization, which varied profoundly between rich capitalist societies (Germany, \nBritain, United States, Australia) and poor socialist, neo-feudal, or neo-mercantil- \nist ones (Russia, Romania, Mexico, Brazil); and 2) political modernization, which \ncould be liberal, communist, or fascist. Prerequisite: HIS 101. \n\nHIS 110. The Vikings and the Anglo-Saxons 4 hours \n\nThis course will examine the meteoric rise of the Scandinavians from obscu- \nrity to become the terror of Europe in the 8 th through the ll' h centuries. For \npurposes of comparison, a look will also be taken at the Vikings' more \"civilized\" \ncousins, the Anglo-Saxons. While both medieval and modern historians have \ntended to draw a thick line between these two cultures, this course will suggest \nthat both represent aspects of a general political, economic, and cultural zone in \nthe Northern Seas. \n\nHIS 210. The Age of Chivalry, 800-1450 4 hours \n\nThis course will cover the High and Later Middle Ages, from the later \nCarolingian period through the War of the Roses. The main focus will be on the \nevolution of state and society in northern and western Europe during these peri- \nods. Special attention will be given to such events as the rise of feudal monar- \nchies, the Investiture Contest, the Norman Conquests, the Crusades, and the \nHundred Years' War. \n\nHIS 211. The Renaissance and Reformation 4 hours \n\nStudents will study the significant changes in European art, thought, and in- \nstitutions during the period from 1300 to 1550. The course will focus on critical \nreadings of primary sources from this era. \n\nHIS 212. Early Modern Europe 4 hours \n\nThis course will examine the development of European society and politics \nfrom the end of the Reformation to the eve of the French Revolution. Special \nemphasis will be placed on the development of the modern state, the contest be- \ntween absolutism and constitutionalism, and the Enlightenment. \n\n148 \n\n\n\nHIS 213. The Age of Revolution - Europe and the Atlantic \n\nWorld 1776-1849 4 hours \n\nThe \"old regime\" (serfdom, rule by monarchs and nobles, and a politically \npowerful church) and an agrarian way of life had prevailed in much of Europe and \nthe New World since the Middle Ages. From 1776 on, however, a series of upheav- \nals, such as the American and French revolutions, the Napoleonic Wars, the Latin \nAmerican Wars of Independence, and the European revolutions of 1820-21, 1830- \n31, and 1848-49 had challenged the old order. This course studies the events of \nthis dramatic period, including the Industrial Revolution and the rise of romanti- \ncism, socialism, nationalism, and liberalism. \n\nHIS 214. The Age of Empire and Nationalism - Europe 1848-1914 4 hours \n\nThe six decades following the revolutions of 1848 were a period of remark- \nable power, prosperity, and creativity in Europe. New nation-states (Germany and \nItaly) were formed; old multiethnic empires (Russia and Austria-Hungary) seemed \nrejuvenated; and Europeans acquired immense colonial empires. Meanwhile, in- \ndustrialization and modern science and art revolutionized European life and \nthought. However, this fusion of cultural and economic modernity with social \nand political conservatism concealed grave weaknesses that would lead, begin- \nning in 1914, to the upheavals of world war, communism, and fascism. \n\nHIS 215. The Age of World War - Europe 1914-1945 4 hours \n\nThis course examines the disasters that befell Europe in the three decades \nafter 1914: World War I; the Russian Revolution; the ill-fated Treaty of Versailles; \nthe rise of Mussolini; the Great Depression; the dictatorships of Hitler and Stalin; \nthe spread of fascism in the 1930s; and World War II. The course discusses the \nreasons for the failure of the international order to prevent two horrific military \nconflicts, and for the failure of moderate forces in many European countries - \nincluding Russia, Germany, Italy, and Spain - to block the rise to power of violent \nand millenarian political forces. \n\nHIS 230. United States History to 1865 4 hours \n\nA survey from Colonial times to 1865, concerned mainly with the major do- \nmestic developments of a growing nation. \n\nHIS 231. United States History Since 1865 4 hours \n\nA survey from 1865 to the present, concerned with the chief events which \nexplain the growth of the United States to a position of world power. \n\nHIS 240. Latin America to Independence 4 hours \n\nLatin American history from the origins of pre-Columbian civilizations to \nindependence will be examined by exploring: the origins and development of \nindigenous societies in Mesoamerica and the Andes; the conquest and coloniza- \ntion of (what became) Spanish and Portuguese America; the nature of colonial \ncontrol; the response of indigenous populations to colonial society, administra- \ntion, and religion; and the developing tensions between Spaniards and Creole \nelites. The movement for independence, which arose from a variety of issues, cre- \nated by contrasting views and concerns of distant European authority and local \n\n\n\n149 \n\n\n\ncultural identity, will be studied. Finally, the major challenges that faced the newly \nemergent Latin American nations will be considered. \n\nHIS 311. German History to 1800 4 hours \n\nThe Holy Roman Empire of the German Nation has been derided by Voltaire \nas being none of the above. At the same time, the Empire provided the primary \npolitical organization of pre-Modern Germany, from the 10 th century to the Napo- \nleonic Wars. This course will survey the general history of the Empire from the \nRenaissance to the end of the 18 th century. Special emphasis will be paid to the \nprimary social and constitutional questions of German history. How was it pos- \nsible to balance the sovereignty of the individual states with the corporate needs \nof the Empire? Within the question lies a greater problem: How did this issue of \na \"balance of power\" between the emperor and his estates relate to the general \nrelations between rulers and the ruled? Prerequisite: Permission of the instructor. \n\nHIS 312. German History Since 1800 4 hours \n\nThis course is a survey of German history in the 19 th and 20 lh centuries, focus- \ning on the unification of Germany in the 19 th century, the Bismarckian state, the \ntwo world wars, the Weimar Republic, the Third Reich, and the division and sub- \nsequent reunification of Germany after World War II. \n\nHIS 320. Russian History to 1861 4 hours \n\nThis course studies the thousand years from the formation of the Kievan \nstate until the abolition of serfdom. It covers the Mongol invasion, the rise of \nMuscovy, the reign of Ivan the Terrible and the Time of Troubles, Imperial Russia's \nWesternization under Peter the Great, and its apogee under Catherine the Great \nand her grandsons. \n\nHIS 321. Russian History Since 1861 4 hours \n\nThis course studies Russian history from the abolition of serfdom, which be- \ngan Imperial Russia's last attempt to reform itself and stave off revolution, until \nthe present. It also covers the 1905 and 1917 revolutions, the rise of communism, \nthe era of Lenin and Stalin, and the fall of the communist system. \n\nHIS 330. Between World Wars: The United States, 1920-1945 4 hours \n\nDuring this period of war, prosperity, and depression, the United States un- \nderwent dramatic economic, political, social, and cultural changes. The interwar \nyears witnessed the emergence of the United States as a world power, an increas- \ningly sophisticated women's movement, the rise of mass production and mass \nconsumption, and a variety of new challenges to social and economic policies. \nThe Great Depression and the New Deal brought further challenges to traditional \nliberal political and economic assumptions as the federal government intervened \nin nearly every aspect of American life. World War II, then, again transformed the \nnation as it ushered in the \"age of affluence\" and cold wars in the international \nand domestic realms. Prerequisites: HIS 230 and HIS 231 or permission of the \ninstructor. \n\nHIS 331. The Age of Affluence: The United States Since 1945 4 hours \n\nAn interdisciplinary study of American life since World War II, this course \n\n\n\nL50 \n\n\n\nwill emphasize political, economic, and social developments. Foreign policy is \nconsidered principally with respect to its impact on domestic affairs. \n\nHIS 335. Georgia History 4 hours \n\nThis course is a chronological examination of the history of Georgia from the \nColonial period to the 20th century. Emphasis is given to Old and New South \nthemes, higher education development with attention to the history of Oglethorpe, \nthe transition from rural to urban life, and Georgia's role in contemporary Ameri- \ncan life. Prerequisites: HIS 230, HIS 231, or permission of the instructor. \n\nHIS 340. Dictatorship and Democracy in Latin America 4 hours \n\nThis course will examine the roots, character, and impact of authoritarian \nrule and resulting resistance movements in Latin America. Included will be a \nlook at the caudillos who competed for power after independence, the Liberal \ndictatorships of the late 19' h century, the Depression Dictators of the 1930s and \nPopulist dictators of the 1940s and 1950s, and the rise of military-bureaucratic \ndictatorships in the 1960s and 1970s. An understanding will be sought for why \nalmost all political orientations (Republicanism, Liberalism, nationalism, Popu- \nlism, and Communism) offered up a dictator as their champion at some point in \nLatin American history and how Latin American nations have been able to make \na transition to democracy. Finally, consideration will be given to how dictator- \nships affect the everyday lives and perceptions of the people living under them \nand in their aftermath. Prerequisite: HIS 240 or permission of the instructor. \n\nHIS 350. Special Topics in History 4 hours \n\nCourses offered to respond to topical needs of the curriculum. Prerequisite: \nPermission of the instructor. \n\nHIS 410. Ancient History and Ancient Historians 4 hours \n\nIn this course the history of Greek and Roman civilizations will be studied \nthrough the writings of several ancient historians. The methods used by ancient \nauthors, their literary style, and the relation of their works to the specific histori- \ncal context in which they were written will be examined. Special consideration \nwill be given to the various philosophies of history that emerged in antiquity. \nPrerequisite: Permission of the instructor. \n\nHIS 411. The Fall of Rome and the Barbarians 4 hours \n\nThis course will examine the \"fall\" of the Roman Empire in late antiquity and \nthe subsequent rise of barbarian kingdoms in Europe. The primary issue will be \nto determine whether the Roman Empire did in fact \"fall\" during this time, or \nwhether the period actually marks a transition, the birth of Europe. The role of \nChristianity in the transformation of Europe will be a major focus of discussion, \nas well as other social, political, and economic issues. Prerequisite: HIS 410 or \npermission of the instructor. \n\nHIS 430. The American Civil War and Reconstruction 4 hours \n\nA course for advanced history students emphasizing the causes of conflict, \nthe wartime period, and major changes that occurred. Prerequisites: HIS 230 and \nHIS 231. \n\n\n\n151 \n\n\n\nHIS 431. United States Diplomatic History 4 hours \n\nThis course is a study of major developments in American diplomacy from \nthe end of the Revolution until 1945. Recommended prerequisites: HIS 230 and \nHIS 231. \n\nHIS 450. Independent Study in History 1-4 hours \n\nSupervised research on a selected topic. Prerequisite: Permission of the in- \nstructor. \n\nHIS 451. Internship in History 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning op- \nportunity to qualified students. The internship generally requires the student to \nobtain a faculty supervisor, submit a learning agreement, work 30-35 hours for \nevery hour of academic credit, keep a written journal of the work experience, have \nregularly scheduled meetings with the faculty supervisor, and write a research \npaper dealing with some aspect of the internship. An extensive list of internships \nis maintained by the Career Services Office, including opportunities at the At- \nlanta History Center, the Atlanta Preservation Center, and the Coosawattee Foun- \ndation archeological dig. Graded on a satisfactory/unsatisfactory basis. \nPrerequisites: Permission of the faculty supervisor and qualification for the in- \nternship program. \n\n\n\nIndividually Planned Major \n\n\n\nA student who wishes to pursue a course of study not included in one of the \navailable majors may petition to receive permission to complete an individually \nplanned major. \n\nSuch a major must include at least nine courses beyond core requirements \n(excluding courses with three or fewer semester hours) and including at least one \nsemester of a foreign language at the second semester elementary-level or higher. \nAt least four courses of the major must be completed in courses above the intro- \nductory level in one particular discipline. This discipline will be defined as the \nmajor's concentration. Graded course work in the major must have a grade-point \naverage of at least 2.0. Course work that is included in the individually planned \nmajor may not be counted toward a second major or a minor. \n\nTo apply for an individually planned major, the student, in consultation with \nhis or her academic advisor, must complete an application, available at the \nRegistrar's Office, to be approved by the chairperson of the division in which the \nproposed major's concentration is included and the Provost. This application should \nbe submitted by the end of the second semester of the student's sophomore year. \nThe application must specify the following: \n\n1. The major's coverage and definition. \n\n2. The observed or expected conceptual linkages among the concentration \nand the other subject(s) included in the major. \n\n3. The expected outcomes of the completion of the major in terms of the \nstudent's intellectual growth and plans for graduate study or career. \n\nAfter the student has secured written approval from his or her academic advi- \nsor, the chairperson of the division, and the Provost, the Provost will file the \n\n\n\n152 \n\n\n\napplication in the Registrar's office. The Registrar will notify the student and the \nstudent's advisor of the acceptance of the proposal. \n\nThe degree awarded upon successful completion of an approved individually \nplanned major is Bachelor of Arts. \n\n\n\nIndividually Planned Minor \n\n\n\nA student who wishes to pursue a course of study not included in one of the \navailable minors may petition to receive permission to complete an individually \nplanned minor. \n\nSuch a minor must include five courses (excluding courses with three or fewer \nsemester hours), of which at least two courses are in one discipline, which is the \nminor's concentration, and must be at the 300 or 400 level. Of the other three \ncourses included in the minor, another two must also be at the 300 or 400 level. \nGraded work in the minor must have a grade-point average of at least 2.0. Course \nwork that is included in the individually planned minor may not be counted to- \nward a major or another minor. \n\nTo apply for an individually planned minor, the student, in consultation with \nhis or her academic advisor, must complete an application, available at the \nRegistrar's Office, to be approved by the chairperson of the division in which the \nproposed minor's concentration is included and the Provost. This application \nshould be submitted by the end of the second semester of the student's junior \nyear. The application must specify the following: \n\n1. The minor's coverage and definition. \n\n2. The observed or expected conceptual linkages among the concentration \nand the other subject(s) included in the minor. \n\n3. The expected outcomes of the completion of the minor in terms of the \nstudent's intellectual growth and plans for graduate study or career. \n\nAfter the student has secured written approval from his or her academic advi- \nsor, the chairperson of the division, and the Provost, the Provost will file the \napplication in the Registrar's Office. The Registrar will notify the student and the \nstudent's advisor of the acceptance of the proposal. \n\n\n\nInterdisciplinary Studies \n\n\n\nINT 301. Special Topics in Interdisciplinary Studies: 4 hours \n\nThese courses will focus on materials and topics that transcend the bound- \naries of specific academic disciplines and are not offered on a regular basis. Such \ncourses have included Bioethics and Environmental Science. \n\nULP 303. The New American City 4 hours \n\nThe purpose of this course is to examine the problems and prospects of poli- \ntics and policymaking in the new American city and its environs. Consideration \nwill be given to the political and sociological significance of a number of the \nfactors that characterize this new development, including: the extremes of wealth \nand poverty, the mix of racial and ethnic groups, and the opportunities and chal- \nlenges provided by progress in transportation and technology. Offered annually. \n\n\n\n153 \n\n\n\nULP 304. Community Issues Forum: Principles into Practice 4 hours \n\nThis course is taught as a weekly evening seminar focusing on a particular \ncommunity issue and accompanied by an issue-related, off-campus internship. \nTogether with community leaders and faculty, students analyze issues confronting \nstakeholders, collaborate on solutions, and present findings derived from their \ninternship assignments. Students have interned with the state legislature, local \nand state chambers of commerce, community food banks, arts organizations, cor- \nporations, non-profit Organizations, and a number of other community groups. \nTopics covered in previous years include: education, transportation, health care, \nand the environment. Prerequisite: Permission of the instructor. \n\nINT 401. Internship in Interdisciplinary Studies 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning op- \nportunity to qualified students. The internship generally requires the student to \nobtain a faculty supervisor, submit a learning agreement, work 30-35 hours for \nevery hour of academic credit, keep a written journal of the work experience, have \nregularly scheduled meetings with the faculty supervisor, and write a research \npaper dealing with some aspect of the internship. An extensive list of internships \nis maintained by the Career Services Office. Graded on a satisfactory/unsatisfac- \ntory basis. Prerequisites: Permission of the faculty supervisor and qualification \nfor the internship program. \n\nInternational Studies \n\nInternational studies is an interdisciplinary major which seeks to develop skills \nand perspectives essential to effective participation in the emerging multicultural \nbusiness and social environment. The major helps to prepare students for careers \nin international commerce, the travel and convention businesses, international \nbanking and finance, and government. The major also provides an appropriate \nundergraduate background for the professional study of business, public policy, \nand law. Students planning careers in international business or politics are strongly \nencouraged to satisfy the requirements of the major by taking International Eco- \nnomics. Students interested in this major should ask the Registrar to refer them to \na faculty advisor who specializes in this major. The degree awarded is the Bach- \nelor of Arts. \n\nRequirements of the major include successful completion of 1 1 courses, three \nof which must be International Relations, United States Foreign Policy, and Eco- \nnomic Development or International Economics. \n\nCompletion of five courses selected from the following also is required: \nBUS 370 International Business \n\nInternational Economics \n\nThe Modern French Republics and Their Institutions \n\nFranco-American Relations in Trade and Culture \n\nThe Age of World War - Europe 1914-1945 \n\nLatin America to Independence \n\nGerman History Since 1800 \n\nRussian History Since 1861 \n\nDictatorship and Democracy in Latin America \n\nSpecial Topics in History * \n\n154 \n\n\n\nECO 423 \n\n\nFRE \n\n\n402 \n\n\nFRE \n\n\n403 \n\n\nHIS \n\n\n215 \n\n\nHIS \n\n\n240 \n\n\nHIS \n\n\n312 \n\n\nHIS \n\n\n321 \n\n\nHIS \n\n\n340 \n\n\nHIS \n\n\n350 \n\n\n\nHIS 431 United States Diplomatic History \n\nHIS 450 Independent Study in History * \n\nINS 400 Independent Study in International Studies \n\nINS 401 Internship in International Studies \n\nPOL 121 European Politics \n\nPOL 131 Asian Politics \n\nPOL 331 Politics in Japan \n\nPOL 350 Special Topics in Politics * \n\nPOL 411 Advanced Topics in International Relations \n\nPOL 431 Seminar in Politics and Culture * \n\nPOL 450 Independent Study in Politics * \n\nSPN 305 Spanish for International Relations and Business \n\nSPN 410 The Development of Latin American Cultures \n\n* Note: Special topics and independent study courses fulfill the requirements of \nthe major only when they have a substantial international component. \n\nStudents must complete two years of foreign language study or demonstrate \nthe equivalent competence by examination. Students must also take one addi- \ntional language course in which the foreign language is required for research, \nreading, or discussion. \n\nA study abroad experience is required. Note that no more than two courses \nmay be counted toward major requirements from a study abroad program. For- \neign students may count their residence at Oglethorpe as their study-abroad expe- \nrience. Please see International Exchange Partnerships/Study Abroad in the \nEducational Enrichment section of this Bulletin. \n\nStudents who receive financial aid at Oglethorpe should contact the Director \nof Financial Aid early in the pursuit of this major to determine available funding \nfor the study abroad experience. \n\nNote: Students who graduated from a secondary school located abroad at which \nthe language of instruction was not English have satisfied the foreign lan- \nguage requirement. They may satisfy the study abroad requirement via their \nresidency in the United States. \n\nInternational Studies with Asia Concentration \n\nLike the general international studies major, this is a major designed to de- \nvelop skills useful in cross-culturally oriented careers. Students achieve an Asia \nconcentration by taking at least four courses that focus on the culture, politics, \nhistory or literature of nations in Asia in addition to a selection of more general \ncourses that cover fundamental issues of international studies. The specialized \nknowledge that students gain through Asia-related course work helps to prepare \nthem for careers in fields such as government, finance, and travel in this economi- \ncally growing and culturally rich area of the globe. Combined with the other com- \nponents of the international studies major, the Asia concentration will assist students \nwith the necessary background for entry into graduate or professional schools in \nan Asian studies field. Students might go on to study in such areas as anthropol- \nogy, politics, and international law or business. The degree awarded is the Bach- \nelor of Arts. \n\n155 \n\n\n\nRequirements of the major include successful completion of the following \nfive courses: \n\nECO 327 Economic Development or \nECO 423 International Economics \n\nPOL 1 1 1 International Relations \n\nPOL 131 Asian Politics \n\nPOL 331 Politics in Japan \n\nPOL 431 Seminar in Politics and Culture (Japan/ Asian concentration) \nStudents must also take two of the following courses: \n\nJPN 301 Special Topics in Japanese Language, Literature, and Culture I \n\nPOL 311 United States Foreign Policy \n\nAnother Asian studies course at Oglethorpe or at another institution \npre-approved by the student's advisor \nStudents must also take one of the following courses: \n\nBUS 370 International Business \n\nFRE 403 Franco-American Relations in Trade and Culture \n\nHIS 350 Special Topics in History * \n\nHIS 450 Independent Study in History * \n\nINS 400 Independent Study in International Studies \n\nINS 401 Internship in International Studies \n\nPOL 121 European Politics \n\nPOL 350 Special Topics in Politics * \n\nPOL 411 Advanced Topics in International Relations \n\nPOL 431 Seminar in Politics and Culture (with a different focus than \nthe one above) \n\nPOL 450 Independent Study in Politics * \n\nSOC 308 Culture and Society \n\nAny course in 20 th century European history \n\n* Note: Special topics and independent study courses fulfill the requirements of \nthe major only when they have a substantial international component. \n\nStudents must take at least one 400-level course. \n\nStudents must demonstrate at least a second-year competence in an Asian \nlanguage or be able to use an Asian language for research and writing in a class. A \nstudy abroad for one semester in an Asian nation is strongly urged. Please see \nInternational Exchange Partnerships/Study Abroad in the Educational Enrich- \nment section of this Bulletin. Note that no more than two courses may be counted \ntoward major requirements from a study abroad program. Foreign students whose \nnative language is Asian may consider their residence at Oglethorpe as their study- \nabroad experience and their foreign language requirement satisfied. \n\nINS 400. Independent Study in International Studies 1-4 hours \n\nSupervised research on a selected topic. Prerequisite: Permission of the in- \nstructor. \n\nINS 401. Internship in International Studies 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning op- \nportunity to qualified students. The internship generally requires the student to \nobtain a faculty supervisor, submit a learning agreement, work 30-35 hours for \nevery hour of academic credit, keep a written journal of the work experience, have \n\n156 \n\n\n\nregularly scheduled meetings with the faculty supervisor, and write a research \npaper dealing with some aspect of the internship. An extensive list of internships \nis maintained by the Career Services Office, including opportunities at the South- \nern Center for International Studies, the Georgia Department of Industry, Trade, \nand Tourism, Hispanic Chamber of Commerce, and the United States Depart- \nment of State. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Per- \nmission of the faculty supervisor and qualification for the internship program. \n\nJapanese \n\nAll students with previous study or experience in Japanese must take a lan- \nguage placement examination during Make the Connection weekend or immedi- \nately prior to fall registration. They will be placed in the course sequence according \nto their competence. Under no circumstances should students with past experi- \nence in the language place themselves in courses, especially at the elementary \nlevel. Students are not eligible to enroll in elementary and intermediate courses in \ntheir primary languages. \n\nMinor \n\nA minor in Japanese consists of successful completion of Intermediate Japa- \nnese II and two culture courses, totaling 24 semester hours. At least one of the \ntwo years of language study must be taken at Oglethorpe. The student may select \ntwo culture courses from the following: \n\nJPN 301, JPN 302 Special Topics in Japanese Language, Literature, \n\nand Culture I, II \nJPN 303 Modern Japanese Literature Through 1945 \n\nJPN 304 Postwar Japanese Literature \n\nPHI 321 Special Topics in Philosophy: Philosophical Issues \n\nand Problems - Philosophy of the Kyoto School \nPHI 321 Special Topics in Philosophy: Philosophical Issues \n\nand Problems -Japanese Aesthetics \nPOL 33 1 Politics in Japan \n\nOther courses offered at Oglethorpe as special topics courses, as well as cer- \ntain courses offered at other colleges and through study abroad programs, may \nalso qualify. \n\nStudy Abroad and Internships \n\nAlthough it is expected that at least half of the courses counted toward the \nminor must be taken at Oglethorpe, all students of Japanese language and culture \nare strongly encouraged to spend at least one semester in Japan. Guidance in \nfinding an appropriate program is provided by the Japanese department or the \nStudy Abroad Coordinator. Of particular interest to students of Japanese is the \nOglethorpe exchange agreement with Seigakuin University in Tokyo and Otaru \nUniversity of Commerce in Hokkaido. See also International Exchange Partner- \nships/Study Abroad in the Educational Enrichment section of this Bulletin. \n\nA student can also gain practical experience by pursuing internship opportu- \nnities injapanese organizations and firms in and around Atlanta. Credit for these \nactivities is given when the internship is completed in accordance with the objec- \n\n157 \n\n\n\ntives agreed upon with the faculty supervisor. Credit is given toward the minor \nupon approval by the student's faculty advisor. The Career Services Office has \nan extensive list of available internships. \n\nJPN 101, JPN 102. Elementary Japanese I, II 4 plus 4 hours \n\nThis is a one-year course sequence in beginning Japanese aimed at develop- \ning basic skills in speaking, reading, writing, and aural comprehension. The kana \nand kanji writing systems are introduced. Prerequisite: None for JPN 101; JPN 101 \nfor JPN 102, or placement by testing. \n\nJPN 201. Intermediate Japanese I 4 hours \n\nA continuation of elementary Japanese, the first semester of the second-year \nsequence focuses on conversational skills and vocabulary building, and extends \nthe student's proficiency in reading and writing. Aspects of the Japanese culture \nand society are also explored. Prerequisite: JPN 102 or permission of the instruc- \ntor. \n\nJPN 202. Intermediate Japanese II 4 hours \n\nThis course consolidates and integrates the student's knowledge of basic gram- \nmatical patterns, and introduces advanced grammatical structures. Further prac- \ntice in reading and writing prepares the student to pursue further study in areas \nrelated to his or her major. Audio-visual materials are used more extensively to \nsupplement the main text. Prerequisite: JPN 201 or permission of the instructor. \n\nJPN 301, JAP 302. Special Topics in Japanese Language, Literature, \n\nand Culture I, II 4 plus 4 hours \n\nTopical aspects of the literature and cultural phenomena associated with the \nJapanese language are explored through readings in English in this course. \n\nJPN 303. Modern Japanese Literature Through 1945 4 hours \n\nThis course surveys Japanese narrative literature from the first decades of \nJapan's modernization until the end of World War II. The development of narra- \ntive prose will be studied, focusing on style, narrative structure and theme. How \nthese texts both shaped and were shaped by the social and economic upheavals \nthat characterized Japan's era of modernization and nation-building will also be \nconsidered. All readings will be in English. No prior knowledge of the language \nor culture is assumed. \n\nJPN 304. Postwar Japanese Literature 4 hours \n\nThis course will trace the development of postwar literature in Japan from \n1945 up to the present. Topics of discussion will include how postwar intellectuals \nattempted to redefine human nature and social responsibility after years of total \nwar; how writers responded to the atomic bombings; the impact of rapid eco- \nnomic growth on literature; the emergence of various notions of \"postmodernism\" \nand how they have changed the way writers view their task. A substantial number \nof readings will be of works by women and minorities. All readings will be in \nEnglish. No prior knowledge of the language or culture is assumed. \n\n\n\n158 \n\n\n\nLatin \n\n\n\nAll students with previous study or experience in Latin must take a language \nplacement examination during Make the Connection weekend or immediately prior \nto fall registration. They will be placed in the course sequence according to their \ncompetence. Under no circumstances should students with past experience in the \nlanguage place themselves in courses, especially at the elementary level. \n\nLAT 101, LAT 102. Elementary Latin I, II 4 plus 4 hours \n\nThis course is beginning Latin, designed to present a foundation in classical \nLatin grammar and syntax and to introduce students to Roman literature and \nhistory. Prerequisite: None for LAT 101; LAT 101 required for LAT 102, or place- \nment by testing. \n\nLAT 201, LAT 202. Special Topics in Latin Language, Literature, \n\nand Culture I, II 4 plus 4 hours \n\nAspects of the literature and cultural phenomena associated with the Latin \nlanguage are explored in this two-semester sequence of courses. Prerequisite: Per- \nmission of the instructor. \n\nMathematics \n\n\n\nThe major in mathematics is designed to provide the student with the math- \nematical background necessary for graduate study or immediate employment. \nCourses in analysis, algebra, and other areas of modern mathematics introduce \nthe student to the more theoretical aspects of mathematics which are essential for \nfurther study. In addition, the major provides fundamental tools for the analysis \nof problems in the physical, biological, and social sciences, as well as in such areas \nas economics and business. Students with mathematical training at the under- \ngraduate level are sought by employers in business, government, and industry. \nCareer opportunities for mathematics majors exist in such areas as computer pro- \ngramming, operations research, statistics and applied mathematics. \n\nMajor \n\nThe object of the course of studies leading to a major in mathematics is to \nprovide the student with a comprehensive background in classical analysis and a \nbroad introduction to the topics of modern and contemporary mathematics. The \nfollowing mathematics courses are required: Calculus I, Calculus II, Calculus III, \nDifferential Equations, Discrete Mathematics, Linear Algebra, Abstract Algebra, \nComplex Analysis, Probability, and Special Topics in Mathematics. Although only \none Special Topics in Mathematics course is required, mathematics majors are \nadvised to take as many different Special Topics in Mathematics courses as pos- \nsible during the junior and senior years. The degree awarded is the Bachelor of \nScience. \n\nMinor \n\nThe required course work for a minor in mathematics consists of Calculus I, \nCalculus II, and Calculus III, plus two of the following: Differential Equations, \nDiscrete Mathematics, Linear Algebra, Abstract Algebra, Complex Analysis, Prob- \nability, or Special Topics in Mathematics. \n\n159 \n\n\n\nNote: No student will be permitted to register for a mathematics course that is a \nprerequisite to a mathematics course for which the student has already \nreceived academic credit. \n\nMAT 102. College Algebra 4 hours \n\nThe objective of this course is to equip students with the algebra skills needed \nfor Statistics and Applied Calculus. Topics include algebraic expressions, equa- \ntions, inequalities, basic functions (polynomial, rational, exponential and loga- \nrithmic) and their graphs, the algebra of functions, inverse functions, and systems \nof equations and inequalities. \n\nMAT 103. Precalculus 4 hours \n\nThe objective of this course is to equip students with the skills needed for \nCalculus I. Topics include basic analytic geometry, trigonometry (functions, equa- \ntions, and identities), complex numbers, polar coordinates, vectors in the plane, \nparametric equations, and transformation of coordinates. Prerequisite: MAT 102 \nwith a grade of \"C-\" oi higher or by examination. \n\nMAT 111. Statistics 4 hours \n\nThis course includes descriptive and inferential statistics with particular em- \nphasis upon parametric statistics, rules of probability, interval estimation, and \nhypothesis testing. Distributions that will be discussed include the normal, chi- \nsquare, and t-distribution. Additional topics include analysis of variance, regres- \nsion and correlation analysis, goodness-of-fit, and tests for independence. \nPrerequisite: MAT 102 with a grade of \"C-\" or higher or by examination. \n\nMAT 121. Applied Calculus 4 hours \n\nThis is the recommended calculus course for students in business, econom- \nics, and the social sciences. The goal of this course is to present calculus in an \nintuitive yet intellectually satisfying way and to illustrate the many applications of \ncalculus to the management sciences, business, economics, and the social sci- \nences. Topics include functions, the derivative, techniques of differentiation, \napplications of the derivative, the exponential and natural logarithm functions, \napplications of the exponential and natural logarithm functions, the definite inte- \ngral, and functions of several variables. Prerequisite: MAT 102 with a grade of \"C- \n\" or higher or by examination. \n\nMAT 131, MAT 132, MAT 233. Calculus I, II, III 4 plus 4 plus 4 hours \n\nThis is the recommended calculus sequence for students in mathematics, the \nphysical sciences, and computer science. The objective of these courses is to intro- \nduce the fundamental ideas of the differential and integral calculus of functions \nof one and several variables. Topics include limits, continuity, rates of change, \nderivatives, the Mean Value Theorem, applications of the derivative, curve sketch- \ning, related rates, maximization/minimization problems, area, integration, the \nFundamental Theorem of Calculus, inverse functions, logarithmic functions, ex- \nponential functions, techniques of integration, applications of integration to vol- \numes and surface area, conic sections, sequences, series, vectors, lines, planes, \nvector-valued functions, curves, partial derivatives, multiple integrals, and vector \nfields. Prerequisite for MAT 131: MAT 103 with a grade of \"C-\" or higher or by \n\n\n\n160 \n\n\n\nexamination. Prerequisite for MAT 132: MAT 131 with a grade of \"C-\" or higher \nor by- examination. Prerequisite for MAT 233: MAT 132 with a grade of \"C-\" or \nhigher. \n\nMAT 241. Differential Equations 4 hours \n\nThe objective of this course is to introduce the fundamental ideas of the theory \nof ordinary differential equations and to consider some of the applications of this \ntheory to the physical sciences. Topics include equations of order one, applica- \ntions of equations of order one, linear differential equations, linear equations \nwith constant coefficients, nonhomogenous equations, undetermined coefficients, \nvariation of parameters, applications of equations of order two, and power series \nsolutions. Prerequisite: MAT 233 with a grade of \"C-\" or higher. \n\nMAT 261. Discrete Mathematics 4 hours \n\nThis course may be considered a general introduction to advanced mathemat- \nics. As such, it will consider various methods and techniques of mathematical \nproof. Topics are drawn from logic, set theory, functions, relations, combinato- \nrics, graph theory, and boolean algebra. Prerequisite: MAT 132 with a grade of \n\"C-\" or higher. \n\nMAT 341. Probability 4 hours \n\nThis course provides a calculus-based study of probability theory. Topics in- \nclude set-theoretic, axiomatic and combinatorial foundations, basic rules, condi- \ntional probability, independence, random variable theory, special discrete and \ncontinuous models, probability plots, and joint distributions. Prerequisite: MAT \n233 with a grade of \"C-\" or higher. \n\nMAT 351. Complex Analysis 4 hours \n\nThe objective of this course is to introduce the fundamental ideas of the theory \nof functions of a complex variable. Topics include complex numbers, analytic \nfunctions, elementary functions, conformal mapping, complex integration, and \ninfinite series. Prerequisite: MAT 233 with a grade of \"C-\" or higher. \n\nMAT 362. Linear Algebra 4 hours \n\nThe objective of this course is to introduce the fundamental ideas of linear \nalgebra. Topics include linear equations, matrices, determinants, vector spaces, \ninner products, linear transformation, eigenvalues, and eigenvectors. Prerequi- \nsite: MAT 132 with a grade of \"C-\" or higher. It is recommended that students \ntake MAT 261 before taking this course. \n\nMAT 463. Abstract Algebra 4 hours \n\nThe objective of this course is to introduce the fundamental ideas of modern \nalgebra. Topics include sets, mappings, the integers, groups, rings, and fields. \nPrerequisite: MAT 362 with a grade of \"C-\" or higher. \n\nMAT 471. Special Topics in Mathematics 4 hours \n\nSelected topics in advanced mathematics are offered such as Real Analysis, \nTopology, Set Theory, Number Theory, Mathematical Statistics, Abstract Algebra \nII, and Differential Geometry. Prerequisites will depend on the topic but will \ninclude a minimum of MAT 233 with a grade of \"C-\" or higher and permission of \nthe instructor. \n\n\n\n161 \n\n\n\nMAT 481. Independent Study in Mathematics 1-4 hours \n\nSupervised research on a selected topic in mathematics. Prerequisite: Permis- \nsion of the faculty supervisor. \n\nMAT 491. Internship in Mathematics 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning op- \nportunity to qualified students. The internship generally requires the student to \nobtain a faculty supervisor, submit a learning agreement, work 30-35 hours for \nevery hour of academic credit, keep a written journal of the work experience, have \nregularly scheduled meetings with the faculty supervisor, and write a research \npaper dealing with some aspect of the internship. An extensive list of internships \nis maintained by the Career Services Office, including opportunities at the Lynwood \nPark Community Center Education Program, Internal Revenue Service, and vari- \nous actuarial and consulting firms. Graded on a satisfactory/unsatisfactory basis. \nPrerequisites: Permission of the faculty supervisor and qualification for the in- \nternship program. \n\nMathematics and Computer Science \n\nSince its inception as an academic discipline, computer science has been closely \nassociated with mathematics. Many of the field's pioneers are mathematicians by \ntraining. Indeed, modern computer science would not be possible without the \nexistence of a number of mathematical developments once thought to be entirely \ntheoretical in nature. \n\nThe interdisciplinary major in mathematics and computer science is designed \nto acquaint students with the various linkages between computer science and math- \nematics and to enable students to understand more thoroughly their primary dis- \ncipline, whether it is mathematics or computer science. Rigorous training in \nmathematical thinking will provide the computer science student with essential \nanalytical tools and mental discipline, while the problem-solving skills that will be \nsharpened in the process of developing algorithms for computer applications will \nprove to be beneficial to students in mathematics. Students will become familiar \nwith ways in which modern computational tools have made possible work in math- \nematics that would otherwise be prohibitively laborious. Understanding of the \nmany mathematical structures that are essential to effective development and uti- \nlization of processes in computer science will be enhanced. The degree awarded is \nthe Bachelor of Science. \n\nRequirements of the major include completion of the following courses, all \nwith a grade of \"C-\" or higher: \n\nMAT 131 Calculus I \n\nMAT 132 Calculus II \n\nMAT 233 Calculus III \n\nMAT 241 Differential Equations \n\nMAT 261 Discrete Mathematics \n\nMAT 341 Probability \n\nCSC 244 Principles of Computer Programming in Java or \nCSC 243 Principles of Computer Programming in C++ \n\nMAT 362 Linear Algebra \n\n\n\n162 \n\n\n\nMAT 463 Abstract Algebra \n\nCSC 842 Introduction to Data Structures in Ada \nCompletion of three of the following courses also is required: \nCSC 240 Introduction to Computer Applications Software or \nCSC 243 Principles of Computer Programming in C++ or \nCSC 244 Principles of Computer Programming in Java \nCSC 344 Principles of File Processing in COBOL \nCSC 440 Principles of Object-Oriented Programming in C++ \nCSC 441 Assembly Language and Computer Architecture \nCSC 442 Special Topics in Computer Science \n\n\n\nMusic \n\n\n\nThe music curriculum includes courses in music history, music theory, en- \nsemble performance, and applied lessons. \n\nMinor \n\nTo complete a minor in music a student must successfully complete the fol- \nlowing: \n\nMUS 231 Music Theory I \nMUS 232 Music Theory II \nMUS 331 History of Music I \nMUS 332 History of Music II \nA total of four semester hours of University Singers and/or Applied Instruc- \ntion in Music also must be taken. \n\nMUS 134. University Singers 1 hour \n\nThis is an auditioned, mixed-voice concert choir, which is the primary musi- \ncal ensemble for the study and performance of sacred and secular choral music. \nThe University Chorale, an auditioned chamber choir, is chosen from members of \nthe University Singers. Prerequisites: An audition and permission of the instruc- \ntor. \n\nMUS 135. Beginning Class Voice 1 hour \n\nThis course is an introduction to the basics of singing which includes posture, \nbreath pressure, phonation, diction, tone, and intonation. A variety of easy vocal \nliterature will be studied and performed. Prerequisite: Permission of the instruc- \ntor. \n\nMUS 136. Applied Instruction in Music 1 hour \n\nThe study and practice of techniques and literature on an individual basis. \nPrerequisite: Permission of the instructor. \n\nMUS 231. Music Theory 1 4 hours \n\nThis course is a study of the materials and structure of music using musical \nexamples from the Romanesque period to the 20'' 1 century, including elementary \ncomposition. Listening assignments, ear training, and computer drill time are \nassigned and discussed with each student. Prerequisite: Permission of the instruc- \ntor. \n\n\n\n163 \n\n\n\nMUS 232. Music Theory II 4 hours \n\nThis course is a continuation of Music Theory I using musical examples from \nall the musical periods, including composition. Listening assignments, ear train- \ning, and computer drill time are assigned and discussed with each student. Prereq- \nuisite: MUS 231 or permission of the instructor. \n\nMUS 331. Music History I 4 hours \n\nThis course is a study of music with analysis of representative works begin- \nning with Greek music and continuing through the Classical period. Prerequisite: \nPermission of the instructor. \n\nMUS 332. Music History II 4 hours \n\nThis course is a study of music with analysis of representative works begin- \nning with Beethoven and continuing through the 20 th century. Prerequisite: MUS \n331 or permission of the instructor. \n\nMUS 430. Special Topics in Music 4 hours \n\nThis course will be a study of a selected topic in music, such as Women in \nMusic, World Music, African-American Composers, Basic Techniques of Conduct- \ning, Masterpieces of Choral Literature, Fundamentals of Music, Acoustics, and \nMusic and the Media. Prerequisite: COR 103 or permission of the instructor. \n\nMUS 431. Independent Study in Music 1-4 hours \n\nThis course is supervised research on a selected project or paper. It provides \nstudents an opportunity to study and analyze in depth a specific musical style, \ncomposer, work, etc. Prerequisite: Permission of the instructor. \n\n\n\nPhilosophy \n\n\n\nThe mission statement of Oglethorpe University states that Oglethorpe gradu- \nates should be \"humane generalists\" with the intellectual adaptability which is \nneeded to function successfully in changing and often unpredictable job situa- \ntions. The philosophy program at Oglethorpe accomplishes this goal by fostering \nthose abilities of critical thinking and intellectual flexibility required in virtually \nany professional career. \n\nPhilosophy, in the broadest meaning of this term, is the attempt to think \nclearly about the world and the place of human beings in it. This activity is a \nresponse to questions which arise because the various areas of human life, such as \nscience, art, morality, and religion, often do not seem to be intelligible in them- \nselves or to fit with one another. A philosophical world view, such as the philoso- \nphy of Plato or the philosophy of Descartes, represents an attempt to think through \nthese difficulties and to arrive at a single, coherent vision of how reality is and \nhow human beings should relate to it. \n\nThe study of philosophy is a noble and worthwhile activity in its own right for \nthe enlightenment which it can provide about questions which should be of inter- \nest to everyone. It is important, however, that the philosophy major also be effec- \ntive at imparting those general skills which are crucial for most professions. \nPhilosophy students learn how to read and understand abstract and often very \ndifficult arguments. They also learn to think critically and independently, to de- \n\n\n\n164 \n\n\n\nvelop their own views, and to express their insights in clear, articulate spoken and \nwritten prose. Such skills are important for almost any profession and are espe- \ncially useful for business and law. \n\nPhilosophy courses need not be taken in a rigid sequence. Any philosophy \ncourse should improve a student's overall philosophical abilities and thereby \nstrengthen the student's performance in any subsequent philosophy course. The \ncourses are, however, classified by the difficulty of the reading involved and the \namount of philosophical training and background which is advisable. \n\nMajor \n\nThe philosophy major consists of nine courses in philosophy, at least two of \nwhich must be Level III courses. \n\nStudents majoring in philosophy are also required to take at least one semes- \nter of a foreign language at the second semester elementary-level or higher. Such \nstudy is especially useful for students who plan to do graduate work in philosophy. \nStudents who have attained some proficiency in a foreign language may make use \nof this ability by adding one semester hour of foreign language credit to certain \nphilosophy courses. For example, a student might add one semester hour of credit \nto the Nietzsche course by reading some parts of Nietzsche's writings in the origi- \nnal German, or add one semester hour of credit to the Plato course by reading \nportions of Plato's dialogues in Greek. Most philosophy courses at Oglethorpe \nare suitable for such foreign language supplementation. Credit for such extra \nstudy will be arranged between the student and the instructor. The degree awarded \nis the Bachelor of Arts. \n\nMinor \n\nThe philosophy minor consists of any five courses in philosophy. \n\nLevel I courses are suitable for students who have no background in philosophy \nand may serve as an introduction to the study of philosophy. \n\nPHI 101. Significance of Human Life - Western Responses 4 hours \n\nThis course introduces the student to Western philosophy through the ques- \ntion of whether human life as a whole has any ultimate meaning or significance \noutside of individual desires. This question will be considered by studying \nEcclesiastes, The Book of Job, the philosophy of Socrates in Plato's Euthyphro, Apol- \nogy, and Crito, Lucretius,' On the Nature of Things, and Hume's Dialogues Concern- \ning Natural Religion. \n\nPHI 102. Significance of Human Life - Eastern Responses 4 hours \n\nHere the student is introduced to non-Western philosophy through a study of \nsome Asian responses to the question of human significance. Students will study \nfour thinkers who are different from one another but who are all important in the \nAsian intellectual tradition. By studying these four in some depth, students will \nbe able to contrast their own Western philosophical background with something \nquite different from it. Students are encouraged but not required to take PHI 101 \nand PHI 102 as a two-semester sequence. \n\nPHI 103. Logic 4 hours \n\nThis course is an introduction to both logical thinking and thinking about \nlogic. It is divided into three parts: informal logic (a study of logical fallacies in \n\n165 \n\n\n\nthinking), formal logic (a primer to develop literacy in symbolic logic), and the \nphilosophy of logic (exactly what is logic?). \n\nLevel II courses are for students who have some philosophical background, to the \nextent of at least one Level I course. \n\nPHI 201. Classical Ethical Theory 4 hours \n\nThis is the first semester of a year-long course on the history of ethical theory. \nWhat ways does the Western tradition offer us to think about goodness and value? \nWhat ought I to do? The first semester will pursue these questions by comparing \nPlato's transcendent approach to the question of ultimate value with Aristotle's \nthis-worldly claims about the source of value. The course will also include the \nethical philosophies of Hume and Kant. \n\nPHI 202. Contemporary Ethical Theory 4 hours \n\nIn this second-semester course on the history of ethical theory, students will \nread several contemporary works concerning the nature of the ethical. Works will \nbe drawn from both the analytic and the Continental traditions and an effort will \nbe made to put the two traditions into dialogues with each other. Students are \nencouraged, but not required to take PHI 201 and PHI 202 as a two-semester \nsequence. \n\nPHI 203. Philosophy of Law 4 hours \n\nThis course will attempt to answer three questions: What is law? What is jus- \ntice? What is the relationship between law and justice? To this end, students will \nread four seminal figures: Plato, Kant, Rawls, and Derrida. The course will con- \nclude with a case study of the philosophical issues involved in constitutional pri- \nvacy. \n\nPHI 204. Plato 4 hours \n\nThis course is a study of the philosophy of Plato through a reading of his \nmajor dialogues. In addition to the \"Socratic\" dialogues, readings will include the \nPhaedo, Phaedrus, Symposium, Republic, and Timaeus. \n\nPHI 205. Aristotle 4 hours \n\nThis course is a study of the philosophy of Aristotle through a reading of his \nmajor works. Readings will include portions of the Logic, Physics, DeAnima, Meta- \nphysics, and Nicomachean Ethics. \n\nPHI 206. The Rise of Christian Thought 4 hours \n\nThis course involves a study of the distinctively Christian view of human na- \nture and the human situation, as developed primarily by Paul and Augustine and \ncontinued in later thinkers such as Martin Luther. Students will consider the \nphilosophical theories of Antiquity to which the Christian doctrines were a re- \nsponse, and the adequacy and persuasiveness of the Christian answer to them. \nReadings will include the Gospels, the letters of St. Paul, and St. Augustine's Con- \nfessions, On the Free Choice of the Will, and parts of The City of God. \n\nPHI 301. Philosophy of Art (Aesthetics) 4 hours \n\nThis course will attempt to trace the philosophic underpinnings of the move- \nment within art toward non-representational art. The course begins with Kant's \n\n166 \n\n\n\nthird Critique and includes readings by Hegel, Heidegger, Derrida, and several \nothers. Students will also read several works by artists themselves, including \nKandinsky, Francis Bacon, and Anselm Kiefer. \n\nPHI 302. Knowledge and Scepticism (Epistemology) 4 hours \n\nThis course will cover various issues concerned with the nature and validity \nof human knowledge. The topics studied will include the distinction between knowl- \nedge and belief, arguments for and against scepticism, perception and our knowl- \nedge of the physical world, and the nature of truth. \n\nPHI 303. Space, Time, and God 4 hours \n\nThis course examines our conception of the universe as a totality, both in its \nown nature and in relation to an external cause. We will consider whether space \nand time are \"absolute\" realities or only systems of relations among objects, whether \nthey are finite or infinite, and whether or not there logically could exist space- \ntime universes in addition to our own. The course will conclude with the question \nof whether our space-time universe is self-sufficient or requires an ultimate cause \nor explanation (God) outside of itself. \n\nPHI 304. Philosophy of Mind 4 hours \n\nThis course involves the study of philosophical questions about the nature of \nhuman persons. Students will examine: 1) The mind-body problem - the nature of \nthe mind and consciousness, and the relation of consciousness to physical pro- \ncesses within the body; 2) Personal identity - what makes a person one mind or \nsubject both at a single moment and over time; and 3) Free will - the status of a \nperson as a free agent and the relation of this freedom to the causally determined \nprocesses in the person's body. \n\nPHI 305. Nietzsche 4 hours \n\nIn this course students will study the philosophy of Nietzsche through a read- \ning of his major works, including The Birth of Tragedy, The Uses and Abuses of History \nfor Life, Thus Spake Zarathustra, Beyond Good and Evil, Twilight of the Idols, and The \nAnti-Christ. Students will also study some contemporary and influential readings \nof Nietzsche. \n\nPHI 306. African Philosophy 4 hours \n\nTaking African philosophy as a case study of post-colonial thought, students \nwill study the African critique of traditional modes of philosophizing. The au- \nthors read will include Cesaire, Senghor, Sartre, Mudimbe, Appiah, Achebe, \nSoyinka, Ngugi wa Thiong'o, and Victor Turner. \n\nPHI 320. Special Topics in Philosophy: Philosophers 4 hours \n\nIntensive study of the thought of a single important philosopher or group of \nphilosophers. \n\nPHI 321. Special Topics in Philosophy: Philosophical Issues \n\nand Problems 4 hours \n\nStudies of selected philosophical questions usually of special relevance to the \npresent day have included courses such as Philosophy of History, War and Its \nJustification, and Philosophical Issues in Women's Rights. \n\n\n\n167 \n\n\n\nPHI 322. Independent Study in Philosophy 1-4 hours \n\nSupervised research on a selected topic. Prerequisite: Permission of the in- \nstructor. \n\nPHI 323. Internship in Philosophy 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning op- \nportunity to qualified students. The internship generally requires the student to \nobtain a faculty supervisor, submit a learning agreement, work 30-35 hours for \nevery hour ot'academic credit, keep a written journal of the work experience, have \nregularly scheduled meetings with the faculty supervisor, and write a research \npaper dealing with some aspect of the internship. An extensive list of internships \nis maintained by the Career Services Office, including opportunities at the Ameri- \ncan Civil Liberties Union, the Georgia Attorney General's Office, and Georgia \nJustice Project. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Per- \nmission of the faculty supervisor and qualification for the internship program. \n\nPOL 341. Political Philosophy I: Ancient and Medieval 4 hours \n\nThis is an examination of the origins of philosophical reflection on the fun- \ndamental issues of politics, which is designed to lead to the critical consideration \nof the political views of our time. Among the topics discussed are the relationship \nbetween knowledge and political power and the character of political justice. Por- \ntions of the works of Aristophanes, Plato, Aristotle, Aquinas, and Alfarabi are \nexamined. Prerequisite: COR 201 or permission of the instructor. \n\nPOL 342. Political Philosophy II: Modern 4 hours \n\nThis is a critical examination of the peculiarly modern political and philo- \nsophical stance beginning where Political Philosophy I concludes. Among the \nauthors discussed are Machiavelli, Hobbes, Rousseau, Kant, and Kojeve. Prerequi- \nsite: POL 341 or permission of the instructor. \n\nLevel III courses are the most difficult and challenging and are for students who \nhave significant philosophical background, to the extent of at least one or two \nLevel II courses. \n\nPHI 401. The Philosophical Response to the Scientific Revolution 4 hours \n\nThis course is a study of the philosophical systems of Hobbes, Descartes, \nSpinoza and Leibniz. Each of these philosophies is an attempt to come to terms \nwith the scientific picture of the world which had been given to the West by \nCopernicus and Galileo. The course begins with the materialist philosophy of \nHobbes, followed by Descartes' dualistic (between mind and matter) view of the \ncreated world, and then considers Spinoza's pantheistic monism and Leibniz's \nidealistic atomism as responses to the difficulties in the Cartesian philosophy. \n\nPHI 402. Kant's Critique of Pure Reason 4 hours \n\nA study of Kant's theoretical philosophy, his \"metaphysics of experience,\" \nthrough a reading and analysis of his major work. An attempt will be made to \ndiscover which portions of Kant's philosophy can be accepted as valid and true in \nthe light of present-day philosophy and science. \n\n\n\n168 \n\n\n\nPHI 403. Heidegger's Being and Time 4 hours \n\nThis course involves a close and patient reading of one of the most important \nand difficult works of Continental philosophy. An effort will be made to avoid \nspeaking \"heideggerianese\" and to translate the dense language of the text into a \nway of speaking accessible to students. \n\nPHI 404. Contemporary French Philosophy 4 hours \n\nIt has been argued that the most provocative developments in the current \ndevelopment of German philosophy have been the French readings of now classic \nGerman writers such as Kant, Hegel, Marx, Nietzsche, Freud, and Heidegger, to \nname a few. Students will attempt to test this thesis by reading some representa- \ntive and challenging texts. The authors studied may include Bataille, Foucault, \nDeleuze, Derrida, Althusser, Blanchot, and others. \n\n\n\nPhysics \n\n\n\nThe physics curriculum is designed to provide well-rounded preparation in \nclassical and modern physics. The successful completion of this program will pre- \npare the graduate to gain admission to one of the better graduate programs in \nphysics or a related scientific field, or to secure employment in a technical, scien- \ntific, or engineering setting. \n\nA grade of \"C-\" or higher must be obtained in each freshman- and sopho- \nmore-level science course that is required for this major or minor; these courses \nare numbered 100 through 300 in each discipline. A grade-point average of 2.0 or \nhigher is required in all courses required for the major. \n\nStudents who are interested in scientific illustration are encouraged to con- \nsider the Scientific Illustration Tracks that are offered within the art major. \n\nMajor \n\nThe requirements for a major in physics are as follows: College Physics I and \nII taken after or concurrently with Calculus I and II (preferably in the freshman \nyear); Classical Mechanics I and II taken after or concurrently with Calculus III \n(suggested for the sophomore year); Thermal and Statistical Physics; Modern Op- \ntics; Modern Physics I and II; Electricity and Magnetism I and II; Mathematical \nPhysics; and Special Topics in Theoretical Physics or Special Topics in Experimen- \ntal Physics. Examination is generally required to transfer credit for any of these \ncourses. The degree awarded is the Bachelor of Science. \n\nMinor \n\nA minor in physics is offered to provide students with an opportunity to \nstrengthen and broaden their educational credentials either as an end in itself or \nas an enhancement of future employment prospects. The requirement for the \nphysics minor is three lecture courses numbered PHY 202 or higher plus at least \none physics laboratory course at the 300 level or above. \n\nNote: Effective Spring Semester 2003, semester hour credit for physics lecture \nclasses will total 4. \n\n\n\n169 \n\n\n\nPHY 101, PHY 102. General Physics I, II 3 plus 3 hours/4 plus 4 hours \n\nAn introductory course without calculus. Fundamental aspects of mechanics, \nheat, light, sound, and electricity are included. The text will be on the level of \nSerway and Faughn, College Physics. Three lectures and three hours of laboratory \nper week. Prerequisite: MAT 103; PHY 101 must precede PHY 102. Corequisites: \nPHY lOlLandPHY 102L. \n\nPHY 201, PHY 202. College Physics I, II 4 plus 4 hours/5 plus 5 hours \n\nIntroductory physics with calculus. Subject matter is the same as in general \nphysics but on a level more suited to physics majors, engineering majors, etc. One \nyear of calculus as a prerequisite is preferred, otherwise calculus must be taken \nconcurrently. The text will be on the level of Halliday, Resnick, and Walker, Funda- \nmentals of Physics. Prerequisite: PHY 201 with a grade of \"C-\" or higher must pre- \ncede PHY 202. Corequisites: PHY 101L and PHY 102L. \n\nPHY 10 1L, PHY 102L. Introductory Physics Laboratory I, II 1 plus 1 hour \n\nIntroductory physics laboratories to accompany PHY 101, 102, 201 and 202. \n\nPHY 211, PHY 212. Classical Mechanics I, II 4 plus 4 hours \n\nThis is the student's first introduction to theoretical physics. Lagrangian and \nHamiltonian methods are developed with Newton's laws of motion and applied to \na variety of contemporary problems. Emphasis is placed on problem work, the \nobject being to develop physical intuition and facility for translating physical prob- \nlems into mathematical terms. The text will be on the level of Analytical Mechanics \nby Fowles. Prerequisites: MAT 132 and PHY 202 with a grade of \"C-\" or higher in \neach course. A grade of \"C-\" or higher must be earned in PHY 211 before taking \nPHY 212. \n\nPHY 232. Fundamentals of Electronics 3 hours/4 hours \n\nThis course is designed primarily for science majors and dual degree engi- \nneering students. Coverage includes DC and AC circuits, semi-conductor devices, \namplifiers, oscillators, and digital devices. The intent is to provide a working un- \nderstanding of common instrumentation in science and technology. Prerequisite: \nPHY 102 or PHY 212 with a grade of \"C-\" or higher. \n\nPHY 232L. Fundamentals of Electronics Laboratory 1 hour \n\nThe laboratory component of PHY 232. \n\nPHY 331, PHY 332. Electricity and Magnetism I, II 4 plus 4 hours \n\nA thorough introduction to one of the two fundamental disciplines of classi- \ncal physics, using vector calculus methods. After a brief review of vector analysis, \nthe first semester will treat electrostatic and magnetic fields and provide an intro- \nduction to the special theory of relativity. The second semester will develop elec- \ntrodynamics, including Maxwell's equations, the propagation of electromagnetic \nwaves, radiation, and the electromagnetic theory of light. The treatment will be \non the level of the text of Reitz, Milford, and Christy. It is recommended that MAT \n241 be taken concurrently. Prerequisites: MAT 233 and PHY 202 with a grade of \n\"C-\" or higher in each course; PHY 331 must precede PHY 332. \n\n\n\n170 \n\n\n\nPHY 333. Thermal and Statistical Physics 4 hours \n\nThe purpose of this course is to provide physics, engineering, and chemistry \nmajors with a fundamental understanding of heat and the equilibrium behavior \nof complex systems. Topics will include the zeroth, first and second laws of ther- \nmodynamics with applications to closed and open systems; microcanonical and \ncanonical ensembles for classical and quantum systems, with applications to ideal \ngases, specific heats, blackbody radiation, etc.; the kinetic description of equilib- \nrium properties. Text will be on the level of Kestin and Dorfman or Zemansky. \nPrerequisites: MAT 132 and PHY 202 with a grade of \"C-\" or higher in each course. \n\nPHY 333L. Thermal and Statistical Physics Laboratory 1 hour \n\nLaboratory work will emphasize classic experiments such as the ballistic pen- \ndulum, hard sphere scattering, the Millikan oil drop experiment, the Michelson \ninterferometer, etc. Emphasis also will be placed on measuring fundamental con- \nstants such as the speed of light, h, G, e and e/m. Corequisite: PHY 333. \n\nPHY 335. Introduction to Modern Optics 3 hours/4 hours \n\nA standard intermediate-level optics course which will treat the basics of wave \ntheory and the electromagnetic origin of optical phenomena, geometrical optics, \nphysical optics including Fourier optics, Fraunhofer and Fresnel diffraction, and \ndispersion. The course will conclude with some consideration of current topics \nsuch as holography, quantum optics, and non-linear optics. Text will be on the \nlevel of Jenkins and White or Hecht. Prerequisites: MAT 241 and PHY 202 with a \ngrade of \"C-\" or higher in each course. \n\nPHY 335L. Modern Optics Laboratory 1 hour \n\nThis laboratory accompanies course PHY 335. \n\nPHY 421, PHY 422. Introduction to \n\nModern Physics I, II 3 plus 3 hours/4 plus 4 hours \n\nFor physics, engineering, and chemistry majors, this is a one-year sequence \nthat discusses the most important developments in 20th-century physics. The first \nsemester will review special relativity and treat the foundations of quantum phys- \nics from a historical perspective; the quantum theory of one-electron atoms will be \ndeveloped. In the second semester, there will be a treatment of many-electron \natoms, molecules, and solids, with an introduction to nuclear and elementary par- \nticle physics. The text will be on the level of Eisberg and Resnick, Quantum Physics. \nPrerequisites: PHY 202 and PHY 332; PHY 421 must precede PHY 422. \n\nPHY 42 1L, PHY 422L. Modern Physics Laboratory I, II 1 plus 1 hour \n\nLaboratory work will emphasize modern physics in areas such as microwave \noptics, superconductivity, measurements of magnetic fields, electron spin reso- \nnance, the Franck-Hertz experiment, laser optics, etc. Corequisites: PHY 421 and \nPHY 422. \n\nPHY 423. Mathematical Physics 4 hours \n\nThis course will examine a variety of mathematical ideas and methods used \nin physical sciences. Topics may include: vector calculus; solutions of partial dif- \nferential equations, including the wave and heat equations; special functions; eigen- \n\n\n\n171 \n\n\n\nvalue problems; Fourier analysis and mathematical modeling, particularly numerical \ncomputer methods. Text will be on the level of Arf ken or Mathews and Walker. \nPrerequisite: MAT 241 with a grade of \"C-\" or higher. \n\nPHY 431. Special Topics in Theoretical Physics 1-4 hours/ 1-5 hours \n\nTopics to be chosen in accordance with the student's interest include Laser \nPhysics, Plasma Physics, Theory of the Solid State, Nuclear and Particle Physics, \nAstrophysics, and Cosmology. \n\nPHY 441. Special Topics in Experimental Physics 1-4 hours/1-5 hours \n\nTopics to be chosen in accordance with the student's interest in experimental \nphysics. \n\nPHY 499. Independent Study in Physics 1-4 hours/ 1-5 hours \n\nSupervised study of a topic of interest to the student, which is not treated in \nthe regularly scheduled course offerings. Prerequisite: Permission of the instruc- \ntor. \n\nPolitics \n\nThe study of politics at Oglethorpe University focuses on the interpretation \nof events, both past and current, from a perspective informed by the study of \npolitical thought and institutions. In addition, students in this discipline develop \ntheir capacity to compare analogous cases and to generalize. The ability to read \ndifficult texts carefully and thoughtfully is especially important in political phi- \nlosophy courses. Students of politics develop some tolerance for ambiguity and \ndisagreement, while at the same time learning to appreciate the difference be- \ntween informed and uninformed opinion. The study of politics provides good \ntraining for life in a world that, for better or worse, is shaped profoundly by politi- \ncal institutions. It is especially appropriate for those interested in careers in law, \nbusiness, teaching, journalism, and government. \n\nTo engage in career exploration and to learn more about practical politics, \nmajors are encouraged to seek internships. Oglethorpe's location in metropolitan \nAtlanta means that a diverse array of internships is readily available to students. In \nrecent years, students have taken advantage of the Georgia Legislative Intern and \nGovernor's Intern Programs, working with the Georgia State Legislature, the De- \npartment of Industry, Trade, and Tourism, and the League of Women Voters, \namong others. The University's Career Services Office also is prepared to help \nstudents identify and develop interesting internships. In addition, the University \nis able to arrange numerous exciting opportunities through its affiliations with \nThe Washington Center for Internships and the Washington Semester Program of \nAmerican University. While students may earn up to 16 semester hours of intern- \nship credit, only eight may count toward the fulfillment of major requirements \nand four toward the fulfillment of minor requirements. \n\nStudents majoring in politics also are encouraged to consider the possibility \nof studying abroad. For a listing of foreign institutions and programs with which \nOglethorpe has exchange agreements and affiliations, please see International \nExchange Partnerships/Study Abroad in the Educational Enrichment section of \nthis Bulletin. \n\n172 \n\n\n\nMajor \n\nThe requirements for a major in politics are satisfactory completion of at \nleast 10 courses in the discipline, of which the following five are required: \nPOL 101 Introduction to American Politics \nPOL 111 International Relations \nPOL 121 European Politics \nPOL 131 Asian Politics \n\nPOL 341 Political Philosophy I: Ancient and Medieval or \nPOL 342 Political Philosophy II: Modern \nIn addition, students must take two courses at the 300 level and one at the 400 \nlevel, and complete at least one semester of a foreign language at the second \nsemester elementary-level or higher. The degree awarded is the Bachelor of Arts. \n\nMinor \n\nTo receive a minor, students must take four courses distributed among three \nof the four subfields of the discipline (American politics, comparative politics, \ninternational relations, and political philosophy). \n\nPOL 101. Introduction to American Politics 4 hours \n\nThis course is an introduction to the fundamental questions of politics through \nan examination of the American founding and political institutions. \n\nPOL 111. International Relations 4 hours \n\nThis course is an introduction to the conduct of politics in a condition of \nanarchy. The central issues will be how and whether independent states can estab- \nlish and preserve international order and cooperate for the achievement of their \ncommon interests in an anarchic environment. These questions will be explored \nthrough a reading of relevant history and theoretical writings and an examination \nof present and future trends influencing world politics. \n\nPOL 121. European Politics 4 hours \n\nThis course is a factual, conceptual and historical introduction to politics on \nthe European continent, including (but not necessarily limited to) Britain, France, \nGermany, Italy, Russia, and the European Union. These regimes will be studied \nthrough a comparison of their social structures, party systems, institutions and \nconstitutions, political cultures and (if possible) their domestic policies. Prerequi- \nsite: POL 101. \n\nPOL 131. Asian Politics 4 hours \n\nThis course is a general introduction to the variety of political systems in \nAsia, concentrating particularly on the nations of East Asia. It will emphasize the \nmethods of comparative political study and will focus on understanding the fac- \ntors that determine different political outcomes in nations that share a geographi- \ncal region and many similar cultural and historical influences. \n\nPOL 201. Constitutional Law 4 hours \n\nIn this course, we will examine the Constitution and the efforts of the United \nStates Supreme Court to expound and interpret it. In addition to reading and \nbriefing many Supreme Court decisions, we will examine some leading contempo- \nrary works in constitutional and legal theory. Prerequisite: POL 101. \n\n\n\n173 \n\n\n\nPOL 202. State and Local Government 4 hours \n\nThis course is a survey of the origin, development, and characteristic prob- \nlems of state and local government in the United States. Prerequisite: POL 101. \n\nPOL 302. American Political Parties 4 hours \n\nAn in-depth study of the development of party organizations in the United \nStates and an analysis of their bases of power. Prerequisite: POL 101. \n\nPOL 303. Congress and the Presidency 4 hours \n\nAn examination of the original arguments for the current American govern- \nmental structure and the problems now faced by these institutions. Prerequisite: \nPOL 101. \n\nULP 303. The New American City 4 hours \n\nThe purpose of this course is to examine the problems and prospects of poli- \ntics and policymaking in the new American city and its environs. Consideration \nwill be given to the political and sociological significance of a number of the \nfactors that characterize this new development, including the extremes of wealth \nand poverty, the mix of racial and ethnic groups, and the opportunities and chal- \nlenges provided by progress in transportation and technology. Offered annually. \n\nPOL 311. United States Foreign Policy 4 hours \n\nA history of American foreign policy since 1945, emphasis in this course will \nbe on the description, explanation, and evaluation of events and policies, not the \nstudy of policy-making as such. \n\nPOL 331. Politics in Japan 4 hours \n\nThis course will examine the processes and institutions of the Japanese politi- \ncal system. It will investigate traditional areas of interest such as political parties, \nlegislative politics, the bureaucracy, and public policy formation and then look at \nrelated phenomena within the broader society. Prerequisite: POL 101 or POL \n131. \n\nPOL 341. Political Philosophy I: Ancient and Medieval 4 hours \n\nThis is an examination of the origins of philosophical reflection on the fun- \ndamental issues of politics, which is designed to lead to the critical consideration \nof the political views of our time. Among the topics discussed are the relationship \nbetween knowledge and political power and the character of political justice. Por- \ntions of the works of Aristophanes, Plato, Aristotle, Aquinas, and Alfarabi are \nexamined. Prerequisite: COR 201 or permission of the instructor. \n\nPOL 342. Political Philosophy II: Modern 4 hours \n\nThis is a critical examination of the peculiarly modern political and philo- \nsophical stance beginning where Political Philosophy I concludes. Among the \nauthors discussed are Machiavelli, Hobbes, Rousseau, Kant, and Kojeve. Prerequi- \nsite: POL 341 or permission of the instructor. \n\n\n\n174 \n\n\n\nPOL 350. Special Topics in Politics 4 hours \n\nA variety of courses will be offered to respond to topical needs of the curricu- \nlum. Recent courses include Theorists of International Order, Shakespeare's Poli- \ntics, Criminal Law, and Citizenship in Theory and Practice. \n\nPOL 401. Business and Politics 4 hours \n\nIn this course, the role of business groups in public affairs and the role of \ngovernment in business affairs will be examined. Discussion will include the struc- \nture of interest groups, their lobbying activities, and the politics of regulation, \namong other topics. It is intended to serve as the \"capstone\" for the study of Ameri- \ncan politics in the major. Prerequisite: POL 101 or permission of the instructor. \n\nPOL 411. Advanced Topics in International Relations 4 hours \n\nAn in-depth treatment of one or more of the issues introduced in Interna- \ntional Relations. Topics vary from year to year. Prerequisite: POL 1 1 1 or POL 311. \n\nPOL 431. Seminar in Politics and Culture 4 hours \n\nThis will be an upper-level seminar in the study of the relationship of politics \nand culture. Emphasis will be placed on understanding the nature and difficulties \nof cultural study, with particular attention to ethnographic or participant observer \nresearch methods. Focus of the seminar will change yearly but may include Juda- \nism and Jewishness or Women and Politics. Prerequisite: POL lOlor junior stand- \ning. \n\nPOL 441. Studies in Political Philosophy 4 hours \n\nAn intensive examination of a text or theme introduced in the Political Phi- \nlosophy sequence. Among the topics have been Rousseau's Emile, Spinoza, and \nThe German Enlightenment. Prerequisite: Permission of the instructor. \n\nPOL 450. Independent Study in Politics 1-4 hours \n\nSupervised research on a selected topic. Prerequisite: Permission of the in- \nstructor. \n\nPOL 451. Internship in Politics 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning op- \nportunity to qualified students. The internship generally requires the student to \nobtain a faculty supervisor, submit a learning agreement, work 30-35 hours for \nevery hour of academic credit, keep a written journal of the work experience, have \nregularly scheduled meetings with the faculty supervisor, and write a research \npaper dealing with some aspect of the internship. An extensive list of internships \nis maintained by the Career Services Office, including opportunities at the Geor- \ngia State Legislature, the United States Department of State, the Carter Center, \nand the Superior Court of Fulton County. Graded on a satisfactory/unsatisfactory \nbasis. Prerequisites: Permission of the faculty supervisor and qualification for the \ninternship program. \n\n\n\n175 \n\n\n\nPre-law Studies \n\n\n\nStudents planning to enter law school after graduation from Oglethorpe should \nrealize that neither the American Bar Association nor leading law schools en- \ndorse a particular pre-law major. The student is advised, however, to take courses \nthat enhance the basic skills of a liberally educated person: reading with compre- \nhension, writing, speaking, and reasoning. The student is encouraged to become \nmore familiar with political, economic, and social institutions as they have devel- \noped historically and as they function in contemporary society. \n\nStudents interested in pursuing a legal career should ask the Registrar for the \nnames of faculty members serving as pre-law advisors. \n\n\n\nPre-medical Studies \n\n\n\nA student who plans to attend a professional school of medicine, dentistry, \noptometry, pharmacy or veterinary medicine should plan a program of studies at \nOglethorpe in consultation with a faculty member who is a designated pre-medi- \ncal advisor. It is desirable for the pre-medical student to have a pre-medical advi- \nsor from the outset of the planning of his or her undergraduate program. It is \nessential that the student establish contact with a pre-medical advisor by the sec- \nond semester of the student's freshman year. \n\nProfessional schools of health science require for admission successful comple- \ntion of a specified sequence of courses in the natural sciences, courses in the \nhumanities and social sciences, as well as the submission of acceptable scores on \nappropriate standardized tests. However, pre-medical students have wide latitude \nof choice with regard to the major selected. Students should familiarize them- \nselves with the particular admission requirements of the type of professional school \nthey plan to enter prior to deciding on the course of study to be pursued at \nOglethorpe. An excellent starting point for this preliminary study is \"A Gateway \nto Health Professions Websites\" at http://iviuw.naahp.org. \n\nSome schools of medicine, dentistry, and veterinary medicine will admit highly \nqualified applicants who have completed all admission requirements for the pro- \nfessional school during three years of study at an undergraduate institution. (Four \nyears of undergraduate work and a bachelor's degree are standard requirements; \nadmission after three years is highly atypical and is not available at all schools.) It \nis possible for students to enter an allopathic, osteopathic or podiatric medical \nschool, dental school or veterinary school (no other health professions schools are \neligible) after three years of study at Oglethorpe and to complete their bachelor's \ndegree under the Professional Option. By specific arrangement between the pro- \nfessional school and Oglethorpe University, and in accordance with regulations of \nboth institutions, after successful completion of all academic requirements of the \nfirst year in the professional school, the student receives a degree from Oglethorpe \nUniversity when certified to be in good standing at the professional school. Stu- \ndents interested in this possibility should consult with their advisors to make cer- \ntain that all conditions are met; simultaneous enrollment in several science courses \neach semester during the three years at Oglethorpe likely will be required to meet \nminimum expectations for taking professional school admissions tests and to meet \n\n\n\n176 \n\n\n\nadmission requirements for the professional school. All Oglethorpe core courses \nmust be completed before the student enrolls in the professional school. \n\n\n\nPsychology \n\n\n\nThe Department of Psychology endorses a view of psychology as the use of \nscientific methods to study a broad range of factors that often interact to produce \nhuman behavior, including cognitive, developmental, personality, physiological, \nand social variables. Therefore, students who major in psychology are expected \nto: \n\n1. Learn to apply empirical methods to understand human and animal be- \nhavior. Students should be able to use and critique a variety of research \nmethods, ranging from controlled laboratory experiments to naturalistic \nobservations. Specific skills to be acquired include the ability to opera- \ntionally define concepts for empirical stud' ; to collect, analyze, and inter- \npret empirical data; and to clearly communicate findings to larger \naudiences through oral and written presentations (for example, APA style \nresearch papers, posters, and presentations). \n\n2. Learn major theoretical and empirical advances in a variety of disciplines \nwithin the field of psychology (for example, clinical, cognitive, develop- \nmental, motivational, organizational, personality, physiological, social). \nThis objective should include the ability to compare and contrast explana- \ntions offered by different schools of thought within each discipline (for \nexample, behavioral, biological, cognitive, dispositional, psychoanalytic, \nsocial learning). It also should include an understanding of both current \nand historically prominent developments in the various disciplines. \n\n3. Learn ways in which psychological concepts can be applied for the ben- \nefit of oneself and society. Students will learn about clinical, educational \nand organizational applications of psychological research and will con- \nsider ways in which psychological principles may be relevant to personal \nlife and civic participation. In addition, students are expected to become \nmore precise and tolerant observers of human behavior and individual \ndifferences. \n\nMajor \n\nThe major consists of at least nine psychology courses (36 semester hours) \nbeyond Psychological Inquiry. These nine courses must include Statistics, Intro- \nduction to Quantitative Research Methods, Advanced Experimental Psychology, \nand History and Systems of Psychology. Psychology majors also are required to \ncomplete General Biology I and II as directed electives and at least one semester \nof a foreign language at the second semester elementary-level or higher. The de- \ngree awarded is the Bachelor of Arts. \n\nMinor \n\nA minor in psychology consists of any four psychology courses (20 semester \nhours) beyond Psychological Inquiry. No course can be used to satisfy both major \nand minor requirements. \n\nPSY 101. Psychological Inquiry 4 hours \n\nThis course presents a unique way of understanding ourselves: the use of the \nempirical method to obtain information about human and animal behavior. Psy- \n\n177 \n\n\n\nchological experimentation will be shown to contribute to human self-understand- \ning through its production of interesting, reliable, and often counter-intuitive re- \nsults. Topics to be considered may include obedience to authority, memory, \nalcoholism, persuasion, intelligence, and dreaming. These topics will be exam- \nined from a variety of potentially conflicting perspectives: behavioral, cognitive, \ndevelopmental, biological, and psychoanalytic. \n\nPSY 201. Child and Adolescent Psychology 4 hours \n\nThe ways in which individuals understand the world and each other change \ndramatically from birth to adolescence. This course will trace these developments, \nparticularly those of cognition, social behavior, and self-concept. The factors in- \nfluencing development, such as heredity and the social/cultural environment, \nwill be emphasized. Prerequisite: PSY 101 with a grade of \"C-\" or higher. \n\nPSY 202. Organizational Psychology 4 hours \n\nOrganizations and the individuals who function within them will be exam- \nined from the perspective of psychological theory and research. Consideration \nwill be given both to broad topics relevant to all organizations, such as communi- \ncations, groups, and leadership, and to topics specific to the work environment, \nsuch as employee selection, training, and evaluation. Prerequisite: PSY 101 with a \ngrade of \"C-\" or higher. \n\nPSY 203. Learning and Conditioning 4 hours \n\nThis course examines the empirical and theoretical issues surrounding learned \nbehavior. Most of the data discussed come from studies in animal learning but \nspecial emphasis will be placed on how learning principles explain everyday hu- \nman behavior and are used in the treatment of abnormal behavior patterns. Pre- \nrequisite: PSY 101 with a grade of \"C-\" or higher. \n\nPSY 204. Social Psychology 4 hours \n\nSocial psychology is the study of human beings in interaction with each other \nor under the pressure of forces of social influence. The course will include a \nconsideration of conformity, persuasion, attraction, aggression, self-presentation, \nand other relevant aspects of the social life. Prerequisite: PSY 101 with a grade of \n\"C-\" or higher. \n\nPSY 205. Theories of Personality 4 hours \n\nThe goal of this course is to acquaint the student with the major theories of \npersonality and with approaches to the scientific evaluation of them. Students will \nbe encouraged to engage in critical analysis and theoretical comparisons of the \nideas presented from diverse, and often contradictory, perspectives. Prerequisite: \nPSY 101 with a grade of \"C-\" or higher. \n\nPSY 301. Introduction to Quantitative Research Methods 4 hours \n\nThrough a combination of class discussion and hands-on research activity, \nthis course provides students with exposure to a variety of research approaches. \nThe course begins with an examination of descriptive methods, such as naturalis- \ntic observation, surveys, and archival research, and concludes with an analysis of \ncontrolled experimental methods. Quasi-experimental designs and applications \n\n\n\n178 \n\n\n\nof research methods are also explored. Offered annually. Prerequisites: PSY 101 \nwith a grade of \"C-\" or higher and MAT 111. \n\nPSY 302. Advanced Experimental Psychology 4 hours \n\nThis sequel to the introductory research methods course provides an in-depth \nanalysis of controlled experimentation in a laboratory setting. Each student will \ndesign and conduct an individual research project to fulfill the laboratory compo- \nnent of the course. Prerequisite: PSY 301. \n\nPSY 303. Psychological Testing 4 hours \n\nThis course covers the selection, interpretation, and applications of psycho- \nlogical tests, including tests of intellectual ability, vocational and academic apti- \ntudes, and personality. The most common uses of test results in educational \ninstitutions, clinical settings, business, government, and the military will be con- \nsidered. The history of psychological testing and the interpretation of test results \nalso will be considered from both traditional and critical perspectives. Although \nstudents will have the opportunity to see many psychological tests, this course is \nnot intended to train students actually to administer tests. Prerequisites: PSY 101 \nwith a grade of \"C-\" or higher and MAT 111. \n\nPSY 306. Abnormal Psychology 4 hours \n\nThere are three main goals in this course. The first is to enhance the student's \nunderstanding of psychopathology and major treatment approaches. The second \nis to help the student learn to evaluate critically the research evidence regarding \ntherapeutic interventions. The third is to encourage a self-examination of the \nstudent's attitudes and those of our society regarding mental illness and the full \nrange of human individual differences. Prerequisites: PSY 101 with a grade of \"C- \n\" or higher and PSY 205. \n\nPSY 307. Cognitive Psychology 4 hours \n\nThis course explores the nature and function of human thought processes. \nTopics to be considered include perception, attention, remembering and forget- \nting, mental imagery, psycholinguistics, problem solving, and reasoning. Prereq- \nuisite: PSY 101 with a grade of \"C-\" or higher. \n\nPSY 308. Sensation and Perception 4 hours \n\nThis course explores how the brain and body transduce, organize, and inter- \npret information from the environment. Topics covered will include psychophysi- \ncal methods, signal detection theory, and the neural mechanisms underlying vision, \nhearing, taste, smell, and touch. Prerequisites: PSY 101 with a grade of \"C-\" or \nhigher and BIO 102. (Biology majors only need BIO 102.) \n\nPSY 309. Behavioral Neuroscience 4 hours \n\nThis course focuses on the neural and hormonal correlates of behavior in- \ncluding sleep, feeding, sexual behavior, learning and memory, language, move- \nment, and psychopathology including mood disorders and schizophrenia. Other \ntopics include methods used in the brain sciences, the connection between stress \nand illness, and how the brain recovers from injury. Prerequisites: PSY 101 with a \ngrade of \"C-\" or higher and BIO 102. (Biology majors only need BIO 102.) \n\n\n\n179 \n\n\n\nPSY 401. Special Topics in Psychology 4 hours \n\nThe seminar will provide examination and discussion of various topics of \ncontemporary interest in psychology. Prerequisite: PSY 101 with a grade of \"C-\" or \nhigher. \n\nPSY 402. Topics in Clinical Psychology 4 hours \n\nThe focus of the course is on the examination and discussion of topics of \ncontemporary interest in clinical psychology. Prerequisite: PSY 306. \n\nPSY 403. Drugs, the Brain, and Behavior 4 hours \n\nThis course examines the effects of psychoactive drugs on the central ner- \nvous system and behavior. Both recreational and illicit drugs (opiods, stimulants, \nsedatives, hallucinogens) and those used to treat mental disorders (antianxiety \nagents, antidepressants, antipsychotics) will be covered. Drug action at the synap- \ntic level, dose-response functions, tolerance and sensitization, and toxicity will be \ndiscussed. Prerequisites: PSY 101 with a grade of \"C-\" or higher and BIO 102. \n(Biology majors only need BIO 102.) \n\nPSY 405. History and Systems of Psychology 4 hours \n\nA study of the historic development of modern psychology, this course covers \nits philosophical and scientific ancestry, the major schools of thought, the con- \ntemporary systems of psychology, and their theoretical and empirical differences. \nRecommended for the senior year. Prerequisites: Two or more psychology courses \nand senior status or permission of the instructor. \n\nPSY 406. Directed Research in Psychology 4 hours \n\nOriginal investigations and detailed studies of the literature in selected areas \nof psychology will be supervised by a faculty member. Emphasis will be on origi- \nnal research. Prerequisites: PSY 301 and permission of the instructor. \n\nPSY 407. Internship in Psychology 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning op- \nportunity to qualified students. The internship generally requires the student to \nobtain a faculty supervisor, submit a learning agreement, work 30-35 hours for \nevery hour of academic credit, keep a written journal of the work experience, have \nregularly scheduled meetings with the faculty supervisor, and write a research \npaper dealing with some aspect of the internship. An extensive list of internships \nis maintained by the Career Services Office, including opportunities at the Geor- \ngia Psychological Association, Atlanta Center for Eating Disorders, and Yerkes \nRegional Primate Center. Graded on a satisfactory/unsatisfactory basis. Prereq- \nuisites: Permission of the faculty supervisor and qualification for the internship \nprogram. \n\nPSY 408. Independent Study in Psychology 1-4 hours \n\nThis course provides the opportunity for an intense study of diverse topics \nunder the direct supervision of the instructor. Prerequisite: Permission of the \ninstructor. \n\n\n\nISO \n\n\n\nSociology \n\nSociology is the study of human society, culture, and conduct from a variety \nof perspectives that include interpersonal, institutional, and aggregate levels of \nanalyses. At the interpersonal level, sociologists may study personality formation \nin social contexts or how the individual responds to social opportunities and con- \nstraints. At the institutional level, sociologists attempt to analyze social institu- \ntions (such as the family, religion, and the state) and social structures (such as \nsocial classes and racial and ethnic stratification) that shape human conduct. And \nat the aggregate level, sociology focuses on the study of large-scale influences \nranging from demographics to social movements to cultural systems. \n\nThe mission of the sociology faculty at Oglethorpe is to introduce students to \nsuch studies within a liberal arts setting by developing each student's analytical, \nwriting, speaking, and methodological skills, as well as his or her ability to com- \nprehend and explicate difficult texts. Sociology majors should be able, through \nwritten and oral analyses, to make arguments whose conclusions follow from evi- \ndence carefully and logically presented. They should be able to distinguish be- \ntween informed and uninformed opinion. In addition, each sociology student at \nOglethorpe will be expected to master essential knowledge within the areas of \nsociological theory, research methodology, and statistics, and within at least three \ncontent areas. In order to encourage a practical understanding of social problems \nand institutions, students, where appropriate, are urged to seek internships. Stu- \ndents bound for graduate school are encouraged to master a foreign language. \n\nMajor \n\nThe sociology major consists of a minimum of nine sociology courses (36 \nsemester hours) beyond Human Nature and the Social Order I and II. These nine \ncourses must include Introduction to Sociology, Statistics, Introduction to Quanti- \ntative Research Methods, Sociological Theory, and five additional sociology courses \nselected by the student. Of the nine courses, at least six must be completed at \nOglethorpe for a major in sociology. Human Nature and the Social Order I and II \nmust be completed by all majors who enter Oglethorpe below the junior level. In \naddition, at least one semester of a foreign language at the second semester el- \nementary-level or higher is required. The degree awarded is the Bachelor of Arts. \n\nMinor \n\nA minor in sociology consists of Introduction to Sociology and any other \nthree sociology courses (16 semester hours) beyond Human Nature and the Social \nOrder I and II. No course can be used to satisfy both major and minor require- \nments. Of the four sociology courses, at least three must be completed at \nOglethorpe for a minor in sociology. \n\nSociology with Social Work Concentration \n\nMajor \n\nA major in sociology with a concentration in social work consists of seven \ncourses (28 semester hours) beyond Human Nature and the Social Order I and II, \nin addition to a semester of field placement (16 semester hours). Required courses \n\n181 \n\n\n\ninclude Introduction to Sociology, Field of Social Work, and Methods of Social \nWork, in addition to four sociology electives. Successful completion of at least \none semester of a foreign language at the second semester elementary-level or \nhigher also is required. The degree awarded is the Bachelor of Arts. \n\nSOC 101. Introduction to Sociology 4 hours \n\nThis course offers an introduction to topics central to the study of human \nsociety, culture, and conduct. Selected fields of study frequently include culture, \nformation of the self, social classes, power structures, social movements, criminal \nbehavior, and a variety of social institutions. Emphasis is placed upon basic con- \ncepts and principal findings of the field. Offered annually. \n\nSOC 201. The Family 4 hours \n\nThis course focuses primarily on the 20 th -century American family. The top- \nics discussed include trends in marriage, the age of marriage, fertility, illegiti- \nmacy, divorce, remarriage, and domestic abuse. The possible social and economic \ncauses and consequences of these trends are also discussed. Offered annually. \n\nSOC 202. The American Experience 4 hours \n\nThe purpose of this course is to acquaint students with basic aspects of the \nAmerican experience. Special attention is paid to the individual's relationship to \nthe community. Specific topics of discussion include Populism, Federalism, the \nrole of advertising in folk culture, the relationship of technology and democracy, \nand America's exploring spirit. Offered biennially. \n\nSOC 204. Social Problems 4 hours \n\nThis course studies the impact of current social forces upon American soci- \nety. Deviation from social norms, conflict concerning social goals and values, \nand social disorganization as these apply to family, economic, religious, and other \ninstitutional and interpersonal situations are of primary concern. Offered bienni- \nally. \n\nSOC 205. Crime and Deviance 4 hours \n\nThis course will examine behaviors that do not conform to moral and legal \ncodes and the ways in which societies control such behaviors. Particular emphasis \nwill be given to American society. Readings will include classic and current analy- \nses of deviance and crime. Offered biennially. \n\nSOC 302. The Sociology of Work and Occupations 4 hours \n\nThis course has three purposes: first, to analyze the means by which non- \neconomic institutions, especially the family, schools, and religious institutions in- \nfluence the formation of \"human capital,\" second, to study the history and \ncontemporary nature of the professions; and third, to analyze the relationship \nbetween the external control of workers and their internal motivation. A cross- \nculturaj approach is employed in the course. Offered biennially. \n\nSOC 303. Field of Social Work 4 hours \n\nThis course will study and analyze the historical development of social work \nand social work activities in contemporary society. Offered annually. \n\n\n\n182 \n\n\n\nULP 303. The New American City 4 hours \n\nThe purpose of this course is to examine the problems and prospects of poli- \ntics and policymaking in the new American city and its environs. Consideration \nwill be given to the political and sociological significance of a number of the \nfactors that characterize this new development, including the extremes of wealth \nand poverty, the mix of racial and ethnic groups, and the opportunities and chal- \nlenges provided by progress in transportation and technology. Offered annually. \n\nSOC 304. Methods of Social Work 4 hours \n\nThis course is a study of the methods used in contemporary social work. Of- \nfered annually. Prerequisite: SOC 303. \n\nSOC 305. Film and Society 4 hours \n\nThis course is designed to help students analyze and interpret films from the \nperspectives of social theory. Emphasis will be placed upon exploring visions of \nthe self and society in a variety of film genres, including mysteries, comedies, film \nnoir, westerns, musicals, etc. Films studied in recent classes include Citizen Kane, \nVertigo, The Maltese Falcon, Red River, Cabaret, and others. Offered biennially. \n\nSOC 306. Race, Ethnicity, and Immigration 4 hours \n\nThis course treats contemporary ethnic relations and the history of immigra- \ntion in the United States. It considers the role of markets, government policy, and \nculture in the formation of ethnic identity and the well being of ethnic groups. \nAlthough the chief concern is with the United States, a comparative approach is \ntaken. Offered biennially. \n\nSOC 307. Elites and Inequality 4 hours \n\nAn examination is made in this course of the social stratification of privileges \nand deprivations in contemporary societies, focusing on the distribution of wealth, \nstatus, and power. The course studies social stratification historically and com- \nparatively, the American upper, middle, and lower classes, institutionalized power \nelites, race and gender stratification, status systems, and economic inequality. Of- \nfered biennially. \n\nSOC 308. Culture and Society 4 hours \n\nA study of the dynamics of traditional, modern, and postmodern cultures that \nfocuses on the analysis of symbolic forms and boundaries, social memory, cer- \nemonies and rituals, bodily habits, cultural elites, and cultural revolutions. Spe- \ncial attention is given to \"culture wars,\" the impact of mass media, and \npostmodernism in contemporary societies. The course is comparative in approach. \nOffered biennially. \n\nSOC 309. Religion and Society 4 hours \n\nThis course will examine religion as a social institution, its internal develop- \nment, relationship to other institutions, and its cultural and social significance in \nmodern and traditional societies. Special attention will be given to the conflict \nbetween spirit and institution in Christianity; the rise and decline of denomina- \ntionalism; contemporary forms of spirituality; the modern psychologization of \nreligion, and the comparative study of religions. Offered biennially. \n\n\n\n183 \n\n\n\nSOC 401. Nations and Nationalism 4 hours \n\nThis course examines the rise and persistence of nation-states and national- \nism in the modern world. Theories of nationalism, nationalist visions, and case \nstudies of particular nations, including France, Germany, and Russia will be cov- \nered. Topics to be addressed include radical nationalism (for example, Nazism \nand Fascism), problems of national \"self-determination,\" Zionism, and the fall of \nCommunism. \n\nSOC 402. Field Experience in Social Work 16 hours \n\nStudents concentrating in social work spend a semester in social work agen- \ncies in the Atlanta area for on-the-job practicum experience. Successful field place- \nments have been made in a variety of settings in recent years, including Wesley \nWoods Health Center, West Paces Ferry Hospital, and Atlanta shelters for the \nhomeless. Prerequisites: SOC 303, permission of the academic advisor and faculty \nsupervisor, and signature of the Director of Career Services. \n\nSOC 403. Sociological Theory 4 hours \n\nThis course will study classical and contemporary theory with an emphasis \nupon the latter. Contemporary theories covered usually include utilitarian indi- \nvidualism (sociobiology, exchange theory, and rational-choice theory), \ncommunitarianism, civil society theory, critical theory, and post-modernism. Of- \nfered biennially. \n\nSOC 404. Special Topics in Sociology 4 hours \n\nA seminar providing examination and discussion of various topics on con- \ntemporary and historical interest in sociology. Prerequisite: Permission of the in- \nstructor. \n\nSOC 405. Internship in Sociology 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning op- \nportunity to qualified students. The internship generally requires the student to \nobtain a faculty supervisor, submit a learning agreement, work 30-35 hours for \nevery hour of academic credit, keep a written journal of the work experience, have \nregularly scheduled meetings with the faculty supervisor, and write a research \npaper dealing with some aspect of the internship. An extensive list of internships \nis maintained by the Career Services Office, including opportunities at the \nGainesville/Hall Senior Center, the Georgia Bureau of Investigation, and the Part- \nnership Against Domestic Violence. Graded on a satisfactory/unsatisfactory ba- \nsis. Prerequisites: Permission of the faculty supervisor and qualification for the \ninternship program. \n\nSOC 406. Independent Study in Sociology 1-4 hours \n\nAn intense study of diverse topics under the direct supervision of the instruc- \ntor. Prerequisite: Permission of the instructor. \n\nSOC 407. Internship in American Studies 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning op- \nportunity to qualified students. The internship generally requires the student to \nobtain a faculty supervisor, submit a learning agreement, work 30-35 hours for \n\n\n\n184 \n\n\n\nevery hour of academic credit, keep a written journal of the work experience, have \nregularly scheduled meetings with the faculty supervisor, and write a research \npaper dealing with some aspect of the internship. An extensive list of internships \nis maintained by the Career Services Office. Graded on a satisfactory/unsatisfac- \ntory basis. Prerequisites: Permission of the faculty supervisor and qualification \nfor the internship program. \n\nSpanish \n\nA Spanish major is designed to help the student become increasingly knowl- \nedgeable about the language, literature and cultures of the people who speak and \nlive the Spanish language. Courses that focus on developing language skills (read- \ning, writing, listening comprehension, and speaking) are followed by more ad- \nvanced study in literature, film, and civilization. Acquiring familiarity with culture \nin the Spanish-speaking world is a goal throughout the program. The study of \nanother language should provide the means to appreciate more fully the global \ncommunity to which all of us increasingly belong. It should also furnish an insight- \nful view of one's own culture and language. Students can pursue graduate degrees \nor prepare themselves for careers in international business or politics. \n\nThe study of another culture and language is greatly enhanced by an experi- \nence studying and living where the language is spoken. Spanish majors are there- \nfore required to study and live in a Spanish-speaking country for one semester \nafter having completed an initial sequence of courses and before beginning ad- \nvanced classes in the language at Oglethorpe. This can be accomplished by par- \nticipating in the exchange program with one of the University's partners or by \nmaking other suitable arrangements in consultation with the student's advisor. \nNative speakers of Spanish may complete the study abroad portion of the major at \nOglethorpe or through cross registration for courses at Atlanta Regional Consor- \ntium for Higher Education (ARCHE) institutions. \n\nSpanish majors are also strongly recommended to consider courses in Span- \nish and Latin American history and studies, or other related fields. \n\nAll students with previous study or experience in Spanish must take a lan- \nguage placement examination during Make the Connection weekend or immedi- \nately prior to fall registration. They will be placed in the course sequence according \nto their competence. Under no circumstances should students with past experi- \nence in the language place themselves in courses, especially at the elementary \nlevel. Students are not eligible to enroll in elementary and intermediate courses in \ntheir primary languages. \n\nMajor \n\nStudents who major in Spanish must first complete the following require- \nments: \n\nSPN 201 Intermediate Spanish \nSPN 302 Advanced Spanish \nSPN 302 Introduction to Hispanic Literature \nStudents will then complete a semester in an approved study abroad program, \nwhich should include a minimum of 12 semester hours. Returning students must \ncomplete three upper-level (300 or 400) courses in Spanish. \n\n\n\n185 \n\n\n\nElementary French I or equivalent as determined through the French place- \nment test is also required. It is recommended that this requirement be completed \nduring the student's first two years. \n\nThe degree awarded is the Bachelor of Arts. \n\nMinor \n\nA minor in Spanish consists of these three obligatory courses: \n\nSPN 201 Intermediate Spanish \n\nSPN 301 Advanced Spanish \n\nSPN 302 Introduction to Hispanic Literature \nOne upper-level course (300 or 400) is required to complete the minor. Cer- \ntain requirements may be met through an approved study abroad program. \n\nSPN 101, SPN 102. Elementary Spanish I, II 4 plus 4 hours \n\nThese courses are an introduction to understanding, speaking, reading, and \nwriting Spanish. Emphasis will be placed on acquiring a foundation in basic gram- \nmar as well as on listening comprehension and spoken Spanish through class ac- \ntivities, tapes, and videos. Prerequisite: None for SPN 101; SPN 101 required for \nSPN 102, or placement by testing. \n\nSPN 201. Intermediate Spanish 4 hours \n\nThis course is intended to review basic grammar and develop more complex \npatterns of written and spoken Spanish. Short compositions, readings from Span- \nish and Spanish-American literature and class discussions require active use of \nstudents' acquired knowledge of Spanish and form the basis for the expansion of \nvocabulary and oral expression. Prerequisite: SPN 102 or placement by testing. \n\nSPN 301. Advanced Spanish 4 hours \n\nThis course is designed to improve students' skills to a sophisticated level at \nwhich they are able to discuss and express opinions in both oral and written form. \nReadings of essays and short-stories as well as film viewing in Spanish are used as \nthe basis for discussion, introduction to cultural issues, and written expression. \nFrequent writing assignments. Prerequisite: SPN 20 lor placement by testing. \n\nSPN 302. Introduction to Hispanic Literature 4 hours \n\nThis course offers an introduction to literary analysis based on a rigorous \nprogram of readings from Spanish and Spanish American literatures. It is a skills- \nbuilding course that familiarizes students with the lexicon of literary criticism in \nSpanish and trains them to be active readers of Hispanic literature. Students read \nand analyze (orally and in writing) representative works of the four fundamental \ngenres of literature: Narrative, Poetry, Drama, and Essay. Taught in Spanish. Pre- \nrequisite: SPN 301 or placement by testing. \n\nSPN 305. Spanish for International Relations and Business 4 hours \n\nIn this course students will learn vocabulary appropriate to the world of inter- \nnational relations and business in order to understand both oral and written ma- \nterial on relevant issues. Students will read and discuss articles and newspapers in \nSpanish and explore common cross-cultural clashes and misunderstandings in or- \nder to improve intercultural communications as a means of succeeding in the \nglobal marketplace. When possible, there will be Spanish-speaking guests from \n\n186 \n\n\n\nthe diplomatic and business communities of Atlanta. Taught in Spanish. Prerequi- \nsite: SPN 301 or placement by testing. \n\nSPN 401. Special Topics in Hispanic Languages, Literatures, and \n\nCultures 4 hours \n\nThis course provides the opportunity to study particular aspects of the lan- \nguages, literatures and cultures of Spain, Spanish America or United States His- \npanic communities not covered in the other courses. This course may be repeated \nfor credit as course content changes. Prerequisite: SPN 301. \n\nSPN 403. Political Issues in Spanish American Literature and Film 4 hours \n\nThe social and political upheavals that took place in several Spanish Ameri- \ncan countries during the 20 th century spawned the development of a rich literary \nand cinematic corpus. This course will examine part of that corpus in its historical \nand cultural context and how political issues are aesthetically elaborated in fic- \ntion, poetry, essay and film. Among the topics to be studied are revolution, testi- \nmony, exile, and the Other as a figure of resistance. Taught in Spanish. Prerequisite: \nSPN 302. \n\nSPN 405. 20th-century Spanish American Literature 4 hours \n\nThis is a study of Spanish American literature from the 1930s to the present, \nfocusing on its departure from the Realist tradition and its adoption of experi- \nmentation, self-reflection, parody, magical realism or the fantastic. Modern and \npost-modern trends will be examined. Readings include fiction by Borges, Fuentes, \nCortazar, Garcia Marquez, and Puig. Taught in Spanish. Prerequisite: SPN 302. \n\nSPN 410. The Development of Latin American Cultures 4 hours \n\nThis course introduces students to the diverse cultural heritage of Latin \nAmerica paying special attention to the impact and consequences of the encoun- \nter between European, Native and African cultures in art, politics, and religion. \nManifestations of cultural syftcretism and diversity from the times of the Spanish \nconquest and colonization to the post-colonial polemics of cultural identity will be \nexamined. Taught in Spanish. Prerequisites: SPN 302. \n\nTheatre \n\nCourses in theatre history, film, and characterization, combined with the \nUniversity's unique apprenticeship program, offer students a study of theatre that \nis interactive in approach and broad in scope. Students who enter Oglethorpe \nwith a background in theatre, as well as those with an interest but no experience, \nwill find ample opportunities in the theatre program to develop their skills and \nexpertise. As such, a theatre minor serves as an appropriate complement to a \nvariety of majors in communications and the humanities, as well as a preparation \nfor graduate and professional work in theatre. \n\nThe Oglethorpe University theatre program is dedicated to presenting stimu- \nlating and enjoyable theatre for audiences of all types and ages, and integrating \ntheatre into Oglethorpe University's academic curriculum. Mounting three full \nproductions per school year, the program pursues an artistic policy that celebrates \nthe diversity of its dramatic heritage by engaging texts of diverse periods, cul- \n\n187 \n\n\n\ntures, and styles. Through The Playmakers (the theatre program's official perfor- \nmance company) laboratory opportunities are provided as students and faculty \ncome together to create live performance events for the campus community and \nthe city of Atlanta. \n\nMinor \n\nStudents are required to take the following courses: \n\nTHE 201 Beginning Characterization \n\nTHE 301 Advanced Characterization \n\nTHE 310 Apprenticeship in Theatre \nIn addition, one course selected from the following is required: \n\nTHE 210 The History of Comedy \n\nTHE 220 The History of Tragedy \n\nTHE 201. Beginning Characterization 4 hours \n\nThis course focuses on the training of the body and voice as tools used in \ncharacterization. Students will explore the basic principles and techniques of stage \ncombat, mime, movement, vocalization, and contemporary characterization. Stu- \ndents will be expected to perform scenes with partners as well as individual mono- \nlogues. \n\nTHE 301. Advanced Characterization 4 hours \n\nThis course allows students to work with texts from various periods in theatri- \ncal history, examining the costuming and mannerisms of each period and apply- \ning these observations to the performance of both scene and monologue work. \nPeriods studied will include: Greek, Medieval, Elizabethan, Commedia dell'arte, \nFrench Neoclassic, Restoration, and Early 20th-century Realism. Prerequisite: THE \n201. \n\nTHE 210. The History of Comedy 4 hours \n\nIn this course the student will examine the history and development of com- \nedy as a theatrical art form, using not only the texts but the performing, costum- \ning, and staging practices of the period as keys to a better understanding of the \ngenre. Writers studied will include Aristophanes, Menander, Plautus, Terence, \nShakespeare, Jonson, Congreve, Moliere, Goldoni, Gozzi, and Sheridan. \n\nTHE 220. The History of Tragedy 4 hours \n\nIn this course the student will examine the history and development of trag- \nedy as a theatrical art form, using not only the texts but the performing, costum- \ning, and staging practices of the period as keys to a better understanding of the \ngenre. Writers studied will include Sophocles, Euripides, Seneca, Marlowe, Kyd, \nShakespeare, Corneille, Racine, Goethe, and Ibsen. \n\nTHE 310. Apprenticeship in Theatre 4 hours \n\nThe apprenticeship is designed to provide a hands-on learning experience in \ntheatre. Students may focus on one of three areas of study: preparation and per- \nformance, theatrical design, or directing. All students. participating in the appren- \nticeship program in a given semester will share a common reading, to be discussed \nat weekly seminar meetings, and will be expected to present their work for evalu- \nation by a panel of faculty and students once during the semester. Open to juniors \n\n188 \n\n\n\nand seniors only and may be taken for credit only once. Prerequisite: Permission \nof the instructor. \n\nTHE 320. Special Topics in Theatre 4 hours \n\nThis course will be a study of a selected topic in theatre, such as Feminist \nTheatre, Shakespeare in Performance, Gender in Performance, The Hero in Ameri- \ncan Film, or Hollywood's Treatment of Women. Prerequisite: THE 201 or permis- \nsion of the instructor. \n\nTHE. 407. Internship in Theatre 4 hours \n\nAn internship is designed to provide a formalized experiential learning op- \nportunity to qualified students. The internship generally requires the student to \nobtain a faculty supervisor, submit a learning agreement, work 30-35 hours for \nevery hour of academic credit, keep a written journal of the work experience, have \nregularly scheduled meetings with the faculty supervisor, and write a research \npaper dealing with some aspect of the internship. An extensive list of internships \nis maintained by the Career Services Office. Prerequisites: Permission of the fac- \nulty supervisor and qualification for the internship program. \n\nTHE. 408. Independent Study in Theatre 1-4 hours \n\nSupervised research on a selected topic. Prerequisite: Permission of the in- \nstructor. \n\nWomen's and Gender Studies \n\nWomen's and gender studies is intended to introduce the student to the his- \ntory of women and to the effects of gender on the forms of and approaches to \ndisciplinary study and practice. \n\nMinor \n\nFive courses must be completed, one of which must be either Introduction to \nWomen's Studies Theory or Introduction to Women's Studies History. Students \nmust select courses from at least three different disciplines in addition to courses \nidentified as WGS courses. Examples of other courses applicable to the minor are \nas follows: \n\nCOM 390 Special Topics in Communications: Women in the History \n\nof Rhetoric \nCOM 390 Special Topics in Communications: Gender and Communica- \ntion \nECO 224 Labor Economics \nENG 304 Images of Women in Literature \n\nENG 312 Special Topics in Literature and Culture: Gender and Auto- \nbiography \nENG 312 Special Topics in Literature and Culture: Contemporary \n\nWomen Writers \nENG 314 Special Topics in Major British and American Authors: Jane \n\nAusten \nFRE 401 Special Topics in French Language, Literature, and Culture: \nGreat French Actresses and Their Film Roles \n\n189 \n\n\n\nMUS 430 Special Topics in Music: Women in Music \n\nPSY 40 1 Special Topics in Psychology: Gendering (Social Constructions \nof Gender) \n\nPSY 401 Special Topics in Psychology: Psychology of Women \n\nSOC 201 The Family \n\nSPN 401 Special Topics in Hispanic Languages, Literatures, and Cul- \ntures: Contemporary Latin American Women Writers \n\nTHE 320 Special Topics in Theatre: Feminist Theatre \n\nTHE 320 Special Topics in Theatre: The Good, the Bad, and the Beauti- \nfulHollywood's Treatment of Women \n\nWGS 301. Introduction to Women's Studies - Theory 4 hours \n\nThe purpose of this course is to examine the diverse theoretical approaches \nwhich have evolved as scholars and activists have endeavored to incorporate the \nconcerns and experiences of diverse groups of women into dominant world views. \nThe seminar will explore the issues of race, class, and gender, paying close atten- \ntion to how these variables affect the development of women's identities and rela- \ntionships. \n\nWGS 302. Introduction to Women's Studies - History 4 hours \n\nThe purpose of this course is to explore the history of feminism. By examin- \ning a wide range of texts, this seminar will investigate the development of ideas, \nwhich have come to be recognized as feminist-womanist and the discipline that \nhas developed into women's studies in the context of Western civilization. Included \nwill be Raine Eisler's The Chalice and the Blade, which examines the position on \nwomen in the beginnings of civilization, Mary Wollstonecrafts's Vindication of the \nRights of Women (1792), Mary Beard's Women as a Force in History, De Beauvoir's \nSecond Sex, Susan Faludi's Backlash, and Ellen Carol Dubois's Unequal Sisters: A \nMulti-Cultural Reader in U.S. Women's History. \n\nWGS 303. The Literature and History of Immigrant and Minority \n\nWomen in America 4 hours \n\nThe purpose of this course is to explore the experiences of immigrant and \nminority women in North America from the interdisciplinary perspectives of his- \ntory, literature, and women's studies. Through extensive reading, discussion, and \nresearch this seminar will attempt to recapture women's sense of their own identi- \nties in relation to the dominant ideologies of race, class, and gender. \n\nWGS 304. Women Poets 4 hours \n\nThis course is a survey of poetry by women, from ancient Chinese, Persian, \nand others in translation, to medieval Irish and Renaissance English, to 19 lh - and \n20 (h -century Americans, as well as Eastern Europeans and Latin Americans in \ntranslation. Included will be several recent poets such as Gwendolyn Brooks, \nAdrienne Rich, and Mary Oliver in order to discover what themes, images, and \nattitudes seem to emerge from the works. Prerequisites: COR 101 or COR 102. \n\nWGS 305. Special Topics in Women's and Gender Studies 4 hours \n\nThis course is intended to introduce the student to the study of women and \ngender. Special emphasis is placed on the intersection of gender with the episte- \nmological foundations of other disciplines, and on the theory and practice of the \nstudy of gender. Courses are not limited to, for example. Southern Women's Lit- \n\n190 \n\n\n\nerature and History, but will often be under the same rubric of other disciplines \nsuch as are listed under the requirements of the minor. \n\nWGS 407. Internship in Women's and Gender Studies 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning op- \nportunity to qualified students. The internship generally requires the student to \nobtain a faculty supervisor, submit a learning agreement, work 30-35 hours for \nevery hour of academic credit, keep a written journal of the work experience, have \nregularly scheduled meetings with the faculty supervisor, and write a research \npaper dealing with some aspect of the internship. An extensive list of internships \nis maintained by the Career Services Office. Prerequisites: Permission of the fac- \nulty supervisor and qualification for the internship program. \n\n\n\nWriting \n\n\n\nA writing minor is open to all students except those pursuing a minor or \nmajor in communications. \n\nMinor \n\nThe writing minor consists of five courses beyond Narratives of the Self I and \nII, one of which may be an internship: \n\nARC 201 Seminar for Student Tutors (must be taken four times to consti- \ntute one writing minor course) \n\nInvestigative Writing \n\nPersuasive Writing \n\nJournalism \n\nWriting for Business and the Professions \n\nInternship in Communications (writing-intensive internship \nsupervised by communications faculty member) \n\nCreative Writing \n\nBiography and Autobiography \n\nWriting Poetry \n\nWriting Prose, Fiction, and Nonfiction \n\nInternship in English (writing-intensive internship supervised \nby English faculty member) \n\nIndependent Study in Writing \n\nSpecial Topics in Writing \n\nARC 201. Seminar for Student Tutors 1 hour \n\nPeer tutors at the Academic Resource Center spend two hours per week assist- \ning other students, individually or in groups, with course material, papers, and \npreparation for examinations. In addition, they participate in support and train- \ning meetings with the ARC directors and with instructors of the courses in which \nthey tutor. They discuss how to work with texts in different disciplines, encourage \nstudy group members to help each other learn, and foster student engagement \nwith and assimilation of course content. Prerequisites: Permission of the instruc- \ntor and Associate Provost for Student Achievement. \n\n\n\nCOM \n\n\n220 \n\n\nCOM \n\n\n221 \n\n\nCOM \n\n\n240 \n\n\nCOM \n\n\n340 \n\n\nCOM \n\n\n401 \n\n\nENG \n\n\n230 \n\n\nENG \n\n\n231 \n\n\nENG \n\n\n330 \n\n\nENG \n\n\n331 \n\n\nENG \n\n\n401 \n\n\nWRI \n\n\n381 \n\n\nWRI \n\n\n391 \n\n\n\n191 \n\n\n\nCOM 220. Investigative Writing 4 hours \n\nThis expository writing course is designed to develop research and writing \nskills. Emphasis will be on learning a wide range of library and Internet-based \nresearch techniques and purposefully presenting informaetry. \n\nIn weekly assignments students will try free verse and various forms in the \neffort to discover and to embody more and more truly what they have to say. Much \ntime will be spent reading published poets, responding to student work in class, \nand trying to generate language that reveals rather than explains intangible \"mean- \nings.\" Prerequisites: COR 101 and COR 102. \n\nCOM 221. Persuasive Writing 4 hours \n\nThis course is designed to develop sophisticated strategies of persuasion for \nanalyzing and generating arguments responsive to targeted audiences in a variety \nof contexts, including civic, professional, and academic. Students will learn both \nclassical and contemporary strategies of persuasion. Emphasis will be on present- \ning clear, coherent, and logical arguments. Students will be asked to define their \nown projects within assigned contexts. Students will evaluate their own and oth- \ners' writing to enable the revision process. Investigative Writing or Persuasive \nWriting is a prerequisite for upper-level communications courses. Prerequisites: \nCOR 101 and COR 102. \n\nENG. 230. Creative Writing 4 hours \n\nThis course is an introduction to writing poetry and prose fiction. The stu- \ndent will be asked to submit substantial written work each week, keep a journal, \nand read published writers. Much class time will be spent discussing student and \npublished work. Prerequisites: COR 101 and COR 102. \n\nENG 231. Biography and Autobiography 4 hours \n\nThis course is an introduction to biographical and autobiographical writing \nwith practice in the personal narrative as well as other forms such as the profile \nand the interview. Students will submit substantial written work each week and \nkeep a journal. The class will follow a workshop format, discussing the students' \nand published work. Prerequisites: COR 101 and COR 102. \n\nCOM 240. Journalism 4 hours \n\nThis course teaches the fundamentals of journalistic news writing and report- \ning. From interviews to the Internet, students will learn how to gather information \nfrom a variety of sources and write stories using different types of leads, endings, \nand structures. They will also engage in a critique of today's journalistic practices. \nPrerequisites: COM 101 and COM 220 or COM 221. \n\nENG 330. Writing Poetry 4 hours \n\nIn weekly assignments students will try free verse and various forms in the \neffort to discover and to embody more and more truly what they have to say. Much \ntime will be spent reading published poets, responding to student work in class, \nand trying to generate language that reveals rather than explains intangible \"mean- \nings.\" Prerequisites: COR 101 and COR 102. \n\nENG 331. Writing Prose, Fiction, and Nonfiction 4 hours \n\nStudents will get instruction and substantial practice in writing fictional and \nnonfictional prose which aims at getting what Henry James called \"a sense of felt \n\n192 \n\n\n\nlife\" onto the page. The class will follow a workshop format with weekly assign- \nments, journal writing, extensive discussion of student work, and reading of pub- \nlished examples. Prerequisites: COR 101 and COR 102. \n\nCOM 340. Writing for Business and the Professions 4 hours \n\nA course for students who have mastered the basic skills and insights of writ- \ning and who wish to improve their ability to write clear, concise, persuasive prose \ndesigned for audiences in business and the professions. Students are required to \nwrite a variety of texts, such as proposals, progress reports, recommendation re- \nports, and manuals. Other elements of the course may include desktop publishing \nand oral presentations. Prerequisites: COM 101 and COM 220 or COM 221. \n\nWRI 381. Independent Study in Writing 1-4 hours \n\nSupervised independent writing project. Prerequisites: Permission of the in- \nstructor and the student must be pursuing a minor in writing or a major in com- \nmunications. \n\nWRI 391. Special Topics in Writing 4 hours \n\nStudy of a selected topic in the field of writing, such as Scientific and Techni- \ncal Writing, Oral History, Contrastive Rhetoric and Analytical Writing, Writing \nfor Educators, or The Art of the Essay. The topic will vary from year to year and \nmay be offered by communications or English faculty. Prerequisites for special \ntopics taken with communications faculty: COM 101 and COM 220 or COM 221. \n\nCOM 401. Internship in Communications 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning op- \nportunity to qualified students. The internship generally requires the student to \nobtain a faculty supervisor, submit a learning agreement, work 30-35 hours for \nevery hour of academic credit, keep a written journal of the work experience, have \nregularly scheduled meetings with the faculty supervisor, and write a research \npaper dealing with some aspect of the internship. An internship for the writing \nminor must be writing intensive. An extensive list of internships is maintained by \nthe Career Services Office, including opportunities at CNN, Fox 5, Pineapple \nPublic Relations, Carrol/White Advertising, and Atlanta Journal Constitution. \nGraded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the \nfaculty supervisor and qualification for the internship program. \n\nENG 401. Internship in English 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning op- \nportunity to qualified students. The internship generally requires the student to \nobtain a faculty supervisor, submit a learning agreement, work 30-35 hours for \nevery hour of academic credit, keep a written journal of the work experience, have \nregularly scheduled meetings with the faculty supervisor, and write a research \npaper dealing with some aspect of the internship. An extensive list of internships \nis maintained by the Career Services Office, including opportunities at Atlanta \nMagazine, The Knight Agency, and Peachtree Publishers. Graded on a satisfac- \ntory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and \nqualification for the internship program. \n\n\n\n193 \n\n\n\nUniversity College \n\n\n\nThree of Oglethorpe's degrees Bachelor of Arts in Liberal Studies, Bachelor \nof Business Administration, and Master of Business Administration are degrees \nthat may be earned in programs of study offered through University College. These \ndistinctive programs are offered with the working professional in mind. Informa- \ntion on these programs is provided in the University College Bulletin and available \nfrom the University College Office, located in Goodman Hall. \n\nUndergraduate Program \n\nThe undergraduate program within University College offers a curriculum \nfor the adult learner that builds on the foundation of a liberal arts education and \naims to enhance the student's skills in critical thinking, communication, and basic \nacademic competencies. The underlying vision of the College reflects the two- \nfold philosophical and institutional mission of Oglethorpe University and its com- \nmitment to \"make a life and make a living.\" The degree requirements include \ngeneral education requirements designed to assure that each graduate acquires a \nbroad comprehensive liberal education. In addition, study in a major field and \nthe integration of theory and practice provides educational experiences that de- \nvelop the student's chosen career. The total experience is designed to be of last- \ning benefit as a source for personal growth, professional renewal, and career \nadvancement. \n\nMajors offered are: Accounting and Business Administration, leading to a \nBachelor of Business Administration degree; American Studies, Communications, \nOrganizational Management, and Psychology, leading to a Bachelor of Arts in \nLiberal Studies. \n\nTraditional undergraduate students may take University College courses with \nwritten permission of their advisors and the University College administration. \nTraditional students who take University College courses are subject to the rules \nand regulations set forth in the University College Bulletin. \n\nGraduate Program \n\nThe primary purpose of the Master of Business Administration program is \nto provide graduates with the expertise necessary to become effective, profes- \nsional leaders and managers in business and non-business organizations. The \ncurriculum is designed to help students acquire an understanding of the context \nin which modern organizations operate, a knowledge of the content of manage- \nment operations, and an appreciation of the interrelationships involved. The stu- \ndent will have an understanding of the economic, political, and social environments \nin which organizations operate, domestically and internationally, and the behav- \nioral skills that are essential in the modern organizational environment. \n\n\n\n194 \n\n\n\nBoard of Trustees \n\n\n\nThe University is under the control and direction of the Board of Trustees. \nAmong the responsibilities of the Board are establishing broad institutional poli- \ncies, contributing and securing financial resources to support adequately the in- \nstitutional goals, and selecting the President. \n\n\n\nOfficers \n\n\n\nWarren Y. Jobe \n\nChair \n\nBelle Turner Lynch \n\nVice Chair \n\n\n\nArnold B. Sidman \n\nSecretary \n\nJohn J. Scalley \nTreasurer \n\n\n\nHarald R. Hansen \n\nVice Chair \n\nTrustees \n\n\n\nG. Douglass Alexander '68 \nPresident \nAlexander Haas Martin 8c Partners \n\nYetty L. Arp '68 \nAssociate Broker \nSoutheast Commercial Properties \n\nJoselyn Butler Baker '91 \n\nDirector of Communications for the \n\nGovernor \nGeorgia State Capitol \n\nPin Pin Chau \n\nPresident and Chief Executive Officer \nSummit National bank \n\nKenneth S. Chestnut \nPrincipal \nThe Integral Group, L.L.C. \n\nTerry Tribbet Davis '82 \n\nPresident and Creative Director \nSee See Eye \n\n\n\nWilliam A. Emerson \n\nRetired Senior Vice President \nMerrill Lynch Pierce, Fenner \n\nand Smith \nSt. Petersburg, Florida \n\nNorman P. Findley \n\nExecutive Vice President, Marketing \nCoca-Cola Enterprises Inc. \n\nJoel Goldberg \nPresident \nThe Rich Foundation \n\nWilliam R. Goodell \nBronxville, New York \n\nDeborah S. Griffin '90 \nClinical Social Worker \nPrivate Practice \n\n\n\n195 \n\n\n\nJack Guynn \n\nPresident and Chief Executive \n\nOfficer \nFederal Reserve Bank of Atlanta \n\nHarald R. Hansen \n\nRetired Chairman, President, and \n\nChief Executive Officer \nFirst Union Corporation of \nGeorgia \n\nWarren Y. Jobe \n\nRetired Executive Vice President \nGeorgia Power Company \n\nDavid L. Kolb \n\nRetired Chairman and Chief \n\nExecutive Officer \nMohawk Industries, Inc. \n\nRoger A. Littell '68 \n\nWaxhaw, North Carolina \n\nBelle Turner Lynch '61 \nAtlanta \n\n\n\nJohn J. Scalley \n\nRetired Executive Vice President \nGenuine Parts Company \n\nO.K. Sheffield '53 \n\nRetired Vice President \nBankSouth, NA \n\nAnne Rivers Siddons \nAuthor \nCharleston, South Carolina \n\nArnold B. Sidman \nOf Counsel \n\nChamberlain, Hrdlicka, White, \nWilliam and Martin \n\nSusan M. Soper '69 \nNewsroom Coach \nThe Atlantajournal/Constitution \n\nMark L. Stevens \nManaging Director \nLicensing Management Inc. \nCarlsbad, California \n\n\n\nClare (Tia) Magbee '56 \nAtlanta \n\nStephen E. Malone '73 \nFirst Vice President \nMerrill Lynch \n\nJ. Anthony (Tony) Meyer '71 \nChairman and Chief Executive \n\nOfficer \nTrilogy Business Services, L.L.L. \nDadeville, Alabama \n\nR. D. Odom,Jr. \n\nExecutive Vice President, Network \n\nOperations \nBellSouth \n\n\n\nTimothy P. Tassopoulos '81 \n\nSenior Vice President of Operations \nChick-fil-A \n\nCathy Appling Vinson '92 \nImmigration and Employment \n\nAttorney \nU.S. Department of Justice \n\nJohn W. Wuichet '90 \n\nPresident, Oglethorpe National \n\nAlumni Association \nPrincipal \nEcotone, L.L.C. \n\n\n\n196 \n\n\n\nTrustee Emeriti \n\n\n\nFranklin L. Burke '66 \n\nRetired Chairman and Chief \n\nExecutive Officer \nBankSouth, N.A. \n\nMiriam (Bimby) H. Conant \nPresident \n\nJohn H. and Wilhelmina D. Harland \nCharitable Foundation \n\nElmo I. Ellis \n\nRetired Vice President \n\nCox Broadcasting Corporation \n\nGeorge E. Goodwin \n\nRetired Senior Counselor \nManning, Selvage 8c Lee \n\nC. Edward (Ned) Hansell \nRetired Senior Counselor \nJones, Day, Reavis and Pogue \n\nArthur Howell \n\nRetired Senior Partner \nAlston \u0026 Bird \n\nJ. Smith Lanier \n\nRetired Chairman and Chief Executive \n\nOfficer \nJ. Smith Lanier and Company \nWest Point, Georgia \n\nJames P. McLain \nAttorney \nMcLain and Merritt, PC. \n\nStephen J. Schmidt '40 \nChairman of the Board and \n\nChief Executive Officer \nDixie Seal \u0026 Stamp Company \n\n\n\n197 \n\n\n\nPresident's \nAdvisory Council \n\n\n\nThe President's Advisory Council is composed of business and professional \nleaders. The group provides a means of two-way communication with the commu- \nnity and serves as an advisory group for the President of the University. \n\n\n\nOfficers \n\n\n\nWilliam J. Hogan \n\nChair \n\n\n\nRaymond S. Willoch \nVice Chair \n\n\n\nMembers \n\n\n\nGordon A. Anderson '73 \nPrincipal \nThe Anderson Group \n\nHerbert E. Drake, Jr. \nPresident \nDrake \u0026 Funsten, Inc. \n\nHarry S. Feldman '75 \nChief Executive Officer \nDaycon Products \nUpper Marlboro, Maryland \n\nDonna C. Findling '96 \n\nRegional District Manager \nSubaru of America \n\nMarion B. Glover \nPresident \nGlover Capital Inc. \n\nKenneth P. Gould '85 \nPotomac, Maryland \n\nWilliam J. (Jep) Hogan '72 \nFinancial Consultant \nRobinson-Humphrey Company, Inc. \n\n\n\nWalter R. Huntley \nPresident \nHuntley \u0026 Associates \n\nRobert M. Kane '81 \n\nVice President of Finance \nSouthwire Company \n\nJin Matsumoto '74 \n\nSenior Vice President / General \n\nManager \nMitsubishi International \n\nCorporation \nIrving, Texas \n\nJohn O. Mitchell \n\nRetired President \nMitchell Motors, Inc. \n\nThomas W. Phillips, M.D. '63 \nInstitute for Cancer Control \nAtlanta Oncology Associates, PC. \n\nSusan R. Randolph \nTrustee \nBenwood Foundation \n\n\n\nIMS \n\n\n\nM. Collier Ross \n\nRetired Lieutenant General \nUnited States Army \n\nHorace E. Shuman '81 \nDivision Manager \nCitizens Trust Bank Mortgage \nServices, Inc. \n\nRobert C. Watkins,Jr. \nVice President \nConveyors \u0026 Drives, Inc. \n\nRaymond S. Willoch '80 \n\nSenior Vice President / General \n\nCounsel and Secretary \nInterface, Inc. \n\nJohn W. Wuichet '90 \nPrincipal \nEcotone, L.L.C. \n\n\n\n199 \n\n\n\nNational Alumni Association \nBoard of Directors \n\n\n\nAs the primary representatives of Oglethorpe University's alumni body, the \nNational Alumni Association Board of Directors works closely with the Alumni \nOffice to achieve the Association's goal of establishing and encouraging an active \nand involved alumni network. The purpose of this network is to build mutually \nbeneficial relationships between alumni, students, and the University, demonstrat- \ning that the student experience is just the beginning of a lifelong relationship with \nOglethorpe. \n\n\n\nOfficers \n\n\n\nJohn W. Wuichet '90 \n\nPresident \n\nNathan E. Briesemeister '94 \n\nVice President \n\n\n\nAron C. Palefsky '75 \n\nSecretary \n\nJanice McNeal Smith '98 \nPa rlia mentaria n \n\n\n\nDirectors \n\n\n\nWilliam C. Aitken '64 \nPsychologist \n\nEast Virginia Medical School \nVirginia Beach, Virginia \n\nSusan Harman Alou '84 \nSenior Accountant \n\nFederal Deposit Insurance Corporation \nSt. Simons Island, Georgia \n\nElizabeth Kidder Ambler '76 \n\nAccountant \nWilliams Antiques \n\nA. Diane Baker '77 \n\nAttorney at Law \n\nJacqueline Miles Boles '56 \nProfessor \nGeorgia State University \n\n\n\nNathan E. Briesemeister '94 \nAudit Manager \nPricewaterhouseCoopers LLP \n\nMichael A. Burke '83 \n\nAssistant Professor of Psychiatry \nEmory School of Medicine \n\nJamesJ. Hagelow '69 \n\nManaging Director \nMarsh USA Inc. \nHills, Illinois \n\nJohn E. Harms '58 \n\nRetired Colonel, United States \n\nMarine Corps \nRetired Educational Counselor \nKailua, Hawaii \n\nAntonio V. Lentini '87 \nCollections Representative \nBellSouth Advertising \n\n\n\n200 \n\n\n\nMary Louise MacNeil '51 \nRetired Research Chemist \nCenters for Disease Control and Prevention \n\nScott M. McKelvey '91 \n\nVice President of Finance \nIntelliTrans, L.L.C. \n\nJames P. Milton '57 \n\nRetired Store General Manager \nSears, Roebuck 8c Company \n\nAron C. Palefsky '75 \n\nDistrict Sales Representative \nMilton's Foodservice, Inc. \n\nJ. Anthony Paredes '61 \nCultural Anthropologist \nNational Park Service - Southeast Region \n\nElizabeth Ward Pearce '66 \n\nRetired Personal Concierge \nBlack Tie to Blue Jeans \n\nJanice McNeal Smith '98 \n\nJohn W. Wuichet '90 \nPrincipal \nEcotone, L.L.C. \n\n\n\n201 \n\n\n\nThe Faculty \n\n\n\n(Year of appointment in parentheses) \n\n\n\nJ. David Alvis (2002) \n\nVisiting Lecturer in Politics \nB.A., M.A., University of Dallas \n\nG. Malcolm Amerson (1968) \nJames Edward Oglethorpe \n\nProfessor of Biology \nB.S., Berry College \nM.S., Ph.D., Clemson University \n\nKeith H. Aufderheide (1980) \nProfessor of Chemistry \nB.S., Wilmington College \nPh.D., Miami University \n\nCharles L. Baube(1996) \nAssociate Professor of Biology \nB.A., Alfred University \nM.A., Ph.D., Indiana University \n\nChristian Y. Benton (1999) \nDirector of Accounting Studies \nB.S., University of Maryland, \n\nCollege Park \nM.A., Webster University \nC.P.A., Maryland, North Carolina, \n\nSouth Carolina \n\nRobert A. Blumenthal (1989) \nProfessor of Mathematics \nB.A., University of Rochester \nPh.D., Washington University \n\nJames A. Bohart (1972) \n\nAssociate Professor of Music \nB.S., M.M., Northern Illinois \nUniversity \n\nWilliam L. Brightman (1975) \nProfessor of English \nA.B., Ph.D., University of \nWashington \n\n\n\nRonald L.Carlisle (1985) \nProfessor of Computer Science \n\nand Mathematics \nDirector of Computer Services \nB.A., Emory University \nM.A., Atlanta University \nPh.D., Emory University \n\nJohn S. Carton (1998) \n\nAssociate Professor of Psychology \nB.A., Wake Forest University \nM.A., Ph.D., Emory University \n\nRobert B. Carton (2001) \n\nAssistant Professor of Business \n\nAdministration \nB.S., Duke University \nM.B.A., University of Georgia \nC.P.A., Georgia \n\nMario A. Chandler (2001) \nAssistant Professor of Spanish \nB.A., Iowa State University \nM.A., Ph.D., University of Georgia \n\nCassandra C. Copeland (2000) \nAssistant Professor of Economics \nB.S., Florida State University \nPh.D., Auburn University \n\nJohn A. Cramer (1980) \nProfessor of Physics \nB.S., Wheaton College \nM.A., Ohio State University \nPh.D., Texas A\u0026M University \n\nRoberta K. Deppe (1996) \n\nAssociate Professor of Psychology \nB.A., University of Northern Iowa \nPh.D., University of Wisconsin \n\n\n\n202 \n\n\n\nTimothy Doyle (2000) \n\nVisiting Assistant Professor of \n\nHistory \nB.A., Wabash College \nM.A., Emory University \n\nJudith Lynn Gieger (2002) \nAssistant Professor of Education \nB.S., Millsaps College \nM.A., M.A.T., Duke University \nPh.D., University of Georgia \n\nStephen B. Herschler (2001) \nAssistant Professor of Politics \nB.A., Princeton University \nM.A., Ph.D., University of Chicago \n\nBruce W. Hetherington (1980) \nProfessor of Economics \nB.B.A. Madison College \nM.A., Ph.D., Virginia Polytechnic \nInstitute \n\nHolly Hofmann( 1999) \nLecturer in Accounting \nB.B.A., M.B.A., Baylor University \nC.P.A., Georgia \n\nRobert B. Hornback (2000) \nAssistant Professor of English \nB.A., University of California, \n\nBerkeley \nM.A., Ph.D., University of Texas, \n\nAustin \n\nRebecca C. Hyman (1998) \nAssistant Professor of English \nB.A., M.A., Ph.D., University of \nVirginia \n\nArzu Ilsev (2002) \n\nVisiting Assistant Professor of \n\nBusiness Administration \nB.A., M.B.A., Hacettepe University - \n\nTurkey \n\nElizabeth C.Johnson (2000) \nAssistant Professor of Psychology \nB.A., The Johns Hopkins University \nM.S., M.S., Ph.D., University of \nGeorgia \n\n\n\nPeter J. Rower (2002) \n\nAssistant Professor of Economics \nB.A., Arizona State University, \n\nTempe \nM.I.M., American Graduate School \n\nof International Management, \n\nThunderbird Campus \nM.A., University of Colorado, \n\nDenver \nPh.D., Ohio State University, \n\nColumbus \n\nCharlotte Lee Rnippenberg '82 (1990) \nDirector of the Theatre Program \nB.A., Oglethorpe University \nM.F.A., University of Georgia \n\nJoseph M. Rnippenberg (1985) \nProfessor of Politics \nDirector of Rich Foundation Urban \n\nLeadership Program \nAssociate Provost for Student \n\nAchievement \nB. A., James Madison College of \n\nMichigan State University \nM.A., Ph.D., University of Toronto \n\nAlan Loehle(2001) \n\nAssistant Professor of Art \nB.F.A., University of Georgia \nM.F.A., University of Arizona \n\n\n\nJay Lutz (1! \n\nProfessor of French \n\nFrances I. Eeraerts '76 Professor of \n\nForeign Language \nB.A. Antioch University \nM.A., Ph.D., Yale University \n\nNicholas B. Maher(1998) \nAssistant Professor of History \nB.A., University of Michigan \nM.A., Ph.D., University of Chicago \n\n\n\n203 \n\n\n\nAlexander M. Martin (1993) \nAssociate Professor of History \nB.A., Cornell University \nM.A., Columbia University \nPh.D., University of Pennsylvania \n\nDouglas McFarland (1992) \nAssociate Professor of English \nB.A., Pomona College \nM.A., San Francisco State \n\nUniversity \nPh.D., University of California, \nBerkeley \n\nJohn C. Nardo (2000) \n\nAssistant Professor of Mathematics \nB.A., Wake Forest University \nM.S., Ph.D., Emory University \n\nPhilip J. Neujahr(1973) \nProfessor of Philosophy \nB.A. Stanford University \nM.Phil., Ph.D., Yale University \n\nCaroline R. Noyes(1995) \n\nAssociate Professor of Education \n\nand Psychology \nA.B., Randolph-Macon Woman's \n\nCollege \nM.A., Ph.D., University of Georgia \n\nJohn D. Orme(1983) \nProfessor of Politics \nB.A., University of Oregon \nM.A., Ph.D., Harvard University \n\nVivianaP. Plotnik (1994) \n\nAssociate Professor of Spanish \nLicenciatura, Universidad \n\nde Belgrano - Argentina \nM.A., University of Minnesota \nPh.D., New York University \n\nW. Irwin Ray (1986) \n\nDirector of Musical Activities \nB.M., Samford University \nM.C.M., D.M.A., Southern \n\nBaptist Theological Seminary \n\n\n\nBeth Roberts (2000) \n\nVera A. Milner Associate Professor \n\nof Elementary Education \nDirector of Master of Arts in Teaching  \n\nEarly Childhood Education Program \nB.A., M.A.T., Ph.D., Emory \n\nUniversity \n\nAnne Rosenthal (1997) \n\nAssociate Professor of Communications \nB.A., Bethel College \nM.A., University of St. Thomas \nPh.D., Purdue University \n\nMichael K. Rulison (1982) \nProfessor of Physics \nDirector of Honors Program \nB.S., University of Illinois \nM.S., Ph.D., University of Georgia \n\nJohn A. Ryland(1985) \nLibrarian \nB.A., M.A., Florida State \n\nUniversity \nBibliotekarseksamen, Royal \n\nSchool of Librarianship - \n\nDenmark \n\nDaniel L. Schadler (1975) \nProfessor of Biology \nA.B., Thomas More College \nM.S., Ph.D., Cornell University \n\nSeema Shrikhande (2002) \nAssistant Professor of \n\nCommunications \nB.A., Elphinstone College - India \nM.A., Bombay University - India \nM.A., University of Pennsylvania \nPh.D., Michigan State University \n\nW. Bradford Smith (1993) \nAssociate Professor of History \nB.A., University of Michigan \nPh.D., Emory University \n\n\n\n204 \n\n\n\nRobert Steen (1995) \n\nAssistant Professor of Japanese \n\nB.A., Oberlin College \n\nM.A., Ph.D., Cornell University \n\nBradL. Stone (1982) \nProfessor of Sociology \nB.S., M.S., Brigham Young \n\nUniversity \nPh.D., University of Illinois \n\nWilliam F. Straley (1990) \n\nProfessor of Business Administration \n\nand Mathematics \nB.S., M.S., M.B.A., Georgia State \n\nUniversity \nPh.D., Auburn University \n\nLinda J. Taylor (1975) \nProfessor of English \nA.B., Cornell University \nPh.D., Brown University \n\nPhilip D. Tiu( 1995) \n\nAssociate Professor of Mathematics \nB.S., University of San Carlos - \n\nPhilippines \nA.M., Ph.D., Dartmouth College \n\nJ. Dean Tucker (1988) \n\nProfessor and Mack A Rikard Chair \n\nin Economics and Business \n\nAdministration \nB.S., M.A., Ohio State University \nPh.D., Michigan State University \n\nJames M. Turner (1995) \n\nAssociate Professor of Accounting \nB.B.A., University of Georgia \nPh.D., Georgia State University \n\nGinger Williams (2000) \n\nLecturer in Education and Director \n\nof Field Experiences \nB.S.Ed., Georgia Southern \n\nUniversity \nM.Ed., Mercer University \n\n\n\nJason M. Wirth(1994) \n\nAssociate Professor of Philosophy \nB.A., College of the Holy Cross \nM.A., Villanova University \nPh.D., State University of New \nYork \n\nMonte W. Wolf (1978) \nProfessor of Chemistry \nB.S., University of California \nPh.D., University of Southern \nCalifornia \n\nAlanN. Woolfolk (1989) \nProfessor of Sociology \nDirector of Core Curriculum \nManning M. Pattillo Professor of \n\nLiberal Arts \nB.S., M.A., University of \n\nPennsylvania \nM.S., University of Oregon \nPh.D., University of Pennsylvania \n\nPhilip P. Zinsmeister (1973) \nProfessor of Biology \nB.S., Wittenberg University \nM.S., Ph.D., University of Illinois \n\n\n\n205 \n\n\n\nProfessors Emeriti \n\n\n\nKeith E. Baker (1983) \n\nDirector Emeritus of Accounting Studies \nB.S., Youngstown State University \nM.A., University of Florida \nC.P.A., Georgia \n\nBarbara R. Clark (1971) \nProfessor Emerita of English \nB.A., Georgia State University \nM.A., University of Kansas \nM.P.A., Georgia State University \nPh.D., University of Georgia \nC.P.A., Georgia \n\nCharlton H.Jones (1974) \n\nProfessor Emeritus of Business \n\nAdministration \nB.S., University of Illinois \nM.B.A., Ph.D., University of \nMichigan \n\nNancy H. Kerr (1983) \n\nProvost and Professor Emerita of \n\nPsychology \nB.A., Stanford University \nPh.D., Cornell University \n\nJ. Brien Key (1965) \n\nProfessor Emeritus of History \n\nA.B., Birmingham-Southern College \n\nM.A., Vanderbilt University \n\nPh.D., The Johns Hopkins University \n\n\n\nPhilip F. Palmer (1964) \n\nProfessor Emeritus of Political Studies \nA.B., M.A., University of \nNew Hampshire \n\nWilliam O. Shropshire (1979) \nProfessor Emeritus of Economics \nB.A., Washington and Lee \n\nUniversity \nPh.D., Duke University \n\nT. LavonTalley(1968) \n\nProfessor Emeritus of Education \n\nB.S., M.S., Ed.D., Auburn University \n\nDavid N. Thomas (1968) \nProfessor Emeritus of History \nA.B., Coker College \nM.A., Ph.D., University of North \n\nCarolina \nD.H., Francis Marion College \n\nLouise M. Valine (1978) \n\nProfessor Emerita of Education \nB.S., University of Houston \nM.Ed., University of Georgia \nEd.D., Auburn University \n\nMartha H. Vardeman (1966) \nProfessor Emerita of Sociology \nB.S., M.S., Auburn University \nPh.D., University of Alabama \n\n\n\nDavid K. Mosher(1972) \n\nProfessor Emeritus of Mathematics \nB.A., Harvard University \nB.S.A.E., Ph.D., Georgia Institute of \nTechnology \n\nKen Nishimura (1964) \n\nProfessor Emeritus of Philosophy \nA.B., Pasadena College \nM.Div., Asbury Theological \n\nSeminary \nPh.D., Emorv University \n\n\n\n206 \n\n\n\nUniversity Officers \n\n(Year of appointment in parentheses) \n\n\n\nLarry D. Large (1999) Artie Lee Travis (1999) \n\nPresident Vice President for Student Affairs \n\nB.S., Portland State University B.A., M.A., Western Illinois \n\nM.A., Ph.D., University of Oregon University \n\nEd.D., University of South Carolina \nChristopher Ames (2001) \n\nProvost Victoria L. Weiss (1977) \n\nB.A., University of Texas, Austin Vkg President j or University Relations \n\nPh.D., Stanford University B A St Norbert College \n\nJames T. Hakes (2001) MA ' PhD \"' Lehi  h Universit Y \n\nVice President for Business and Finance \nB.A., Wheaton College \nM.B.A., University of Pittsburgh \n\nDennis T Matthews (1983) \nVice President for Enrollment \nA. A., Anderson College \nB.M., M.A., University of Tennessee, \nKnoxville \n\nManning M. Pattillo, Jr. (1975) \nHonorary Chancellor \nB.A., University of the South \nA.M., Ph.D., University of \n\nChicago \nLL.D., LeMoyne College \nLL.D., St. John's University \nL.H.D., University of Detroit \nL.H.D., College of New Rochelle \nL.H.D., Park College \nLitt.D., St. Norbert College \nD.C.L., The University of the South \nLL.D., Oglethorpe University \n\nDonaldS. Stanton (1988) \nPresident Emeritus \nA.B., Western Maryland College \nM.Div, Wesley Seminary \nM.A., The American University \nEd.D., University of Virginia \nL.H.D., Columbia College \nLL.D., Western Maryland College \nLitt.D., Albion College \nLitt.D., Oglethorpe University \n\n207 \n\n\n\nAcademic Affairs \n\n\n\nChristopher Ames \nProvost \n\nB.A., University of Texas, Austin \nPh.D., Stanford University \n\nTricia Clayton \n\nReference Librarian \n\nB.A., University of Virginia \n\nM.A., M.L.S., Indiana University \n\nHolly M. Frey \n\nLibrary Assistant - Technical Services \nB.A., Emory University \n\nJoseph M. Knippenberg \n\nAssociate Provost for Student \n\nAchievement \nProfessor of Politics \nDirector of Rich Foundation Urban \n\nLeadership Program \nB.A., James Madison College of \n\nMichigan State University \nM.A., Ph.D., University of Toronto \n\nHeidi I. Leonard \n\nSecretary for Faculty Services \nB.A., King College \n\nJohn B. Lowther \n\nCoordinator for International Studies \nB.A., University of Wisconsin \n\nStephanie L. Phillips '90 \n\nLibrary Assistant - Circulation \nB.A., Oglethorpe University \nM.A., University of Vermont \n\nPenelope M. Rose '65 \n\nLibrary Assistant - Periodicals/Serials \nB.A., Oglethorpe University \n\nJohn A. Ryland \nLibrarian \nB.A., M.A., Florida State \n\nUniversity \nBibliotekarseksamen, Royal \n\nSchool of Librarianship - Denmark \n\n\n\nJo Ann Santoro \n\nSecretary for Faculty Services \nB.A., Wellesley College \n\nDavid A. Stockton \n\nTechnical Services Librarian \nB.A., M.S.L.S., University of North \nCarolina \n\nPamela G. Tubesing \n\nAdministrative Assistant to the Provost \nA.B., Indiana University \n\nRoseMary Watkins \n\nDirector of Learning Resources Center \nB.A., University of South Alabama \nE.M.R.A., University of San Francisco \n\nJoanne R. Yendle \n\nLibrary Assistant - Circulation \nA.B., Manhattanville College \n\nJudy Zahn \n\nLibrary Assistant - Circulation \nB.S., Dr. Martin Luther College \n\n\n\n208 \n\n\n\nAthletics \n\n\n\nArtie Lee Travis Michael Scoggins \n\nVice President for Student Affairs Head Volleyball Coach \n\nB.A., M.A., Western Illinois Assistant Men's and Women's Golf Coach \n\nUniversity B.S., Kennesaw State University \n\nEd.D., University of South Carolina \n\nRobert L. Unger \n\nHugh K. Brown Director of Athletics \n\nHead Soccer Coach Head Cross Country and \n\nB.S., Georgia Institute of Technology Track Coach \n\nB.A., Lebanon Valley College \n\nKathyCorbett M.A., University of Chicago \n\nHead Women 's Basketball Coach \n\nAssistant Track Coach \n\nB.A., Rollins, College \n\nM.A., Furman University \n\nSteven Green \n\nSports Information Coordinator \nAssistant Track Coach \n\nAdam Grier \n\nAthletic Trainer \nAssistant Soccer Coach \n\nJill Orlando '02 \n\nAssistant to the Director of Athletics \nAssistant Cross Country Coach \nB.A., Oglethorpe University \n\nJames C. Owen \n\nHead Men 's Basketball Coach \n\nHead Men's and Women's Golf Coach \n\nB.S., Berry College \n\nM.Ed., Georgia State University \n\nPhilip Ponder \n\nHead Men's and Women's Tennis Coach \nAssistant Men's Basketball Coach \nB.A., LaGrange College \n\nWilliam C. Popp \n\nHead Baseball Coach \n\nB.A., Kennesaw State University \n\n\n\n209 \n\n\n\nBusiness Affairs \n\n\n\nJames T. Hakes \n\nVice President for Business and Finance \nB.A., Wheaton College \nM.B.A., University of Pittsburgh \n\nJewel R. Bolen \n\nDirector of Data Processing \n\nLinda W. Bucki 79 \n\nAssociate Dean for Administration \nB.A., Oglethorpe University \n\nKami Bush '01 \n\nHelp Desk Specialist in Network \n\nResources \nB.S., Oglethorpe University \n\nJ. Heath Coleman '95 \n\nAssistant to the Director of Auxiliary \n\nServices \nB.S., M.B.A., Oglethorpe University \n\nThomas J. Couch \n\nDirector of Certification Programs \nB.A., Georgia State University \n\nBrendaJ. Deacon \n\nAdministrative Assistant to the \nVice President for Business and \nFinance and Associate Dean for \nAdministration \n\nKate E. Fitzpatrick '02 \nUniversity Receptionist \nB.A.L.S., Oglethorpe University \n\nRenae Glass \n\nSecretary for Physical Plant \n\nAngela R Huynh \n\nAccounts Receivable Supervisor \n\nJames R. King \nGrounds Manager \nB.S., Pennsylvania State University \n\n\n\nJim R. Ledbetter \n\nDirector of the Physical Plant \n\nBetsy Lee \n\nBusiness Manager of Certification \n\nPrograms \nB.A., University of Georgia \nM.A.C.C., University of Georgia \n\nSheryl D. Murphy \n\nAssistant Manager of Bookstore \nB.A., Drake University \n\nHilda G. Nix \n\nAccounts Payable and Payroll \nSupervisor \n\nConnie L. Pendley '94 \n\nDirector of the Business Office \nB.B.A., Oglethorpe University \n\nAdrina G. Richard \n\nDirector of Auxiliary Services \nB.A., Georgia State University \n\nJennifer Richards \n\nServer Administrator in Network \n\nResources \nA. A., Gordon College \n\nVirginia R. Tomlinson '93 \nDirector of Netiuork Resources \nB.A., Oglethorpe University \n\nCharles M. Wingo \n\nManager of Bookstore \nB.S., Georgia Institute of \nTechnology \n\n\n\n210 \n\n\n\nEnrollment Management \n\n\n\nDennis T. Matthews \n\nVice President for Enrollment \nA. A., Anderson College \nB.M., M.A., University of \nTennessee, Knoxville \n\nSusan A. Bacher \nRegistrar \n\nB.A., Tift College \nM.S.W., University of Georgia \n\nKristy R. Beck '01 \nAdmission Counselor \nB.A., Oglethorpe University \n\nPatrick N. Bonones \n\nDirector of Financial Aid \n\nB.P.A., Mississippi State University \n\nKaren S. Carter \n\nDirector of University College \nB.B.A., Kennesaw State University \nM.P.A., Georgia College and \nState University \n\nAngie Conner \n\nFinancial Aid Coordinator \n\nB.A., University of North Carolina \n\nJessica A. De Maria '02 \nAdmission Counselor \nB.A., Oglethorpe University \n\nTroy A. Dwyer '96 \n\nAdmission Communications Specialist \nB.A., Oglethorpe University \nM.F.A., University of Wisconsin \n\nSherily Elliot \nRecords Clerk \n\nJanet Grant \n\nAssistant Director of Financial Aid \nA. A., Interboro Institute \n\nJason D. Hamilton \n\nAssistant Director of Admission/ \n\nInternational Counselor \n\nB A. The University of the South \n\nBarbara B. Henry '85 \nDirector of Admission \nB.B.A., Oglethorpe University \n\n\n\nSandra K. Howard \n\nAssistant to the Director of \nAdmission \n\nWillita Hutto \n\nFinancial Aid Counselor \nB.B.A., Middle Tennessee State \n\nEvelyne Imber \n\nAssistant Registrar \n\nDeborah B. Kirby \n\nAssistant to the Vice President for \n\nEnrollment \nB.A., Southern Adventist University \n\nNathalie Mesadieu \n\nUniversity College Operations \nCoordinator \n\nTonia Minor \n\nAssistant Director of University College \nB.A., M.A., Virginia Polytechnic \nInstitute and State University \n\nThomas A. Namey '02 \n\nCoordinator of Digital Communications \nB.A., Oglethorpe University \n\nLaura M. O'Neill \nAdmission Counselor \nB.A., Rhodes College \n\nCynthia A. Sexton \n\nAssociate Director of Admission \nB.A., M.Ed., M.A., University of \nArkansas \n\nAngela Stroy \n\nOperations Manager \n\nA.A.S., Wayne State University \n\nJoshua M. Waller \n\nSenior Assistant Director of University \n\nCollege \nB.S., St. Joseph's University \n\n\n\n211 \n\n\n\nPresident's Staff \n\n\n\nLarry D. Large \nPresident \n\nB.S., Portland State University \nM.A., Ph.D., University of Oregon \n\nTiffany A. Kirkland \n\nAssistant Director of Marketing and \n\nPublic Relations \nB.A., Clemson University \n\nJanet H. Maddox \n\nSpecial Assistant to the President \nDirector of Institutional Research \nB.A., Georgia State University \n\nVicki Miller \n\nAssistant to the President and \n\nPublic Relations \nB.A., Georgia State University \n\n\n\nLa-Shena K. Tatum '02 \n\nAdministrative Assistant to the \n\nPresident \nB.B.A., Oglethorpe University \n\nJennifer M. Tracy \n\nSpecial Events Coordinator \n\nB.A., University of South Dakota \n\nRebecca A. Whicker \n\nDirector of Marketing and Public \n\nRelations \nB.S., Kennesaw State University \n\n\n\n212 \n\n\n\nStudent Affairs \n\n\n\nArtie Lee Travis \n\nVice President for Student Affairs \nB.A., M.A., Western Illinois \n\nUniversity \nEd.D., University of South Carolina \n\nScott Cole \n\nDirector of Dining Services \n\nA. S., Johnson Wales University \n\nRus Drew \n\nAssistant Dean of Student Affairs / \n\nDirector of Campus Safety \nB.S., Bellevue University \n\nKathleen Duda '99 \n\nAssociate Director of Campus Safety \nB.A., Oglethorpe University \n\nCathy Grote \n\nDirector of Health Services \n\nA.A.S., Raymond Walters College \n\nBonnie L. Kessler \n\nUniversity Psychologist and Director \n\nof the Counseling Center \nB.A., Emory University \nM.A., Georgia State University \nPh.D., Pennsylvania State University \n\nJoe LoCascio \n\nAssistant Director for Residential \nServices/ Director of Greek \nAffairs \n\nB.A., M.S., Syracuse University \n\nJohn Mahan \n\nCampus Safety Officer \n\nMarshall R. Nason \n\nAssociate Dean of Student Affairs \nStudent Center Director \nInternational Student Advisor \n\nB.A., University of New Mexico \n\nM.A., Emory University \n\n\n\nEileen O'Laughlin \n\nAssistant to the Assistant Dean for \nStudent Development / \n\nDirector of Career Services \nB.A., Georgia State University \nM.S., Southern Polytechnic State \n\nUniversity \n\nRobbie Ouzts \n\nAssistant Dean for Student \nDevelopment /Director of Career \n\nServices \nB.S.E., M.Ed., Delta State University \n\nMarcus Petty \n\nSergeant/ Operations Coordinator \nB.A., Clark Atlanta University \n\nJanelle W. Smith \n\nAdministrative Coordinator for \n\nStudent Affairs \nA. S., Jacksonville State University \n\nChad Yarborough \n\nManager / Technical Director for \n\nThe Conant Performing Arts Center \nB.A., University of South Carolina \nM.F.A., Ohio State University \n\n\n\n213 \n\n\n\nUniversity Relations \n\n\n\nVictoria L. Weiss \n\nVice President for University \n\nRelations \nB.A., St. Norbert College \nM.A., Ph.D., Lehigh University \n\nSusan B. Brandt \n\nDirector of Major and Planned Gifts \nB.A., Iowa State University \nM.Ed., Vanderbilt University \n\nDeborah Charron \n\nDirector of Development Services \n\nMary Crosby \n\nAlumni Relations Assistant \nB.A., University of Arizona \n\nTherese D'Agostino \n\nAdministrative Assistant to the Vice \n\nPresident for University Relations \nB.S., Northern Michigan University \n\nKathleen C. Guy \n\nMuseum Gift Shop Manager \nA.B., Washington University \n\nChad Lowe '00 \n\nManager of Development Research \n\nand Records \nB.A., Oglethorpe University \n\nBarbara C. McKay \n\nGift Processing and Steiuardship \n\nManager \nB.A., University of Mississippi \n\nLloyd Nick \n\nDirector of Oglethorpe University \n\nMuseum of Art \nB.F.A., Hunter College \nM.F.A., University of Pennsylvania \n\n\n\nKelei G. Sabatino \n\nDirector of Alumni Relations and \n\nAnnual Giving \nB.S., Georgia Southern University \n\nKim Phillips Sasso '98 \n\nAlumni Services Coordinator \nB.A., Oglethorpe University \n\nNicole Smith '96 \n\nDirector of Museum Operations \nB.A., Oglethorpe University \n\nTroy Winfrey \n\nDevelopment Officer - \n\nCorporations and Foundations \nB.A., New College of the \n\nUniversity of South Florida \nM.A., Svracuse University \n\n\n\n214 \n\n\n\nimhm \n\n\n\n\n\n4484 Peachtree Road, N E. \n\nAtlanta. Georgia 30319-2797 \n\n(404) 261-1441 \n\n\n\nHEBWANCE \n\n\n\n\n216 \n\n\n\n\nDirections to Campus \n\nFrom 1-85: \n\nTake Exit 89, North Druid Hills Road. \nGo north about 2 miles to Peachtree \nRoad and turn right (north). Go about 1 \nmile on Peachtree. Oglethorpe is on \nthe left. \n\nFrom 1-285: \n\nTake Exit 31 -A, Peachtree Industrial \nBlvd. South and go about 4 miles. The \ncampus is on the right. Or, take Exit 29 \n, Ashford-Dunwoody Road, and go \nsouth to the end. Turn right on \nPeachtree Road. Campus is on the \nright. \n\n\n\nLegend for Campus Map \n\n\n\n1. \n\n\nMacConnell Gate House \n\n\n13. \n\n\n2. \n\n\nLupton Hall \n\n\n14. \n\n\n3. \n\n\nPhoebe Hearst Hall \n\n\n15. \n\n\n4. \n\n\nCrypt of Civilization \n\n\n16. \n\n\n5. \n\n\nGoodman Hall \n\n\n17. \n\n\n6. \n\n\nTraer Residence Hall \n\n\n18. \n\n\n7. \n\n\nPhilip Weltner Library \n\n\n19. \n\n\n8. \n\n\nOglethorpe University Museum \n\n\n20. \n\n\n9. \n\n\nRobinson Hall \n\n\n21. \n\n\n0. \n\n\nGoslin Hall \n\n\n22. \n\n\n1. \n\n\nEmerson Student Center \n\n\n23. \n\n\n2. \n\n\nDining Hall \n\n\n24. \n\n\n\nSwimming Pool 25. \n\nNew Residence Hall 26. \n\nJacobs Residence Hall 27. \n\nAlumni Residence Hall 28. \n\nTrustee Residence Hall 29. \n\nDempsey Residence Hall 30. \n\nSchmidt Residence Hall 31. \n\nSoccer Field 32. \nSheffield Alumni Center \nGreek Row \nSeigakuin School \nConant Performing Arts Center \n\n\n\nTrack \n\nTennis Courts \nDorough Field House \nSchmidt Center \nAnderson Field (Baseball) \nHermance Stadium \nMaintenance Building \nLanier House (president's home, \nnot pictured) \n\n\n\n217 \n\n\n\nIndex \n\n\n\nAcademic Advising 68 \n\nAcademic Calendar 4 \n\nAcademic Departments 100 \n\nAcademic Dismissal 71 \n\nAcademic Good Standing 71 \n\nAcademic Regulations 67 \n\nAcademic Resource Center 81 \n\nAccess to Student Records 77 \n\nAccounting Programs 100 \n\nAdministration 207 \n\nAdmission 25 \n\nAllied Health Studies 103 \n\nAmerican Studies Major 104 \n\nAP (Advanced Placement Credit) ... 31 \n\nApplication for Admission 26 \n\nApplication for Financial Assistance40 \n\nArt Programs 105 \n\nAthletics 61 \n\nAtlanta Regional Consortium for \n\nHigher Education 19, 68 \n\nAuditing Courses 73 \n\nBiology Programs 109 \n\nBoard of Trustees 195 \n\nBusiness Administration Programs .112 \nBusiness Administration and \n\nBehavioral Science Major 116 \n\nBusiness Administration and \n\nComputer Science Major 117 \n\nCampus Facilities 17 \n\nCampus Visit 27 \n\nCareer Services 89 \n\nChemistry Programs 118 \n\nClass Attendance 70 \n\nCLEP (College Level Examination \n\nProgram) 31 \n\nCommencement Exercises 74 \n\nCommunications Programs 121 \n\nCommunity Life - See Student \n\nAffairs 55 \n\nComputer Applications Proficiency \n\nRequirement 101, 113, 117, 127 \n\nComputer Facilities and Services .... 22 \n\nComputer Science Minor 125 \n\nComputer Use Policy 22 \n\nConant Performing Arts Center 18 \n\nCore Curriculum 91 \n\n\n\nCounseling Services 57 \n\nCourse Substitutions 72 \n\nCredit by Examination 31 \n\nCross Registration 68 \n\nDean's List 73 \n\nDegrees 98 \n\nDegrees With Honors Thesis 74 \n\nDegrees With Latin Academic Honors 74 \n\nDisability Access 18 \n\nDisability Programs and Services.... 82 \nDiscriminatory Harassment Policy... 62 \n\nDorough Field House 18 \n\nDouble Major Policy 75 \n\nDrop and Add 69 \n\nDual Degree Programs: \n\nArt 108 \n\nEngineering 136 \n\nEnvironmental Studies 141 \n\nEarly Admission 30 \n\nEconomics Programs 127 \n\nEducation Programs 130 \n\nEmerson Student Center 18 \n\nEngineering Program 136 \n\nEnglish Programs 137 \n\nEnvironmental Studies Program... 141 \n\nExperiential Education 83 \n\nFaculty 202 \n\nFees and Costs 50 \n\nFinal Examinations 72 \n\nFinancial Assistance 35 \n\nFirst- Year Experience 80 \n\nFraternities 60 \n\nFrench Programs 143 \n\nFresh Focus 80 \n\nFreshman Forgiveness Policy 71 \n\nGeneral Science Courses 145 \n\nGerman Courses 146 \n\nGoodman Hall 18 \n\nGoslin Hall 19 \n\nGrade Appeal Policy 72 \n\nGrading 70 \n\nGraduate Education 132 \n\nGraduation Exercises 74 \n\nGraduation Requirements 73 \n\nGreek Courses 147 \n\nGreek Organizations 60 \n\n\n\n218 \n\n\n\nHealth Services 57 \n\nHearst Hall 19 \n\nHistory Programs 147 \n\nHistory of Oglethorpe 1 1 \n\nHome School Students 31 \n\nHonor Code 77 \n\nHonors and Awards 64 \n\nHonors Program 84 \n\nHousing 57 \n\nIB (International Baccalaureate \n\nCredit) 32 \n\nIndividually Planned Major 152 \n\nIndividually Planned Minor 153 \n\nInterdisciplinary Studies 153 \n\nInternational Exchange \n\nPartnerships 86 \n\nInternational Students 29, 56 \n\nInternational Studies Major 154 \n\nInternational Studies-Asia \n\nConcentration Major 155 \n\nInternships - See Experiential \n\nEducation 83 \n\nIntramural and Recreational Sports .... 61 \n\nJapanese Minor 157 \n\nJoint Enrollment 29 \n\nLatin Academic Honors 74 \n\nLatin Courses 159 \n\nLearning Resources Center 82 \n\nLibrary (Lowry Hall) 19 \n\nLupton Hall 20 \n\nMajor Programs 98 \n\nMathematics and Computer Science \n\nMinor 162 \n\nMathematics Programs 159 \n\nMeals 57 \n\nMission 7 \n\nMinor Programs 99 \n\nMuseum of Art 20 \n\nMusic Minor 163 \n\nMusic Performance 163 \n\nNational Alumni Association \n\nBoard of Directors 200 \n\nNon-Traditional Students 30 \n\nNormal Academic Load 76 \n\nThe O Book 58 \n\nOglethorpe Student Association 59 \n\nOrientation 56 \n\nPart-Time Fees 51 \n\nPersonal Development 57 \n\n\n\nPhilosophy Programs 164 \n\nPhysics Programs 169 \n\nPolicies: \n\nDisability Programs and \n\nServices 81 \n\nDiscriminatory and Sexual \n\nHarassment 62 \n\nE-mail and Computer Use 22 \n\nFreshman Forgiveness 71 \n\nGrade Appeal 72 \n\nResidency Requirement... 28, 74,135 \n\nTuition Refund 51 \n\nPolitics Programs 172 \n\nPre-law Studies Program 176 \n\nPre-medical Studies Program 176 \n\nPreregistration 68 \n\nPresident's Advisory Council 198 \n\nPresidents of the University 16 \n\nProbation and Dismissal 71 \n\nProfessional Option 180 \n\nPsychology Programs 177 \n\nRefund Policy 51 \n\nRegistration 68 \n\nResidence Halls 21 \n\nResidency Requirement 28, 74, 133 \n\nRich Foundation Urban Leadership \n\nProgram 87 \n\nRobinson Hall 20 \n\nSatisfactory/Unsatisfactory Option .. 72 \nSchmidt Sport \u0026 Recreation Center.. 20 \n\nScholarships 36, 42 \n\nSecond Baccalaureate Degree 75 \n\nSemester System 76 \n\nSenior Transitions 81 \n\nSexual Harassment Policy 62 \n\nSheffield Alumni Center 21 \n\nSocial Work Program 181 \n\nSociology Programs 181 \n\nSophomore Choices 80 \n\nSororities 60 \n\nSpanish Programs 185 \n\nSpecial Students 30 \n\nStudent Affairs 55 \n\nStudent Organizations 59 \n\nStudent Responsibilities 58 \n\nStudy Abroad 86 \n\nTeacher Education Programs 130 \n\nTheatre Minor 187 \n\nTradition, Purpose, and Goals 7 \n\n\n\n219 \n\n\n\nTransfer Students and Policies 27 \n\nTransient Students 30 \n\nTuition 49 \n\nTutoring (ARC) 81 \n\nUniversity College 194 \n\nUniversity Map 216 \n\nUniversity Officers and Staff 207 \n\nUrban Leadership Program 87 \n\nWithdrawal from a Course 51,69 \n\nWithdrawal from the University ... 51, 69 \nWomen's and Gender \n\nStudies Minor 189 \n\nWriting Minor 191 \n\n\n\n220 \n\n\n\ntdllUIIW \n\nleinniu \n\ni!!i \n\n\n\nPlease send me additional information \nName \n\n\n\n\nS \"^ T V \n\n\n\nAddress \n\n\n\nCity State Zip. \n\nPhone ( ) \n\n\n\nSchool Attending. \nGraduation Year \n\n\n\nField of Interest (if decided) \nNon-Academic Interests \n\n\n\nMail to: Admission Office \n\nOglethorpe University \n4484 Peachtree Road, N.E. \nAtlanta, Georgia 30319 \n\n\n\n\n\n\nPlease send me additional information: \nName \n\n\n\nAddress \n\n\n\nCity State Zip. \n\nPhone ( ) \n\n\n\nSchool Attending. \nGraduation Year \n\n\n\nField of Interest (if decided) \nNon-Academic Interests \n\n\n\nMail to: Admission Office \n\nOglethorpe University \n4484 Peachtree Road, N.E. \nAtlanta, Georgia 30319 \n\n\n\nBUSINESS REPLY MAIL \n\nFIRST CLASS MAIL PERMIT NO. 1 542 ATLANTA, GA \n\n\n\nPOSTAGE WILL BE PAID BY ADDRESSEE \n\n\n\nAdmission Office \nOglethorpe University \n4484 Peachtree Road, N.E. \nAdanta, Georgia 30319 \n\n\n\nNO POSTAGE \n\nNECESSARY \n\nIF MAILED \n\nIN THE \n\nUNITED STATES \n\n\n\nBUSINESS REPLY MAIL \n\nFIRST CLASS MAIL PERMIT NO. 1 542 ATLANTA, GA \n\n\n\nPOSTAGE WILL BE PAID BY ADDRESSEE \n\n\n\nAdmission Office \nOglethorpe University \n4484 Peachtree Road, N.E. \nAdanta, Georgia 30319 \n\n\n\nNO POSTAGE \n\nNECESSARY \n\nIF MAILED \n\nIN THE \n\nUNITED STATES "},{"id":"dlg_ggpd_y-ga-bu500-pr4-bs1-bf54-b2007-h2011-belec-p-btext","title":"University System of Georgia fall enrollment, 2007 through 2011 for degrees and majors authorized as of January 2012 [Jan. 2012]","collection_id":"dlg_ggpd","collection_title":"Georgia Government Publications","dcterms_contributor":["Georgia. University System of Georgia. Board of Regents"],"dcterms_spatial":["United States, Georgia, 32.75042, -83.50018"],"dcterms_creator":["Georgia. University System of Georgia. Board of Regents"],"dc_date":["2012-01"],"dcterms_description":["Year ended June 30, 1952-year ended June 30, 1999.","Issues for year ended 1990-1998 published in 2 vols.","1998-1999 eds. include a \"consolidated\" or \"condensed\" version of this report.","Full financial reports for \u003cFY ending June 2001-\u003e are only available in a CD-ROM version (consisting of the full report, plus a consolidated report), a print version of the consolidated report is also available separately starting with FY year ending June 1998."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Atlanta, Ga. : Georgia. University System of Georgia. Board of Regents"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Georgia"],"dcterms_title":["University System of Georgia fall enrollment, 2007 through 2011 for degrees and majors authorized as of January 2012 [Jan. 2012]","Five-year enrollment trends by degrees and majors"],"dcterms_type":["Text"],"dcterms_provenance":["University of Georgia. Map and Government Information Library"],"edm_is_shown_by":["https://dlg.galileo.usg.edu/do:dlg_ggpd_y-ga-bu500-pr4-bs1-bf54-b2007-h2011-belec-p-btext"],"edm_is_shown_at":["https://dlg.galileo.usg.edu/id:dlg_ggpd_y-ga-bu500-pr4-bs1-bf54-b2007-h2011-belec-p-btext"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["publications (documents)"],"dcterms_extent":null,"dlg_subject_personal":null,"iiif_manifest_url_ss":null,"dcterms_subject_fast":null,"fulltext":"Georgia Health Sciences University \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nDoctorate \n \nDNP \n \n51380801 Doctor of Nursing Practice \n \nDPHIL \n \nDoctor of Philosophy With Majors in: \n \n26020401 26021001 26040701 26049901 26050301 26090101 26100100 26110200 26120101 26150100 51050301 51389901 \n \nMolecular Medicine Biochemistry and Molecular Biology Cellular Biology and Anatomy Vascular Biology Microbiology (Effective Date: Unknown) Physiology Pharmacology Biostatistics Genomic Medicine Neuroscience Oral Biology and Maxillofacial Pathology Nursing \n \nDPT \n \n51230801 Doctor of Physical Therapy \n \nDoctorate Totals \n \nFirst Professional \n \n56 \n \n53 \n \n43 \n \n37 \n \n46 \n \n47 \n \n25 \n \n22 \n \n15 \n \n17 \n \n21 \n \n20 \n \n13 \n \n12 \n \n13 \n \n13 \n \n13 \n \n13 \n \n12 \n \n11 \n \n12 \n \n11 \n \n11 \n \n11 \n \n16 \n \n13 \n \n14 \n \n16 \n \n11 \n \n14 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n12 \n \n14 \n \n17 \n \n19 \n \n14 \n \n9 \n \n10 \n \n8 \n \n9 \n \n6 \n \n8 \n \n0 \n \n2 \n \n5 \n \n7 \n \n10 \n \n5 \n \n0 \n \n2 \n \n3 \n \n3 \n \n2 \n \n2 \n \n13 \n \n13 \n \n19 \n \n19 \n \n18 \n \n16 \n \n2 \n \n2 \n \n1 \n \n2 \n \n3 \n \n2 \n \n13 \n \n14 \n \n13 \n \n15 \n \n15 \n \n14 \n \n224 247 237 102 103 183 \n \n393 413 397 268 278 350 \n \nDMD \n \n51040100 Doctor of Dental Medicine \n \nMD \n \n51120101 Doctor of Medicine \n \nFirst Professional Totals \n \nSRPT407A 1/23/2012 \n \nMasters \nPage 1 \n \n246 252 257 264 283 260 739 750 762 802 852 781 985 1,002 1,019 1,066 1,135 1,041 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nMCTS 51140101 Master of Clinical and Translational Science \n \nMHED 13132700 Master of Health Education (Terminated: End Date, 03/18/2008) \n \nMHS \n \nMaster of Health Science With Majors in: \n \n51230601 Occupational Therapy (Terminated: End Date, 07/01/2007) \n \nMHSCLS 51100501 Master of Health Science in Clinical Laboratory Science \n \nMHSMD 51090701 Master of Health Science in Medical Dosimetry (Deactivated) \n \nMHSOT 51230601 Master of Health Science in Occupational Therapy \n \nMPA \n \n51091200 Master of Physician Assistant \n \nMPH \n \n51220100 Master of Public Health \n \nMPT \n \n51230801 Master of Physical Therapy (Deactivated) (Effective Date: 05/25/2004) \n \nMS \n \nMaster of Science \n \nWith Majors in: \n \n26020401 26021001 26040701 26049901 26050301 26070601 26100101 26110200 26120101 26150100 51099901 \n \nMolecular Medicine Biochemistry and Molecular Biology Cellular Biology and Anatomy Vascular Biology (Effective Date: 01/17/2007) Microbiology (Effective Date: Unknown) Physiology (Effective Date: Unknown) Pharmacology (Effective Date: Unknown) Biostatistics Genomic Medicine (Effective Date: 11/08/2006) Neuroscience (Effective Date: 01/17/2007) Allied Health \n \n0 \n \n7 \n \n9 \n \n6 \n \n2 \n \n5 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n90 \n \n0 \n \n0 \n \n0 \n \n0 \n \n18 \n \n0 \n \n11 \n \n25 \n \n21 \n \n18 \n \n15 \n \n0 \n \n1 \n \n2 \n \n2 \n \n1 \n \n1 \n \n0 \n \n73 \n \n84 \n \n80 \n \n84 \n \n64 \n \n80 \n \n91 101 \n \n89 \n \n78 \n \n88 \n \n29 \n \n24 \n \n17 \n \n22 \n \n21 \n \n23 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n12 \n \n10 \n \n6 \n \n2 \n \n1 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n1 \n \n1 \n \nSRPT407A 1/23/2012 \n \nPage 2 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nMSIL \n \n51270301 Master of Science in Medical Illustration \n \nMSN \n \nMaster of Science in Nursing With Majors in: \n \n51380101 51380105 51380401 51380501 51380601 51380901 51389901 \n \nClincial Nurse Leader Clinical Nurse Leader Completion (Deactivated) Nursing Anesthesia Family Nurse Practitioner Neonatal Nurse Practitioner (Deactivated) (Effective Date: 05/17/2006) Pediatric Nurse Practitioner Nursing, Other (Effective Date: 03/02/2007) \n \nMSN \n \n51389902 Master of Science in Nursing (Terminated: Last Activity Date: 11/22/2010) \n \nMSOB 51050301 Master of Science in Oral Biology \n \nMasters Totals \n \nAdvanced Certificate \n \nFall 2007 \n19 \n \nFall 2008 \n19 \n \nFall 2009 \n17 \n \nFall 2010 \n17 \n \nFall 2011 \n17 \n \nAvg. of Five Years \n18 \n \n45 \n \n73 118 173 181 118 \n \n0 \n \n0 \n \n10 \n \n14 \n \n7 \n \n6 \n \n40 \n \n48 \n \n55 \n \n60 \n \n59 \n \n52 \n \n37 \n \n37 \n \n54 \n \n63 \n \n68 \n \n52 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n3 \n \n6 \n \n5 \n \n11 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n19 \n \n16 \n \n18 \n \n18 \n \n25 \n \n19 \n \n379 413 523 579 574 494 \n \nCERM \n \nPost-Master's Certificate With Majors in: \n \n51140101 51380501 51380801 51380901 51381001 \n51381101 51381401 \n \nClinical Translational Science Family Nurse Practitioner Nursing Informatics (Effective Date: 02/02/2007) Pediatric Nurse Practitioner Psychiatric and Mental Health Advanced Practice Nurse (Effective Date: 02/02/2007) Public/Community Health Clinical Nurse Specialist (Effective Date: 02/02/2007) Acute Care Nurse Practitioner \n \nCERMT 51100501 Certificate in Medical Technology (Deactivated) \n \nCERP \n \nPost-First-Professional Certificate With Majors in: \n \nSRPT407A 1/23/2012 \n \nPage 3 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n1 \n \n7 \n \n15 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n2 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n51050201 60010101 60010301 60010401 60010501 60010601 60010701 60010702 \n60010801 60019901 \n \nAdvanced Education in General Dentistry Oral Surgery Endodontics Oral \u0026 Maxillofacial Surgery Internship (Effective Date: 06/01/2011) Orthodontics Pediatric Dentistry Periodontics Periodontics Clincial Fellowship in Advanced Implant Surgery (Effective Date: 06/01/2011) Prosthodontics General Practice Residency \n \nAdvanced Certificate Totals \n \nBachelors \n \n0 \n \n2 \n \n3 \n \n3 \n \n6 \n \n3 \n \n4 \n \n8 \n \n9 \n \n8 \n \n9 \n \n8 \n \n4 \n \n4 \n \n4 \n \n5 \n \n4 \n \n4 \n \nNA NA NA NA \n \n0 \n \n0 \n \n8 \n \n8 \n \n8 \n \n8 \n \n8 \n \n8 \n \n5 \n \n5 \n \n6 \n \n4 \n \n3 \n \n5 \n \n1 \n \n2 \n \n3 \n \n6 \n \n4 \n \n3 \n \nNA NA NA NA \n \n0 \n \n0 \n \n6 \n \n7 \n \n6 \n \n5 \n \n4 \n \n6 \n \n8 \n \n6 \n \n6 \n \n6 \n \n7 \n \n7 \n \n39 \n \n44 \n \n49 \n \n53 \n \n62 \n \n49 \n \nBSCLS BSDH1 BSHIA BSN BSNC BSRPT BSRS \n \n51100501 Bachelor of Science in Clinical Laboratory Science \n \n51060201 Bachelor of Science in Dental Hygiene \n \n51070601 Bachelor of Science in Health Information Administration \n \n51380101 Bachelor of Science in Nursing \n \n51380105 Bachelor of Science in Nursing, RN to BSN (Terminated: End Date, 08/11/2010) \n \n51090801 Bachelor of Science in Respiratory Therapy \n \nBachelor of Science in Radiologic Sciences With Majors in: \n \n51090501 51090701 51091001 51099901 \n \nNuclear Medicine Technology Radiography Diagnostic Medical Sonography (Deactivated) Medical Dosimetry (Deactivated) (Effective Date: 10/24/2001) \n \n44 \n \n41 \n \n37 \n \n31 \n \n32 \n \n37 \n \n54 \n \n54 \n \n45 \n \n43 \n \n45 \n \n48 \n \n36 \n \n37 \n \n36 \n \n30 \n \n33 \n \n34 \n \n338 298 289 236 183 269 \n \n0 \n \n32 \n \n1 \n \n0 \n \n0 \n \n7 \n \n38 \n \n45 \n \n48 \n \n49 \n \n57 \n \n47 \n \n27 \n \n24 \n \n24 \n \n27 \n \n18 \n \n24 \n \n14 \n \n10 \n \n12 \n \n12 \n \n11 \n \n12 \n \n24 \n \n25 \n \n26 \n \n23 \n \n22 \n \n24 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 4 \n \n Bachelors Totals \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n575 \n \nFall 2008 \n566 \n \nFall 2009 \n518 \n \nFall 2010 \n451 \n \nFall 2011 \n401 \n \nAvg. of Five Years \n502 \n \nOne-Year Certificate \n \nCERDMS 51091001 Certificate in Diagnostic Medical Sonography (Deactivated) (Effective Date: 05/25/2004) CERHIA 51070601 Certificate in Health Information Administration CERNM 51090501 One Year Certificate in Nuclear Medicine Technology (Deactivated) CERRTT 51090701 One Year Certificate in Radiation Therapy Technology (Deactivated) (Effective Date: \n08/05/2004) One-Year Certificate Totals Georgia Health Sciences University Totals \n \n0 \n \n0 \n \n0 \n \n0 \n \n12 \n \n16 \n \n15 \n \n20 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n14 \n \n0 \n \n0 \n \n0 \n \n0 \n \n14 \n \n16 \n \n15 \n \n20 \n \n9 \n \n15 \n \n2,385 2,454 2,521 2,437 2,459 2,451 \n \nSRPT407A 1/23/2012 \n \nPage 5 \n \n Georgia Institute of Technology \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nDoctorate \n \nDR \n \nDoctor of Philosophy \n \nWith Majors in: \n \n04020101 04030101 09070201 11010101 11010201 11040101 11999902 14020101 14050101 14050102 14070100 14080101 14100102 14110101 14140101 14180101 14190100 14230101 14280101 14350100 14370100 14400101 26010102 26090801 26110300 27010101 27039901 40050101 \n \nArchitecture City and Regional Planning Digital Media Computer Science Robotics Human-Centered Computing Computational Science and Engineering Aerospace Engineering Biomedical Engineering Bioengineering Chemical Engineering Civil Engineering Electrical and Computer Engineering Engineering Science and Mechanics (Effective Date: Unknown) Environmental Engineering Materials Science and Engineering Mechanical Engineering Nuclear and Radiological Engineering Polymer, Textile and Fiber Engineering Industrial Engineering Operations Research Paper Science and Engineering Biology Applied Physiology Bioinformatics Mathematics Algorithms, Combinatorics, Optimization Chemistry \n \n82 \n \n90 \n \n98 \n \n74 \n \n72 \n \n83 \n \n0 \n \n0 \n \n0 \n \n20 \n \n22 \n \n8 \n \n15 \n \n20 \n \n19 \n \n14 \n \n14 \n \n16 \n \n238 238 238 214 203 226 \n \n0 \n \n12 \n \n27 \n \n36 \n \n50 \n \n25 \n \n38 \n \n39 \n \n40 \n \n46 \n \n39 \n \n40 \n \n0 \n \n6 \n \n19 \n \n31 \n \n36 \n \n18 \n \n264 239 241 256 280 256 \n \n84 \n \n81 \n \n81 \n \n95 100 \n \n88 \n \n141 142 126 119 101 126 \n \n150 148 170 190 197 171 \n \n131 139 151 143 153 143 \n \n596 586 638 607 588 603 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n38 \n \n36 \n \n40 \n \n45 \n \n48 \n \n41 \n \n83 \n \n81 \n \n93 \n \n92 105 \n \n91 \n \n200 185 222 246 253 221 \n \n28 \n \n32 \n \n30 \n \n31 \n \n34 \n \n31 \n \n60 \n \n60 \n \n62 \n \n61 \n \n42 \n \n57 \n \n166 158 146 143 131 149 \n \n0 \n \n0 \n \n12 \n \n23 \n \n36 \n \n14 \n \n28 \n \n29 \n \n16 \n \n11 \n \n11 \n \n19 \n \n72 \n \n77 \n \n72 \n \n77 \n \n66 \n \n73 \n \n12 \n \n13 \n \n17 \n \n22 \n \n21 \n \n17 \n \n20 \n \n20 \n \n28 \n \n24 \n \n25 \n \n23 \n \n49 \n \n53 \n \n51 \n \n47 \n \n53 \n \n51 \n \n43 \n \n35 \n \n32 \n \n37 \n \n36 \n \n37 \n \n221 224 200 195 192 206 \n \nSRPT407A 1/23/2012 \n \nPage 6 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n40069901 40080101 42280401 44050101 45090101 50091301 52020101 52060101 54010401 \n \nEarth and Atmospheric Science Physics Psychology Public Policy International Affairs, Science, and Technology Music Technology Management Economics History and Sociology of Technology and Science \n \nDoctorate Totals \n \nMasters \n \nFall 2007 \n70 101 \n85 63 0 0 44 0 19 \n \nFall 2008 \n68 97 87 62 2 0 46 0 18 \n \nFall 2009 \n71 102 \n79 59 7 0 43 0 19 \n \nFall 2010 \n65 109 \n85 66 9 1 51 5 18 \n \nFall 2011 \n63 109 \n88 60 8 2 56 10 27 \n \nAvg. of Five Years \n67 104 \n85 62 5 1 48 3 20 \n \n3,141 3,123 3,249 3,308 3,331 3,230 \n \nMARCH 04020101 Master of Architecture \n \nMBAG \n \n52020101 Global Executive Master of Business Administration (Deactivated) (Effective Date: 06/14/2007) \n \nMBAGB 52020101 Master of Business Administration - Global Business \n \nMBAMT 52029901 Master of Business Administration in Management of Technology \n \nMCRP 04030100 Master of City and Regional Planning \n \nMID \n \n50040400 Master of Industrial Design \n \nMS \n \nMaster of Science \n \nWith Majors in: \n \n04020101 11010101 14020101 14070100 14080101 14100102 \n \nArchitecture Computer Science Aerospace Engineering Chemical Engineering Civil Engineering Electrical and Computer Engineering \n \n104 109 107 128 132 116 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n223 344 469 532 559 425 \n \n63 \n \n67 \n \n81 \n \n85 \n \n86 \n \n76 \n \n94 \n \n98 112 \n \n96 \n \n83 \n \n97 \n \n32 \n \n37 \n \n36 \n \n39 \n \n39 \n \n37 \n \n28 \n \n27 \n \n30 \n \n27 \n \n13 \n \n25 \n \n10 \n \n6 \n \n1 \n \n2 \n \n2 \n \n4 \n \n0 \n \n1 \n \n2 \n \n2 \n \n1 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 7 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n14110101 14140101 14180101 14190100 14230101 14280101 14320101 14350100 27010101 40050101 40059901 40069901 40080101 42280401 51070101 52020101 52060101 \n \nEngineering Science and Mechanics (Effective Date: Unknown) Environmental Engineering Materials Science and Engineering Mechanical Engineering Nuclear and Radiological Engineering (Effective Date: Unknown) Polymer, Textile and Fiber Enginneering (Effective Date: Unknown) Polymer (Effective Date: Unknown) Industrial Engineering Mathematics (Effective Date: Unknown) Chemistry Textile and Fiber Chemistry (Effective Date: Unknown) Earth and Atmospheric Science Physics (Effective Date: Unknown) Psychology (Effective Date: Unknown) Health Systems Management Economics \n \nMSAE 14020101 Master of Science in Aerospace Engineering \n \nMSBCFM 04999901 Master of Science in Building Construction and Facility Management \n \nMSBINF 26110300 Master of Science in Bioinformatics \n \nMSBIO 26010102 Master of Science in Biology \n \nMSBIOE 14050102 Master of Science in Bioengineering \n \nMSBIOL 26010101 Master of Science in Applied Biology (Deactivated) (Effective Date: 05/19/2004) \n \nMSBMED 14050101 Master of Science in Biomedical Engineering \n \nMSCE 14080101 Master of Science in Civil Engineering \n \nMSCHE 14070100 Master of Science in Chemical Engineering \n \nMSCHEM 40050101 Master of Science in Chemistry \n \nSRPT407A 1/23/2012 \n \nPage 8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n3 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n1 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n27 \n \n39 \n \n13 \n \n32 \n \n34 \n \n42 \n \n50 \n \n41 \n \n40 \n \n207 242 267 272 284 254 \n \n95 133 131 118 108 117 \n \n21 \n \n28 \n \n25 \n \n19 \n \n24 \n \n23 \n \n12 \n \n12 \n \n24 \n \n21 \n \n14 \n \n17 \n \n13 \n \n19 \n \n10 \n \n18 \n \n15 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n2 \n \n1 \n \n64 \n \n90 100 101 107 \n \n92 \n \n10 \n \n17 \n \n16 \n \n11 \n \n11 \n \n13 \n \n2 \n \n0 \n \n5 \n \n5 \n \n5 \n \n3 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nMSCS \n \n11010101 Master of Science in Computer Science \n \nMSCSE 11999902 Master of Science in Computational Science and Engineering \n \nMSDM 09070201 Master of Science in Digital Media \n \nMSEAS 40069901 Master of Science in Earth and Atmospheric Science \n \nMSECE 14100102 Master of Science in Electrical and Computer Engineering In Co-op with: Shanghai Jiao Tong University \n \nMSENTR 14270101 Master of Science in Enterprise Transformation (Effective Date: 08/17/2011) \n \nMSENVE 14140101 Master of Science in Environmental Engineering \n \nMSESM 14110101 Master of Science in Engineering Science and Mechanics \n \nMSHCI 11070101 Master of Science in Human-Computer Interaction \n \nMSHP 51220500 Master of Science in Health Physics (Deactivated) (Effective Date: Unknown) \n \nMSHS 51070101 Master of Science in Health Systems \n \nMSHSTS 54010401 Master of Science in History and Sociology of Technology and Science \n \nMSIE \n \n14350100 Master of Science in Industrial Engineering \n \nMSINFS 11100301 Master of Science in Information Security \n \nMSINL 52020301 Master of Science in International Logistics \n \nMSINTA 45090101 Master of Science in International Affairs \n \nMSME 14190100 Master of Science in Mechanical Engineering \n \nMSMP 51220501 Master of Science in Medical Physics \n \n336 356 336 299 240 313 \n \n0 \n \n6 \n \n18 \n \n27 \n \n31 \n \n16 \n \n28 \n \n30 \n \n35 \n \n41 \n \n35 \n \n34 \n \n14 \n \n18 \n \n22 \n \n25 \n \n19 \n \n20 \n \n484 487 486 520 541 504 \n \nNA NA NA NA \n \n0 \n \n0 \n \n35 \n \n37 \n \n40 \n \n35 \n \n43 \n \n38 \n \n0 \n \n3 \n \n1 \n \n1 \n \n1 \n \n1 \n \n63 \n \n57 \n \n55 \n \n66 \n \n59 \n \n60 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n14 \n \n14 \n \n12 \n \n12 \n \n8 \n \n12 \n \n5 \n \n2 \n \n2 \n \n5 \n \n5 \n \n4 \n \n147 159 148 131 134 144 \n \n48 \n \n47 \n \n50 \n \n68 \n \n59 \n \n54 \n \n24 \n \n29 \n \n12 \n \n15 \n \n18 \n \n20 \n \n71 \n \n70 \n \n58 \n \n58 \n \n49 \n \n61 \n \n398 384 426 454 442 421 \n \n29 \n \n25 \n \n27 \n \n23 \n \n23 \n \n25 \n \nSRPT407A 1/23/2012 \n \nPage 9 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nMSMSE 14180101 Master of Science in Materials Science and Engineering \n \nMSMT 50091301 Master of Science in MusicTechnology \n \nMSMTH 27010101 Master of Science in Mathematics \n \nMSNE 14230101 Master of Science in Nuclear Engineering \n \nMSOR 14370100 Master of Science in Operations Research \n \nMSPHYS 40080101 Master of Science in Physics \n \nMSPO 51230701 Master of Science in Prosthetics and Orthotics \n \nMSPOLY 14320101 Master of Science in Polymers \n \nMSPSE 14400101 Master of Science in Paper Science and Engineering \n \nMSPSY 42280401 Master of Science in Psychology \n \nMSPTFE 14280101 Master of Science in Polymer, Textile and Fiber Engineering \n \nMSPUBP 44050101 Master of Science in Public Policy \n \nMSQCF 52089901 Master of Science in Quantitative and Computational Finance \n \nMSSCE 14350101 Master of Science in Supply Chain Engineering \n \nMSSTAT 27050101 Master of Science in Statistics \n \nMSTFCH 40059901 Master of Science in Textile and Fiber Chemistry (Effective Date: 05/20/2004) \n \nMSUD 04040101 Master of Science in Urban Design \n \nPMASE 14270101 Professional Masters in Applied Systems Engineering \n \nMasters Totals \nSRPT407A 1/23/2012 \n \nPage 10 \n \n20 \n \n14 \n \n16 \n \n16 \n \n12 \n \n16 \n \n0 \n \n12 \n \n16 \n \n15 \n \n19 \n \n12 \n \n4 \n \n3 \n \n8 \n \n9 \n \n5 \n \n6 \n \n11 \n \n10 \n \n11 \n \n15 \n \n20 \n \n13 \n \n30 \n \n34 \n \n37 \n \n31 \n \n22 \n \n31 \n \n7 \n \n5 \n \n5 \n \n6 \n \n3 \n \n5 \n \n17 \n \n19 \n \n20 \n \n19 \n \n19 \n \n19 \n \n2 \n \n2 \n \n1 \n \n0 \n \n0 \n \n1 \n \n5 \n \n4 \n \n0 \n \n1 \n \n1 \n \n2 \n \n2 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n23 \n \n25 \n \n30 \n \n29 \n \n43 \n \n30 \n \n107 126 \n \n91 \n \n92 106 104 \n \n0 \n \n0 \n \n0 \n \n0 \n \n14 \n \n3 \n \n12 \n \n13 \n \n11 \n \n7 \n \n19 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n1 \n \n0 \n \n0 \n \n9 \n \n23 \n \n44 \n \n15 \n \n2,961 3,265 3,447 3,598 3,605 3,375 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nAdvanced Certificate \n \nCERM \n \nPost Master's Certificate With Majors in: \n \n44050101 Public Policy (Effective Date: 06/20/2007) \n \nAdvanced Certificate Totals \n \nBachelors \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nBS \nBSAE BSALIS SRPT407A 1/23/2012 \n \nBachelor of Science With Majors in: \n \n04020101 11010101 14020101 14070100 14080101 14100101 14190100 14230101 14280101 14350100 26020201 27030100 40050101 40080101 42280401 52020101 52020501 \n \nArchitecture (Terminated: End Date, 06/20/2007) Computer Science (Effective Date: Unknown) Aerospace Engineering (Effective Date: Unknown) Chemical and Biomolecular Engineering (Effective Date: Unknown) Civil Engineering (Effective Date: Unknown) Electrical Engineering (Effective Date: Unknown) Mechanical Engineering (Effective Date: Unknown) Nuclear and Radiological Engineering (Effective Date: Unknown) Textile Science and Engineering (Deactivated) (Effective Date: Unknown) Industrial Engineering (Effective Date: Unknown) Biochemistry (Effective Date: 02/14/2007) Applied Mathematics (Effective Date: Unknown) Chemistry (Effective Date: Unknown) Physics (Effective Date: Unknown) Psychology (Effective Date: Unknown) Management (Effective Date: Unknown) Textiles (Effective Date: Unknown) \n \n14020101 Bachelor of Science in Aerospace Engineering \n \n16010101 Bachelor of Science in Applied Languages and Intercultural Studies \n \nPage 11 \n \n82 \n \n0 \n \n0 \n \n0 \n \n0 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n696 720 767 762 751 739 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n2 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nBSAPHY 40080101 Bachelor of Science in Applied Physics \n \nBSARCH 04020101 Bachelor of Science in Architecture \n \nBSBA \n \n52020101 Bachelor of Science in Business Administration \n \nBSBC \n \n04999901 Bachelor of Science in Building Construction \n \nBSBCHM 26020201 Bachelor of Science in Biochemistry \n \nBSBIO 26010102 Bachelor of Science in Biology \n \nBSBIOL 26010101 Bachelor of Applied Biology (Deactivated) \n \nBSBMED 14050101 Bachelor of Science in Biomedical Engineering \n \nBSCE \n \n14080101 Bachelor of Science in Civil Engineering \n \nBSCHBE 14070100 Bachelor of Science in Chemical and Biomolecular Engineering \n \nBSCHEM 40050101 Bachelor of Science in Chemistry \n \nBSCM 09070201 Bachelor of Science in Computational Media \n \nBSCMPE 14090101 Bachelor of Science in Computer Engineering \n \nBSCS \n \n11010101 Bachelor of Science in Computer Science \n \nBSDMTH 27039901 Bachelor of Science in Discrete Mathematics \n \nBSEAS 40069901 Bachelor of Science in Earth and Atmospheric Science \n \nBSECON 52060101 Bachelor of Science in Economics \n \nBSEE \n \n14100101 Bachelor of Science in Electrical Engineering \n \nBSEIA 30200101 Bachelor of Science in Economics and International Affairs \n \nSRPT407A 1/23/2012 \n \nPage 12 \n \n9 \n \n9 \n \n7 \n \n9 \n \n9 \n \n9 \n \n187 248 212 210 170 205 \n \n1,303 1,346 1,356 1,326 1,295 1,325 \n \n182 163 143 115 \n \n86 138 \n \n0 114 172 204 235 145 \n \n452 421 438 470 460 448 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n870 923 964 1,041 1,155 991 \n \n719 748 748 697 647 712 \n \n539 567 674 717 790 657 \n \n149 143 124 116 110 128 \n \n236 267 285 300 267 271 \n \n427 396 400 396 429 410 \n \n724 762 777 839 838 788 \n \n24 \n \n26 \n \n29 \n \n27 \n \n20 \n \n25 \n \n68 \n \n54 \n \n44 \n \n55 \n \n44 \n \n53 \n \n59 \n \n55 \n \n58 \n \n55 \n \n47 \n \n55 \n \n814 801 816 810 880 824 \n \n59 \n \n65 \n \n69 \n \n64 \n \n65 \n \n64 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nBSENVE 14140101 Bachelor of Science in Environmental Engineering \n \nBSGEML 30999902 Bachelor of Science in Global Economics and Modern Languages \n \nBSHTS 54010401 Bachelor of Science in History, Technology, and Society \n \nBSIAML 30999901 Bachelor of Science in International Affairs and Modern Language \n \nBSID \n \n50040400 Bachelor of Science in Industrial Design \n \nBSIE \n \n14350100 Bachelor of Science in Industrial Engineering \n \nBSINTA 45090101 Bachelor of Science in International Affairs \n \nBSMATH 27030100 Bachelor of Science in Applied Mathematics \n \nBSME 14190100 Bachelor of Science in Mechanical Engineering \n \nBSMSCI 52130101 Bachelor of Science in Management Science (Deactivated) (Effective Date: 05/24/2004) \n \nBSMSE 14180101 Bachelor of Science in Materials Science and Engineering \n \nBSNRE 14230101 Bachelor of Science in Nuclear and Radiological Engineering \n \nBSPFE 14280101 Bachelor of Science in Polymer and Fiber Engineering \n \nBSPHYS 40080101 Bachelor of Science in Physics \n \nBSPSYC 42280401 Bachelor of Science in Psychology \n \nBSPTCH 40050701 Bachelor of Science in Polymer and Textile Chemistry (Effective Date: 05/19/2004) \n \nBSPUBP 44050101 Bachelor of Science in Public Policy \n \nBSSTC 30150101 Bachelor of Science in Science, Technology, and Culture \n \nBSTEM 52020501 Bachelor of Science in Textiles Enterprise Management (Effective Date: 05/19/2004) \n \nSRPT407A 1/23/2012 \n \nPage 13 \n \n48 \n \n83 109 141 178 112 \n \n19 \n \n21 \n \n15 \n \n22 \n \n18 \n \n19 \n \n54 \n \n61 \n \n80 \n \n81 \n \n66 \n \n68 \n \n175 176 156 134 117 152 \n \n123 127 130 138 126 129 \n \n1,002 1,093 1,176 1,185 1,263 1,144 \n \n181 176 153 135 113 152 \n \n96 105 107 151 153 122 \n \n1,434 1,493 1,571 1,660 1,735 1,579 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n135 117 126 131 159 134 \n \n171 152 187 197 178 177 \n \n137 139 157 165 106 141 \n \n134 129 126 131 145 133 \n \n136 123 105 122 135 124 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n59 \n \n63 \n \n71 \n \n68 \n \n64 \n \n65 \n \n137 161 166 147 132 149 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n Bachelors Totals \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nCertificate of Less than One Year \n \n11,641 12,047 12,518 12,821 12,997 12,405 \n \nCER0 \n \nCertificate of Less than One Year With Options in: 03010401 Environmental Science (Effective Date: 05/26/2009) 05010601 European Union Studies (Effective Date: 10/20/2006) 05010700 Latin American Studies (Effective Date: 10/20/2006) 05011000 Russian Studies (Effective Date: 10/20/2006) 14050101 Biomaterials (Effective Date: 10/20/2006) 14180101 Nanomaterials (Effective Date: 10/20/2006) 14230101 Nuclear \u0026 Radiological Engineering (Effective Date: 10/20/2006) 22010101 Pre-Law (Effective Date: 10/20/2006) 26010201 Biomedical Science (Effective Date: 05/26/2009) 26010202 Integrative Biology (Effective Date: 05/26/2009) 26099901 Applied Physiology (Effective Date: 10/20/2006) 26110101 Computation and Quantitative Biology (Effective Date: 05/26/2009) 26120101 Biomolecular Technology (Effective Date: 05/26/2009) 26999901 Marine Sciences (Effective Date: 06/19/2009) \n \nCertificate of Less than One Year Totals \n \nGeorgia Institute of Technology Totals \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n17,743 18,435 19,214 19,727 19,933 19,010 \n \nSRPT407A 1/23/2012 \n \nPage 14 \n \n Georgia State University \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nDoctorate \n \nDPT EDB EDD PHD \nSRPT407A 1/23/2012 \n \n51230801 Doctor of Physical Therapy \n \n52029901 Executive Doctorate in Business \n \nDoctor of Education With Majors in: \n \n13040101 Educational Leadership (Effective Date: 06/07/2011) \n \nDoctor of Philosophy With Majors in: \n \n09010101 11010101 11070101 13010101 13050101 13100101 13110101 13110110 13120906 13131102 13139901 13140101 14370105 23010101 26010101 26150100 27999901 31050501 40020100 40050101 \n \nCommunications Studies Computer Information Systems Computer Science Educational Policy Studies Instructional Technology Education of Students with Exceptionalities Counselor Education and Practice Counseling Psychology Early Childhood Education Mathematics Education (Effective Date: Unknown) Teaching and Learning Applied Linguistics Decision Sciences English Biological Sciences Neuroscience Mathematics \u0026 Statistics Kinesiology Astronomy Chemistry \n \n40080101 Physics \n \nPage 15 \n \n104 119 117 104 105 110 \n \n0 \n \n0 \n \n18 \n \n37 \n \n58 \n \n23 \n \nNA NA NA NA \n \n0 \n \n0 \n \n54 \n \n55 \n \n66 \n \n76 \n \n79 \n \n66 \n \n28 \n \n26 \n \n21 \n \n22 \n \n21 \n \n24 \n \n55 \n \n55 \n \n55 \n \n56 \n \n64 \n \n57 \n \n152 126 108 \n \n85 \n \n76 109 \n \n31 \n \n27 \n \n31 \n \n25 \n \n26 \n \n28 \n \n33 \n \n32 \n \n29 \n \n28 \n \n25 \n \n29 \n \n19 \n \n17 \n \n16 \n \n17 \n \n13 \n \n16 \n \n33 \n \n28 \n \n27 \n \n23 \n \n21 \n \n26 \n \n19 \n \n18 \n \n20 \n \n21 \n \n17 \n \n19 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n94 \n \n99 103 123 118 107 \n \n24 \n \n22 \n \n20 \n \n24 \n \n21 \n \n22 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n128 130 124 130 138 130 \n \n105 102 104 \n \n93 \n \n94 100 \n \n0 \n \n0 \n \n0 \n \n31 \n \n33 \n \n13 \n \n0 \n \n10 \n \n19 \n \n32 \n \n38 \n \n20 \n \n10 \n \n9 \n \n11 \n \n10 \n \n8 \n \n10 \n \n19 \n \n15 \n \n17 \n \n19 \n \n22 \n \n18 \n \n59 \n \n55 \n \n74 \n \n82 \n \n78 \n \n70 \n \n31 \n \n25 \n \n31 \n \n33 \n \n30 \n \n30 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n42010101 42280500 42280600 43010401 44050101 45060100 45100101 45110100 51070101 51220101 51389901 52010101 52020101 52020501 52030101 52080101 52100101 52100102 52100201 52110101 52140101 52150100 52170105 54010100 \n \nPsychology School Psychology Educational Psychology Criminal Justice and Criminology Public Policy Economics, General Political Science Sociology Health Administration (Deactivated) (Effective Date: Unknown) Public Health Nursing Business Administration (Deactivated) (Effective Date: Unknown) Managerial Sciences Operations Management (Effective Date: 09/01/1987) Accountancy Finance Human Resources Management (Effective Date: Unknown) Human Resources Development (Deactivated) (Effective Date: 01/16/2003) Labor/Personnel Relations and Studies (Effective Date: Unknown) International Business (Deactivated) (Effective Date: Unknown) Marketing Real Estate Risk Management and Insurance History, General \n \nDoctorate Totals \n \nFirst Professional \n \nFall 2007 \n95 35 34 0 39 64 30 67 0 0 37 0 11 0 7 12 0 0 0 0 14 8 14 48 \n \nFall 2008 \n88 38 31 0 37 63 35 70 0 0 41 0 13 0 9 13 0 0 0 0 17 10 14 53 \n \nFall 2009 \n97 34 29 0 36 67 42 69 0 0 46 0 12 0 11 11 0 0 0 0 15 9 12 59 \n \nFall 2010 \n89 28 28 10 38 61 50 77 0 0 44 0 9 0 11 13 0 0 0 0 17 9 12 53 \n \nFall 2011 \n80 26 23 19 35 61 58 74 0 10 34 0 11 0 10 14 0 0 0 0 17 9 14 54 \n \nAvg. of Five Years \n90 32 29 6 37 63 43 71 0 2 40 0 11 0 10 13 0 0 0 0 16 9 13 53 \n \n1,515 1,502 1,560 1,620 1,634 1,566 \n \nJD \n \n22010100 Juris Doctor \n \nFirst Professional Totals \n \n656 647 674 666 686 666 656 647 674 666 686 666 \n \nSRPT407A 1/23/2012 \n \nPage 16 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nEducation Specialist \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nEDS \n \nSpecialist in Education \n \nWith Majors in: \n \n13040101 13100101 13110101 13110110 13120906 13139901 42280500 \n \nEducational Leadership Special Education (Deactivated) (Effective Date: Unknown) School Counseling Professional Counseling (Deactivated) (Effective Date: Unknown) Early Childhood Education Teaching and Learning (Deactivated) School Psychology \n \nEducation Specialist Totals \n \nMasters \n \n6 \n \n5 \n \n19 \n \n30 \n \n19 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n26 \n \n20 \n \n15 \n \n50 \n \n38 \n \n30 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n20 \n \n24 \n \n17 \n \n12 \n \n18 \n \n18 \n \n25 \n \n38 \n \n50 \n \n52 \n \n23 \n \n38 \n \n4 \n \n4 \n \n2 \n \n12 \n \n13 \n \n7 \n \n81 \n \n91 103 156 111 108 \n \nMA \nSRPT407A 1/23/2012 \n \nMaster of Arts With Majors in: \n \n05020101 05020700 09010101 13140101 16050100 16090100 16090500 23010101 27010101 30110100 38010100 38020101 42010101 45020100 45060100 \n \nAfrican-American Studies Women's Studies Communications, General Applied Linguistics German Language and Literature French Language and Literature Spanish Language and Literature English Mathematics Gerontology Philosophy Religious Studies Psychology Anthropology Economics, General \n \n45070100 Geography \n \nPage 17 \n \n0 \n \n4 \n \n15 \n \n17 \n \n19 \n \n11 \n \n15 \n \n18 \n \n12 \n \n19 \n \n20 \n \n17 \n \n88 \n \n84 \n \n94 104 100 \n \n94 \n \n43 \n \n40 \n \n53 \n \n48 \n \n42 \n \n45 \n \n4 \n \n3 \n \n7 \n \n7 \n \n4 \n \n5 \n \n21 \n \n18 \n \n9 \n \n14 \n \n15 \n \n15 \n \n18 \n \n19 \n \n22 \n \n22 \n \n25 \n \n21 \n \n83 \n \n81 \n \n86 \n \n79 \n \n61 \n \n78 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n21 \n \n20 \n \n18 \n \n15 \n \n17 \n \n18 \n \n54 \n \n59 \n \n61 \n \n64 \n \n56 \n \n59 \n \n16 \n \n27 \n \n24 \n \n26 \n \n28 \n \n24 \n \n5 \n \n9 \n \n14 \n \n8 \n \n14 \n \n10 \n \n19 \n \n22 \n \n35 \n \n36 \n \n31 \n \n29 \n \n40 \n \n46 \n \n43 \n \n38 \n \n59 \n \n45 \n \n21 \n \n21 \n \n18 \n \n26 \n \n19 \n \n21 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nMAED MAS MAT \nMBA \n \n45100101 45110100 50070301 54010100 \n \nPolitical Science Sociology Art History History, General \n \n13130201 Master of Art Education \n \n52130400 Master of Actuarial Science \n \nMaster of Arts in Teaching With Majors in: \n \n13100702 13120302 13120906 \n13121001 13130502 13131102 13131502 13131602 13131802 \n \nMultiple and Severe Disabilities (Terminated: End Date, 06/10/2009) Middle Level Education Early Childhood Education Alternative Preparation (Terminated: End Date, 08/20/2008) Early Childhood Education (Effective Date: 06/07/2011) English Education Mathematics Education Reading, Language, and Literacy Science Education Social Studies Education \n \nMaster of Business Administration With Majors in: \n \n11010101 14370105 52010101 52020101 52030101 52060101 52080101 52080401 52100101 \n \nInformation Systems Business Analysis General Business Managerial Sciences Accounting Economics Finance Personal Financial Planning Human Resource Management \n \nFall 2007 \n37 18 9 41 \n16 \n52 \n \nFall 2008 \n32 15 9 57 \n16 \n36 \n \nFall 2009 \n29 11 15 65 \n29 \n54 \n \nFall 2010 \n32 12 16 67 \n31 \n66 \n \nFall 2011 \n36 14 15 79 \n \nAvg. of Five Years \n33 14 13 62 \n \n17 \n \n22 \n \n70 \n \n56 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n42 \n \n62 \n \n80 \n \n71 \n \n52 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA NA NA \n \n0 \n \n0 \n \n0 \n \n33 \n \n49 \n \n44 \n \n35 \n \n32 \n \n0 \n \n23 \n \n44 \n \n37 \n \n35 \n \n28 \n \n4 \n \n21 \n \n27 \n \n35 \n \n17 \n \n21 \n \n0 \n \n19 \n \n52 \n \n49 \n \n58 \n \n36 \n \n0 \n \n40 \n \n76 \n \n60 \n \n46 \n \n44 \n \n66 \n \n57 \n \n51 \n \n33 \n \n19 \n \n45 \n \n45 \n \n37 \n \n31 \n \n24 \n \n6 \n \n29 \n \n524 594 715 804 912 710 \n \n17 \n \n3 \n \n4 \n \n2 \n \n3 \n \n6 \n \n35 \n \n34 \n \n31 \n \n28 \n \n13 \n \n28 \n \n6 \n \n6 \n \n6 \n \n3 \n \n0 \n \n4 \n \n211 203 127 \n \n80 \n \n34 131 \n \n16 \n \n9 \n \n10 \n \n8 \n \n6 \n \n10 \n \n12 \n \n12 \n \n12 \n \n13 \n \n7 \n \n11 \n \nSRPT407A 1/23/2012 \n \nPage 18 \n \n MED \nMFA MGA MHA MHP MIB \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n52110101 52140101 52150100 52170105 \n \nInternational Business Marketing Real Estate Risk Management and Insurance \n \nMaster of Education With Majors in: \n \n13040101 13100702 13100802 13101201 13110101 13120302 13120906 13130502 13131102 13131401 13131502 13131602 13131802 42280500 \n \nEducational Leadership Multiple and Severe Disabilities Behavior/Learning Disabilities Communication Disorders School Counseling Middle Level Education Early Childhood Education English Teacher Education Mathematics Education Health and Physical Education Reading, Language, and Literacy Education Science Education Social Studies Education School Psychology \n \nMaster of Fine Arts With Majors in: \n \n23130201 Creative Writing 50070501 Studio \n \n44040100 Master of Public Administration \n \n51070101 Master of Health Administration \n \n30999901 Master of Heritage Preservation \n \n52110101 Master of International Business \n \nFall 2007 \n55 107 \n27 16 \n \nFall 2008 \n63 92 23 7 \n \nFall 2009 \n36 65 22 11 \n \nFall 2010 \n21 52 15 8 \n \nFall 2011 \n7 24 8 5 \n \nAvg. of Five Years \n36 68 19 9 \n \n23 \n \n21 \n \n33 \n \n14 \n \n15 \n \n21 \n \n86 \n \n91 \n \n86 \n \n78 \n \n77 \n \n84 \n \n33 \n \n41 \n \n54 \n \n58 \n \n60 \n \n49 \n \n50 \n \n52 \n \n56 \n \n49 \n \n52 \n \n52 \n \n53 \n \n60 \n \n61 \n \n47 \n \n38 \n \n52 \n \n40 \n \n15 \n \n8 \n \n6 \n \n8 \n \n15 \n \n58 \n \n60 134 113 155 104 \n \n39 \n \n14 \n \n12 \n \n10 \n \n12 \n \n17 \n \n39 \n \n27 \n \n24 \n \n30 \n \n36 \n \n31 \n \n14 \n \n23 \n \n33 \n \n30 \n \n32 \n \n26 \n \n57 \n \n73 \n \n92 \n \n80 \n \n66 \n \n74 \n \n29 \n \n23 \n \n21 \n \n19 \n \n9 \n \n20 \n \n45 \n \n10 \n \n3 \n \n8 \n \n8 \n \n15 \n \n43 \n \n38 \n \n38 \n \n27 \n \n24 \n \n34 \n \n19 \n \n16 \n \n13 \n \n12 \n \n14 \n \n15 \n \n35 \n \n32 \n \n35 \n \n38 \n \n36 \n \n35 \n \n132 129 128 150 140 136 \n \n55 \n \n5 \n \n10 \n \n9 \n \n11 \n \n18 \n \n33 \n \n45 \n \n49 \n \n57 \n \n52 \n \n47 \n \n17 \n \n15 \n \n25 \n \n33 \n \n24 \n \n23 \n \nSRPT407A 1/23/2012 \n \nPage 19 \n \n MLM \nMMU MPA MPH MPP MPT MS \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nMaster of Library Media With Majors in: \n \n13050101 Library Media Technology (Deactivated) \n \n50090301 Master of Music \n \n52030101 Master of Professional Accountancy \n \n51220101 Master of Public Health \n \n45120101 Master of Public Policy \n \n51230801 Master of Physical Therapy (Deactivated) (Effective Date: 05/24/2004) \n \nMaster of Science With Majors in: \n \n11010101 11070101 13049901 13050101 13060301 13090101 13110101 13131401 14370105 26010101 26150100 27010101 31050401 40050101 40060101 40069901 40080101 42280600 43010401 \n \nComputer Information Systems Computer Science Urban Teacher Leadership Instructional Design and Technology Educational Research Social Foundations of Education Mental Health Counseling Exercise Science Decision Sciences (Deactivated) Biology Neuroscience (Effective Date: 10/14/2009) Mathematics Sports Administration Chemistry Geology Geosciences (Effective Date: 06/07/2011) Physics Educational Psychology Criminal Justice \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n46 \n \n50 \n \n46 \n \n29 \n \n16 \n \n37 \n \n70 \n \n83 \n \n86 \n \n68 \n \n95 \n \n80 \n \n101 104 103 170 166 129 \n \n92 109 131 124 139 119 \n \n0 \n \n0 \n \n40 \n \n61 \n \n65 \n \n33 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n1 \n \n1 \n \n0 \n \n0 \n \n2 \n \n62 \n \n74 \n \n78 \n \n59 \n \n61 \n \n67 \n \n22 \n \n11 \n \n7 \n \n7 \n \n14 \n \n12 \n \n23 \n \n29 \n \n23 \n \n17 \n \n26 \n \n24 \n \n2 \n \n8 \n \n11 \n \n6 \n \n5 \n \n6 \n \n7 \n \n5 \n \n9 \n \n11 \n \n10 \n \n8 \n \n190 163 153 104 \n \n65 135 \n \n25 \n \n32 \n \n42 \n \n41 \n \n46 \n \n37 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n159 186 190 179 196 182 \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n74 \n \n73 \n \n65 \n \n67 \n \n65 \n \n69 \n \n69 \n \n94 106 127 113 102 \n \n43 \n \n42 \n \n40 \n \n41 \n \n37 \n \n41 \n \n17 \n \n14 \n \n16 \n \n24 \n \n26 \n \n19 \n \nNA NA NA NA \n \n0 \n \n0 \n \n11 \n \n22 \n \n20 \n \n20 \n \n22 \n \n19 \n \n24 \n \n28 \n \n24 \n \n30 \n \n25 \n \n26 \n \n24 \n \n18 \n \n27 \n \n23 \n \n23 \n \n23 \n \nSRPT407A 1/23/2012 \n \nPage 20 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n45090101 45120101 51231001 51380105 51999901 51999910 52020101 52060101 52080101 52080401 52100101 52100102 52100201 52140101 52170105 \n \nInternational Policy Management (Effective Date: 01/13/2009) Urban Policy Studies (Deactivated) Rehabilitation Counseling Nursing Health Sciences Sports Medicine Managerial Sciences Business Economics Finance Personal Financial Planning Human Resources Management (Deactivated) (Effective Date: Unknown) Human Resource Development (Deactivated) (Effective Date: 11/05/1988) Labor/Personnel Relations and Studies (Effective Date: Unknown) Marketing Risk Management/Insurance \n \nMSHA 51070101 Master of Science in Health Administration \n \nMSIS \n \n11010101 Master of Science in Information Systems \n \nMSISAC 30160101 Master of Science in Information Systems Audit \u0026 Control \n \nMSRE 52150100 Master of Science in Real Estate \n \nMSW \n \n44070100 Master of Social Work \n \nMTX \n \n52160100 Master of Taxation \n \nMasters Totals \n \nAdvanced Certificate \n \nFall 2007 \nNA 41 36 150 59 24 31 4 36 6 0 0 0 15 22 \n \nFall 2008 \nNA 37 44 125 76 23 28 3 48 6 0 0 0 22 19 \n \nFall 2009 \n0 18 45 176 75 25 36 7 49 8 0 0 0 26 28 \n \nFall 2010 \n0 5 41 210 79 28 35 7 55 9 0 0 0 22 28 \n \nFall 2011 \n0 0 43 268 67 26 45 4 57 11 0 0 0 42 30 \n \nAvg. of Five Years \n0 20 42 186 71 25 35 5 49 8 0 0 0 25 25 \n \n4 \n \n4 \n \n6 \n \n8 \n \n8 \n \n6 \n \n21 \n \n37 \n \n34 \n \n65 \n \n82 \n \n48 \n \n0 \n \n3 \n \n9 \n \n10 \n \n15 \n \n7 \n \n38 \n \n28 \n \n34 \n \n29 \n \n16 \n \n29 \n \n64 \n \n63 \n \n86 \n \n77 \n \n88 \n \n76 \n \n72 \n \n87 \n \n88 111 107 \n \n93 \n \n4,359 4,543 5,028 5,038 5,040 4,802 \n \nCERG \nSRPT407A 1/23/2012 \n \nPost-Baccalaureate Certificate With Majors in: 03020101 Natural Resource Management (Effective Date: 09/19/2006) 05010700 Latin American Studies \nPage 21 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n2 \n \n0 \n \n0 \n \n1 \n \n CERM \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n05020700 11010101 16010301 16010310 19070205 30999901 32010801 40060101 44070201 44079901 45070101 45120101 45999901 51220101 51310201 52020601 52030101 52150100 52180102 52199901 \n \nWomen's Studies Information Systems (Effective Date: 12/02/2008) Interpretation Translation Gerontology Heritage Preservation Literacy Coach (Effective Date: 03/21/2011) Hydrogeology (Effective Date: 09/19/2006) Child Welfare Leadership (Effective Date: 10/24/2006) Forensic Social Work (Effective Date: 08/25/2004) Geographic Information Systems Planning and Economic Development Disaster Management Public Health Dietetic Internship Certificate (Deactivated) Nonprofit Management Accountancy Real Estate Strategic Sales Leadership (Effective Date: 12/02/2008) Brand \u0026 Customer Management (Effective Date: 04/01/2009) \n \nPost-Master's Certificate With Majors in: \n \n13060301 13060302 13100101 32010801 42280605 44070201 51380301 51380501 51380601 51380901 51381001 \n \nQuantitative Research in Education (Effective Date: 06/20/2007) Qualitative Research in Education (Effective Date: 06/20/2007) Assistive Technology (Deactivated) (Effective Date: 09/19/2006) Literacy Coach (Effective Date: 03/21/2011) Applied Behavior Analysis (Deactivated) Child Welfare Leadership (Effective Date: 08/25/2004) Clinical Nurse Specialist - Adult Health Nursing Family Nurse Practitioner Perinatal Women's Health Nurse Practitioner (Effective Date: 09/19/2006) Child Health Pediatric Nurse Practitioner Clinical Nurse Specialist Psychiatric Mental Health Nursing \n \nFall 2007 \n0 NA \n0 22 0 1 NA 0 0 0 3 0 5 6 8 4 8 4 NA NA \n \nFall 2008 \n0 0 0 26 0 2 NA 0 0 0 4 0 2 5 0 5 4 2 0 NA \n \nFall 2009 \n5 0 2 20 2 2 NA 0 0 0 6 2 3 7 0 7 1 0 0 0 \n \nFall 2010 \n3 0 2 27 10 4 NA 0 0 0 5 0 2 13 0 4 1 1 0 0 \n \nFall 2011 \n1 0 1 12 13 1 0 0 0 0 3 1 3 8 0 3 0 2 0 0 \n \nAvg. of Five Years \n2 0 1 21 5 2 0 0 0 0 4 1 3 8 2 5 3 2 0 0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA NA NA \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n4 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n5 \n \n4 \n \n4 \n \n3 \n \n8 \n \n2 \n \n7 \n \n4 \n \n7 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n1 \n \n1 \n \n1 \n \n1 \n \n1 \n \n4 \n \n4 \n \n4 \n \n6 \n \n4 \n \nSRPT407A 1/23/2012 \n \nPage 22 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n52080401 52120101 52170101 \n \nPersonal Financial Planning Electronic Commerce (Effective Date: 09/19/2006) Enterprise Risk Management \n \nCGIS \n \n45070100 Advanced Certificate in Geographic Information Science (Terminated: End Date, 06/26/2006) \n \nCHP \n \n30999901 Advanced Certificate in Heritage Preservation (Terminated: End Date, 09/19/2006) \n \nCTL \n \n16010310 Advanced Certificate in Translation (Terminated: End Date, 06/28/2006) \n \nAdvanced Certificate Totals \n \nBachelors \n \nFall 2007 \n8 0 0 \n2 \n \nFall 2008 \n8 0 0 \n0 \n \nFall 2009 \n8 0 0 \n0 \n \nFall 2010 \n3 0 3 \n0 \n \nFall 2011 \n2 0 0 \n \nAvg. of Five Years \n6 0 1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n92 \n \n71 \n \n84 \n \n95 \n \n68 \n \n82 \n \nAB \n \nBachelor of Arts \n \nWith Majors in: \n \n05020101 05020700 09010101 09040100 16010201 16050100 16090100 16090500 23010101 27010101 38010100 38020101 42010101 45020100 45060100 45060501 45070100 45100101 \n \nAfrican-American Studies Women's Studies Speech Journalism Applied Linguistics German Language and Literature French Language and Literature Spanish Language and Literature English Mathematics (Deactivated) Philosophy Religious Studies Psychology Anthropology Economics, General International Economics and Modern Languages Geography Political Science \n \n48 \n \n41 \n \n48 \n \n45 \n \n58 \n \n48 \n \n12 \n \n12 \n \n16 \n \n20 \n \n20 \n \n16 \n \n178 188 202 189 202 192 \n \n818 844 867 934 916 876 \n \n0 \n \n58 \n \n83 111 127 \n \n76 \n \n43 \n \n39 \n \n43 \n \n45 \n \n47 \n \n43 \n \n67 \n \n73 \n \n66 \n \n74 \n \n67 \n \n69 \n \n222 244 222 211 193 218 \n \n537 552 597 603 539 566 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n129 128 135 137 140 134 \n \n55 \n \n59 \n \n51 \n \n55 \n \n63 \n \n57 \n \n804 852 951 978 978 913 \n \n103 136 185 203 191 164 \n \n97 \n \n83 115 115 137 109 \n \n88 129 161 170 138 137 \n \n25 \n \n25 \n \n33 \n \n47 \n \n44 \n \n35 \n \n608 650 668 704 678 662 \n \nSRPT407A 1/23/2012 \n \nPage 23 \n \n BBA \nBFA BIS BMU BS \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n45110100 50050101 50060101 50070501 54010100 \n \nSociology Theatre (Deactivated) Film and Video Art History, General \n \nBachelor of Business Administration With Majors in: \n \n11010101 14370105 52020101 52030101 52060101 52080101 52090105 52130400 52140101 52150100 52170105 \n \nComputer Information Systems Decision Sciences (Terminated: Last Activity Date: 05/20/2004) Managerial Sciences Accounting Economics Finance Hospitality Administration Actuarial Science Marketing Real Estate Risk Management and Insurance \n \nBachelor of Fine Arts With Majors in: \n \n13130201 Art Education 50070501 Studio \n \n30999901 Bachelor of Interdisciplinary Studies \n \n50090301 Bachelor of Music \n \nBachelor of Science With Majors in: \n \n11070101 13131401 26010101 \n \nComputer Science Exercise Science Biological Sciences \n \nFall 2007 \n488 6 \n523 500 368 \n \nFall 2008 \n494 3 \n531 656 370 \n \nFall 2009 \n496 1 \n564 725 341 \n \nFall 2010 \n489 0 \n650 763 361 \n \nFall 2011 \n549 0 \n712 754 335 \n \nAvg. of Five Years \n503 2 \n596 680 355 \n \n315 4 \n909 1,097 \n270 763 249 108 1,085 258 137 \n \n401 3 \n879 1,240 \n327 860 269 105 1,095 233 128 \n \n463 0 \n939 1,327 \n392 797 285 125 1,123 153 120 \n \n562 0 \n954 1,258 \n381 775 320 143 1,146 121 110 \n \n658 0 \n963 1,209 \n414 755 294 134 1,108 \n74 106 \n \n480 1 \n929 1,226 \n357 790 283 123 1,111 168 120 \n \n96 \n \n67 \n \n76 \n \n68 \n \n42 \n \n70 \n \n232 199 182 168 157 188 \n \n113 136 158 163 295 173 \n \n273 315 304 299 329 304 \n \n320 346 1,516 \n \n353 386 1,644 \n \n413 456 1,775 \n \n489 510 1,927 \n \n548 637 2,088 \n \n425 467 1,790 \n \nSRPT407A 1/23/2012 \n \nPage 24 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n26150100 27010101 31030101 40050101 40060101 40080101 42010101 43010401 44050101 45060100 45120101 51090801 51310105 51380101 52100101 52189905 \n \nNeuroscience Mathematics Recreation (Terminated: End Date, 05/10/2000) Chemistry Geology Physics Psychology Criminal Justice Public Policy Economics, General Urban Policy Studies Respiratory Therapy Community Health Nutritional Nursing (Terminated: End Date, 08/05/2009) Human Resources Policy and Development (Deactivated) Music Management \n \nBSE \n \nBachelor of Science in Education \n \nWith Majors in: \n \n13120901 13120902 13120906 13131401 \n \nBirth Through Five Middle Level Education Early Childhood Education Health and Physical Education \n \nBSN \n \n51380101 Bachelor of Science in Nursing \n \nBSNC \n \n51380105 Bachelor of Science in Nursing, RN to BSN (Deactivated) \n \nBSW \n \n44070100 Bachelor of Social Work \n \nBachelors Totals \n \nOne-Year Certificate \n \nFall 2007 \n0 163 \n1 321 \n32 81 377 422 61 29 75 166 131 943 7 78 \n \nFall 2008 \n0 170 \n1 343 \n46 79 432 425 128 46 29 147 137 997 4 88 \n \nFall 2009 \n0 168 \n0 373 \n62 90 466 480 175 70 10 159 144 907 1 91 \n \nFall 2010 \n0 211 \n0 379 \n82 112 544 573 212 \n85 7 155 152 0 1 86 \n \nFall 2011 \n34 205 \n0 386 \n68 125 661 590 236 127 \n2 164 172 \n0 0 66 \n \nAvg. of Five Years \n7 183 \n0 360 \n58 97 496 498 162 71 25 158 147 569 3 82 \n \n0 \n \n18 \n \n41 \n \n52 \n \n58 \n \n34 \n \n0 \n \n0 \n \n67 177 238 \n \n96 \n \n662 690 745 708 672 695 \n \n74 \n \n77 \n \n72 \n \n97 \n \n69 \n \n78 \n \n0 \n \n0 276 1,352 1,481 622 \n \n0 \n \n3 \n \n2 \n \n0 \n \n0 \n \n1 \n \n219 207 222 260 293 240 \n \n17,652 18,875 20,279 21,543 22,346 20,139 \n \nCER1 \n \nOne-Year Certificate \n \nSRPT407A 1/23/2012 \n \nPage 25 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nWith Options in: 13131701 Broad Field Social Sciences (Effective Date: 09/30/2004) \nOne-Year Certificate Totals \nCertificate of Less than One Year \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nCER0 \n \nCertificate of Less than One Year With Options in: 11040101 C/CC++ Programming (Effective Date: 08/18/2004) 11050101 Internet Development (Effective Date: 09/30/2004) 13140101 Teaching English as a Foreign Language (Effective Date: 08/18/2004) 19070205 Gerontology (Effective Date: 08/18/2004) 45100101 European Union Studies (Effective Date: 08/18/2004) 45120101 Volunteer Administration (Deactivated) (Effective Date: 08/18/2004) 49010401 Aviation Management (Effective Date: 09/27/2001) 52070101 Entrepreneurship (Effective Date: 08/31/2004) 52090101 Hospitality Administration (Effective Date: 08/18/2004) 52110101 International Business (Effective Date: 12/02/2008) 52180101 Professional Sales (Effective Date: 12/02/2008) \n \nCertificate of Less than One Year Totals \n \nGeorgia State University Totals \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n24,355 25,729 27,728 29,118 29,885 27,363 \n \nSRPT407A 1/23/2012 \n \nPage 26 \n \n University of Georgia \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nDoctorate \n \nDMA DPA DRPH EDD \nPHD \nSRPT407A 1/23/2012 \n \n50090101 Doctor of Musical Arts \n \n44040100 Doctor of Public Administration (Deactivated) (Effective Date: Unknown) \n \n51220101 Doctor of Public Health \n \nDoctor of Education With Majors in: \n \n13040102 13040601 13100401 13120101 13130201 13131201 13131401 13131505 13131601 13131801 13131920 42280600 \n \nEducational Leadership Higher Education Education of the Gifted Adult Education Art Education Music Education Physical Education and Sport Studies (Terminated: End Date, 03/17/2009) Reading Education Science Education Social Studies Education (Terminated: End Date, 04/12/2010) Workforce Education Educational Psychology \n \nDoctor of Philosophy With Majors in: \n \n01010305 01060101 01090105 01090400 01090700 01100100 01110252 \n \nAgricultural and Applied Economics Horticulture Animal and Dairy Science Animal Nutrition (Effective Date: Unknown) Poultry Science Food Science Crop and Soil Sciences \n \n01110401 Plant Breeding, Genetics \u0026 Genomics \n \nPage 27 \n \n67 \n \n61 \n \n63 \n \n59 \n \n61 \n \n62 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n7 \n \n11 \n \n16 \n \n22 \n \n12 \n \n17 \n \n11 \n \n22 \n \n24 \n \n32 \n \n21 \n \n25 \n \n21 \n \n13 \n \n22 \n \n18 \n \n20 \n \n5 \n \n4 \n \n2 \n \n0 \n \n0 \n \n2 \n \n29 \n \n24 \n \n16 \n \n36 \n \n27 \n \n26 \n \n2 \n \n3 \n \n3 \n \n2 \n \n5 \n \n3 \n \n9 \n \n11 \n \n8 \n \n11 \n \n20 \n \n12 \n \n4 \n \n3 \n \n0 \n \n0 \n \n0 \n \n1 \n \n8 \n \n4 \n \n1 \n \n1 \n \n1 \n \n3 \n \n8 \n \n9 \n \n7 \n \n5 \n \n5 \n \n7 \n \n10 \n \n5 \n \n1 \n \n1 \n \n0 \n \n3 \n \n73 \n \n68 \n \n58 \n \n50 \n \n31 \n \n56 \n \n1 \n \n2 \n \n2 \n \n0 \n \n0 \n \n1 \n \n12 \n \n17 \n \n21 \n \n20 \n \n23 \n \n19 \n \n6 \n \n6 \n \n9 \n \n11 \n \n11 \n \n9 \n \n15 \n \n10 \n \n11 \n \n9 \n \n7 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n10 \n \n13 \n \n11 \n \n9 \n \n10 \n \n38 \n \n32 \n \n29 \n \n29 \n \n26 \n \n31 \n \n19 \n \n18 \n \n8 \n \n9 \n \n16 \n \n14 \n \n0 \n \n0 \n \n13 \n \n15 \n \n13 \n \n8 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n03010115 03050210 09010105 09010201 11070100 13040105 13040601 13050105 13090130 13100101 13110201 13120101 13120201 13120302 13121005 13131101 13131401 13131515 13131601 13131801 13131920 13999960 14030140 16010200 16010400 16090001 19050105 19060101 19070620 19090401 23010105 26021000 26030102 26030505 \n \nIntergrative Conservation and Forestry Forest Resources Communications Studies Mass Communication Computer Science Educational Administration and Policy Higher Education Learning, Design and Technology Social Foundations of Education Special Education Counseling and Student Personnel Services Adult Education Elementary Education Middle School Education Early Childhood Education Mathematics Education Physical Education and Sport Studies (Terminated: End Date, 03/17/2009) Language and Literacy Education Science Education Social Studies Education Workforce Education Language Education (Terminated: End Date, 03/17/2009) Biological and Agricultural Engineering Linguistics Comparative Literature Romance Languages Foods and Nutrition Housing and Consumer Economics Child and Family Development Textile Sciences English Biochemistry and Molecular Biology Plant Biology Plant Pathology \n \nFall 2007 \n0 63 19 27 35 20 30 37 14 17 32 90 16 14 11 59 17 27 27 15 17 43 26 26 15 33 5 8 35 6 79 53 39 14 \n \nFall 2008 \n0 64 17 28 45 30 40 31 16 16 49 90 14 13 10 60 11 42 29 13 16 31 23 27 12 38 5 13 35 2 80 55 41 13 \n \nFall 2009 \n0 69 17 28 51 26 41 31 16 15 66 81 13 15 9 52 0 77 36 15 18 0 21 30 14 35 7 11 32 3 75 57 39 15 \n \nFall 2010 \n0 66 20 32 59 27 44 33 21 17 83 72 17 12 13 54 8 53 35 14 19 19 25 30 18 42 9 9 33 4 68 66 33 12 \n \nFall 2011 \n1 69 26 36 60 26 39 30 20 16 76 71 20 13 15 53 5 59 38 9 16 11 28 29 15 39 11 12 34 5 59 67 41 13 \n \nAvg. of Five Years \n0 66 20 30 50 26 39 32 17 16 61 81 16 13 12 56 8 52 33 13 17 21 25 28 15 37 7 11 34 4 72 60 39 13 \n \nSRPT407A 1/23/2012 \n \nPage 28 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n26040101 26050201 26070200 26080101 26100400 26110300 26130100 26130115 26130201 26150100 27010105 27050101 31010105 31050501 38010100 40050101 40060101 40080105 42010101 42270330 42280300 42280500 42280600 44040100 44070100 45020100 45020115 45070100 45070115 45100101 45100105 45110100 50050110 50070101 50090101 \n \nCellular Biology Microbiology Entomology Genetics Toxicology Bioinformatics Ecology Intergrative Conservation and Ecology Marine Sciences Neuroscience Mathematics Statistics Recreation and Leisure Studies Kinesiology Philosophy Chemistry Geology Physics Psychology Life-Span Developmental Psychology (Effective Date: 03/01/1988) Counseling Psychology School Psychology Educational Psychology Public Administration Social Work Anthropology Intergrative Conservation and Anthropology Geography Intergrative Conservation and Geography Political Science, Other (Deactivated) Political Science and International Affairs Sociology Theatre Art Music \n \nFall 2007 \n32 43 23 46 20 12 67 0 28 10 38 34 10 16 24 135 10 50 107 0 41 4 63 31 25 54 0 34 0 42 0 31 14 11 7 \n \nFall 2008 \n31 39 22 43 22 20 59 0 19 11 34 33 11 17 28 132 11 51 112 0 45 11 51 35 29 50 0 32 0 51 0 31 10 14 9 \n \nFall 2009 \n32 40 21 41 22 33 59 0 19 18 40 34 11 33 30 135 10 48 109 0 44 16 66 29 31 51 0 27 0 58 0 29 11 14 7 \n \nFall 2010 \n32 44 16 47 18 40 59 0 23 14 45 38 13 42 34 132 8 47 111 0 44 25 58 33 27 50 0 34 0 37 28 26 13 18 10 \n \nFall 2011 \n32 46 14 48 26 42 55 2 23 18 50 42 14 51 37 138 5 44 109 0 48 20 70 32 30 36 3 39 2 27 37 28 9 23 13 \n \nAvg. of Five Years \n32 42 19 45 22 29 60 0 22 14 41 36 12 32 31 134 9 48 110 0 44 15 62 32 28 48 1 33 0 43 13 29 11 16 9 \n \nSRPT407A 1/23/2012 \n \nPage 29 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n51020101 51200201 51220705 51250105 51250147 51250305 51250410 51250510 51250610 51251101 52020101 52060105 54010102 \n \nCommunication Sciences and Disorders Pharmacy Health Promotion and Behavior Veterinary and Biomedical Sciences Veterinary Parasitology (Deactivated) (Effective Date: Unknown) Integrative Physiology and Pharmacology Medical Microbiology (Deactivated) Veterinary Pathology Pharmacology (Terminated: End Date, 08/11/2010) Infectious Diseases Business Administration Economics History \n \nDoctorate Totals \n \nFirst Professional \n \nFall 2007 \n3 43 18 0 0 4 5 17 4 30 49 28 49 \n \nFall 2008 \n2 43 20 0 0 5 0 18 0 33 47 27 50 \n \nFall 2009 \n4 41 19 0 0 0 0 23 0 34 52 30 53 \n \nFall 2010 \n5 45 27 0 0 11 0 13 1 38 52 23 48 \n \nFall 2011 \n3 46 30 2 0 9 0 14 1 47 51 19 47 \n \nAvg. of Five Years \n3 44 23 0 0 6 1 17 1 36 50 25 49 \n \n2,639 2,643 2,700 2,827 2,871 2,736 \n \nDVM \n \n51240100 Doctor of Veterinary Medicine \n \nJD \n \n22010100 Juris Doctor \n \nPHARMD 51200101 Doctor of Pharmacy \n \nFirst Professional Totals \n \nEducation Specialist \n \n381 384 392 408 408 395 642 657 690 709 699 679 520 508 520 534 559 528 1,543 1,549 1,602 1,651 1,666 1,602 \n \nEDS \n \nSpecialist in Education \n \nWith Majors in: \n \n13040105 13050105 13100101 13110125 \n \nEducational Administration and Policy Learning, Design and Technology Special Education Professional School Counseling \n \n23 \n \n19 \n \n34 \n \n25 \n \n21 \n \n24 \n \n36 \n \n28 \n \n26 \n \n29 \n \n30 \n \n30 \n \n6 \n \n8 \n \n7 \n \n6 \n \n5 \n \n6 \n \n26 \n \n23 \n \n19 \n \n15 \n \n8 \n \n18 \n \nSRPT407A 1/23/2012 \n \nPage 30 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n13120101 13120302 13121005 13130201 13130501 13130605 13131101 13131201 13131505 13131601 13131801 13131920 42280500 42280600 51020101 \n \nAdult Education Middle School Education Early Childhood Education Art Education English Education Teaching Additional Languages Mathematics Education Music Education Reading Education Science Education Social Studies Education Workforce Education School Psychology (Effective Date: Unknown) Educational Psychology Communication Science and Disorders \n \nEducation Specialist Totals \n \nMasters \n \nFall 2007 \n4 5 6 1 16 0 10 4 9 9 1 8 0 16 3 \n183 \n \nFall 2008 \n2 4 10 2 12 1 36 2 13 8 1 7 0 29 2 \n207 \n \nFall 2009 \n2 3 16 2 13 0 24 3 10 9 1 7 0 35 2 \n213 \n \nFall 2010 \n0 3 10 1 9 0 21 11 9 12 3 3 0 24 1 \n182 \n \nFall 2011 \n0 1 7 0 9 2 15 8 8 10 4 3 0 18 0 \n \nAvg. of Five Years \n2 3 10 1 12 1 21 6 10 10 2 6 0 24 2 \n \n149 187 \n \nLLM MA \n \n22020101 Master of Laws \n \nMaster of Arts With Majors in: \n \n09010105 09049901 13010101 13130710 13131401 16010200 16010400 16050101 16090001 16090101 \n \nCommunication Studies Journalism and Mass Communication Education Health Promotion and Behavior (Terminated: End Date, 10/14/2009) Physical Education and Sport Studies (Terminated: End Date, 03/17/2009) Linguistics Comparative Literature German Romance Languages French \n \n17 \n \n17 \n \n15 \n \n15 \n \n11 \n \n15 \n \n14 \n \n15 \n \n15 \n \n11 \n \n6 \n \n12 \n \n65 \n \n67 \n \n72 \n \n81 105 \n \n78 \n \n20 \n \n18 \n \n20 \n \n17 \n \n9 \n \n17 \n \n3 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \n3 \n \n6 \n \n0 \n \n0 \n \n0 \n \n2 \n \n18 \n \n18 \n \n22 \n \n15 \n \n14 \n \n17 \n \n18 \n \n17 \n \n13 \n \n12 \n \n8 \n \n14 \n \n6 \n \n9 \n \n9 \n \n7 \n \n10 \n \n8 \n \n8 \n \n8 \n \n7 \n \n6 \n \n12 \n \n8 \n \n6 \n \n9 \n \n6 \n \n3 \n \n4 \n \n6 \n \nSRPT407A 1/23/2012 \n \nPage 31 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n16090501 16120002 16120301 23010105 27010101 27010105 31010105 38010100 38020101 42280600 45020100 45070100 45100101 45100105 45110100 50070310 50090101 51020101 52020101 52020601 52060105 54010102 \n \nSpanish Classical Languages Latin English Mathematics (Non-Thesis) Mathematics Recreation and Leisure Studies Philosophy Religion Educational Psychology Anthropology Geography Political Science, Other (Deactivated) Political Science and International Affairs Sociology Art History Music Communication Sciences and Disorders Business Administration Nonprofit Organizations Economics History \n \nMAB \n \n01010300 Master of Agribusiness (Effective Date: 05/26/2009) \n \nMACC 52030100 Master of Accounting \n \nMADS 01090105 Master of Animal and Dairy Science \n \nMAED 13130201 Master of Art Education \n \nMAEXT 01080101 Master of Agricultural Extension (Effective Date: 06/07/2004) \n \nMAHM 51250805 Master of Avian Health Medicine (Effective Date: 08/20/2008) \n \nMAL \n \n01080102 Master of Agricultural Leadership \n \nFall 2007 \n15 16 2 38 2 8 2 2 27 10 0 13 33 0 6 13 5 3 1 20 2 13 \nNA \n146 \n4 \n13 \n0 \nNA \n37 \n \nFall 2008 \n12 19 3 27 0 9 2 3 29 8 2 11 33 0 6 12 4 3 1 26 2 18 \nNA \n129 \n13 \n13 \n0 \n0 \n42 \n \nFall 2009 \n14 18 4 20 0 4 3 2 26 10 0 9 26 0 4 11 5 3 0 32 2 15 \n0 \n123 \n13 \n21 \n0 \n0 \n64 \n \nFall 2010 \n18 14 4 15 0 3 3 5 29 7 0 7 9 22 6 13 5 5 0 21 4 14 \n0 \n146 \n11 \n21 \n0 \n0 \n57 \n \nFall 2011 \n17 19 3 14 0 4 2 7 26 5 3 13 2 29 8 14 6 6 0 22 5 16 \n \nAvg. of Five Years \n15 17 3 23 0 6 2 4 27 8 1 11 21 10 6 13 5 4 0 24 3 15 \n \n0 \n \n0 \n \n159 141 \n \n5 \n \n9 \n \n24 \n \n18 \n \n0 \n \n0 \n \n0 \n \n0 \n \n47 \n \n49 \n \nSRPT407A 1/23/2012 \n \nPage 32 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nMAM MAMS MAT \nMBA MBB MCSS MED \n \n51250801 Master of Avian Medicine \n \n27030101 Master of Applied Mathematical Sciences \n \nMaster of Arts in Teaching With Majors in: \n \n13100101 13120302 13121002 \n13121005 13130501 13130601 13131101 13131601 13131801 13131920 16090001 16090101 23010105 \n \nSpecial Education Middle School Education Early Childhood Education - Child and Family Development (Terminated: End Date, 08/09/2011) Early Childhood Education English Education Foreign Language Education Mathematics Education Science Education Social Studies Education Workforce Education Romance Languages (Effective Date: Unknown) French (Terminated: End Date, 06/11/2008) English (Terminated: End Date, 03/17/2009) \n \n52020101 Master of Business Administration \n \n26120105 Master of Biomanufacturing and Bioprocessing \n \n01110252 Master of Crop and Soil Science (Terminated: End Date, 05/10/2011) \n \nMaster of Education With Majors in: \n \n13040105 13040601 13050105 13100101 13110105 \n \nEducational Administration and Policy Higher Education (Effective Date: 05/10/2011) Learning, Design and Technology Special Education Professional Counseling \n \nFall 2007 \n5 \n1 \n \nFall 2008 \n5 \n1 \n \nFall 2009 \n4 \n1 \n \nFall 2010 \n5 \n1 \n \nFall 2011 \n5 \n \nAvg. of Five Years \n5 \n \n3 \n \n1 \n \n0 \n \n0 \n \n1 \n \n3 \n \n15 \n \n4 \n \n0 \n \n0 \n \n3 \n \n9 \n \n9 \n \n4 \n \n6 \n \n22 \n \n25 \n \n18 \n \n10 \n \n16 \n \n0 \n \n0 \n \n28 \n \n54 \n \n63 \n \n29 \n \n0 \n \n0 \n \n1 \n \n13 \n \n19 \n \n7 \n \n0 \n \n0 \n \n0 \n \n13 \n \n17 \n \n6 \n \n0 \n \n0 \n \n18 \n \n14 \n \n14 \n \n9 \n \n0 \n \n0 \n \n21 \n \n34 \n \n26 \n \n16 \n \n0 \n \n0 \n \n6 \n \n22 \n \n18 \n \n9 \n \n48 \n \n35 \n \n39 \n \n32 \n \n17 \n \n34 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n575 636 576 508 394 538 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n1 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n51 \n \n47 \n \n43 \n \n40 \n \n34 \n \n43 \n \nNA NA NA NA \n \n0 \n \n0 \n \n74 \n \n64 \n \n58 \n \n59 \n \n42 \n \n59 \n \n43 \n \n40 \n \n39 \n \n40 \n \n26 \n \n38 \n \n45 \n \n49 \n \n51 \n \n50 \n \n49 \n \n49 \n \nSRPT407A 1/23/2012 \n \nPage 33 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nMEPD MFA \nMFAM MFCS \nMFR \n \n13110202 13120101 13120302 13121005 13130501 13130605 13131101 13131401 13131505 13131601 13131801 13131920 31010105 42280600 51020101 52100105 \n \nCollege Student Affairs Administration Adult Education Middle School Education Early Childhood Education English Education Teaching Additional Languages Mathematics Education Physical Education and Sport Studies (Terminated: End Date, 03/17/2009) Reading Education Science Education Social Studies Education Workforce Education Recreation and Leisure Studies Educational Psychology Communication Sciences and Disorders Human Resource and Organizational Development \n \n04030105 Master of Environmental Planning and Design \n \nMaster of Fine Arts With Majors in: \n \n23130200 50050110 50070101 \n \nCreative Writing (Deactivated) Theatre Art \n \n51250701 Master of Food Animal Medicine \n \nMaster of Family and Consumer Sciences With Majors in: \n \n19010101 19050105 19070620 \n \nHome Economics (Effective Date: 05/29/2001) Foods and Nutrition (Effective Date: 05/29/2001) Child and Family Development \n \n03050210 Master of Forest Resources \n \nFall 2007 \n35 65 31 80 50 33 60 32 14 34 36 29 4 18 66 44 \n0 \n \nFall 2008 \n37 60 19 98 48 32 57 28 14 24 39 23 12 22 64 37 \n0 \n \nFall 2009 \n36 53 10 92 47 37 51 0 11 18 27 23 16 33 44 40 \n9 \n \nFall 2010 \n40 53 18 69 26 28 33 1 9 6 9 10 11 23 44 32 \n26 \n \nFall 2011 \n40 42 16 46 19 28 25 0 9 4 6 5 11 13 47 36 \n \nAvg. of Five Years \n38 55 19 77 38 32 45 12 11 17 23 18 11 22 53 38 \n \n38 \n \n15 \n \n7 \n \n7 \n \n7 \n \n4 \n \n0 \n \n5 \n \n25 \n \n28 \n \n29 \n \n32 \n \n25 \n \n28 \n \n45 \n \n51 \n \n58 \n \n59 \n \n53 \n \n53 \n \n1 \n \n1 \n \n1 \n \n1 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n18 \n \n23 \n \n15 \n \n15 \n \n19 \n \n18 \n \nSRPT407A 1/23/2012 \n \nPage 34 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nMFT \n \n01100201 Master of Food Technology \n \nMHP \n \n30120101 Master of Historic Preservation \n \nMIP \n \n45090105 Master of International Policy \n \nMIT \n \n11080101 Master of Internet Technology \n \nMLA \n \n04060100 Master of Landscape Architecture \n \nMM \n \n50090101 Master of Music \n \nMMC \n \n09010201 Master of Mass Communication (Deactivated) (Effective Date: 06/07/2004) \n \nMMED 13131201 Master of Music Education \n \nMMR \n \n52140200 Master of Marketing Research \n \nMNR \n \n03010105 Master of Natural Resources \n \nMPA \n \n44040100 Master of Public Administration \n \nMPH \n \n51220101 Master of Public Health \n \nMPPPM 01110501 Master of Plant Protection and Pest Management \n \nMS \n \nMaster of Science \n \nWith Majors in: \n \n01010305 01010360 01060101 01090102 01090500 01090700 01100100 01110252 \n \nAgricultural and Applied Economics Environmental Economics Horticulture Animal Science Dairy Science Poultry Science Food Science Crop and Soil Sciences \n \nSRPT407A 1/23/2012 \n \n01110401 Plant Breeding, Genetics \u0026 Genomics \n \nPage 35 \n \nFall 2007 \n7 40 0 27 51 36 0 27 18 0 141 91 7 \n \nFall 2008 \n10 45 0 22 52 39 0 28 29 0 139 90 12 \n \nFall 2009 \n7 43 9 32 58 50 0 27 21 22 154 117 13 \n \nFall 2010 \n11 48 14 29 60 61 0 16 25 22 154 172 14 \n \nFall 2011 \n12 \n \nAvg. of Five Years \n9 \n \n48 \n \n45 \n \n15 \n \n8 \n \n27 \n \n27 \n \n62 \n \n57 \n \n56 \n \n48 \n \n0 \n \n0 \n \n25 \n \n25 \n \n23 \n \n23 \n \n16 \n \n12 \n \n138 145 \n \n180 130 \n \n9 \n \n11 \n \n16 \n \n16 \n \n16 \n \n22 \n \n27 \n \n19 \n \n6 \n \n5 \n \n7 \n \n8 \n \n12 \n \n8 \n \n8 \n \n11 \n \n11 \n \n10 \n \n10 \n \n10 \n \n13 \n \n13 \n \n14 \n \n6 \n \n10 \n \n11 \n \n1 \n \n1 \n \n3 \n \n5 \n \n1 \n \n2 \n \n6 \n \n8 \n \n12 \n \n13 \n \n11 \n \n10 \n \n30 \n \n37 \n \n31 \n \n32 \n \n38 \n \n34 \n \n23 \n \n34 \n \n29 \n \n25 \n \n17 \n \n26 \n \n0 \n \n0 \n \n8 \n \n12 \n \n8 \n \n6 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n03010110 03050210 11010200 11070100 14030100 14140101 14430100 14450101 19050105 19060101 19070620 19090101 26021000 26030102 26030505 26040101 26050201 26070200 26080101 26100400 26110300 26130100 26130201 27050101 30120201 31050501 40050101 40060101 40080105 42010101 45070100 51200201 51220200 51250105 \n \nConservation Ecology and Sustainable Development Forest Resources Artificial Intelligence Computer Science Agricultural Engineering Environmental Engineering Biochemical Engineering Biological Engineering Foods and Nutrition Housing and Consumer Economics Child and Family Development Textiles, Merchandising and Interiors Biochemistry and Molecular Biology Plant Biology Plant Pathology Cellular Biology Microbiology Entomology Genetics Toxicology Bioinformatics Ecology Marine Sciences Statistics Archaeological Resource Management Kinesiology Chemistry Geology Physics Psychology (Effective Date: Unknown) Geography Pharmacy Environmental Health Veterinary and Biomedical Sciences \n \nFall 2007 \n11 77 24 46 3 0 1 19 23 13 9 12 5 6 9 6 1 15 1 4 3 12 11 22 0 37 21 23 7 0 16 7 8 4 \n \nFall 2008 \n13 72 21 72 6 1 3 20 31 10 8 18 8 4 13 7 3 14 2 4 8 20 8 21 3 38 16 26 8 0 19 15 6 20 \n \nFall 2009 \n10 62 26 68 8 5 5 16 31 19 11 21 8 2 14 4 5 18 1 4 5 12 10 22 7 77 14 26 4 0 24 14 2 24 \n \nFall 2010 \n7 67 24 63 5 8 4 18 26 19 15 16 3 4 19 7 3 19 3 2 6 15 5 20 8 82 19 28 2 0 27 18 4 26 \n \nFall 2011 \n6 81 25 48 3 10 4 11 21 18 14 11 2 5 17 9 5 15 1 1 5 13 8 27 2 88 21 22 3 0 24 20 9 29 \n \nAvg. of Five Years \n9 72 24 59 5 5 3 17 26 16 11 16 5 4 14 7 3 16 2 3 5 14 8 22 4 64 18 25 5 0 22 15 6 21 \n \nSRPT407A 1/23/2012 \n \nPage 36 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n51250147 51250310 51250410 51250510 51251101 \n \nVeterinary Parasitology (Deactivated) (Effective Date: Unknown) Physiology (Terminated: End Date, 03/17/2009) Medical Microbiology (Deactivated) (Effective Date: Unknown) Veterinary Pathology Infectious Diseases \n \nMSW \n \n44070100 Master of Social Work \n \nMasters Totals \n \nAdvanced Certificate \n \nFall 2007 \n0 1 0 8 16 \n \nFall 2008 \n0 1 0 5 12 \n \nFall 2009 \n0 0 0 4 2 \n \nFall 2010 \n0 1 0 0 1 \n \nFall 2011 \n0 1 0 0 1 \n \nAvg. of Five Years \n0 1 0 3 6 \n \n336 311 305 291 287 306 \n \n3,552 3,694 3,754 3,714 3,496 3,642 \n \nCAS CCESD CCI CCOE CCR CCRP1 \nCCRP2 \nCCSE CDS CEE CEES CEP SRPT407A 1/23/2012 \n \n40040101 Graduate Certificate in Atmospheric Sciences (Effective Date: 08/24/2004) 03010110 Graduate Certificate in Sustainable Development (Effective Date: 08/25/2004) 51259901 Graduate Certificate in Clinical Internship (Effective Date: 08/25/2004) 14240101 Graduate Certificate in Engineering (Effective Date: 08/25/2004) 60039901 Graduate Certificate in Clinical Residency (Effective Date: 08/25/2004) 51200102 Graduate Certificate in Clinical Residency in Pharmacy PGY-1 (Effective Date: \n06/14/2010) 51200103 Graduate Certificate in Clinical Residency in Pharmacy PGY-2 (Effective Date: \n06/14/2010) 14090101 Graduate Certificate in Computer Systems Engineering (Effective Date: 08/25/2004) 19070105 Graduate Certificate in Disability Studies (Effective Date: 04/04/2007) 03010301 Graduate Certificate in Environmental Ethics (Effective Date: 08/25/2004) 05010501 Graduate Certificate in East European Studies (Effective Date: 06/07/2004) 14120100 Graduate Certificate in Engineering Physics (Effective Date: 08/25/2004) \nPage 37 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nCERG \nCERM \nCG CGIS CHPS CIQS CME CMFT CNAS CNO CRA CRP CUT \n \nPost-Baccalaureate Certificate With Majors in: \n \n14080501 26110300 43030201 51221001 \n \nWater Resources (Effective Date: 12/01/2010) Bioinformatics (Effective Date: 02/17/2005) Disaster Management (Effective Date: 06/16/2011) Global Health (Effective Date: 12/01/2010) \n \nPost-Master's Certificate With Majors in: \n \n09010205 51200201 51200601 \n \nMedia Industry Research (Effective Date: 06/20/2007) Pharmaceutical and Biomedical Regulatory Affairs (Effective Date: 03/08/2005) Clinical Trials Design and Management (Effective Date: 06/20/2007) \n \n30110100 Graduate Certificate in Gerontology (Effective Date: 08/25/2004) \n \n45070201 Graduate Certificate in Geographic Information Science (Effective Date: 08/25/2004) \n \n30120101 Graduate Certificate in Historic Perservation Studies (Effective Date: 08/25/2004) \n \n30999910 Graduate Certificate in Interdisciplinary Qualitative Studies (Effective Date: 07/23/2001) \n \n13131101 Graduate Certificate in Mathematics Education (Effective Date: 06/07/2004) \n \n51150503 Graduate Certificate in Marriage and Family Therpy (Effective Date: 08/25/2004) \n \n05020201 Graduate Certificate in Native American Studies (Effective Date: 06/07/2004) \n \n52020601 Graduate Certificate in Nonprofit Organizations (Effective Date: 06/07/2004) \n \n44999905 Graduate Certificate in Research Administration (Effective Date: 06/07/2004) \n \n60031001 Graduate Certificate in Residency in Pathology (Effective Date: 08/25/2004) \n \n13159901 Graduate Certificate in University Teaching (Effective Date: 02/23/2006) \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA NA NA \n \n0 \n \n0 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 38 \n \n Advanced Certificate Totals \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n0 \n \nFall 2008 \n0 \n \nFall 2009 \n0 \n \nFall 2010 \n0 \n \nFall 2011 \n0 \n \nAvg. of Five Years \n0 \n \nBachelors \n \nAB \n \nBachelor of Arts \n \nWith Majors in: \n \n05013400 05020101 05020700 09010105 11070101 16010200 16010400 16030100 16030200 16040201 16050101 16050120 16090001 16090101 16090201 16090501 16110101 16120201 16120301 23010105 24010110 24010115 27010105 30220201 30250100 38010100 38020101 40060101 42010101 \n \nLatin American and Caribbean Studies African American Studies Women's Studies Communication Studies Computer Science (Terminated: End Date, 10/24/2006) Linguistics Comparative Literature Chinese Language and Literature Japanese Language and Literature Russian German Germanic and Slavic Languages Romance Languages French Italian Spanish Arabic Greek Latin English Honors Interdisciplinary Studies Interdisciplinary Studies Mathematics (Terminated: End Date, 10/14/2009) Classical Culture Cognitive Science Philosophy Religion Geology Psychology (Terminated: End Date, 10/24/2006) \n \nSRPT407A 1/23/2012 \n \nPage 39 \n \n7 \n \n12 \n \n13 \n \n11 \n \n12 \n \n11 \n \n6 \n \n8 \n \n3 \n \n6 \n \n7 \n \n6 \n \n25 \n \n23 \n \n22 \n \n21 \n \n25 \n \n23 \n \n345 230 241 223 251 258 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n75 \n \n80 \n \n74 \n \n88 \n \n98 \n \n83 \n \n55 \n \n56 \n \n53 \n \n42 \n \n35 \n \n48 \n \n9 \n \n9 \n \n10 \n \n10 \n \n11 \n \n10 \n \n27 \n \n40 \n \n46 \n \n44 \n \n32 \n \n38 \n \n5 \n \n5 \n \n10 \n \n13 \n \n8 \n \n8 \n \n20 \n \n24 \n \n21 \n \n26 \n \n23 \n \n23 \n \n4 \n \n4 \n \n2 \n \n1 \n \n1 \n \n2 \n \n69 \n \n60 \n \n54 \n \n44 \n \n51 \n \n56 \n \n43 \n \n47 \n \n47 \n \n36 \n \n38 \n \n42 \n \n8 \n \n12 \n \n8 \n \n3 \n \n4 \n \n7 \n \n226 221 210 186 173 203 \n \n0 \n \n0 \n \n8 \n \n17 \n \n20 \n \n9 \n \n3 \n \n2 \n \n3 \n \n1 \n \n0 \n \n2 \n \n22 \n \n23 \n \n28 \n \n23 \n \n19 \n \n23 \n \n568 531 608 641 594 588 \n \n2 \n \n2 \n \n3 \n \n3 \n \n2 \n \n2 \n \n18 \n \n6 \n \n4 \n \n3 \n \n3 \n \n7 \n \n16 \n \n9 \n \n10 \n \n3 \n \n1 \n \n8 \n \n40 \n \n29 \n \n36 \n \n27 \n \n26 \n \n32 \n \n43 \n \n37 \n \n44 \n \n47 \n \n61 \n \n46 \n \n94 \n \n92 104 101 \n \n86 \n \n95 \n \n86 \n \n75 \n \n65 \n \n60 \n \n51 \n \n67 \n \n2 \n \n4 \n \n6 \n \n3 \n \n3 \n \n4 \n \n0 \n \n0 \n \n0 \n \n3 \n \n2 \n \n1 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nABJ BBA \n \n43010301 45020100 45060105 45070100 45090101 45100101 45110100 50030101 50050110 50060101 50070210 50070301 50090101 54010102 \n \nCriminal Justice Anthropology Economics Geography International Affairs Political Science Sociology Dance Theatre Film Studies Studio Art Art/Art History Music History \n \nBachelor of Arts in Journalism With Majors in: \n \n09040110 09040120 09040130 09040140 09040205 09070201 09090210 09090300 24010110 \n \nNewspapers (Deactivated) Magazines (Deactivated) Publication Management (Deactivated) Journalism Digital and Broadcast Journalism Mass Media Arts Public Relations Advertising Honors Interdisciplinary Studies (Effective Date: Unknown) \n \nBachelor of Business Administration With Majors in: \n \n52010101 52020120 52030100 52060105 52080110 \n \nGeneral Business Management Accounting Economics Finance \n \nFall 2007 \n194 141 126 \n46 643 632 322 \n32 127 \n51 20 84 67 625 \n \nFall 2008 \n175 152 146 \n55 601 624 201 \n30 115 \n43 14 77 49 540 \n \nFall 2009 \n165 155 193 \n45 672 666 229 \n25 125 \n63 21 87 51 578 \n \nFall 2010 \n187 189 177 \n42 667 634 210 \n19 112 \n55 13 78 54 491 \n \nFall 2011 \n186 215 193 \n36 686 629 207 \n12 128 \n64 23 64 93 452 \n \nAvg. of Five Years \n181 170 167 \n45 654 637 234 \n24 121 \n55 18 78 63 537 \n \n53 \n \n58 \n \n66 \n \n51 \n \n30 \n \n52 \n \n118 141 145 150 184 148 \n \n26 \n \n34 \n \n30 \n \n33 \n \n20 \n \n29 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n2 \n \n86 116 126 122 125 115 \n \n133 166 195 201 193 178 \n \n157 210 215 225 222 206 \n \n257 313 319 310 317 303 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n40 \n \n13 \n \n21 \n \n21 \n \n13 \n \n22 \n \n329 290 342 365 289 323 \n \n309 326 343 378 348 341 \n \n160 170 179 176 172 171 \n \n521 569 560 507 549 541 \n \nSRPT407A 1/23/2012 \n \nPage 40 \n \n BFA \nBLA BMUS \nBS \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n52110101 52120125 52140101 52150100 52170110 \n \nInternational Business Management Information Systems Marketing Real Estate Risk Management and Insurance \n \nBachelor of Fine Arts With Majors in: \n \n24010115 50030101 50070101 50070140 \n \nInterdisciplinary Studies Dance Art Art/Art Education \n \n04060100 Bachelor of Landscape Architecture \n \nBachelor of Music With Majors in: \n \n13131201 50090301 50090410 50090420 51230501 \n \nMusic Education Music Performance Music Composition Music Theory Music Therapy \n \nBachelor of Science With Majors in: \n \n11070100 14010101 24010110 24010115 26010105 26021000 26030102 26040101 26050201 \n \nComputer Science Engineering, General (Deactivated) (Effective Date: Unknown) Honors Interdisciplinary Studies Interdisciplinary Studies Biology Biochemistry and Molecular Biology Plant Biology Cellular Biology Microbiology \n \nFall 2007 \n161 133 342 133 165 \n \nFall 2008 \n96 196 363 140 175 \n \nFall 2009 \n91 196 393 107 183 \n \nFall 2010 \n34 218 414 \n98 179 \n \nFall 2011 \n6 212 380 \n73 180 \n \nAvg. of Five Years \n78 191 378 110 176 \n \n9 \n \n4 \n \n2 \n \n2 \n \n4 \n \n4 \n \n4 \n \n4 \n \n8 \n \n6 \n \n6 \n \n6 \n \n750 784 806 768 685 759 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n332 328 281 272 212 285 \n \n114 119 118 134 \n \n79 \n \n86 \n \n94 \n \n82 \n \n16 \n \n16 \n \n14 \n \n11 \n \n5 \n \n3 \n \n2 \n \n4 \n \n15 \n \n11 \n \n19 \n \n23 \n \n86 114 \n \n65 \n \n81 \n \n7 \n \n13 \n \n0 \n \n3 \n \n23 \n \n18 \n \n185 0 0 2 \n1,697 268 5 58 201 \n \n198 0 1 0 \n1,725 324 5 67 212 \n \n210 0 1 2 \n1,825 351 7 72 232 \n \n222 0 0 1 \n1,920 404 11 82 203 \n \n266 0 0 3 \n2,037 392 7 87 202 \n \n216 0 0 2 \n1,841 348 7 73 210 \n \nSRPT407A 1/23/2012 \n \nPage 41 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n26070200 26080101 26130100 27010105 27050101 30010101 30010102 40020110 40050101 40060101 40080105 42010101 45070100 \n \nEntomology (Effective Date: Unknown) Genetics Ecology Mathematics Statistics Biological and Physical Sciences (Pre-Medicine) Biological and Physical Sciences (Pre-Dentistry) Physics and Astronomy Chemistry Geology Physics Psychology Geography \n \nBSA \n \nBachelor of Science in Agriculture \n \nWith Majors in: \n \n01000003 01000025 01010201 01010210 01010305 01060101 01060501 01060701 01080210 01090102 01090300 01090500 01090700 01090715 01100100 01110250 01110501 01110520 \n \nGeneral Agriculture (Deactivated) Agriscience and Environmental Systems Agribusiness Food Industry Marketing and Administration Agricultural and Applied Economics Horticulture Landscape and Grounds Management (Deactivated) Turfgrass Management Agricultural Communications Animal Science Animal Health Dairy Science Poultry Science Avian Biology Food Science Crop Science (Deactivated) (Effective Date: Unknown) Plant Protection \u0026 Pest Management (Deactivated) (Effective Date: 07/21/2004) Plant Health Science (Deactivated) (Effective Date: Unknown) \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n0 143 \n68 151 \n27 0 0 25 206 35 45 1,104 52 \n \n0 104 \n69 125 \n34 1 1 32 236 36 50 1,157 55 \n \n0 121 \n93 135 \n34 0 0 32 315 52 47 1,191 61 \n \n0 122 100 158 \n51 0 0 37 413 60 60 1,365 55 \n \n0 169 113 187 \n57 0 0 33 414 71 71 1,555 58 \n \n0 132 \n89 151 \n41 0 0 32 317 51 55 1,274 56 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n36 \n \n37 \n \n34 \n \n32 \n \n19 \n \n32 \n \n118 123 134 118 131 125 \n \n0 \n \n1 \n \n3 \n \n4 \n \n9 \n \n3 \n \n23 \n \n28 \n \n36 \n \n37 \n \n31 \n \n31 \n \n65 \n \n71 \n \n71 \n \n72 \n \n65 \n \n69 \n \n11 \n \n0 \n \n0 \n \n1 \n \n0 \n \n2 \n \n29 \n \n44 \n \n27 \n \n18 \n \n25 \n \n29 \n \n33 \n \n38 \n \n49 \n \n41 \n \n34 \n \n39 \n \n181 256 267 267 275 249 \n \n113 \n \n91 \n \n90 \n \n96 109 100 \n \n4 \n \n3 \n \n1 \n \n3 \n \n3 \n \n3 \n \n27 \n \n26 \n \n28 \n \n25 \n \n27 \n \n27 \n \n30 \n \n30 \n \n25 \n \n30 \n \n25 \n \n28 \n \n58 \n \n56 \n \n67 \n \n70 \n \n89 \n \n68 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 42 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n13130101 24010110 30010105 \n \nAgricultural Education Honors Interdisciplinary Studies (Effective Date: Unknown) Biological Science \n \nBSAB \n \nBachelor of Science in Applied Biotechnology With Majors in: \n \n26120101 Applied Biotechnology \n \nBSAE \n \n14030100 Bachelor of Science in Agricultural Engineering \n \nBSBCHE 14430100 Bachelor of Science in Biochemical Engineering \n \nBSBE \n \n14450101 Bachelor of Science in Biological Engineering \n \nBSCE \n \n14080101 Bachelor of Science in Civil Engineering (Effective Date: 11/10/2010) \n \nBSCHEM 40050101 Bachelor of Science in Chemistry \n \nBSCSE 14090101 Bachelor of Science in Computer Systems Engineering \n \nBSED \n \nBachelor of Science in Education With Majors in: \n \n13100101 13120301 13121005 13130301 13130501 13130601 13130715 13130905 13131001 13131101 13131601 13131801 13131905 \n \nSpecial Education Middle School Early Childhood Education Business Education (Deactivated) English Education Foreign Language Education Health Promotion and Education (Deactivated) Technological Studies (Deactivated) Marketing Education (Deactivated) Mathematics Education Science Education Social Studies Education Career and Technical Education \n \nFall 2007 \n41 0 240 \n \nFall 2008 \n52 0 282 \n \nFall 2009 \n61 0 392 \n \nFall 2010 \n67 0 443 \n \nFall 2011 \n71 0 524 \n \nAvg. of Five Years \n58 0 376 \n \n32 \n \n33 \n \n35 \n \n31 \n \n37 \n \n34 \n \n130 130 140 147 159 141 \n \n1 \n \n10 \n \n28 \n \n38 \n \n61 \n \n28 \n \n92 \n \n92 \n \n90 \n \n99 113 \n \n97 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \n25 \n \n36 \n \n33 \n \n18 \n \n31 \n \n29 \n \n0 \n \n8 \n \n24 \n \n36 \n \n77 \n \n29 \n \n103 113 136 169 148 134 \n \n131 126 138 156 143 139 \n \n470 531 576 526 466 514 \n \n26 \n \n0 \n \n0 \n \n3 \n \n1 \n \n6 \n \n81 123 125 115 105 110 \n \n23 \n \n48 \n \n45 \n \n54 \n \n42 \n \n42 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n139 163 178 172 154 161 \n \n45 \n \n56 \n \n53 \n \n55 \n \n61 \n \n54 \n \n121 197 163 140 116 147 \n \n23 \n \n48 \n \n44 \n \n24 \n \n17 \n \n31 \n \nSRPT407A 1/23/2012 \n \nPage 43 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n13132410 31010105 31050105 31050401 31050502 42280601 \n51020101 51091301 \n \nDance Education (Deactivated) (Effective Date: Unknown) Recreation and Leisure Studies Health and Physical Education Sport Management Exercise and Sport Science Instructional Psychology, Training and Technology (Terminated: End Date, 03/17/2009) Communication Sciences and Disorders Athletic Training \n \nBSEE \n \n14100101 Bachelor of Science in Electrical and Electronics Engineering (Effective Date: 11/10/2010) \n \nBSEH \n \n51220200 Bachelor of Science in Environmental Health \n \nBSENVE 14140101 Bachelor of Science in Environmental Engineering \n \nBSES \n \nBachelor of Science in Environmental Sciences With Majors in: \n \n01010350 01120130 03010405 26070200 40050900 \n \nEnvironmental Economics and Management Environmental Resource Science Water and Soil Sciences Entomology Environmental Chemistry \n \nBSFCS \n \nBachelor of Science in Family and Consumer Sciences With Majors in: \n \n13120940 13130802 19010101 19020201 19040110 19040200 19050101 19060110 \n \nCFD-Early Childhood Education; Pre-Kindergarten - Grade 2 Emphasis Family and Consumer Sciences Education Honors Interdisciplinary Studies (Effective Date: 08/09/2006) Consumer Journalism Family Financial Planning Consumer Economics Consumer Foods Furnishings and Interiors \n \nFall 2007 \n0 80 65 169 436 7 \n150 0 \nNA \n \nFall 2008 \n0 72 67 179 457 2 \n138 0 \nNA \n \nFall 2009 \n0 87 76 197 485 0 \n151 0 \nNA \n \nFall 2010 \n0 102 \n67 237 526 \n0 \n192 17 \n0 \n \nFall 2011 \n0 113 \n60 236 540 \n0 \n \nAvg. of Five Years \n0 91 67 204 489 2 \n \n243 175 \n \n101 \n \n24 \n \n0 \n \n0 \n \n50 \n \n55 \n \n72 \n \n93 \n \n92 \n \n72 \n \n0 \n \n21 \n \n58 \n \n92 122 \n \n59 \n \n54 \n \n74 \n \n95 104 \n \n94 \n \n84 \n \n12 \n \n16 \n \n14 \n \n7 \n \n8 \n \n11 \n \n20 \n \n18 \n \n14 \n \n12 \n \n12 \n \n15 \n \n5 \n \n7 \n \n10 \n \n11 \n \n15 \n \n10 \n \n12 \n \n13 \n \n12 \n \n14 \n \n17 \n \n14 \n \n34 \n \n32 \n \n24 \n \n33 \n \n15 \n \n28 \n \n23 \n \n21 \n \n30 \n \n30 \n \n27 \n \n26 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n48 \n \n52 \n \n45 \n \n42 \n \n56 \n \n49 \n \n54 \n \n74 \n \n87 \n \n81 \n \n70 \n \n73 \n \n143 153 172 140 135 149 \n \n22 \n \n12 \n \n18 \n \n17 \n \n21 \n \n18 \n \n95 \n \n89 \n \n75 \n \n58 \n \n55 \n \n74 \n \nSRPT407A 1/23/2012 \n \nPage 44 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n19060120 19070600 19070620 30190100 51310101 52190200 \n \nHousing Child Development (Deactivated) (Effective Date: 11/21/1990) Child and Family Development Nutrition Sciences Dietetics Fashion Merchandising \n \nBSFR \n \nBachelor of Science in Forest Resources With Majors in: \n \n03010405 03020700 03030132 03050101 03050210 03060102 03060103 \n \nWater and Soil Sciences Natural Resrouce Recreation and Tourism Fisheries and Aquaculture (Terminated: End Date, 05/12/2010) Forestry Forest Resources Wildlife (Terminated: End Date, 05/27/2010) Fisheries and Wildlife \n \nBSHP \n \nBachelor of Science in Health Promotion With Majors in: \n \n51220701 Health Promotion \n \nBSME 14190101 Bachelor of Science in Mechanical Engineering (Effective Date: 11/10/2010) \n \nBSW \n \n44070100 Bachelor of Social Work \n \nBachelors Totals \n \nOne-Year Certificate \n \nFall 2007 \n97 0 377 77 152 287 \n \nFall 2008 \n110 0 \n371 98 \n151 266 \n \nFall 2009 \n109 0 \n341 112 131 260 \n \nFall 2010 \n78 0 349 124 154 246 \n \nFall 2011 \n40 0 362 129 180 208 \n \nAvg. of Five Years \n87 0 360 108 154 253 \n \n17 \n \n22 \n \n21 \n \n17 \n \n10 \n \n17 \n \n26 \n \n31 \n \n40 \n \n39 \n \n48 \n \n37 \n \n17 \n \n16 \n \n9 \n \n3 \n \n0 \n \n9 \n \n65 \n \n81 \n \n82 \n \n68 \n \n67 \n \n73 \n \n1 \n \n3 \n \n0 \n \n0 \n \n0 \n \n1 \n \n112 114 121 \n \n19 \n \n0 \n \n73 \n \n0 \n \n0 \n \n52 178 207 \n \n87 \n \n141 253 396 472 493 351 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \n154 138 154 166 152 153 \n \n19,115 19,685 21,087 21,557 21,854 20,660 \n \nCER1 \n \nOne-Year Certificate With Options in: 03050101 Community Forestry (Effective Date: 12/22/2005) 30200101 Global Studies (Effective Date: 08/18/2004) \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 45 \n \n One-Year Certificate Totals \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nCertificate of Less than One Year \n \nFall 2007 \n0 \n \nFall 2008 \n0 \n \nFall 2009 \n0 \n \nFall 2010 \n0 \n \nFall 2011 \n0 \n \nAvg. of Five Years \n0 \n \nCER0 \n \nCertificate of Less than One Year With Options in: 01010202 Agribusiness Law (Effective Date: 03/03/2008) 01010302 Leadership and Service (Effective Date: 08/18/2004) 01039901 Organic Agriculture (Effective Date: 06/20/2007) 01070100 International Agriculture (Effective Date: 08/18/2004) 01999901 Agrosecurity (Effective Date: 06/20/2007) 03010301 Environmental Ethics (Effective Date: 08/18/2004) 03010351 Water Resources (Effective Date: 08/18/2004) 05010100 African Studies (Effective Date: 08/18/2004) 05010301 Asian Studies (Effective Date: 12/22/2009) 05010701 Latin American and Caribbean Studies (Effective Date: 08/18/2004) 05012501 Business and Political German (Effective Date: 08/18/2004) 05020101 African American Studies (Effective Date: 08/18/2004) 05020201 Native American Studies (Effective Date: 06/07/2004) 09070201 New Media (Effective Date: 08/18/2004) 11010110 Computing (Effective Date: 08/18/2004) 13050199 Educational Psychology and Instructional Technology (Effective Date: 12/22/2005) 14090101 Computer Systems Engineering (Effective Date: 08/18/2004) 14120100 Engineering Physics (Effective Date: 08/18/2004) 14130100 Engineering Sciences (Effective Date: 06/23/2003) 14240101 Engineering (Effective Date: 08/18/2004) 19050501 Local Food Service (Effective Date: 06/16/2011) 19070105 Disability Studies (Effective Date: 07/26/2006) 26030506 Integrated Pest Management (Effective Date: 06/20/2007) 30130141 Medieval Studies (Effective Date: 08/18/2004) 36011800 Writing (Effective Date: 06/05/2008) 40040101 Atmospheric Sciences (Effective Date: 08/25/2004) 45030101 Archaeological Sciences (Effective Date: 08/18/2004) 45070201 Geographic Information Science (Effective Date: 08/18/2004) 50100301 Music Business (Effective Date: 02/02/2006) \n \nNA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA NA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 46 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n52029901 Personal and Organizational Leadership (Effective Date: 01/30/2002) 52029902 British and Irish Studies (Effective Date: 08/25/2004) \nCertificate of Less than One Year Totals \nUniversity of Georgia Totals \n \nFall 2007 \n0 0 \n \nFall 2008 \n0 0 \n \nFall 2009 \n0 0 \n \nFall 2010 \n0 0 \n \nFall 2011 \n0 0 \n \nAvg. of Five Years \n0 0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n27,032 27,778 29,356 29,931 30,036 28,827 \n \nSRPT407A 1/23/2012 \n \nPage 47 \n \n Georgia Southern University \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nDoctorate \n \nDNP \n \n51380801 Doctor of Nursing Practice \n \nDPH \n \n51220101 Doctor of Public Health \n \nDPSYCP 42280100 Doctor of Psychology in Clinical Psychology \n \nEDD \n \nDoctor of Education With Majors in: \n \n13030101 Curriculum Studies 13040101 Education Administration \n \nPHD \n \nDoctor of Philosophy With Majors in: \n \n52020301 Logistics/Supply Chain Management \n \nDoctorate Totals \n \nEducation Specialist \n \n0 \n \n12 \n \n21 \n \n27 \n \n25 \n \n17 \n \n0 \n \n28 \n \n36 \n \n37 \n \n47 \n \n30 \n \n0 \n \n11 \n \n15 \n \n22 \n \n27 \n \n15 \n \n244 254 232 218 200 230 242 226 213 197 171 210 \n \n0 \n \n0 \n \n0 \n \n9 \n \n13 \n \n4 \n \n486 531 517 510 483 505 \n \nEDS \nSRPT407A 1/23/2012 \n \nSpecialist in Education With Majors in: \n \n13010101 13040101 13050101 13100101 13110101 13120201 13120301 13130201 \n \nTeaching and Learning Educational Leadership Instructional Technology Special Education (Deactivated) (Effective Date: Unknown) Counselor Education Early Childhood Education (Deactivated) (Effective Date: Unknown) Middle Grades Education (Deactivated) (Effective Date: Unknown) Art Education (Deactivated) (Effective Date: 09/11/1996) \n \nPage 48 \n \n73 105 151 148 155 126 \n \n35 \n \n41 \n \n48 \n \n48 \n \n38 \n \n42 \n \n0 \n \n0 \n \n0 \n \n0 \n \n28 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n28 \n \n28 \n \n19 \n \n25 \n \n28 \n \n26 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n13130501 13130902 13131101 13131201 13131401 13131501 13131601 13131700 42280500 \n \nEnglish (Deactivated) (Effective Date: Unknown) Technology Education (Deactivated) (Effective Date: Unknown) Mathematics (Deactivated) (Effective Date: Unknown) Music (Deactivated) (Effective Date: Unknown) Health and Physical Education (Deactivated) (Effective Date: Unknown) Reading Education (Deactivated) (Effective Date: Unknown) Science (Deactivated) Social Science Teacher Education (Deactivated) (Effective Date: Unknown) School Psychology \n \nEducation Specialist Totals \n \nMasters \n \nFall 2007 \n0 0 0 0 0 0 1 0 32 \n169 \n \nFall 2008 \n0 0 0 0 0 0 0 0 34 \n208 \n \nFall 2009 \n0 0 0 0 0 0 0 0 42 \n260 \n \nFall 2010 \n0 0 0 0 0 0 0 0 47 \n268 \n \nFall 2011 \n0 0 0 0 0 0 0 0 50 \n \nAvg. of Five Years \n0 0 0 0 0 0 0 0 41 \n \n299 241 \n \nEMBA MA \nMACC MAT MAT \nMBA MED SRPT407A 1/23/2012 \n \n52029901 Executive Master of Business Administration (Effective Date: 04/20/2011) \n \nMaster of Arts With Majors in: \n \n13133001 23010101 45100101 45110100 45110101 54010101 \n \nSpanish English Political Science (Effective Date: Unknown) Sociology (Deactivated) Social Science History \n \n52030100 Master of Accounting \n \n13120501 Master of Arts in Teaching (Terminated: End Date, 06/10/2009) \n \nMaster of Arts in Teaching With Majors in: \n \n13120601 Teaching Fields in Secondary Education \n \n52020100 Master of Business Administration \n \nMaster of Education \n \nPage 49 \n \nNA NA NA NA \n \n0 \n \n0 \n \n11 \n \n12 \n \n14 \n \n14 \n \n18 \n \n14 \n \n21 \n \n25 \n \n20 \n \n19 \n \n24 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n30 \n \n25 \n \n28 \n \n32 \n \n37 \n \n30 \n \n24 \n \n24 \n \n24 \n \n26 \n \n16 \n \n23 \n \n71 \n \n81 100 110 \n \n99 \n \n92 \n \n40 \n \n84 \n \n0 \n \n0 \n \n0 \n \n25 \n \n0 \n \n0 \n \n83 \n \n62 \n \n84 \n \n46 \n \n180 194 240 261 250 225 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nMFA \nMHA MHSA MM MPA \n \nWith Majors in: \n \n13040101 13040601 13050101 13100101 13110101 13120201 13120301 13120601 13120602 13129901 13130201 13130501 13130902 13131101 13131401 13131501 13131901 13133001 42280500 \n \nEducational Leadership Higher Education Instructional Technology Special Education (Terminated: End Date, 08/08/2007) Counselor Education Early Childhood Education (Terminated: End Date, 08/08/2007) Middle Grades Education (Terminated: End Date, 08/08/2007) Secondary and P-12 Education (Terminated: End Date, 08/08/2007) Teaching and Learning Curriculum and Instruction - Accomplished Teaching Art Education (Terminated: End Date, 08/28/2007) English Education (Terminated: End Date, 05/17/2006) Technology Education (Terminated: End Date, 05/17/2006) Mathematics Education (Terminated: End Date, 05/17/2006) Health and Physical Education (Terminated: End Date, 08/08/2007) Literacy Education Adult and Vocational Education (Deactivated) (Effective Date: Unknown) Spanish (Deactivated) School Psychology \n \nMaster of Fine Arts With Majors in: \n \n50070201 Art \n \n51070102 Master of Healthcare Administration \n \n51070101 Master of Health Services Administration (Deactivated) \n \n50090101 Master of Music \n \n44040100 Master of Public Administration \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n41 \n \n51 \n \n34 \n \n36 \n \n42 \n \n41 \n \n26 \n \n32 \n \n37 \n \n74 \n \n97 \n \n53 \n \n67 146 218 231 213 175 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n98 \n \n80 \n \n85 \n \n75 \n \n68 \n \n81 \n \n26 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n28 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n3 \n \n85 110 \n \n99 \n \n77 \n \n75 \n \n0 \n \n36 \n \n86 \n \n91 135 \n \n70 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n41 \n \n41 \n \n24 \n \n10 \n \n18 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n34 \n \n46 \n \n32 \n \n9 \n \n0 \n \n24 \n \n12 \n \n16 \n \n26 \n \n28 \n \n25 \n \n21 \n \n0 \n \n0 \n \n14 \n \n17 \n \n13 \n \n9 \n \n9 \n \n13 \n \n3 \n \n0 \n \n0 \n \n5 \n \n13 \n \n19 \n \n24 \n \n28 \n \n32 \n \n23 \n \n55 \n \n34 \n \n42 \n \n47 \n \n43 \n \n44 \n \nSRPT407A 1/23/2012 \n \nPage 50 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nMPH \n \n51220701 Master of Public Health \n \nMS \n \nMaster of Science \n \nWith Majors in: \n \n11070100 26010101 27010101 31030101 31050401 31050501 42010101 45060200 \n \nComputer Science Biology Mathematics Recreation Administration Sport Management Kinesiology Psychology Applied Economics \n \nMSAE 15999901 Master of Science in Applied Engineering \n \nMSN \n \nMaster of Science in Nursing With Majors in: \n \n51380501 Nurse Practitioner 51381301 Clinical Nurse Specialist \n \nMasters Totals \n \nAdvanced Certificate \n \nFall 2007 \n49 \n \nFall 2008 \n65 \n \nFall 2009 \n62 \n \nFall 2010 \n60 \n \nFall 2011 \n79 \n \nAvg. of Five Years \n63 \n \n0 \n \n0 \n \n0 \n \n13 \n \n37 \n \n10 \n \n43 \n \n43 \n \n43 \n \n47 \n \n48 \n \n45 \n \n12 \n \n25 \n \n29 \n \n27 \n \n37 \n \n26 \n \n12 \n \n5 \n \n0 \n \n0 \n \n0 \n \n3 \n \n25 \n \n23 \n \n30 \n \n34 \n \n30 \n \n28 \n \n51 \n \n90 110 107 112 \n \n94 \n \n20 \n \n14 \n \n19 \n \n21 \n \n24 \n \n20 \n \n0 \n \n10 \n \n42 \n \n65 \n \n50 \n \n33 \n \n23 \n \n20 \n \n46 \n \n52 \n \n54 \n \n39 \n \n55 \n \n61 \n \n74 \n \n66 \n \n57 \n \n63 \n \n5 \n \n6 \n \n4 \n \n2 \n \n0 \n \n3 \n \n1,164 1,406 1,703 1,763 1,819 1,571 \n \nCERG CERM \n \nPost-Baccalaureate Certificate With Majors in: \n \n13140101 15150101 44040101 45060200 52120601 \n \nTeaching English to Speakers of Other Languages (Effective Date: 06/16/2011) Engineering and Manufacturing Management (Effective Date: 10/30/2008) Public and Nonprofit Management (Effective Date: 06/21/2011) Applied Economics (Effective Date: 08/25/2010) Enterprise Resources Planning \n \nPost-Master's Certificate With Majors in: \n \nSRPT407A 1/23/2012 \n \nPage 51 \n \nNA NA NA NA \n \n0 \n \n0 \n \nNA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA NA NA \n \n0 \n \n0 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n13 \n \n3 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n51381701 Nurse Educator (Effective Date: 06/15/2011) COSEC 15070101 Certificate in Occupational Safety and Environmental Compliance Advanced Certificate Totals \nBachelors \n \nFall 2007 NA \n0 \n0 \n \nFall 2008 NA \n0 \n0 \n \nFall 2009 NA \n2 \n2 \n \nFall 2010 NA \n1 \n1 \n \nFall 2011 \n0 \n \nAvg. of Five Years \n0 \n \n3 \n \n1 \n \n16 \n \n4 \n \nBA \n \nBachelor of Arts \n \nWith Majors in: \n \n09010100 16050101 16090101 16999901 23010101 23130101 26010101 27010101 38010100 40050101 40060101 40080101 42010101 45020100 45060101 45070100 45090101 45100101 45110100 50050101 50070101 50090101 54010101 \n \nCommunication Arts German (Terminated: End Date, 10/13/2010) French (Terminated: End Date, 10/13/2010) Modern Languages English Writing and Linguistics Biology Mathematics (Deactivated) (Effective Date: Unknown) Philosophy Chemistry Geology Physics Psychology Anthropology Economics Geography International Studies Political Science Sociology Theatre Art Music History \n \n119 127 116 113 113 118 \n \n5 \n \n5 \n \n1 \n \n0 \n \n0 \n \n2 \n \n6 \n \n9 \n \n0 \n \n0 \n \n0 \n \n3 \n \n48 \n \n63 \n \n75 \n \n89 100 \n \n75 \n \n171 177 165 192 186 178 \n \n91 \n \n95 109 117 122 107 \n \n126 141 135 158 132 138 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n42 \n \n45 \n \n48 \n \n40 \n \n30 \n \n41 \n \n28 \n \n30 \n \n39 \n \n86 103 \n \n57 \n \n23 \n \n27 \n \n26 \n \n21 \n \n20 \n \n23 \n \n12 \n \n11 \n \n20 \n \n27 \n \n19 \n \n18 \n \n151 \n \n77 \n \n16 \n \n5 \n \n6 \n \n51 \n \n40 \n \n44 \n \n55 \n \n65 \n \n60 \n \n53 \n \n9 \n \n15 \n \n8 \n \n9 \n \n6 \n \n9 \n \n38 \n \n39 \n \n36 \n \n31 \n \n28 \n \n34 \n \n120 146 154 159 158 147 \n \n221 239 281 286 268 259 \n \n42 \n \n56 \n \n50 \n \n58 \n \n38 \n \n49 \n \n35 \n \n22 \n \n24 \n \n27 \n \n21 \n \n26 \n \n110 114 111 \n \n94 \n \n92 104 \n \n19 \n \n17 \n \n21 \n \n30 \n \n27 \n \n23 \n \n254 273 323 318 290 292 \n \nSRPT407A 1/23/2012 \n \nPage 52 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nBBA \nBFA BGS BM BS \n \nBachelor of Business Administration With Majors in: \n \n45060401 52020101 52020301 52030100 52060101 52080101 52120101 52140101 \n \nRegional Economic Development Management Logistics and Intermodal Transportation Accounting Economics Finance Management Information Systems Marketing \n \nBachelor of Fine Arts With Majors in: \n \n50040901 Graphic Design 50070101 Art \n \n24010200 Bachelor of General Studies \n \nBachelor of Music With Majors in: \n \n13131201 50090301 50090401 \n \nMusic Education Performance Composition \n \nBachelor of Science With Majors in: \n \n09010101 09040100 09070101 09070201 09090201 11010101 11040101 \n \nCommunication Arts (Deactivated) Journalism Radio and Television Broadcasting (Terminated: End Date, 06/10/2009) Multimedia Communication Public Relations and Organizational Communications Computer Science Information Technology (Deactivated) \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n5 \n \n4 \n \n4 \n \n5 \n \n7 \n \n5 \n \n220 241 254 252 224 238 \n \n69 114 137 142 128 118 \n \n189 254 285 261 246 247 \n \n21 \n \n29 \n \n38 \n \n52 \n \n51 \n \n38 \n \n151 234 200 179 124 178 \n \n32 \n \n55 \n \n92 113 \n \n95 \n \n77 \n \n180 212 186 195 159 186 \n \n0 \n \n0 \n \n0 152 185 \n \n67 \n \n155 184 223 \n \n80 \n \n75 143 \n \n299 316 336 342 530 365 \n \n94 \n \n89 \n \n94 \n \n89 \n \n89 \n \n91 \n \n15 \n \n20 \n \n16 \n \n23 \n \n32 \n \n21 \n \n9 \n \n7 \n \n7 \n \n9 \n \n8 \n \n8 \n \n1 \n \n0 \n \n0 \n \n1 \n \n4 \n \n1 \n \n112 127 119 125 136 124 \n \n200 200 \n \n7 \n \n1 \n \n0 \n \n82 \n \n0 \n \n0 198 219 248 133 \n \n257 252 248 262 281 260 \n \n166 186 228 238 284 220 \n \n2 \n \n0 \n \n2 \n \n1 \n \n1 \n \n1 \n \nSRPT407A 1/23/2012 \n \nPage 53 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n19050101 19070101 19090101 23130401 26010101 27010101 31010101 31050401 40050101 40060101 42010101 45070100 45100101 45110100 50040800 52090401 52110101 \n \nNutrition and Food Science Child and Family Development Fashion Merchandising and Apparel Design Communication Studies Biology (Deactivated) Mathematics Recreation Sport Management Chemistry (Deactivated) Geology Psychology Geography Political Science Sociology Interior Design Hotel and Restaurant Management International Trade \n \nBSB \n \n26010101 Bachelor of Science in Biology \n \nBSCE \n \n14080101 Bachelor of Science in Civil Engineering \n \nBSCET 15020101 Bachelor of Science in Civil Engineering Technology \n \nBSCHEM 40050101 Bachelor of Science in Chemistry \n \nBSCONS Bachelor of Science in Construction With Majors in: \n \n15100101 Construction Management \n \nBSED \n \nBachelor of Science in Education With Majors in: \n \n13100101 Special Education 13120201 Early Childhood Education \n \nFall 2007 \n109 153 172 \n16 1 51 119 238 23 24 328 7 68 50 144 165 36 \n478 \n0 \n141 \n348 \n \nFall 2008 \n126 165 176 \n49 0 50 95 261 11 27 429 11 58 63 127 138 41 \n601 \n0 \n162 \n377 \n \nFall 2009 \n150 199 202 \n73 0 104 103 316 0 28 586 9 67 74 111 140 48 \n763 \n0 \n160 \n468 \n \nFall 2010 \n151 178 203 \n68 0 118 109 332 1 24 686 14 61 64 109 155 51 \n \nFall 2011 \n155 216 199 \n83 0 110 106 387 0 28 771 16 67 85 118 110 58 \n \nAvg. of Five Years \n138 182 190 \n58 0 87 106 307 7 26 560 11 64 67 122 142 47 \n \n896 1,027 753 \n \n0 119 \n \n24 \n \n160 \n \n83 141 \n \n408 358 392 \n \n473 455 434 338 270 394 \n \n106 103 \n \n86 101 107 101 \n \n751 802 870 820 702 789 \n \nSRPT407A 1/23/2012 \n \nPage 54 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n13120301 13130201 13130301 13130501 13130801 13130901 13131101 13131401 13131701 13132201 13132301 13132501 13132601 13132801 13132901 13133001 45070101 45100101 \n \nMiddle Grades Education Art (Deactivated) Teaching Field - Business Education (Deactivated) Teaching Field - English (Deactivated) Teaching Field - Family and Consumer Sciences (Deactivated) Teaching Field - Technology Education (Terminated: End Date, 03/10/2010) Teaching Field - Mathematics (Deactivated) Health and Physical Education Teaching Field - Social Science (Deactivated) (Effective Date: Unknown) Teaching Field - Biology (Deactivated) Teaching Field - Chemistry (Terminated: End Date, 08/20/2008) Teaching Field - French (Deactivated) Teaching Field - German (Deactivated) (Effective Date: Unknown) Teaching Field - History (Deactivated) Teaching Field - Physics (Terminated: End Date, 08/20/2008) Teaching Field - Spanish (Deactivated) Teaching Field - Geography (Deactivated) Teaching Field - Political Science (Deactivated) \n \nBSEE \n \n14100101 Bachelor of Science in Electrical Engineering \n \nBSEET 15030301 Bachelor of Science in Electrical Engineering Technology \n \nBSGCM 10030501 Bachelor of Science in Graphic Communications Management \n \nBSHS \n \nBachelor of Science in Health Science With Majors in: \n \n31050101 Health Behavior (Terminated: End Date, 06/07/2011) 51220701 Health Education and Promotion \n \nBSIT \n \n11040101 Bachelor of Science in Information Technology \n \nBSJS \n \n43010401 Bachelor of Science in Justice Studies \n \nBSK \n \nBachelor of Science in Kinesiology \n \nFall 2007 \n195 10 7 35 16 14 16 89 0 5 2 1 0 39 1 3 3 2 \n0 \n123 \n46 \n \nFall 2008 \n211 7 2 16 20 10 6 \n102 0 1 0 0 0 13 0 0 1 1 \n0 \n144 \n46 \n \nFall 2009 \n242 0 0 0 7 3 0 99 0 0 0 0 0 1 0 0 0 0 \n0 \n142 \n57 \n \nFall 2010 \n258 0 0 0 12 0 0 \n117 0 0 0 0 0 0 0 0 0 0 \n0 \n148 \n45 \n \nFall 2011 \n240 0 0 0 6 0 0 86 0 0 0 0 0 0 0 0 0 0 \n \nAvg. of Five Years \n229 3 2 10 12 5 4 99 0 1 0 0 0 11 0 1 1 1 \n \n104 \n \n21 \n \n76 127 \n \n41 \n \n47 \n \n0 \n \n3 \n \n1 \n \n1 \n \n0 \n \n1 \n \n105 \n \n99 110 126 148 118 \n \n280 286 314 334 396 322 \n \n292 283 331 350 398 331 \n \nSRPT407A 1/23/2012 \n \nPage 55 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nWith Majors in: \n \n31050501 Exercise Science 51091301 Athletic Training \n \nBSMANU Bachelor of Science in Manufacturing With Majors in: \n \n15069910 Industrial Management (Terminated: End Date, 03/03/2011) \n \nBSMAT 27010101 Bachelor of Science in Mathematics \n \nBSME 14190101 Bachelor of Science in Mechanical Engineering \n \nBSMET 15080501 Bachelor of Science in Mechanical Engineering Technology \n \nBSMT 51100501 Bachelor of Science in Medical Technology (Deactivated) \n \nBSN \n \n51380101 Bachelor of Science in Nursing \n \nBSNC \n \n51380105 Bachelor of Science in Nursing, RN to BSN \n \nBSP \n \n40080101 Bachelor of Science in Physics \n \nBachelors Totals \n \nCertificate of Less than One Year \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n336 365 382 487 595 433 138 137 163 178 161 155 \n \n48 \n \n34 \n \n10 \n \n5 \n \n0 \n \n19 \n \n17 \n \n30 \n \n22 \n \n11 \n \n9 \n \n18 \n \n0 \n \n0 \n \n0 \n \n0 263 \n \n53 \n \n178 236 280 305 161 232 \n \n7 \n \n5 \n \n2 \n \n1 \n \n0 \n \n3 \n \n806 769 916 1,020 1,043 911 \n \n0 \n \n70 \n \n80 \n \n66 \n \n74 \n \n58 \n \n36 \n \n37 \n \n46 \n \n47 \n \n48 \n \n43 \n \n10,738 11,557 12,686 13,224 13,750 12,391 \n \nCER0 \n \nCertificates of Less than One Year With Options in: 05010601 European Union Studies (Effective Date: 09/20/2004) 30200101 Global Citizen (Effective Date: 06/15/2011) 31050401 Coaching (Effective Date: 09/20/2004) 51380501 Family Nurse Practitioner 51381301 Rural Community Health Nurse Specialist (Effective Date: 09/20/2004) \n \nCertificate of Less than One Year Totals \n \nSRPT407A 1/23/2012 \n \nPage 56 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA NA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n2 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n2 \n \n1 \n \n0 \n \n1 \n \n Georgia Southern University Totals \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n12,557 13,704 15,170 15,767 16,367 14,713 \n \nSRPT407A 1/23/2012 \n \nPage 57 \n \n Valdosta State University \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nDoctorate \n \nDPA \n \n44040100 Doctor of Public Administration \n \nEDD \n \nDoctor of Education With Majors in: \n \n13030100 13040101 13040301 \n \nCurriculum and Instruction Leadership Adult and Career Education \n \nDoctorate Totals \n \nEducation Specialist \n \n25 \n \n43 \n \n58 \n \n71 \n \n80 \n \n55 \n \n15 \n \n23 \n \n41 \n \n47 \n \n87 \n \n43 \n \n41 \n \n63 \n \n90 118 168 \n \n96 \n \n14 \n \n14 \n \n18 \n \n12 \n \n18 \n \n15 \n \n95 143 207 248 353 209 \n \nEDS \nSRPT407A 1/23/2012 \n \nSpecialist in Education With Majors in: \n \n13040401 13100101 13100401 13100501 13100601 13101101 13110101 13120301 13120501 13121001 13129901 13130302 13130501 13131101 13131401 13131501 \n \nEducational Leadership Special Education Teaching Field - Gifted (Effective Date: Unknown) Teaching Field - Behavior Disorders (Effective Date: Unknown) Teaching Field - Mental Retardation (Effective Date: Unknown) Teaching Field - Learning Disabilities (Effective Date: Unknown) School Counseling Middle Grades Education (Deactivated) Secondary Education (Deactivated) Pre-Elementary/Early Childhood/Kindergarten Teacher Edu (Deactivated) Curriculum and Instruction Career Education (Effective Date: 03/01/1983) Teaching Field - English (Effective Date: Unknown) Teaching Field - Mathematics (Effective Date: Unknown) Coaching Pedagogy Reading Education (Effective Date: Unknown) \n \nPage 58 \n \n122 \n \n82 \n \n51 \n \n32 \n \n45 \n \n66 \n \n13 \n \n7 \n \n2 \n \n1 \n \n1 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n4 \n \n7 \n \n7 \n \n11 \n \n7 \n \n12 \n \n8 \n \n0 \n \n0 \n \n0 \n \n4 \n \n3 \n \n3 \n \n0 \n \n0 \n \n0 \n \n1 \n \n9 \n \n10 \n \n5 \n \n0 \n \n0 \n \n5 \n \n0 \n \n1 \n \n57 104 202 \n \n73 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n2 \n \n49 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n13131801 13999901 42280601 \n \nTeaching Field - Social Studies (Effective Date: Unknown) Instructional Technology School Psychology \n \nEducation Specialist Totals \n \nMasters \n \nFall 2007 \n0 77 15 \n257 \n \nFall 2008 \n0 89 11 \n215 \n \nFall 2009 \n0 82 15 \n222 \n \nFall 2010 \n0 86 18 \n250 \n \nFall 2011 \n0 95 18 \n \nAvg. of Five Years \n0 86 15 \n \n421 273 \n \nMA \n \nMaster of Arts \n \nWith Majors in: \n \n23010101 English 54010100 History, General \n \nMAC \n \n09010201 Master of Arts in Communication \n \nMACC 52030100 Master of Accountancy \n \nMAED 13130201 Master of Art Education (Effective Date: 05/26/2004) \n \nMALL 23010101 Master of Arts in Literature and Language (Effective Date: 06/07/2011) \n \nMAT \n \nMaster of Arts for Teachers With Majors in: \n \n13100101 13120302 13120502 \n \nSpecial Education Middle Grades Education Secondary Education \n \nMBA \n \n52020101 Master of Business Administration \n \nMED \n \nMaster of Education With Majors in: \n \n13040401 13100101 13100401 \n \nEducational Leadership Special Education Teaching Field - Gifted (Effective Date: Unknown) \n \nSRPT407A 1/23/2012 \n \nPage 59 \n \n15 \n \n16 \n \n19 \n \n27 \n \n21 \n \n20 \n \n5 \n \n5 \n \n5 \n \n17 \n \n18 \n \n10 \n \n0 \n \n0 \n \n8 \n \n14 \n \n14 \n \n7 \n \n0 \n \n0 \n \n0 \n \n22 \n \n39 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA NA NA \n \n0 \n \n0 \n \n0 136 186 149 100 114 \n \n0 \n \n0 \n \n0 \n \n4 \n \n4 \n \n2 \n \n0 \n \n0 \n \n5 \n \n6 \n \n18 \n \n6 \n \n33 \n \n32 \n \n40 \n \n65 \n \n52 \n \n44 \n \n67 \n \n59 \n \n34 \n \n36 \n \n39 \n \n47 \n \n125 102 \n \n92 \n \n37 \n \n28 \n \n77 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nMLIS MMED MMP MPA MS \n \n13100501 13100601 13101101 13109902 \n13110101 13120301 13120501 13121001 13129901 13130301 13130501 13130603 13130900 13131101 13131401 13131501 13131601 13131801 13131802 13132010 13999901 51020301 \n \nTeaching Field - Behavior Disorders (Effective Date: Unknown) Teaching Field - Mental Retardation (Effective Date: Unknown) Teaching Field - Learning Disabilities (Effective Date: Unknown) Interrelated Special Education and Early Childhood Education (Effective Date: 09/13/2000) School Counseling Middle Grades Education Secondary Education Early Childhood Education Curriculum and Instruction in Accomplished Teaching Business Teacher Education (Vocational) Teaching Field - English (Effective Date: Unknown) Teaching Field - Spanish (Effective Date: Unknown) Adult and Career Education Teaching Field - Mathematics (Effective Date: Unknown) Health and Physical Education Reading Education Teaching Field - Science (Effective Date: Unknown) Teaching Field - Social Studies (Effective Date: Unknown) Teaching Field - History (Effective Date: Unknown) Adult and Career Education (Effective Date: 09/01/1985) Instructional Technology Communication Disorders \n \n25010101 Master of Library and Information Science \n \n13131201 Master of Music Education \n \n50090301 Master of Music in Performance \n \n44040100 Master of Public Administration \n \nMaster of Science With Majors in: \n \n26010101 Biology \n \nFall 2007 \n0 0 0 0 \n29 21 32 18 0 8 0 0 26 0 21 14 0 0 0 0 44 116 \n99 \n3 \n5 \n102 \n \nFall 2008 \n0 0 0 0 \n40 52 36 17 28 4 0 0 33 0 18 15 0 0 0 0 37 100 \n152 \n2 \n3 \n97 \n \nFall 2009 \n0 0 0 0 \n36 79 30 20 61 2 0 0 40 0 17 7 0 0 0 0 30 111 \n188 \n3 \n5 \n105 \n \nFall 2010 \n0 0 0 0 \n32 77 29 20 82 1 0 0 39 0 16 8 0 0 0 0 25 138 \n246 \n3 \n11 \n134 \n \nFall 2011 \n0 0 0 0 \n \nAvg. of Five Years \n0 0 0 0 \n \n34 \n \n34 \n \n69 \n \n60 \n \n17 \n \n29 \n \n25 \n \n20 \n \n104 \n \n55 \n \n1 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n36 \n \n35 \n \n0 \n \n0 \n \n9 \n \n16 \n \n7 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n32 \n \n34 \n \n128 119 \n \n235 184 \n \n2 \n \n3 \n \n12 \n \n7 \n \n127 113 \n \n13 \n \n15 \n \n18 \n \n17 \n \n19 \n \n16 \n \nSRPT407A 1/23/2012 \n \nPage 60 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n42010101 43010401 45110100 51150501 \n \nPsychology Criminal Justice Sociology Marriage and Family Therapy \n \nMSN \n \n51380105 Master of Science in Nursing \n \nMSW \n \n44070100 Master of Social Work \n \nMasters Totals \n \nAdvanced Certificate \n \nFall 2007 \n49 16 18 35 \n \nFall 2008 \n48 11 11 36 \n \nFall 2009 \n53 9 17 37 \n \nFall 2010 \n50 16 14 61 \n \nFall 2011 \n52 18 13 64 \n \nAvg. of Five Years \n50 14 15 47 \n \n24 \n \n29 \n \n33 \n \n35 \n \n38 \n \n32 \n \n97 103 118 113 126 111 \n \n1,035 1,237 1,408 1,544 1,501 1,345 \n \nCERG \n \nPost-Baccalaureate Certificate With Majors in: \n \n13050101 Online Teaching (Effective Date: 11/14/2008) 16090501 Spanish for Professionals (Effective Date: 04/18/2011) \n \nAdvanced Certificate Totals \n \nBachelors \n \nNA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA NA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nBA \nSRPT407A 1/23/2012 \n \nBachelor of Arts With Majors in: \n \n16090101 16090501 22030201 23010101 26010101 27010101 38010100 42010101 43010401 45100101 \n \nFrench Language and Literature Spanish Language and Literature Legal Assistance Studies English Biology Mathematics Philosophy and Religious Studies Psychology Criminal Justice Political Science \n \nPage 61 \n \n7 \n \n9 \n \n11 \n \n14 \n \n13 \n \n11 \n \n43 \n \n49 \n \n52 \n \n59 \n \n70 \n \n55 \n \n26 \n \n28 \n \n22 \n \n30 \n \n46 \n \n30 \n \n242 227 236 271 238 243 \n \n0 \n \n0 \n \n0 119 287 \n \n81 \n \n51 \n \n64 \n \n71 \n \n76 \n \n64 \n \n65 \n \n43 \n \n34 \n \n46 \n \n58 \n \n52 \n \n47 \n \n133 148 182 232 241 187 \n \n343 361 415 456 457 406 \n \n220 216 230 232 195 219 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nBAS BBA \nBFA \nBGS BM \n \n45110101 50070101 50090101 54010100 \n \nSociology and Anthropology Art Music History, General \n \nBachelor of Applied Science With Majors in: \n \n15069901 Technical Studies \n \nBachelor of Business Administration With Majors in: \n \n52020101 52030100 52060101 52080101 52110101 52140101 \n \nManagement Accounting Economics Finance International Business Marketing \n \nBachelor of Fine Arts With Majors in: \n \n09010201 13130201 23130401 50010101 50030101 50040800 50070101 \n \nMass Media Art Teacher Education Speech Communication Theatre Arts Dance Interior Design Art \n \n24019901 Bachelor of General Studies \n \nBachelor of Music With Majors in: \n \n13131201 Music Teacher Education \n \nFall 2007 \n194 27 32 \n223 \n \nFall 2008 \n174 36 38 \n261 \n \nFall 2009 \n198 65 35 \n264 \n \nFall 2010 \n226 74 29 \n230 \n \nFall 2011 \n252 65 29 \n213 \n \nAvg. of Five Years \n209 53 33 \n238 \n \n33 \n \n17 \n \n26 \n \n15 \n \n16 \n \n21 \n \n155 132 159 160 136 148 \n \n139 153 165 167 158 156 \n \n18 \n \n17 \n \n19 \n \n22 \n \n20 \n \n19 \n \n78 \n \n65 \n \n70 \n \n77 \n \n63 \n \n71 \n \n0 \n \n0 \n \n0 \n \n13 \n \n23 \n \n7 \n \n143 116 110 111 100 116 \n \n265 282 309 330 323 302 \n \n46 \n \n48 \n \n55 \n \n42 \n \n42 \n \n47 \n \n295 286 274 225 187 253 \n \n101 101 \n \n97 \n \n94 116 102 \n \n0 \n \n20 \n \n24 \n \n28 \n \n35 \n \n21 \n \n98 \n \n95 \n \n74 \n \n67 \n \n58 \n \n78 \n \n129 122 134 111 113 122 \n \n170 128 130 122 134 137 \n \n80 \n \n86 114 \n \n90 \n \n75 \n \n89 \n \nSRPT407A 1/23/2012 \n \nPage 62 \n \n BS \nBSAT BSED \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n50090301 Music Performance \n \nBachelor of Science With Majors in: \n \n03010401 11010101 11040101 26010101 27030101 40020100 40050101 40080101 42010101 51091301 52029901 52040101 \n \nEnvironmental Geosciences Computer Science Computer Information Systems Biology Applied Mathematics, General Astronomy Chemistry Physics Psychology Athletic Training (Terminated: End Date, 05/21/2009) Organizational Leadership Office Administration and Technology \n \n51091301 Bachelor of Science in Athletic Training \n \nBachelor of Science in Education With Majors in: \n \n13100101 13100601 13120301 13120501 13120901 13121001 13130301 13130501 13130602 13130603 13131101 13131401 13131602 \n \nSpecial Education Teaching Field - Mental Retardation (Effective Date: Unknown) Middle Grades Education Secondary Teacher Education Birth through Five (Effective Date: 08/08/2007) Early Childhood Education Business Education Teaching Field - English (Effective Date: Unknown) Teaching Field - French (Effective Date: Unknown) Teaching Field - Spanish (Effective Date: Unknown) Teaching Field - Mathematics (Effective Date: Unknown) Health and Physical Education Teaching Field - Biology (Effective Date: Unknown) \n \nFall 2007 \n33 \n \nFall 2008 \n32 \n \nFall 2009 \n37 \n \nFall 2010 \n34 \n \nFall 2011 \n41 \n \nAvg. of Five Years \n35 \n \n48 \n \n40 \n \n51 \n \n53 \n \n46 \n \n48 \n \n89 \n \n87 103 116 134 106 \n \n76 \n \n63 \n \n81 \n \n90 \n \n90 \n \n80 \n \n693 729 816 751 607 719 \n \n16 \n \n14 \n \n10 \n \n9 \n \n13 \n \n12 \n \n7 \n \n12 \n \n12 \n \n13 \n \n10 \n \n11 \n \n202 219 254 273 259 241 \n \n19 \n \n26 \n \n29 \n \n26 \n \n29 \n \n26 \n \n271 273 276 304 326 290 \n \n199 214 \n \n0 \n \n0 \n \n0 \n \n83 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n2 \n \n90 \n \n80 \n \n97 105 117 \n \n98 \n \n0 \n \n0 198 210 177 117 \n \n188 138 \n \n98 107 142 135 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n224 244 271 270 281 258 \n \n92 \n \n32 \n \n13 \n \n3 \n \n0 \n \n28 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n672 675 690 626 527 638 \n \n46 \n \n44 \n \n52 \n \n36 \n \n31 \n \n42 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n143 121 119 129 100 122 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 63 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n13131802 13132001 16160301 40060101 40089901 45100300 51020301 \n \nTeaching Field - History (Effective Date: Unknown) Workforce Education and Development American Sign Language/Interpreting Teaching Field - Earth/Space Science (Effective Date: 09/13/2000) Teaching Field - Physics (Effective Date: 09/13/2000) Teaching Field - Political Science (Effective Date: 09/13/2000) Communication Disorders \n \nBSEP \n \n31059901 Bachelor of Science in Exercise Physiology \n \nBSN \n \n51380101 Bachelor of Science in Nursing \n \nBSNC \n \n51380105 Bachelor of Science in Nursing, RN to BSN \n \nBachelors Totals \n \nAssociate \n \nFall 2007 \n0 54 32 0 0 0 158 \n \nFall 2008 \n0 51 41 0 0 0 166 \n \nFall 2009 \n0 55 42 0 0 0 176 \n \nFall 2010 \n0 41 41 0 0 0 208 \n \nFall 2011 \n0 58 47 0 0 0 230 \n \nAvg. of Five Years \n0 52 41 0 0 0 188 \n \n143 142 183 224 292 197 \n \n626 625 701 818 812 716 \n \n0 \n \n21 \n \n13 \n \n20 \n \n16 \n \n14 \n \n7,455 7,402 7,964 8,287 8,214 7,864 \n \nAACC 24010101 Associate of Arts, Core Curriculum Associate Totals \n \nCareer Associate \n \n38 \n \n35 \n \n43 \n \n38 \n \n22 \n \n35 \n \n38 \n \n35 \n \n43 \n \n38 \n \n22 \n \n35 \n \nAASBC \n \nAssociate of Applied Science in Business \n \nWith Options in: \n \n11020201 Computer Programming (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Moultrie Technical College \n \n11999901 Computer Information Systems (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Albany Technical College, Moultrie Technical College, Southwest Georgia Technical College, and Valdosta Technical College \n \n52030202 Accounting (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Albany Technical College, East Central Technical College, Moultrie Technical College, Southwest Georgia Technical College, and Valdosta Technical \n \nCollege \n \n52040102 Business and Office Technology \n \n2 \n \n2 \n \n1 \n \n1 \n \n0 \n \n1 \n \nIn Coop with: East Central Technical College, Moultrie Technical College, and Southeastern Technical College \n \n52040802 Information and Office Technology (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 64 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nIn Coop with: Albany Technical College, East Central Technical College, Moultrie Technical College, Southwest Georgia Technical College, and Valdosta Technical \n \nCollege \n \n52180101 Marketing Management (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Albany Technical College, Moultrie Technical College, and Valdosta Technical College \n \nAASDHC 51069901 Associate of Applied Science in Dental Hygiene In Co-op with: Valdosta Technical College \n \n73 \n \n67 \n \n75 \n \n81 \n \n73 \n \n74 \n \nAASHC \n \nAssociate of Applied Science in Health \n \nWith Options in: \n \n51060102 Dental Assisting (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Albany Technical College and Valdosta Technical College \n \n510602N0 Dental Hygiene (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Valdosta Technical College \n \n51080102 Medical Assisting (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Albany Technical College, East Central Technical College, Moultrie Technical College, Southwest Georgia Technical College, and Valdosta Technical \n \nCollege \n \n51080502 Pharmacy Technology (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Southwest Georgia Technical College and Valdosta Technical College \n \n51090402 Paramedic Technology (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Southwest Georgia Technical College and Valdosta Technical College \n \n510905N4 Radiation Therapy (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Southwest Georgia Technical College \n \n51090701 Radiologic Technology \n \n2 \n \n2 \n \n1 \n \n1 \n \n1 \n \n1 \n \nIn Coop with: Albany Technical College, Moultrie Technical College, and Valdosta Technical College \n \n51090902 Surgical Technology (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Albany Technical College, Southwest Georgia Technical College, and Valdosta Technical College \n \n51390104 Practical Nursing (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Albany Technical College, East Central Technical College, Moultrie Technical College, Southwest Georgia Technical College, and Valdosta Technical \n \nCollege \n \nAASSC Associate of Applied Science in Services \n \nWith Options in: \n \n01060102 Environmental Horticulture (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Albany Technical College and Valdosta Technical College \n \n12040101 Cosmetology \n \n2 \n \n0 \n \n1 \n \n1 \n \n1 \n \n1 \n \nIn Coop with: Albany Technical College, Moultrie Technical College, and Southwest Georgia Technical College \n \nSRPT407A 1/23/2012 \n \nPage 65 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nAASTC \n \n12050801 Culinary Art (Effective Date: 05/08/1996) In Coop with: Albany Technical College and East Central Technical College \n19070801 Child Development (Effective Date: 05/08/1996) In Coop with: Albany Technical College \n19070802 Child Development and Related Care (Effective Date: 05/08/1996) In Coop with: Albany Technical College \n \nFall 2007 \n0 \n0 \n0 \n \nAssociate of Applied Science in Technology \n \nWith Options in: \n \n10030501 Printing/Graphics Technology (Effective Date: 05/08/1996) \n \n0 \n \nIn Coop with: Albany Technical College \n \n15030501 Advanced Telecommunications Technology (Effective Date: 05/08/1996) \n \n0 \n \nIn Coop with: East Central Technical College \n \n15069901 Automated Manufacturing Technology (Effective Date: 05/08/1996) \n \n0 \n \nIn Coop with: Albany Technical College \n \n15130101 Advanced Drafting (Effective Date: 05/08/1996) \n \n0 \n \nIn Coop with: Albany Technical College, Moultrie Technical College, and East Central Technical College \n \n15130102 Advanced Drafting and Design (Effective Date: 05/08/1996) \n \n0 \n \nIn Coop with: Albany Technical College, Moultrie Technical College, and Southwest Georgia Technical College \n \n15130103 Drafting (Effective Date: 05/08/1996) \n \n0 \n \nIn Coop with: Albany Technical College and Moultrie Technical College \n \n46010102 Masonry (Effective Date: 05/08/1996) \n \n0 \n \nIn Coop with: Moultrie Technical College \n \n46020102 Carpentry (Effective Date: 05/08/1996) \n \n0 \n \nIn Coop with: Moultrie Technical College \n \n46030202 Residential/Commercial Wiring (Effective Date: 05/08/1996) \n \n0 \n \nIn Coop with: Albany Technical College and Valdosta Technical College \n \n460302A2 Industrial Electrical Technology (Effective Date: 05/08/1996) \n \n0 \n \nIn Coop with: Albany Technical College, Southwest Georgia Technical College, and Valdosta Technical College \n \n46040104 Building and Facilities Maintenance (Effective Date: 05/08/1996) \n \n0 \n \nIn Coop with: Valdosta Technical College \n \n46050301 Plumbing (Effective Date: 05/08/1996) \n \n0 \n \nIn Coop with: Moultrie Technical College \n \n47010102 Electronics Fundamentals (Effective Date: 05/08/1996) \n \n0 \n \nIn Coop with: Albany Technical College \n \n470101A4 Electronics Technology (Effective Date: 05/08/1996) \n \n0 \n \nFall 2008 \n0 0 0 \n0 0 0 0 0 0 0 0 0 0 0 0 0 0 \n \nFall 2009 \n0 0 0 \n0 0 0 0 0 0 0 0 0 0 0 0 0 0 \n \nFall 2010 \n0 0 0 \n0 0 0 0 0 0 0 0 0 0 0 0 0 0 \n \nFall 2011 \n0 \n0 \n0 \n \nAvg. of Five Years 0 \n0 \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 66 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall Fall Fall Fall 2007 2008 2009 2010 \n \nIn Coop with: Albany Technical College, Moultrie Technical College, Southwest Georgia Technical College, and Valdosta Technical College \n \n47020102 Air Conditioning Technology (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Albany Technical College, Moultrie Technical College, and Southwest Georgia Technical College \n \n470201A4 Advanced Air Conditioning Technology (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Moultrie Technical College and East Central Technical College \n \n47030202 Heavy Equipment Mechanic (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Moultrie Technical College \n \n470303A4 Industrial Maintenance Technology (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: East Central Technical College, Moultrie Technical College, and Valdosta Technical College \n \n47060302 Automotive Collision Repair (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Albany Technical College, Moultrie Technical College, and Valdosta Technical College \n \n47060402 Automotive Fundamentals (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Albany Technical College \n \n470604A4 Automotive Technology \n \n5 \n \n4 \n \n5 \n \n3 \n \nIn Coop with: Albany Technical College, Moultrie Technical College, East Central Technical College, and Southwest Georgia Technical College \n \n470605N4 Diesel Mechanics (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Albany Technical College \n \n47061301 Truck Repair Technician (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Moultrie Technical College \n \n48050302 Machine Tool Technology (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Albany Technical College, Moultrie Technical College, and Valdosta Technical College \n \n480503A4 Advanced Machine Tool Technology (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Albany Technical College, East Central Technical College, and Valdosta Technical College \n \n48050802 Welding and Joining Technology (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Albany Technical College, Moultrie Technical College, and Southwest Georgia Technical College \n \n48070302 Cabinetmaking (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Moultrie Technical College \n \n489999N2 Applied Manufacturing Technology (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Albany Technical College \n \nCareer Associate Totals \n \n84 \n \n75 \n \n83 \n \n87 \n \nCertificate of Less than One Year \n \nFall 2011 \n0 0 0 0 0 0 1 0 0 0 0 0 0 0 \n76 \n \nAvg. of Five Years \n0 0 0 0 0 0 4 0 0 0 0 0 0 0 \n81 \n \nCER0 \n \nCertificate of Less than One Year With Options in: \n \nSRPT407A 1/23/2012 \n \nPage 67 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n13133001 Teaching Spanish to Speakers of Other Languages (TESOL) (Effective Date: 04/18/2011) \nCertificate of Less than One Year Totals \nValdosta State University Totals \n \nFall 2007 \nNA \n \nFall 2008 \nNA \n \nFall 2009 \nNA \n \nFall 2010 \nNA \n \nFall 2011 \n0 \n \nAvg. of Five Years \n0 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \n8,964 9,107 9,927 10,454 10,587 9,808 \n \nSRPT407A 1/23/2012 \n \nPage 68 \n \n Albany State University \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nEducation Specialist \n \nEDS \n \nEducation Specialist \n \nWith Majors in: \n \n13040140 Education Administration and Supervision \n \nEducation Specialist Totals \n \nMasters \n \n48 \n \n33 \n \n7 \n \n8 \n \n30 \n \n25 \n \n48 \n \n33 \n \n7 \n \n8 \n \n30 \n \n25 \n \nMBA MED \nMPA MS MSN MSW SRPT407A 1/23/2012 \n \n52020128 Master of Business Administration \n \nMaster of Education With Majors in: \n \n13040129 13100132 13110131 13120330 13121044 13130533 13131135 13131236 13131434 13131637 \n \nEducational Administration and Supervision Special Education School Counseling Middle Grades Education Early Childhood Education Teaching Field - English Teaching Field - Mathematics Teaching Field - Music (Effective Date: Unknown) Teaching Field - Health and Physical Education Teaching Field - Science \n \n44040100 Master of Public Administration \n \n43010438 Master of Science in Criminal Justice \n \n51380101 Master of Science in Nursing \n \n44070101 Master of Social Work \n \nPage 69 \n \n24 \n \n22 \n \n26 \n \n35 \n \n29 \n \n27 \n \n39 \n \n18 \n \n7 \n \n9 \n \n15 \n \n18 \n \n33 \n \n42 \n \n54 \n \n35 \n \n26 \n \n38 \n \n63 \n \n63 \n \n60 \n \n53 \n \n36 \n \n55 \n \n25 \n \n26 \n \n24 \n \n31 \n \n28 \n \n27 \n \n29 \n \n46 \n \n73 \n \n60 \n \n67 \n \n55 \n \n0 \n \n0 \n \n0 \n \n7 \n \n1 \n \n2 \n \n2 \n \n2 \n \n4 \n \n11 \n \n7 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n20 \n \n22 \n \n26 \n \n13 \n \n18 \n \n7 \n \n7 \n \n4 \n \n5 \n \n4 \n \n5 \n \n52 \n \n52 \n \n60 \n \n63 \n \n55 \n \n56 \n \n28 \n \n44 \n \n54 \n \n57 \n \n63 \n \n49 \n \n63 \n \n48 \n \n61 \n \n72 \n \n72 \n \n63 \n \n0 \n \n0 \n \n0 \n \n15 \n \n30 \n \n9 \n \n Masters Totals \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nBachelors \n \n375 390 449 479 446 428 \n \nBA \nBAS BME BS \nSRPT407A 1/23/2012 \n \nBachelor of Arts With Majors in: \n \n09010242 16090105 16090500 23010104 23130401 27010106 42010109 45100108 45110100 50070503 50090107 54010141 \n \nMass Communication French (Deactivated) (Effective Date: Unknown) Spanish Language and Literature English Speech/Theatre Mathematics Psychology Political Science Sociology Art Music History \n \nBachelor of Applied Science With Majors in: \n \n11040102 Computer Information Systems 52029901 Technology Management \n \n13131200 Bachelor of Music Education \n \nBachelor of Science With Majors in: \n \n11010115 13100125 13120201 13120320 13121043 13131426 \n \nComputer Science Special Education Elementary Teacher Education (Effective Date: Unknown) Middle Grades Education Early Childhood Education Teaching Field - Health and Physical Education \n \nPage 70 \n \n126 131 147 146 142 138 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n1 \n \n4 \n \n6 \n \n9 \n \n4 \n \n55 \n \n58 \n \n64 \n \n51 \n \n47 \n \n55 \n \n22 \n \n16 \n \n21 \n \n24 \n \n21 \n \n21 \n \n46 \n \n48 \n \n55 \n \n52 \n \n48 \n \n50 \n \n223 227 233 235 252 234 \n \n75 \n \n88 \n \n62 \n \n72 \n \n78 \n \n75 \n \n45 \n \n47 \n \n46 \n \n44 \n \n52 \n \n47 \n \n26 \n \n35 \n \n33 \n \n38 \n \n37 \n \n34 \n \n63 \n \n54 \n \n62 \n \n67 \n \n44 \n \n58 \n \n33 \n \n37 \n \n45 \n \n37 \n \n34 \n \n37 \n \n7 \n \n5 \n \n11 \n \n22 \n \n22 \n \n13 \n \n6 \n \n8 \n \n5 \n \n9 \n \n7 \n \n7 \n \n12 \n \n20 \n \n20 \n \n18 \n \n20 \n \n18 \n \n151 140 161 130 146 146 \n \n44 \n \n47 \n \n46 \n \n39 \n \n35 \n \n42 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n126 141 170 173 146 151 \n \n370 430 435 432 386 411 \n \n128 137 146 149 142 140 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n13131627 13131724 13999921 26010112 40050114 43010416 43019917 51380101 51999911 52020118 52030100 52040123 52120113 52140119 \n \nTeaching Field - Science Social Science Teacher Education (Effective Date: 11/13/1996) Non-Teaching Field-Health, Physical Education and Recreation Biology Chemistry Criminal Justice Forensic Science Nursing Allied Health Sciences (Effective Date: 01/03/1983) Management Accounting Office Administration (Effective Date: Unknown) Business Information Systems Marketing \n \nBSED \n \nBachelor of Science in Education With Majors in: \n \n13120901 Birth through Five (Effective Date: 08/08/2007) \n \nBSNC \n \n51380105 Bachelor of Science in Nursing, RN to BSN \n \nBSSCLM 52020301 Bachelor of Science in Supply Chain and Logistics Management \n \nBSW \n \n44070100 Bachelor of Social Work \n \nBachelors Totals \n \nCareer Associate \n \nFall 2007 \n3 0 42 269 93 232 113 320 0 445 130 0 54 114 \n \nFall 2008 \n5 0 55 279 99 231 145 330 0 413 137 0 59 109 \n \nFall 2009 \n5 0 59 285 103 258 147 366 0 419 148 0 74 109 \n \nFall 2010 \n3 0 57 304 111 311 129 461 0 379 142 0 80 114 \n \nFall 2011 \n5 0 74 302 100 349 119 412 0 386 133 0 112 102 \n \nAvg. of Five Years \n4 0 57 288 101 276 131 378 0 408 138 0 76 110 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n31 \n \n21 \n \n16 \n \n14 \n \n0 \n \n0 \n \n0 \n \n1 \n \n10 \n \n2 \n \n106 118 113 115 128 116 \n \n3,481 3,650 3,883 3,972 3,916 3,780 \n \nAASFS \n \n43010601 Associate of Applied Science in Forensic Science (Deactivated) (Effective Date: 05/26/2004) \n \nAASSLP 43010900 Associate of Applied Science in Security and Loss Prevention Services (Deactivated) (Effective Date: 05/26/2004) \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 71 \n \n Career Associate Totals Albany State University Totals \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n0 \n \nFall 2008 \n0 \n \nFall 2009 \n0 \n \nFall 2010 \n0 \n \nFall 2011 \n0 \n \nAvg. of Five Years \n0 \n \n3,904 4,073 4,339 4,459 4,392 4,233 \n \nSRPT407A 1/23/2012 \n \nPage 72 \n \n Armstrong Atlantic State University \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nDoctorate \n \nDPT \n \n51230800 Doctor of Physical Therapy \n \nDoctorate Totals \n \nMasters \n \n0 \n \n0 \n \n0 \n \n60 \n \n56 \n \n23 \n \n0 \n \n0 \n \n0 \n \n60 \n \n56 \n \n23 \n \nMA MAT \nMECI MED \nSRPT407A 1/23/2012 \n \nMaster of Arts With Majors in: \n \n09999901 Liberal and Professional Studies (Deactivated) 54010100 History, General \n \nMaster of Arts in Teaching With Majors in: \n \n13100102 13120202 13120302 \n \nSpecial Education, General Curriculum Early Childhood Education Middle Grades Education \n \n13030100 Master of Education in Curriculum and Instruction \n \nMaster of Education With Majors in: \n \n13100101 13100501 13101101 13101202 13120101 13120201 13120301 13121001 \n \nSpecial Education, General Curriculum Special Education - Behavior Disorders Special Education - Learning Disabilities Communication Sciences and Disorders (Terminated: End Date, 01/15/2008) Adult Education and Community Leadership Early Childhood Education Middle Grades Education Early Elementary Education (Deactivated) (Effective Date: Unknown) \n \nPage 73 \n \n25 \n \n26 \n \n20 \n \n4 \n \n3 \n \n16 \n \n23 \n \n22 \n \n21 \n \n30 \n \n25 \n \n24 \n \n42 \n \n70 100 \n \n75 \n \n51 \n \n68 \n \n92 114 145 \n \n95 \n \n74 104 \n \n49 \n \n77 121 \n \n97 \n \n51 \n \n79 \n \n14 \n \n17 \n \n25 \n \n26 \n \n17 \n \n20 \n \n20 \n \n12 \n \n6 \n \n2 \n \n17 \n \n11 \n \n3 \n \n2 \n \n0 \n \n0 \n \n0 \n \n1 \n \n7 \n \n3 \n \n1 \n \n0 \n \n0 \n \n2 \n \n14 \n \n8 \n \n0 \n \n0 \n \n0 \n \n4 \n \n53 \n \n39 \n \n40 \n \n51 \n \n50 \n \n47 \n \n66 \n \n93 \n \n89 \n \n51 \n \n72 \n \n74 \n \n30 \n \n12 \n \n6 \n \n0 \n \n0 \n \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n13130501 \n13131101 13131601 13131801 \n \nSecondary Education - English Education (Deactivated) (Effective Date: Unknown) Secondary Education - Mathematics Education (Deactivated) Secondary Education - Broadfield Science Education (Deactivated) Secondary Education - Broadfield Social Science Education (Deactivated) (Effective Date: 09/01/1984) \n \nMHSA 51079900 Master of Health Services Administration \n \nMPH \n \n51220101 Master of Public Health \n \nMS \n \nMaster of Science \n \nWith Majors in: \n \n13101202 Communication Sciences and Disorders 43010401 Criminal Justice \n \nMSCS \n \n11010100 Master of Science in Computer Science (Deactivated) \n \nMSN \n \n51380105 Master of Science in Nursing \n \nMSPT \n \n51230801 Master of Science in Physical Therapy \n \nMSSM 51091301 Master of Science in Sports Medicine \n \nMasters Totals \n \nAdvanced Certificate \n \nFall 2007 \n0 \n1 1 0 \n \nFall 2008 \n0 \n0 0 0 \n \nFall 2009 \n0 \n0 0 0 \n \nFall 2010 \n0 \n0 0 0 \n \nFall 2011 \n0 \n0 0 0 \n \nAvg. of Five Years \n0 \n0 0 0 \n \n38 \n \n38 \n \n49 \n \n39 \n \n31 \n \n39 \n \n63 \n \n70 \n \n53 \n \n41 \n \n50 \n \n55 \n \n0 \n \n6 \n \n21 \n \n26 \n \n25 \n \n16 \n \n10 \n \n8 \n \n15 \n \n15 \n \n19 \n \n13 \n \n9 \n \n11 \n \n16 \n \n9 \n \n4 \n \n10 \n \n39 \n \n38 \n \n39 \n \n42 \n \n43 \n \n40 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n20 \n \n23 \n \n27 \n \n29 \n \n25 \n \n25 \n \n641 689 794 632 557 663 \n \nCAE \n \n13120101 Graduate Certificate in Adult Education \n \nCAHCN 51380101 Graduate Certificate in Adult Health Clinical Nurse (Effective Date: 08/15/2010) \n \nCANP \n \n51380101 Graduate Certificate in Adult Nurse Practitioner \n \nCERG \n \nPost-Baccalaureate Certificate With Majors in: \n \nSRPT407A 1/23/2012 \n \nPage 74 \n \n1 \n \n0 \n \n1 \n \n0 \n \n2 \n \n1 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \n2 \n \n1 \n \n3 \n \n2 \n \n0 \n \n2 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n13109901 13131501 43999901 51090700 51090701 51100500 51110201 \n \nTransition Specialist (Effective Date: 11/11/2009) Reading Endorsement Cyber Affairs and Security Radiation Therapy (Effective Date: 02/22/2006) Advanced Imaging (Effective Date: 02/22/2006) Medical Technology (Effective Date: 06/15/2005) Pre-Medical Profession (Effective Date: 06/15/2005) \n \nCERM \n \nPost-Master's Certificate With Majors in: \n \n51380102 Nursing Administration (Effective Date: 02/22/2006) 51380901 Pediatric Nurse Practitioner (Effective Date: 06/15/2005) \n \nCG \n \n51119900 Graduate Certificate in Gerontology \n \nCGWS 05020701 Graduate Certificate in Gender and Women's Studies \n \nCHT \n \n54010100 Graduate Certificate in Heritage Tourism (Deactivated) \n \nCIT \n \n13050100 Graduate Certificate in Instructional Technology \n \nCSC \n \n51091301 Graduate Certificate in Strength and Conditioning \n \nAdvanced Certificate Totals \n \nBachelors \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n18 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n1 \n \n1 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n2 \n \n1 \n \n1 \n \n0 \n \n0 \n \n1 \n \n3 \n \n2 \n \n1 \n \n4 \n \n3 \n \n7 \n \n8 \n \n26 \n \n10 \n \nBA \nSRPT407A 1/23/2012 \n \nBachelor of Arts With Majors in: \n \n05020701 16090501 22999901 23010101 40050101 \n \nGender and Women's Studies Spanish and Spanish with Teacher Certification Law and Society English and English with Teacher Certification Chemistry \n \nPage 75 \n \n0 \n \n4 \n \n8 \n \n7 \n \n11 \n \n6 \n \n42 \n \n39 \n \n48 \n \n51 \n \n58 \n \n48 \n \n16 \n \n15 \n \n23 \n \n44 \n \n50 \n \n30 \n \n222 213 229 223 223 222 \n \n14 \n \n10 \n \n14 \n \n27 \n \n29 \n \n19 \n \n BFA \nBHS BIT BLS BME BS \nBSDH BSED \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n42010101 45060100 45100101 50050101 50070101 50090101 54010101 \n \nPsychology and Psychology with Teacher Certification in Behavior Disorder Economics, General Political and Political with Teacher Certification Theatre Art Music History and History with Teacher Certification \n \nBachelor of Fine Arts With Majors in: \n \n50070101 Visual Arts \n \n51999901 Bachelor of Health Science \n \n11040101 Bachelor of Information Technology \n \n24019901 Bachelor of Liberal Studies \n \n13131201 Bachelor of Music Education \n \nBachelor of Science With Majors in: \n \n11010101 13101201 13130201 26010101 27010101 40050101 40080101 43010701 51090801 51230801 \n \nComputer Science Communication Sciences and Disorders Art Education Biology and Biology with Teacher Certification Math Sciences and Math Sciences with Teacher Certification Chemistry and Chemistry with Teacher Certification Applied Physics Criminal Justice Respiratory Therapy Rehabilitation Sciences \n \n51060201 Bachelor of Science in Dental Hygiene Education (Terminated: End Date, 01/01/2011) \n \nBachelor of Science in Education \n \nFall 2007 \n202 135 105 \n58 112 \n31 141 \n \nFall 2008 \n217 134 \n76 61 97 27 145 \n \nFall 2009 \n193 99 71 65 85 33 \n137 \n \nFall 2010 \n188 114 \n87 73 83 33 125 \n \nFall 2011 \n188 130 104 \n70 89 29 121 \n \nAvg. of Five Years \n198 122 \n89 65 93 31 134 \n \n29 \n \n46 \n \n72 \n \n80 \n \n86 \n \n63 \n \n250 218 216 248 325 251 \n \n140 154 133 145 136 142 \n \n204 198 187 195 243 205 \n \n42 \n \n33 \n \n32 \n \n32 \n \n26 \n \n33 \n \n103 111 116 120 128 116 \n \n0 \n \n3 \n \n44 \n \n31 \n \n46 \n \n25 \n \n0 \n \n20 \n \n36 \n \n44 \n \n50 \n \n30 \n \n280 298 377 434 497 377 \n \n53 \n \n57 \n \n69 \n \n70 \n \n89 \n \n68 \n \n57 \n \n61 \n \n58 136 141 \n \n91 \n \n13 \n \n8 \n \n17 \n \n31 \n \n40 \n \n22 \n \n161 141 162 202 189 171 \n \n49 \n \n28 \n \n39 \n \n42 \n \n41 \n \n40 \n \n103 167 217 275 328 218 \n \n8 \n \n5 \n \n10 \n \n9 \n \n0 \n \n6 \n \nSRPT407A 1/23/2012 \n \nPage 76 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nWith Majors in: \n \n13100101 13101201 13120301 13121001 13130201 13130501 13131100 13131201 13131401 13131602 13131603 \n \nSpecial Education Communication Sciences and Disorders (Terminated: End Date, 01/16/2008) Middle Grades Education Early Childhood Education Art Education (Terminated: End Date, 02/22/2008) English Teacher Education (Deactivated) (Effective Date: Unknown) Mathematics Teacher Education (Deactivated) (Effective Date: Unknown) Music Education (Deactivated) (Effective Date: Unknown) Health and Physical Education Biology Education (Deactivated) (Effective Date: Unknown) Chemistry Education (Deactivated) (Effective Date: Unknown) \n \nBSIT \n \n11040101 Bachelor of Science in Information Technology \n \nBSMLS 51100501 Bachelor of Science in Medical Laboratory Science \n \nBSN \n \n51380101 Bachelor of Science in Nursing \n \nBSNC \n \n51380105 Bachelor of Science in Nursing, RN to BSN \n \nBSP \n \n42010102 Bachelor of Science in Psychology \n \nBSRS \n \n51090701 Bachelor of Science in Radiologic Sciences \n \nBachelors Totals \n \nAssociate \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n18 \n \n13 \n \n37 \n \n20 \n \n6 \n \n19 \n \n22 \n \n19 \n \n0 \n \n0 \n \n0 \n \n8 \n \n60 \n \n38 144 142 112 \n \n99 \n \n289 216 467 393 331 339 \n \n27 \n \n4 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n66 \n \n45 \n \n85 \n \n78 \n \n66 \n \n68 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n6 \n \n12 \n \n11 \n \n20 \n \n10 \n \n85 \n \n95 109 104 \n \n83 \n \n95 \n \n282 831 986 1,000 932 806 \n \n0 \n \n17 \n \n9 \n \n21 \n \n30 \n \n15 \n \n0 \n \n0 \n \n72 135 158 \n \n73 \n \n118 113 110 130 139 122 \n \n3,539 3,983 4,821 5,183 5,344 4,574 \n \nAACC 24010101 Associate of Arts, Core Curriculum \n \nASCC \n \n24010101 Associate of Science, Core Curriculum (Effective Date: 02/10/2009) \n \nAssociate Totals \n \n43 \n \n56 \n \n61 \n \n65 \n \n57 \n \n56 \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n43 \n \n56 \n \n61 \n \n65 \n \n57 \n \n56 \n \nSRPT407A 1/23/2012 \n \nPage 77 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nCareer Associate \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nAASCJ 43010701 Associate of Applied Science in Criminal Justice AASECE 13121001 Associate of Applied Science in Early Childhood Education (Deactivated) (Effective Date: \n05/27/2004) ASDH 51060201 Associate in Science in Dental Hygiene Career Associate Totals \nOne-Year Certificate \n \n16 \n \n9 \n \n7 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n50 \n \n54 \n \n49 \n \n46 \n \n66 \n \n63 \n \n56 \n \n52 \n \n8 \n \n9 \n \n0 \n \n0 \n \n1 \n \n40 \n \n9 \n \n49 \n \nCER1 \n \nOne-Year Certificate With Options in: 43010701 Basic Law Enforcement \n \nOne-Year Certificate Totals \n \nCertificate of Less than One Year \n \n35 \n \n44 104 \n \n63 \n \n14 \n \n52 \n \n35 \n \n44 104 \n \n63 \n \n14 \n \n52 \n \nCER0 \n \nCertificate of Less than One Year With Options in: 05010601 European Union Studies (Effective Date: 08/31/2004) 05010700 Latin American Studies (Effective Date: 08/31/2004) 05020701 Gender and Women's Studies (Effective Date: 08/31/2004) 11040101 Information Technology with Applications (Effective Date: 08/31/2004) 11040102 Information Technology with Programming (Effective Date: 08/31/2004) 43010601 Forensic Science (Effective Date: 08/31/2004) 45060101 Financial Economics (Effective Date: 08/31/2004) 51091301 Strength and Conditioning (Effective Date: 08/31/2004) 51119901 Gerontology (Effective Date: 08/31/2004) \n \nCertificate of Less than One Year Totals \n \nSRPT407A 1/23/2012 \n \nPage 78 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n Armstrong Atlantic State University Totals \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n4,328 4,838 5,843 6,063 6,063 5,427 \n \nSRPT407A 1/23/2012 \n \nPage 79 \n \n Augusta State University \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nEducation Specialist \n \nEDS \n \nSpecialist in Education \n \nWith Majors in: \n \n13010101 13040101 13120301 13130501 13131101 13131401 13131801 \n \nTeaching and Learning Educational Leadership Middle Grades Education (Deactivated) (Effective Date: Unknown) English Education (Deactivated) (Effective Date: Unknown) Mathematics Education (Deactivated) (Effective Date: Unknown) Health and Physical Education (Deactivated) (Effective Date: 03/01/1990) Teaching Field - Social Studies (Deactivated) (Effective Date: Unknown) \n \nEducation Specialist Totals \n \nMasters \n \n72 111 109 \n \n73 \n \n71 \n \n45 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n98 108 100 \n \n18 \n \n19 \n \n45 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n145 182 154 116 127 145 \n \nMAT MBA MED \nMETL MPA \n \n13010101 Masters of Arts in Teaching \n \n52020100 Master of Business Administration \n \nMaster of Education With Majors in: \n \n13030100 13040101 13100101 13110101 13131401 \n \nCurriculum and Instruction Educational Leadership Special Education Counselor Education Health and Physical Education (Deactivated) \n \n13999901 Master of Education in Teacher Leadership \n \n44040100 Master of Public Administration \n \nSRPT407A 1/23/2012 \n \nPage 80 \n \n255 350 375 303 206 298 \n \n86 \n \n97 115 121 103 104 \n \n0 \n \n77 \n \n97 \n \n93 \n \n91 \n \n72 \n \n37 \n \n23 \n \n20 \n \n10 \n \n20 \n \n22 \n \n52 \n \n32 \n \n21 \n \n16 \n \n13 \n \n27 \n \n63 \n \n74 \n \n76 \n \n86 \n \n73 \n \n74 \n \n10 \n \n7 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n32 \n \n34 \n \n37 \n \n41 \n \n40 \n \n37 \n \n MS \n \nMaster of Science \n \nWith Majors in: \n \n31050501 Kinesiology 42010101 Psychology \n \nMasters Totals \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nBachelors \n \n0 \n \n0 \n \n12 \n \n12 \n \n24 \n \n10 \n \n32 \n \n34 \n \n42 \n \n46 \n \n46 \n \n40 \n \n567 728 795 728 618 687 \n \nBA \nBAFL BBA \n \nBachelor of Arts With Majors in: \n \n09010100 16090101 16090501 23010101 42010101 43010401 45100101 45110100 50070601 50090101 54010101 \n \nCommunications French (Deactivated) Spanish (Deactivated) English Psychology Criminal Justice Political Science Sociology Art Music History \n \n16999901 Bachelor of Arts in Foreign Languages \n \nBachelor of Business Administration With Majors in: \n \n52020101 52030100 52080101 52120101 52140101 \n \nManagement Accounting Finance Management Information Systems Marketing \n \n260 270 284 309 311 287 \n \n9 \n \n5 \n \n0 \n \n0 \n \n0 \n \n3 \n \n59 \n \n56 \n \n0 \n \n0 \n \n0 \n \n23 \n \n132 154 157 161 167 154 \n \n300 322 323 307 306 312 \n \n152 132 157 186 187 163 \n \n116 131 148 148 134 135 \n \n92 \n \n96 111 108 \n \n93 100 \n \n66 \n \n82 \n \n70 \n \n62 \n \n37 \n \n63 \n \n43 \n \n47 \n \n49 \n \n42 \n \n40 \n \n44 \n \n163 154 163 158 163 160 \n \n0 \n \n0 \n \n76 \n \n64 \n \n74 \n \n43 \n \n394 374 356 325 296 349 \n \n195 221 213 218 185 206 \n \n132 133 \n \n89 \n \n81 \n \n87 104 \n \n63 \n \n81 \n \n94 \n \n88 \n \n84 \n \n82 \n \n182 174 166 174 164 172 \n \nSRPT407A 1/23/2012 \n \nPage 81 \n \n BFA BM BS \nBSED \nBSK BSN BSW \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nBachelor of Fine Arts With Majors in: \n \n50070601 Art \n \nBachelor of Music With Majors in: \n \n13131201 Music Education 50090301 Performance \n \nBachelor of Science With Majors in: \n \n11010101 26010101 27010101 27999901 40050101 40080101 \n \nComputer Science Biology Mathematics Mathematics/Physics Chemistry Physics \n \nBachelor of Science in Education With Majors in: \n \n13100101 13120301 13121001 13131401 \n \nSpecial Education Middle School Education Early Childhood Education Health and Physical Education \n \nBachelor of Science in Kinesiology With Majors in: \n \n31050501 Kinesiology \n \n51380101 Bachelor of Science in Nursing \n \n44070100 Bachelor of Social Work \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n44 \n \n57 \n \n72 \n \n58 \n \n96 \n \n65 \n \n34 \n \n45 \n \n47 \n \n40 \n \n41 \n \n41 \n \n13 \n \n12 \n \n15 \n \n19 \n \n20 \n \n16 \n \n148 146 184 199 195 174 \n \n835 825 827 804 785 815 \n \n71 \n \n61 \n \n64 \n \n65 \n \n69 \n \n66 \n \n6 \n \n7 \n \n13 \n \n12 \n \n16 \n \n11 \n \n98 117 119 135 143 122 \n \n36 \n \n50 \n \n75 \n \n74 123 \n \n72 \n \n46 \n \n45 \n \n50 \n \n45 \n \n47 \n \n47 \n \n75 \n \n76 \n \n88 \n \n87 \n \n86 \n \n82 \n \n460 461 451 410 318 420 \n \n141 173 \n \n56 \n \n63 \n \n59 \n \n98 \n \n0 \n \n0 148 157 195 100 \n \n0 \n \n1 596 695 722 403 \n \n85 \n \n66 \n \n60 \n \n71 120 \n \n80 \n \nSRPT407A 1/23/2012 \n \nPage 82 \n \n Bachelors Totals \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nAssociate \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n4,450 4,574 5,321 5,365 5,363 5,015 \n \nAACC 24010101 Associate of Arts, Core Curriculum \n \nASCC \n \n24010101 Associate of Science, Core Curriculum \n \nAssociate Totals \n \nCareer Associate \n \n8 \n \n15 \n \n12 \n \n5 \n \n6 \n \n9 \n \n12 \n \n2 \n \n3 \n \n3 \n \n3 \n \n5 \n \n20 \n \n17 \n \n15 \n \n8 \n \n9 \n \n14 \n \nAASCJ 43010401 Associate of Applied Science in Criminal Justice \n \nASN \n \n51380101 Associate of Science in Nursing \n \nCareer Associate Totals \n \nOne-Year Certificate \n \n11 \n \n9 \n \n18 \n \n7 \n \n5 \n \n10 \n \n534 593 107 \n \n0 \n \n0 247 \n \n545 602 125 \n \n7 \n \n5 257 \n \nCER1 \n \nOne-Year Certificate With Options in: 22030201 Paralegal/Legal Assistant (Effective Date: Unknown) \n \nOne-Year Certificate Totals \n \nCertificate of Less than One Year \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nCER0 \n \nCertificate of Less than One Year With Options in: 13140101 Teach English for Speakers of Other Languages (Effective Date: 10/11/2011) \n \nCertificate of Less than One Year Totals \nSRPT407A 1/23/2012 \n \nPage 83 \n \nNA NA NA NA \n \n0 \n \n0 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \n Augusta State University Totals \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n5,727 6,103 6,410 6,224 6,122 6,117 \n \nSRPT407A 1/23/2012 \n \nPage 84 \n \n Clayton State University \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nMasters \n \nMA \n \nMaster of Arts \n \nWith Majors in: \n \n24010101 Liberal Studies \n \nMAS \n \n30120101 Master of Archival Studies \n \nMAT \n \nMaster of Arts in Teaching With Majors in: \n \n13130501 English (with Secondary Teacher Certification) 13131101 Mathematics (with Secondary Teacher Cetification) \n \nMBA \n \n52020101 Master of Business Administration \n \nMHA \n \n51070101 Master of Health Administration \n \nMS \n \nMaster of Science \n \nWith Majors in: \n \n42010101 Psychology \n \nMSN \n \n51380105 Master of Science in Nursing \n \nMasters Totals \n \nBachelors \n \n15 \n \n18 \n \n28 \n \n27 \n \n37 \n \n25 \n \n0 \n \n0 \n \n0 \n \n8 \n \n18 \n \n5 \n \n0 \n \n0 \n \n8 \n \n13 \n \n11 \n \n6 \n \n0 \n \n0 \n \n6 \n \n8 \n \n11 \n \n5 \n \n0 \n \n91 \n \n76 105 120 \n \n78 \n \n0 \n \n27 \n \n38 \n \n43 \n \n58 \n \n33 \n \n0 \n \n0 \n \n0 \n \n6 \n \n19 \n \n5 \n \n7 \n \n16 \n \n17 \n \n23 \n \n20 \n \n17 \n \n22 152 173 233 294 175 \n \nBA \n \nBachelor of Arts \n \nWith Majors in: \n \nSRPT407A 1/23/2012 \n \nPage 85 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nBAS BBA BIT BM \n \n09010101 13120301 23010101 24010101 38010101 50050101 50090101 54010101 \n \nCommunication and Media Studies Middle Level Education English Liberal Studies Philosophy Theatre Music History \n \nBachelor of Applied Science With Majors in: \n \n43999901 51069901 51079901 52020401 52029901 \n \nHomeland Security/Emergency Management Dental Hygiene Practice and Administration Allied Health Administration Administrative Management Technology Management \n \n(Effective Date: 04/15/2009) \n \nBachelor of Business Administration With Majors in: \n \n52010101 52020101 52020301 52030101 52140101 \n \nGeneral Business Management Logistics and Supply Chain Management Accounting Business Marketing and Marketing Management \n \nBachelor of Information Technology With Majors in: \n \n11010300 11010301 11010302 \n11010303 \n11050100 \n \nInformation Technology Information Technology, Database Administration (Deactivated) Information Technology, Software Development (Deactivated) (Effective Date: 10/22/1998) Information Technology, Network Planning, Design, and Management (Deactivated) (Effective Date: 10/22/1998) Information Design and Production (Effective Date: Unknown) \n \nBachelor of Music \n \nSRPT407A 1/23/2012 \n \nPage 86 \n \nFall 2007 \n161 264 \n0 484 \n0 18 55 85 \n \nFall 2008 \n149 269 102 438 \n0 28 46 74 \n \nFall 2009 \n147 311 118 450 \n0 33 42 85 \n \nFall 2010 \n132 250 143 468 \n0 34 34 104 \n \nFall 2011 \n144 202 153 353 \n9 31 35 125 \n \nAvg. of Five Years \n147 259 103 439 \n2 29 42 95 \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n116 132 172 158 153 146 \n \n144 151 \n \n62 \n \n82 \n \n79 104 \n \n769 695 744 610 641 692 \n \n86 102 112 117 100 103 \n \n0 \n \n0 \n \n0 \n \n29 \n \n37 \n \n13 \n \n127 126 120 111 101 117 \n \n47 \n \n54 \n \n68 \n \n51 \n \n44 \n \n53 \n \n0 168 172 177 172 138 \n \n178 \n \n0 \n \n0 \n \n0 \n \n0 \n \n36 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nWith Majors in: \n \n13131201 50090101 50090301 50090401 \n \nMusic Education (Deactivated) (Effective Date: 01/14/2004) Music - General Performance (Deactivated) (Effective Date: 09/10/1990) Composition (Deactivated) (Effective Date: 09/01/1990) \n \nBS \n \nBachelor of Science \n \nWith Majors in: \n \n11070101 22030201 24010101 26010101 27010101 31050401 40050101 42280201 43010400 45100101 45110100 51070201 \n \nComputer Science Legal Studies Integrative Studies Biology Mathematics Health Fitness Management Chemistry Psychology and Human Services Criminal Justice Political Science Sociology Health Care Management \n \nBSDH \n \n51060201 Bachelor of Science in Dental Hygiene \n \nBSIT \n \n11040101 Bachelor of Science in Information Technology \n \nBSN \n \n51380101 Bachelor of Science in Nursing \n \nBSNC \n \n51380105 Bachelor of Science in Nursing, RN to BSN \n \nBSPS \n \n22030201 Bachelor of Science in Paralegal Studies (Effective Date: 01/26/2009) \n \nBachelors Totals \n \nAssociate \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n18 \n \n21 \n \n15 \n \n12 \n \n23 \n \n18 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n24 \n \n63 \n \n97 \n \n37 \n \n0 \n \n11 \n \n55 \n \n89 117 \n \n54 \n \n175 146 205 222 255 201 \n \n394 392 412 389 405 398 \n \n53 \n \n53 \n \n59 \n \n62 \n \n81 \n \n62 \n \n55 \n \n54 \n \n64 \n \n86 108 \n \n73 \n \n0 \n \n0 \n \n0 \n \n18 \n \n40 \n \n12 \n \n509 530 511 506 548 521 \n \n220 227 247 225 254 235 \n \n90 103 110 \n \n94 \n \n84 \n \n96 \n \n2 \n \n21 \n \n55 \n \n63 \n \n77 \n \n44 \n \n252 287 344 358 434 335 \n \n182 165 184 172 184 177 \n \n10 \n \n16 \n \n28 \n \n33 \n \n36 \n \n25 \n \n810 810 893 987 1,002 900 \n \n0 \n \n0 \n \n76 \n \n84 \n \n79 \n \n48 \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n5,306 5,370 5,918 5,963 6,203 5,752 \n \nSRPT407A 1/23/2012 \n \nPage 87 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nAACC 24010101 Associate of Arts, Core Curriculum \n \nASCC \n \n24010101 Associate of Science, Core Curriculum \n \nAssociate Totals \n \nCareer Associate \n \n32 \n \n28 \n \n25 \n \n17 \n \n13 \n \n23 \n \n216 183 187 157 122 173 \n \n248 211 212 174 135 196 \n \nAASAMT 470608N3 Associate of Applied Science in Aviation Maintenance Technology (Deactivated) \n \nAASAT 470609N3 Associate of Applied Science in Avionics Technology (Deactivated) (Effective Date: 07/13/1988) \n \nAASCNT 110901N3 Associate of Applied Science in Computer Networking Technology \n \nAASCST 470104N3 Associate of Applied Science in Computer Service Technology (Deactivated) (Effective Date: 07/13/1988) \n \nAASDDT 151303N3 Associate of Applied Science in Drafting and Design Technology (Terminated: End Date, 01/17/2007) \n \nAASET \n \n470101N3 Associate of Applied Science in Electronics Technology (Deactivated) (Effective Date: 07/13/1988) \n \nAASIT 110401N3 Associate of Applied Science in Information Technology \n \nAASMMT 521801N3 Associate of Applied Science in Marketing and Merchandising \n \nAASMOA 510801N3 Associate of Applied Science in Medical Office Administration (Deactivated) \n \nAASMS 520205N3 Associate of Applied Science in Management and Supervision Development (Deactivated) (Effective Date: 07/13/1988) \n \nAASOA 520401N3 Associate of Applied Science in Office Administration \n \nAASPS \nSRPT407A 1/23/2012 \n \n220302N3 Associate of Applied Science in Paralegal Studies \n \nPage 88 \n \n5 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n34 \n \n32 \n \n29 \n \n13 \n \n25 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n30 \n \n16 \n \n14 \n \n13 \n \n13 \n \n17 \n \n24 \n \n11 \n \n9 \n \n2 \n \n0 \n \n9 \n \n32 \n \n29 \n \n9 \n \n1 \n \n0 \n \n14 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n40 \n \n38 \n \n19 \n \n6 \n \n2 \n \n21 \n \n52 \n \n42 \n \n48 \n \n54 \n \n57 \n \n51 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nAASPT \n \n510904N3 Associate of Applied Science in Paramedic Technology (Deactivated) (Effective Date: 12/15/1995) \n \nAASROT 499999N3 Associate of Applied Science in Railroad Operations Technology (Deactivated) (Effective Date: 09/20/1995) \n \nAASTCT 470103N3 Associate of Applied Science in Telecommunications Technology (Deactivated) (Effective Date: 07/13/1988) \n \nCareer Associate Totals \n \nOne-Year Certificate \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n221 170 128 \n \n89 \n \n97 141 \n \nCER1 \n \nOne-Year Certificate With Options in: 110401N2 Information Technology (Effective Date: Unknown) 11090102 Computer Network Technician 220302N1 Paralegal Studies 470101N2 Electronic Technology (Deactivated) (Effective Date: Unknown) 470607N4 Aviation Maintenance Technology Airframe (Deactivated) (Effective Date: Unknown) 470608N4 Aviation Maintenance Technology - Powerplant (Deactivated) (Effective Date: Unknown) 470609A1 Avionics Technician (Deactivated) (Effective Date: 08/29/1997) 510801N2 Medical Assisting (Deactivated) 520205N2 Management and Supervisory Development (Deactivated) (Effective Date: Unknown) 52030201 Accounting Technology (Deactivated) (Effective Date: 05/25/1984) 52040801 Office Technology 521801N2 Marketing and Merchandising \n \nOne-Year Certificate Totals \n \nCertificate of Less than One Year \n \n0 \n \n0 \n \n0 \n \n0 \n \n42 \n \n35 \n \n32 \n \n43 \n \n61 \n \n67 100 \n \n94 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n40 \n \n32 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n29 \n \n25 \n \n9 \n \n1 \n \n12 \n \n4 \n \n1 \n \n0 \n \n184 163 150 138 \n \n0 \n \n0 \n \n21 \n \n35 \n \n69 \n \n78 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n16 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n13 \n \n0 \n \n3 \n \n91 145 \n \nSRPT407A 1/23/2012 \n \nPage 89 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nCER0 \n \nCertificate of Less than One Year \n \nWith Options in: 11090101 Computer Network Administration 151301T1 Drafting (Deactivated) (Effective Date: 08/31/2004) 510708N1 Medical Transcription (Deactivated) (Effective Date: 08/31/2004) 510904N1 Emergency Medical Technology (Deactivated) (Effective Date: 08/31/2004) 520408N1 Office Assistant \n \nCertificate of Less than One Year Totals \n \nClayton State University Totals \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n4 \n \n2 \n \n2 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n5 \n \n1 \n \n0 \n \n0 \n \n3 \n \n15 \n \n7 \n \n3 \n \n0 \n \n0 \n \n5 \n \n5,996 6,073 6,584 6,597 6,820 6,414 \n \nSRPT407A 1/23/2012 \n \nPage 90 \n \n Columbus State University \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nDoctorate \n \nEDD \n \nDoctor of Education With Majors in: \n \n13999901 Curriculum and Leadership \n \nDoctorate Totals \n \nEducation Specialist \n \n0 \n \n0 \n \n0 \n \n32 \n \n35 \n \n13 \n \n0 \n \n0 \n \n0 \n \n32 \n \n35 \n \n13 \n \nEDS \n \nSpecialist in Education \n \nWith Majors in: \n \n13040101 13040201 13110101 13120301 13120501 13121000 13130501 13131101 13131601 13131701 \n \nEducational Leadership Special Education School Counseling Middle Grades Education Secondary Education Early Childhood Education and Teaching Teaching Field - English (Deactivated) Teaching Field - Mathematics (Deactivated) Teaching Field - Science (Deactivated) Teaching Field - Social Science (Deactivated) \n \nEducation Specialist Totals \n \nMasters \n \n140 \n \n79 \n \n84 \n \n69 \n \n80 \n \n90 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n1 \n \n0 \n \n0 \n \n1 \n \n2 \n \n3 \n \n1 \n \n13 \n \n18 \n \n19 \n \n18 \n \n21 \n \n18 \n \n0 \n \n0 \n \n12 \n \n12 \n \n17 \n \n8 \n \n10 \n \n25 \n \n27 \n \n19 \n \n28 \n \n22 \n \n7 \n \n6 \n \n4 \n \n0 \n \n0 \n \n3 \n \n3 \n \n3 \n \n7 \n \n5 \n \n0 \n \n4 \n \n3 \n \n6 \n \n3 \n \n0 \n \n0 \n \n2 \n \n3 \n \n3 \n \n2 \n \n2 \n \n0 \n \n2 \n \n179 140 159 127 155 152 \n \nMA \n \nMaster of Arts \n \nWith Majors in: \n \nSRPT407A 1/23/2012 \n \nPage 91 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nMAT \nMATC MBA MED \nSRPT407A 1/23/2012 \n \n54010101 Art History (Effective Date: 04/20/2011) \n \nMaster of Arts in Teaching With Majors in: \n \n13100101 13120301 13121000 13130201 13130501 13131101 13131201 13131401 13131601 13131603 13131604 13131803 13133401 \n \nSpecial Education - General Curriculum Middle Grades Education Early Childhood Education Art Education Secondary English Secondary Mathematics Music Education (Effective Date: 08/20/2008) Health and Physical Education Secondary Earth Science (Effective Date: 08/20/2008) Secondary Biology Secondary Chemistry Secondary History School Library Media \n \n13120501 Master of Arts in Teaching (collaborative) \n \n52020101 Master of Business Administration \n \nMaster of Education With Majors in: \n \n13040101 13100101 13100501 13100601 13110101 13120301 13121000 13129901 13130200 13130501 13131101 13131401 \n \nEducational Leadership Special Education - General Curriculum Teaching Field - Behavior Disorders Teaching Field - Mental Retardation School Counseling Middle Grades Education Early Childhood Education and Teaching Accomplished Teaching Art Teacher Education Teaching Field - English Teaching Field - Mathematics Health and Physical Education \n \n13131601 Teaching Field - Science \n \nPage 92 \n \nFall 2007 \nNA \n \nFall 2008 \nNA \n \nFall 2009 \nNA \n \nFall 2010 \nNA \n \nFall 2011 \n0 \n \nAvg. of Five Years \n0 \n \n0 \n \n0 \n \n9 \n \n17 \n \n24 \n \n10 \n \n0 \n \n0 \n \n7 \n \n17 \n \n13 \n \n7 \n \n0 \n \n0 \n \n4 \n \n6 \n \n12 \n \n4 \n \n0 \n \n0 \n \n1 \n \n2 \n \n3 \n \n1 \n \n0 \n \n0 \n \n18 \n \n19 \n \n20 \n \n11 \n \n0 \n \n0 \n \n12 \n \n13 \n \n8 \n \n7 \n \nNA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n23 \n \n24 \n \n11 \n \nNA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n5 \n \n4 \n \n3 \n \n0 \n \n0 \n \n1 \n \n2 \n \n1 \n \n1 \n \n0 \n \n0 \n \n6 \n \n8 \n \n7 \n \n4 \n \n0 \n \n0 \n \n0 \n \n1 \n \n3 \n \n1 \n \n0 \n \n0 \n \n20 \n \n32 \n \n24 \n \n15 \n \n54 \n \n69 \n \n69 \n \n75 100 \n \n73 \n \n12 \n \n13 \n \n49 \n \n41 \n \n37 \n \n30 \n \n36 \n \n47 \n \n42 \n \n26 \n \n23 \n \n35 \n \n12 \n \n7 \n \n3 \n \n1 \n \n0 \n \n5 \n \n2 \n \n2 \n \n1 \n \n1 \n \n1 \n \n1 \n \n33 \n \n35 \n \n37 \n \n31 \n \n42 \n \n36 \n \n42 \n \n48 \n \n37 \n \n30 \n \n29 \n \n37 \n \n49 \n \n66 \n \n57 \n \n40 \n \n43 \n \n51 \n \n0 \n \n3 \n \n20 \n \n30 \n \n35 \n \n18 \n \n7 \n \n4 \n \n4 \n \n2 \n \n6 \n \n5 \n \n29 \n \n26 \n \n18 \n \n18 \n \n16 \n \n21 \n \n12 \n \n19 \n \n12 \n \n15 \n \n7 \n \n13 \n \n15 \n \n18 \n \n18 \n \n10 \n \n8 \n \n14 \n \n18 \n \n15 \n \n10 \n \n5 \n \n3 \n \n10 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n13131701 13132401 13133401 \n \nTeaching Field - Social Science Theatre Education School Library Media \n \nMM \n \nMaster of Music \n \nWith Majors in: \n \n13131201 Music Education 50090301 Performance \n \nMPA \n \n45999901 Master of Public Administration \n \nMS \n \nMaster of Science \n \nWith Majors in: \n \n03010400 11010101 13050100 13110101 52999901 \n \nEnvironmental Science Applied Computer Science Educational/Instructional Media Design (Deactivated) Community Counseling Organizational Leadership \n \nMSN \n \n51160301 Master of Science in Nursing (Effective Date: 04/20/2011) \n \nMasters Totals \n \nAdvanced Certificate \n \nFall 2007 \n9 0 3 \n \nFall 2008 \n16 0 24 \n \nFall 2009 \n13 0 20 \n \nFall 2010 \n10 0 19 \n \nFall 2011 \n8 1 12 \n \nAvg. of Five Years \n11 0 16 \n \n10 \n \n9 \n \n9 \n \n10 \n \n3 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n2 \n \n367 376 362 367 342 363 \n \n11 \n \n23 \n \n24 \n \n22 \n \n14 \n \n19 \n \n84 \n \n95 \n \n96 \n \n98 \n \n88 \n \n92 \n \n13 \n \n10 \n \n4 \n \n1 \n \n0 \n \n6 \n \n27 \n \n26 \n \n31 \n \n44 \n \n55 \n \n37 \n \n0 \n \n0 \n \n0 \n \n8 \n \n30 \n \n8 \n \nNA NA NA NA \n \n0 \n \n0 \n \n845 951 1,030 1,049 1,055 986 \n \nCERG \n \nPost-Baccalaureate Certificate With Majors in: \n \n13140101 Teaching English to Speakers of Other Languages 50090301 Artist Diploma \n \nCERGER 30110100 Graduate Certificate in Gerontology (Deactivated) (Effective Date: 03/09/2000) \n \nAdvanced Certificate Totals \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n7 \n \n11 \n \n19 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n11 \n \n20 \n \n8 \n \nSRPT407A 1/23/2012 \n \nPage 93 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nBachelors \n \nBA BBA \n \nBachelor of Arts With Majors in: \n \n13130501 13130502 13131101 13131602 13131603 13131802 16010101 16090101 16090501 23010101 23130401 24010101 26010101 27010101 40050101 42010101 45100101 50050101 50070301 50090101 54010100 \n \nEnglish with Teacher Certification (Deactivated) English (with a secondary education track) (Effective Date: 09/13/2011) Mathematics with Teacher Certification (Deactivated) Biology with Teacher Certification (Deactivated) Chemistry with Teacher Certification (Deactivated) History with Teacher Certification Modern Language and Culture French with Teacher Certification Option (Terminated: End Date, 10/13/2010) Spanish with Teacher Certification Option (Terminated: End Date, 10/13/2010) English Language and Literature Communications Liberal Arts Biology Mathematics Chemistry Psychology Political Science Theatre Art History (Effective Date: 04/20/2011) Music History, General \n \nBachelor of Business Administration With Majors in: \n \n52010101 52020101 52030100 52080100 \n \nGeneral Business Management Accounting Finance \n \n48 \n \n58 \n \n73 \n \n66 \n \n55 \n \n60 \n \nNA NA NA NA \n \n0 \n \n0 \n \n40 \n \n29 \n \n13 \n \n8 \n \n6 \n \n19 \n \n22 \n \n17 \n \n10 \n \n5 \n \n4 \n \n12 \n \n6 \n \n5 \n \n5 \n \n2 \n \n1 \n \n4 \n \n68 \n \n77 104 \n \n88 \n \n72 \n \n82 \n \n0 \n \n0 \n \n0 \n \n0 \n \n46 \n \n9 \n \n13 \n \n10 \n \n14 \n \n8 \n \n0 \n \n9 \n \n29 \n \n31 \n \n35 \n \n39 \n \n7 \n \n28 \n \n148 156 161 166 154 157 \n \n183 188 167 183 185 181 \n \n0 \n \n0 \n \n0 \n \n14 \n \n28 \n \n8 \n \n57 \n \n56 \n \n63 \n \n65 \n \n71 \n \n62 \n \n11 \n \n11 \n \n9 \n \n9 \n \n8 \n \n10 \n \n10 \n \n26 \n \n32 \n \n29 \n \n36 \n \n27 \n \n48 \n \n46 \n \n50 \n \n53 \n \n52 \n \n50 \n \n105 104 116 117 117 112 \n \n11 \n \n30 \n \n74 \n \n89 \n \n63 \n \n53 \n \nNA NA NA NA \n \n0 \n \n0 \n \n30 \n \n32 \n \n30 \n \n29 \n \n40 \n \n32 \n \n89 \n \n95 \n \n89 \n \n83 \n \n75 \n \n86 \n \n360 371 552 608 315 441 \n \n317 317 210 135 210 238 \n \n257 238 165 113 188 192 \n \n152 146 \n \n96 \n \n69 \n \n84 109 \n \nSRPT407A 1/23/2012 \n \nPage 94 \n \n BFA BM BS \nBSED \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n52120101 Computer Information Systems 52140101 Marketing \n \nBachelor of Fine Arts With Majors in: \n \n50050101 Theatre 50070501 Art \n \nBachelor of Music With Majors in: \n \n13131201 Music Education 50090301 Applied Music \n \nBachelor of Science With Majors in: \n \n11010101 11010301 13131601 26010101 27010101 31050501 40050101 40060101 40069901 42010101 43010401 45100101 45110100 51000001 \n \nComputer Science Information Technology Geology with Teacher Certification (Deactivated) Biology Mathematical Sciences Exercise Science Chemistry Geology (Deactivated) Earth and Space Science Psychology Criminal Justice Political Science (Terminated: End Date, 08/20/2008) Sociology Health Sciences \n \nBachelor of Science in Education With Majors in: \n \n13100101 Special Education - General Curriculum Program \n \nFall 2007 \n104 217 \n \nFall 2008 \n100 189 \n \nFall 2009 \n71 131 \n \nFall 2010 \n49 88 \n \nFall 2011 \n53 129 \n \nAvg. of Five Years \n75 151 \n \n102 \n \n87 \n \n61 \n \n47 \n \n60 \n \n71 \n \n134 136 130 129 120 130 \n \n96 \n \n91 104 \n \n93 \n \n88 \n \n94 \n \n88 \n \n94 \n \n94 102 103 \n \n96 \n \n234 272 259 256 237 252 \n \n0 \n \n8 \n \n35 \n \n79 \n \n89 \n \n42 \n \n0 \n \n2 \n \n1 \n \n1 \n \n0 \n \n1 \n \n320 369 363 387 400 368 \n \n25 \n \n49 \n \n72 \n \n70 \n \n55 \n \n54 \n \n148 152 164 197 233 179 \n \n74 \n \n93 \n \n72 \n \n71 \n \n81 \n \n78 \n \n19 \n \n18 \n \n19 \n \n8 \n \n0 \n \n13 \n \n0 \n \n0 \n \n15 \n \n31 \n \n52 \n \n20 \n \n181 190 230 260 264 225 \n \n315 334 357 390 424 364 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n114 \n \n92 \n \n85 \n \n95 117 101 \n \n175 166 203 215 253 202 \n \n60 \n \n69 \n \n69 \n \n86 \n \n86 \n \n74 \n \nSRPT407A 1/23/2012 \n \nPage 95 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n13120301 13121000 13130200 13130501 13131101 13131401 13131601 13131602 13131603 13131802 13132400 \n \nMiddle Grades Education Early Childhood Education and Teaching Art Teacher Education Teaching Field - English (Deactivated) Teaching Field - Mathematics (Deactivated) Health, Physical Education Teaching Field-Earth Space Science (Deactivated) (Effective Date: 09/13/2000) Teaching Field - Biology (Deactivated) Teaching Field - Chemistry (Deactivated) History (Deactivated) Drama and Dance Teacher Education \n \nBSN \n \n51380101 Bachelor of Science in Nursing \n \nBSNC \n \n51380105 Bachelor of Science in Nursing, RN to BSN \n \nBachelors Totals \n \nAssociate \n \nFall 2007 \n101 494 \n33 13 6 91 0 1 1 16 42 \n \nFall 2008 \n83 483 \n38 1 2 91 0 1 0 7 46 \n \nFall 2009 \n97 478 \n52 0 0 98 0 1 0 2 35 \n \nFall 2010 \n93 474 \n48 0 0 90 0 0 0 0 28 \n \nFall 2011 \n86 397 \n47 0 1 87 0 0 0 0 30 \n \nAvg. of Five Years \n92 465 \n44 3 2 91 0 1 0 5 36 \n \n522 560 593 668 675 604 \n \n0 \n \n2 \n \n0 \n \n19 \n \n71 \n \n18 \n \n5,738 5,868 5,959 6,052 6,055 5,934 \n \nASCC \n \n24010101 Associate of Science, Core Curriculum \n \nAssociate Totals \n \nCareer Associate \n \n66 \n \n64 \n \n54 \n \n64 151 \n \n80 \n \n66 \n \n64 \n \n54 \n \n64 151 \n \n80 \n \nAASCJ 43010401 Associate of Applied Science in Criminal Justice AASCS 11010101 Associate of Applied Science in Applied Computer Science (Deactivated) Career Associate Totals \nOne-Year Certificate \n \n29 \n \n37 \n \n36 \n \n23 \n \n25 \n \n30 \n \n12 \n \n10 \n \n4 \n \n2 \n \n1 \n \n6 \n \n41 \n \n47 \n \n40 \n \n25 \n \n26 \n \n36 \n \nCER1 \nSRPT407A 1/23/2012 \n \nOne-Year Certificate \n \nPage 96 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nWith Options in: 11010101 Data Processing (Deactivated) 43010401 Criminal Justice Studies \nOne-Year Certificate Totals \n \nCertificate of Less than One Year \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n265 330 371 376 339 336 \n \n265 330 371 377 339 336 \n \nCER0 \n \nCertificate of Less than One Year With Options in: 05010100 African Studies (Effective Date: 11/26/2003) 05010601 European Studies (Effective Date: 11/30/2000) 05010700 Latin American Studies (Effective Date: 05/26/2004) 11019901 Research in Computer Science (Effective Date: 06/15/2011) 13140101 Teaching English to Speakers of Other Languages 23010101 Professional Writing (Effective Date: 12/16/2009) \n \nCertificate of Less than One Year Totals \n \nColumbus State University Totals \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA NA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n7,134 7,400 7,620 7,737 7,837 7,546 \n \nSRPT407A 1/23/2012 \n \nPage 97 \n \n Fort Valley State University \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nEducation Specialist \n \nEDS \n \nEducational Specialist \n \nWith Majors in: \n \n13110101 School Counselor Education \n \nEducation Specialist Totals \n \nMasters \n \n0 \n \n0 \n \n0 \n \n0 \n \n19 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n19 \n \n4 \n \nMA MAT \nMED MPH \n \nMaster of Arts With Majors in: \n \n54019901 History \n \nMaster of Arts in Teaching With Majors in: \n \n23010102 26010102 27010102 54010102 \n \nEnglish Biology Mathematics History \n \nMaster of Education With Majors in: \n \n13120301 Middle Grades Education (Terminated: End Date, 06/24/2010) \n \nMaster of Public Health With Majors in: \n \n51220200 Environmental Health \n \nSRPT407A 1/23/2012 \n \nPage 98 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n3 \n \n3 \n \n2 \n \n2 \n \n20 \n \n30 \n \n23 \n \n35 \n \n28 \n \n27 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nMS \n \nMaster of Science \n \nWith Majors in: \n \n13110101 13120301 \n51159901 51231001 \n \nGuidance and Counseling (Terminated: Last Activity Date: 06/02/2004) Junior High/Intermediate/Middle School Teacher Education (Terminated: End Date, 10/09/2007) Mental Health Counseling Rehabilitation Counseling \n \nMSAS 01090100 Master of Science in Animal Science \n \nMSB \n \n26120101 Master of Science in Biotechnology \n \nMSED \n \nMaster of Science in Education With Majors in: \n \n13110102 13120301 13121001 \n \nSchool Counselor Education Middle Grades Education Early Childhood Education/Special Education (Effective Date: 06/09/2010) \n \nMasters Totals \n \nBachelors \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n37 \n \n63 \n \n46 \n \n58 \n \n68 \n \n54 \n \n25 \n \n27 \n \n46 \n \n72 \n \n73 \n \n49 \n \n9 \n \n9 \n \n7 \n \n8 \n \n10 \n \n9 \n \n0 \n \n0 \n \n2 \n \n17 \n \n16 \n \n7 \n \n0 \n \n0 \n \n23 \n \n32 \n \n25 \n \n16 \n \n0 \n \n0 \n \n0 \n \n2 \n \n2 \n \n1 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \n92 129 150 227 239 167 \n \nBA \nSRPT407A 1/23/2012 \n \nBachelor of Arts With Majors in: \n \n05029901 09040101 23010101 24010100 42010101 43010401 45100101 45110100 50040201 52060101 \n \nAfrican World Studies (Deactivated) Mass Communication English Liberal Studies Psychology Criminal Justice Political Science Sociology Commercial Design Economics \n \nPage 99 \n \n2 \n \n1 \n \n1 \n \n0 \n \n0 \n \n1 \n \n173 188 197 189 211 192 \n \n43 \n \n45 \n \n55 \n \n49 \n \n42 \n \n47 \n \n68 106 150 150 169 129 \n \n136 198 233 244 296 221 \n \n161 224 236 305 361 257 \n \n44 \n \n46 \n \n51 \n \n53 \n \n55 \n \n50 \n \n16 \n \n18 \n \n17 \n \n24 \n \n23 \n \n20 \n \n36 \n \n38 \n \n40 \n \n33 \n \n32 \n \n36 \n \n23 \n \n22 \n \n17 \n \n13 \n \n13 \n \n18 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nBAM BBA \nBS \nBSAG \nBSED \nSRPT407A 1/23/2012 \n \n54010100 History, General \n \n13131201 Bachelor of Arts in Music \n \nBachelor of Business Administration With Majors in: \n \n52010101 52020101 52030100 52140101 \n \nGeneral Business Management Accounting Marketing \n \nBachelor of Science With Majors in: \n \n11010101 11040101 15999901 26010101 27010101 40050101 51080801 \n \nComputer Science Computer Information Systems Agriculture Engineering Technology Biology, General Mathematics Chemistry Veterinary Technology \n \nBachelor of Science in Agriculture With Majors in: \n \n01010300 01090101 01110301 01110310 13130101 \n \nAgricultural Economics Animal Science Plant Science Ornamental Horticulture Agricultural Teacher Education (Vocational) \n \nBachelor of Science in Education With Majors in: \n \n13120201 13120301 13121001 13130602 \n \nEarly Childhood Education (Terminated: End Date, 10/09/2007) Middle Grades Education Early Childhood Education/Special Education Teaching Field - French (Terminated: End Date, 10/09/2007) \n \nPage 100 \n \nFall 2007 \n28 \n20 \n \nFall 2008 \n25 \n38 \n \nFall 2009 \n28 \n44 \n \nFall 2010 \n28 \n45 \n \nFall 2011 \n26 \n \nAvg. of Five Years \n27 \n \n47 \n \n39 \n \n120 129 157 135 128 134 \n \n175 209 206 174 184 190 \n \n112 119 131 123 105 118 \n \n96 115 100 \n \n89 \n \n88 \n \n98 \n \n70 \n \n96 105 \n \n98 112 \n \n96 \n \n68 \n \n57 \n \n69 \n \n72 \n \n64 \n \n66 \n \n16 \n \n19 \n \n18 \n \n18 \n \n20 \n \n18 \n \n313 414 504 523 521 455 \n \n58 \n \n98 105 103 \n \n99 \n \n93 \n \n30 \n \n39 \n \n44 \n \n54 \n \n46 \n \n43 \n \n82 \n \n79 101 122 127 102 \n \n16 \n \n17 \n \n35 \n \n33 \n \n37 \n \n28 \n \n30 \n \n45 \n \n38 \n \n39 \n \n53 \n \n41 \n \n44 \n \n41 \n \n48 \n \n43 \n \n45 \n \n44 \n \n4 \n \n3 \n \n4 \n \n5 \n \n4 \n \n4 \n \n15 \n \n14 \n \n16 \n \n17 \n \n22 \n \n17 \n \n31 \n \n0 \n \n0 \n \n0 \n \n1 \n \n6 \n \n73 146 154 164 170 141 \n \n0 \n \n36 124 148 146 \n \n91 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n13131100 Mathematics Teacher Education (Terminated: End Date, 10/09/2007) 13131401 Health and Physical Education \n \nBSEET 15030301 Bachelor of Science in Electronics Engineering Technology \n \nBSFCS \n \nBachelor of Science in Family and Consumer Sciences With Majors in: \n \n13130801 19050101 19070101 \n \nFamily Consumer Sciences Education Food and Nutrition Infant and Child Development \n \nBSPS \n \nBachelor of Science in Public Service With Majors in: \n \n43010301 Criminal Justice (Effective Date: 03/20/2001) \n \nBSW \n \n44070100 Bachelor of Social Work \n \nBachelors Totals \n \nCareer Associate \n \nFall 2007 \n3 28 \n76 \n \nFall 2008 \n0 0 \n106 \n \nFall 2009 \n0 0 \n117 \n \nFall 2010 \n0 5 \n111 \n \nFall 2011 \n0 40 \n \nAvg. of Five Years \n1 15 \n \n113 105 \n \n8 \n \n0 \n \n0 \n \n2 \n \n7 \n \n3 \n \n16 \n \n19 \n \n18 \n \n23 \n \n27 \n \n21 \n \n83 116 \n \n85 \n \n67 \n \n70 \n \n84 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n84 \n \n74 \n \n95 121 122 \n \n99 \n \n2,402 2,940 3,343 3,422 3,626 3,147 \n \nAASAET 15999901 Associate of Applied Science in Agriculture Engineering Technology (Deactivated) \n \nAASBC \n \nAssociate of Applied Science in Business With Options in: 52040802 Information and Office Technology (Terminated: End Date, 10/09/2007) In Coop with: Middle Georgia Technical College \n \nAASEET 15030301 Associate of Applied Science in Electronic Engineering Technology (Deactivated) \n \nAASICD 19070601 Associate of Applied Science in Infant and Child Development (Deactivated) \n \nAASOH 01110301 Associate of Applied Science in Ornamental Horticulture (Deactivated) (Effective Date: 06/08/2004) \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n1 \n \n3 \n \n1 \n \n0 \n \n2 \n \n17 \n \n8 \n \n5 \n \n3 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 101 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nAASVT 51080801 Associate of Applied Science in Veterinary Technology (Deactivated) Career Associate Totals \nCertificate of Less than One Year \n \nFall 2007 \n5 \n30 \n \nFall 2008 \n3 \n12 \n \nFall 2009 \n1 \n9 \n \nFall 2010 \n0 \n4 \n \nFall 2011 \n0 \n \nAvg. of Five Years \n2 \n \n0 \n \n11 \n \nCER0 \n \nCertificate of Less than One Year With Options in: 52110101 International Business (Terminated: End Date, 10/09/2007) \n \nCertificate of Less than One Year Totals \n \nFort Valley State University Totals \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2,525 3,081 3,502 3,653 3,884 3,329 \n \nSRPT407A 1/23/2012 \n \nPage 102 \n \n Georgia College \u0026 State University \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nDoctorate \n \nDNP \n \n51160801 Doctor of Nursing Practice (Effective Date: 05/10/2011) \n \nDoctorate Totals \n \nEducation Specialist \n \nNA NA NA NA \n \n0 \n \n0 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \nEDS \n \nSpecialist in Education \n \nWith Majors in: \n \n13030100 13040101 13100101 13120301 13121001 13131401 \n \nCurriculum and Instruction Educational Leadership Special Education Middle Grades Education (Terminated: End Date, 01/30/2008) Early Childhood Education (Terminated: End Date, 01/30/2008) Health and Physical Education (Deactivated) (Effective Date: Unknown) \n \nEducation Specialist Totals \n \nMasters \n \n14 \n \n71 \n \n67 \n \n49 \n \n55 \n \n51 \n \n65 \n \n49 \n \n20 \n \n32 \n \n43 \n \n42 \n \n0 \n \n0 \n \n17 \n \n34 \n \n27 \n \n16 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n30 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n118 120 104 115 125 116 \n \nMA \n \nMaster of Arts \n \nWith Majors in: \n \n23010101 44040101 51230101 54010101 \n \nEnglish Public Affairs (Deactivated) (Effective Date: 03/13/2002) Art Therapy (Effective Date: 04/20/2011) History \n \nMACCT 52030100 Master of Accountancy \n \n11 \n \n7 \n \n14 \n \n16 \n \n10 \n \n12 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA NA NA \n \n0 \n \n0 \n \n8 \n \n10 \n \n11 \n \n13 \n \n11 \n \n11 \n \n19 \n \n31 \n \n40 \n \n33 \n \n37 \n \n32 \n \nSRPT407A 1/23/2012 \n \nPage 103 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nMAT \n \nMaster of Arts in Teaching With Majors in: \n \nMBA MED \nMERLL MFA \nMIS MMED MMT MPA \n \n13100101 13120301 13120501 13131401 \n \nSpecial Education Middle Grades Education Secondary Education Kinesiology/Physical Education \n \n52010101 Master of Business Administration \n \nMaster of Education With Majors in: \n \n13040101 13050101 13100501 13100601 13101101 13109901 13120301 13120501 13121001 13131401 \n \nEducational Leadership Educational Technology Teaching Field - Behavior Disorders (Deactivated) (Effective Date: Unknown) Teaching Field - Mental Retardation (Deactivated) (Effective Date: Unknown) Teaching Field - Learning Disabilities (Deactivated) (Effective Date: Unknown) Interrelated Special Education Middle Grades Education Secondary Teacher Education Early Childhood Education Kinesiology \n \n13131501 Master of Education in Reading, Language, and Literacy (Effective Date: 04/20/2011) \n \nMaster of Fine Arts With Majors in: \n \n23130200 Creative Writing \n \n52120101 Master in Management Information Systems \n \n13131201 Master of Music Education \n \n51230501 Master of Music Therapy \n \n44040100 Master of Public Administration \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n1 \n \n23 \n \n16 \n \n19 \n \n16 \n \n15 \n \n0 \n \n0 \n \n3 \n \n3 \n \n4 \n \n2 \n \n66 \n \n99 115 112 \n \n92 \n \n97 \n \n0 \n \n0 \n \n0 \n \n8 \n \n9 \n \n3 \n \n130 153 170 155 143 150 \n \n43 \n \n33 \n \n16 \n \n18 \n \n19 \n \n26 \n \n49 \n \n31 \n \n23 \n \n40 \n \n47 \n \n38 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n28 \n \n15 \n \n1 \n \n14 \n \n29 \n \n17 \n \n11 \n \n13 \n \n17 \n \n14 \n \n11 \n \n13 \n \n16 \n \n13 \n \n9 \n \n12 \n \n10 \n \n12 \n \n24 \n \n26 \n \n33 \n \n26 \n \n29 \n \n28 \n \n23 \n \n29 \n \n32 \n \n34 \n \n33 \n \n30 \n \nNA NA NA NA \n \n0 \n \n0 \n \n22 \n \n29 \n \n30 \n \n27 \n \n28 \n \n27 \n \n16 \n \n15 \n \n22 \n \n16 \n \n15 \n \n17 \n \n1 \n \n6 \n \n5 \n \n9 \n \n7 \n \n6 \n \n4 \n \n11 \n \n14 \n \n14 \n \n14 \n \n11 \n \n82 \n \n77 \n \n92 103 \n \n91 \n \n89 \n \nSRPT407A 1/23/2012 \n \nPage 104 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nMS \n \nMaster of Science \n \nWith Majors in: \n \n26010101 Biology 42010101 Psychology (Deactivated) (Effective Date: Unknown) \n \nMSAD \n \nMaster of Science in Administration With Majors in: \n \n52020301 Logistics Management \n \nMSCJ \n \n43010301 Master of Science in Criminal Justice \n \nMSN \n \nMaster of Science in Nursing With Majors in: \n \n51380201 51380301 51380501 \n \nAdministration Adult Health Family Nurse Practitioner \n \nMSNMBA 51380201 Master of Science in Nursing/Master of Business Administration (Terminated: End Date, 06/27/2011) \n \nMasters Totals \n \nBachelors \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n28 \n \n32 \n \n29 \n \n33 \n \n35 \n \n31 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n52 \n \n77 \n \n75 \n \n86 \n \n77 \n \n73 \n \n9 \n \n19 \n \n19 \n \n17 \n \n17 \n \n16 \n \n7 \n \n3 \n \n3 \n \n3 \n \n5 \n \n4 \n \n11 \n \n13 \n \n5 \n \n5 \n \n2 \n \n7 \n \n45 \n \n40 \n \n49 \n \n57 \n \n66 \n \n51 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n707 805 843 887 857 820 \n \nBA \nSRPT407A 1/23/2012 \n \nBachelor of Arts With Majors in: \n \n09040101 16090101 16090501 23010101 23130401 24019901 26010101 \n \nMass Communication French Spanish English Rhetoric Liberal Studies Biology (Terminated: End Date, 11/16/2005) \n \nPage 105 \n \n308 309 297 316 301 306 \n \n17 \n \n11 \n \n11 \n \n13 \n \n11 \n \n13 \n \n32 \n \n39 \n \n37 \n \n34 \n \n27 \n \n34 \n \n213 230 270 262 215 238 \n \n24 \n \n33 \n \n32 \n \n34 \n \n46 \n \n34 \n \n19 \n \n27 \n \n42 \n \n31 \n \n10 \n \n26 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nBBA \nBMED BMT BS \n \n27010101 38010100 42010101 43010301 45070100 45100101 45110100 50050101 50070101 50090101 52060101 54010101 \n \nMathematics (Deactivated) Philosophy Psychology (Terminated: End Date, 11/16/2005) Criminal Justice Geography Political Science Sociology Theatre Art Music Economics History \n \nBachelor of Business Administration With Majors in: \n \n52010101 52020101 52020401 52030100 52060101 52110101 52139901 52139902 52140101 \n \nGeneral Business Management Office Communication Systems (Terminated: End Date, 08/20/2008) Accounting Economics (Terminated: End Date, 03/21/2007) International Business (Deactivated) Business Information Systems (Deactivated) Management Information Systems Marketing \n \n13131201 Bachelor of Music Education \n \n51230501 Bachelor of Music Therapy \n \nBachelor of Science With Majors in: \n \n03010400 11010101 13100101 13120301 \n \nEnvironmental Science Computer Science Special Education Middle Grades Education \n \nFall 2007 \n4 9 1 87 0 115 43 45 145 22 19 182 \n \nFall 2008 \n3 15 0 106 0 130 50 46 163 18 21 215 \n \nFall 2009 \n2 11 0 122 0 148 67 43 171 18 19 207 \n \nFall 2010 \n0 12 1 139 4 147 66 47 176 15 17 182 \n \nFall 2011 \n0 14 0 137 9 136 48 53 149 20 16 144 \n \nAvg. of Five Years \n2 12 0 118 3 135 55 47 161 19 18 186 \n \n266 302 317 218 148 250 \n \n311 292 279 307 387 315 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n135 157 168 184 190 167 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n43 \n \n18 \n \n9 \n \n4 \n \n0 \n \n15 \n \n57 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n0 \n \n63 \n \n57 \n \n54 \n \n63 \n \n47 \n \n296 299 268 278 298 288 \n \n35 \n \n30 \n \n30 \n \n23 \n \n33 \n \n30 \n \n32 \n \n35 \n \n31 \n \n46 \n \n42 \n \n37 \n \n53 \n \n64 \n \n84 \n \n91 109 \n \n80 \n \n51 \n \n57 \n \n69 \n \n70 \n \n81 \n \n66 \n \n78 \n \n72 \n \n86 105 114 \n \n91 \n \n85 \n \n81 \n \n99 \n \n84 \n \n85 \n \n87 \n \nSRPT407A 1/23/2012 \n \nPage 106 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n13121001 13130700 13131400 22030201 26010101 27010101 31010101 40050101 40080101 42010101 43010301 44040100 45010101 45100101 45110100 50100201 51091301 52060101 54010101 \n \nEarly Childhood Education Health Teacher Education Physical Education Teaching and Coaching Legal Assistance Studies (Deactivated) (Effective Date: 09/01/1987) Biology Mathematics Outdoor Education Chemistry Physics Psychology Criminal Justice (Deactivated) Public Administration (Deactivated) (Effective Date: Unknown) Social Science (Deactivated) (Effective Date: Unknown) Political Science (Deactivated) Sociology (Deactivated) Art Marketing (Deactivated) Athletic Training Economics History (Deactivated) \n \nBSN \n \n51380101 Bachelor of Science in Nursing \n \nBSNC \n \n51380105 Bachelor of Science in Nursing RN to BSN \n \nBachelors Totals \n \nCertificate of Less than One Year \n \nFall 2007 \n284 276 \n34 0 330 98 35 119 0 344 25 0 0 26 2 1 0 34 27 \n \nFall 2008 \n263 318 \n22 0 361 107 46 125 0 346 10 0 0 10 1 0 0 50 14 \n \nFall 2009 \n215 285 \n14 0 373 145 42 115 7 408 2 0 0 3 0 0 36 54 4 \n \nFall 2010 \n184 298 \n3 0 406 150 50 122 30 401 1 0 0 2 0 0 67 64 3 \n \nFall 2011 \n191 341 \n0 0 398 145 40 118 37 372 0 0 0 0 0 0 80 59 2 \n \nAvg. of Five Years \n227 304 \n15 0 374 129 43 120 15 374 8 0 0 8 1 0 37 52 10 \n \n492 463 513 519 538 505 \n \n0 \n \n13 \n \n12 \n \n30 \n \n22 \n \n15 \n \n4,856 5,035 5,222 5,292 5,229 5,127 \n \nCER0 \n \nCertificate of Less than One Year With Options in: 05010601 European Union Studies 05010700 Latin American Studies \n \n(Effective Date: 08/31/2004) (Effective Date: 08/31/2004) \n \nCertificate of Less than One Year Totals \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 107 \n \n Georgia College \u0026 State University Totals \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n5,681 5,960 6,169 6,294 6,211 6,063 \n \nSRPT407A 1/23/2012 \n \nPage 108 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nGeorgia Southwestern State University \n \nEducation Specialist \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nEDS \n \nSpecialist in Education \n \nWith Majors in: \n \n13120201 13120301 13129901 \n \nEarly Childhood Education (Deactivated) Middle Grades Education (Deactivated) Learning and Leading \n \nEducation Specialist Totals \n \nMasters \n \n24 \n \n1 \n \n0 \n \n0 \n \n0 \n \n5 \n \n13 \n \n2 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 142 111 \n \n56 \n \n67 \n \n75 \n \n37 145 111 \n \n56 \n \n67 \n \n83 \n \nMAE MBA MED \nSRPT407A 1/23/2012 \n \n24010301 Master of Arts in English \n \n52020101 Master of Business Administration \n \nMaster of Education With Majors in: \n \n13100101 13100501 13100601 13101101 13120201 13120301 13120501 13130501 13131101 13131401 13131501 13131601 13131602 13131603 \n \nSpecial Education, General Teaching Field - Behavior Disorders (Effective Date: Unknown) Teaching Field - Mental Retardation (Effective Date: Unknown) Teaching Field - Learning Disabilities Early Childhood Education (Deactivated) Middle Grades Education (Deactivated) Secondary Teacher Education (Effective Date: Unknown) Teaching Field - English Teaching Field - Mathematics (Deactivated) Health and Physical Education (Deactivated) Reading Specialist (Deactivated) Teaching Field - Science (Effective Date: Unknown) Teaching Field - Biology (Effective Date: Unknown) Teaching Field - Chemistry (Effective Date: Unknown) \n \nPage 109 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n1 \n \n51 \n \n54 \n \n57 \n \n55 \n \n72 \n \n58 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n16 \n \n1 \n \n0 \n \n0 \n \n0 \n \n3 \n \n5 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n5 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \n5 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n13131701 Teaching Field - Social Science (Effective Date: Unknown) 13131802 Teaching Field - History (Deactivated) \n \nMEDCI 13030100 Master of Education in Curriculm and Instruction \n \nMS \n \nMaster of Science \n \nWith Majors in: \n \n11070100 Computer Science \n \nMSN \n \nMaster of Science in Nursing With Majors in: \n \n51380701 Nurse Midwifery (Effective Date: 05/12/1999) \n \nMasters Totals \n \nAdvanced Certificate \n \nFall 2007 \n0 1 \n0 \n \nFall 2008 \n0 0 \n58 \n \nFall 2009 \n0 0 \n57 \n \nFall 2010 \n0 0 \n63 \n \nFall 2011 \n0 0 \n \nAvg. of Five Years \n0 0 \n \n64 \n \n48 \n \n22 \n \n19 \n \n14 \n \n12 \n \n17 \n \n17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n118 136 129 130 158 134 \n \nCCS \n \n11070100 Graduate Certificate in Computer Science \n \nCERG \n \nPost-Baccalaureate Certificate With Majors in: \n \n27010101 K-8 Mathematics Teachers (Effective Date: 11/17/2009) 27010102 Two-Year Technical College Mathematics Teachers (Effective Date: 11/17/2009) \n \nCNFPM 52020601 Graduate Certificate in Not-for-Profit Management (Effective Date: 03/25/2004) \n \nAdvanced Certificate Totals \n \nBachelors \n \n0 \n \n0 \n \n0 \n \n1 \n \n3 \n \n1 \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n3 \n \n1 \n \nBA \n \nBachelor of Arts \n \nWith Majors in: \n \nSRPT407A 1/23/2012 \n \nPage 110 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n23010101 42010100 45100101 50050101 50070101 50090101 54010101 \n \nEnglish Psychology Political Science Dramatic Arts Art/Art Studies, General Music History \n \nBASTM 52120101 Bachelor of Applied Science in Technology Management (Deactivated) \n \nBBA \n \nBachelor of Business Administration With Majors in: \n \n52010101 52020101 52030100 52080101 52100101 52140101 \n \nGeneral Business (Deactivated) (Effective Date: Unknown) Management Accounting Finance (Effective Date: Unknown) Human Resources Management Marketing \n \nBFA \n \n50070101 Bachelor of Fine Arts \n \nBS \n \nBachelor of Science \n \nWith Majors in: \n \n11010300 11070101 15120101 26010101 27010101 40050101 40060101 42010101 45100101 45110100 54010101 \n \nInformation Technology Computer Science Computer Science Technology Biology Mathematics Chemistry Geology Psychology Political Science Sociology History (Deactivated) \n \n(Effective Date: 09/01/1985) \n \nFall 2007 \n41 8 4 25 19 19 19 \n19 \n \nFall 2008 \n42 8 5 23 20 17 24 \n13 \n \nFall 2009 \n44 11 9 20 29 21 28 \n7 \n \nFall 2010 \n47 18 10 21 28 18 26 \n2 \n \nFall 2011 \n31 28 9 21 25 23 28 \n \nAvg. of Five Years \n41 15 7 22 24 20 25 \n \n2 \n \n9 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n202 249 284 348 326 282 \n \n119 131 177 215 225 173 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n28 \n \n32 \n \n38 \n \n33 \n \n27 \n \n32 \n \n67 \n \n65 \n \n59 \n \n59 \n \n54 \n \n61 \n \n20 \n \n29 \n \n23 \n \n27 \n \n25 \n \n25 \n \n25 \n \n32 \n \n37 \n \n54 \n \n43 \n \n38 \n \n28 \n \n30 \n \n44 \n \n49 \n \n54 \n \n41 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n117 124 111 128 112 118 \n \n18 \n \n49 \n \n43 \n \n66 \n \n76 \n \n50 \n \n39 \n \n55 \n \n47 \n \n59 \n \n49 \n \n50 \n \n7 \n \n6 \n \n17 \n \n14 \n \n11 \n \n11 \n \n124 111 107 126 127 119 \n \n29 \n \n34 \n \n38 \n \n41 \n \n41 \n \n37 \n \n41 \n \n43 \n \n39 \n \n37 \n \n41 \n \n40 \n \n36 \n \n19 \n \n19 \n \n11 \n \n10 \n \n19 \n \nSRPT407A 1/23/2012 \n \nPage 111 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nBSED \n \nBachelor of Science in Education With Majors in: \n \n13100101 13100601 13101101 13120201 13120301 13120501 13130200 13130301 13130501 13130602 13130603 13131101 13131200 13131401 13131602 13131603 13131802 31030101 \n \nSpecial Education Teaching Field - Mental Retardation (Deactivated) (Effective Date: Unknown) Teaching Field - Learning Disabilities (Deactivated) (Effective Date: Unknown) Early Childhood Education Middle Grades Education Secondary Teacher Education (Deactivated) (Effective Date: Unknown) Art Teacher Education (Effective Date: Unknown) Teaching Field - Business Education (Deactivated) (Effective Date: Unknown) Teaching Field - English (Deactivated) (Effective Date: Unknown) Teaching Field - French (Effective Date: Unknown) Teaching Field - Spanish (Effective Date: Unknown) Teaching Field - Mathematics (Deactivated) (Effective Date: Unknown) Music Teacher Education (Effective Date: Unknown) Health and Physical Education Teaching Field - Biology (Deactivated) (Effective Date: Unknown) Teaching Field - Chemistry (Deactivated) (Effective Date: Unknown) Teaching Field - History (Deactivated) (Effective Date: Unknown) Recreation \n \nBSN \n \n51380101 Bachelor of Science in Nursing \n \nBSNC \n \n51380105 Bachelor of Science in Nursing, RN to BSN \n \nBachelors Totals \n \nCareer Associate \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n20 \n \n15 \n \n14 \n \n15 \n \n21 \n \n17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n85 \n \n95 144 176 131 126 \n \n25 \n \n21 \n \n21 \n \n21 \n \n26 \n \n23 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n85 \n \n91 108 140 165 118 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n15 \n \n22 \n \n21 \n \n17 \n \n9 \n \n17 \n \n74 \n \n60 273 276 280 193 \n \n0 \n \n40 \n \n48 \n \n48 \n \n91 \n \n45 \n \n1,358 1,505 1,881 2,130 2,111 1,797 \n \nAASACG 52030201 Associate of Applied Science in Accounting (Deactivated) (Effective Date: 06/03/2004) \n \nAASBC \n \nAssociate of Applied Science in Business With Options in: 01060102 Environmental Horticulture (Deactivated) (Effective Date: 09/15/2003) In Coop with: South Georgia Technical College \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 112 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nAASBE AASHC \nAASSC \n \n11020204 Computer Programming (Deactivated) (Effective Date: 05/08/1996) In Coop with: South Georgia Technical College \n52030202 Accounting (Deactivated) In Coop with: Middle Georgia T. C., South Georgia T. C. and Albany T. C. \n52040102 Business and Office Technology (Deactivated) (Effective Date: 05/08/1996) In Coop with: Middle Georgia T. C., South Georgia T. C. and Albany T. C. \n52040802 Information and Office Technology (Deactivated) (Effective Date: 05/08/1996) In Coop with: South Georgia Technical College \n52090102 Hotel/Restaurant/Travel Management (Deactivated) (Effective Date: 02/14/2001) In Coop with: Albany Technical College \n52100102 Management and Supervisory Development (Deactivated) (Effective Date: 02/14/2001) \nIn Coop with: Albany Technical College 52120100 Management Information Systems, General \nIn Coop with: Middle Georgia T. C., South Georgia T. C. and Albany T. C. 52180102 Marketing Management (Deactivated) (Effective Date: 06/14/2000) \nIn Coop with: Middle Georgia T. C., South Georgia T. C. and Albany T. C. \n52999901 Associate of Applied Science in Business Education (Deactivated) (Effective Date: 06/03/2004) \nAssociate of Applied Science in Health With Options in: 51060102 Dental Assisting (Deactivated) (Effective Date: 02/14/2001) In Coop with: Albany Technical College 51080102 Medical Assisting (Deactivated) (Effective Date: 05/08/1996) In Coop with: South Georgia Technical College and Albany Technical College 51090704 Radiologic Technology (Deactivated) (Effective Date: 06/14/2000) In Coop with: Middle Georgia Technical College and Albany Technical College 51090902 Surgical Technology (Deactivated) (Effective Date: 06/14/2000) In Coop with: Middle Georgia Technical College and Albany Technical College 51390104 Practical Nursing (Deactivated) (Effective Date: 05/24/2000) In Coop with: Middle Georgia Technical College and South Georgia Technical College \nAssociate of Applied Science in Services With Options in: 01060102 Environmental Horticulture (Deactivated) (Effective Date: 02/14/2001) \n \nFall 2007 \n0 1 0 0 0 0 \n \nFall 2008 \n0 0 0 0 0 0 \n \nFall 2009 \n0 0 0 0 0 0 \n \nFall 2010 \n0 0 0 0 0 0 \n \nFall 2011 \n0 0 0 0 0 0 \n \nAvg. of Five Years 0 \n0 \n0 \n0 \n0 \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 113 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nAASTC \n \nIn Coop with: Albany Technical College 12040102 Cosmetology (Deactivated) (Effective Date: 05/24/2000) \nIn Coop with: Middle Georgia T. C., South Georgia T. C. and Albany T. C. 12050804 Culinary Art (Effective Date: 05/24/2000) \nIn Coop with: Middle Georgia T. C., South Georgia T. C. and Albany T. C. 19070802 Early Childhood Care and Education (Deactivated) (Effective Date: 02/14/2001) \nIn Coop with: Albany Technical College 43010401 Law Enforcement (Deactivated) (Effective Date: 02/14/2001) \nIn Coop with: Albany Technical College 43010402 Criminal Justice \nIn Coop with: South Georgia Technical College 51390104 Practical Nursing (Deactivated) (Effective Date: 02/14/2001) \nIn Coop with: Albany Technical College \nAssociate of Applied Science in Technology With Options in: 03051103 Forestry Technology (Deactivated) (Effective Date: 02/14/2001) In Coop with: Albany Technical College 10030502 Printing/Graphics Technology (Deactivated) (Effective Date: 02/14/2001) In Coop with: Albany Technical College 15049900 Electromechanical and Instrumentation and Maintenance Technologies/Technicians, Other (Deactivated) (Effective Date: 05/08/1996) In Coop with: South Georgia Technical College 15130102 Drafting (Deactivated) (Effective Date: 06/14/2000) In Coop with: Middle Georgia Technical College and South Georgia Technical College 151301A4 Advanced Drafting (Deactivated) (Effective Date: 05/08/1996) In Coop with: South Georgia Technical College 46030202 Electrical Construction and Maintenance (Deactivated) (Effective Date: 02/14/2001) In Coop with: Albany Technical College 460302A2 Industrial Electrical Technology (Deactivated) (Effective Date: 05/08/1996) In Coop with: South Georgia Technical College 47010102 Electronics Fundamentals (Deactivated) (Effective Date: 06/14/2000) In Coop with: Middle Georgia Technical College and Albany Technical College 470101A4 Electronics Technology (Deactivated) (Effective Date: 05/08/1996) In Coop with: Middle Georgia T. C., South Georgia T. C. and Albany T. C. 47020102 Air Conditioning Technology (Deactivated) (Effective Date: 06/14/2000) \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 114 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nIn Coop with: Middle Georgia Technical College and Albany Technical College 470201A4 Advanced Air Conditioning Technology (Deactivated) (Effective Date: \n05/08/1996) In Coop with: South Georgia Technical College 47030202 Heavy Equipment Mechanic (Deactivated) (Effective Date: 05/08/1996) In Coop with: South Georgia Technical College 47030300 Industrial Mechanics and Maintenance Technology (Deactivated) (Effective Date: \n05/08/1996) In Coop with: South Georgia Technical College 47030302 Industrial Maintenance (Deactivated) (Effective Date: 06/14/2000) In Coop with: Middle Georgia Technical College 470303A4 Industrial Maintenance Technology (Deactivated) In Coop with: Middle Georgia Technical College and Albany Technical College 47039900 Heavy/Industrial Equipment Maintenance Technologies, Other (Deactivated) \n(Effective Date: 05/24/2000) In Coop with: South Georgia Technical College 47060302 Automotive Collision Repair (Deactivated) (Effective Date: 05/08/1996) In Coop with: South Georgia Technical College 47060402 Automotive Fundamentals (Deactivated) (Effective Date: 06/14/2000) In Coop with: Middle Georgia Technical College 470604A4 Automotive Technology (Deactivated) (Effective Date: 05/08/1996) In Coop with: Middle Georgia Technical College and South Georgia Technical College 470605N4 Diesel Mechanics (Deactivated) (Effective Date: 05/08/1996) In Coop with: South Georgia Technical College 47060701 Aircraft Assembler (Deactivated) (Effective Date: 05/24/2000) In Coop with: South Georgia Technical College 47060702 Aircraft Structural Technology (Deactivated) (Effective Date: 05/24/2000) In Coop with: Middle Georgia Technical College and South Georgia Technical College 47060804 Aviation Maintenance Technology (Deactivated) (Effective Date: 05/08/1996) In Coop with: Middle Georgia Technical College and South Georgia Technical College 47060904 Avionics Maintenance Technology (Deactivated) (Effective Date: 05/08/1996) In Coop with: South Georgia Technical College 48050302 Machine Tool Technology (Deactivated) (Effective Date: 06/14/2000) In Coop with: Middle Georgia Technical College and South Georgia Technical College 480503A4 Advanced Machine Tool Technology (Deactivated) (Effective Date: 05/08/1996) In Coop with: South Georgia Technical College 48050802 Welding and Joining Technology (Deactivated) (Effective Date: 05/24/2000) \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 115 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nIn Coop with: Middle Georgia Technical College and South Georgia Technical College 48050841 Advanced Welding (Deactivated) (Effective Date: 05/24/2000) \nIn Coop with: South Georgia Technical College 49020501 Commercial Truck Driving (Deactivated) (Effective Date: 05/24/2000) \nIn Coop with: South Georgia Technical College \n \nASN \n \n51380101 Associate of Science in Nursing (Deactivated) (Effective Date: 08/16/2010) \n \nCareer Associate Totals \n \nCertificate of Less than One Year \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \nCER0 \n \nCertificates of Less Than One Year With Options in: 05010600 European Union Studies (Effective Date: 03/03/2004) 05010700 Latin American Studies (Effective Date: 03/03/2004) 05020700 Women's Studies (Effective Date: 08/18/2004) 05029901 Global Studies (Effective Date: 02/24/2010) 11080100 Web Design (Effective Date: 03/03/2004) 30999901 Caregiving Issues and Management (Effective Date: 06/01/2011) 32010901 English as Second Language-Standard (Effective Date: 08/18/2004) 32010902 English as Second Language-Advanced 38020100 Religious Studies (Effective Date: 03/03/2004) 43010401 Criminal Justice (Effective Date: 07/10/2006) 45999901 Caregiving Specialist (Effective Date: 09/20/2007) \n \nCertificate of Less than One Year Totals \n \nGeorgia Southwestern State University Totals \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA NA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n16 \n \n21 \n \n30 \n \n16 \n \n23 \n \n21 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n16 \n \n21 \n \n30 \n \n16 \n \n23 \n \n21 \n \n1,533 1,807 2,151 2,333 2,362 2,037 \n \nSRPT407A 1/23/2012 \n \nPage 116 \n \n Kennesaw State University \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nDoctorate \n \nDBA \n \n52020101 Doctor of Business Administration \n \nDNS \n \n51380801 Doctor of Nursing Science \n \nEDD \n \nDoctor of Education With Majors in: \n \n13040401 Educational Leadership for Learning 13120601 Teacher Leadership for Learning \n \nPHD \n \nDoctor of Philosophy With Majors in: \n \n30050101 International Conflict Management \n \nDoctorate Totals \n \nEducation Specialist \n \n0 \n \n0 \n \n17 \n \n41 \n \n55 \n \n23 \n \n0 \n \n0 \n \n5 \n \n7 \n \n10 \n \n4 \n \n29 \n \n48 \n \n60 \n \n51 \n \n4 \n \n38 \n \n0 \n \n0 \n \n0 \n \n0 \n \n83 \n \n17 \n \n0 \n \n0 \n \n0 \n \n16 \n \n30 \n \n9 \n \n29 \n \n48 \n \n82 115 182 \n \n91 \n \nEDS \n \n13040401 Specialist in Education \n \n13120601 Teacher Leadership for Learning (Effective Date: 05/14/2010) \n \nEducation Specialist Totals \n \nMasters \n \n0 \n \n0 \n \n1 \n \n34 \n \n37 \n \n14 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n34 \n \n37 \n \n14 \n \nMA \n \nMaster of Arts \n \nWith Majors in: \n \nSRPT407A 1/23/2012 \n \nPage 117 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n05010201 American Studies 09010201 Integrated Global Communication \n \nMAAS MACC MAPW MAT MBA MED \nMPA MS \nMSCM MSIS MSN SRPT407A 1/23/2012 \n \n05010201 Master of Arts in American Studies (Terminated: Last Activity Date: 11/22/2010) \n \n52030100 Master of Accounting \n \n23130201 Master of Arts in Professional Writing \n \n13120501 Master of Arts in Teaching \n \n52020101 Master of Business Administration \n \nMaster of Education With Majors in: \n \n13040101 13050101 13100101 13120201 13120301 \n \nEducational Leadership Instructional Technology Inclusive Education Early Childhood Education Adolescent Education \n \n44040100 Master of Public Administration \n \nMaster of Science With Majors in: \n \n11070101 27050101 31050501 43010301 45090101 \n \nApplied Computer Science for Experienced Professionals Applied Statistics Applied Exercise and Health Science Criminal Justice International Policy Management \n \n30050101 Master of Science in Conflict Management \n \n11040101 Master of Science in Information Systems \n \nMaster of Science in Nursing With Majors in: \n \nPage 118 \n \nFall 2007 \n0 0 \n \nFall 2008 \n0 0 \n \nFall 2009 \n0 0 \n \nFall 2010 \n29 0 \n \nFall 2011 \n20 12 \n \nAvg. of Five Years \n10 2 \n \n0 \n \n0 \n \n18 \n \n0 \n \n0 \n \n4 \n \n171 160 171 121 \n \n71 139 \n \n95 100 118 \n \n95 \n \n99 101 \n \n58 \n \n96 136 143 121 111 \n \n715 704 620 561 456 611 \n \n266 164 \n \n0 \n \n0 \n \n49 \n \n38 \n \n144 113 \n \n103 \n \n89 \n \n74 \n \n96 \n \n74 \n \n38 \n \n27 114 \n \n0 \n \n11 \n \n49 \n \n12 \n \n37 \n \n33 \n \n29 \n \n37 \n \n94 \n \n56 \n \n34 \n \n88 \n \n71 \n \n43 \n \n35 \n \n68 \n \n92 109 107 \n \n96 \n \n45 \n \n34 \n \n44 \n \n43 \n \n31 \n \n39 \n \n44 \n \n49 \n \n61 \n \n70 \n \n83 \n \n61 \n \n0 \n \n14 \n \n23 \n \n25 \n \n24 \n \n17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n2 \n \n0 \n \n0 \n \n0 \n \n25 \n \n42 \n \n13 \n \n55 \n \n54 \n \n50 \n \n71 \n \n47 \n \n55 \n \n100 \n \n68 \n \n73 \n \n60 \n \n56 \n \n71 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n51380201 Advanced Care Management and Leadership 51380501 Primary Care Nurse Practitioner \n \nMSW \n \n44070100 Master of Social Work \n \nMasters Totals \n \nAdvanced Certificate \n \n9 \n \n13 \n \n16 \n \n21 \n \n9 \n \n14 \n \n90 \n \n88 \n \n94 \n \n98 \n \n88 \n \n92 \n \n70 \n \n60 \n \n65 \n \n69 \n \n82 \n \n69 \n \n2,088 1,940 1,857 1,721 1,531 1,827 \n \nCERG \n \nPost-Baccalaureate Certificate With Majors in: \n \n11100301 13060401 38010301 51109901 \n \nInformation Security and Assurance (Effective Date: 08/08/2006) Educational Assessment and Measurement (Effective Date: 06/16/2010) Leadership and Ethics (Effective Date: 03/02/2007) Regulatory Affairs and Clinical Trials (Effective Date: 04/17/2009) \n \nAdvanced Certificate Totals \n \nBachelors \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nBA \nSRPT407A 1/23/2012 \n \nBachelor of Arts With Majors in: \n \n05010101 13130501 16999901 23010101 38010100 45070100 45090101 50030101 50050101 50070101 50070301 \n \nAfrican and African Diaspora Studies Teaching Field - English (Deactivated) Modern Language and Culture English Philosophy Geography International Affairs Dance Theatre and Performance Studies Art, General (Terminated: End Date, 05/31/2006) Art History \n \nPage 119 \n \n4 \n \n6 \n \n8 \n \n7 \n \n8 \n \n7 \n \n3 \n \n2 \n \n0 \n \n0 \n \n0 \n \n1 \n \n173 160 158 157 147 159 \n \n343 363 353 387 408 371 \n \n0 \n \n0 \n \n0 \n \n0 \n \n27 \n \n5 \n \n10 \n \n27 \n \n52 \n \n48 \n \n54 \n \n38 \n \n319 250 228 241 249 257 \n \n0 \n \n1 \n \n62 \n \n75 \n \n90 \n \n46 \n \n155 188 208 224 208 197 \n \n28 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n13 \n \n3 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nBBA \nBFA BM BS \n \n50090101 Music 54010101 History \n \nBachelor of Business Administration With Majors in: \n \n11040101 11100301 52020101 52020501 52030100 52060101 52080101 52110101 52140101 52180101 \n \nInformation Systems Information Security and Assurance Management Operations and Purchasing (Deactivated) Accounting Economics Finance International Business Marketing Professional Sales \n \nBachelor of Fine Arts With Majors in: \n \n50070101 Art \n \nBachelor of Music With Majors in: \n \n13131201 Music Education 50090301 Music Performance \n \nBachelor of Science With Majors in: \n \n09010101 11010101 11040101 11100301 13120201 13120301 13121001 \n \nCommunications Computer Science Information Systems (Deactivated) Information Security and Assurance (Deactivated) Early Childhood Education Middle Grades Education Early Childhood Education (Birth to Age Five) \n \nFall 2007 \n129 256 \n \nFall 2008 \n93 278 \n \nFall 2009 \n60 287 \n \nFall 2010 \n46 310 \n \nFall 2011 \n47 341 \n \nAvg. of Five Years \n75 294 \n \n0 0 1,751 1 813 117 507 0 779 90 \n \n0 0 1,587 0 853 123 531 158 806 101 \n \n0 0 1,377 0 935 139 509 236 749 64 \n \n0 0 1,326 0 970 139 528 287 704 77 \n \n95 39 1,327 0 997 160 519 312 651 85 \n \n19 8 1,474 0 914 136 519 199 738 83 \n \n406 493 495 509 488 478 \n \n45 \n \n70 102 \n \n93 \n \n88 \n \n80 \n \n46 \n \n56 \n \n75 \n \n77 \n \n94 \n \n70 \n \n820 313 257 \n89 1,667 \n231 0 \n \n850 340 247 \n95 1,708 \n259 0 \n \n911 387 260 128 1,760 287 \n0 \n \n1,019 432 305 162 \n1,595 308 0 \n \n1,168 525 279 164 \n1,383 312 46 \n \n954 399 270 128 1,623 279 \n9 \n \nSRPT407A 1/23/2012 \n \nPage 120 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n13130201 13130501 13131101 13131401 13131801 13132201 13132301 26010101 26020200 26120100 27010101 30999901 31050401 31050501 40050101 42010101 43010401 44000001 45020100 45070201 45100101 45110100 \n \nArt Education English Education Mathematics Education Health and Physical Education History Education Biology Education Chemistry Education (Deactivated) (Effective Date: 09/13/2000) Biology Biochemistry Biotechnology Mathematics Integrative Studies Sport Management Exercise and Health Science Chemistry Psychology Criminal Justice Human Services Anthropology Geographic Information Science Political Science Sociology \n \nBSN \n \n51380101 Bachelor of Science in Nursing \n \nBSNC \n \n51380105 Bachelor of Science in Nursing, RN to BSN \n \nBachelors Totals \n \nCertificate of Less than One Year \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n99 205 151 134 313 \n53 0 1,054 152 118 149 11 217 421 434 901 398 276 40 50 392 197 \n \n106 215 176 176 316 \n48 0 1,046 162 118 173 23 228 458 393 960 463 229 74 46 326 219 \n \n115 250 210 208 388 \n62 0 1,059 154 116 198 54 259 489 337 1,056 526 213 89 57 349 251 \n \n101 243 201 201 379 \n60 0 1,097 158 97 235 88 274 630 306 1,119 594 334 119 64 397 255 \n \n80 185 193 174 328 \n52 0 1,182 172 101 240 96 330 796 308 1,185 694 378 141 69 366 269 \n \n100 220 186 179 345 \n55 0 1,088 160 110 199 54 262 559 356 1,044 535 286 93 57 366 238 \n \n987 1,065 1,200 1,563 1,675 1,298 \n \n0 \n \n63 \n \n23 \n \n9 \n \n10 \n \n21 \n \n16,104 16,728 17,493 18,550 19,348 17,645 \n \nCER0 \n \nCertificate of Less than One Year With Options in: 50090901 Interdisciplinary Music and Entertainment Business 52021301 Leadership Studies (Effective Date: 06/01/2011) \n \n(Effective Date: 06/01/2011) \n \nNA NA NA NA \n \n0 \n \n0 \n \nNA NA NA NA \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 121 \n \n Certificate of Less than One Year Totals Kennesaw State University Totals \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \nNA \n \nFall 2008 \nNA \n \nFall 2009 \nNA \n \nFall 2010 \n0 \n \nFall 2011 \n0 \n \nAvg. of Five Years \n0 \n \n18,221 18,716 19,433 20,420 21,098 19,578 \n \nSRPT407A 1/23/2012 \n \nPage 122 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nNorth Georgia College \u0026 State University \n \nDoctorate \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nDPT \n \n51230801 Doctor of Physical Therapy \n \nDoctorate Totals \n \nEducation Specialist \n \n0 \n \n0 \n \n0 \n \n79 \n \n85 \n \n33 \n \n0 \n \n0 \n \n0 \n \n79 \n \n85 \n \n33 \n \nEDSSL 13040101 Education Specialist in School Leadership EDSTL 13040101 Education Specialist in Teacher Leadership (Deactivated) Education Specialist Totals \n \nMasters \n \n0 \n \n0 \n \n19 \n \n36 \n \n32 \n \n17 \n \n53 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n53 \n \n0 \n \n19 \n \n36 \n \n32 \n \n28 \n \nMA MAIA MAT \nSRPT407A 1/23/2012 \n \nMaster of Arts With Majors in: \n \n54010101 History \n \n45090101 Master of Arts in International Affairs \n \nMaster of Arts in Teaching With Majors in: \n \n13100102 13120302 13130201 13130501 13131102 13131401 \n \nSpecial Education (Deactivated) Middle Grades Education Art English Mathematics Physical Education \n \nPage 123 \n \n0 \n \n0 \n \n7 \n \n11 \n \n14 \n \n6 \n \n0 \n \n0 \n \n13 \n \n31 \n \n30 \n \n15 \n \n0 \n \n0 \n \n15 \n \n13 \n \n0 \n \n6 \n \n0 \n \n1 \n \n11 \n \n22 \n \n25 \n \n12 \n \n0 \n \n2 \n \n3 \n \n8 \n \n9 \n \n4 \n \n0 \n \n0 \n \n9 \n \n7 \n \n8 \n \n5 \n \n0 \n \n0 \n \n0 \n \n5 \n \n2 \n \n1 \n \n0 \n \n3 \n \n6 \n \n8 \n \n6 \n \n5 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n13131602 Science 13131702 History \n \nMBA \n \n52010101 Master of Business Administration \n \nMED \n \nMaster of Education With Majors in: \n \n13100101 13120301 13121001 13130200 13130501 13130601 13131101 13131400 13131601 13132801 \n \nSpecial Education (Deactivated) Middle Grades Education Early Childhood Education Art Teacher Education Teaching Field - English Teaching Field - Foreign Languages (Deactivated) (Effective Date: Unknown) Teaching Field - Mathematics Physical Education Teaching and Coaching (Terminated: End Date, 02/09/2011) Teaching Field - Science Teaching Field - History \n \nMM \n \n50090100 Master of Music \n \nMPA \n \n44040100 Master of Public Administration \n \nMS \n \nMaster of Science \n \nWith Majors in: \n \n13131400 42280201 43010301 51380105 51380501 \n \nPhysical Education Clinical Mental Health Counseling Criminal Justice Nursing Education Family Nurse Practitioner \n \nMSNE 51380105 Master of Science in Nursing Education (Terminated: End Date, 05/22/2009) \n \nMSPT \n \n51230801 Master of Science in Physical Therapy (Deactivated) (Effective Date: 06/02/2004) \n \nMasters Totals \n \nFall 2007 \n0 0 \n0 \n \nFall 2008 \n7 5 \n25 \n \nFall 2009 \n5 6 \n47 \n \nFall 2010 \n6 7 \n45 \n \nFall 2011 \n6 4 \n \nAvg. of Five Years \n5 4 \n \n28 \n \n29 \n \n61 \n \n43 \n \n11 \n \n5 \n \n1 \n \n24 \n \n50 \n \n28 \n \n13 \n \n6 \n \n19 \n \n23 \n \n108 \n \n87 \n \n53 \n \n44 \n \n25 \n \n63 \n \n8 \n \n7 \n \n3 \n \n2 \n \n0 \n \n4 \n \n17 \n \n15 \n \n10 \n \n6 \n \n7 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n7 \n \n4 \n \n4 \n \n8 \n \n6 \n \n32 \n \n22 \n \n12 \n \n14 \n \n4 \n \n17 \n \n6 \n \n12 \n \n2 \n \n1 \n \n0 \n \n4 \n \n12 \n \n12 \n \n13 \n \n11 \n \n6 \n \n11 \n \n0 \n \n0 \n \n0 \n \n1 \n \n5 \n \n1 \n \n32 \n \n31 \n \n30 \n \n26 \n \n21 \n \n28 \n \n0 \n \n0 \n \n0 \n \n0 \n \n16 \n \n3 \n \n30 \n \n38 \n \n48 \n \n47 \n \n42 \n \n41 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n1 \n \n0 \n \n0 \n \n23 \n \n21 \n \n18 \n \n12 \n \n45 \n \n35 \n \n29 \n \n38 \n \n51 \n \n40 \n \n17 \n \n22 \n \n0 \n \n0 \n \n0 \n \n8 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n427 402 373 389 362 391 \n \nSRPT407A 1/23/2012 \n \nPage 124 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nAdvanced Certificate \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nCERM \n \nPost-Master's Certificate With Majors in: \n \n51380101 Nursing Education (Effective Date: 03/13/2007) 51380501 Family Nurse Practitioner (Effective Date: 03/13/2007) \n \nAdvanced Certificate Totals \n \nBachelors \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nBA \nBBA BS \n \nBachelor of Arts With Majors in: \n \n16030101 16090100 16090500 23010101 45090101 45100101 50070201 50090301 54010100 \n \nChinese Language and Literature French Language and Literature Spanish Language and Literature English International Affairs Political Science Art Music History, General \n \nBachelor of Business Administration With Majors in: \n \n52020101 52030100 52080101 52140101 \n \nManagement Accounting Finance Marketing \n \nBachelor of Science With Majors in: \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n1 \n \n5 \n \n10 \n \n11 \n \n15 \n \n17 \n \n12 \n \n43 \n \n46 \n \n34 \n \n33 \n \n31 \n \n37 \n \n150 159 163 183 198 171 \n \n0 \n \n72 \n \n95 128 180 \n \n95 \n \n45 \n \n12 \n \n11 \n \n5 \n \n11 \n \n17 \n \n49 \n \n59 \n \n56 \n \n58 \n \n66 \n \n58 \n \n38 \n \n35 \n \n37 \n \n33 \n \n28 \n \n34 \n \n194 221 242 260 229 229 \n \n387 402 385 374 422 394 177 184 230 212 194 199 133 121 108 101 107 114 188 218 178 201 204 198 \n \nSRPT407A 1/23/2012 \n \nPage 125 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n11010101 11040101 13100101 13120301 13121001 13130201 13131200 13131400 24010200 26010101 27010101 40050101 40080101 42010101 43010401 45010101 45100101 45110100 50040201 51091301 \n \nComputer Science Computer Information Systems Special Education Middle Grades Education Early Childhood Education Art Education Music Teacher Education Physical Education Teaching and Coaching General Studies Biology Mathematics Chemistry Physics Psychology Criminal Justice Social Science Political Science Sociology Art Marketing Athletic Training \n \nBSN \n \n51380101 Bachelor of Science in Nursing (Terminated: End Date, 07/09/2008) \n \nBSNC \n \n51380105 Bachelor of Science in Nursing, RN to BSN \n \nBachelors Totals \n \nCareer Associate \n \nFall 2007 \n52 34 218 76 166 31 28 217 0 429 67 39 79 183 287 20 162 56 37 53 \n \nFall 2008 \n56 34 202 77 176 46 36 219 0 457 101 51 67 175 257 12 143 52 49 77 \n \nFall 2009 \n58 35 250 77 179 38 44 217 0 471 129 49 90 224 287 7 153 49 51 76 \n \nFall 2010 \n59 29 246 91 180 37 33 222 12 569 140 88 118 258 345 0 176 43 54 73 \n \nFall 2011 \n66 36 206 78 229 28 25 204 43 593 135 109 117 267 354 0 153 37 57 59 \n \nAvg. of Five Years \n58 34 224 80 186 36 33 216 11 504 114 67 94 221 306 8 157 47 50 68 \n \n68 \n \n0 \n \n0 \n \n0 \n \n0 \n \n14 \n \n0 \n \n76 101 \n \n91 \n \n82 \n \n70 \n \n3,711 3,902 4,135 4,467 4,568 4,157 \n \nASN \n \n51380101 Associate of Science in Nursing \n \nCareer Associate Totals \n \nCertificate of Less than One Year \n \n468 495 570 634 649 563 468 495 570 634 649 563 \n \nSRPT407A 1/23/2012 \n \nPage 126 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nCER0 \n \nCertificate of Less than One Year With Options in: 30110100 Gerontology (Effective Date: 08/31/2004) \n \nCertificate of Less than One Year Totals \n \nNorth Georgia College \u0026 State University Totals \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4,659 4,799 5,097 5,605 5,696 5,171 \n \nSRPT407A 1/23/2012 \n \nPage 127 \n \n Savannah State University \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nMasters \n \nMBA \n \n52010101 Master of Business Administration \n \nMPA \n \n44040100 Master of Public Administration \n \nMSMS 26130205 Master of Science in Marine Sciences \n \nMSUSP 45120101 Master of Science in Urban Studies and Planning \n \nMSW \n \n44070100 Master of Social Work \n \nMasters Totals \n \nBachelors \n \n23 \n \n24 \n \n18 \n \n18 \n \n29 \n \n22 \n \n21 \n \n22 \n \n25 \n \n31 \n \n45 \n \n29 \n \n19 \n \n18 \n \n17 \n \n21 \n \n25 \n \n20 \n \n5 \n \n12 \n \n14 \n \n12 \n \n10 \n \n11 \n \n60 \n \n39 \n \n56 \n \n55 \n \n57 \n \n53 \n \n128 115 130 137 166 135 \n \nBA \nBBA SRPT407A 1/23/2012 \n \nBachelor of Arts With Majors in: \n \n05029901 09040101 23010101 31030101 43999901 50090101 54010100 \n \nAfricana Studies Mass Communications English Language and Literature Recreation and Parks Administration (Deactivated) Homeland Security and Emergency Management Music (Deactivated) History, General \n \nBachelor of Business Administration With Majors in: \n \n11040101 52020101 52030100 52110100 \n \nInformation Systems Management Accounting International Business/Trade/Commerce (Terminated: End Date, 10/01/2002) \n \nPage 128 \n \n11 \n \n6 \n \n17 \n \n21 \n \n22 \n \n15 \n \n259 299 307 319 368 310 \n \n62 \n \n91 163 196 147 132 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n15 \n \n35 \n \n74 102 \n \n47 \n \n5 \n \n4 \n \n2 \n \n0 \n \n0 \n \n2 \n \n39 \n \n28 \n \n39 \n \n41 \n \n46 \n \n39 \n \n102 110 120 102 122 111 \n \n373 350 339 359 376 359 \n \n231 261 253 215 222 236 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n52140101 Marketing \n \nBFA \n \nBachelor of Fine Arts \n \nWith Majors in: \n \n50010100 Visual and Performing Arts \n \nBS \n \nBachelor of Science \n \nWith Majors in: \n \n15020101 15030301 15080501 15120105 15999901 26010101 26130205 27010101 40050101 40060105 43019901 45100101 45110100 \n \nCivil Engineering Technology Electronics Engineering Technology Mechanical Engineering Technology (Terminated: End Date, 01/12/2005) Computer Science Technology Chemical Engineering Technology (Terminated: End Date, 01/12/2005) Biology (with a secondary teacher certification track) Marine Sciences Mathematics (with a secondary teacher certification track) Chemistry Environmental Science Criminal Justice Political Science Sociology \n \nBSBA \n \n42270301 Bachelor of Science in Behavior Analysis \n \nBSED \n \nBachelor of Science in Education With Majors in: \n \n13120301 Middle School Teacher Education (Effective Date: 04/09/1997) In Coop with: Armstrong Atlantic State University \n \nBSFS \n \n43010601 Bachelor of Science in Forensic Science \n \nBSW \n \n44070100 Bachelor of Social Work \n \nBachelors Totals \n \nFall 2007 \n104 \n \nFall 2008 \n123 \n \nFall 2009 \n141 \n \nFall 2010 \n148 \n \nFall 2011 \n146 \n \nAvg. of Five Years \n132 \n \n43 \n \n59 \n \n76 \n \n91 115 \n \n77 \n \n68 \n \n76 118 145 146 111 \n \n127 \n \n89 \n \n92 112 148 114 \n \n19 \n \n7 \n \n0 \n \n0 \n \n0 \n \n5 \n \n103 131 136 142 159 134 \n \n6 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \n330 345 375 424 493 393 \n \n53 \n \n53 \n \n49 \n \n68 103 \n \n65 \n \n59 \n \n66 \n \n86 \n \n97 \n \n77 \n \n77 \n \n64 \n \n60 \n \n91 \n \n81 \n \n79 \n \n75 \n \n14 \n \n37 \n \n49 \n \n36 \n \n32 \n \n34 \n \n214 224 249 295 323 261 \n \n76 \n \n90 105 117 137 105 \n \n85 \n \n92 \n \n97 \n \n75 \n \n89 \n \n88 \n \n134 164 175 170 159 160 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n1 \n \n101 110 141 183 201 147 \n \n2,694 2,891 3,255 3,511 3,815 3,233 \n \nSRPT407A 1/23/2012 \n \nPage 129 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nAssociate \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nAS \n \n26130201 Associate of Science (Effective Date: 06/02/2004) \n \nASCC \n \n24010101 Associate of Science, Core Curriculum (Effective Date: 06/08/2004) \n \nAssociate Totals \n \nCertificate of Less than One Year \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nCER0 \n \nCertificate of Less than One Year With Options in: 43999902 Homeland Security \u0026 Emergency Management (Effective Date: 08/28/2009) \n \nCertificate of Less than One Year Totals \n \nSavannah State University Totals \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2,822 3,006 3,385 3,648 3,981 3,368 \n \nSRPT407A 1/23/2012 \n \nPage 130 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nSouthern Polytechnic State University \n \nMasters \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nMBA \n \n52070101 Master of Business Administration \n \nMS \n \nMaster of Science \n \nWith Majors in: \n \n09019901 11070100 15000001 15070201 52200101 \n \nInformation Design and Communication Computer Science Engineering Technology/Electrical Quality Assurance Construction Management \n \nMSA \n \n52030101 Master of Science in Accounting \n \nMSAR 42010101 Master of Science in Architecture (Effective Date: 03/08/2011) \n \nMSIID 13050101 Master of Science in Information and Instructional Design \n \nMSIT \n \n11010300 Master of Science in Information Technology \n \nMSSENG 14270100 Master of Science in Systems Engineering \n \nMSSWE 14090301 Master of Science in Software Engineering \n \nMasters Totals \n \nAdvanced Certificate \n \n100 124 143 139 134 128 \n \n22 \n \n27 \n \n28 \n \n29 \n \n20 \n \n25 \n \n79 \n \n83 \n \n72 \n \n79 \n \n75 \n \n78 \n \n15 \n \n33 \n \n30 \n \n27 \n \n26 \n \n26 \n \n80 \n \n80 \n \n74 \n \n70 \n \n70 \n \n75 \n \n44 \n \n56 \n \n32 \n \n31 \n \n35 \n \n40 \n \n0 \n \n0 \n \n11 \n \n59 \n \n86 \n \n31 \n \nNA NA NA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n53 \n \n46 \n \n77 120 150 \n \n89 \n \n18 \n \n38 \n \n41 \n \n46 \n \n51 \n \n39 \n \n35 \n \n26 \n \n30 \n \n32 \n \n46 \n \n34 \n \n446 513 538 633 694 565 \n \nACSYSE 14270102 Advanced Certificate in Systems Engineering (Effective Date: 08/18/2004) \n \nCBA \n \n52070101 Transition Certificate in Business Administration \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n4 \n \n2 \n \nSRPT407A 1/23/2012 \n \nPage 131 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nCCS \n \n11070101 Transition Certificate in Computer Science \n \nCERG \n \nPost-Baccalaureate Certificate With Majors in: \n \n11010301 11070100 23130301 23130302 23130303 23130304 51070701 52070101 \n \nInformation Technology Fundamentals Computer Science (Effective Date: 05/29/2008) Visual Communication and Graphics Content Development (Effective Date: 08/09/2006) Instructional Design Communications Management (Effective Date: 08/09/2006) Health Information Technology Business Administration (Terminated: End Date, 11/11/2009) \n \nCIT \n \n11010301 Certificate in Information Technology \n \nCQA \n \n15999901 Certificate in Quality Assurance \n \nCSE \n \n14090301 Certificate in Software Engineering \n \nCSYSE 14270101 Certificate in Systems Engineering \n \nCTC \n \n09019901 Certificate in Technical Communication \n \nTCIT \n \n11010302 Transition Certificate in Information Technology \n \nAdvanced Certificate Totals \n \nBachelors \n \nFall 2007 \n12 \n \nFall 2008 \n5 \n \nFall 2009 \n12 \n \nFall 2010 \n7 \n \nFall 2011 \n14 \n \nAvg. of Five Years \n10 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \nNA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n3 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n3 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n4 \n \n4 \n \n0 \n \n0 \n \n2 \n \n4 \n \n5 \n \n8 \n \n5 \n \n4 \n \n5 \n \n1 \n \n4 \n \n10 \n \n5 \n \n4 \n \n5 \n \n1 \n \n2 \n \n5 \n \n4 \n \n7 \n \n4 \n \n6 \n \n0 \n \n9 \n \n4 \n \n1 \n \n4 \n \n15 \n \n16 \n \n25 \n \n28 \n \n20 \n \n21 \n \n1 \n \n1 \n \n7 \n \n4 \n \n3 \n \n3 \n \n40 \n \n37 \n \n82 \n \n67 \n \n64 \n \n58 \n \nBA \nSRPT407A 1/23/2012 \n \nBachelor of Arts With Majors in: \n \n09019902 11070100 13131101 27010101 \n \nEnglish and Professional Communication Computer Science Mathematics (Effective Date: 06/07/2011) Mathematics (with seconary teacher certification) \n \n(Effective Date: 03/12/1997) \n \nPage 132 \n \n12 \n \n16 \n \n28 \n \n37 \n \n42 \n \n27 \n \n0 \n \n0 \n \n1 \n \n1 \n \n1 \n \n1 \n \nNA NA NA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nBARCH BAS BAT BS \nBSA \n \n40080101 50010101 52070101 \n \nPhysics (Effective Date: 03/12/1997) New Media Arts Business Administration \n \n04020101 Bachelor of Architecture \n \n15000002 Bachelor of Applied Science \n \n15069920 Bachelor of Apparel and Textiles \n \nBachelor of Science With Majors in: \n \n09019901 11070100 13132201 13132301 13132901 14190101 15000002 15000010 15010101 15020101 15030301 15061301 15080501 15110201 15120101 26010101 27010101 40050100 40080101 45090101 52070101 52200101 \n \nTechnical Communication Computer Science Biology (with secondary teacher certification) (Effective Date: 06/07/2011) Chemistry (with secondary teacher certification) (Effective Date: 06/07/2011) Physics (with secondary teacher certification) (Effective Date: 06/07/2011) Mechatronics Engineering Industrial Engineering Technology Industrial Distribution (Effective Date: 11/14/1990) Architectural Engineering Technology (Effective Date: 06/01/1986) Civil Engineering Technology Electrical Engineering Technology Manufacturing (Deactivated) (Effective Date: Unknown) Mechanical Engineering Technology Surveying and Mapping Computer Engineering Technology Biology Mathematics Chemistry Physics International Studies Business Administration Construction Management \n \n52030101 Bachelor of Science in Accounting \n \nFall 2007 \n0 0 6 \n519 \n5 \n16 \n \nFall 2008 \n0 0 2 \n555 \n32 \n31 \n \nFall 2009 \n0 0 1 \n546 \n44 \n35 \n \nFall 2010 \n0 0 1 \n504 \n105 \n40 \n \nFall 2011 \n0 28 0 \n \nAvg. of Five Years \n0 6 2 \n \n457 516 \n \n165 \n \n70 \n \n45 \n \n33 \n \n71 \n \n79 \n \n66 \n \n79 \n \n73 \n \n74 \n \n248 290 321 333 363 311 \n \nNA NA NA NA \n \n0 \n \n0 \n \nNA NA NA NA \n \n0 \n \n0 \n \nNA NA NA NA \n \n0 \n \n0 \n \n64 114 173 212 244 161 \n \n146 137 155 176 172 157 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n371 396 386 272 199 325 \n \n336 365 384 323 256 333 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n481 508 566 512 413 496 \n \n52 \n \n44 \n \n22 \n \n17 \n \n12 \n \n29 \n \n150 171 156 155 140 154 \n \n121 114 120 126 126 121 \n \n57 \n \n52 \n \n59 \n \n54 \n \n51 \n \n55 \n \n2 \n \n25 \n \n31 \n \n34 \n \n36 \n \n26 \n \n30 \n \n43 \n \n47 \n \n53 \n \n48 \n \n44 \n \n55 \n \n42 \n \n40 \n \n45 \n \n44 \n \n45 \n \n212 230 246 264 252 241 \n \n414 407 402 334 275 366 \n \n0 \n \n0 \n \n6 \n \n38 \n \n68 \n \n22 \n \nSRPT407A 1/23/2012 \n \nPage 133 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nBSCE \n \n14330100 Bachelor of Science in Construction Engineering \n \nBSCGDD 11020201 Bachelor of Science in Computer Game Design and Development \n \nBSCVE 14080100 Bachelor of Science in Civil Engineering \n \nBSEE \n \n14100101 Bachelor of Science in Electrical Engineering \n \nBSIT \n \n11010300 Bachelor of Science in Information Technology \n \nBSME 14190100 Bachelor of Science in Mechanical Engineering \n \nBSP \n \n42010100 Bachelor of Science in Psychology \n \nBSPS \n \n45100101 Bacheor of Science in Political Science \n \nBSSENG 14270100 Bachelor of Science in Systems Engineering \n \nBSSWE 14090301 Bachelor of Science in Software Engineering \n \nBSTET 15030501 Bachelor of Science in Telecommunications Engineering Technology \n \nBachelors Totals \n \nAssociate \n \nFall 2007 \n69 \n \nFall 2008 \n85 \n \nFall 2009 \n88 \n \nFall 2010 \n61 \n \nFall 2011 \n44 \n \nAvg. of Five Years \n69 \n \n0 \n \n0 \n \n24 \n \n91 138 \n \n51 \n \n0 \n \n0 \n \n6 109 179 \n \n59 \n \n0 \n \n0 \n \n6 102 223 \n \n66 \n \n224 222 257 264 281 250 \n \n0 \n \n0 \n \n0 138 317 \n \n91 \n \n0 \n \n17 \n \n43 \n \n44 \n \n52 \n \n31 \n \n0 \n \n0 \n \n2 \n \n3 \n \n8 \n \n3 \n \n2 \n \n3 \n \n3 \n \n11 \n \n18 \n \n7 \n \n104 110 127 111 126 116 \n \n44 \n \n32 \n \n35 \n \n30 \n \n32 \n \n35 \n \n3,811 4,122 4,426 4,679 4,928 4,393 \n \nASCC \n \n24010101 Associate of Science, Core Curriculum \n \nAssociate Totals \n \nOne-Year Certificate \n \n87 110 113 119 104 107 87 110 113 119 104 107 \n \nCER1 \n \nOne-Year Certificate With Options in: 52200102 Project Management (Terminated: Last Activity Date: 06/03/2004) \n \nSRPT407A 1/23/2012 \n \nPage 134 \n \n17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n One-Year Certificate Totals \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nCertificate of Less than One Year \n \n17 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \nCER0 \n \nCertificate of Less than One Year With Options in: 04030102 Land Development 04999901 Architectural Studies (Effective Date: 08/20/2010) 11100301 Information Security and Assurance 14090301 Programming 15000001 Logistics (Effective Date: 05/02/2001) 15069901 Production Design (Effective Date: 05/02/2001) 15079901 Quality Principles (Effective Date: 09/09/2004) 15110201 Land Surveying 15999901 Engineering Sales 15999902 Apparel Product Development (Effective Date: 09/09/2004) 16090501 Professional Spanish (Effective Date: 03/19/2003) 23130301 Technical Communication (Deactivated) (Effective Date: 11/10/2009) 45070101 Geographical Information Systems (Effective Date: 09/20/2011) 52200102 Project Management 52200103 Specialty Construction 52999901 Business Continuity (Effective Date: 07/10/2006) \n \nCertificate of Less than One Year Totals \n \nSouthern Polytechnic State University Totals \n \n0 \n \n2 \n \n0 \n \n1 \n \n0 \n \n1 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n4 \n \n1 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n7 \n \n4 \n \n1 \n \n4 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA NA NA \n \n0 \n \n0 \n \n0 \n \n17 \n \n9 \n \n4 \n \n4 \n \n7 \n \n4 \n \n3 \n \n5 \n \n3 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n33 \n \n22 \n \n15 \n \n9 \n \n17 \n \n4,405 4,815 5,181 5,513 5,799 5,143 \n \nSRPT407A 1/23/2012 \n \nPage 135 \n \n University of West Georgia \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nDoctorate \n \nDPSY \n \n42280201 Dr. of Psychology in Individual, Organizational and Community Transformation (Terminated: End Date, 03/21/2011) \n \nEDD \n \nDoctor of Education With Majors in: \n \n13999901 School Improvement \n \nEDDPCS 13110101 Doctor of Education in Professional Counseling and Supervision \n \nPHDPCS 42280201 Doctor of Philosophy in Psychology: Consciousness and Society \n \nDoctorate Totals \n \nEducation Specialist \n \n4 \n \n8 \n \n14 \n \n23 \n \n0 \n \n10 \n \n70 \n \n77 \n \n74 \n \n74 \n \n65 \n \n72 \n \n0 \n \n0 \n \n6 \n \n11 \n \n14 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n27 \n \n5 \n \n74 \n \n85 \n \n94 108 106 \n \n93 \n \nEDS \nSRPT407A 1/23/2012 \n \nSpecialist in Education With Majors in: \n \n13040101 13050101 13100101 13100601 13110101 13120201 13120301 13120500 13120501 13130301 13130501 13131101 13131401 \n \nEducational Leadership Media Special Education Teaching Field - Mental Retardation (Deactivated) (Effective Date: Unknown) Professional Counseling Early Childhood Education Middle Grades Education (Deactivated) Secondary Education and Teaching (Terminated: End Date, 11/26/2001) Secondary Education Business Teacher Education (Vocational) Teaching Field - English (Deactivated) (Effective Date: 01/01/1980) Teaching Field - Mathematics (Deactivated) (Effective Date: 01/01/1980) Physical Education \n \nPage 136 \n \n60 \n \n26 \n \n57 \n \n67 112 113 \n \n45 \n \n81 \n \n89 \n \n0 \n \n0 \n \n0 \n \n21 \n \n32 \n \n17 \n \n31 \n \n24 \n \n34 \n \n14 \n \n17 \n \n10 \n \n10 \n \n0 \n \n0 \n \n0 \n \n9 \n \n9 \n \n8 \n \n8 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n31 \n \n46 \n \n44 \n \n83 141 103 \n \n29 \n \n39 \n \n57 \n \n0 \n \n0 \n \n0 \n \n19 \n \n27 \n \n23 \n \n19 \n \n24 \n \n26 \n \n6 \n \n3 \n \n10 \n \n0 \n \n0 \n \n2 \n \n10 \n \n4 \n \n6 \n \n3 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n13131501 13131601 13131801 \n \nReading Instruction (Deactivated) (Effective Date: 03/01/1983) Teaching Field - Science (Deactivated) (Effective Date: 01/01/1980) Teaching Field - Social Studies (Deactivated) (Effective Date: 01/01/1980) \n \nEducation Specialist Totals \n \nMasters \n \nFall 2007 \n0 0 0 \n260 \n \nFall 2008 \n0 0 0 \n309 \n \nFall 2009 \n0 0 0 \n335 \n \nFall 2010 \n0 0 0 \n200 \n \nFall 2011 \n0 0 0 \n \nAvg. of Five Years \n0 0 0 \n \n284 278 \n \nMA \nMACC MAT MATC MBA MED \n \nMaster of Arts With Majors in: \n \n23010101 30110100 42010101 45040100 45110100 54010100 \n \nEnglish Gerontology (Deactivated) Psychology Criminology Sociology History, General \n \n52030100 Master of Professional Accounting \n \n13120601 Master of Arts in Teaching (Effective Date: 06/08/2011) \n \n13120501 Master of Arts in Teaching (collaborative) \n \n52020100 Master of Business Administration \n \nMaster of Education With Majors in: \n \n13040101 13050101 13100100 13110101 13120201 13120301 13120500 \n \nEducational Leadership (Deactivated) Media Special Education and Teaching, General Professional Counseling Early Childhood Education Middle Grades Education Secondary Education and Teaching (Terminated: End Date, 11/26/2001) \n \n18 \n \n23 \n \n25 \n \n31 \n \n1 \n \n0 \n \n0 \n \n1 \n \n48 \n \n43 \n \n59 \n \n57 \n \n0 \n \n9 \n \n13 \n \n13 \n \n15 \n \n9 \n \n6 \n \n4 \n \n38 \n \n35 \n \n43 \n \n39 \n \n19 \n \n31 \n \n35 \n \n30 \n \nNA NA NA NA \n \n0 \n \n0 \n \n0 \n \n3 \n \n73 143 156 111 \n \n21 \n \n24 \n \n0 \n \n0 \n \n61 \n \n54 \n \n20 \n \n11 \n \n12 \n \n9 \n \n42 \n \n39 \n \n25 \n \n28 \n \n0 \n \n0 \n \n3 \n \n1 \n \n95 116 \n \n38 \n \n31 \n \n20 \n \n14 \n \n4 \n \n21 \n \n116 145 126 \n \n96 \n \n86 114 \n \n80 111 160 134 128 123 \n \n120 117 118 146 151 130 \n \n86 106 115 102 \n \n78 \n \n97 \n \n30 \n \n30 \n \n19 \n \n14 \n \n13 \n \n21 \n \n23 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \nSRPT407A 1/23/2012 \n \nPage 137 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nSRPT407A 1/23/2012 \n \nPage 138 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nMMUS MPA MS \nMSM MSN \n \n13120501 13130200 13130301 13130501 13131101 13131401 13131501 13131601 13131801 13132201 13132500 13133000 51020301 \n \nSecondary Education Art Teacher Education Business Education Teaching Field - English (Deactivated) (Effective Date: Unknown) Teaching Field - Mathematics (Deactivated) Physical Education (Deactivated) Reading Instruction Teaching Field - Science (Deactivated) (Effective Date: Unknown) Teaching Field - Social Studies (Deactivated) (Effective Date: Unknown) Biology Teacher Education (Deactivated) (Effective Date: Unknown) French Language Teacher Education Spanish Language Teacher Education Speech-Language Pathology \n \nMaster of Music With Majors in: \n \n13131200 Music Teacher Education 50090301 Performance \n \n44040100 Master of Public Admin \n \nMaster of Science With Majors in: \n \n11070101 26010101 27019901 \n \nApplied Computer Science Biology Mathematics \n \nMaster of Science in Mathematics (Terminated: End Date, 05/17/2010) With Majors in: \n \n27019901 Teaching and Applied Mathematics (Terminated: End Date, 05/17/2010) \n \n51380105 Master of Science in Nursing \n \nFall 2007 \n0 10 66 0 1 14 23 0 0 0 0 2 42 \n \nFall 2008 \n22 8 51 0 0 6 20 0 0 0 0 2 43 \n \nFall 2009 \n22 6 46 0 0 9 25 0 0 0 1 4 37 \n \nFall 2010 \n16 5 38 0 0 15 17 0 0 0 0 1 37 \n \nFall 2011 \n13 4 25 0 0 7 13 0 0 0 1 0 48 \n \nAvg. of Five Years \n15 7 45 0 0 10 20 0 0 0 0 2 41 \n \n7 \n \n4 \n \n1 \n \n2 \n \n5 \n \n4 \n \n2 \n \n3 \n \n5 \n \n6 \n \n3 \n \n4 \n \n27 \n \n31 \n \n28 \n \n26 \n \n25 \n \n27 \n \n22 \n \n19 \n \n27 \n \n20 \n \n29 \n \n23 \n \n21 \n \n16 \n \n24 \n \n22 \n \n18 \n \n20 \n \n0 \n \n0 \n \n0 \n \n4 \n \n17 \n \n4 \n \n0 \n \n5 \n \n6 \n \n1 \n \n0 \n \n2 \n \n22 \n \n23 \n \n28 \n \n17 \n \n51 \n \n28 \n \nSRPT407A 1/23/2012 \n \nPage 139 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nMSRP \n \n45070100 Master of Science Rural and Small Town Planning (Terminated: Last Activity Date: 06/10/2004) \n \nMURC 45120101 Master of Urban and Regional Planning \n \nMasters Totals \n \nAdvanced Certificate \n \nFall 2007 \n3 \n \nFall 2008 \n3 \n \nFall 2009 \n3 \n \nFall 2010 \n2 \n \nFall 2011 \n0 \n \nAvg. of Five Years \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n1 \n \n967 1,089 1,167 1,024 1,001 1,050 \n \nCERG \n \nPost-Baccalaureate Certificate With Majors in: \n \n05010601 11020101 11020201 11100101 11100401 30140101 44040101 45079901 51999901 54010501 \n \nEuropean Union Studies (Effective Date: 09/10/2010) Software Development Human-Centered Computing System and Network Administration Web Technologies Museum Studies Public Management Geographic Information Systems Intergrative Health Studies (Effective Date: 06/14/2011) Public History \n \nCERM \n \nPost-Master's Certificate With Majors in: \n \n51380201 Health Systems Leadership 51389901 Nursing Education \n \nAdvanced Certificate Totals \n \nBachelors \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n5 \n \n3 \n \n5 \n \n6 \n \n5 \n \n3 \n \n3 \n \n3 \n \n6 \n \n3 \n \n4 \n \nNA NA NA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n10 \n \n9 \n \n8 \n \n14 \n \n10 \n \n10 \n \nBA \n \nBachelor of Arts \n \nWith Majors in: \n \nSRPT407A 1/23/2012 \n \nPage 140 \n \n BAFL BBA \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n09040101 13132301 16050101 16090100 16090500 16999901 23010101 26010101 27010101 38010100 40050101 42010101 45020100 45060500 45070100 45090102 45100101 45110100 50050101 50070101 54010100 \n \nMass Communications Chemistry/Secondary Education German (Terminated: End Date, 06/30/2008) French Language and Literature (Terminated: End Date, 06/30/2008) Spanish Language and Literature (Terminated: End Date, 06/30/2008) Foreign Languages and Literatures English Biology (Terminated: End Date, 08/09/2011) Mathematics Philosophy Chemistry Psychology Anthropology (Terminated: End Date, 09/13/2011) International Economics Geography Global Studies Political Science Sociology (Deactivated) Theatre Art History, General \n \n16999901 Bachelor of Arts in Foreign Languages (Terminated: End Date, 04/07/2010) \n \nBachelor of Business Administration With Majors in: \n \n52020101 52020401 52030100 52060101 52080101 52120101 52140101 52150100 \n \nManagement Technology Support Services (Deactivated) Accounting Economics Finance Management Information Systems Marketing Real Estate \n \nFall 2007 \n277 3 11 11 45 0 \n227 10 10 51 \n151 417 \n56 37 8 13 100 2 45 82 252 \n0 \n \nFall 2008 \n259 4 13 8 45 0 \n242 10 17 48 \n156 429 \n70 34 10 11 135 1 56 88 265 \n0 \n \nFall 2009 \n292 3 7 6 39 0 \n267 9 14 49 \n163 457 \n90 34 13 14 144 2 51 108 265 \n9 \n \nFall 2010 \n365 5 1 0 0 71 \n267 7 11 51 \n145 502 \n94 32 14 22 125 0 47 147 253 \n0 \n \nFall 2011 \n409 16 0 0 1 73 \n271 3 9 77 \n146 610 \n96 22 12 25 55 1 47 193 233 \n \nAvg. of Five Years \n320 6 6 5 26 29 \n255 8 12 55 \n152 483 \n81 32 11 17 112 1 49 124 254 \n \n0 \n \n2 \n \n587 598 526 527 573 562 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n312 344 370 329 338 339 \n \n25 \n \n30 \n \n34 \n \n34 \n \n33 \n \n31 \n \n159 169 175 147 172 164 \n \n78 \n \n99 \n \n89 106 118 \n \n98 \n \n431 436 399 372 369 401 \n \n110 \n \n61 \n \n38 \n \n30 \n \n21 \n \n52 \n \nSRPT407A 1/23/2012 \n \nPage 141 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nBFA \n \nBachelor of Fine Arts \n \nWith Majors in: \n \n50070101 Art \n \nBM \n \nBachelor of Music \n \nWith Majors in: \n \n13131200 50090301 50090401 \n \nMusic Teacher Education Performance Theory and Composition \n \nBS \n \nBachelor of Science \n \nWith Majors in: \n \n03010301 03010400 11010101 13132201 13132901 26010101 27010101 31030101 40060101 40069901 40080101 45020100 45040101 45060100 45069901 45070100 45100101 45110100 \n \nEnvironmental Studies Environmental Science Computer Science Biology/Secondary Education (Terminated: End Date, 08/09/2011) Physics/Secondary Education Biology Mathematics Sport Managment Geology Earth Science/Secondary Education Physics Anthropology (Effective Date: 09/13/2011) Criminology Economics, General Economics/Secondary Education Geography Political Science Sociology \n \nBSCHEM 40050100 Bachelor of Science in Chemistry \n \nBSED \n \nBachelor of Science in Education \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n192 195 181 120 \n \n77 153 \n \n66 \n \n67 \n \n82 \n \n78 \n \n66 \n \n72 \n \n19 \n \n22 \n \n27 \n \n27 \n \n23 \n \n24 \n \n4 \n \n7 \n \n6 \n \n3 \n \n5 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n17 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n28 \n \n6 \n \n183 214 258 261 257 235 \n \n21 \n \n25 \n \n28 \n \n33 \n \n34 \n \n28 \n \n1 \n \n2 \n \n2 \n \n1 \n \n3 \n \n2 \n \n563 629 672 716 809 678 \n \n91 125 123 105 100 109 \n \n0 \n \n0 \n \n0 134 186 \n \n64 \n \n47 \n \n43 \n \n45 \n \n44 \n \n41 \n \n44 \n \n4 \n \n5 \n \n3 \n \n3 \n \n7 \n \n4 \n \n134 137 156 177 181 157 \n \nNA NA NA NA \n \n0 \n \n0 \n \n195 204 221 257 348 245 \n \n37 \n \n39 \n \n44 \n \n45 \n \n60 \n \n45 \n \n2 \n \n7 \n \n5 \n \n7 \n \n9 \n \n6 \n \n13 \n \n21 \n \n24 \n \n27 \n \n21 \n \n21 \n \n68 \n \n61 \n \n79 \n \n98 109 \n \n83 \n \n148 110 \n \n97 123 177 131 \n \n100 \n \n84 111 \n \n96 101 \n \n98 \n \nSRPT407A 1/23/2012 \n \nPage 142 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nWith Majors in: \n \n13100100 13120201 13120301 13120501 13130301 13131401 51020301 \n \nSpcial Education and Teaching, General Early Childhood Education Middle Grades Education Secondary Teacher Education (Effective Date: Unknown) Business Teacher Education (Vocational) Physical Education Speech-Language Pathology \n \nBSENST 03010301 Bachelor of Science in Environmental Studies (Terminated: End Date, 03/01/2011) \n \nBSENVS 03010400 Bachelor of Science in Environmental Science (Terminated: End Date, 03/01/2011) \n \nBSES \n \n40060100 Bachelor of Science in Earth Science/Secondary Education (Deactivated) (Effective Date: 06/03/2004) \n \nBSN \n \n51380101 Bachelor of Science in Nursing \n \nBSNC \n \n51380105 Bachelor of Science in Nursing, RN to BSN \n \nBSR \n \n31030100 Bachelor of Science in Recreation (Deactivated) \n \nBachelors Totals \n \nCareer Associate \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n24 \n \n48 \n \n82 109 136 \n \n80 \n \n919 998 1,003 940 823 937 \n \n100 119 125 151 105 120 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n54 \n \n56 \n \n83 \n \n69 \n \n19 \n \n56 \n \n136 165 166 150 127 149 \n \n86 \n \n86 112 151 188 125 \n \n4 \n \n8 \n \n17 \n \n17 \n \n0 \n \n9 \n \n13 \n \n17 \n \n26 \n \n35 \n \n0 \n \n18 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n664 671 810 949 951 809 \n \n0 \n \n78 \n \n92 121 124 \n \n83 \n \n143 143 125 \n \n3 \n \n0 \n \n83 \n \n7,541 8,025 8,472 8,754 9,055 8,369 \n \nASN \n \n51380101 Associate of Science in Nursing (Deactivated) \n \nCareer Associate Totals \n \nUniversity of West Georgia Totals \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8,853 9,517 10,076 10,100 10,456 9,800 \n \nSRPT407A 1/23/2012 \n \nPage 143 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nAbraham Baldwin Agricultural College \n \nBachelors \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nBARS \n \n24010101 Bachelor of Arts in Rural Studies \n \nBAS \n \nBachelor of Applied Science \n \nWith Majors in: \n \n01060701 Turfgrass and Golf Course Management 01999901 Diversified Agricultural \n \nBASNRM 03050601 Bachelor of Applied Science in Natural Resource Management \n \nBS \n \nBachelor of Science \n \nWith Majors in: \n \n26010101 Biology \n \nBSRS \n \n24010102 Bachelor of Science in Rural Studies \n \nBachelors Totals \n \nAssociate \n \n0 \n \n0 \n \n3 \n \n16 \n \n15 \n \n7 \n \n0 \n \n51 \n \n80 \n \n72 \n \n61 \n \n53 \n \n0 \n \n61 \n \n94 158 186 100 \n \n0 \n \n0 \n \n0 \n \n0 \n \n56 \n \n11 \n \n0 \n \n0 \n \n0 \n \n0 \n \n48 \n \n10 \n \n0 \n \n0 \n \n15 \n \n27 \n \n39 \n \n16 \n \n0 112 192 273 405 196 \n \nAACC 24010101 Associate of Arts, Core Curriculum \n \nAFAM 50070101 Associate of Fine Arts in Music \n \nASCC \n \n24010101 Associate of Science, Core Curriculum \n \nAssociate Totals \n \nSRPT407A 1/23/2012 \n \nCareer Associate \nPage 144 \n \n298 327 281 264 230 280 \n \n0 \n \n0 \n \n0 \n \n15 \n \n27 \n \n8 \n \n2,103 2,067 1,913 1,776 1,581 1,888 \n \n2,401 2,394 2,194 2,055 1,838 2,176 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nAAABT 01019901 Associate of Applied Science in Agricultural Business Technology \n \nAAET \n \n01020401 Associate of Applied Science in Agricultural Engineering Technology \n \nAAFCST 19010101 Associate of Applied Science in Family and Consumer Sciences Technology \n \nAASAPT 01030401 Associate of Applied Science in Agricultural Production Technology (Terminated: End Date, 05/11/2007) \n \nAASBC \nSRPT407A 1/23/2012 \n \nAssociate of Applied Science in Business With Options in: 10030401 Gaming Technology (Effective Date: 03/05/2009) In Coop with: East Central Technical College 11010102 Computer Information Systems (Deactivated) In Coop with: East Central Technical College 11020201 E-Commerce Programming (Deactivated) (Effective Date: 03/03/2008) In Coop with: Moultrie Technical College 11020204 Computer Programming (Effective Date: 03/05/2009) In Coop with: East Central Technical College 11030101 Database Specialist (Deactivated) (Effective Date: 03/03/2008) In Coop with: Moultrie Technical College 11060101 Computer Support Specialist In Coop with: Moultrie Technical College and East Central Technical College 11080101 Internet Specialist (Effective Date: 03/03/2008) In Coop with: Moultrie Technical College 11080102 Internet Specialist - Web Site Design (Effective Date: 03/05/2009) In Coop with: East Central Technical College 11080103 Web Site Designer (Effective Date: 03/05/2009) In Coop with: East Central Technical College 11090102 Networking Specialist (Effective Date: 03/05/2009) In Coop with: Moultrie Technical College and East Central Technical College 11109901 Computer Support Specialist (Effective Date: 03/05/2009) In Coop with: East Central Technical College 48050802 Welding (Deactivated) (Effective Date: 08/11/2000) In Coop with: East Central Technical College 52030201 Accounting In Coop with: Moultrie Technical College 52040102 Business Administrative Technology In Coop with: Moultrie Technical College and East Central Technical College \nPage 145 \n \n31 \n \n21 \n \n11 \n \n4 \n \n1 \n \n14 \n \n36 \n \n27 \n \n13 \n \n9 \n \n0 \n \n17 \n \n23 \n \n22 \n \n8 \n \n0 \n \n0 \n \n11 \n \n3 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n1 \n \n0 \n \n1 \n \n0 \n \n1 \n \nNA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \nNA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n1 \n \n1 \n \n2 \n \n0 \n \n1 \n \n2 \n \n4 \n \n2 \n \n0 \n \n0 \n \n2 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n52080301 Banking and Finance (Deactivated) (Effective Date: 10/14/2002) In Coop with: East Central Technical College \n52180101 Marketing Management In Coop with: Moultrie Technical College and East Central Technical College \n \nAASBIT 52120101 Associate of Applied Science in Business Information Technology (Deactivated) \n \nAASCJ 43010701 Associate of Applied Science in Criminal Justice \n \nAASDA 01030401 Associate of Applied Science in Diversified Agriculture \n \nAASEHT 01060101 Associate of Applied Science in Environmental Horticulture Technology \n \nAASF \n \n03051101 Associate of Applied Science in Forestry \n \nAASGB 52010101 Associate of Applied Science in General Business (Deactivated) \n \nAASHC \n \nAssociate of Applied Science in Health With Options in: 51080101 Medical Assisting In Coop with: Moultrie Technical College 51090701 Radiologic Technology (Effective Date: 10/01/1996) In Coop with: Moultrie Technical College 51090902 Surgical Technology (Effective Date: 03/03/2008) In Coop with: Moultrie Technical College 51099901 Neuromuscular Therapist (Effective Date: 08/10/2009) In Coop with: Moultrie Technical College 51390101 Practical Nursing (Effective Date: 10/01/1996) In Coop with: Moultrie Technical College and East Central Technical College \n \nAASSC \n \nAssociate of Applied Science in Services With Options in: 12040102 Cosmetology (Deactivated) (Effective Date: 03/03/2008) In Coop with: East Central Technical College 19070801 Early Childhood Care and Education In Coop with: Moultrie Technical College and East Central Technical College \n \nFall 2007 \n0 \n0 \n \nFall 2008 \n0 \n0 \n \nFall 2009 \n0 \n1 \n \nFall 2010 \n0 \n2 \n \nFall 2011 \n0 \n1 \n \nAvg. of Five Years \n0 \n1 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n33 \n \n34 \n \n26 \n \n23 \n \n31 \n \n29 \n \n0 \n \n0 \n \n0 \n \n7 \n \n41 \n \n10 \n \n160 101 \n \n51 \n \n43 \n \n33 \n \n78 \n \n53 \n \n43 \n \n34 \n \n36 \n \n42 \n \n42 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n2 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n2 \n \n0 \n \n0 \n \n1 \n \nSRPT407A 1/23/2012 \n \nPage 146 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nAASTC \n \nAssociate of Applied Science in Technology With Options in: 15020102 Public Works Civil Technician (Deactivated) (Effective Date: 03/03/2008) In Coop with: Moultrie Technical College 15030501 Convergent Telecommunications Technology In Coop with: East Central Technical College 15130101 Drafting (Deactivated) In Coop with: Moultrie Technical College 15130102 Advanced Drafting (Deactivated) (Effective Date: 10/01/1996) In Coop with: Moultrie Technical College 15130103 Advanced Drafting and Design (Deactivated) (Effective Date: 10/01/1996) In Coop with: Moultrie Technical College 43010702 Criminal Justice Technology (Effective Date: 03/05/2009) In Coop with: East Central Technical College 430203N2 Fire Science Technology (Deactivated) In Coop with: Moultrie Technical College 43999901 Industrial Systems (Deactivated) In Coop with: Moultrie Technical College 46010101 Masonry (Deactivated) (Effective Date: 10/01/1996) In Coop with: Moultrie Technical College 46020101 Carpentry (Deactivated) (Effective Date: 10/01/1996) In Coop with: Moultrie Technical College 46030201 Electrical Construction and Maintenance (Deactivated) (Effective Date: 10/01/1996) In Coop with: Moultrie Technical College and East Central Technical College 46050301 Plumbing (Deactivated) (Effective Date: 10/01/1996) In Coop with: Moultrie Technical College 47010101 Electronics Technology (Deactivated) In Coop with: Moultrie Technical College 47010103 Telecommunications (Deactivated) (Effective Date: 08/17/1998) In Coop with: East Central Technical College 47010104 Advanced Telecommunications Technology (Deactivated) (Effective Date: 08/17/1998) In Coop with: East Central Technical College 47010105 Electronics Fundamentals (Deactivated) In Coop with: Moultrie Technical College \n \nNA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n1 \n \nSRPT407A 1/23/2012 \n \nPage 147 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n47020101 Air Conditioning Technology (Deactivated) In Coop with: Moultrie Technical College \n47020102 Advanced Air Conditioning Technology (Deactivated) (Effective Date: 10/01/1996) \nIn Coop with: Moultrie Technical College 47030301 Industrial Electric Technology (Deactivated) \nIn Coop with: Moultrie Technical College and East Central Technical College 47030302 Industrial Maintenance Technology (Deactivated) \nIn Coop with: Moultrie Technical College and East Central Technical College 47060401 Automotive Technology (Deactivated) (Effective Date: 10/01/1996) \nIn Coop with: Moultrie Technical College 47060501 Diesel Equipment Technology (Deactivated) (Effective Date: 10/14/2002) \nIn Coop with: Moultrie Technical College 48050301 Advanced Machine Tool Technology (Deactivated) (Effective Date: Unknown) \nIn Coop with: Moultrie Technical College \n \nAASWT 03060101 Associate of Applied Science in Wildlife Technology \n \nAATAP 01030401 Associate of Applied Science in Agricultual Production Technology (Terminated: End Date, 05/18/2010) \n \nAATLH 01090101 Associate of Applied Science in Agricultural Technology - Livestock Health (Deactivated) \n \nAATLP 01030201 Associate of Applied Science in Livestock Production Technology (Deactivated) \n \nAATPT \n \n01090701 Associate of Applied Science in Agricultural Technology - Poultry Technology (Deactivated) \n \nADN \n \n51380101 Associate of Science in Nursing \n \nAHS \n \n44070101 Associate of Applied Science in Human Services (Deactivated) \n \nAMK \n \n52140101 Associate of Applied Science in Marketing (Deactivated) \n \nCareer Associate Totals \n \nOne-Year Certificate \n \nFall 2007 \n0 \n0 \n \nFall 2008 \n1 \n0 \n \nFall 2009 \n0 \n0 \n \nFall 2010 \n0 \n0 \n \nFall 2011 \n0 \n0 \n \nAvg. of Five Years \n0 \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n93 \n \n81 \n \n73 \n \n71 \n \n69 \n \n77 \n \n0 \n \n11 \n \n8 \n \n8 \n \n4 \n \n6 \n \n8 \n \n2 \n \n0 \n \n0 \n \n0 \n \n2 \n \n27 \n \n33 \n \n5 \n \n0 \n \n0 \n \n13 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n675 629 673 726 780 697 \n \n22 \n \n17 \n \n4 \n \n1 \n \n0 \n \n9 \n \n17 \n \n18 \n \n4 \n \n2 \n \n0 \n \n8 \n \n1,195 1,055 922 939 1,002 1,023 \n \nSRPT407A 1/23/2012 \n \nPage 148 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nCER1 \n \nOne-Year Certificate With Options in: 52129901 Information Technology (Deactivated) 52140102 Management and Marketing (Deactivated) \n \nOne-Year Certificate Totals \n \nCertificate of Less than One Year \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n9 \n \n5 \n \n0 \n \n0 \n \n0 \n \n3 \n \n13 \n \n19 \n \n9 \n \n2 \n \n0 \n \n9 \n \n22 \n \n24 \n \n9 \n \n2 \n \n0 \n \n11 \n \nCER0 \n \nCertificate of Less than One Year With Options in: 01020401 Agricultural Machinery Technician (Deactivated) (Effective Date: 10/11/2002) 01030202 General Animal Industry Management (Deactivated) (Effective Date: 10/11/2002) 01030203 Horse Operation Management (Deactivated) 01030401 Precision Agriculture Technician (Deactivated) (Effective Date: 10/11/2002) 01060102 Pesticide Application Technician (Deactivated) (Effective Date: 10/11/2002) 11100401 Web Technology (Deactivated) (Effective Date: 11/14/2002) 13010101 Instructional Support Personnel 19010101 General Family and Consumer Sciences (Deactivated) (Effective Date: 10/11/2002) 19069901 Interior Design (Deactivated) (Effective Date: 10/11/2002) 19070901 Children and Family Services (Deactivated) (Effective Date: 10/11/2002) 51390201 Advanced Certified Nurse Technician (Deactivated) (Effective Date: 03/23/2004) 52010102 General Business 52040801 Office Technology (Deactivated) \n \nCertificate of Less than One Year Totals \n \nAbraham Baldwin Agricultural College Totals \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n9 \n \n4 \n \n4 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n4 \n \n6 \n \n11 \n \n5 \n \n6 \n \n1 \n \n2 \n \n0 \n \n0 \n \n0 \n \n1 \n \n18 \n \n15 \n \n10 \n \n15 \n \n5 \n \n13 \n \n3,636 3,600 3,327 3,284 3,250 3,419 \n \nSRPT407A 1/23/2012 \n \nPage 149 \n \n Atlanta Metropolitan College \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nBachelors \n \nBS \n \nBachelor of Science \n \nWith Majors in: \n \n26010101 Biological Science (Effective Date: 05/10/2011) \n \nBachelors Totals \n \nAssociate \n \nNA NA NA NA \n \n0 \n \n0 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \nAACC 24010100 Associate of Arts, Core Curriculum \n \nASCC \n \n24010100 Associate of Science, Core Curriculum \n \nAssociate Totals \n \nCareer Associate \n \n234 405 555 706 627 505 1,444 1,703 2,041 2,228 2,092 1,902 1,678 2,108 2,596 2,934 2,719 2,407 \n \nAASA 52030201 Associate of Applied Science in Accountancy \n \nAASBC \n \nAssociate of Applied Science in Business With Options in: 22030201 Legal Assisting (Deactivated) In Coop with: Atlanta Technical College 52030202 Accounting (Deactivated) In Coop with: Atlanta Technical College 52040802 Information and Office Technology-Business Office Technology (Deactivated) In Coop with: Atlanta Technical College \n \nAASBM 52020101 Associate of Applied Science in Business Management \n \n10 \n \n9 \n \n7 \n \n9 \n \n7 \n \n8 \n \n2 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \n7 \n \n8 \n \n2 \n \n1 \n \n2 \n \n4 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n27 \n \n26 \n \n25 \n \n16 \n \n26 \n \n24 \n \nSRPT407A 1/23/2012 \n \nPage 150 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nAASCOM 52020401 Associate of Applied Science in Computerized Office Management \n \nAASCP AASHC \nAASHS AASRL AASSC AASTA AASTC \nSRPT407A 1/23/2012 \n \n52120101 Associate of Applied Science in Computer Programming \nAssociate of Applied Science in Health With Options in: 51060102 Dental Assisting (Deactivated) In Coop with: Atlanta Technical College 510603A4 Dental Laboratory Technology (Deactivated) (Effective Date: 07/11/1996) In Coop with: Atlanta Technical College 51080102 Medical Assisting (Deactivated) (Effective Date: 07/11/1996) In Coop with: Atlanta Technical College 51100404 Medical Laboratory Technology (Deactivated) In Coop with: Atlanta Technical College 51390104 Practical Nursing (Deactivated) In Coop with: Atlanta Technical College \n44070101 Associate of Applied Science in Human Services \n31010110 Associate of Applied Science in Recreation Leadership \nAssociate of Applied Science in Services With Options in: 19070801 Child Development and Related Care (Deactivated) In Coop with: Atlanta Technical College \n13150101 Associate of Applied Science in Teacher Assistance \nAssociate of Applied Science in Technology With Options in: 11020201 Computer Information Systems (Deactivated) (Effective Date: 04/08/2002) In Coop with: Atlanta Technical College 15130101 Drafting (Effective Date: 12/10/1996) In Coop with: Atlanta Technical College 470101A4 Electronics Technology (Deactivated) (Effective Date: 07/11/1996) In Coop with: Atlanta Technical College 47060804 Aviation Maintenance Technology (Deactivated) (Effective Date: 07/11/1996) In Coop with: Atlanta Technical College 47060904 Avionics Maintenance Technology (Deactivated) (Effective Date: 07/11/1996) \nPage 151 \n \nFall 2007 \n1 \n \nFall 2008 \n0 \n \nFall 2009 \n0 \n \nFall 2010 \n0 \n \nFall 2011 \n0 \n \nAvg. of Five Years \n0 \n \n1 \n \n2 \n \n3 \n \n1 \n \n1 \n \n2 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n1 \n \n1 \n \n0 \n \n1 \n \n3 \n \n2 \n \n0 \n \n0 \n \n0 \n \n1 \n \n4 \n \n4 \n \n4 \n \n6 \n \n5 \n \n5 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n7 \n \n3 \n \n1 \n \n0 \n \n0 \n \n2 \n \n7 \n \n3 \n \n2 \n \n1 \n \n1 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nIn Coop with: Atlanta Technical College 50040202 Visual Communications (Deactivated) (Effective Date: 07/11/1996) \nIn Coop with: Atlanta Technical College \nAASVE 13130900 Associate of Applied Science in Vocational Education (Effective Date: Unknown) \nCareer Associate Totals \nOne-Year Certificate \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n72 \n \n60 \n \n47 \n \n36 \n \n42 \n \n51 \n \nCER1 \n \nOne-Year Certificate With Options in: 43019901 Criminal Justice Services (Effective Date: 02/03/1988) 52020401 Automated Office Management \n \nOne-Year Certificate Totals \n \nAtlanta Metropolitan College Totals \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n28 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n28 \n \n0 \n \n6 \n \n1,750 2,168 2,643 2,998 2,761 2,464 \n \nSRPT407A 1/23/2012 \n \nPage 152 \n \n College of Coastal Georgia \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nBachelors \n \nBBAGB 52010101 Bachelor of Business Administration in General Business \n \nBS \n \nBachelor of Science \n \nWith Majors in: \n \n13120301 26010101 27010101 42010101 \n \nMiddle Grades Education Biological Sciences (with secondary teacher certification) Mathematics (with a secondary teacher certification track) Psychology \n \nBSED \n \nBachelor of Science in Education With Majors in: \n \n13121001 Early Childhood Education/Special Education \n \nBSHI \n \n51070601 Bachelor of Science in Health Informatics \n \nBSN \n \n51380101 Bachelor of Science in Nursing \n \nBSNC \n \n51380105 Bachelor of Science in Nursing, RN to BSN \n \nBachelors Totals \n \nAssociate \n \n0 \n \n0 \n \n73 134 219 \n \n85 \n \n0 \n \n0 \n \n77 114 100 \n \n58 \n \n0 \n \n0 \n \n0 \n \n26 116 \n \n28 \n \n0 \n \n0 \n \n0 \n \n0 \n \n14 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n85 \n \n17 \n \n0 \n \n0 115 128 147 \n \n78 \n \n0 \n \n0 \n \n0 \n \n9 \n \n44 \n \n11 \n \n0 \n \n0 \n \n0 178 323 100 \n \n0 \n \n0 \n \n1 \n \n28 \n \n23 \n \n10 \n \n0 \n \n0 266 617 1,071 391 \n \nAACC 24010101 Associate of Arts, Core Curriculum \n \nASCC \n \n24010101 Associate of Science, Core Curriculum \n \nAssociate Totals \n \n65 \n \n69 \n \n83 \n \n88 101 \n \n81 \n \n1,402 1,479 1,955 1,996 1,611 1,689 \n \n1,467 1,548 2,038 2,084 1,712 1,770 \n \nSRPT407A 1/23/2012 \n \nPage 153 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nCareer Associate \n \nAASA 52030200 Associate of Applied Science in Accounting (Terminated: End Date, 03/07/2011) \n \nAASBC \n \nAssociate of Applied Science in Business With Options in: 52040102 Business and Office Technology (Terminated: End Date, 10/14/2009) In Coop with: Altamaha Technical College \n \nAASDDT 15130100 Associate of Applied Science in Drafting and Design Technology (Terminated: End Date, 02/08/2011) \n \nAASDP \n \n11010300 Associate of Applied Science in Computer Information Technology (Terminated: End Date, 02/08/2011) \n \nAASHM 52090101 Associate of Applied Science in Hospitality Management \n \nAASM 52020101 Associate of Applied Science in Management (Terminated: End Date, 02/08/2011) \n \nAASSS \n \n52040120 Associate of Applied Science in Business and Office Technology (Terminated: End Date, 03/07/2011) \n \nAAST \n \n48059900 Associate of Applied Science in Technology (Terminated: End Date, 07/03/1996) \n \nASCLT 51100400 Associate of Science in Clinical Laboratory Technology \n \nASMLT 51100400 Associate of Science in Medical Laboratory Technology (Terminated: End Date, 10/09/2001) \n \nASN \n \n51380101 Associate of Science in Nursing/Registered Nurse \n \nASRS \n \n51091100 Associate of Science in Radiologic Science \n \nASRT \n \n51090700 Associate of Science in Radiologic Technology (Terminated: End Date, 10/09/2001) \n \nCareer Associate Totals \n \nSRPT407A 1/23/2012 \n \nOne-Year Certificate \nPage 154 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n32 \n \n46 \n \n12 \n \n2 \n \n0 \n \n18 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n25 \n \n23 \n \n1 \n \n2 \n \n0 \n \n10 \n \n38 \n \n41 \n \n5 \n \n2 \n \n0 \n \n17 \n \n0 \n \n0 \n \n6 \n \n20 \n \n42 \n \n31 \n \n0 \n \n57 \n \n58 \n \n23 \n \n5 \n \n0 \n \n0 \n \n6 \n \n7 \n \n2 \n \n0 \n \n16 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n26 \n \n40 \n \n39 \n \n51 \n \n32 \n \n21 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n418 412 462 502 455 450 \n \n26 \n \n98 \n \n89 \n \n91 \n \n78 \n \n76 \n \n69 \n \n0 \n \n0 \n \n0 \n \n0 \n \n14 \n \n683 697 621 697 642 668 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nCER1 \n \nOne-Year Certificate With Options in: 11010301 Computer Information Technology (Terminated: End Date, 03/06/2011) 12050301 Culinary Arts (Terminated: End Date, 03/06/2011) 15130100 Drafting and Design Technology/Technician, General (Terminated: End Date, 03/06/2011) 43010701 Criminal Justice Technology (Terminated: End Date, 03/06/2011) 47020102 Air Conditioning Technology (Terminated: End Date, 03/06/2011) 47030300 Industrial Mechanics and Maintenance Technology (Terminated: End Date, 03/06/2011) 47060420 Automotive Fundamentals (Terminated: End Date, 03/06/2011) 48050301 Machine Tool Technology (Terminated: End Date, 03/06/2011) 48050801 Welding Technology (Terminated: End Date, 03/06/2011) 51090420 Paramedic Technology (Terminated: End Date, 11/19/2009) 51090900 Surgical Technology/Technologist (Terminated: End Date, 11/19/2009) 51380101 Practical Nursing (Terminated: End Date, 03/07/2011) 52020102 Management (Terminated: End Date, 03/06/2011) 52040101 Business and Office Technology (Terminated: End Date, 03/06/2011) \n \nOne-Year Certificate Totals \n \nCertificate of Less than One Year \n \n0 \n \n33 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n43 \n \n45 \n \n2 \n \n0 \n \n18 \n \n0 \n \n14 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n47 \n \n14 \n \n1 \n \n0 \n \n12 \n \n0 \n \n23 \n \n0 \n \n0 \n \n0 \n \n5 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n15 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n33 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n11 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n21 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n63 \n \n0 \n \n0 \n \n0 \n \n13 \n \n0 \n \n13 \n \n0 \n \n0 \n \n0 \n \n3 \n \n0 \n \n72 \n \n0 \n \n0 \n \n0 \n \n14 \n \n0 401 \n \n59 \n \n3 \n \n0 \n \n93 \n \nCER0 \n \nCertificate of Less than One Year With Options in: 12050300 Culinary Arts/Chef Training (Terminated: End Date, 11/19/2009) 15040411 Process Control Operator I (Terminated: End Date, 03/06/2011) 47010112 Electrical Maintenance, Level II (Terminated: End Date, 03/06/2011) 47010401 Computer Troubleshooting and Repair (Terminated: End Date, 03/06/2011) 47020101 Air Conditioning Technician's Assistant (Terminated: End Date, 03/06/2011) 47030311 Industrial Maintenance Fundamentals (Terminated: End Date, 03/06/2011) 47060301 Automotive Body Repair (Terminated: End Date, 11/19/2009) 47060410 Automotive Principles (Terminated: End Date, 03/06/2011) 48050310 CNC Machine Technology (Terminated: End Date, 03/06/2011) 48050812 Shielded Metal Arc Welding (Terminated: End Date, 03/06/2011) \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n89 \n \n0 \n \n0 \n \n0 \n \n18 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 155 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n51090401 51390201 52070300 52090401 \n \nEmergency Medical Technology (Terminated: End Date, 11/19/2009) Patient Care Technician (Terminated: End Date, 11/19/2009) Small Business Management (Terminated: End Date, 11/19/2009) Hotel/Motel Fundamentals (Terminated: End Date, 03/06/2011) \n \nCertificate of Less than One Year Totals \n \nCollege of Coastal Georgia Totals \n \nFall 2007 \n0 0 0 0 \n \nFall 2008 \n13 6 1 1 \n \nFall 2009 \n0 0 0 0 \n \nFall 2010 \n0 0 0 0 \n \nFall 2011 \n0 0 0 0 \n \nAvg. of Five Years \n3 1 0 0 \n \n0 131 \n \n0 \n \n0 \n \n0 \n \n26 \n \n2,150 2,777 2,984 3,401 3,425 2,947 \n \nSRPT407A 1/23/2012 \n \nPage 156 \n \n Dalton State College \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nBachelors \n \nBAE BAH BASTM BBA \nBBAM BSBTC BSCJ BSCTC BSED \nBSIOM BSMIS SRPT407A 1/23/2012 \n \n23010101 Bachelor of Arts in English (with Teacher Certification) \n \n54010101 Bachelor of Arts in History (with Teacher Certification) \n \n52029901 Bachelor of Applied Science in Technology Management \n \nBachelor of Business Administration With Majors in: \n \n52020101 52020501 52030100 52120101 52140101 \n \nManagement Industrial Operations Management Accounting Management Information Systems Marketing Systems \n \n52020100 Bachelor of Business Administration in Management (Terminated: Last Activity Date: 06/10/2004) \n \n26010101 Bachelor of Science in Biology with Teacher Certification \n \n43010301 Bachelor of Science in Criminal Justice \n \n40050101 Bachelor of Science in Chemistry with Teacher Certification \n \nBachelor of Science in Education With Majors in: \n \n13121001 Early Childhood Education \n \n52020501 Bachelor of Science in Industrial Operations Management (Terminated: End Date, 10/16/2006) \n \n52120101 Bachelor of Science in Management Information Systems (Terminated: End Date, \n \nPage 157 \n \n0 \n \n0 \n \n59 129 147 \n \n67 \n \n0 \n \n0 \n \n88 138 145 \n \n74 \n \n48 \n \n30 \n \n33 \n \n30 \n \n22 \n \n33 \n \n106 261 268 258 296 238 \n \n7 \n \n20 \n \n23 \n \n23 \n \n24 \n \n19 \n \n62 143 173 196 211 157 \n \n27 \n \n72 \n \n82 \n \n70 \n \n65 \n \n63 \n \n35 \n \n81 \n \n79 \n \n95 100 \n \n78 \n \n202 \n \n0 \n \n0 \n \n0 \n \n0 \n \n40 \n \n0 109 197 257 283 169 \n \n0 \n \n0 \n \n71 213 223 101 \n \n0 \n \n0 \n \n7 \n \n35 \n \n45 \n \n17 \n \n191 517 531 462 392 419 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n24 \n \n0 \n \n0 \n \n0 \n \n0 \n \n5 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n10/16/2006) \n \nBSMS \n \n52140101 Bachelor of Science in Marketing Systems (Terminated: End Date, 10/16/2006) \n \nBSMTC 27010101 Bachelor of Science in Mathematics with Teacher Certification \n \nBSW \n \n44070100 Bachelor of Social Work \n \nBachelors Totals \n \nAssociate \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n32 \n \n64 \n \n82 \n \n82 \n \n52 \n \n101 102 108 120 129 112 \n \n831 1,367 1,783 2,108 2,164 1,651 \n \nAACC 24010101 Associate of Arts, Core Curriculum \n \nASCC \n \n24010101 Associate of Science, Core Curriculum \n \nAssociate Totals \n \nCareer Associate \n \n209 443 467 465 393 395 634 1,098 1,155 1,101 976 993 843 1,541 1,622 1,566 1,369 1,388 \n \nAASB AASBC \n \n52999901 Associate of Applied Science in Business \nAssociate of Applied Science in Business With Options in: 11010101 Computer Information Systems (Effective Date: 05/08/1996) In Coop with: Appalachian Technical College and Ga. Northwestern Tech. College 52030202 Accounting (Effective Date: 05/08/1996) In Coop with: Appalachian Technical College and Ga. Northwestern Tech. College 52040102 Office and Business Technology In Coop with: Northwestern Technical College 52100102 Management and Supervisory Development In Coop with: Georgia Northwestern Technical College 52180100 Entrepreneurship and Engineering Entrepreneurship (Terminated: End Date, 10/08/2001) In Coop with: Northwestern Technical College \n \nSRPT407A 1/23/2012 \n \nPage 158 \n \n117 145 155 167 151 147 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nAASEH 01060101 Associate of Applied Science in Environmental Horticulture (Deactivated) (Effective Date: 06/01/2004) \n \nAASH 51999901 Associate of Applied Science in Health \n \nAASHC \n \nAssociate of Applied Science in Health With Options in: 51080102 Medical Assistant (Effective Date: 05/08/1996) In Coop with: Appalachian Technical College 51390104 Practical Nursing (Effective Date: 05/08/1996) In Coop with: Northwestern Technical College \n \nAASMT 15061310 Associate of Applied Science in Manufacturing Technology (Deactivated) (Effective Date: 06/01/2004) \n \nAASRT 51081201 Associate of Applied Science in Respiratory Therapy \n \nAASS \n \nAssociate of Applied Science in Services With Options in: 43010403 Law Enforcement \n \nAASSC \n \nAssociate of Applied Science in Services With Options in: 19070802 Early Childhood Care and Education (Effective Date: 03/12/1997) In Coop with: Georgia Northwestern Technical College \n \nAAST \n \nAssociate of Applied Science in Technology With Options in: 15061201 Industrial Electrical and Electronic Technology 15120101 Computer Networking and Service Technology \n \nAASTC \n \nAssociate of Applied Science in Technology With Options in: 15061301 Automated Manufacturing Technology (Effective Date: 03/15/2001) In Coop with: Georgia Northwestern Technical College 15130102 Drafting (Effective Date: 05/08/1996) In Coop with: Appalachian Technical College \n \nFall 2007 \n0 \n \nFall 2008 \n0 \n \nFall 2009 \n0 \n \nFall 2010 \n0 \n \nFall 2011 \n0 \n \nAvg. of Five Years \n0 \n \n119 123 147 171 167 145 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n40 \n \n34 \n \n35 \n \n46 \n \n31 \n \n6 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n58 \n \n97 110 121 116 100 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 159 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n151301A4 Advanced Drafting In Coop with: Appalachian Technical College and Ga. Northwestern Tech. College \n47010102 Electronics Fundamentals (Effective Date: 05/08/1996) In Coop with: Appalachian Technical College \n470101N3 Industrial Electrical and Electronic Technology (Effective Date: 03/20/2002) In Coop with: Georgia Northwestern Technical College \n47030302 Industrial Maintenance (Effective Date: 05/08/1996) In Coop with: Northwestern Technical College and Ga. Northwestern Tech. College \n470303A4 Industrial Maintenance Technology (Effective Date: 05/08/1996) In Coop with: Appalachian Technical College \n48050302 Machine Tool Technology (Effective Date: 05/08/1996) In Coop with: Appalachian Technical College and Northwestern Technical College \n480503A4 Advanced Machine Tool Technology (Effective Date: 05/08/1996) In Coop with: Northwestern Technical College \n489999N2 Applied Manufacturing Technology In Coop with: Northwestern Technical College and Ga. Northwestern Tech. College \n \nASN \n \n51380101 Associate of Science in Nursing \n \nCareer Associate Totals \n \nOne-Year Certificate \n \nFall 2007 \n0 0 0 0 0 0 0 0 \n \nFall 2008 \n37 0 0 0 0 0 0 0 \n \nFall 2009 \n34 0 0 0 0 0 0 0 \n \nFall 2010 \n29 0 0 0 0 0 0 1 \n \nFall 2011 \n6 0 0 0 0 0 0 0 \n \nAvg. of Five Years 21 0 0 0 0 0 0 0 \n \n524 597 701 770 704 659 825 1,041 1,181 1,295 1,192 1,107 \n \nCER1 \n \nOne-Year Certificate With Options in: 01060101 Environmental Horticulture (Deactivated) (Effective Date: 05/07/1996) 15120101 Computer Networking and Service Technology 15130101 Technical Graphics and 3D Design 19070801 Pre-School Childhood Care and Education (Deactivated) 43010402 Law Enforcement 470101N4 Industrial Electrical and Electronic Technology 47019900 Industrial Electrical (Terminated: End Date, 03/20/2002) 47030301 Industrial Plant Maintenance (Deactivated) (Effective Date: Unknown) 47030302 CERT Manufacturing Technology (Deactivated) (Effective Date: 08/30/2004) 470303N2 Manufacturing Technology (Deactivated) (Effective Date: 09/09/2004) 47060401 Automotive Technology \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n26 \n \n49 \n \n70 \n \n65 \n \n37 \n \n49 \n \n14 \n \n35 \n \n39 \n \n40 \n \n42 \n \n34 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n2 \n \n0 \n \n0 \n \n0 \n \n2 \n \n15 \n \n50 \n \n61 \n \n45 \n \n35 \n \n41 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n11 \n \n10 \n \n1 \n \n0 \n \n0 \n \n4 \n \nSRPT407A 1/23/2012 \n \nPage 160 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n48050301 48050801 51080102 51090401 51090410 51090701 510909N2 51390101 52040701 52040801 52049901 52049902 520703N3 521401N3 \n \nWelding Machine Shop (Effective Date: Unknown) Welding Medical Office Assistant Emergency Medical Technology (Deactivated) (Effective Date: Unknown) Paramedic Technology (Deactivated) (Effective Date: Unknown) Radiologic Technology Surgical Technology (Deactivated) (Effective Date: 01/10/2001) Licensed Practical Nursing Computer Operations Office and Business Technology Medical Transcription Office Careers Technology (Terminated: Last Activity Date: 07/01/2004) Management Marketing \n \nOne-Year Certificate Totals \n \nCertificate of Less than One Year \n \nFall 2007 \n0 10 24 0 0 22 0 53 9 0 21 0 54 8 \n276 \n \nFall 2008 \n0 23 78 0 0 45 0 186 16 37 0 0 203 21 \n756 \n \nFall 2009 \n0 23 118 0 0 59 0 242 24 30 0 0 206 24 \n897 \n \nFall 2010 \n0 3 127 0 0 40 0 231 32 46 0 1 196 23 \n849 \n \nFall 2011 \n0 0 123 0 0 31 0 166 17 29 0 0 139 8 \n \nAvg. of Five Years \n0 12 94 0 0 39 0 176 20 28 4 0 160 17 \n \n627 681 \n \nCER0 \n \nCertificate of Less than One Year With Options in: 11090101 CERTADV iSeries/400 Application Development 11090102 Webmaster (Effective Date: 10/23/2001) 110901N2 CERTADV Microsoft Windows NT 110901N3 Cisco Professional 15070101 Industrial Safety (Effective Date: 07/26/2002) 15130102 Computer Aided Drafting 47010401 Personal Computer Applications 470104N1 A+ Certification 47030301 Industrial Maintenance Mechanic (Deactivated) (Effective Date: 10/03/2001) 47030302 Manufacturing Technology-General Manufacturing (Deactivated) (Effective Date: 06/04/2003) 47030303 Certified Manufacturing Specialist (Deactivated) (Effective Date: 08/30/2004) 47030304 Industrial Electrical Technology (Effective Date: 06/14/2005) 48050301 Basic Machinist (Terminated: End Date, 07/28/2010) \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n1 \n \n1 \n \n0 \n \n3 \n \n6 \n \n1 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n3 \n \n2 \n \n0 \n \n1 \n \n2 \n \n0 \n \n5 \n \n1 \n \n1 \n \n2 \n \n1 \n \n6 \n \n3 \n \n4 \n \n2 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n1 \n \n0 \n \n0 \n \n1 \n \nSRPT407A 1/23/2012 \n \nPage 161 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n48050801 48050802 48050803 48050804 51071601 51080102 51080103 51390101 52010101 52020101 52020102 52020104 52020301 \n52020501 \n52040801 52049901 52049902 52049903 520703N3 52129901 521401N3 \n \nWelding (Terminated: End Date, 07/28/2010) Gas Metal Arc Welding (Terminated: End Date, 07/28/2010) Plate and Pipe Welding (Terminated: End Date, 07/28/2010) T.I.G. Welding (Terminated: End Date, 07/28/2010) Multicultural Healthcare Management Specialist Health Unit Coordinator (Effective Date: 08/30/2004) Phlebotomy Certified Nursing Assistant Small Business Management (Deactivated) (Effective Date: 10/03/2001) Retail Business Management (Deactivated) (Effective Date: 10/03/2001) Small Business Record Keeping Child Development Associate (Effective Date: 08/30/2004) Manufacturing Technology-Transportation (Deactivated) (Effective Date: 10/01/2003) Multicultural Manufacturing Management Specialist (Deactivated) (Effective Date: 03/20/2002) Multicultural Office Specialist (Effective Date: 03/20/2002) Certified Customer Service Specialist Medical Coding Specialist (Deactivated) (Effective Date: 08/30/2004) Office Technology (Deactivated) Management Information Technology (IT) Plus Specialist Marketing \n \nCertificate of Less than One Year Totals \n \nDalton State College Totals \n \nFall 2007 \n0 1 0 0 1 0 17 18 0 0 3 0 0 \n0 \n \nFall 2008 \n0 4 0 5 0 0 40 13 0 0 2 0 0 \n0 \n \nFall 2009 \n1 1 1 3 0 0 64 15 0 0 2 0 0 \n0 \n \nFall 2010 \n0 0 0 0 0 0 48 0 0 0 3 0 0 \n0 \n \nFall 2011 \n0 0 0 0 0 0 22 0 0 0 0 0 0 \n0 \n \nAvg. of Five Years \n0 1 0 2 0 0 38 9 0 0 2 0 0 \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n1 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n68 \n \n77 107 \n \n61 \n \n30 \n \n69 \n \n2,843 4,782 5,590 5,879 5,382 4,895 \n \nSRPT407A 1/23/2012 \n \nPage 162 \n \n Darton College \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nBachelors \n \nBSNC \n \n51380105 Bachelor of Science in Nursing, RN to BSN (Effective Date: 05/10/2011) \n \nBachelors Totals \n \nAssociate \n \nNA NA NA NA \n \n0 \n \n0 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \nAACC 24010101 Associate of Arts, Core Curriculum \n \nASCC \n \n24010101 Associate of Science, Core Curriculum \n \nAssociate Totals \n \nCareer Associate \n \n1,056 1,108 1,279 1,302 1,250 1,199 1,625 1,667 1,934 1,849 1,937 1,802 2,681 2,775 3,213 3,151 3,187 3,001 \n \nAASA 52030201 Associate of Applied Science in Accounting \n \nAASBC \n \nAssociate of Applied Science in Business With Options in: 52030202 Accounting (Deactivated) (Effective Date: 02/13/1996) In Coop with: Southwest Georgia Technical College 52040102 Business and Office Technology (Deactivated) (Effective Date: 06/11/1996) In Coop with: Southwest Georgia Technical College 52040802 Information and Office Technology (Deactivated) (Effective Date: 02/13/1996) In Coop with: Southwest Georgia Technical College 52120102 Computer Information Systems (Deactivated) (Effective Date: 02/13/1996) In Coop with: Southwest Georgia Technical College \n \nAASBCS \n \nAssociate of Applied Science in Business Computer Systems With Options in: 52120101 Cisco Support Specialist (Effective Date: 06/21/2002) \n \nSRPT407A 1/23/2012 \n \nPage 163 \n \n40 \n \n37 \n \n36 \n \n34 \n \n31 \n \n36 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n52120102 52120103 52120104 52120107 52120108 \n \nInformation Systems (Effective Date: 06/21/2002) Network Support Specialist (Effective Date: 06/21/2002) Business Computer Specialist Office Technology Management (Effective Date: 05/19/2010) Network Support Engineer (Effective Date: 03/26/2004) \n \nAASFS \n \n31050501 Associate of Applied Science in Fitness Science (Deactivated) (Effective Date: 06/03/2004) \n \nAASGS 44999901 Associate of Applied Science in Governmental Services (Effective Date: 06/03/2004) \n \nAASHC \n \nAssociate of Applied Science in Health With Options in: 51060102 Dental Assisting (Deactivated) (Effective Date: 02/13/1996) In Coop with: Albany Technical College 51080102 Medical Assisting (Deactivated) (Effective Date: 02/13/1996) In Coop with: Southwest Georgia Technical College 51080502 Pharmacy Technology (Deactivated) (Effective Date: 06/11/1996) In Coop with: Southwest Georgia Technical College 51090402 Paramedic Technology (Deactivated) (Effective Date: 06/11/1996) In Coop with: Southwest Georgia Technical College 51090704 Radiologic Technology (Deactivated) (Effective Date: 02/13/1996) In Coop with: Albany Technical College 51090902 Surgical Technology (Deactivated) (Effective Date: 02/13/1996) In Coop with: Southwest Georgia Technical College 51390104 Practical Nursing (Deactivated) (Effective Date: 06/11/1996) In Coop with: Southwest Georgia Technical College \n \nAASHT 51109901 Associate of Applied Science in Histologic Technology \n \nAASM 52010101 Associate of Applied Science in Management \n \nAASOA 52040101 Associate of Applied Science in Office Administration (Deactivated) \n \nAASPS 22030201 Associate of Applied Science in Paralegal Studies \n \nAASPT 51150201 Associate of Applied Science in Psychiatric Technology \n \nFall 2007 \n0 0 34 NA 0 \n0 \n \nFall 2008 \n0 0 29 NA 0 \n0 \n \nFall 2009 \n0 0 44 NA 0 \n0 \n \nFall 2010 \n0 0 40 0 0 \n0 \n \nFall 2011 \n0 0 45 0 0 \n \nAvg. of Five Years \n0 0 38 0 0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n16 \n \n13 \n \n15 \n \n15 \n \n21 \n \n16 \n \n28 \n \n26 \n \n35 \n \n28 \n \n30 \n \n29 \n \n16 \n \n18 \n \n20 \n \n12 \n \n2 \n \n14 \n \n21 \n \n22 \n \n30 \n \n40 \n \n47 \n \n32 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 164 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nAASSC \n \nAssociate of Applied Science in Services With Options in: 01060102 Environmental Horticulture (Deactivated) (Effective Date: 02/13/1996) In Coop with: Albany Technical College 12050800 Institutional Food Workers (Deactivated) (Effective Date: 02/13/1996) In Coop with: Albany Technical College 190708A4 Child Development and Related Care (Deactivated) (Effective Date: 02/13/1996) In Coop with: Albany Technical College \n \nAASTC \n \nAssociate of Applied Science in Technology With Options in: 10030502 Printing/Graphics Technology (Deactivated) (Effective Date: 02/13/1996) In Coop with: Albany Technical College 151301A4 Advanced Drafting (Deactivated) (Effective Date: 02/13/1996) In Coop with: Albany Technical College 151301B4 Advanced Drafting and Design (Deactivated) (Effective Date: 02/13/1996) In Coop with: Southwest Georgia Technical College 460302A2 Industrial Electrical Technology (Deactivated) (Effective Date: 02/13/1996) In Coop with: Southwest Georgia Technical College 470101A4 Electronics Technology (Deactivated) (Effective Date: 02/13/1996) In Coop with: Southwest Georgia Technical College 47020102 Air Conditioning Technology (Deactivated) (Effective Date: 06/11/1996) In Coop with: Southwest Georgia Technical College 470604A4 Automotive Technology (Deactivated) (Effective Date: 02/13/1996) In Coop with: Southwest Georgia Technical College 480503A4 Advanced Machine Tool Technology (Deactivated) (Effective Date: 02/13/1996) In Coop with: Albany Technical College 48050802 Welding and Joining Technology (Deactivated) (Effective Date: 02/13/1996) In Coop with: Southwest Georgia Technical College 489999N2 Applied Manufacturing Technology (Deactivated) (Effective Date: 02/13/1996) In Coop with: Albany Technical College \n \nAASTIE \n \n13132001 Associate of Applied Science in Trade and Industrial Education (Deactivated) (Effective Date: 06/03/2004) \nIn Co-op with: Valdosta State University \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 165 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nAASVT 51080801 Associate of Applied Science in Veterinary Technology (Terminated: End Date, 08/20/2008) \n \nASCRM 51071301 Associate of Science in Cancer Registry Management \n \nASCT \n \n51090101 Associate of Science in Cardiovascular Technology \n \nASDH 51060201 Associate of Science in Dental Hygiene \n \nASDMS 51091001 Associate of Science in Diagnostic Medical Sonography \n \nASDT \n \n51310100 Associate of Science in Dietetic Technician (Deactivated) (Effective Date: 01/12/2005) \n \nASEMS 51090401 Associate of Science in Emergency Medical Services \n \nASHI \n \n51070701 Associate of Science in Health Information Technology \n \nASHST 44070101 Associate of Science in Human Services Technology \n \nASMLT 51100401 Associate of Science in Medical Laboratory Technology \n \nASN \n \n51380101 Associate of Science in Nursing \n \nASOTA 51080301 Associate of Science in Occupational Therapy Assistant \n \nASPT \n \n51090802 Associate of Science in Polysomnographic Technology \n \nASPTA 51080601 Associate of Science in Physical Therapist Assistant \n \nASRPT 51090801 Associate of Science in Respiratory Therapy \n \nASRS \n \n51091101 Associate of Science in Radiology Science (Effective Date: 04/15/2009) \n \nCareer Associate Totals \n \nOne-Year Certificate \n \nFall 2007 \n0 \n \nFall 2008 \n0 \n \nFall 2009 \n0 \n \nFall 2010 \n1 \n \nFall 2011 \n1 \n \nAvg. of Five Years \n0 \n \n0 \n \n0 \n \n7 \n \n9 \n \n28 \n \n9 \n \n25 \n \n22 \n \n27 \n \n30 \n \n25 \n \n26 \n \n90 100 117 124 137 114 \n \n96 125 115 115 \n \n94 109 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n12 \n \n5 \n \n16 \n \n8 \n \n14 \n \n11 \n \n59 \n \n86 \n \n93 \n \n94 \n \n84 \n \n83 \n \n29 \n \n28 \n \n22 \n \n19 \n \n28 \n \n25 \n \n58 \n \n82 \n \n65 \n \n58 \n \n58 \n \n64 \n \n1,075 1,189 1,473 1,550 1,687 1,395 \n \n33 \n \n36 \n \n43 \n \n80 \n \n86 \n \n56 \n \n0 \n \n3 \n \n6 \n \n10 \n \n19 \n \n8 \n \n116 104 156 176 206 152 \n \n87 \n \n75 \n \n92 \n \n85 \n \n99 \n \n88 \n \nNA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n1,835 2,000 2,413 2,528 2,742 2,304 \n \nSRPT407A 1/23/2012 \n \nPage 166 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nCER1 \n \nOne-Year Certificate With Options in: 22030101 Paralegal (Deactivated) (Effective Date: 03/26/2004) 22030202 Paralegal 43010301 Criminal Justice Management (Effective Date: 06/21/2002) 43010302 Criminal Justice Technology (Effective Date: 01/31/2007) 51090401 Emergency Medical Service 51090899 Polysomnography (Deactivated) 52010101 Management 52010102 Allied Health Management (Effective Date: 03/26/2004) 52030201 Accounting 52040101 Word Information Processing (Deactivated) 52120101 Cisco Support Specialist (Effective Date: 06/21/2002) 52120103 Network Support Specialist (Effective Date: 06/21/2002) 52120104 A+ Specialist 52120105 General Business Computer Systems 52120106 Oracle Specialist (Effective Date: 06/21/2002) 52140101 Marketing \n \nOne-Year Certificate Totals \n \nCertificate of Less than One Year \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n5 \n \n9 \n \n6 \n \n7 \n \n7 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n17 \n \n22 \n \n13 \n \n24 \n \n27 \n \n21 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n21 \n \n20 \n \n34 \n \n21 \n \n14 \n \n22 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n10 \n \n7 \n \n4 \n \n9 \n \n12 \n \n8 \n \n10 \n \n6 \n \n6 \n \n3 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n33 \n \n24 \n \n18 \n \n15 \n \n12 \n \n20 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n3 \n \n1 \n \n103 \n \n84 \n \n84 \n \n79 \n \n75 \n \n85 \n \nCER0 \n \nCertificate of Less than One Year With Options in: 03060101 Wildlife Park Technician (Effective Date: 12/19/2002) 09010201 Mass Communication 09049901 Professional Writing 11010101 Instructional Technology 11030101 Microsoft Office Specialist Master Option (Deactivated) (Effective Date: 01/11/2007) 11050101 Network Security 13110101 Teacher Communication and Crisis Skills Enhancement 13131101 Middle Grades Math 13131401 Coaching (Deactivated) \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n1 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n5 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n2 \n \n4 \n \n1 \n \n2 \n \n0 \n \n2 \n \n2 \n \n1 \n \n15 \n \n4 \n \n0 \n \n4 \n \n4 \n \n3 \n \n0 \n \n1 \n \n0 \n \n2 \n \nSRPT407A 1/23/2012 \n \nPage 167 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n13131601 16090501 22030201 26120100 34010401 39050101 43011201 44070101 50040201 50050101 50069901 50070101 51070701 51070702 51071301 51090401 51090402 \n51090899 51091101 51091300 51091301 51100801 51100901 51101101 51150201 51999901 52010101 52020101 52020301 52080301 52120107 52149901 52999901 \n \nMiddle Grades Science Spanish for Health Care Professionals Legal Office Specialist (Effective Date: 02/22/2006) Biotechnology (Effective Date: 12/19/2002) Addiction Counseling (Effective Date: 06/20/2000) Church Music Homeland Security (Effective Date: 06/21/2007) Family and Child Welfare Practitioner Graphic Arts Technical Theatre Management Video Techniques and Applications Visual Communication Medical Coding Medical Transcription Cancer Registry Management (Deactivated) Emergency Medical Technician Emergency Medical Technician-Basic Certificate (Deactivated) (Effective Date: 11/14/2008) Polysomnography (Effective Date: 10/10/2003) Computed Tomography Athletic Training/Trainer Athletic Field Maintenance (Effective Date: 12/19/2002) Histology Phlebotomy Hemodialysis Patient Care Technician (Effective Date: 03/05/2009) Psychiatric Technician Clinical Trials Research Assistant (Deactivated) (Effective Date: 12/19/2002) Technical Management Women's Leadership and Management (Effective Date: 11/21/2000) Logistics and Supply Chain Management Banking (Effective Date: 02/28/2001) Web Design and Administration (Effective Date: 09/09/2004) Management and Marketing Small Business Management (Effective Date: 08/16/2006) \n \nCertificate of Less than One Year Totals \n \nFall 2007 \n1 0 0 0 0 6 0 13 2 0 0 2 8 11 0 32 NA \n0 0 1 0 12 6 NA 0 0 3 0 0 0 0 0 0 \n107 \n \nFall 2008 \n7 0 0 0 0 3 0 18 4 0 0 2 0 9 4 35 0 \n0 0 1 0 22 5 NA 16 0 4 0 0 0 0 0 0 \n139 \n \nFall 2009 \n0 4 0 0 0 2 0 16 4 0 0 3 0 5 8 35 0 \n0 0 2 0 22 2 0 0 0 1 0 3 0 0 5 0 \n131 \n \nFall 2010 \n0 0 0 0 0 0 0 18 0 0 7 3 9 1 0 37 0 \n0 0 3 0 20 1 0 0 0 1 0 4 0 0 1 0 \n115 \n \nFall 2011 \n0 0 0 0 0 0 0 20 0 1 3 1 2 1 0 27 0 \n0 2 3 0 15 4 0 0 0 2 0 1 0 0 2 0 \n \nAvg. of Five Years \n2 1 0 0 0 2 0 17 2 0 2 2 4 5 2 33 0 \n0 0 2 0 18 4 0 3 0 2 0 2 0 0 2 0 \n \n90 116 \n \nSRPT407A 1/23/2012 \n \nPage 168 \n \n Darton College Totals \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n4,726 4,998 5,841 5,873 6,094 5,506 \n \nSRPT407A 1/23/2012 \n \nPage 169 \n \n East Georgia College \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nBachelors \n \nBS \n \nBachelor of Science \n \nWith Majors in: \n \n26010101 Biology (Effective Date: 06/07/2011) \n \nBachelors Totals \n \nAssociate \n \nNA NA NA NA \n \n0 \n \n0 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \nAACC 24010101 Associate of Arts, Core Curriculum Associate Totals \n \nCareer Associate \n \n1,976 2,550 2,749 3,061 3,433 2,754 1,976 2,550 2,749 3,061 3,433 2,754 \n \nAASBC Associate of Applied Science in Business \n \nWith Options in: \n \n11010101 Computer Information Systems (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Ogeechee Technical College, Southeastern Technical College, Swainsboro Technical College, Sandersville Technical College, and Heart of Georgia \n \nTechnical College \n \n52030202 Accounting (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Ogeechee Technical College, Southeastern Technical College, Swainsboro Technical College, Sandersville Technical College, and Heart of Georgia \n \nTechnical College \n \n52040102 Business and Office Technology \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Ogeechee Technical College, Southeastern Technical College, Swainsboro Technical College, and Heart of Georgia Technical College \n \n52040802 Information and Office Technology (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Ogeechee Technical College, Southeastern Technical College, Swainsboro Technical College, Sandersville Technical College, and Heart of Georgia \n \nTechnical College \n \n52100102 Management and Supervisory Development (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Southeastern Technical College and Heart of Georgia Technical College \n \n52180102 Marketing Management (Deactivated) (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 170 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nAASHC \nAASIT AASSC AASTC \n \nIn Coop with: Ogeechee T. C., Southeastern T. C. and Swainsboro T. C. \n \nFall Fall Fall Fall 2007 2008 2009 2010 \n \nAssociate of Applied Science in Health \n \nWith Options in: \n \n51060102 Dental Assisting \n \n1 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Swainsboro Technical College \n \n51080102 Medical Assisting \n \n1 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Ogeechee Technical College, Swainsboro Technical College, and Heart of Georgia Technical College \n \n51080502 Pharmacy Technology (Effective Date: 09/10/1997) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Heart of Georgia Technical College \n \n51090402 Paramedic Technology (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Ogeechee Technical College and Southeastern Technical College \n \n51090704 Radiologic Technology (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Ogeechee Technical College and Heart of Georgia Technical College \n \n51090804 Respiratory Therapy (Effective Date: 09/10/1997) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Heart of Georgia Technical College \n \n51390104 Practical Nursing \n \n6 \n \n3 \n \n4 \n \n2 \n \nIn Coop with: Ogeechee Technical College, Southeastern Technical College, Sandersville Technical College, and Heart of Georgia Technical College \n \n11040101 Associate of Applied Science in Information Technology (Effective Date: 06/04/2004) \n \n0 \n \n0 \n \n0 \n \n0 \n \nAssociate of Applied Science in Services With Options in: 12040102 Cosmetology (Effective Date: 05/08/1996) In Coop with: Southeastern Technical College and Swainsboro Technical College 19070802 Child Care and Education In Coop with: Southeastern Technical College 190708A4 Child Development and Related Care (Deactivated) (Effective Date: 05/08/1996) In Coop with: Ogeechee Technical College and Swainsboro Technical College \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nAssociate of Applied Science in Technology With Options in: 03051104 Forest Technology (Effective Date: 03/02/2001) In Coop with: Swainsboro Technical College 15040404 Instrumentation Technology (Effective Date: 05/08/1996) In Coop with: Swainsboro Technical College 15130102 Drafting (Deactivated) (Effective Date: 05/08/1996) In Coop with: Swainsboro Technical College \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nFall 2011 \n \nAvg. of Five Years \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 171 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall Fall Fall Fall 2007 2008 2009 2010 \n \n46030202 Residential/Commercial Wiring (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Southeastern Technical College and Sandersville Technical College \n \n460302A2 Industrial Electrical Technology (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Southeastern Technical College and Sandersville Technical College \n \n47010102 Electronics Fundamentals (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Southeastern Technical College, Swainsboro Technical College, and Heart of Georgia Technical College \n \n470101A4 Electronics Technology \n \n1 \n \n1 \n \n1 \n \n0 \n \nIn Coop with: Ogeechee Technical College, Southeastern Technical College, Swainsboro Technical College, and Heart of Georgia Technical College \n \n470105A4 Industrial Electronics Technology (Effective Date: 10/10/2001) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Swainsboro Technical College \n \n47020102 Air Conditioning Technology (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Southeastern Technical College and Heart of Georgia Technical College \n \n470201A4 Advanced Air Conditioning Technology (Effective Date: 09/10/1997) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Heart of Georgia Technical College \n \n47030302 Industrial Maintenance (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Ogeechee T. C., Southeastern T. C. and Sandersville T. C. \n \n470303A4 Industrial Maintenance Technology (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Ogeechee T. C., Southeastern T. C. and Swainsboro T. C. \n \n47060302 Automotive Collision Repair (Effective Date: 09/10/1997) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Heart of Georgia Technical College \n \n47060402 Automotive Fundamentals (Effective Date: 09/10/1997) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Heart of Georgia Technical College \n \n470604A4 Automotive Technology (Effective Date: 09/10/1997) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Heart of Georgia Technical College \n \n47060702 Aircraft Structural Technology (Effective Date: 09/10/1997) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Heart of Georgia Technical College \n \n47060804 Aviation Maintenance Technology (Effective Date: 09/10/1997) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Heart of Georgia Technical College \n \n47061301 Truck Repair Technician (Effective Date: 09/10/1997) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Heart of Georgia Technical College \n \n48050302 Machine Tool Technology (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Ogeechee Technical College and Heart of Georgia Technical College \n \n480503A4 Advanced Machine Tool Technology (Effective Date: 05/08/1996) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Ogeechee Technical College and Heart of Georgia Technical College \n \n48050802 Welding and Joining Technology (Effective Date: 09/10/1997) \n \n0 \n \n0 \n \n0 \n \n0 \n \nIn Coop with: Heart of Georgia Technical College \n \nFall 2011 \n0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 \n \nAvg. of Five Years 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 \n \nSRPT407A 1/23/2012 \n \nPage 172 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \n48999901 Automated Manufacturing Technology (Effective Date: 05/08/1996) \n \n0 \n \nIn Coop with: Swainsboro Technical College \n \n489999N2 Applied Manufacturing Technology (Effective Date: 05/08/1996) \n \n0 \n \nIn Coop with: Ogeechee Technical College, Southeastern Technical College, and Heart of Georgia Technical College \n \n49010202 Flight Technology (Effective Date: 09/10/1997) \n \n0 \n \nIn Coop with: Heart of Georgia Technical College \n \nCareer Associate Totals \n \n11 \n \nOne-Year Certificate \n \nFall 2008 \n0 0 0 \n5 \n \nFall 2009 \n0 0 0 \n5 \n \nFall 2010 \n0 0 0 \n2 \n \nFall 2011 \n0 0 0 \n2 \n \nAvg. of Five Years 0 0 0 \n5 \n \nCER1 \n \nOne-Year Certificate With Options in: 11040101 Information Technology (Effective Date: 08/31/2004) \n \nOne-Year Certificate Totals \n \nEast Georgia College Totals \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1,987 2,555 2,754 3,063 3,435 2,759 \n \nSRPT407A 1/23/2012 \n \nPage 173 \n \n Gainesville State College \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nBachelors \n \nBAHSA 44000001 Bachelor of Arts in Human Services and Administration \n \nBAS \n \nBachelor of Applied Science \n \nWith Majors in: \n \n52029901 Technology Management \n \nBFADTT 50050201 Bachelor of Fine Arts in Design and Technology for Theatre \n \nBS \n \nBachelor of Science \n \nWith Majors in: \n \n03010301 13121001 26010101 \n42010101 \n \nApplied Environmental Spatial Analysis Early Childhood Care and Education Biology (with a secondary teacher certification track) 03/08/2011) Psychology \n \n(Effective Date: \n \nBSECE 13120201 Bachelor of Science in Early Childhood Education \n \nBachelors Totals \n \nAssociate \n \n0 \n \n0 \n \n0 \n \n0 \n \n61 \n \n12 \n \n28 \n \n37 \n \n34 \n \n41 \n \n41 \n \n36 \n \n0 \n \n0 \n \n11 \n \n23 \n \n25 \n \n12 \n \n25 \n \n32 \n \n54 \n \n88 \n \n88 \n \n57 \n \n29 \n \n37 \n \n29 \n \n43 \n \n59 \n \n39 \n \nNA NA NA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n43 110 146 141 153 119 \n \n125 216 274 336 428 276 \n \nAACC 24010101 Associate of Arts, Core Curriculum \n \nASCC \n \n24010101 Associate of Science, Core Curriculum \n \nAssociate Totals \n \nSRPT407A 1/23/2012 \n \nCareer Associate \nPage 174 \n \n3,659 3,780 3,660 3,698 3,378 3,635 3,172 3,727 4,350 4,449 4,238 3,987 6,831 7,507 8,010 8,147 7,616 7,622 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nAASBC \nAASDH AASHC SRPT407A 1/23/2012 \n \nAssociate of Applied Science in Business With Options in: 11060105 Microcomputer Specialist In Coop with: Lanier Technical College and North Georgia Technical College 11080104 Internet Specialist In Coop with: Lanier Technical College and North Georgia Technical College 11090102 Computer Systems Networking (Deactivated) In Coop with: Lanier Technical College and North Georgia Technical College 11090103 Network Specialist In Coop with: Lanier Technical College and North Georgia Technical College 52030202 Accounting In Coop with: Lanier Technical College and North Georgia Technical College 52040802 Business and Office Technology In Coop with: Lanier Technical College and North Georgia Technical College 52080301 Banking and Finance In Coop with: Lanier Technical College 52090402 Hotel/Restaurant/Travel Management In Coop with: North Georgia Technical College 52100103 Management Supervisory Development In Coop with: Lanier Technical College 52180102 Marketing Management In Coop with: Lanier Technical College 52999902 Applied Business Technology (Effective Date: 09/22/1998) In Coop with: North Georgia Technical College \n51060201 Associate of Applied Science in Dental Hygiene \nAssociate of Applied Science in Health With Options in: 51080102 Medical Assisting In Coop with: Lanier Technical College and North Georgia Technical College 51090402 Paramedic Technology In Coop with: Lanier Technical College and North Georgia Technical College 51090902 Surgical Technology In Coop with: Lanier Technical College 51100404 Medical Laboratory Technology \nIn Coop with: Lanier Technical College and North Georgia Technical College \nPage 175 \n \n0 \n \n0 \n \n4 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n5 \n \n3 \n \n3 \n \n2 \n \n1 \n \n3 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n44 \n \n49 \n \n48 \n \n20 \n \n46 \n \n41 \n \n17 \n \n26 \n \n28 \n \n26 \n \n26 \n \n25 \n \n0 \n \n0 \n \n1 \n \n1 \n \n8 \n \n2 \n \n6 \n \n9 \n \n0 \n \n0 \n \n4 \n \n4 \n \n3 \n \n3 \n \n5 \n \n2 \n \n3 \n \n3 \n \n35 \n \n33 \n \n36 \n \n7 \n \n31 \n \n28 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n169 177 167 168 186 173 \n \n15 \n \n27 \n \n11 \n \n0 \n \n3 \n \n3 \n \n0 \n \n0 \n \n0 \n \n14 \n \n6 \n \n7 \n \n9 \n \n17 \n \n16 \n \n0 \n \n1 \n \n1 \n \n1 \n \n1 \n \n0 \n \n2 \n \n9 \n \n8 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nAASM AASPS AASSC \nAASTC \n \n51390104 Practical Nursing In Coop with: Lanier Technical College and North Georgia Technical College \n52010101 Associate of Applied Science in Management (Deactivated) \n22030201 Associate of Applied Science in Paralegal Studies \nAssociate of Applied Science in Services With Options in: 01060102 Environmental Horticulture In Coop with: North Georgia Technical College 010607N2 Turf and Golf Course Management In Coop with: North Georgia Technical College 12040101 Cosmetology In Coop with: Lanier Technical College and North Georgia Technical College 12050802 Culinary Arts In Coop with: North Georgia Technical College 19070802 Early Childhood Care and Education In Coop with: Lanier Technical College 50040600 Commercial Photography In Coop with: North Georgia Technical College \nAssociate of Applied Science in Technology With Options in: 10030502 Printing/Graphics Technology In Coop with: Lanier Technical College 15061302 Manufacturing Technology (Deactivated) (Effective Date: 12/10/1997) In Coop with: Lanier Technical College 15130101 Advanced Drafting (Deactivated) (Effective Date: 05/08/1996) In Coop with: Lanier Technical College 15130102 Drafting In Coop with: Lanier Technical College 430203N2 Fire Science Technology In Coop with: Lanier Technical College 43999901 Industrial Systems (Effective Date: 02/01/1999) \n \nFall 2007 \n7 \n \nFall 2008 \n16 \n \nFall 2009 \n15 \n \nFall 2010 \n1 \n \nFall 2011 \n10 \n \nAvg. of Five Years \n10 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n52 \n \n48 \n \n64 \n \n84 104 \n \n70 \n \n3 \n \n2 \n \n3 \n \n0 \n \n0 \n \n2 \n \n2 \n \n6 \n \n6 \n \n1 \n \n4 \n \n4 \n \n2 \n \n0 \n \n3 \n \n1 \n \n1 \n \n1 \n \n3 \n \n4 \n \n8 \n \n3 \n \n7 \n \n5 \n \n6 \n \n3 \n \n0 \n \n0 \n \n0 \n \n2 \n \n1 \n \n2 \n \n2 \n \n0 \n \n0 \n \n1 \n \n2 \n \n3 \n \n2 \n \n0 \n \n3 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n8 \n \n5 \n \n5 \n \n4 \n \n3 \n \n5 \n \n2 \n \n1 \n \n8 \n \n1 \n \n1 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 176 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nIn Coop with: Lanier Technical College and North Georgia Technical College 46030202 Electrical Construction and Maintenance \nIn Coop with: North Georgia Technical College 46040102 Building and Facilities Maintenance \nIn Coop with: North Georgia Technical College 47010102 Electronics Fundamentals (Effective Date: 05/08/1996) \nIn Coop with: North Georgia Technical College 470101A4 Electronics Technology \nIn Coop with: Lanier Technical College and North Georgia Technical College 470103N3 Telecommunications Technology (Effective Date: 12/10/1997) \nIn Coop with: Lanier Technical College 470303A4 Industrial Systems Technology \nIn Coop with: Lanier Technical College and North Georgia Technical College 48050302 Machine Tool Technology (Effective Date: 12/10/1997) \nIn Coop with: Lanier Technical College 480503A4 Advanced Machine Tool Technology \nIn Coop with: Lanier Technical College 48050802 Welding and Joining Technology \nIn Coop with: Lanier Technical College and North Georgia Technical College 48999902 Air Conditioning Technology \nIn Coop with: Lanier Technical College 489999N2 Applied Manufacturing Technology \nIn Coop with: North Georgia Technical College \nCareer Associate Totals \nOne-Year Certificate \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n0 \n \n0 \n \n0 \n \n2 \n \n1 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n2 \n \n1 \n \n3 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n2 \n \n3 \n \n4 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n3 \n \n3 \n \n2 \n \n0 \n \n2 \n \n0 \n \n0 \n \n2 \n \n1 \n \n0 \n \n1 \n \n0 \n \n2 \n \n1 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n1 \n \n1 \n \n1 \n \n1 \n \n401 433 441 343 480 420 \n \nCER1 \n \nOne-Year Certificate With Options in: 05010601 European Union Studies (Effective Date: 08/24/2004) 11040101 Information Technology (Deactivated) 22030202 Paralegal Studies 31059901 Personal Training 50050201 Theatre and Entertainment Technology \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n2 \n \n1 \n \n1 \n \n1 \n \n1 \n \n1 \n \n0 \n \n21 \n \n18 \n \n17 \n \n11 \n \n13 \n \n9 \n \n18 \n \n19 \n \n20 \n \n9 \n \n15 \n \n3 \n \n6 \n \n5 \n \n2 \n \n2 \n \n4 \n \nSRPT407A 1/23/2012 \n \nPage 177 \n \n One-Year Certificate Totals \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nCertificate of Less than One Year \n \nFall 2007 \n14 \n \nFall 2008 \n46 \n \nFall 2009 \n43 \n \nFall 2010 \n40 \n \nFall 2011 \n23 \n \nAvg. of Five Years \n33 \n \nCER0 \n \nCertificate of Less than One Year With Options in: 01090700 Poultry Science (Deactivated) (Effective Date: 09/09/2004) 03010302 Environmental Science 03010402 Environmental Studies 16010301 Spanish Translation (Effective Date: 07/08/2011) 22030202 Paralegal Studies (Terminated: End Date, 03/05/2008) 45070101 Geographic Information Science 52100301 Leadership (Effective Date: 06/03/2008) \n \nCertificate of Less than One Year Totals \n \nGainesville State College Totals \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n5 \n \n3 \n \n5 \n \n3 \n \n1 \n \n6 \n \n3 \n \n1 \n \n1 \n \n2 \n \nNA NA NA NA \n \n0 \n \n0 \n \n22 \n \n0 \n \n0 \n \n0 \n \n1 \n \n5 \n \n27 \n \n28 \n \n21 \n \n13 \n \n13 \n \n20 \n \nNA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n50 \n \n35 \n \n29 \n \n17 \n \n20 \n \n30 \n \n7,421 8,237 8,797 8,883 8,567 8,381 \n \nSRPT407A 1/23/2012 \n \nPage 178 \n \n Georgia Gwinnett College \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nBachelors \n \nBA \n \nBachelor of Arts \n \nWith Majors in: \n \n23010101 45100101 54010101 \n \nEnglish Political Science History \n \nBBA \n \nBachelor of Business Administration With Majors in: \n \n52010101 General Business \n \nBS \n \nBachelor of Science \n \nWith Majors in: \n \n11010301 26010101 27010101 31050501 42010101 43010401 \n \nInformation Technology Biology Mathematics Exercise Science Psychology Criminal/Justice Criminology \n \nBSED \n \nBachelor of Science in Education With Majors in: \n \n13100101 Special Education 13121001 Early Childhood Education \n \nBSN \n \n51380101 Bachelor of Science in Nursing (Effective Date: 08/15/2010) \n \nBSRT \n \n51091101 Bachelor of Science in Radiologic Technology (Effective Date: 11/16/2005) \n \nBachelors Totals \n \nSRPT407A 1/23/2012 \n \nPage 179 \n \n0 \n \n0 \n \n10 129 211 \n \n70 \n \n0 \n \n0 \n \n4 \n \n70 136 \n \n42 \n \n0 \n \n0 \n \n16 151 199 \n \n73 \n \n344 617 946 1,304 1,805 1,003 \n \n0 134 228 384 513 252 \n \n107 206 435 725 1,070 509 \n \n0 \n \n0 \n \n10 \n \n82 125 \n \n43 \n \n0 \n \n0 \n \n1 \n \n89 218 \n \n62 \n \n125 227 395 542 654 389 \n \n0 \n \n0 \n \n0 142 401 109 \n \n0 \n \n0 \n \n1 \n \n62 101 \n \n33 \n \n0 \n \n0 \n \n12 324 523 172 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n576 1,184 2,058 4,004 5,956 2,756 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nCertificate of Less than One Year \n \nCER0 \n \nCertificate of Less than One Year With Options in: 05010700 Latin American Studies (Effective Date: 06/10/2011) \n \nCertificate of Less than One Year Totals \n \nGeorgia Gwinnett College Totals \n \nNA NA NA NA \n \n0 \n \n0 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \n576 1,184 2,058 4,004 5,956 2,756 \n \nSRPT407A 1/23/2012 \n \nPage 180 \n \n Georgia Highlands College \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nBachelors \n \nBSNC \n \n51380105 Bachelor of Science in Nursing, RN to BSN (Effective Date: 05/10/2011) \n \nBachelors Totals \n \nAssociate \n \nNA NA NA NA \n \n0 \n \n0 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \nAACC 24010101 Associate of Arts, Core Curriculum \n \nASCC \n \n24010101 Associate of Science, Core Curriculum \n \nAssociate Totals \n \nCareer Associate \n \n454 521 650 775 851 650 2,481 2,655 2,823 2,736 2,811 2,701 2,935 3,176 3,473 3,511 3,662 3,351 \n \nAASBC \nSRPT407A 1/23/2012 \n \nAssociate of Applied Science in Business With Options in: 11020204 Computer Programming (Deactivated) In Coop with: North Metro Technical College 52030202 Accounting In Coop with: Georgia Northwestern Technical College 52040101 Visual Communications (Deactivated) In Coop with: North Metro Technical College 52100101 Applied Manufacturing Technology (Deactivated) In Coop with: North Metro Technical College 52100102 Management and Supervisory Development In Coop with: Georgia Northwestern Technical College 52120101 Computer Information Systems In Coop with: Georgia Northwestern Technical College 52129901 Office Technology In Coop with: Georgia Northwestern Technical College 52180102 Marketing Management \n \nPage 181 \n \n6 \n \n3 \n \n2 \n \n3 \n \n2 \n \n3 \n \n25 \n \n20 \n \n12 \n \n14 \n \n18 \n \n18 \n \n15 \n \n5 \n \n1 \n \n0 \n \n0 \n \n4 \n \n4 \n \n5 \n \n7 \n \n0 \n \n1 \n \n3 \n \n6 \n \n3 \n \n0 \n \n3 \n \n7 \n \n4 \n \n12 \n \n8 \n \n2 \n \n0 \n \n0 \n \n4 \n \n8 \n \n9 \n \n7 \n \n2 \n \n2 \n \n6 \n \n27 \n \n26 \n \n23 \n \n18 \n \n25 \n \n24 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nIn Coop with: Georgia Northwestern Technical College \n \nAASEP \n \n19070801 Associate of Applied Science in Education for Paraprofessionals (Deactivated) (Effective Date: 06/03/2004) \n \nAASGB 52999901 Associate of Applied Science in General Business (Deactivated) (Effective Date: 06/03/2004) \n \nAASHC \n \nAssociate of Applied Science in Health With Options in: 51080102 Medical Assistant (Deactivated) In Coop with: Georgia Northwestern Technical College 51090402 Paramedic Technology In Coop with: North Metro Technical College 51090704 Radiologic Technology In Coop with: Georgia Northwestern Technical College 51090804 Respiratory Therapy Technology (Deactivated) In Coop with: Georgia Northwestern Technical College \n \nAASIT \n \n11010101 Associate of Applied Science in Information Technology (Deactivated) (Effective Date: 06/04/2004) \n \nAASLE \n \n43010401 Associate of Applied Science in Law Enforcement (Deactivated) (Effective Date: 06/04/2004) \n \nAASSC \n \nAssociate of Applied Science in Services With Options in: 01060102 Environmental Horticulture (Deactivated) In Coop with: North Metro Technical College 12040102 Cosmetology (Deactivated) (Effective Date: 05/08/1996) In Coop with: Georgia Northwestern Technical College 13150102 Early Childhood Care and Education In Coop with: Georgia Northwestern Technical College \n \nAASTC \n \nAssociate of Applied Science in Technology With Options in: 15130102 Drafting \n \nIn Coop with: Georgia Northwestern Tech. College and North MetroTech. College \n \nSRPT407A 1/23/2012 \n \nPage 182 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n4 \n \n3 \n \n0 \n \n0 \n \n3 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n32 \n \n21 \n \n23 \n \n23 \n \n33 \n \n26 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n4 \n \n1 \n \n0 \n \n0 \n \n3 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n6 \n \n1 \n \n0 \n \n0 \n \n2 \n \n9 \n \n3 \n \n3 \n \n3 \n \n3 \n \n4 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n470101A4 Electronics Technology (Deactivated) In Coop with: North Metro Technical College \n47030302 Industrial Systems Technology (Deactivated) (Effective Date: 05/08/1996) In Coop with: Georgia Northwestern Technical College \n47060401 Automotive Services Technology (Deactivated) (Effective Date: 10/09/2001) In Coop with: North Metro Technical College \n470604A4 Automotive Technology (Deactivated) In Coop with: North Metro Technical College \n \nASDH 51060201 Associate of Science in Dental Hygiene \n \nASHS \n \n51150401 Associate of Science in Human Services \n \nASMLT 51100401 Associate of Science in Medical Laboratory Technology (Deactivated) (Effective Date: 06/04/2004) \n \nASN \n \n51380101 Associate of Science in Nursing \n \nASPTA \n \n51080601 Associate of Science in Physical Therapist Assistant (Deactivated) (Effective Date: 06/04/2004) \n \nCareer Associate Totals \n \nOne-Year Certificate \n \nFall 2007 \n0 \n0 \n0 \n3 \n \nFall 2008 \n3 \n0 \n0 \n1 \n \nFall 2009 \n0 \n0 \n0 \n1 \n \nFall 2010 \n0 \n0 \n0 \n0 \n \nFall 2011 \n0 \n0 \n0 \n0 \n \nAvg. of Five Years 1 \n0 \n0 \n1 \n \n143 158 169 156 171 159 \n \n41 \n \n48 \n \n48 \n \n64 \n \n68 \n \n54 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n883 1,080 1,331 1,323 1,383 1,200 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1,234 1,408 1,634 1,609 1,713 1,520 \n \nCER1 \n \nOne-Year Certificate With Options in: 11010101 Information Technology (Deactivated) (Effective Date: 05/01/2002) 30110101 Gerontology (Deactivated) (Effective Date: 03/02/2001) 51150401 Interpreter Training (Deactivated) (Effective Date: 10/11/2001) \n \nOne-Year Certificate Totals \n \nCertificate of Less than One Year \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 183 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nCER0 \n \nCertificate of Less than One Year With Options in: 43010301 Criminal Justice (Effective Date: 02/17/2005) 51380301 Cancer Care Nurse Navigator (Deactivated) (Effective Date: 10/10/2003) \n \nCertificate of Less than One Year Totals \n \nGeorgia Highlands College Totals \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4,169 4,584 5,107 5,120 5,375 4,871 \n \nSRPT407A 1/23/2012 \n \nPage 184 \n \n Georgia Perimeter College \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nBachelors \n \nBA \n \nBachelor of Arts \n \nWith Majors in: \n \n16160301 Sign Language Interpreting (Effective Date: 05/10/2011) \n \nBS \n \nBachelor of Science \n \nWith Majors in: \n \n51070601 Health Informatics (Effective Date: 05/10/2011) \n \nBachelors Totals \n \nAssociate \n \nNA NA NA NA \n \n0 \n \n0 \n \nNA NA NA NA \n \n0 \n \n0 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \nAACC 24010101 Associate in Arts, Core Curriculum \n \nASCC \n \n24010101 Associate in Science, Core Curriculum \n \nASRT \n \n51090701 Associate of Science in Radiologic Technology \n \nAssociate Totals \n \nCareer Associate \n \n2,675 3,035 3,418 3,574 3,918 3,324 \n \n12,790 13,331 14,373 14,355 15,079 13,986 \n \n0 \n \n0 \n \n0 170 337 101 \n \n15,465 16,366 17,791 18,099 19,334 17,411 \n \nAASBC \nSRPT407A 1/23/2012 \n \nAssociate of Applied Science in Business With Options in: 11010303 Microcomputer Specialist (Deactivated) (Effective Date: 10/11/2001) In Coop with: Gwinnett Technical College 11029903 Computer Programming Specialist (Deactivated) (Effective Date: 05/08/1996) In Coop with: Gwinnett Technical College \nPage 185 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n52040102 Business Management (Deactivated) (Effective Date: 05/08/1996) In Coop with: DeKalb Technical Institute \n52180103 Marketing Management (Deactivated) (Effective Date: 05/08/1996) In Coop with: DeKalb Technical Institute \n \nAASFMT 43020101 Associate of Applied Science in Fire Management \n \nAASHC \n \nAssociate of Applied Science in Health With Options in: 51060102 Dental Assisting (Deactivated) (Effective Date: 05/08/1996) In Coop with: Gwinnett Technical College 51080102 Medical Assisting In Coop with: DeKalb Technical Institute 51080604 Physical Therapist Assistant (Deactivated) (Effective Date: 05/08/1996) In Coop with: Gwinnett Technical College 51090402 Paramedic Technology (Deactivated) (Effective Date: 05/08/1996) In Coop with: Gwinnett Technical College 51090704 Radiologic Technology (Deactivated) (Effective Date: 05/08/1996) In Coop with: Gwinnett Technical College 51090804 Respiratory Therapy Technology (Deactivated) (Effective Date: 05/08/1996) In Coop with: Gwinnett Technical College 51090902 Surgical Technology (Deactivated) In Coop with: DeKalb Technical Institute 51100402 Medical Laboratory Technology (Deactivated) In Coop with: DeKalb Technical College \n \nAASLIT 25030101 Associate of Applied Science in Library and Information Science Technology \n \nAASSC \n \nAssociate of Applied Science in Services With Options in: 13120903 Early Childhood Education (Deactivated) (Effective Date: 11/14/2002) In Coop with: DeKalb Technical College 470101A4 Electronics Technology (Deactivated) (Effective Date: 05/08/1996) In Coop with: DeKalb Technical College \n \nAASSLI 16160304 Associate of Applied Science in Sign Language Interpreting \n \nAASTC \n \nAssociate of Applied Science in Technology With Options in: \n \nFall 2007 \n0 \n0 \n \nFall 2008 \n0 \n0 \n \nFall 2009 \n0 \n0 \n \nFall 2010 \n0 \n0 \n \nFall 2011 \n0 \n0 \n \nAvg. of Five Years \n0 \n0 \n \n32 \n \n36 \n \n21 \n \n28 \n \n18 \n \n27 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n3 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n15 \n \n21 \n \n29 \n \n37 \n \n40 \n \n28 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n53 \n \n60 \n \n66 \n \n73 \n \n88 \n \n68 \n \nSRPT407A 1/23/2012 \n \nPage 186 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nSRPT407A 1/23/2012 \n \nPage 187 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n11010104 Networking Specialist (Deactivated) (Effective Date: 11/14/2002) In Coop with: Gwinnett Technical College \n11080104 Internet Web Design (Deactivated) (Effective Date: 11/14/2002) In Coop with: Gwinnett Technical College \n470101A4 Electronics Technology (Deactivated) (Effective Date: 05/08/1996) In Coop with: DeKalb Technical College \n470303A4 Industrial Maintenance Technology (Deactivated) (Effective Date: 10/11/2001) In Coop with: DeKalb Technical College \n \nASDH 51060201 Associate of Science in Dental Hygiene \n \nASHIT \n \n51070701 Associate of Science in Health Information Technology (Deactivated) (Effective Date: 06/02/2004) \n \nASN \n \n51380101 Associate of Science in Nursing \n \nCareer Associate Totals \n \nOne-Year Certificate \n \nFall 2007 \n0 \n0 \n0 \n0 \n \nFall 2008 \n0 \n0 \n0 \n0 \n \nFall 2009 \n0 \n0 \n0 \n0 \n \nFall 2010 \n0 \n0 \n0 \n0 \n \nFall 2011 \n0 \n0 \n0 \n0 \n \nAvg. of Five Years 0 \n0 \n0 \n0 \n \n609 626 603 591 654 617 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3,635 3,881 4,235 4,420 4,893 4,213 4,348 4,628 4,955 5,149 5,693 4,955 \n \nCER1 \n \nOne-Year Certificate With Options in: 16160303 Sign Language Interpreting 43020101 Fire Management (Terminated: Last Activity Date: 06/02/2004) \n \nOne-Year Certificate Totals \n \nCertificate of Less than One Year \n \n29 \n \n30 \n \n57 \n \n43 \n \n52 \n \n42 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n30 \n \n30 \n \n57 \n \n43 \n \n52 \n \n42 \n \nCER0 \n \nCertificate of Less than One Year With Options in: 25030101 Library Information Science Technology 43020101 Fire Management \n \nCertificate of Less than One Year Totals \n \nSRPT407A 1/23/2012 \n \nPage 188 \n \n0 \n \n0 \n \n5 \n \n7 \n \n8 \n \n4 \n \n5 \n \n10 \n \n6 \n \n3 \n \n7 \n \n6 \n \n5 \n \n10 \n \n11 \n \n10 \n \n15 \n \n10 \n \n Georgia Perimeter College Totals \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n19,848 21,034 22,814 23,301 25,094 22,418 \n \nSRPT407A 1/23/2012 \n \nPage 189 \n \n Gordon College \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nBachelors \n \nBA \n \nBachelor of Arts \n \nWith Majors in: \n \n23010101 English (with a secondary teacher certification track) 54010101 History (with a secondary teacher certification track) \n \nBS \n \nBachelor of Science \n \nWith Majors in: \n \n26010101 Biology 27019901 Mathematics (with a secondary teacher certification track) \n \nBSED \n \nBachelor of Science in Education With Majors in: \n \n13120201 Early Childhood Education \n \nBSN \n \n51380101 Bachelor of Science in Nursing \n \nBSNC \n \n51380105 Bachelor of Science in Nursing, RN to BSN \n \nBachelors Totals \n \nAssociate \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n7 \n \n1 \n \n0 \n \n0 \n \n0 \n \n22 \n \n51 \n \n15 \n \n0 \n \n0 \n \n0 \n \n2 \n \n7 \n \n2 \n \n30 \n \n80 115 108 \n \n98 \n \n86 \n \n0 \n \n0 \n \n0 \n \n0 \n \n16 \n \n3 \n \n0 \n \n0 \n \n0 \n \n26 \n \n40 \n \n13 \n \n30 \n \n80 115 158 222 121 \n \nAACC 24010101 Associate of Arts, Core Curriculum \n \nASCC \n \n24010101 Associate of Science, Core Curriculum \n \nAssociate Totals \n \n1,889 2,023 2,420 2,426 2,135 2,179 1,061 992 1,103 1,390 1,185 1,146 2,950 3,015 3,523 3,816 3,320 3,325 \n \nSRPT407A 1/23/2012 \n \nPage 190 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nCareer Associate \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nASN \n \n51380101 Associate of Science in Nursing \n \nCareer Associate Totals \n \nGordon College Totals \n \n680 760 906 1,035 1,122 901 680 760 906 1,035 1,122 901 3,660 3,855 4,544 5,009 4,664 4,346 \n \nSRPT407A 1/23/2012 \n \nPage 191 \n \n Macon State College \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nBachelors \n \nBA \nBAIS BAS \nBS \nBSBIT BSED \nBSHIM BSHSA BSIS SRPT407A 1/23/2012 \n \nBachelor of Arts With Majors in: \n \n23010101 English 54010101 History \n \n24010102 Bachelor of Arts in Interdisciplinary Studies \n \nBachelor of Applied Science With Majors in: \n \n52020401 Administration (Effective Date: 08/10/1999) \n \nBachelor of Science With Majors in: \n \n26010101 27010101 42010101 \n \nBiology Mathematics Psychology \n \n52020101 Bachelor of Science in Business and Information Technology \n \nBachelor of Science in Education With Majors in: \n \n13120301 Middle Grades Education 13121001 Early Childhood Education \n \n51070601 Bachelor of Science in Health Information Management \n \n51070101 Bachelor of Science in Health Services Administration \n \n24010101 Bachelor of Science in Interdisciplinary Studies \n \nPage 192 \n \n0 \n \n87 127 108 120 \n \n88 \n \n0 113 131 149 137 106 \n \n0 \n \n0 \n \n17 \n \n26 \n \n30 \n \n15 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n49 118 166 216 311 172 \n \n20 \n \n60 \n \n77 \n \n97 \n \n78 \n \n66 \n \n0 \n \n0 \n \n0 \n \n82 179 \n \n52 \n \n802 934 975 923 888 904 \n \n0 \n \n0 \n \n37 \n \n46 \n \n75 \n \n32 \n \n455 440 422 357 328 400 \n \n84 \n \n79 \n \n82 \n \n79 \n \n76 \n \n80 \n \n89 \n \n90 \n \n88 \n \n98 125 \n \n98 \n \n0 \n \n0 \n \n15 \n \n20 \n \n19 \n \n11 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nBSIT \n \n11010101 Bachelor of Science in Information Technology \n \nBSN \n \n51380101 Bachelor of Science in Nursing \n \nBSNC \n \n51380105 Bachelor of Scence in Nursing RN to BSN \n \nBSNMC 09999901 Bachelor of Science in New Media and Communications \n \nBSPS \n \nBachelor of Science in Public Service With Majors in: \n \n44020101 Human Services \n \nBSRT \n \n51081201 Bachelor of Science in Respiratory Therapy \n \nBachelors Totals \n \nAssociate \n \n252 260 287 317 371 297 \n \n0 \n \n89 242 318 416 213 \n \n77 \n \n89 118 \n \n77 \n \n45 \n \n81 \n \n61 \n \n71 \n \n70 \n \n63 \n \n79 \n \n69 \n \n203 224 219 199 189 207 \n \n0 \n \n2 \n \n18 \n \n61 \n \n50 \n \n26 \n \n2,092 2,656 3,091 3,236 3,516 2,918 \n \nAACC 24010101 Associate of Arts, Core Curriculum \n \nASCC \n \n24010101 Associate of Science, Core Curriculum \n \nAssociate Totals \n \nCareer Associate \n \n494 454 450 1,153 838 678 1,411 1,404 1,379 812 542 1,110 1,905 1,858 1,829 1,965 1,380 1,787 \n \nAASBC \n \nAssociate of Applied Science in Business With Options in: 11020201 Computer Programming (Terminated: End Date, 04/18/2007) In Coop with: Middle Georgia Technical College \n \nAASCJS 43010401 Associate of Applied Science in Criminal Justice Studies (Deactivated) \n \nAASFSA \nSRPT407A 1/23/2012 \n \n43020200 \n \nAssociate of Applied Science in Fire Service Administration (Deactivated) (Effective Page 193 \n \n2 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nDate: 06/03/1988) \n \nAASGB AASHC \nAASHS AASSC \nAASTC \nASDH ASHIT ASN ASRT \n \n52010101 Associate of Applied Science in General Business (Deactivated) (Effective Date: 06/02/2004) \nAssociate of Applied Science in Health With Options in: 51100404 Medical Laboratory Technology (Terminated: End Date, 04/18/2007) In Coop with: Central Georgia Technical College \n51999901 Associate of Applied Science in Health Science (Terminated: End Date, 01/13/2009) \nAssociate of Applied Science in Services With Options in: 19070801 Child Development and Related Care (Terminated: End Date, 04/18/2007) In Coop with: Central Georgia Technical College \nAssociate of Applied Science in Technology With Options in: 470101A4 Electronic Technology (Terminated: End Date, 04/18/2007) In Coop with: Central Georgia Technical College \n51060201 Associate of Science in Dental Hygiene (Deactivated) (Effective Date: 06/02/2004) \n51070701 Associate of Science in Health Information Technology \n51380101 Associate of Science in Nursing \n51090801 Associate of Science in Respiratory Therapy \n \nCareer Associate Totals \n \nOne-Year Certificate \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n3 \n \n0 \n \n0 \n \n0 \n \n2 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n29 \n \n40 \n \n47 \n \n33 \n \n12 \n \n32 \n \n1,029 932 847 601 478 777 \n \n91 \n \n99 103 \n \n52 \n \n87 \n \n86 \n \n1,163 1,074 997 687 577 900 \n \nCER1 \nSRPT407A 1/23/2012 \n \nOne-Year Certificate With Options in: 11999901 Information Technology \n \nPage 194 \n \n73 \n \n25 \n \n5 \n \n5 \n \n0 \n \n22 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n13150101 43010701 51070701 52010101 52010102 52020101 52020301 52020501 \n \nEducation (Deactivated) Criminal Justice (Deactivated) Health Information Technology (Deactivated) (Effective Date: 09/18/2001) Business General Business Management (Terminated: End Date, 06/11/2009) Business Management Supply Chain Management Lean Transformation \n \nOne-Year Certificate Totals \n \nCertificate of Less than One Year \n \nFall 2007 \n191 39 0 \n125 16 67 0 25 \n536 \n \nFall 2008 \n49 10 0 36 2 19 17 13 \n171 \n \nFall 2009 \n0 0 0 1 0 0 22 0 \n28 \n \nFall 2010 \n0 0 0 5 0 0 9 0 \n19 \n \nFall 2011 \n0 0 0 1 0 0 1 0 \n \nAvg. of Five Years \n48 10 0 34 4 17 10 8 \n \n2 151 \n \nCER0 \n \nCertificates of Less Than One Year With Options in: 52020502 Lean Professional \n \nCertificate of Less than One Year Totals \n \nMacon State College Totals \n \n0 \n \n16 \n \n2 \n \n0 \n \n0 \n \n4 \n \n0 \n \n16 \n \n2 \n \n0 \n \n0 \n \n4 \n \n5,696 5,775 5,947 5,907 5,475 5,760 \n \nSRPT407A 1/23/2012 \n \nPage 195 \n \n Middle Georgia College \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nBachelors \n \nBAS \n \nBachelor of Applied Science \n \nWith Majors in: \n \n15069901 Business Management (Effective Date: 05/10/2011) \n \nBASFM 49019901 Bachelor of Applied Science in Flight Management (Effective Date: 05/17/2006) \n \nBS \n \nBachelor of Science \n \nWith Majors in: \n \n13120301 26010101 \n \nMiddle Grades Education (Effective Date: 05/10/2011) Biology (with a secondary teacher certification track) (Effective Date: 03/08/2011) \n \nBSBA \n \n49010401 Bachelor of Science in Business Administration \n \nBSED \n \n13120201 Bachelor of Science in Early Childhood/Special Education \n \nBachelors Totals \n \nAssociate \n \nNA NA NA NA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA NA NA NA \n \n0 \n \n0 \n \nNA NA NA NA \n \n0 \n \n0 \n \n0 170 193 217 243 165 \n \n0 \n \n0 \n \n0 \n \n15 \n \n26 \n \n8 \n \n0 170 193 232 269 173 \n \nAA \n \n39050100 Associate of Arts (Effective Date: Unknown) \n \nAACC 24010101 Associate of Arts, Core Curriculum \n \nASCC \n \n24010101 Associate of Science, Core Curriculum \n \nAssociate Totals \n \nSRPT407A 1/23/2012 \n \nCareer Associate \nPage 196 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n914 843 883 688 560 778 \n \n1,482 1,436 1,359 1,381 1,444 1,420 \n \n2,396 2,279 2,242 2,069 2,004 2,198 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nAASAMT 47060901 Associate of Applied Science in Aviation Maintenance Technology \n \nAASAST 47060701 Associate of Applied Science in Aircraft Structural Technology \n \nAASAT 47060901 Associate of Applied Science in Avionics Technology \n \nAASATM 49010501 Associate of Applied Science in Air Traffic Management \n \nAASBC \n \nAssociate of Applied Science in Business With Options in: 11030150 Computer Information Systems (Terminated: End Date, 06/13/2007) In Coop with: Middle Georgia Technical College and Heart of Georgia Technical College 52040150 Business and Office Technology (Terminated: End Date, 06/13/2007) In Coop with: Middle Georgia Technical College and Heart of Georgia Technical College \n \nAASCJ \n \n43010750 Associate of Applied Science in Criminal Justice (Terminated: Last Activity Date: 05/25/2004) \n \nAASFRH 49010202 Associate of Applied Science in Flight Technology: Rotorcraft Helicopter \n \nAASFTA 49010201 Associate of Applied Science in Flight Technology: Airplane \n \nAASHC \n \nAssociate of Applied Science in Health With Options in: 51090750 Radiologic Technology (Terminated: End Date, 06/13/2007) In Coop with: Middle Georgia Technical College and Heart of Georgia Technical College \n \nAASTC \n \nAssociate of Applied Science in Technology With Options in: 47060750 Aircraft Structural Technology (Terminated: End Date, 03/21/2007) In Coop with: Georgia Aviation and Technical College 47060850 Aviation Maintenance Technology (Terminated: End Date, 06/13/2007) In Coop with: Middle Georgia Technical College 49010250 Flight Technology (Terminated: End Date, 03/21/2007) In Coop with: Georgia Aviation and Technical College \n \nASN \nSRPT407A 1/23/2012 \n \n51380101 Associate of Science in Nursing \n \nPage 197 \n \n0 \n \n11 \n \n21 \n \n38 \n \n51 \n \n24 \n \n0 \n \n12 \n \n19 \n \n29 \n \n39 \n \n20 \n \n0 \n \n0 \n \n0 \n \n9 \n \n11 \n \n4 \n \n0 \n \n16 \n \n50 \n \n73 \n \n74 \n \n43 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n5 \n \n9 \n \n12 \n \n6 \n \n0 \n \n24 \n \n40 \n \n56 \n \n38 \n \n32 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n4 \n \n0 \n \n0 \n \n0 \n \n1 \n \n1 \n \n2 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \n6 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n489 554 694 636 642 603 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nASOTA 51080300 Associate of Science in Occupational Therapy Assistant \n \nASPTA \n \n51080600 Associate of Science in Physical Therapy Assisting (Deactivated) (Effective Date: Unknown) \n \nCareer Associate Totals \n \nOne-Year Certificate \n \n67 \n \n75 \n \n72 \n \n93 \n \n83 \n \n78 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n572 697 901 943 951 813 \n \nCER1 \n \nOne-Year Certificate With Options in: 15080102 Aircraft Structural Technology 47060901 Avionics Technology 47060902 Aviation Maintenance Technology - Airframe (Effective Date: 06/02/2008) 47060903 Aviation Maintenance Technology - Powerplant (Effective Date: 06/02/2008) 47060904 Aviation Maintenance Technology - Airframe and Powerplant 49010101 Flight Technology: Airplane (Effective Date: 02/07/2008) 49010102 Flight Technology: Rotorcraft Helicopter (Effective Date: 02/07/2008) 49010103 Flight Technology: Business Aircraft (Effective Date: 02/07/2008) \n \nCER1 \n \nOne-Year Certificate (Terminated: End Date, 02/12/2008) With Options in: 15110230 Surveying (Terminated: Last Activity Date: 07/19/2004) \n \nOne-Year Certificate Totals \n \nCertificate of Less than One Year \n \n0 \n \n0 \n \n65 109 \n \n95 \n \n54 \n \n0 \n \n0 \n \n0 \n \n2 \n \n4 \n \n1 \n \nNA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n40 \n \n48 \n \n36 \n \n25 \n \nNA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nNA \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n66 \n \n0 \n \n0 \n \n3 \n \n5 \n \n15 \n \n66 \n \n0 105 162 140 \n \n95 \n \nCER0 \nSRPT407A 1/23/2012 \n \nCertificate of Less than One Year With Options in: 11080330 Graphic Arts 14999901 Engineering Studies (Effective Date: 06/19/2006) 15100130 Public Works (Effective Date: 07/19/2004) 15110230 Surveying 15119930 Geomatics \n \nPage 198 \n \n1 \n \n1 \n \n1 \n \n0 \n \n3 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n107 150 \n \n98 \n \n35 \n \n24 \n \n83 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n40060501 43010730 43019901 47060701 47060801 47060802 47060803 47060804 47060901 49010201 49010202 49010401 49010801 49010802 49019901 49019902 52070301 \n \nHydraulics and Hydrology (Effective Date: 05/11/2007) Criminal Justice Criminal Justice Leadership (Effective Date: 05/18/2010) Aviation Welding Aircraft Electrical Installer (Effective Date: 02/07/2008) Aviation Service Center Line Technician (Effective Date: 02/07/2008) Aircraft Structural Worker (Effective Date: 02/07/2008) Advanced Composites Processes Fundamentals of Airospace Computer Numerical Control Operations Commercial Pilot: Airplane (Effective Date: 02/07/2008) Commercial Pilot: Rotorcraft Helicopter (Effective Date: 02/07/2008) Business Aircraft Operations (Effective Date: 02/07/2008) Flight Instructor: Airplane (Effective Date: 02/07/2008) Flight Instructor: Rotorcraft Helicopter (Effective Date: 02/07/2008) Instrument Pilot Rating: Airplane (Effective Date: 02/07/2008) Multi-Engine Pilot: Airplane (Effective Date: 02/07/2008) Enterpreneurship and Small Business Management (Effective Date: 06/14/2011) \n \nCertificate of Less than One Year Totals \n \nMiddle Georgia College Totals \n \nFall 2007 \n0 0 NA 0 NA NA NA 0 0 NA NA NA NA NA NA NA NA \n \nFall 2008 \n0 1 NA 1 0 0 0 4 3 0 0 0 0 0 0 0 NA \n \nFall 2009 \n0 1 NA 0 0 0 0 0 0 0 0 0 0 0 0 0 NA \n \nFall 2010 \n0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 NA \n \nFall 2011 \n0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 \n \nAvg. of Five Years \n0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 \n \n108 160 101 \n \n35 \n \n27 \n \n86 \n \n3,142 3,306 3,542 3,441 3,391 3,364 \n \nSRPT407A 1/23/2012 \n \nPage 199 \n \n South Georgia College \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nBachelors \n \nBSNC \n \n51380105 Bachelor of Science in Nursing, RN to BSN (Effective Date: 06/07/2011) \n \nBachelors Totals \n \nAssociate \n \nNA NA NA NA \n \n0 \n \n0 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \nAACC 24010101 Associate of Arts, Core Curriculum \n \nASCC \n \n24010101 Associate of Science, Core Curriculum \n \nAssociate Totals \n \nCareer Associate \n \n769 793 841 960 1,015 876 557 617 664 667 723 646 1,326 1,410 1,505 1,627 1,738 1,521 \n \nAASB \nAASBC \nAASCS AASSC SRPT407A 1/23/2012 \n \nAssociate of Applied Science in Business With Options in: 52010101 General Business (Terminated: End Date, 01/02/2009) 52020101 Management (Terminated: End Date, 01/02/2009) 52030201 Accounting (Terminated: End Date, 01/02/2009) \nAssociate of Applied Science in Business With Options in: 52120101 Business Office Technology (Terminated: End Date, 01/02/2009) In Coop with: East Central Technical College \n11040101 Associate of Applied Science in Computer Information Systems (Terminated: End Date, 01/02/2009) \nAssociate of Applied Science in Services With Options in: \nPage 200 \n \n0 \n \n24 \n \n14 \n \n2 \n \n0 \n \n8 \n \n5 \n \n5 \n \n1 \n \n1 \n \n0 \n \n2 \n \n0 \n \n6 \n \n2 \n \n0 \n \n0 \n \n2 \n \n7 \n \n5 \n \n2 \n \n0 \n \n0 \n \n3 \n \n0 \n \n5 \n \n1 \n \n0 \n \n0 \n \n1 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n43010401 Criminal Justice (Terminated: End Date, 01/02/2009) In Coop with: East Central Technical College \n \nAASTC \n \nAssociate of Applied Science in Technology With Options in: 11040101 Computer Information Systems (Terminated: End Date, 01/02/2009) In Coop with: East Central Technical College \n \nASN \n \n51380101 Associate of Science in Nursing \n \nCareer Associate Totals \n \nOne-Year Certificate \n \nFall 2007 \n0 \n \nFall 2008 \n4 \n \nFall 2009 \n0 \n \nFall 2010 \n0 \n \nFall 2011 \n0 \n \nAvg. of Five Years \n1 \n \n3 \n \n2 \n \n0 \n \n0 \n \n0 \n \n1 \n \n382 387 471 577 528 469 397 438 491 580 528 487 \n \nCER1 \n \nOne-Year Certificate With Options in: 52020501 Facilities Planning and Management (Deactivated) (Effective Date: 07/06/2005) 52120101 Computer Applications (Deactivated) (Effective Date: 07/20/1988) \n \nOne-Year Certificate Totals \n \nCertificate of Less than One Year \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nCER0 \n \nCertificate of Less than One Year With Options in: 11090101 Networking Systems (Deactivated) (Effective Date: 08/31/2004) 13150101 Teacher's Aide (Deactivated) 51079901 Health Management (Deactivated) 51389900 School Health Nursing (Deactivated) (Effective Date: 08/31/2004) 52010100 General Business (Deactivated) 52020100 Business Management (Deactivated) 52020501 Facilities Planning and Management (Deactivated) 52129900 Information Systems (Deactivated) (Effective Date: 08/31/2004) \n \nCertificate of Less than One Year Totals \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n3 \n \n0 \n \n0 \n \n0 \n \n2 \n \n0 \n \n1 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n3 \n \n4 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n4 \n \n2 \n \n0 \n \n0 \n \n1 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n9 \n \n13 \n \n3 \n \n0 \n \n0 \n \n5 \n \nSRPT407A 1/23/2012 \n \nPage 201 \n \n South Georgia College Totals \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n1,732 1,861 1,999 2,207 2,266 2,013 \n \nSRPT407A 1/23/2012 \n \nPage 202 \n \n Bainbridge College \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nAssociate \n \nAACC 24010101 Associate of Arts, Core Curriculum Associate Totals \n \nCareer Associate \n \n642 792 926 958 1,035 871 642 792 926 958 1,035 871 \n \nAASA 520302N3 Associate of Applied Science in Accounting \n \nAASBC \n \nAssociate of Applied Science in Business With Options in: 11010301 Computer Information Systems (Effective Date: 05/08/1996) In Coop with: Albany Technical College and Southwest Georgia Technical College 19070801 Child Development (Effective Date: 07/15/1997) In Coop with: Albany Technical College 19070802 Child Development and Related Care (Effective Date: 12/07/1998) In Coop with: Albany Technical College 52030202 Accounting (Effective Date: 05/08/1996) In Coop with: Albany Technical College and Southwest Georgia Technical College 52040102 Business and Office Technology (Effective Date: 05/08/1996) In Coop with: Albany Technical College and Southwest Georgia Technical College 52040802 Information and Office Technology (Effective Date: 05/08/1996) In Coop with: Southwest Georgia Technical College 52090102 Hotel/Restaurant/Travel Management (Effective Date: 10/09/2001) In Coop with: Albany Technical College 52100102 Management and Supervisory Development (Effective Date: 05/27/1999) In Coop with: Albany Technical College 52180101 Marketing Management (Effective Date: 07/15/1997) In Coop with: Albany Technical College \n \nAASCIS 11020201 Associate of Applied Science in Computer Information Systems \n \nAASCJT 43010403 Associate of Applied Science in Criminal Justice Technology \n \nSRPT407A 1/23/2012 \n \nPage 203 \n \n26 \n \n39 \n \n31 \n \n35 \n \n31 \n \n32 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n35 \n \n40 \n \n41 \n \n41 \n \n61 \n \n44 \n \n28 \n \n21 \n \n29 \n \n35 \n \n49 \n \n32 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nAASDT 15130101 Associate of Applied Science in Drafting Technology \n \nAASECC 19070801 Associate of Applied Science in Early Childhood Care and Education \n \nAASET 470101N3 Associate of Applied Science in Electronics Technology \n \nAASFT 03051101 Associate of Applied Science in Forest Technology (Effective Date: 06/07/2006) \n \nAASHC \n \nAssociate of Applied Science in Health With Options in: 51060102 Dental Assisting (Effective Date: 05/27/1999) In Coop with: Albany Technical College 51080102 Medical Assistant (Effective Date: 05/08/1996) In Coop with: Albany Technical College and Southwest Georgia Technical College 51080303 Occupational Therapy Assistant (Effective Date: 12/07/1998) In Coop with: Southwest Georgia Technical College 51080502 Pharmacy Technology (Effective Date: 05/08/1996) In Coop with: Albany Technical College and Southwest Georgia Technical College 51080604 Physical Therapist Assistant (Effective Date: 05/08/1996) In Coop with: Southwest Georgia Technical College 51090402 Paramedic Technology (Effective Date: 05/08/1996) In Coop with: Southwest Georgia Technical College 510905N4 Radiation Therapy (Effective Date: 05/08/1996) In Coop with: Southwest Georgia Technical College 51090704 Radiologic Technology (Effective Date: 05/08/1996) In Coop with: Albany Technical College and Southwest Georgia Technical College 51090804 Respiratory Therapist (Effective Date: 05/08/1996) In Coop with: Southwest Georgia Technical College 51090902 Surgical Technology (Effective Date: 05/08/1996) In Coop with: Albany Technical College and Southwest Georgia Technical College 51100404 Medical Laboratory Technology (Effective Date: 05/08/1996) In Coop with: Southwest Georgia Technical College 51390104 Practical Nursing (Effective Date: 05/27/1999) In Coop with: Albany Technical College \n \nAASMA 51080102 Associate of Applied Science in Medical Assisting \n \n9 \n \n8 \n \n10 \n \n11 \n \n4 \n \n8 \n \n26 \n \n26 \n \n30 \n \n20 \n \n19 \n \n24 \n \n30 \n \n18 \n \n29 \n \n46 \n \n52 \n \n35 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n21 \n \n24 \n \n39 \n \n62 \n \n57 \n \n41 \n \nSRPT407A 1/23/2012 \n \nPage 204 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nAASMM 521401N3 Associate of Applied Science in Marketing and Management \n \nAASMOT 51071601 Associate of Applied Science in Medical Office Technology \n \nAASSEC 520402N3 Associate of Applied Science in Secretarial Science \n \nAASTC \n \nAssociate of Applied Science in Technology With Options in: 010204N3 Agricultural Technology (Effective Date: 12/07/1998) In Coop with: Southwest Georgia Technical College 01060102 Environmental Horticulture (Effective Date: 05/27/1999) In Coop with: Albany Technical College 12040101 Cosmetology (Effective Date: 05/27/1999) In Coop with: Albany Technical College 12050502 Basic Culinary Arts (Effective Date: 05/27/1999) In Coop with: Albany Technical College 12050801 Culinary Art (Effective Date: 05/27/1999) In Coop with: Albany Technical College 15130101 Advanced Drafting (Effective Date: 05/27/1999) In Coop with: Albany Technical College 15130102 Advanced Drafting and Design (Effective Date: 05/08/1996) In Coop with: Albany Technical College and Southwest Georgia Technical College 15130103 Drafting (Effective Date: 05/27/1999) In Coop with: Albany Technical College 43010402 Law Enforcement (Effective Date: 05/27/1999) In Coop with: Albany Technical College 46030202 Electrical Constr and Maintenance (Effective Date: 05/27/1999) In Coop with: Albany Technical College 460302A2 Industrial Electrical Technology (Effective Date: 05/08/1996) In Coop with: Southwest Georgia Technical College 47010102 Electronics Fundamentals (Effective Date: 12/07/1998) In Coop with: Albany Technical College 470101A4 Electronics Technology (Effective Date: 05/08/1996) In Coop with: Albany Technical College and Southwest Georgia Technical College 47020102 Heating and Air Conditioning (Effective Date: 05/08/1996) In Coop with: Albany Technical College and Southwest Georgia Technical College \n \nFall 2007 \n15 \n37 \n23 \n \nFall 2008 \n12 \n53 \n31 \n \nFall 2009 \n21 \n45 \n31 \n \nFall 2010 \n30 \n67 \n32 \n \nFall 2011 \n28 \n \nAvg. of Five Years \n21 \n \n73 \n \n55 \n \n62 \n \n36 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 205 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n47030202 Diesel Equipment Technician (Effective Date: 05/27/1999) In Coop with: Albany Technical College \n47030302 Industrial Maintenance (Effective Date: 12/07/1998) In Coop with: Albany Technical College \n470303A4 Industrial Maintenance Technology (Effective Date: 12/07/1998) In Coop with: Albany Technical College \n47060402 Automotive Fundamentals (Effective Date: 05/27/1999) In Coop with: Albany Technical College \n470604A4 Automotive Technology (Effective Date: 05/08/1996) In Coop with: Albany Technical College and Southwest Georgia Technical College \n48050302 Machine Tool Technology (Effective Date: 05/27/1999) In Coop with: Albany Technical College \n480503A4 Advanced Machine Tool Technology (Effective Date: 05/27/1999) In Coop with: Albany Technical College \n48050802 Industrial Maintenance (Effective Date: 05/08/1996) In Coop with: Albany Technical College and Southwest Georgia Technical College \n489999N2 Applied Manufacturing (Effective Date: 07/15/1997) In Coop with: Albany Technical College \n \nAASTS 30999900 Associate of Applied Science in Technical Studies \n \nADN \n \nAssociate in Nursing With Options in: 51380101 Licensed Practical Nurse (Effective Date: 04/12/2010) \n \nASN \n \n51380101 Associate of Science in Nursing \n \nCareer Associate Totals \n \nOne-Year Certificate \n \nFall 2007 \n0 0 0 0 0 0 0 0 0 \n \nFall 2008 \n0 0 0 0 0 0 0 0 0 \n \nFall 2009 \n0 0 0 0 0 0 0 0 0 \n \nFall 2010 \n0 0 0 0 0 0 0 0 0 \n \nFall 2011 \n0 0 0 0 0 0 0 0 0 \n \nAvg. of Five Years 0 0 0 0 0 0 0 0 0 \n \n7 \n \n18 \n \n17 \n \n16 \n \n28 \n \n17 \n \nNA NA NA \n \n0 \n \n0 \n \n0 \n \n207 204 265 310 367 271 \n \n464 494 588 705 831 616 \n \nCER1 \n \nOne-Year Certificate With Options in: 03051100 Forest Technology (Effective Date: 05/16/2006) 12040102 Cosmetology 15020102 Public Works Civil Technician Aid (Effective Date: 05/05/2004) \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n53 \n \n73 \n \n25 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 206 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n15130101 19070801 22030201 43010402 460302N2 480508N2 50050201 51071601 51080102 51090403 51390101 513901N4 52030201 520401N2 520407N2 521401N2 \n \nDrafting Early Childhood Care and Education Paralegal Studies Criminal Justice Technology Electrical Constructional and Maintenance Industrial Maintenance Film, Video, and Stage Technology Medical Office Technology Medical Assisting Paramedic Technology Licensed Practical Nursing (Terminated: End Date, 01/05/1996) Licensed Practical Nursing Accounting Business Office Technology Computer Information Systems Applied Marketing and Management \n \nOne-Year Certificate Totals \n \nCertificate of Less than One Year \n \nFall 2007 \n19 180 \n8 96 50 45 4 145 110 0 0 317 0 127 53 52 \n \nFall 2008 \n26 202 \n6 94 78 59 8 178 225 0 0 345 0 135 92 54 \n \nFall 2009 \n17 171 \n23 123 124 \n86 1 212 356 0 0 422 15 123 97 69 \n \nFall 2010 \n13 128 \n27 190 131 113 \n0 195 334 \n11 5 381 39 141 91 83 \n \nFall 2011 \n10 92 25 202 130 100 0 231 231 14 0 344 26 163 84 64 \n \nAvg. of Five Years \n17 155 \n18 141 103 \n81 3 192 251 5 1 362 16 138 83 64 \n \n1,206 1,502 1,839 1,935 1,789 1,654 \n \nCER0 \n \nCertificate of Less than One Year With Options in: 01060701 Turfgrass Maintenance Technician (Effective Date: 01/11/2007) 11030101 Microsoft Office User Specialist (Effective Date: 06/10/2002) 11090101 CISCO Networking 11999903 Microsoft Networking (Effective Date: 06/20/2002) 12050501 Catering Specialist 15110201 Land Surveying (Effective Date: 05/16/2006) 15130101 Drafting Aide 19070801 Early Childhood Care and Education 190709A1 Child Development Associate I 43010401 Law Enforcement Manager 43010403 Law Enforcement Practitioner (Effective Date: 06/10/2002) 46020101 Carpentry Framing \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n1 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n6 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n2 \n \n1 \n \n0 \n \n0 \n \n1 \n \n1 \n \n1 \n \n0 \n \n1 \n \n1 \n \n1 \n \n0 \n \n15 \n \n7 \n \n2 \n \n0 \n \n5 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \nSRPT407A 1/23/2012 \n \nPage 207 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \n460302I1 47010101 47010401 47011001 47030301 470303A1 48050301 48050302 48050871 480508U1 49020501 50050201 51071601 51090401 51090402 51100901 51390201 52029901 52030201 52041101 52070301 52180301 \n \nResidential Commercial Industrial Wiring Mobile Electronics Technology (Effective Date: 10/29/2008) A+ Comp TIA (Computer Repair) Low Voltage/Security Technican Certified Manufacturing Specialist Industrial Maintenance Technician II (Effective Date: 06/10/2002) Machining (Effective Date: 06/10/2002) CNC Set Up and Programming (Effective Date: 06/10/2002) Industrial Maintenance Technician I Structural Welding Commercial Truck Driving Stage Technology Medical Office Technology Emergency Medical Technology (BASIC) Emergency Medical Technician Phlebotomy Technician Certified Nurse Assisting Business Office Assistant Office Accounting Certified Customer Service Specialist Small Business Management Retail Management (Effective Date: 07/06/2005) \n \nCertificate of Less than One Year Totals \n \nBainbridge College Totals \n \nFall 2007 \n0 NA \n0 0 2 0 0 0 2 23 29 0 2 6 0 15 82 1 0 73 1 0 \n \nFall 2008 \n17 0 1 4 14 0 0 0 0 38 34 0 0 0 12 20 108 1 1 18 4 0 \n \nFall 2009 \n4 0 0 0 0 0 0 0 1 5 28 0 0 0 19 19 80 23 0 13 2 0 \n \nFall 2010 \n1 0 1 0 0 0 0 0 0 3 19 1 2 0 26 18 42 17 0 1 0 0 \n \nFall 2011 \n0 0 0 0 0 0 0 0 0 0 12 0 2 0 15 4 31 1 0 0 0 0 \n \nAvg. of Five Years \n4 0 0 1 3 0 0 0 1 14 24 0 1 1 14 15 69 9 0 21 1 0 \n \n244 297 202 134 \n \n67 189 \n \n2,556 3,085 3,555 3,732 3,722 3,330 \n \nSRPT407A 1/23/2012 \n \nPage 208 \n \n Waycross College \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nAssociate \n \nAACC 24010101 Associate of Arts, Core Curriculum \n \nASCC \n \n24010101 Associate of Science, Core Curriculum \n \nAssociate Totals \n \nCareer Associate \n \n499 497 570 631 510 541 456 410 475 452 454 449 955 907 1,045 1,083 964 991 \n \nAASBC 52999901 Associate of Applied Science in Business In Co-op with: Okefenokee Technical College and Altamaha Technical College \n \nAASHC 51999901 Associate of Applied Science in Health In Co-op with: Okefenokee Technical College \n \nAASSC \n \n43999901 Associate of Applied Science in Services In Co-op with: Okefenokee Technical College and Altamaha Technical College \n \nAASTC \n \n48999901 Associate of Applied Science in Technology In Co-op with: Okefenokee Technical College and Altamaha Technical College \n \nCareer Associate Totals \n \nOne-Year Certificate \n \n8 \n \n4 \n \n7 \n \n4 \n \n0 \n \n5 \n \n0 \n \n1 \n \n4 \n \n3 \n \n0 \n \n2 \n \n2 \n \n3 \n \n2 \n \n1 \n \n0 \n \n2 \n \n1 \n \n1 \n \n2 \n \n0 \n \n0 \n \n1 \n \n11 \n \n9 \n \n15 \n \n8 \n \n0 \n \n9 \n \nCER1 \n \nOne-Year Certificate With Options in: 52010101 General Business (Terminated: Last Activity Date: 05/24/2004) 52030100 Accounting \n \nOne-Year Certificate Totals \n \nSRPT407A 1/23/2012 \n \nPage 209 \n \n1 \n \n0 \n \n0 \n \n0 \n \n0 \n \n0 \n \n1 \n \n3 \n \n0 \n \n0 \n \n0 \n \n1 \n \n2 \n \n3 \n \n0 \n \n0 \n \n0 \n \n1 \n \n University System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \nCER0 \n \nCertificate of Less than One Year With Options in: 13150101 Teaching 52010101 General Business \n \nCertificate of Less than One Year Totals \n \nWaycross College Totals \n \nCertificate of Less than One Year \n \n15 \n \n11 \n \n15 \n \n16 \n \n2 \n \n5 \n \n1 \n \n2 \n \n0 \n \n11 \n \n0 \n \n2 \n \n17 \n \n16 \n \n16 \n \n18 \n \n0 \n \n13 \n \n985 935 1,076 1,109 964 1,014 \n \nSRPT407A 1/23/2012 \n \nPage 210 \n \n System Totals \n \nUniversity System of Georgia Fall Enrollment, 2007 through 2011 For Degrees and Majors Authorized as of January 2012 \n \nFall 2007 \n \nFall 2008 \n \nFall 2009 \n \nFall 2010 \n \nFall 2011 \n \nAvg. of Five Years \n \n235,701 252,131 272,284 283,291 289,809 266,643 \n \nSRPT407A 1/23/2012 \n \nPage 211 \n \n "},{"id":"glg_lagrangeia_lagrangecollegeu2009lagr","title":"LaGrange College [Undergraduate] Bulletin, LaGrange, Georgia, Catalogue Issue, 2009-2010, June 2009","collection_id":"glg_lagrangeia","collection_title":"LaGrange College collections in the Internet Archive","dcterms_contributor":["LaGrange College"],"dcterms_spatial":["United States, Georgia, Troup County, LaGrange, 33.03929, -85.03133"],"dcterms_creator":["LaGrange College"],"dc_date":["2009"],"dcterms_description":["College officially known as LaGrange Female Academy 1831-1847, LaGrange Female Institute 1847-1851, LaGrange Female College 1851-1934, LaGrange College 1934-. College name appears as La Grange in some college publications. Since 2011 the Undergraduate Catalogs (Bulletins) have been produced in electronic form only. The Catalogs (Bulletins) contain details about the faculty, curriculum, student body, physical plant and more from 1848. Catalogs (Bulletins) published as separate itemuments include: Graduate Catalog (Bulletin) from 1992, Evening College Bulletin from 2000, LaGrange College at Albany (Georgia) from 2000-2010, Interim Term from 2001-2010."],"dc_format":["application/pdf"],"dcterms_identifier":["laGrangecollegeu2009lagr"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["LaGrange College Americana","LaGrange College"],"dcterms_subject":["LaGrange College (LaGrange, Ga.)","LaGrange Female College (LaGrange, Ga.)","LaGrange Female Institute (LaGrange, Ga.)","LaGrange Female Academy (LaGrange, Ga.)","La Grange College (LaGrange, Ga.)","La Grange Female College (LaGrange, Ga.)","La Grange Female Institute (LaGrange, Ga.)","La Grange Female Academy (LaGrange, Ga.)","Women's Colleges--Georgia","Women--Education (Higher)--Georgia","Education--History--Georgia"],"dcterms_title":["LaGrange College [Undergraduate] Bulletin, LaGrange, Georgia, Catalogue Issue, 2009-2010, June 2009"],"dcterms_type":["Text"],"dcterms_provenance":["LaGrange College (LaGrange, Ga.)"],"edm_is_shown_by":null,"edm_is_shown_at":["https://archive.org/details/lagrangecollegeu2009lagr"],"dcterms_temporal":["2009-06"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":null,"dcterms_extent":null,"dlg_subject_personal":null,"iiif_manifest_url_ss":"https://iiif.archive.org/iiif/3/lagrangecollegeu2009lagr/manifest.json","dcterms_subject_fast":null,"fulltext":"LAGRANGE \n\n\n\nv \n\n\n\nCOLLEGE \n\n\n\n- \n\n\n\nUndergraduate Bulletin \n2009-2010 \n\n\n\nDigitized by the Internet Archive \nin 2013 \n\n\n\nhttp://archive.org/details/lagrangecollegeu2009lagr \n\n\n\nVOLUME CLXVIII JUNE 2009 NUMBER l \n\n\n\nLAGRANGE COLLEGE \nBULLETIN \n\nLAGRANGE, GEORGIA \n\n\n\nCATALOGUE ISSUE 2009-2010 \n\n\n\nCommunications Directory \n\nLaGrange College \n\n601 Broad Street \n\nLaGrange, Georgia 30240-2999 \n\n(706) 880-8000 Fax: (706) 880-8358 www.lagrange.edu \n\nFor prompt attention, please address inquiries as indicated below. \n\nThe Area Code of 706 is required when dialing. \n\nLaGrange College (general information) 880-8000 \n\nOffice of the President 880-8230 \n\nExecutive Director of Instructional \u0026 Information Tech 880-8050 \n\nVice President for Academic Affairs and Dean. 880-8236 \n\nRegistrar 880-8997 \n\nVice President \u0026 Dean for Student Life and Retention 880-8004 \n\nDirector of Career Planning and Placement 880-8286 \n\nVice President for Enrollment Management 880-8736 \n\nDirector of Admission 880-8253 \n\nDirector Student Financial Planning 880-8229 \n\nExecutive Vice President for Administration 880-8267 \n\nController 880-8232 \n\nVice President for Advancement 880-8257 \n\nDirector of Communications and Marketing 880-8246 \n\nVisitors are welcome at LaGrange College throughout the year. The \n\nadministrative offices in the Quillian Building are open Monday through Friday from \n8:00 a.m. to 5:00 p.m. Saturday visits may be arranged by appointment. Visitors \ndesiring interviews with members of the staff are urged to make appointments in advance. \nLaGrange College admits qualified students of any race, color, national and ethnic \norigin to all rights, privileges, programs and activities generally accorded or made \navailable to students at the school. It does not discriminate on the basis of sex, race, \ncolor, national or ethnic origin in administration of its educational policies, admissions \npolicies, scholarship and loan programs, and athletic and other school-administered programs. \n\nLaGrange College Bulletin, Volume CLXVIII, Number 1 \n\nPresident: Dr. Dan McAlexander Editor: Dr. Sharon Livingston \n\nLaGrange College Bulletin, the official publication of LaGrange College for current \nand future students, is published annually. Correspondence should be directed to the \nOffice of Academic Dean, LaGrange College, 601 Broad Street, LaGrange, GA \n30240-2999. E-mail correspondence to slivingston@lagrange.edu or fax to \n(706) 880-8358. \n\nChallenging the mind. Inspiring the soul. \n\n\n\n: \n\n\n\n\nContents \n\n\n\nCommunications Directory 2 \n\nCalendar 5 \n\nAbout LaGrange College, Mission, and History 14 \n\nLaGrange College at Albany 17 \n\nThe LaGrange College Campus 18 \n\nAdmission and Enrollment 24 \n\nFinancial Information 30 \n\nFinancial Aid 36 \n\nStudent Life 50 \n\nAcademic Policies 68 \n\nInformation Technology and Academic Support 86 \n\nAcademic Programs 94 \n\nDepartments and Courses 116 \n\nAcademic Divisions, Departments and Courses 1 1 8 \n\nFaculty 308 \n\nBoard of Trustees 318 \n\nAdministrative Staff 321 \n\nIndex 327 \n\nChange of Regulations \n\nThe College reserves the right to make modifications in the degree \nrequirements, courses, schedules, calendar, regulations, fees and other \nchanges deemed necessary or conducive to the efficient operation of the \nCollege. Such changes become effective as announced by the proper \ncollege authorities. \n\nNote: For information, regulations and procedures for graduate study, \nplease see the Graduate Bulletin. For information, regulations and \nprocedures for evening courses, please see the Evening College Bulletin. \nFor information, regulations and procedures of the Albany campus, please \nsee the Albany Bulletin. \n\n\n\n2009 -2010 \n\nAcademic Calendar \nDay Program \n\n\n\nAugust 2009 Fall Semester (63 Class Days) \n\n1 8 Orientation for new faculty and staff members \n\n19 Opening Session \n\n19 Departmental and/or Division meetings \n\n19 Faculty Institute begins \n\nPresident's Buffet for faculty, administration, staff, and their \nspouses \n\n2 1 Faculty Institute ends \n\n24 New students move in - First Week begins \n\n9 Math placement test for all new students, Jolly Room, \n\nScience Building \n\n24-28 First Week \n\n25 First Year Student Assessment \n27 First Year Student Assessment \n3 1 First Year Student Assessment \n\n3 1 Residence Hall open - returning students move-in \n\nRegistration for new and returning Day students not prepaid. \n3 1 Advisors for first year, transfer and readmitted students are \n\n\n\navailable. \n3 1 Work aid and work study time sheets due \n\n\n\nSeptember 2009 \n\n\n1 \n\n\nFirst Year Student Assessment \n\n\n1 \n\n\nFair on the Quad \n\n\n2 \n\n\nAll Classes begin \n\n\n2 \n\n\nOpening Convocation \n\n\n7 \n\n\nLabor Day - College Closed \n\n\n\nEnd drop/add at 5:00 p.m. No refund for individual classes \ndropped after this date. \n\n9 Syllabi and office hours due in Dean's Office \n\n1 7 Administrative Council Meeting \n\n18 Day of Record \n\n19 Fall Visitation Day 1 \n\n24 Faculty Assembly \n\nSpring \u0026 Summer 2010 Class Schedules due in the \nRegistrar's Office \n\n28-Oct 1 Interim Term 20 1 Pre-Registration \n\n30 Work aid and work study time sheets due \n\nOctober 2009 \n\n1 Staff Council Meeting, Bailey Room \n\n1 Faculty Meeting, Dickson Assembly Room \n\n6 Named Annual and Loyalty Fund Scholarships Luncheon \n\n15 Administrative Council Meeting \n\n15-16 Fall Break No Classes \n\n\n\n19 \n\n\n\nMid-Term. Faculty should submit deficiency reports \nelectronically to the Dean's Office by 5:00 p.m. \n\n\n\n21 Last day to withdraw from class with an automatic \"W\" \n\n22-23 Board of Trustees Meeting \n\n23-25 2009 Homecoming \n\n27 Senior Assessment \n\n26-30 Faculty Advising Week \n\n29 Faculty Assembly \n\n30 Senior Assessment \n\n30 Work aid and work study time sheets due \n\n6 \n\n\n\nNovember 2009 \n\n1 Daylight Savings Time Ends \n\nPre-registration for Day students. Students completing \n9 , degree requirements by end of Fall, Jan, or Spring terms \n\nshould file petitions for graduation with the Registrar. \nAdvisors available. \n\n5 Staff Council Meeting, Bailey Room \n\n5 Faculty Meeting, Dickson Assembly Room \n\n5 Proposals for Interim 2010 Travel Courses due \n\n14 Fall Visitation Day 2 \n\n19 Administrative Council Meeting \n\n19 Faculty Assembly \n\n24 Last Day of Classes before Thanksgiving Break \n\n25-27 Thanksgiving Break - no classes \n\n26-27 Administrative Offices Closed \n\n30 Work aid and work study time sheets due \n\n30 Classes resume after Thanksgiving Break \n\n30- Dec. 4 Celebrate the Servant \n\n30 Celebration of Servant-Leadership, Chapel \n\nDecember 2009 \n\n1 Service of Celebration and Recognition, Chapel \n\n3 Faculty Meeting, Dickson Assembly Room \n\n3 Staff Council Meeting, Bailey Room \n\n, A Festival of Nine Lessons and Carols, Callaway \n\nAuditorium \n\nLast Day of Fall Term Classes for Day College \n8-12 Exams \n\n12 Begin term break at 5:00 pm \n\n7 \n\n\n\n14 Summer research proposals due in Dean's Office \n\n17 Administrative Council Meeting \n\n1 8 Grades due \n\n24-28 Holidays for administration and staff - College Closed \n\n29 Administrative offices open \n\n31 Work aid and work study time sheets due. \n\nJanuary 2010 Interim Term (17 Class Days) \n\n1 New Year's Holiday - College Closed \n\n3 Residence halls open \n\n4 Registration for new and returning Day students. \n\n4 Mandatory First Meeting for classes. \n\nEnd drop/add at 5:00p.m. No refund for individual classes \ndropped after this date. \n\n6 Syllabi and office hours due in Dean's Office by email. \n\n7 Staff Council Meeting, Bailey Room \n\n7 Faculty Meeting, Dickson Assembly Room \n\n1 3 Last day to withdraw from class with an automatic \"W\" \n\n1 3 Mid-Term \n\n1 5 Day of Record \n\n1 8 Martin Luther King, Jr. Day - College Closed \n\n21 Administrative Council Meeting \n\n27 Last day of class \n\n28 Faculty Assembly \n\nMath placement test for all new students, Jolly Room, \nScience Building \n\nDay program registration for new and returning students \n28 not prepaid. Advisors for first year, transfer and readmitted \n\nstudents are available. \n\n8 \n\n\n\n29 RN Pre-Admission Examination for Sims Scholarship \n\n29 Work aid and work study time sheets due \n\nFebruary 2010 Spring Semester (63 Class Days) \n\n1 Classes begin \n\n3 Interim Term Grades due \n\n3 Spring Semester First Year Student Assessment \n\n4 Staff Council Meeting, Bailey Room \n\n4 Faculty Meeting, Dickson Assembly Room \n\n\n\n5 \n\n\n\nEnd drop/add at 5:00 p.m. No refund for individual \nclasses dropped after this date. \n\n\n\n5 Syllabi and office hours due in Dean's Office by email. \n\n5 \n\n\n\nFall Term 2010 and Spring Term 201 1 schedules are due \nin the Registrar's Office. \n\n\n\n12 Day of Record \n\n13 Scholarship Competition \n\n18 Administrative Council Meeting \n\n~~ Make-up for snow, if necessary, for Day and Evening \n\nclasses \n\n25 Faculty Assembly \n\n26 Work aid and work study time sheets due \nMarch 2010 \n\n2 Endowed Scholarship Luncheon \n\n4 Staff Council Meeting, Bailey Room \n\n4 Faculty Meeting, Dickson Assembly Room \n\n6 Spring Visitation Day \n\n14 Daylight Savings Time Begins \n\n, \u003c- Mid-Term. Faculty should submit deficiency reports \n\nelectronically to the Dean's Office by 5:00 p.m. \n9 \n\n\n\n1 5 Proposals for Interim 20 1 Non-Travel Courses due \n\n15-19 Academic Integrity Week \n\n17 Last day to withdraw from class with an automatic \"W\" \n\n1 8 Administrative Council Meeting \n20 Fine Arts Scholarship Day \n22-26 Faculty Advising Week \n\n22-26 Senior Assessment Week \n\n25 Faculty Assembly \n\n27 Accepted Student Day \n\nPre-registration for Day students. Students completing \n\n29-April 2 degree requirements in summer or fall should file petitions \nfor graduation with the Registrar. Advisors available. \n\n3 1 Work aid and work study time sheets due \n\nApril 2010 \n\n1 Staff Council Meeting, Bailey Room \n\n1 Faculty Meeting, Dickson Assembly Room \n\n2 Good Friday-Half Day -College Closed at Noon \n4 Easter \n\n5-9 Spring Break - No Classes \n\n15 Administrative Council Meeting \n\n15-16 Board of Trustees Meeting \n\n1 9-22 Interim Term 20 1 1 Travel Pre-Registration \n\n24 Junior Visitation Day \n\n29 Faculty Assembly \n\n30 Honors Day begins at 2:30 pm \n30-May 2 Family Weekend \n\n30 Work aid and work study time sheets due \n\n10 \n\n\n\nMay 2010 \n\n1 May Day \n\n3-4 Student Room Lottery, Dickson Assembly Room \n\n5 Last Day of Classes for Day Program \n\n6 National Day of Prayer \n6 Reading Day \n\n6 Staff Council Meeting, Bailey Room \n\n6 Faculty Meeting, Dickson Assembly Room \n\n7-12 Exams \n\n13 Grades for Graduating Seniors Due by Noon \n\n13 Nurses' Pinning Ceremony \n\nGraduation rehearsal, faculty marshals and student \nmarshals attend \n\n14 Senior brunch; faculty and staff are invited. \n\n14 Baccalaureate Reception, Sunny Gables Alumni House \n\n\n\n14 \n\n\n\nBaccalaureate at First United Methodist Church. All faculty \nshould plan to attend. \n\n\n\n14 Grades for those not graduating due at 5:00 p.m. \n\nGraduation on Residential Quadrangle. All faculty should \nplan to attend. \n\n20 Administrative Council Meeting \n\nMay 2010 Summer I Term 2010 \n\n24 Residence halls open \n\n94 Math placement test for all new students, Jolly Room, \n\nScience Building \n\n24 Registration \n\n25 All classes meet \n\n\n\n11 \n\n\n\n26 \n\n\n\nEnd drop/add at 5:00 p.m. No refund for individual classes \ndropped after this date. \n\n\n\n28 Syllabi and office hours due in Dean's Office by email. \n\n28 Work aid and work study time sheets \n\n3 1 Memorial Day Holiday - College Closed \n\nJune 2010 \n\n3 Staff Council Meeting, Bailey Room \n\n9 Last day to withdraw from class with an automatic \"W\" \n\n9 MidTerm \n\n24 Last Day of Classes \n\n28-29 Exams during class times \n\n30 Summer I Grades due by Noon \n\n30 Work aid and work study time sheets due. \n\n30 Departmental Annual Reports due in Dean's Office \n\nJuly 2010 Summer II Term 2010 \n\nMath placement test for all new students, Jolly Room, \nScience Building \n\n1 Registration \n\n1 Residence halls open \n\n2 All classes meet \n\n5 July 4th Holiday - College Closed \n\nEnd drop/add at 5:00 p.m. No refund for individual classes \ndropped after this date. \n\n8 Syllabi and office hours due in Dean's Office by email. \n\n19 Last day to withdraw from class with an automatic \"W\" \n\n19 Mid-Term \n\n\n\n12 \n\n\n\n30 Work aid and work study time sheets due. \nAugust 2010 \n\n3 Last Day of Classes \n\n4-5 Exams during class times \n\n6 Summer II Grades due by Noon \n\n\n\n\n13 \n\n\n\nAbout LaGrange College \n\nLaGrange College is called through the United Methodist Church to \nchallenge the minds and inspire the souls of students by improving their \ncreative, critical and communicative abilities in a caring and ethical \ncommunity. \n\nMission \n\nLaGrange College, established in 1831, is owned by the North Georgia \nConference of the United Methodist Church. LaGrange College is proud \nof this relationship and believes that its mission is an extension of the \nwork of The United Methodist Church. LaGrange College is committed \nto the free, uninhibited pursuit of truth. Academic freedom and free \nexpression of faculty and students are integral to the LaGrange College \nethos. LaGrange College is committed to challenging the minds and \ninspiring the souls of students by improving their creative, critical and \ncommunicative abilities. Faculty recognize the part they play in a \nstudent's development by serving as mentors and role models. The total \nLaGrange College program - curricular and co-curricular - is designed to \nchallenge and support students as they deal with fundamental issues of \nself, world, and God. \n\nThe principal curricular methods by which the College assists students \nin the improving of their creative, critical, and communicative abilities \nare an interdisciplinary, technologically sophisticated liberal arts \nprogram (A.A., B.A., B.S., B.M.), programs in Organizational \nLeadership (B.A., M.A.), professional programs in business, nursing \n(B.S.N.) and education (B.A., M.Ed., M.A.T.) The principal co- \ncurricular means is through a comprehensive program of student life and \nathletics. \n\nLaGrange College strives to be a caring and ethical community. The \nhallmark of the LaGrange College community is the quest for civility, \ndiversity, service, and excellence. \n\nAdopted by Faculty, Administration, and Board of Trustees, 1997; \nreaffirmed by Board of Trustees on October 20, 2000. \n\nHistory and Description \n\nThe history of LaGrange College is closely associated with the history of \nthe City of LaGrange and Troup County. When the vast tract of land \nlying between the Flint and Chattahoochee Rivers was secured by the \nIndian Springs Treaty of 1825 and was opened for settlement in 1827, \none of the five counties formed on the western border of the state was \nnamed Troup in honor of Governor George Michael Troup. \n\n14 \n\n\n\nAn act was passed by the Georgia Legislature on December 24, 1 827, \nproviding for the selection of a county seat. It was named LaGrange \nafter the country estate of the Marquis de Lafayette, American \nRevolutionary War hero who had visited the region in 1 825 as the guest \nof Governor Troup. The site for the town of LaGrange was purchased in \n1828 and the town was incorporated on December 18, 1828. On \nDecember 26, 1831, the charter for the LaGrange Female Academy was \ngranted at the state capitol, then in Milledgeville. \n\nIn 1831 Andrew Jackson was president of the United States. Abraham \nLincoln was 22 years old. The Creek Indians had been moved out of \nthis area of the state only six years earlier. The only other college in the \nstate was Franklin College, now The University of Georgia. \n\nIn 1 847 the charter for the school was amended and the school became \nthe LaGrange Female Institute with power to confer degrees. The name \nwas changed to LaGrange Female College in 1851 and in 1934 it was \nchanged to LaGrange College. The College became officially \ncoeducational in 1953. \n\nThe first location of the school was in a large white building at what is \nnow 406 Broad Street. The school moved to its present location \"On the \nHill,\" the highest geographical point in LaGrange, after the construction \nof the building now known as Smith Hall in 1842. \n\nThe College was sold to the Georgia Conference of the Methodist \nEpiscopal Church South in 1856. Today it is an institution of the North \nGeorgia Conference of the United Methodist Church. \n\nStrong in the liberal arts, LaGrange College has an outstanding \nreputation in pre-professional programs, including pre-medical and \nallied fields, pre-law, pre-theology, and pre-engineering. \n\nLaGrange College offers the Bachelor of Arts degree with sixteen \nmajors, the Bachelor of Science degree in six areas, the Bachelor of \nMusic and the Bachelor of Science in Nursing degree. The Master of \nArts in Teaching, and the Master of Education degree in Curriculum and \nInstruction are offered. The Evening program offers an Associate of \nArts degree in General Studies. \n\nLaGrange College operates on the modified (4- 1 -4) semester system for \nday classes. In addition there is an evening session during the regular \nyear and in the summer. During the regular school year, the night \nclasses follow a modified quarter system. The summer is divided into \ntwo sessions of day classes and one seven-week session in the evening. \nFor all day classes, credits earned are semester hour credits. \n\n\n\n15 \n\n\n\nThe College draws more than half of its student body from Georgia. \nHowever, students from at least one-third of the other states in the U.S. \nand from abroad nourish a rich cosmopolitan and international \ncommunity which includes various religious and ethnic backgrounds. \n\nStudents also are provided diversity opportunities through travel \ncourses, field study programs, service-learning, and internships. \nStudents in the college's education and nursing departments receive \nsupervised learning experiences in many area schools and medical \nfacilities, respectively. Campus art exhibitions, lectures, concerts, and \nvarsity and intramural sports add to the cultural enrichment and \nrecreational opportunities offered by the College. \n\nThe College is located in the town of LaGrange, Georgia, which has \na population of 26,000. Nearby are Callaway Gardens, the Warm \nSprings Foundation and Franklin D. Roosevelt's Little White House. \nThe West Point Dam on the Chattahoochee River provides one of the \nlargest lakes in the region, with waterfronts and a marina within the city \nlimits of LaGrange. \n\nAccreditation \n\nLaGrange College is accredited by the Commission on Colleges of the \nSouthern Association of Colleges and Schools to award the degrees of \nAssociate of Arts, Bachelor of Arts, Bachelor of Music, Bachelor of \nScience, Bachelor of Business Administration, Bachelor of Science in \nNursing, Master of Education, Master of Arts in Teaching, and the \nMaster of Arts in Organizational Leadership. Contact the Commission \non Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or \ncall 404-679-4500 for questions about the accreditation of LaGrange \nCollege. \n\nLaGrange College is also approved by the United Methodist \nUniversity Senate. It has membership in the National Association of \nIndependent Colleges and Universities and the Georgia Foundation for \nIndependent Colleges. \n\nLaGrange College's teacher education undergraduate and graduate \nprograms are accredited by the Georgia Professional Standards \nCommission to recommend candidates for certification in the areas of \nearly childhood, middle grades, or secondary education. \n\nThe Bachelor of Science in Nursing program is accredited by the \nNational League for Nursing Accrediting Commission, 61 Broadway - \n33 rd Floor, New York, NY 10006; Sharon Tanner, Ed.D., RN, \nExecutive Director; 1-800-669-1656 - ext. 153; sjtanner@nlnac.org \n\n\n\n16 \n\n\n\nThe undergraduate program in business administration is accredited by \nthe Association of Collegiate Business Schools and Programs \n(ACBSP). The Albany programs in Organizational Leadership are not \nincluded in this accreditation. \n\nOther Sessions \nEvening College \n\nRecognizing the unique needs of the nontraditional learner who may be \nmanaging personal, professional, and collegiate careers, the Evening \nCollege structure supports full-time or part-time evening study for \nqualified adult students. Classes are scheduled Monday-Thursday \nevenings during four academic quarters; students may enroll in \nSeptember, January, March, or June. Degrees offered include the \nBachelor of Arts degree in Business Administration, the Bachelor of \nArts degree in Human Development, and the Associate of Arts degree in \nLiberal Studies. Students may also earn a minor in Sociology or Human \nResource Management. \n\nView the Evening College Bulletin online at www.lagrange.edu or call \n(706) 880-8298 for additional information. \n\nLaGrange College at Albany \n\nThe LaGrange College at Albany's undergraduate and graduate \nprograms have been created in direct response to community and area \nneeds. An extensive needs assessment in southwest Georgia was \ninitiated prior to the planning and development of the programs for \nLaGrange College at Albany. The research results stressed the need for \nprograms for non-traditional students that would enable them to \ncomplete a baccalaureate degree as well as a Master's of Arts degree in \nOrganizational Leadership. Each program offers a modular course \nschedule with a predictable structure of course offerings, costs, and \noutcomes. The programs emphasize leadership knowledge and skills in \nthe workplace and in the community. As the Albany program is not \nintended to be a Business Administration degree, it does not have \nspecialized business program accreditation through the Association of \nCollegiate Business Schools and Programs (ACBSP). \n\nAdditional information is contained in the Albany Bulletin or by calling \n229-420-8000. \n\n\n\n17 \n\n\n\nThe Lagrange College Campus \n\n\n\nFrank and Laura Lewis Library \n\nJanuary 2009 will see the opening of the new 45,000 square foot Frank \n\u0026 Laura Lewis Library at LaGrange College. Named for two former \nlibrarians, the new library will include numerous small and large group \nstudy rooms; a 24-hour study room with a coffee bar/snack bar area; an \nauditorium; a multi-media classroom; a multi-media production center; \nstudent and faculty research carrels; and state-of-the art audio-visual \nequipment including video and audio conferencing, a SMART board, \nvideo-editing equipment \u0026 software, presentation projectors, document \ncameras, and digital signage. The Frank \u0026 Laura Lewis Library is \nlocated at the center of the campus in close proximity to the dining hall, \ndorms, and classrooms. \n\nThe print and electronic collections in the LaGrange College Library \nsupport the curriculum and general information needs of students and \nfaculty. Included are more than 200,000 printed and electronic books, \nan excellent reference collection, a large DVD \u0026 CD collection, and \nnumerous full-text databases for all academic disciplines. Notable \ndigital collections include JSTOR, Project Muse, the Archive of \nAmericana, the Burney 17 th \u0026 18 th Century British Newspapers, the \nLondon Times Digital Archives, PsycArticles, MathSciNet, ATLAS \nReligion Database, CENAHL, ReferenceUSA, Access World News, plus \nmany more in addition to the various databases available through \nGALILEO. \n\nEach year the library staff receives high marks on the annual library \nsurvey by administrators, faculty, and students. They regularly provide \nboth one-on-one and course-specific library instruction. The friendly \nlibrary staff is exceptionally service oriented and ready to assist students \nand faculty. \n\nThe Banks Building \n\nOriginally built in 1963, the building served the campus as its library \nuntil the Frank \u0026 Laura Lewis Library opened in February 2009. After \nrenovation, the building is scheduled to reopen in November 2009 in a \nnew capacity housing offices for admission, financial aid, business \noffice, registrar, three vice presidents and the president. \n\n\n\n18 \n\n\n\nJ. K. BOATWRIGHT HALL \n\nCompleted in 1962, this three-story brick building serves as a men's \ndormitory. J. K. Boatwright Hall is named in memory of a longtime \nmember of the College's Board of Trustees and chairman of the board's \nexecutive committee from 1956-1962. New designs were incorporated \nin renovations to the building in 2003. \n\nFuller E. Callaway Academic Building \n\nCompleted in 1981 and renovated in 2000, the Fuller E. Callaway \nAcademic Building houses the Departments of Nursing, Psychology, \nHistory, Political Science, and Sociology and Anthropology. \n\nCallaway Auditorium \n\nBuilt in 1941, Callaway Auditorium was originally designed as a \nmultipurpose venue, and it served ably in that capacity for well over half \na century, hosting countless basketball games, volleyball matches, \ndances, children's recitals, luncheons and other varied events. Though \nversatile, the facility was severely limited in its ability to provide an \naccommodation that was greatly needed by the community and \nLaGrange College: an acoustically pleasing music performance venue. \n\nThe demand for such a facility was satisfied in 2005 with the \nauditorium's transformation from a \"gym with a stage\" to a state-of-the- \nart concert hall. Funded jointly by LaGrange College and Callaway \nFoundation, Inc., the $5.5 million renovation called for an almost \ncomplete internal makeover and a new roof. And while the hall's visual \nappearance has changed dramatically, the single most important \nimprovement is the superior sound quality the Auditorium now delivers. \n\nCallaway Campus \n\nAcquired by the College in 1992 as a gift from Callaway Foundation, \nInc., the campus includes three buildings of brick and concrete \nconstruction. Callaway Foundation, Inc., donated funds to build a state- \nof-the-art lighted soccer field there in 1995, and the Callaway Campus \nalso includes a softball complex, tennis courts, swimming pools, and a \nfootball practice field. \n\nCallaway Education Building \n\nBuilt in 1965, renovated in 1994, and given a $2 million, 17,000 square- \nfoot addition in 2006, the building houses the Music Department, \nOffices of Intercollegiate and Intramural Athletics, Offices of the \n\n19 \n\n\n\nDepartment of Health and Physical Education, a weight room, an \nathletic training room and a football locker room. \n\nCason J. Callaway Science Building \n\nBuilt in 1972, this three-story brick building provides for instruction in \ngeneral science, biology, chemistry, math, and physics. The building is \nnamed in memory of a former member of the College's Board of \nTrustees. \n\nWarren A. Candler Cottage \n\nCompleted in 1929 as a home for the College president, Candler Cottage \nnow houses the Vice President for Advancement, and the \nCommunications and Marketing Department. \n\nLee Edwards Candler and Hawkins Residence \nHalls \n\nLee Edwards Candler and Hawkins Residence Halls were completed in \n2002. Each apartment-style hall houses 124 students. Arranged in \neither two or four bedroom floor plans with one bathroom per two \nstudents, the apartments are fully furnished and have a full kitchen. A \ncommunity room also is located at the end of one wing in each building. \nCandler Hall is named in memory of Mrs. Lee Edwards Candler. \nHawkins Hall is named in honor of Annie Carter Hawkins and in the \nmemory of Allen Willard Hawkins, Sr., parents of Scott Hawkins '74. \n\nThe Chapel \n\nThe materials used in the construction of the Chapel in 1965 link it with \nChristian worship in LaGrange and other parts of the world. Included in \nthe structure are two stained glass windows made in Belgium more than \n100 years ago; a stone from the temple of Apollo at Corinth, Greece; a \nstone from the Benedictine Monastery, Iona, Scotland; and a stone from \nSt. George's Chapel, Windsor, England. Regular worship services are \nheld when the College is in session. \n\nCleaveland Field \n\nCleaveland Field opened in 2000 as LaGrange College's new $2.21 \nmillion baseball facility. Callaway Foundation, Inc., gave a challenge \ngrant as well as the land to honor Philip Cleaveland, who served the \nCollege as a trustee for 19 years \n\n\n\n20 \n\n\n\nHawkes Hall \n\nCompleted in 1911, this four-story brick building is named in memory \nof Mrs. Harriet Hawkes, mother of College benefactor, the late A.K. \nHawkes. Following a $1.4 million renovation, the building now houses \nwomen students on second, third, and fourth floors. Faculty offices and \nclassrooms for the Education Department occupy the ground floor. Also \non the second floor is the Nixon Parlor, named in honor of longtime \nsupporter of the College Winifred Adams Nixon '33. \n\nWaights G. Henry, Jr., Residence Hall \n\nCompleted in 1970, this five-story brick building provides student \nhousing. The structure is named in honor of the late Dr. Waights G. \nHenry, Jr., who served as president of the College from 1948-1978 and \nas chancellor from 1978 until his death in 1989. The building also \nhouses a 24-hour computer lab open to all students. \n\nCharles D. Hudson Natatorium \n\nThe swimming pool was constructed in 1947 as an oversized pool with \ndimensions of 80 by 150 feet. The cabana and bathhouse were built in \n1956. Today, the oversized pool has been divided into an outdoor pool \nand a natatorium, and the complex is now equipped for a year-round \naquatics program. The Natatorium is named in honor of Dr. Charles D. \nHudson, longtime chair of the Board of Trustees and retired chair of the \nBoard's Executive Committee. \n\nLamar Dodd Art Center \n\nCompleted in 1982, this building provides a physical environment and \nthe equipment needed for art instruction as well as gallery space for the \nCollege's outstanding art collection. The building is named in honor of \nthe late Lamar Dodd, a Georgia artist who was reared in LaGrange and \nwhose paintings won international recognition. \n\nLouise Anderson Manget Building \n\nBuilt in 1959 and completely renovated in 2001, the Louise Anderson \nManget Building houses the Division of Humanities, including the \nDepartments of English, Latin American Studies and Modern \nLanguages, and Religion and Philosophy. \n\n\n\n21 \n\n\n\nAlfred Mariotti Gymnasium \n\nBuilt in 1959, the Mariotti Gymnasium houses physical education \nclassrooms and facilities for indoor athletics. The facility is named in \nmemory of Coach Alfred Mariotti, the College's basketball coach from \n1962 until 1974 and a member of the faculty until his retirement in 1979. \n\nMitchell Building \n\nThe Mitchell Building is located on the grounds of Sunny Gables Alumni \nHouse. It was named in memory of Evelyn Mitchell, a trustee of The \nArthur Vining Davis Foundations. The building houses the offices of \nDevelopment and Advancement Services. \n\nMargaret Adger Pitts Dining Hall \n\nCompleted in 1962 and renovated in 1998, this two-story brick building \nhouses the dining area and kitchen on the main floor, and the College \nBookstore, post office and copy center on the bottom floor. The building is \ndedicated in honor of the late Margaret Adger Pitts, a former College \ntrustee. \n\nPitts Residence Hall \n\nCompleted in 1941, this two-story brick women's dormitory was renovated \nin 1990. Pitts Hall was rededicated in memory of Mr. and Mrs. W. I. H. \nPitts and in honor of their daughter, the late Miss Margaret Adger Pitts, a \nformer College trustee. The Pitts were longtime supporters of the College. \n\nPresident's Home \n\nAcquired by the College in 1964, this home originally was occupied by \nlocal attorney and former trustee Hatton Lovejoy. The first College family \nto live in the house was that of Dr. Waights G. Henry, Jr., who moved from \nthe former president's residence in Candler Cottage. Designed in 1934, the \nhome represents a combination of Georgian and Neoclassical elements. \n\nPrice Theater \n\nCompleted in 1975, this building features a 280-seat proscenium theatre \nwith 36 fly lines, 8 electrics (including 4 beam positions over the \nauditorium) and a hydraulic orchestra pit. It also houses the Department of \nTheatre Arts, including faculty offices, a scenery workshop, dressing \nrooms, a costume shop, an actors' lounge and a Black Box Theatre. \n\n\n\n22 \n\n\n\nQuillian Building \n\nBuilt in 1949 and named in memory of a former president Hubert T. \nQuillian, who served from 1938-1948, this building currently provides \noffices for the President, the Vice President for Academic Affairs and \nDean, the Executive Vice President for Administration, and the Business \nOffice. The building will be renovated for other purposes during the \n2009-2010 school year. \n\nSmith Hall \n\nSmith Hall is the oldest building on the campus. The main portion of the \nbuilding was constructed in 1 842 of handmade brick formed from native \nclay. An addition was built in 1 887 and a major renovation was \ncompleted in 1989 at a cost of over $2.5 million. The building now \nhouses offices, classrooms and seminar rooms. Smith Hall was named \nin memory of Mrs. Oreon Smith, wife of former College president Rufus \nW. Smith, who served from 1885 until his death in 1915. The building \nis on the National Register of Historic Places. \n\nTurner Hall \n\nBuilt in 1958 not long after the institution became co-educational, this \nthree-story brick building was first used to provide campus housing for \nmen, and later, women. In 2003, the structure was renovated and \nenlarged. The Mabry Gipson Student Center features large and small \nmeeting rooms, a student grill, and the Jones Zone on the first two \nfloors. Student housing on the third floor is known as the William H. \nTurner, Jr., Residence Hall. It is named in memory of Mr. Turner, a \ntextile executive of LaGrange, who was a benefactor of the College, a \nlongtime member of the Board of Trustees and chairman of the board's \nexecutive committee from 1929 until 1950. \n\nSunny Gables Alumni House \n\nBuilt by Mary and Julia Nix in 1925, Sunny Gables Alumni House is an \noutstanding example of early 20th century Tudor Revival architecture. \nDesigned by P. Thornton Marye, it is now part of the National Register \nof Historic Places' Vernon Road Historic District. This multipurpose \nfacility serves as the permanent home for alumni as well as offices for the \nAlumni and Family Relations Department, the Stewardship and Leadership \nDevelopment Department, and the Senior Director of Development and \nCollege Relations. The facility extends entertainment space to the \nCollege's constituents for specific programming purposes. \n\n\n\n23 \n\n\n\nAdmission And Enrollment \n\nThe application process at LaGrange College is selective and designed \nto carefully consider each candidate's personal qualities and readiness \nfor college. We seek applicants who have the potential to be successful \nacademically and who will contribute to our community in meaningful \nways. We will evaluate the application, transcript(s), course selection, \nSAT or ACT scores (if required), essay and recommendation when \nmaking our decision. An admission counselor will assist each \nprospective student throughout the application and enrollment process. \nWe encourage prospective students to visit campus for a personal \ninterview as part of the application process. \n\nStudents interested in attending LaGrange College must submit an \napplication for admission. March 1 is the preferred deadline for best \nconsideration for admission, financial aid, and housing for the fall \nsemester. Students interested in scholarship consideration should apply \nbefore January 1 or the published deadline for the scholarship, \nwhichever is earlier. Students applying for admission to the January or \nSummer terms should submit the application and supporting documents \nat least one month prior to the beginning of the term for which \nadmission is desired. \n\nApplying for Admission \n\nApplicants for First-year admission must submit the following items: \nthe application form, application fee, official high school transcripts, \nofficial SAT or ACT scores, essay and recommendation. The office of \nadmission reserves the right to request or waive documentation as \nappropriate. \n\nApplicants who have attended a college or university following high \nschool graduation must submit the following items: application form, \nfee, college or university transcripts, essay, and recommendation. If the \napplicant has completed fewer than 30 semester hours or 40 quarter \nhours of college level work, an ACT or SAT score and high school \ntranscripts will also be required. \n\nTo be considered an official document, a transcript should be submitted \ndirectly to LaGrange College in a sealed envelope from the sending \ninstitution. Institutional records personally delivered to LaGrange \nCollege by a student must also be in a sealed envelope to be considered \nofficial. Photocopies, faxes, or transcripts in unsealed envelopes \nare not considered official. \n\n\n\n24 \n\n\n\nLaGrange College prefers SAT scores but will accept ACT scores. Test \nresults should be sent directly to LaGrange College, preferably by \nMarch of the student's senior year of high school. \n\nThe Admission Committee may request additional materials from an \napplicant or require an interview to gain a better understanding of the \nstudent's potential for success in a challenging academic environment. \nThe Office of Admission notifies applicants of their application status \nshortly after review by the Admission Committee. Admission to the \nCollege requires satisfactory completion of academic work in progress. \n\nLaGrange College values personal integrity in our community. Our \nstudents sign an Honor Code statement pledging not to lie, cheat, steal, \nnor tolerate these unethical behaviors in others. Recognizing the \nimportance of adherence to the Honor Code, the Office of Admission \nextends this principle to our application process. Any student who omits \nor falsifies material details in the application for admission will not be \nadmitted or their offer of admission may be revoked. \n\nAfter an offer of admission is extended, candidates wishing to accept the \noffer of admission are asked to submit a tuition deposit. The tuition \ndeposit reserves space for the student in the incoming class. The amount \nof the tuition deposit is $100 for commuting students and $200 for \nresidential students. The $100 deposit will be placed on the student's \naccount for the first semester. The additional $100 for residential \nstudents serves as a room reservation deposit and will reserve a space in \nthe residence halls for the student. The tuition deposit is fully \nrefundable provided the student submits a written request to the Office \nof Admission by the following dates: May 1 for Fall Semester, \nDecember 1 for the Interim (January) Term, and Spring Semester. \n\nLaGrange College encourages interested students to visit the campus. \nIndividual appointments may be scheduled by contacting the Office of \nAdmission at 1-800-593-2885 or by e-mail at admission@lagrange.edu. \nPlease contact the Office of Admission at least one week prior to the day \nyou plan to visit. \n\nAcademic Requirements for Admission \n\nFirst-year Admission: Prior to enrollment, an applicant is expected to \ncomplete graduation requirements from an approved high school. \nStudents graduating from Georgia high schools are normally expected to \ncomplete the requirements for the College Preparatory Curriculum \n(CPC) diploma. \n\n\n\n25 \n\n\n\nLaGrange College students come from a variety of public and private \nsecondary school backgrounds. Preference is given to applicants who \nhave strong academic preparation in high school. To qualify for regular \nadmission to the college, an applicant should complete at least the \nfollowing number of units, comparable to the Georgia College \nPreparatory Curriculum: \n\nSubject Area Units \n\nCollege Preparatory English 4 \n\nSocial Studies (including American and world studies) 3 \n\nCollege Preparatory Mathematics 4 \n\n(Algebra I, Algebra II, Geometry, etc.) \nScience (including lab courses for life and physical sciences) 3 \n\nDesirable electives include additional academic courses in languages, \nmathematics, and the sciences. A basic understanding of computer \nscience is also encouraged. \n\nLaGrange College invites home-educated students to apply for \nadmission. In addition to the items requested for First-year admission, \nhome-schooled students are asked to provide two letters of \nrecommendation. Please note family members may not submit \nletters of recommendation. \n\nStudents holding a General Education Development (GED) (High \nSchool Level) may be considered for admission although they will \ngenerally not be accepted to the college prior to the year in which their \nclass would have normally been eligible for admission to the college. \nApplicants must submit GED scores in addition to the certificate. \nStudents possessing a GED must also submit either SAT or ACT scores \nas a part of the application process. The SAT or ACT requirement may \nbe waived for students who are at least 24 years of age. Submission of a \nGED certificate and scores does not automatically guarantee admission \nto the college. \n\nAdmission Status \n\nA number of factors are considered in making an admission decision, \nincluding a student's grade point average, difficulty of course work, \nstandardized test scores, extracurricular and co-curricular activities, \nrecommendations and admission essay. Students may be accepted to \nLaGrange College in one of several categories. \n\n\n\n26 \n\n\n\nRegular Admission: Most students offered admission to LaGrange \nCollege are accepted with no stipulations, other than successful \ncompletion of their current academic course work and proof of high \nschool graduation. \n\nConditional Admission: In some cases a candidate who appears to \nmeet the standard requirements for admission may experience delays in \nobtaining required documents. At the discretion of the Admission \nCommittee, a student may be granted Conditional Admission pending \nreceipt of required documents. Upon submission of the documents, the \nstudent will be granted regular status. All documents must be submitted \nwithin 30 days of matriculation. \n\nProbation: In some cases candidates for admission may meet most of \nthe criteria for admission but still not qualify for regular admission. At \nthe discretion of the Admission Committee, such students may be \nadmitted on probation. Students admitted on probation must meet the \nminimum stated grade point average requirement based on their class \nlevel in order to be removed from probationary status. \n\nJoint Enrollment: LaGrange College encourages qualified twelfth \ngrade students to consider simultaneous enrollment in LaGrange College \nand their high school. Georgia high school seniors may also wish to \nconsider participating in the Georgia Ace Program. Students wishing to \napply for the joint enrollment program or Georgia Ace Program must \nsubmit the following materials: an application for admission, application \nfee, recommendation letter from the student's principal or headmaster, \nSAT or ACT scores, and a high school average that indicates that the \nstudent has the academic ability to be successful in the program. \n\nTransfer Admission: Students attending another institution may apply \nfor transfer to LaGrange College provided they are eligible to return to \ntheir current institution at the time of entry to LaGrange College. A \nstudent may be accepted on probation under the standard probation \nregulations. Prior to admission to LaGrange College, the Office of \nAdmission must receive all necessary documents, including official \ntranscripts of all college course work. Any applicant who intentionally \nwithholds information about college coursework previously attempted, \neither by failing to report that coursework or by failing to provide an \nappropriate transcript, will be subject to a revocation of any admission \nor scholarship offer(s) extended by LaGrange College. Accepted \napplicants may enroll at the beginning of any semester. \n\n\n\n27 \n\n\n\nLaGrange College is accredited by the Commission on Colleges of the \nSouthern Association of Colleges and Schools (1866 Southern Lane, \nDecatur, Georgia 30033-4097: Telephone number 404-679-4501) to \naward degrees of Associate of Arts, Bachelor of Arts, Bachelor of \nMusic, Bachelor of Science, Bachelor of Business Administration, \nBachelor of Science in Nursing, Master of Education, and Master of \nArts in Teaching. Accordingly, the college accepts course work from \nsimilarly regionally accredited colleges and universities. \n\nAcademic credit is normally given to students for grades of \"C-\" or \nabove. Acceptable credit from a junior college is limited to 60 semester \nhours. Students enrolling from other senior colleges may be able to \nreceive up to 80 semester credits but LaGrange College residency \nrequirements, the core curriculum, and appropriate major course work \nmust be satisfied. Transfer students who have attempted any \ndevelopmental-level course work must provide evidence that they have \ncompleted all requirements and successfully exited the program prior \nto evaluation by the Admission Committee. Members of Phi Theta \nKappa may qualify for academic scholarships reserved for members of \nthis society. \n\nTransient Admission: Students currently enrolled in good standing at \nanother college may enroll at LaGrange College as transient students. \nApproval of course work must be authorized by the primary institution \non the Transient Application for Admission, which is available in the \nAdmission Office. A permission letter from the student's home \ninstitution certifying status and granting permission for specific transient \ncourse work may also be sent. \n\nNon-degree Undergraduate Admission: Students not working toward \na degree may register as non-degree undergraduate students in any \ncourse for which they have the necessary prerequisites. An application \nfor non-degree undergraduate student status may be obtained through \nthe Admission Office. Students classified as non-degree undergraduate \nstudents may become regular, degree-seeking, students by meeting \nrequirements for regular admission. No more that 6 credit hours earned \nunder this classification may be applied toward a degree. \n\n\n\n28 \n\n\n\nReadmission to LaGrange College: Following an absence from \nLaGrange College of 3 or more semesters, or any time a student was not \nin good standing during the last term of attendance at LaGrange College, \nany student wishing to return to attempt additional course work must \nsubmit an Application for Readmission. This form is available in the \nOffice of Admission. Students absent from LaGrange College for 2 \nsemesters or less, and who were in good standing when he/she last \nattended LaGrange College may re-activate his/her file in the Registrar's \nOffice. These students do not need to apply for readmission. \n\nIn the event that a student seeking readmission has attended another \ninstitution as a transfer student (not transient) since he/she left LaGrange \nCollege, then the student, if readmitted, is treated as a new transfer \nstudent. Students fitting this description are subject to the Bulletin in \nforce at the time of transfer back to LaGrange College. Students who \nhave not attended another institution are generally governed by the \ncatalog in force at the time of their initial admission. However, students \nwho have been out of school for four calendar years or more re-enter \nLaGrange College under the Bulletin in force at the time of readmission \nand resumption of study. \n\nInternational Student Admission: Admission to LaGrange College \nrequires submission of the international student application, application \nfee, and translated and certified documents attesting to the student's \nacademic performance in secondary and/or university studies. Students \nseeking admission may submit one of the following to prove English \nproficiency: \n\n Minimum TOEFL score of 500 ( 1 73 computer-based, or 6 1 internet- \nbased); \n\n Certificate of completion of level 1 12 from the ELS Centers, Inc.; \n\n Grades of \"C\" or better on G.C.E., G.S.C.E, or C.X.C. English \nexaminations or equivalent tests; \n\n Minimum SAT verbal score of 450; \n\n Minimum ACT English section score of 2 1 . \n\nInternational students must submit an affidavit of support and financial \nstatements demonstrating the ability to pay the cost of attendance for at \nleast one year of study. \n\nIf the prospective student is in the United States, an interview at the \ncollege is desirable. The Director of Admission should be contacted for \nan appointment as well as for the current interpretation of regulations \nwith regard to obtaining an F-l student visa. \n\n\n\n29 \n\n\n\nFinancial Information \n\nexpenses \n\nPayment of Charges \n\nAll charges for the semester are due and payable at the beginning of the \nterm, and each student is expected to make satisfactory arrangements at \nthat time. Students who pre-register and pay in advance of the deadline \neach semester are not required to attend final Registration. Students \ncompleting Registration after the posted deadline will be assessed a Late \nRegistration Fee as enumerated below. Realizing that some families prefer \nto pay on a monthly basis, the College has arrangements with Tuition Pay \nto offer families this option. This plan is between the family and the \ncompany and there is no involvement by LaGrange College in the \nagreement. For additional information on this plan, contact the Business \nOffice. The College also offers a deferred payment option that allows \nstudents to make monthly payments to cover educational costs. Interest \nwill be assessed to students utilizing this option. \n\nThe College accepts American Express, Discover, MasterCard, and VISA \nas payment on a student's account. Online payments are accessed through \nthe Quick Links on the College's website. \n\nCharges \n\n1. Admission \n\nApplication for admission (non-refundable) $30.00 \n\n2. Tuition \n\nA. Undergraduate \n\n( 1 ) Part-time per semester hour \n\n( 1 - 1 1 or greater than 1 6) $869.00 \n\n(2) Full-time (12-16 semester hours) $10,547.00 \n\n(3) Nursing (NSG) courses  per semester hour $869.00 \n\nB. Summer Term charges are listed in the summer brochure. \n\nStudents may request information regarding course offerings \nand charges from the Registrar's Office. \n\nC. Audit (per semester hour) $869.00 \n\n\n\n30 \n\n\n\n3. Room \n\nBoatwright, Hawkes, Henry, Pitts, and Turner \n\n(per semester) $2,5 1 1 .00 \n\nCandler and Hawkins (per semester) $2,870.00 \n\nBoard \n\nBoatwright, Hawkes, Henry, Pitts, and Turner \n\n1 5-meal plan (per semester) $ 1 ,777.00 \n\nCandler and Hawkins 10-meal plan (per semester) $1,692.00 \n\nUnlimited meal plan (per semester) $ 1 ,884.00 \n\n(Note: All residential students are required to pay \n\nroom and board.) \n\n4. Private Room \n\nPrivate rooms are available at an additional charge \n\n(per semester) $685.00 \n\nAfter the beginning of the semester, any student occupying a double \nroom alone will be charged the private rate. If a student occupying a \ndouble room alone does not wish to pay the private room rate, it is the \nstudent's responsibility to find a suitable roommate. Willingness to \naccept a roommate does not constitute grounds for waiving the single \nroom charge. \n\nFees - Miscellaneous \n\nLate Payment Fee $50.00 \n\nPersonal checks failing to clear $25.00 \n\nStudent Identification Card replacement fee $ 1 5.00 \n\nDocument Fee (International Students) $ 1 75 .00 \n\nParking Permit $15.00 \n\nTesting Fee (All New Students) $60.00 \n\nRoom Deposit (Refundable) $ 1 00.00 \n\nAdmission Deposit (New Students) $ 1 00.00 \n\nSummary of Standard Charges Per Semester Per Year \n\nNon-Dormitory Students: \n\nTuition (full-time with 12-16 hours) $ 1 0,547 $2 1 ,094 \n\nDormitory Students: \n\nBoatwright, Hawkes, Henry, Pitts, and Turner residents \n\nTuition (full-time with 12-16 hours) $ 1 0,547 $2 1 ,094 \n\nSemi-private Room $ 2,511 $ 5,022 \n\nBoard Plan (15-meals) $ 1,777 $ 3,554 \n\n$14,835 $29,670 \n\n31 \n\n\n\nApartment Students: \n\n\n\n\n\n\nCandler and Hawkins residents \n\n\n\n\n\n\nTuition (full-time with 12-16 hours) \n\n\n$10,547 \n\n\n$21,094 \n\n\nApartment \n\n\n$ 2,870 \n\n\n$ 5,740 \n\n\nBoard Plan (10-meals) \n\n\n$ 1,692 \n\n\n$ 3,384 \n\n\n\n\n$15,109 \n\n\n$30,218 \n\n\n\nFees relating to the Albany, Evening and Graduate Programs are \nincluded in separate bulletins. You may contact the College to receive a \ncopy of these publications. \n\nFederal Tax Credits \n\nThe Tax Reform Act of 1 997 provided two tax credits for higher \neducation. The Hope Scholarship Credit provides up to an $1,800 tax \ncredit (100% of the first $1,200 of qualified tuition and 50% of the \nsecond $1 ,200 of qualified tuition) for the first two years of \npostsecondary education in a program leading to a degree, certificate, or \nother recognized educational credential. The student must be enrolled at \nleast halftime. Qualified expenses are tuition and fees, and do not \ninclude room, board, books, insurance, and other similar expenses. The \nAmerican Recovery and Reinvestment Act of 2009 temporarily \namended the tax code pertaining to the Hope Credit. The enhancement, \ncalled the American Opportunity Tax Credit, now offers a tax credit up \nto $2,500 in qualified tuition and related expenses, and now covers \nrequired course materials. In addition, the availability of the credit is \nextended for the first four years of postsecondary education. The \ntemporary provision will expire at the end of 2010. \n\nThe Lifetime Learning Credit provides up to a $2,000 per year tax credit \n(20% of the amount paid on the first $10,000 of qualified tuition) per \nfamily after the first two years of higher education. These tax credits are \nphased out as the modified adjusted gross income exceeds certain limits. \nPlease check with your tax advisor regarding these limits. For \nadditional information about these credits, please consult the Business \nOffice or your tax preparer. \n\nMiscellaneous \n\nDepending upon individual requirements, a student may expect to spend \n$1 ,000 per year on books. Bookstore charges for the fall term are \nnormally higher than for the spring term. \n\n\n\n32 \n\n\n\nThe above charges are applicable to an academic year of two semesters. \nSummer charges and Interim Term fees, and curriculum, are available in \nseparate bulletins. \n\nNursing students should consult the Nursing Department concerning \nrequired nursing supplies and their projected costs. \n\nAll students must present the College with proof of health insurance at \nthe time of registration by submitting a Waiver Form electronically, \nincluding provider name and policy number. If the student does not \nhave insurance, the College will assess the student for a limited \ncoverage group sickness and accident insurance policy. \n\nOfficial transcripts and diplomas are withheld for any student who owes \na financial obligation to the College. \n\nCredit Balances \n\nStudents who have a credit balance on their student accounts may obtain \na credit balance refund within fourteen (14) calendar days, whichever is \nthe latest of: \n\n the date the balance occurs; \n\n the first day of classes of a payment period or enrollment period, \nas applicable; or \n\n the date the student rescinds authorization given the school to \nhold the funds. \n\nRefund and Repayment Policies \n\nNo refund of any nature will be made to any student who is suspended \nor dismissed for disciplinary reasons. \n\nNo refund will be made for individual courses dropped after the end of \nthe drop/add period as established by the school calendar. \n\nRefunds will be processed within thirty (30) days of notification of a \nComplete Withdrawal. A Complete Withdrawal date is defined by: \n\n the earlier of date student began school's withdrawal process or \ndate student otherwise provided \"official\" notice; or \n\n if student did not notify school, the midpoint in the term, or the \ndate of student's last attendance at documented academically- \nrelated activity; or \n\n if student did not notify due to circumstances beyond student's \ncontrol, date related to that circumstance. \n\n\n\n33 \n\n\n\nRefund Policies - Tuition and Fees \n\nA student withdrawing from the College must submit a Complete \nWithdrawal Form, which may be obtained through the Registrar's \nOffice. The student should also consult the Financial Aid Office and the \nBusiness Office to determine the financial consequences of a \nComplete Withdrawal. \n\nThe U.S. Department of Education requires all unearned Title IV funds \nto be returned to the program from which such aid was awarded. The \nCollege will credit a student's account for all unearned institutional \ncharges. The Department of Education defines institutional charges as \n\"all charges for tuition, fees, and room and board, and expenses for \nrequired course materials, if the student does not have a real and \nreasonable opportunity to purchase the required course materials from \nany place but the school.\" \n\nIn the event of a Complete Withdrawal from the College, refunds of \ninstitutional charges will be calculated using the number of days \nattended. The College will calculate the dollar amount of federal grant \nand loan funds the student has earned during the term by dividing the \nnumber of days a student actually completed by the total number of days \nwithin the term (excluding breaks of five days or more). The resulting \npercentage is then multiplied by the amount of federal funds that were \napplied to the student's account. This is the amount of Title IV funding \nthe student actually earned. The remainder will be returned to the \noriginating program. If the resulting percentage exceeds 60 percent, the \nstudent would be entitled to 100 percent of the federal funds. Refunds \nof tuition will be applied to the student's account in the same manner as \nthe return of federal funds. After the student has completed 60 percent \nof the term, there are no refunds of institutional charges. \n\nIn certain cases, these refund requirements may leave an indebtedness \non the student's account. This may also require the student to reimburse \nthe U.S. Department of Education for some or all of the applicable \nFederal Pell and SEOG funds. It is, therefore, imperative that students \nfully discuss the ramifications of a Complete Withdrawal with the \nFinancial Aid Office prior to making a final decision. \n\nA student will not receive a refund until all financial aid programs have \nbeen reimbursed. Refunds will be returned in the order indicated below: \n\n Unsubsidized Federal Stafford Loan Program \n\n Subsidized Federal Stafford Loan Program \n\n Federal Perkins Loan Program \n\n\n\n34 \n\n\n\n Federal PLUS Graduate Program \n\n Federal PLUS Parent Program \n\n Federal Pell Grant Program \n\n Academic Competitiveness Grant \n\n National SMART Grant \n\n Federal SEOG Program \n\n TEACH Grant Program \n\n Other Title IV Programs \n\n Other State, private, or institutional assistance programs \n\n Student \n\nRefund Policies - Room and Board \n\nIf a student does not enroll, the room deposit is refundable if the student \nnotifies the College of his/her cancellation no later than May 1st. There \nis no refund of room deposits after this date. No refund of room or board \nwill be made if a student withdraws from the dormitory after \nRegistration. In the event of a Complete Withdrawal from the College, \nthere is no refund of ROOM charges. The BOARD charges will be \nprorated at the rate of $15 per day from the move-in date. \n\nStudent Repayment Policy \n\nStudents who receive cash disbursements after Registration for that \nenrollment period will be assessed liability for repayment of the \nappropriate percentage of the refund due the Title IV programs upon \nwithdrawal, expulsion, or suspension. \n\nStudents who receive cash disbursements that are attributable to Federal \nPell or SEOG programs may owe a repayment of these funds to the \nCollege to prevent an overpayment. A student who owes a repayment \nwill be deemed ineligible for any financial assistance from any source \nuntil the student has resolved the overpayment. Repayments will be \nallocated to the student aid programs in the following order: Pell Grant, \nAcademic Competitiveness Grant (ACG), National SMART Grant, \nSEOG, TEACH Grant, other Title IV programs, and then to the \ninstitution. \n\nStudents have 45 days from the date of their notification to make \narrangements for repayment of the aid received. If they fail to make \nsatisfactory arrangements within the 45-day time period, the account \nwill be submitted to the U.S. Department of Education and the student \ncould lose future eligibility for financial aid programs. \n\n35 \n\n\n\nFinancial Aid \n\n\n\nPhilosophy \n\nRecognizing the significant investment students and families make when \nchoosing a private college, LaGrange College offers a variety of \nassistance and payment options. We expect students and families to use \na combination of scholarships, grants, loans and work to meet college \ncosts. These resources may come from family, college, community, and \nstate or federal sources. Payment plans are available to distribute \nrequired payments over the course of an academic year or for longer \nterms using Federal loan programs. We encourage students to apply for \nfinancial aid and scholarships as early as possible to maximize eligibility \naccess to all available types of assistance. \n\nFinancial Aid Eligibility Requirements \n\nIn general, to be eligible for financial assistance, the applicant must: \n\n Be a U.S. Citizen or permanent resident alien of the United States; \n\n Be admitted or currently enrolled in an approved degree-seeking or \nteacher certification program; \n\n Have a high school diploma or a General Education Development \n(GED) Certification, or pass an approved Ability-to-Benefit test; \n\n Be making Satisfactory Academic Progress towards the completion \nof their degree program; \n\n Not be in default on any federal educational loan or have made \nsatisfactory arrangements to repay the loan; \n\n Not owe a refund on a federal or state grant; \n\n Not have borrowed in excess of federal loan limits; \n\n Be registered with Selective Service, if required. \n\n\n\n36 \n\n\n\nFinancial Aid Application Procedures \n\nApplicants for financial aid must: \n\n Complete and submit a Free Application for Federal Student Aid \n(FAFSA) annually. \n\n Complete a Georgia Tuition Equalization Grant Application, if \napplicable. \n\n Complete a HOPE Scholarship Application, if applicable. \n\n Submit all required documents for verification, if selected. \n\nDetermining Financial Need \n\nStudents seeking financial assistance must complete the federal need \nanalysis form, the Free Application for Federal Student Aid (FAFSA). \nThe FAFSA collects parental and student income and asset information \nneeded to determine eligibility for financial aid. This information is \nused in a federal need analysis formula to determine the Expected \nFamily Contribution (EFC). \n\nThe Financial Aid Office establishes Cost of Attendance Budgets each \nyear. A Cost of Attendance Budget includes tuition, fees, room, board, \nbooks, supplies, and living expenses. Other components of the Cost of \nAttendance, which is applied on an individual basis, are childcare \nexpenses, study abroad, and the purchase of a computer. These items \nmay require documentation from the student. Below are the Cost of \nAttendance Budgets for the 2009-2010 academic year. \n\nUndergraduate dependent residing on campus $33,449 \n\nUndergraduate dependent residing with parents $29,644 \n\nUndergraduate independent residing off campus $35,642 \n\nUndergraduate nursing dependent residing on campus $4 1 , 1 73 \n\nUndergraduate nursing dependent residing with parents $36,650 \n\nUndergraduate nursing independent residing off campus $42,655 \n\nThe Expected Family Contribution (EFC) is deducted from the Cost of \nAttendance at LaGrange College to determine whether a need for \nfinancial assistance exists. If the family's EFC is less than the Cost of \nAttendance, a financial need is established. The Financial Aid Office \nattempts to meet the demonstrated financial need of applicants with \nfederal, state, and institutional grants and scholarships, work programs, \nand student loans. \n\n\n\n37 \n\n\n\nSatisfactory Academic Progress policy \n\nFederal and State regulations require institutions of higher education to \nestablish Satisfactory Academic Progress (SAP) standards for recipients of \nfinancial aid. The purpose of satisfactory academic progress standards is to \nmeasure a student's progress toward the completion of their educational \nprogram. The Financial Aid Office is responsible for ensuring that all \nstudents receiving federal, state, and institutional financial aid are meeting \nthese standards by conducting an annual evaluation at the end of the spring \nsemester. \n\nThe satisfactory academic progress standards established in this Policy \napply to all financial aid programs including, but are not limited to, Federal \nPell Grant, Federal Supplemental Educational Opportunity Grant \n(FSEOG), Academic Competitiveness Grant, National SMART Grant, \nTEACH Grant, Federal Perkins Loan, Federal Stafford Loan, Federal \nParent Loan for Undergraduate Students (PLUS), Federal Work Study, \nHOPE Scholarship, Georgia Tuition Equalization Grant (GTEG), Georgia \nLEAP, State Service Cancelable Loans, LaGrange College grants, \nacademic scholarships, and LaGrange College Work Aid. \n\nA satisfactory academic progress policy is comprised of two standards: \nqualitative and quantitative. The qualitative standard measures the \ncumulative LaGrange College grade point average. The quantitative \nstandard measures the percentage of courses successfully completed \n(completion rate) and establishes the maximum time frame, measured by \nsemester hours, for completion of an educational program. Financial aid \nrecipients must meet all of these standards to receive financial aid. \n\nQualitative Standard \n\nA student must be in \"good academic standing\" based on the cumulative \ngrade point average of all courses taken at LaGrange College to meet the \nqualitative standard. Good academic standing is as follows: a student \nwith less than 30 earned hours must maintain a minimum of a 1 .75 \ncumulative GPA; a student with 30-59 earned hours must maintain a 1 .90 \ncumulative GPA; a student with 60 or more earned hours must maintain a \nminimum cumulative GPA of 2.0. The Academic Dean monitors the grade \npoint average component of the SAP policy each semester. Any student \nwhose grade point average is below the established minimum standard may \nbe placed on academic probation or academic suspension. It should be \nnoted that these minimum GPA requirements do not apply to the renewal of \nacademic scholarships, HOPE Scholarship, and other grant programs that \nhave specific GPA renewal criteria. \n\n\n\n38 \n\n\n\nQuantitative Standard \n\nCompletion Rate \n\nA student receiving financial aid from any of the programs covered \nunder this policy must demonstrate measurable progress toward the \ncompletion of their degree program by maintaining an overall \ncompletion rate of 67 percent. This standard applies to all financial aid \nrecipients, regardless of full-time or part-time enrollment status. \nAttempted hours are those credit hours for which the student is \nregistered on or after the conclusion of late registration (drop/add). \nEarned hours are successfully completed courses in which grades of A+, \nA, A-, B+, B, B-, C+, C, C-, D+, D, or P are awarded, as long as credit \nis earned. Grades of F, W, WF, NC, NR, AU, AW, or I do not count as \nsuccessful completion of a course. The formula for calculating a \ncompletion rate is: Earned hours divided by attempted hours. For \nexample, the completion rate for a student who attempts 30 hours and \nsuccessfully passed 24 credit hours is 80 percent~24 earned hours \ndivided by 30 attempted hours. \n\nThe following are considered when evaluating the completion rate \nstandard: \n\n Withdrawals, incompletes, and failed courses are considered \nattempted hours but not earned hours. If an incomplete course \nimpacts a student's satisfactory academic progress standing, it \nis the student's responsibility to notify the Financial Aid Office \nwhen a grade is reported for the course. \n\n Audited courses are not considered attempted or earned credit \nhours. \n\n Transfer credits, including courses taken as a transient student, \ndo not count in the calculation of LaGrange College GPA, but \nare included in the maximum time frame standard. \n\n Repeated courses, for which a passing grade was awarded, are \nincluded in attempted hours but not earned hours. \n\nMaximum Time Frame \n\nFederal regulations allow a student to receive financial assistance for no \nmore than 150 % of the credit hours required to complete the degree \nprogram. Most students pursuing a bachelor's degree may attempt up to \na maximum of 180 semester hours towards the completion of a 120 \nsemester hour program. Students in programs of study that require more \nthan 1 20 hours will have their time frame extended proportionally based \n\n\n\n39 \n\n\n\non the length of the program. Frequent withdrawals from courses or \nschool, changes of major, failed or repeated courses, or taking courses that \nare not related to the degree program could jeopardize financial aid \neligibility. All attempted hours at LaGrange College and those credits \naccepted on transfer toward the student's degree program will count toward \nthe maximum time frame. Students who have completed sufficient hours \nto complete their degree program are no longer eligible for financial aid. \nAlso, if it is determined that a student will not be able to complete their \ndegree within the maximum time frame, eligibility for student financial aid \ncan be revoked. \n\nThe following are considered when evaluating the time frame standard: \n\n A student pursuing two bachelors' degree programs at the same \ntime must adhere to the 150% time frames. The maximum \nattempted hours allowable for financial aid will be based on the \ndegree that requires the most hours. \n\n All attempted hours from all degree programs sought are \nconsidered when reviewing the maximum time frame standard. \nStudents who decide to change majors or degree programs are \nadvised to do so early in their academic program so as not to \njeopardize eligibility for financial aid. \n\n Students returning to school to pursue another bachelor's degree \nare allowed an additional 60 semester hours to complete the \ndegree. All other standards established in the satisfactory \nacademic progress policy apply to subsequent bachelor's degrees. \n\n A transfer student's compliance with the time frame component of \nthe satisfactory academic progress policy will be based on the sum \nof the attempted hours at LaGrange College plus the credit hours \naccepted on transfer from previous institutions toward the \nstudent's degree program. For example, if a student has 70 credit \nhours acceptable towards their degree program, the student may \nreceive financial assistance for up to 110 additional credit hours. \n\nSatisfactory Academic Progress Evaluation \nProcess \n\nThe academic history from all periods of enrollment, regardless of full-time \nor part-time enrollment status, will be reviewed annually at the end of the \nspring semester to determine if the student is maintaining the standards \nestablished in the Satisfactory Academic Progress Policy. This includes all \ncourses attempted regardless of whether financial aid was received. \n\n\n\n40 \n\n\n\nTransfer grade point averages are not considered in either of these \nstandards; however, accepted transfer credit hours will be considered in \nthe maximum time frame for completion of the degree program. \nStudents who fail to meet the satisfactory academic progress standards \nwill be placed on financial aid probation for the next academic year. \nStudents placed on financial aid probation are eligible for financial aid \nduring the probationary year. If the student does not meet the \nsatisfactory academic progress standards by the next SAP evaluation, \nfuture financial aid will be terminated effective with the next term of \nenrollment. Students whose financial aid is terminated may appeal to \nthe Financial Aid Appeals Committee for reinstatement of financial aid. \n\nAppeal Procedures \n\nA student financial aid recipient who loses eligibility for financial aid \nmay appeal to the Financial Aid Appeals Committee, except for loss of \neligibility due to time frame. Appeals must be submitted in writing to \nthe Director of Financial Aid outlining any mitigating circumstance(s) \nthat influenced the student's academic performance. Mitigating \ncircumstances are those events that are beyond the student's control \nsuch as serious injury, illness or mental health condition involving the \nstudent or an immediate family member, death of an immediate family \nmember, and other extenuating circumstances beyond the student's \ncontrol. The appeal must include a description of the mitigating \ncircumstance, documentation of circumstance, and the manner by which \nthe deficiency will be resolved. Appeal without supporting \ndocumentation will not be considered. \n\nThe Director of Financial Aid will convene the Financial Aid Appeals \nCommittee to evaluate the request for reinstatement of financial aid \neligibility. The Director of Financial Aid will notify the student in \nwriting at the student's home address or campus e-mail account of the \ndecision of the Committee and any conditions associated with \nreinstatement within two weeks of receiving the appeal. A student \nwhose appeal is approved will receive financial aid on probationary \nstatus for the next term of enrollment and their academic performance \nwill be reviewed at the end of that term for continued financial aid \neligibility. The student is encouraged to take advantage of counseling, \ntutoring, and study skills resources available through the College's \nCounseling Center. \n\n\n\n41 \n\n\n\nReestablishing Financial Aid Eligibility \n\nA student who is unsuccessful in appealing for reinstatement of their \nfinancial aid or a student who does not have a mitigating circumstance that \nwarrants an appeal can only regain eligibility by complying with the \nsatisfactory academic progress policy. It should be noted that taking \ncourses at the student's expense, sitting out a semester, or taking courses at \nanother institution does not automatically restore a student's eligibility for \nfinancial aid. If the student has resolved the satisfactory academic progress \ndeficiencies that resulted in the termination of financial aid eligibility, the \nstudent should contact the financial aid office and request a satisfactory \nacademic progress evaluation. \n\nStudent Financial Aid Policies \n\n\n\n \n\n\n\n \n\n\n\n \n\n\n\nFinancial aid applications for the upcoming academic year are \navailable beginning January 1 in the financial aid office. \n\nLaGrange College awards aid to eligible students on a first-come, \nfirst-serve basis. In awarding, first priority is given to students \npursuing their first undergraduate degree. Transient, non-degree \nseeking, and unclassified students are not eligible for \nfinancial assistance. \n\nAll financial aid applications and documentation for verification \nmust be submitted before an official financial aid award letter \nis mailed. \n\nIn constructing a financial aid award, funding is awarded in this order: \ngrants and scholarships, student loans, and student employment. \n\nExternal sources of financial aid available to a financial aid \nrecipient must be considered in the awarding of Federal, State, and \nLaGrange College need-based financial aid programs. LaGrange \nCollege reserves the right to cancel or reduce financial aid awards \nin the event that these resources result in financial aid in excess of \nfinancial need. \n\nFinancial aid awards are made assuming full-time enrollment. Most \nLaGrange College and State financial aid programs require full-time \nenrollment, however, financial assistance is available to students who \nenroll half-time. \n\n\n\n42 \n\n\n\n \n\n\n\nA student's enrollment status will be based on the credit hours for \nwhich the student is registered at the conclusion of late registration. \nAll financial aid awards will be calculated using final registration \ninformation. If it is later determined that attendance in all or some \ncourses cannot be documented, financial aid awards will be \nadjusted. The student will be responsible for repaying any \nineligible funds received. \n\nFinancial aid awards will be disbursed on the first day of \nclasses provided all required documents and eligibility \nrequirements are met. \n\nSources of Financial Aid \n\nThere are a variety of financial aid resources available to assist students \nwith funding their college education. These resources are in the form of \nscholarships, grants, loans, or student employment and are made \npossible by funding from federal, state, and institutional sources. \nAlthough financial need is a primary factor in financial aid eligibility, \nthere are financial aid programs available to students who do not \ndemonstrate financial need. These programs may be awarded based on \nresidency, merit, academic excellence, talent, and other criteria. \n\nLaGrange College Academic Scholarships \n\nLaGrange College recognizes the academic excellence of outstanding \nentering freshmen and transfer students by awarding scholarships \nranging from $4,000 to full tuition, room and board. These merit \nscholarships are made possible by generous gifts and endowments of \nalumni and supporters of LaGrange College. All entering new first year \nstudents are evaluated for academic scholarships during the admission \nprocess. The top new first year students applicants who are accepted for \nadmission by January 15 are invited to compete for a Presidential \nScholarship. Scholarships are awarded at the following levels: \n\nPresidential Scholarship is a competitive four-year, renewable \nacademic scholarship awarded to incoming first year students on the \nbasis of academic achievement in high school, SAT or ACT test scores, \nand participation in the Presidential Scholar Competition. Recipients of \nthis prestigious award receive full tuition, mandatory fees, room, and \nboard. Presidential Scholarships of Georgia residents eligible for the \nHOPE Scholarship and Georgia Tuition Equalization Grant will be \nreduced by the value of these State programs. If selected to receive a \nPresidential Scholarship, it will supersede all other LaGrange College \nscholarship and aid. \n\n43 \n\n\n\nDean's Scholarship is a competitive, four-year, renewable, $14,000 \nacademic scholarship awarded to incoming first year students on the basis \nof academic achievement in high school, SAT or ACT test scores, and the \nScholar Weekend Competition. If selected to receive one of the awards, the \nscholarship will replace any previous scholarship award. \n\nFellows Scholarship is a four-year, renewable, $12,500, academic \nscholarship awarded to entering first year students who have a minimum \nSAT combined Critical Reading and Math score of 1200 or higher (or a \nminimum ACT composite score of 26 or higher) and a 3.6 recalculated \nhigh school GPA or higher in the college preparatory courses taken in \nEnglish, Foreign Language, Social Studies, Mathematics, and Laboratory \nSciences. Fellows Scholarship recipients may be eligible to compete for a \nPresidential or Dean's Scholarship. If selected to receive one of the awards, \nthe scholarship will replace any previous scholarship award. \n\nFounders Scholarship is a four-year, renewable, $10,000 academic \nscholarship awarded to entering first year students who have a minimum \nSAT combined Critical Reading and Math score of 1 100 or higher (or a \nminimum ACT composite score of 24 or higher) and a 3.4 recalculated \nhigh school GPA or higher in the college preparatory courses taken in \nEnglish, Foreign Language, Social Studies, Mathematics, and Laboratory \nSciences. \n\nHilltop Scholarship is a four-year, $7,500 renewable academic \nscholarship awarded to entering first year students who have a minimum \nSAT combined Critical Reading and Math score of 1000 or higher (or a \nminimum ACT composite score of 21 or higher) and either ranked in class \nin the top 25% or a cumulative college preparatory high school GPA of 3.2 \nor higher. \n\nGateway Scholarship is a four- year, $5,000, renewable academic \nscholarship awarded to entering first year students who have a minimum \nSAT combined Critical Reading and Math score of 900 or higher (or a \nminimum ACT composite score of 19 or higher) and either ranked in class \nin the top 50% or a cumulative college preparation high school GPA of 3.0 \nor higher. \n\nPhi Theta Kappa Scholarship is a two-year, renewable $7,000 academic \nscholarship awarded to qualified transfer students who are U.S. citizens or \npermanent resident aliens fully inducted into Phi Theta Kappa Honor \nSociety. Recipients must hold Associate of Arts or Associate of Science \ndegrees from an accredited two-year college and have earned a 3.5 or better \ngrade point average. \n\n\n\n44 \n\n\n\nTransfer Scholarship is awarded to students transferring to LaGrange \nCollege from a college or university with a minimum of 30 semester hours \nand a minimum grade point average of 2.5 or higher. Scholarship awards \nrange from $4,000 to $6,000. \n\nFine Arts Scholarships \n\nLaGrange College's Theatre Arts, Music, and Art and Design Programs, \nthrough the generous support of alumni and supports of LaGrange College \nFine Art program, award the exceptional talents of prospective and current \nstudents with departmental scholarships. These scholarships are \ncompetitive and are awarded based on academic promise, audition, \nportfolio, and departmental interviews. For a listing of these scholarships, \nplease visit the Financial Aid section of our website. \n\nGeneral Grants and Scholarships \n\nFederal Pell Grant is awarded to undergraduate students pursuing a first \nbachelor's degree. The student's Expected Family Contribution (EFC) as \ndetermined by the results of the FAFSA, Cost of Attendance, and \nenrollment status determines the Pell award. Students enrolling less than \nfull-time may qualify for a prorated amount of Pell Grant based on their \nenrollment status and EFC. \n\nFederal Supplemental Educational Opportunity Grant is awarded to \nundergraduate students with exceptional financial need. Priority is given to \nstudents eligible for Federal Pell Grant. \n\nAcademic Competitiveness Grant (ACG Grant) is a federal grant \nprogram for undergraduate students who are U.S. citizens or eligible non- \ncitizens who are eligible for a Federal Pell Grant. Recipients must have \ncompleted a rigorous secondary school program as defined by the U.S. \nDepartment of Education. This grant is for the freshman and sophomore \nyears of undergraduate study. The freshman year ACG award is $750 with \nthe sophomore award being $1,300. \n\nNational Science and Mathematics Access to Retain Talent Grant \n(National SMART Grant) is a new federal grant program for full-time \nundergraduate students who are enrolled in the third or fourth academic \nyear of an eligible program, who receive Federal Pell Grants and are U.S. \ncitizens. An eligible program in the National SMART Grant is one that \nleads to a bachelor's degree in an eligible major in physical, life, or \ncomputer sciences, engineering, technology, mathematics, or a critical- \n\n\n\n45 \n\n\n\nneed foreign language. SMART Grant recipients must maintain a 3.0 \ngrade point average for each semester of eligibility. The SMART Grant \naward is up to $4,000 each of the third and fourth academic years as \ndefined by the student's institution. \n\nTeacher Education Assistance for College and Higher Education \n\n(TEACH) Grant Program provides grants assistance of up to $4000 per \nyear to full-time undergraduate and graduate students who intend to teach \nin a public or private elementary or secondary school that serves students \nfrom low-income families in a designated high-need field. In exchange for \nthe TEACH Grant award, the recipient agrees to serve as a full-time teach \nfor four academic years within in eight calendar years of completing the \nprogram for which the TEACH Grant was received. For more information \non this program, contact the Financial Aid Office or the LaGrange College \nEducation Department. \n\nGeorgia LEAP Grant is a State of Georgia need-based grant awarded to \nGeorgia residents who qualify for Federal Pell Grant and have substantial \nfinancial need. The annual amount is contingent upon appropriations by \nCongress and the Georgia Legislature. \n\nGeorgia Tuition Equalization Grant is a State of Georgia non-need- \nbased grant awarded to Georgia residents attending a private college or \nuniversity as a full-time student. The annual amount is contingent upon \nfunding by the Georgia Legislature. \n\nHOPE Scholarship is a State of Georgia non-need-based lottery funded \nscholarship awarded to Georgia residents who graduate from an eligible \nhigh school with a minimum of a 3.0 cumulative grade point average in the \ncollege preparatory core -curriculum subjects or a 3.2 minimum grade point \naverage in the career/technology core-curriculum subjects. HOPE Scholars \nattending a private college or university are eligible for $1,750 per \nsemester as a full-time student or $875 per semester as a half-time student. \n\nHOPE Promise Scholarship provides forgivable loans to undergraduate \nstudents who plan to teach in Georgia upon completing their education \ndegree. Applicants must be of junior or senior standing with a 3.0 or better \ngrade point average. Georgia residency or full-time attendance is not a \nrequirement. HOPE Promise recipients may cancel the loan in full by \nworking at a Georgia public school at the preschool, elementary, middle or \nsecondary level one academic year for each $1 ,500 awarded through the \nscholarship. \n\n\n\n46 \n\n\n\nLaw Enforcement Personnel Dependents Grants provides non- \nrepayable grants of up to $2,000 per year to eligible Georgia residents who \nare dependent children of Georgia law enforcement officers, prison guards, \nor firemen who were permanently disabled or killed in the line of duty. \n\nLaGrange College Grants offer a variety of need-based institutional \ngrants made possible by the generosity of alumni, foundations, and \nindividuals. These grants are available to undergraduate degree seeking \nstudents enrolled full-time. Recipients must be in good academic standing. \nA list of LaGrange College grants and their eligibility requirements are \navailable on our website. \n\nLoans \n\nFederal Perkins Loan is a low interest, repayable loan awarded to \nundergraduate and graduate students with exceptional financial need. The \ninterest rate is 5% and no interest accrues on the loan while the borrower is \nenrolled half-time and during the grace period. Repayment begins nine \nmonths after graduating or withdrawal from school. This loan program has \ncancellation provisions for critical fields of study. Contact the Financial \nAid Office for more information. \n\nFederal Stafford Loan is a low interest, repayable loan available to \nundergraduate and graduate degree seeking students regardless of financial \nneed. Federal Stafford Loans are available from banks, credit unions, \nsavings and loans, and other lending institutions. The Federal Stafford \nLoan Program consists of a subsidized (need-based) and unsubsidized \n(non-need-based) loan programs. Subsidized loans will have interest \nsubsidies paid by the federal government to the lender while the student is \nenrolled in school and has a fixed interest rate of 5.6% for loan disbursed \nafter 07/01/2008. Unsubsidized loans are available to students regardless of \nfinancial need. Interest accrues while the borrower is in school. The \nborrower has the option of paying the accruing interest or to allow the \ninterest to accrue and capitalize. The interest rate on an unsubsidized \nStafford is a fixed rate of 6.8%. \n\nThe annual subsidized/unsubsidized Stafford Loan limit for a dependent \nundergraduate is $5,500 for first year students, $6,500 for sophomores, and \n$7,500 for juniors or seniors. The annual loan limits for an independent \nundergraduate is $9,500 for first year students, $10,500 for sophomores, \nand $12,500 for juniors and seniors. Federal Stafford Loans are delivered \nto the borrower in two separate disbursements, one at the beginning of the \nenrollment and the second at the middle of the loan period. \n\n\n\n47 \n\n\n\nRepayment of a Federal Stafford Loan begins six months after the \nborrower graduates, withdraws, or ceases enrollment as at least a half-time \nstudent. The standard repayment period for a Stafford Loan is 10 years. \n\nGeorgia Service Cancelable Stafford Loans provide forgivable Stafford \nloans to Georgia residents who are pursuing degrees in areas where there is \na critical shortage of qualified professionals. The terms and conditions of a \nservice cancelable loan are the same as for a Federal Stafford loan except \nthe student may cancel the loan in full by working one year at an approved \nGeorgia location for each academic year funding was received. The \ncancellation benefit will be principal and accrued interest. The only \napproved critical field at LaGrange College is nursing. Funding in this \nprogram is limited so awards are made on a first-come, first-serve basis. \n\nFederal Parent Loan for Undergraduate Students (PLUS) is available \nto the parents of a dependent student to defray remaining educational \nexpenses after all other financial aid resources are exhausted. Eligible \napplicants may borrow up to the cost of attendance less other financial aid. \nThe interest rate is a fixed rate of 8.5% for loans disbursed after July 1, \n2006. Unlike the Federal Stafford Loan program, PLUS borrowers must \nbe credit worthy to qualify for this loan and repayment begins within 60 \ndays of the loan disbursement. If the parent borrower is denied a PLUS, \nthe borrower may appeal to the lender if an extenuating circumstance exists. \n\nStudent Employment \n\nThere are part-time job opportunities available to eligible students through \nthe Federal Work Study Program and LaGrange College's Work Aid \nProgram. Jobs are available on campus and off-campus in community \nservice activities. Funding in these programs is limited. Students \ninterested in student employment must complete the FAFSA. The average \nstudent works 10 to 15 hours per week. Student employment awards are \nmade on a first-come, first-serve basis until funds are depleted. \n\nFederal Work-Study, a federally funded student employment program, \nprovides employment opportunities for undergraduate and graduate \nstudents with financial need to defray educational expenses through \nemployment in on-campus departments or off-campus community service \nactivities. \n\nLaGrange College Work Aid Program, an institutionally funded student \nemployment program, provides students with opportunities to earn \nadditional money for school through employment in on-campus \ndepartments or off -campus community service activities. Although a non- \nneed-based program, first priority will go to students who demonstrate \nfinancial need. \n\n48 \n\n\n\nStudent Financial Aid and Federal Tax \nImplications \n\nStudents receiving scholarships and grants that exceed their tuition, fees, \nbooks and supplies should be aware that these funds are taxable under \nfederal and state tax law. It is important that students maintain records of \ntheir grants and scholarships and documentation of educational expenses \nfor reporting purposes. \n\nFederal tax law allows for only qualified scholarships and grants to be \nexcluded from income. Qualified scholarships are any amount of grant and \nscholarship received that is used for tuition, fees, books, supplies and \nequipment required for course instruction. Scholarships and grants that \nare specifically designated for educational expenses other than those \ndescribed under qualified scholarships (room, board, transportation, or \nliving expenses) are taxable. \n\nFor information, please read IRS Publication 970, Tax Benefits for \nEducation, for more details on reporting requirements or consult a tax \nprofessional. \n\nSuspected Fraud \n\nInstitutions are required to report cases of suspected fraud to the Office of \nthe Inspector General of the Department of Education, or, if more \nappropriate, to the state or local law enforcement agency having \njurisdiction to investigate these allegations. Fraud may exist if the \ninstitution believes the applicant misreported or altered information in \norder to increase their financial aid eligibility or fraudulently obtained \nfederal funds. \n\n\n\n49 \n\n\n\nStudent Life \n\n\n\nThe Student Life staff is concerned with providing those services which \nassist individuals in their personal growth. Their purpose is to provide \nassistance which facilitates the development of the total person. At \nLaGrange College, the emphasis is upon the intellectual, social, physical and \nspiritual development of each student. \n\nStudent Life involves a wide variety of programs and activities. The broad \nrange of available services is an outgrowth of complex student needs: \norientation, activities, student government, organizations, health services, \nwellness programs, parking, food service, discipline, leadership \ndevelopment, personal counseling, career development and placement, \nfraternities and sororities, and all residence programming. The Student Life \nstaff is committed to creating a positive climate within which personal \ngrowth and development occur. \n\nStudent Conduct / Social Code \n\nLaGrange College, as a church-related college, is committed to an \nhonorable standard of conduct. As an educational institution the College is \nconcerned not only with the formal in-class education of its students, but \nalso with their welfare and their growth into mature men and women who \nconduct themselves responsibly as citizens. \n\nLike the Honor Code, the Social Code is the responsibility of every \nstudent, faculty member, and staff member at LaGrange College. The \nSocial Code attempts to instill in every member of the student body a sense \nof moral and community responsibility. As such, LaGrange College \nexpects its students to adhere to community standards. Likewise, if some \nfail to live up to these codes of conduct, the College expects students to \nreport violations of the Social Code to the Social Council. In this way, \nstudents assume the obligation of upholding the integrity of their \ncommunity and of ethically preparing themselves for the world beyond \ncollege. \n\nThe College has established guidelines and policies to assure the well- \nbeing of the community. In general, the College's jurisdiction is limited to \nevents that occur on College property; however, the College and the Social \nCouncil reserve the right to hear cases that concern students' behavior \nwhen they are off-campus in the name of the College (e.g., with a Jan Term \ntravel course, an academic fieldtrip, or a campus organization social), \nespecially when such situations could be regarded as an adverse reflection \non the College's mission. \n\n50 \n\n\n\n(For a complete description of the Social Code, its policies and processes, \nplease see the Student Handbook.) \n\nThe College reserves the right to dismiss at any time a student who, in its \njudgment, is undesirable and whose continuation in the school is \ndetrimental to himself or his fellow student. \n\nFurthermore, students are subject to federal, state and local laws as well as \nCollege rules and regulations. A student is not entitled to greater \nimmunities before the law than those enjoyed by other citizens generally. \nStudents are subject to such disciplinary action as the administration of the \nCollege may consider appropriate, including possible suspension and \nexpulsion for breach of federal, state or local laws, or College regulations. \nThis principle extends to conduct off campus which is likely to have \nadverse effect on the College or on the educational process or which \nstamps the offender as an unfit associate for the other students. A complete \ndescription of student conduct policies, rules and regulations can be found \nin the Student Handbook, which is published in the Panther Planner each \nyear. Copies of the Handbook are available in the Student Development \nOffice. \n\nStatement of Policy on Harassment \n\nAll members of the college community have the right to be free from \ndiscrimination in the form of harassment. Harassment may take two forms: \n(1) creating a hostile environment, and (2) quid pro quo . \n\nA hostile, demeaning, or intimidating environment created by harassment \ninterferes with an individual's full and free participation in the life of the \nCollege. \n\nQuid pro quo occurs when a position of authority is used to threaten to \nimpose a penalty or to withhold a benefit in return for sexual favors, \nwhether or not the attempt is successful. Sexual harassment may involve \nbehavior by a person of either gender against a person of the same or \nopposite gender. It should be noted that the potential of sexual \nharassment exists in any of the following relationships: student/student, \nfaculty/student, student/faculty, and faculty/faculty. Here and subsequently \n\"faculty\" refers to faculty, staff, and administration. Because of the \ninherent differential in power between faculty and students, sexual \nrelationships between faculty and students are prohibited. \n\nSexual harassment may result from many kinds of behavior. These \nbehaviors may range from the most egregious forms, such as sexual \nassault, to more subtle forms. Explicit behaviors include but are not \nlimited to requests for sexual favors, physical assaults of a sexual nature, \nsexually offensive remarks, and rubbing, touching or brushing against \n\n51 \n\n\n\nanother's body. More subtle behaviors may be experienced as intimidating \nor offensive, particularly when they recur or one person has authority over \nanother. Such behaviors may include but are not limited to unwelcome \nhugs or touching, inappropriate staring, veiled suggestions of sexual \nactivity, requests for meetings in non-academic settings, and risque jokes, \nstories, or images. \n\nAccusations of harassment which are made without good cause shall not be \ncondoned. Such accusations are indeed grievous and can have damaging and \nfar-reaching effects upon the careers and lives of individuals. \n\nAny member of the college community having a complaint of harassment \nmay raise the matter informally and/or file a formal complaint. The \ninformal process is an attempt to mediate between the parties in order to \neffect a mutually agreeable solution without entering into the formal \nhearing process. \n\nA. Informal Procedures \n\nThe following informal procedures may be followed: \n\n Clearly say \"no\" to the person whose behavior is unwelcome. \n\n Communicate either orally or in writing with the person whose \nbehavior is unwelcome. The most effective communication will \nhave three elements: \n\n a factual description of the incident(s) including the time, \nplace, date, and specific behavior, \n\n a description of the complainant's feelings, including any \nconsequences of the incident, \n\n a request that the conduct cease. \n\n Speak with a department chair, dean, director, counselor, or \nchaplain who may speak to the person whose behavior is \nunwelcome. The name of the complainant need not be disclosed. \nThe purpose of such conversation is the cessation of the \nunwelcome behavior. \n\n In the case of harassment of a student, it may be appropriate first \nto seek the advice of his or her advisor. \n\n\n\n52 \n\n\n\nB. Formal Procedures \n\nTo initiate a formal grievance procedure the complainant shall submit \na written statement to the President of the College. The President, after \nsuch consultation as is deemed appropriate, will appoint a three-member \nReview Committee from among the membership of the Institutional \nPlanning Council, the Academic Council, or other College committees as \nthe President deems appropriate. Members of the Review Committee \nwill then meet to discuss the complaint. Unless the Committee \nconcludes that the complaint is without merit, the parties to the dispute \nwill be invited to appear before the Committee and to confront any \nadverse witnesses. The Committee may conduct its own inquiry, call \n\nwitnesses, and gather whatever information it deems necessary to assist \nin reaching a determination as to the merits of the accusation. Once a \ndetermination has been reached, the Committee shall report its findings \nto the President of the College. \n\nPossible outcomes of the investigation are (1) that the allegation is not \nwarranted and cannot be substantiated, (2) a negotiated settlement of the \ncomplaint, or (3) that the allegation is substantiated requiring a \nrecommendation to the President that disciplinary action be taken. \n\nC. Faculty \n\nIn the case of a faculty member subject to the provisions of the Parts A \nor B of the 1977 tenure settlement, the Tenure Committee will be \ninvolved. Discipline or dismissal of a faculty member will follow the \nprocedure outlined in the LaGrange College Tenure Regulations. \n\nFor those faculty members subject to the provisions of the 1999 tenure \npolicy, the Promotion and Tenure Committee will be involved according \nto the procedures defined in the 1999 tenure policy. \n\nD. Appeals \n\nFaculty, staff, administration, and students can appeal a final decision \nregarding a complaint to the Executive Committee of the Board of Trustees. \n\nE. Special Circumstances \n\nIf the President of the College is the accused, the case is referred to the \nExecutive Committee of the Board of Trustees. \n\nIf the chairperson of the Review Committee is the accused, the complaint \nshall be submitted to the President of the College. If any member of the \nReview Committee is the accused or for reason of prejudice must be \nrecused, the President of the College shall appoint another member. \n\n\n\n53 \n\n\n\nF. Confidentiality \n\nThe right to confidentiality of all members of the college community \nwill be respected in both formal and informal procedures insofar as \npossible. \n\nLaGrange College is committed to preventing harassment. To that end, \nthis policy and these procedures will be printed in appropriate College \npublications. In addition, educational programs will be conducted \nannually by the College to (1) inform students, faculty, staff, and \nadministration about identifying harassment and the problems it causes; \n(2) advise members of the college community about their rights and \nresponsibilities under this policy; (3) train personnel in the \nadministration of this policy. The Harassment Policy and Procedures \nwill be issued to all incoming students and personnel. \n\nAims of Student Development Services \n\n To facilitate the transition from high school to college. \n\n To develop and sustain  through student-involvement activities, \norganizations and services  a campus life encouraging the cultural, \nintellectual, social, physical and religious development of all \nstudents. \n\n To assist students in discovering life goals and exploring career \nopportunities. \n\n To create an environment which stimulates qualities of self- \ndiscipline and personal responsibility. \n\n To provide a suitable context whereby the student can explore new \nideas, skills and lifestyles, thus gaining the insight and experience \nnecessary to make intelligent choices. \n\n To provide opportunity for the student to develop the understanding \nand skills required for responsible participation in a democratic \ncommunity through involvement in self-government. \n\n To serve a supervisory role in campus disciplinary concerns; to \ndevelop, with campus community involvement, and to distribute the \nnecessary rules and regulations for a harmonious and productive \ncollege community. \n\n To mediate, where necessary, conflicts between individuals and \ncampus community standards. \n\n To provide a comfortable, clean, safe environment that enhances the \npersonal growth as well as the academic pursuits of resident \nstudents. \n\n To collect retention data and to suggest/plan programs and \nstrategies to increase retention based on data collected. \n\n54 \n\n\n\nResidence Programs \nResident Classification \n\nAll traditional day students taking twelve or more hours are required to \nlive in college housing, so long as appropriate campus housing is \navailable. The Dean of Students may exempt a student for one of the \nfollowing reasons: \n\n The student is 23 years of age or older. \n\n The student is married and living with spouse. \n\n The student is responsible for a dependent child. \n\n The student resides exclusively with parents or legal guardians \nin the parent's primary residence within a thirty-mile radius of \nthe College. \n\n The student is a veteran with at least two years of active \nmilitary service. \n\nStudents are assigned rooms of their choice in so far as facilities \npermit. Generally, first year students are assigned to double rooms \nin Boatwright (men), Pitts, or Hawkes Hall (women). Roommates are \nassigned by mutual preference whenever possible. The College \nreserves the right of approval of all room and residence hall \nassignments. Also, the College reserves the right to move a student \nfrom one room or residence hall to another room or residence hall \nduring the year. Resident students are required to subscribe to the \nboard plan. \n\nRoom Deposit \n\nA room and tuition deposit of $200 is required of all resident students. \nThe room deposit ($100) is not a prepayment to be applied to residence \nhall charges but will remain on deposit with the College to be refunded, \nprovided the student's account with the College is cleared, upon one of \nthe following: (1) change of status from resident student to commuter \nstudent, (2) formal withdrawal, or (3) graduation. The room \nreservation/damage deposit serves as a room reservation while the \nstudent is not occupying college housing and is refundable if a student \ncancels his/her reservation by the following dates: May 1 for fall \nsemester, December 1 for spring semester. It serves as a damage deposit \nwhile the student is occupying college housing and is refundable when \nthe student leaves the College housing minus any unpaid assessments \nand/or any debt owed to the College. Complete residence information \nand regulations can be found in the Student Handbook. \n\n\n\n55 \n\n\n\nResidence Hall Activities \n\nResidence Advisors also function as a governing body and coordinating \ncommittee. They plan activities within the residence halls such as \ncookouts, movie nights, decorating contests and other special events. \n\nOffice of Student Activities and Service \n\nThe Office of Student Activities and Service works closely with the \nstudents, faculty, and staff of LaGrange College to bridge the curricular \nand co-curricular experiences of students at LaGrange College. Located \nin the Mabry Gibson Student Center, the Director of Student Activities \nand Service strives to provide a diverse array of social, multicultural, \npolitical, service, and leadership activities for the campus community. \n\nThe Director of Student Activities and Service is responsible for \nadvising the Student Government Association (SGA) and the Presidents' \nCouncil as well as overseeing the activities and operations of all \nLagrange College student organizations. With over 35 active student \norganizations at LaGrange College there is a club or organization for \nevery student. If students do not feel as though there is something \navailable of interest to them there is always the option of creating and \nbeginning a new organization on campus. Student Organizations are \ndivided into six categories: Athletic, Greek, Honorary, Interest/ \nIndependent, Religious Life, and Service. Please see the Office of \nStudent Activities and Service for a complete listing of student \norganizations. \n\nCommunity Service is another large component of the Office of Student \nActivities and Service. The Director of Student Activities and Service \nworks closely with the SGA's Service Council and the Servant \nLeadership Program to provide LaGrange College students with a \nvariety of service projects throughout the academic year. The traditional \nservice activities offered at LaGrange College include, but are not \nlimited to the following: the First Week Service Project, Service \nSaturday, the Annual West Point Lake Clean-up, the American Heart \nAssociation's Heart Walk, Panther Toy Store, the Brian Center Beauty \nPageant, The Boys' and Girls' Club Annual Easter Egg Hunt, Blood \nDrives, and the American Cancer Society's Relay for Life. In addition to \nthese activities, other service activities occur which are often associated \nwith one or more of the following local agencies and organizations: \n\n\n\n56 \n\n\n\nAmerican Cancer Society Girl Scouts \n\nAmerican Heart Association Habitat for Humanity \n\nAmerican Red Cross Hospice of LaGrange \n\nHumane Society \n\nBig Brothers Big Sisters of Interfaith Food Closet \n\nTroup County \n\nBoys' and Girls' Club Parks and Recreation Department \nBoy Scouts of Troup County \n\nBurwell Program Salvation Army \n\nSpecial Olympics \n\nCASA-Court Appointed Troup County Schools \n\nSpecial Advocacy Group Twin Cedars Youth Services \n\nCommunities in Schools United Way \n\nD.A.S.H.-Dependable West Point lake \n\nAffordable, Sustainable West Georgia Medical Center \nHousing \n\nThe Lagrange College Game Room, located in the basement of the \nMabry Gibson Student Center, is also supervised by the Office of \nStudent Activities and Service. The Game Room is open 7 days a week \nfrom 1 lam until 1 1pm and provides students with the opportunity to \nhang out and play pool, ping pong, cards, board games, watch television, \nand listen to music. \n\nStudent Government and Other \nOrganizations \n\nThe Student Government Association exists to serve as a medium for \nstudent expressions, to coordinate campus activities, to promote good \ncitizenship and to govern within the parameters granted by the President \nof the College. The SGA is an important part of student life. Upon \nacceptance into the College, a student automatically becomes a member \nof the association. All students are encouraged to become active \nmembers, so that the association is a truly representative body of student \nthought and opinion, voicing the needs and concerns of the student \nbody. \n\nThe SGA, as a voice of the student body, promotes diversity and \ninvolvement through activities, entertainment, and service at LaGrange \nCollege and in the surrounding community. \n\n\n\n57 \n\n\n\nTraditional Activities \n\n\n\nFair on the Quad Activities fair where students can become familiar \nwith LC student organizations and how to become \nmore involved. \n\nHomecoming Fall weekend featuring a concert, a \n\nparade, various alumni activities, and \nculminating with crowning of Queen. \n\n\n\nWeek of activities centering around campus Greek life \n\n\n\nLip Sync \n\nGreek Week \n\nVegas on the Hill \n\nQuadrangle Dance Spring Formal scheduled around \nValentine's Day \n\nLarger concert scheduled in April \n\nStep sing \n\n\n\nSpring Concert \nMay Day \n\n\n\nThere are numerous activities planned by the SGA and the Programming \nBoard. The Student Handbook is published by the Student Development \nOffice and contains guidelines and regulations for successful campus \nlife. It appears in each year's Panther Planner. \n\nAll clubs and organizations are sanctioned by LaGrange College. These \ninclude: \n\n\n\nSocial Sororities \n\nAlpha Omicron Pi \n\nDelta Sigma Theta \nKappa Delta \nPhiMu \n\nPanhellenic Council * \n\n* Sorority Governing Body \n\n\n\nSocial Fraternities \n\nAlpha Delta Gamma \n\nDelta Tau Delta \nPi Kappa Phi \n\nInterfraternal Council * \n\n* Fraternity Governing Body \n\n\n\nStudent Publications \n\nCitations (research journal) \nThe Hilltop News (newspaper) \nThe Scroll (literary magazine) \n\nThe Quadrangle (yearbook) \n\n\n\n58 \n\n\n\nService Clubs Religious Life Organizations \n\nCircle K Baptist Student Union \n\nFRISBEE Fellowship of Christian Athletes \n\nLC Buddies Gospel Choir \n\nLC Bus Project Interfaith Council \n\nPanther Toy Store Reformed Bible Fellowship \n\nService Council (SGA) Young Life \n\nWesley Fellowship \nVarious Bible study groups \n\nDepartmental/Special Interest Organizations \n\nArt Student League \n\nHilltoppers (Admissions - Campus Ambassadors) \n\nInternational Group \n\nIntramurals \n\nLC Dance Team \n\nLC Student Nurses Association \n\nPhi Eta Omega (Pre-Health Professionals) \n\nPresidents' Council (SGA) \n\nStudent Athlete Advisory Council \n\nStudent National Association of Teachers of Singing \n\nSociety for Human Resource Management \n\n\n\nHonor Societies \n\nAlpha Psi Omega (Drama) \n\nAlpha Sigma Lambda (Adult) \n\nDelta Mu Delta (Business) \n\nHonor Council \n\nKappa Delta Pi (Education) \n\nOmicron Delta Kappa (Leadership) \n\nNursing Honor Society \n\nPhi Alpha Theta (History) \n\nPi Gamma Mu (Social Science) \n\nPi Sigma Alpha (Political Science) \n\nPsi Chi (Psychology) \n\nSigma Tau Delta (English) \n\nTheta Alpha Kappa (Religious Studies) \n\n\n\n59 \n\n\n\nAthletic Program \n\nLaGrange College is a member of the NCAA Division III and the Great \nSouth Athletic Conference. College colors are red and black. \nIntercollegiate teams compete in women's soccer, basketball, cross \ncountry, volleyball, softball, swimming, Lacrosse, and tennis, and men's \nbaseball, football, basketball, cross country, golf, soccer, swimming and \ntennis. It is the philosophy of LaGrange College that the team \nparticipants are attending college primarily for a quality education, and \nno athletic scholarships are offered. The coaching staff is a group of \nhighly qualified teachers who stress the educational aims of the College. \n\nLaGrange College is committed to a full program of non-scholarship \nathletics that encourages the student-athlete to reap the benefits of \neducationally sound activity that encourages and promotes a strong \nacademic regime. Students are given the opportunity to participate fully \nin their given sport and to compete with other teams locally, statewide, \nand regionally. \n\nPhilosophy Statement for Intercollegiate \nAthletics \n\nIntercollegiate athletics at LaGrange College provide students with an \nintegral complement to their total educational experience. Recognizing \nthe importance of athletics to the individual student while seeking to \nstrike an appropriate balance between the life of the mind and \nparticipation in co-curricular offerings, the College is committed to \nproviding a program of intercollegiate athletics that is student-centered \nfor both participants and spectators. The College believes that the \nprimary function of intercollegiate athletics at a small church-related, \nliberal arts college is one of a high quality co-curricular complement to \nits overall mission. As such, academics have priority over athletic or \nother co-curricular pursuits. \n\nLaGrange College seeks to recruit and retain student athletes who \nunderstand the balance of priorities between academics and co-curricular \nprograms, whether the latter are athletics, the performing arts, or other \nstudent activities. The College employs coaches who understand that \nbalance of priorities, and its coaches seek to recruit students who will be \nsuccessful student-athletes. Because the College awards no financial aid \nbased upon athletic ability, the aim of student-athlete recruitment by \ncoaches is not solely for athletic success but rather for student \ncontribution to the College's enrollment goals, although by no means do \nthose have to be mutually exclusive. \n\n\n\n60 \n\n\n\nThe College embraces a commitment to instill and develop the values of \nsuperlative ethical conduct and fair play among its athletes, coaches, \nspectators, and other constituents. Further, LaGrange College recognizes \nthat student-athletes are role models to their peers as well as \nrepresentatives of the College, and the College actively encourages \nstudent-athletes to conduct themselves in a manner which befits \nthose roles. \n\nLaGrange College is committed to gender equity and values cultural \ndiversity. The College will invest sufficient resources to ensure that \nmedical and athletic training services are available to all athletes at \nappropriate times. It shall strive to ensure that all individuals and all \nteams are treated with the same level of fairness, resources, and respect \nso that all athletes are afforded an equal opportunity to develop their \npotential as a student-athlete. \n\nIntramural sports \n\nIntramurals provide opportunities for wholesome recreation and \ncompetition among members of the campus community. Teams \nrepresenting campus organizations and independents compete in \norganized tournaments and events throughout the year. Competitive \nevents include flag football, volleyball, basketball, Softball, dodgeball, \nand Ultimate Frisbee. Special awards are presented to the men and \nwomen's groups with the highest participation rates and best records of \nthe entire year. In addition, male and female \"Athletes of the Year\" are \nselected. \n\nMany opportunities are available for recreational use of the facilities in \nthe LaGrange College Aquatics Complex: recreational swimming and \nlap swimming all year round in the indoor pool; the aquarius water \nwork-out stations, water aerobics or aqua exercise or aqua exercise class \n(non-credit). \n\nThe facilities and equipment of the Physical Education Department also \nare available for student recreational use when these are not scheduled \nfor instructional, athletic, or intramural sports use. The use of outdoor \nequipment (backpacks, tents, stoves, lanterns) requires the payment of a \nsmall deposit which is refunded upon the safe return of the equipment. \nThe fitness center, gymnasium, and pools are available for \nstudent/faculty/staff use during posted hours. A valid LaGrange College \nID is necessary for admittance to all facilities. \n\n\n\n61 \n\n\n\nReligious Life \n\nCollege is a point of transition. Regardless of the student's age or \nreason for being on campus, college is a turning point. It is a time of \nexciting intellectual and social growth. During their collegiate \nexperiences, students will wrestle with new ideas, discover new \ninterests, and explore relationships and issues of identity. The struggle \nto define identity and personal values are opportunities for spiritual \ngrowth and faith relationships. Therefore, Religious Life programs at \nLaGrange College offer students a chance to examine their faith and \ndetermine how it relates to their educational experiences, to assess what \nis important, and to forge a system of values that will sustain them \nthrough their adult years. \n\nGrowing out of its history of service and its affiliation with The United \nMethodist Church, LaGrange College is committed to creating a caring \nand ethical community that challenges student's minds and inspires their \nsouls. As a result, the College offers a number of opportunities for \nstudents, faculty and staff members to celebrate life and explore God's \nintention for human living. \n\nOffice of the Chaplain \n\nThe most common problems experienced by college students focus on \nfiguring out an identity, forming and maintaining relationships, and the \ndifficulties of making the transition from adolescence to young \nadulthood. Students need a friend, and someone who will have the time \nto listen to them. To help students during their faith struggles when \ntheir spiritual outlooks and understandings of God are challenged, the \nCollege employs a full-time chaplain. The responsibility of the Chaplain \nis to care for the spiritual needs of the college. \n\nThe word \"chaplain\" describes the ministry style of an ordained minister \nwho devotes the majority of their time and effort to developing and \nmaintaining a relational environment for a small congregation. \nLaGrange' s Chaplain is an ordained United Methodist minister who is \navailable to persons of all faiths to help them sort out and make sense \nout of life crises. The Chaplain provides support and counseling for \nstudents, faculty and staff members in times of crisis or transition. \nThrough worship programs, group activities, and community service, the \nChaplain invites students, faculty and staff members to explore their \nfaith. \n\n\n\n62 \n\n\n\nThe Chaplain serves as spiritual advisor to students, faculty, and \nadministration. The chaplain is responsible for providing and \nsupervising all aspects of religious life on campus, which include: \ncommunity worship and prayer; advising and coordinating the activities \nof student religious groups. \n\nIn all the Chaplain does, the goal is to help people get a clearer \nunderstanding of what they believe and how they relate their faith to \neveryday life. Because of this, much of the Chaplain's work is done in \ntalking and listening with people for questions on matters of faith, life, \nfamily, God, spirituality, and personal crises. The Chaplain offers \nliturgical/sacramental services such as communion and an Ash \nWednesday service, and is available to assists faculty and students cope \nwith stress and to discern God's call for their lives, which includes \nquestions of purpose, values, ethics, and questions about life. \n\nPrograms, Exhibitions and Forum Lectures \n\nA balanced and comprehensive program of lectures, music \nperformances, dramatic presentations, workshops and other activities \ncontribute to student enrichment. Tuesdays and Thursdays from 1 1:15 \na.m. until 12:20 p.m. are reserved for programs, exhibitions, and forum \nlectures. \n\nMoshell Learning Center \n\nLocated in the 24-Hour Study Area on the main (2 nd ) floor of the Frank \n\u0026 Laura Lewis Library, this facility includes a Writing Center and a \nTutoring Center to serve students currently enrolled at LaGrange \nCollege. Our staff consists of undergraduate work-study employees who \nhave been nominated for this program by professors in their respective \ndisciplines. Dr. Laine Scott supervises and trains these peer tutors to \nconduct one-on-one or group tutoring sessions. Although the subjects \ntutored may vary from semester to semester, the Moshell Learning \nCenter typically provides at least one peer tutor in each of the following \nareas: \n\n\n\nBiology (including Anatomy) \n\n\nPolitical Science \n\n\nChemistry \n\n\nPsychology \n\n\nComputer Science \u0026 Applications \n\n\nReligion \n\n\nFrench \n\n\nSpanish \n\n\nMath \u0026 Problem Solving (multiple tutors) \n\n\nStatistics \n\n\nPhysics \n\n\n\n\nWriting (multiple tutors) \n\n\n\n\n\n63 \n\n\n\nDuring the Fall and Spring semesters, these tutors are available Sunday \nthrough Thursday evenings, from 6:00 p.m. to 9:00 p.m. and, in \nsome cases, by appointment as well. \n\nStudent Health Services \n\nAll students must have proof of medical insurance. For those not having \ncoverage through individual or group plans, LaGrange College makes \navailable accident and sickness coverage through a private carrier at \nreasonable rates. Application forms are available at registration or \nthrough the Business Office. In order to register for classes, students \nmust have a medical history form on file with the Student Development Office. \n\nFor a description of health services available to LaGrange College \nstudents, refer to the Student Handbook. \n\nCareer Development Center \n\nThe LaGrange College Career Development Center provides services to \nstudents, alumni, faculty, and staff. \n\nStudents begin their career journeys in the first year of school by coming \nto the Center to meet with the Career Development Staff. From the first \nto the final day of school, students are encouraged to use the Center's \nresources to identify and prioritize values, interests, passions, and skills, \nand to recognize the impact each of these has on personal and career \ndecisions. \n\nThe Center assists students in locating part- and full-time employment \nwhile in school, internships, scholarships, fellowships, graduate \nassistantships, summer jobs, and full-time jobs following graduation. \nAdditional resources and training provide students with job-search \nskills, including resume preparation, interview skills, as well as \nassistance with graduate school applications, test preparation, and online \nresources. \n\nThe LaGrange College Career Development Center is a member of the \nGeorgia Consortium of Colleges, the Georgia Association of Colleges \nand Employers and the National Association of Colleges and \nEmployers. Through these organizations, students receive valuable \ninformation and can attend career fairs twice each year with over 1 00 \nemployers in a wide variety of fields. \n\nThe Internship program at LaGrange College utilizes employers from \ndifferent areas of study. These internships will aide students in \nobtaining valuable experience as a prelude to future employment. \n\n\n\n64 \n\n\n\nStudents are eligible their Sophomore year to apply and must have \npermission from their academic department. \n\nTo apply for an internship: \n\nFill out an \"Internship Application\" and obtain signature from the \n\nmajor department chair for approval for Major Credit \nResume that has been approved and proofed by the Career \n\nDevelopment Center (books, packets, and staff are available for \n\nassistance) jobs@lagrange.edu \nSigned \"Release of Liability for Interns\" and the \"Internship \n\nPolices\" (included in the Internship Application) \nPacket must be turned back into the Career Center and student must \n\nmeet with the Director of the Career Development Center \n\nPersonal and Academic Counseling \n\nAn important part of the philosophy of LaGrange College is that each \nstudent should have access to personal and academic counseling \nthroughout his or her academic career. The Counseling office, located on \nthe first floor in Smith Hall offers a variety of counseling services to \nassist students in reaching their academic and personal goals. \nThe Counseling office does this by providing short-term personal \ncounseling in the following areas: \n\nConflict resolution \nAdjustment to college life \nRelationships Issues \nStress Reduction \nDepression \nEating disorders \nAlcohol or substance abuse \nHealthy lifestyle choices \nGender identity issues \n\nThe counseling office also provides study skills workshops and offers \none-on-one academic coaching. In addition, the counseling office works \nto ensure that educational programs are accessible to all qualified \nstudents in accordance with the provisions of Section 504 of the \nRehabilitation Act of 1973 and expanded by Title III of the Americans \nwith Disabilities Act of 1990. Reasonable and appropriate \naccommodations, academic adjustments, and/or auxiliary aids are \ndetermined on a case-by-case basis for otherwise qualified students who \n\n\n\n65 \n\n\n\nhave a demonstrated need for these services. Pamela Tremblay is the \nSection 504 coordinator and she can be contacted at 706-880-8313 or by \nemail at ptremblay@lagrange.edu. She will receive proper documentation \nfor learning and attention disorders, psychiatric disorders, chronic health \nimpairments, physical disabilities, and any other physical or mental \ncondition that substantially limits a major life activity prior to the academic \nterm when accommodations are desired. \n\nThe Counseling office strives to help students make the most of themselves \nas developing individuals along with creating successful relationships with \nothers. Additionally, it is important that students find balance in their daily \nlife which can be accomplished by practicing healthy lifestyle choices. \nSome of these goals can be challenging to attain. It is during these times \nthat the Counseling office can be extremely useful. Students can call the \nCounseling office (880-8177) and set up weekly appointments to resolve \npersonal and academic issues when time slots are available. All \ndiscussions are confidential in keeping with professional standards. \n\nInternational Student Advising \n\nInternational Student Advising Staff: \n\n Diana Celorio Goldwire, International Advisor and DSO \n(Handles CPT's and OPT's) \n\n Katie Porter, Assistant International Advisor \n\n Cindy Saines, PDSO (Handles I-20s) \n\nThe International Student Advising Staff is here to assist international \nstudents during their stay at LaGrange College. We assist with integration \ninto America and college life as well as assist with international \npaperwork. (SEVIS, I-20s, etc.) Katie Porter oversees the \nInternational/Rotaract Group which offers a network of International and \nAmerican Students. This group conducts service to the community as well \nas coordinates annual trips to Atlanta and around LaGrange. Every year in \nMarch the International/Rotaract Group dedicates a week to teaching \ncampus faculty, staff, and students about the countries represented at \nLaGrange College. \n\n\n\n66 \n\n\n\nVehicle Registration \n\nTo insure efficient control of traffic and parking on campus and the safety \nof all persons and vehicles, every vehicle must be registered and must have \na parking permit. These permits are issued to students, along with a copy of \nexisting parking regulations. A parking fee is included in tuition. Failure \nto adhere to published policies may result in vehicles being ticketed and/or \ntowed. \n\nStudent Appeal of Decisions \n\nRecognizing that decisions must be made and that some students may feel \naggrieved by some decisions, LaGrange College provides the following \nprocedures: \n\nA student must first attempt to resolve an issue with the college staff \nmember first rendering a decision. If this does not resolve the issue, a \ndecision rendered by a college staff member may be appealed by a student \nas follows: \n\nI. Student Life \n\n A disciplinary decision rendered by the Social Council may be \nappealed according to the Social Code appellate procedure. The \nSocial Code may be found in full in the Panther Planner and \nStudent Handbook. \n\n Disciplinary decisions rendered originally by the Dean of Students \nmay be appealed in writing to the Vice President and Dean for \nStudent Life and Retention who shall seek, in an informal \nconference, to settle the grievance to the satisfaction of the two \nparties involved. If no resolution can be found, the Vice President \nwill deliver the appeal to the Student Affairs Committee of the \nfaculty for its determination. \n\n Other grievances in the area of student life may be appealed to the \nDean of Students. If the grievance involves an original decision \nrendered by the Dean of Students, the decision may be appealed as \nabove. \n\nII. Financial Aid. See the Financial Aid Section. \n\nIII. Academic Matters. See the Academic Policy Section. \n\n\n\n67 \n\n\n\nAcademic Policies \n\n\n\nHonor Code \n\nAs a member of the student body of LaGrange College, I confirm my \ncommitment to the ideals of civility, diversity, service, and excellence. \nRecognizing the significance of personal integrity in establishing these \nideals within our community, 1 pledge that I will not lie, cheat, steal, nor \ntolerate these unethical behaviors in others. \n\nThe Honor Code is the responsibility of every student, faculty member, \nand staff member at LaGrange College. All members of the College \ncommunity are needed to support the enforcement of the Code which \nprohibits lying, cheating, or stealing when those actions involve \nacademic processes. \n\nStudent Responsibilities \n\n To be honest and truthful in all academic matters, abiding by the \nletter and spirit of the Honor Code; \n\n To consult with the appropriate persons to clarify issues regarding \nplagiarism, the correct attribution of sources, the acceptable limits of \nproofreading or editing by others, and the allowable materials for \nexaminations, reports, or any academic work; \n\n To sign a pledge that no unauthorized aid has been given or received \non any academic work; \n\n To report any incident to the president of the Honor Council that is \nbelieved to be a violation of the Honor Code; \n\n To cooperate when called upon by the Council to testify in a hearing. \n\nStudent Rights \n\n To be presumed innocent; \n\n To a fair, impartial, and timely hearing; \n\n To face and question any witnesses at a hearing; \n\n To testify and present material on one's own behalf; \n\n To a separate hearing upon request; \n\n To subsequent appeal; \n\n To be accompanied by a silent observer in a hearing. The Council \npresident must be made aware of this person's name and relationship \nto the student twenty-four hours before the hearing. The observer's \nrole is one of support, and this person will not be allowed to speak. \n\n\n\n68 \n\n\n\nExamples of Offenses \n\n Academic cheating - including but not limited to the unauthorized \nuse of books or notes, copying, or collaboration on examinations or \nany graded coursework; \n\n Plagiarism - the misuse of another person's words or ideas, \npresenting them as one's own, regardless of intent; \n\n Lying or presenting false information related to any academic \nmatter; \n\n Forgery or misuse of official College documents; \n\n Theft of college property related to academic work; \n\n Aiding another in any of the above; \n\n Failure to report a violation of the Honor Code; \n\n Failure to appear before the Honor Council as requested; \n\n Failure to maintain confidentiality regarding a case; \n\n Any dishonest conduct related to Cultural Enrichment requirements, \nincluding but not limited to, taking credit for attendance when one \nhas not attended, either in whole or in part, any event; aiding \nanother in attempting to take credit for attending an event one has \nnot attended. \n\nSanctions \n\nOne of the following sanctions is imposed when it is determined that \nthere has been a violation of the Honor Code. All students will also \ncomplete a program of remediation outlined below. \n\n The final grade in the course lowered one letter grade; \n\n A zero on the related assignment; \n\n An F in the course; \n\n Suspension from the College for one term, excluding summer, and \nan F in the course in a grade-related offense; \n\n Dismissal from the College, and an F in the course in a grade- \nrelated offense; \n\n In a case related to Cultural Enrichment credit, the addition of five \ncredits required for graduation. This does not disqualify the possible \nsanction of suspension or expulsion. \n\nRemediation \n\nAll students found to have violated the Honor Code must complete a \nRemediation Program before being allowed to enroll in classes for the \nfollowing semester. In course-related violations, they would also receive \na sanction from the Honor Council. In certain non-course-related cases, \nthe remediation program itself may be the sanction set by the Honor \nCouncil. \n\n\n\n69 \n\n\n\n1 . A contract will be signed by the student which requires a Remediation \n\nProgram to be completed within a month of the date of the initiation \nof the contract. If the sanction is imposed late in a semester, the \npresident of the Honor Council will determine a reasonable time for \nits completion at the beginning of the next semester. If the student \ndoes not complete the program as agreed, he or she will not be able \nto register for the following semester, not including summer, \neffectively accepting a suspension for a semester. It will be the \nstudent's responsibility to make and keep all appointments named in \nthe contract and complete the program within the specified period. \n\n2. The student must make and keep appointments to meet with the \n\nfollowing groups or members of the college community in person: \nthe Academic Council or a member of members of the Council \ndesignated by the Vice President for Academic Affairs and Dean; a \nmember of the Honor Council designated by the president of the \nHonor Council; in a grade-related offense, the member or members \nof the faculty involved; the President of the College. In each of these \ndiscussions the student should be prepared to explain his or her \nviolation, discuss its impact both personally and on the college \ncommunity, and hear what others' thoughts and concerns may be \nabout the violation. A minimum of thirty minutes is suggested for \neach meeting. \n\n3. The student must conclude by writing a five- to ten-page typed paper \n\nreflecting on the experience of the violation and what he or she may \nhave learned in the process of the meetings. These papers, rendered \nanonymous, will be made available for the Honor Council to use at \nits discretion in its efforts to educate the student body regarding \nacademic integrity. When the paper has been submitted and read by \nthe Honor Council, the final step in satisfying the Remediation \nProgram will be a meeting with the Honor Council. This is an \nopportunity for members of the Council to ask questions of the \nstudent about the process and outcome. \n\nA complete description of honor code policies, rules, and regulations \ncan be found in the Student Handbook, which is published in the \nPanther Planner each year. Copies of the Handbook are available in the \nStudent Development Office. \n\n\n\n70 \n\n\n\nOrientation \n\nAll first year students are introduced to LaGrange College through an \norientation program called First Week Experience that takes place the week \nbefore classes begin. The program is composed of a student life component \nalong with an academic component. The student life aspect is designed to \nacquaint first year students with various phases of the life of the College \nincluding traditions, procedures, and regulations. Students benefit from a \nproper introduction to the opportunities and responsibilities of college life. \n\nThe academic component of the program requires first year students to \nattend academic symposia where faculty present their research interests, \nacademic opportunities, and standards for excellence. In addition to the \nsymposia, the first year student is also required to attend Cornerstone \nclasses to discuss the symposia and the assigned summer reading as well as \na two hour Honor Code Presentation and Signing Ceremony. \n\nFollowing the First Week Experience, students will enroll in Cornerstone, \na course designed with the main goal of introducing entering first year \nstudents to what LaGrange College values in an interdisciplinary liberal \narts education. The course balances the instructor's selected academic \ntheme with a common set of assignments and academic skill sets. \nTogether, these components strive to enhance the creative, critical, and \ncommunicative abilities of students while engaging ethical living through \nservant leadership and sustainability. \n\nRegistration and Advising \n\nAll students should register on the dates specified. All registration \nprocedures for all terms are under the direction of the Vice President for \nAcademic Affairs and Dean. Students have not completed registration until \nthey have cleared the Registrar, Office of Student Life, and the Business \nOffice. Students enrolled for twelve or more hours must obtain a campus \npost office box. Communications to the student will be through campus \nemail or campus mail. \n\nEach student is assigned to a faculty advisor who assists the student in \nplanning an academic program. However, the ultimate responsibility for \nmeeting all requirements rests with the individual student. \n\nStudents who enter LaGrange College and have earned less than 30 \nsemester hours will be assigned a Cornerstone advisor as their primary \nadvisor and an area of interest advisor as their secondary advisor. The area \nof interest is determined from the student's application for admission. The \nCornerstone advisor will act as the student's first contact person. The area \nof interest advisor will act as a consultant in matters pertaining to major \nrequirements. \n\n71 \n\n\n\nSince students may declare their major at any time, the Cornerstone advisor \nwill still remain as the primary advisor and the major advisor will continue \nin the secondary advisor role for the entire first academic term and during \nthe final registration period for the second term. After the drop/add period \nof the first spring academic term and before pre-regi strati on for the next \nsummer and fall semesters, the Cornerstone advisor will become the \nsecondary advisor. The area of interest/major advisor will assume the \nprimary advisor role and become the first contact person for the student for \nadvising and class scheduling. The Cornerstone advisor is released from \nall advising responsibilities for the student and becomes the secondary \ncontact person when needed. \n\nStudents with no area of interest or major will remain assigned to their \nCornerstone advisor as their primary advisor temporarily. At the end of the \ndrop/add period for fall semester registration and before pre-registration for \nthe following spring semester, undeclared students will be re-assigned to \none of their fall semester instructors as their primary advisor and the \nCornerstone advisor will become the secondary advisor at that time. \n\nA major may be formally declared any time by contacting the Registrar's \nOffice. The student must declare his/her major in writing to the \nDepartment by the time the student has earned 51 semester hours of \ncredit. A student's major program requirements are those described in the \nCollege Bulletin at the time of declaration of the major. \n\nWithdrawal \n\nTo withdraw from an individual course, a student must confer in the office \nof the Registrar. Failure to withdraw officially through this office may \nresult in the assignment of a \"WF.\" A student who wishes to withdraw \ncompletely from the college must confer with the Director of Counseling. \n\nMedical Withdrawal \n\nMedical withdrawal is defined as complete withdrawal without academic \npenalty for reasons of health. Except in circumstances of emergency, a \nphysician licensed health care provider, or a qualified counselor must \nprovide a written recommendation for medical withdrawal to the Vice \nPresident for Academic Affairs and Dean. This written recommendation \nmust be on file prior to approval for withdrawal. Anytime medical \nwithdrawal is initiated, the student's instructors, the Office of Financial \nAid, and the Business Office will be notified by the Registrar. The re-entry \nof the student following medical withdrawal for medical reasons requires a \nclearance from the attending physician, licensed health care provider, or a \n\n\n\n72 \n\n\n\nqualified counselor with an evaluation of the student's potential to resume \nstudy successfully at LaGrange College. The Vice President for Academic \nAffairs and Dean will review this evaluation and make the decision \nconcerning the student's re-entry. \n\nClass Attendance Regulations \n\nA student is expected to attend all classes, including labs, for all courses for \nwhich he/she is registered. The student is solely responsible for accounting \nto the instructor for any absence. An instructor may recommend that the \nRegistrar drop from class, with a grade of \"W\" or \"WF\", any student whose \nabsences are interfering with satisfactory performance in the course. \n\nCourse Repetition \n\nAt times, a student may wish to repeat a course in which a grade has \nalready been earned. This is likely to be because a student: \n\n Earned a grade of \"F' in a course; \n\n Earned a grade of \"D\" in a course, which is often considered \nunsatisfactory; \n\n Earned a grade of \"C-\" or better in a course. \n\nStudents who have failed a course at LaGrange College are not allowed to \ntake the course elsewhere. Thus, all courses in which a grade of \"F' is \nearned at LaGrange College must be repeated at LaGrange College. \n\nStudent who have earned a grade of \"D\" in a course, which may be \nconsidered unsatisfactory as defined by a student's major requirement, \nmust have the approval of the department chair in the student's major in \norder to take the course elsewhere. \n\nA student is prohibited from repeating a course in which he has made a \n\"C-\" or better (while enrolled at LaGrange College or any institution) \nwithout the approval of the Vice President for Academic Affairs and Dean, \nand the Academic Council. Should a student wish to repeat a course in \nwhich a grade of \"C-\" or above was awarded, the student may petition to \nrepeat the course. \n\nA student may not remove from the transcript any grade earned at \nLaGrange College or elsewhere, even if the course is repeated. \n\n\n\n73 \n\n\n\nAcceleration \n\nStudents desiring to accelerate their college program may complete \nrequirements in less than four academic years. This may be \naccomplished by attending summer schools and/or taking an academic \noverload. Permission to take an overload in any semester is granted \nonly to those students who have earned at least a cumulative average of \n\"B\" (3.0), except that a student may take an overload during one \nsemester of his or her senior year without respect to grade-point average. \n\nStudents entering LaGrange College may earn a waiver of certain \nrequirements or college credit as a result of their participation in the \nCollege Board's Advanced Placement (AP) Program, the College-Level \nExamination Program (CLEP), or the International Baccalaureate (IB) \nProgram. Advanced Placement credit is accepted for those students who \npresent evidence from their high schools that Advanced Placement \ncourses have been completed and appropriate scores earned on the \nadvanced placement test. A CLEP exam grade of \"C\" or better is \nneeded to receive credit. IB credit is awarded for scores of 5, 6, or 7 on \nthe Higher Level examinations, with the exception of English as a \nSecond Language. No credit is awarded solely for earning an IB \nDiploma, for IB Standard Level exams, or for scores below 5 on any \nHigher Level examination. \n\nFor current students wishing to gain credit through CLEP for an \nelective, they must receive prior approval from their academic advisor \nand the Assistant Dean for Academic Affairs; for a major course, prior \napproval is required from the department chair, academic advisor and \nthe Assistant Dean for Academic Affairs. A CLEP exam grade of \"C\" \nor better is needed to receive credit; only 6 CLEP credit hours will be \naccepted for courses below the 3000-level. CLEP credit is not accepted \nfor failed courses, for CORE classes, or for ENGL 1101 and ENGL \n1 102. CLEP credits do not count towards residency requirements and \nare not included in the cumulative GPA. \n\nTransient Work \n\n1 . Students who have failed a course at LaGrange College may not \ntake the course elsewhere. \n\n2. Student who have earned a grade of \"D\" in a course, which may \nbe considered unsatisfactory as defined by a student's major \nrequirement, must have the approval of the department chair in \nthe student's major in order to take the course elsewhere. \n\n\n\n74 \n\n\n\n3. Students may not take ENGL 1101 and 1 102 as transient students \nelsewhere. \n\n4. Students may not take any CORE designated courses as transient \nstudents elsewhere. \n\nCredit Through United States Armed Forces \nInstitute and Service Schools \n\nCourses taken through The United States Armed Forces Institute and other \nrecognized military educational programs are accepted in accordance \nwith the policy governing transfer work when presented on official \ntranscripts from accredited institutions. Nine semester hours of elective \ncredit will be allowed for military service credit, including USAFI \ncorrespondence courses and military service school courses as \nrecommended by the American Council on Education. Academic credit for \none activity course in physical education, up to a maximum of four, will be \nawarded for each two months served in the Armed Forces. \n\nInternational Students \n\nStudents who are on a student visa in the United States are subject to \nspecial regulations mandated by the U.S. Citizenship and Immigration \nServices (USCIS) of the United States Government. As the institution \nwhich issues documents certifying student status, LaGrange College is \nsubject to USCIS regulations as a matter of law. USCIS regulations \nchange from time to time, so students are encouraged to contact the Vice \nPresident for Academic Affairs and Dean or the Registrar when questions \nabout USCIS regulations arise. Under current guidelines, persons with \nstudent visas must be enrolled for a full academic load (at least 12 semester \nhours) at all times. Federal regulations concerning \"status\" for all \ninternational students on an F- 1 visa state that any student who falls below \n12 semester hours at any time will be considered out-of-status and must be \nreinstated by the U.S. Citizenship and Immigration Services (USCIS). \n\nEnglish proficiency is fundamental to a successful academic course at \nLaGrange College. Therefore, in addition to the minimum TOEFL score \nrequired for admission, the Vice President for Academic Affairs and Dean \nmay require that a student attend a special, intensive English language \ncourse if it is apparent that a student's English continues to jeopardize a \nsuccessful academic career. If such a requirement is placed on a student, \nfailure to attend the English language course can result in withdrawal of the \nstudent visa. \n\nInternational students must enroll in an English course each semester \nthey are in school until they satisfactorily complete their English \n\nstudies. \n\n75 \n\n\n\nInternational Studies \n\nIncreasing international understanding is valued at LaGrange College. In \npromoting that understanding, LaGrange College seeks to enroll an \ninternationally diverse student body. The College serves as a host or home \nbase institution for short-term international visitors and has executed \ncooperative agreements with Seigakuin University in Tokyo, Japan; \nNippon Bunri in Oita City, Japan, Instituto Laurens in Monterrey, Mexico, \nUlyanovsk State University in Russia, and Oxford-Brookes University in Oxford, \nEngland. \n\nGrades and Credits \n\nThe definitions of grades given at LaGrange College are as follows: \nA+ 4.0 \n\n\n\nA \n\n\nsuperior \n\n\n4.0 \n\n\nA- \n\n\n\n\n3.75 \n\n\nB+ \n\n\n\n\n3.25 \n\n\nB \n\n\nabove average \n\n\n3.0 \n\n\nB- \n\n\n\n\n2.75 \n\n\nC+ \n\n\n\n\n2.25 \n\n\nC \n\n\naverage \n\n\n2.0 \n\n\nC- \n\n\n\n\n1.75 \n\n\nD+ \n\n\n\n\n1.25 \n\n\nD \n\n\nbelow average \n\n\n1.0 \n\n\nF \n\n\nfailing \n\n\n0.0 \n\n\nI \n\n\nincomplete. This grad \n\n\n\nincomplete. This grade is assigned in case a student is doing satis- \nfactory work but for some reason beyond the student's control has \nbeen unable to complete the work during that term. \n\nP pass \n\nNC no credit or non-credit \n\nW withdrawn. During the first three weeks a student may withdraw \nfrom a class with an \"automatic\" \"W.\" After this trial period the \nstudent may withdraw, but the grade assigned, \"W\" or \"WF,\" \nwill be at the discretion of the professor. \n\nWF withdrawn failing. The grade of \"WF\" is included in computing \nthe grade-point average. \n\n\n\n76 \n\n\n\nAW audit withdrawn \n\nAU audit complete \n\nNR grade not reported by instructor at the time the report issued. \n\nA student may register for a course on a non-credit basis, for which he or \nshe pays full tuition. To have a grade of \"NC\" recorded, he or she must \nfulfill all course requirements. \n\nAll requests for audit courses must be approved in writing by the instructor \nand Vice President for Academic Affairs and Dean. Only lecture courses \nmay be audited. No new First-year student may audit any course during \nthe first semester of residence at LaGrange College. \n\nAn \"I\" is a temporary grade, assigned by an instructor within the last three \nweeks of the term to students who are doing satisfactory work and who \ncannot complete the course due to circumstances beyond their control. \nShould conditions prohibiting completion of a course arise within the first \neight weeks, students should withdraw. \n\nAn \"I\" is to be removed by the date indicated by the Registrar. Failure to \nremove an \"I\" by the date set initiates the following action: The Registrar \nwill write a letter to the student using the address on file. The letter indi- \ncates that the student has two weeks to respond. Otherwise the \"I\" grade \nwill be converted to an \"F.\" \n\nGrades are assigned and recorded for each course at the end of each term. \nGrades are available to students on the web. Transcripts are withheld for \nany student who is under financial obligation to the College. \n\n\n\n77 \n\n\n\nAcademic Standing Probation Regulations \n\nStudents are placed on academic probation when the quality of work is \nsuch that progress toward graduation is in jeopardy. The purpose of \nprobation is to warn. It is not a penalty. Students on probation will be \nnotified, and the regulations governing probation will be called to their \nattention. \n\nTo stay in good academic standing, a student must maintain the following \nLaGrange College cumulative grade point average (GPA): with less than \n30 earned hours, a minimum 1.75 LaGrange College GPA; with 30-59 \nearned hours, a minimum of 1 .9 LaGrange College GPA; and with 60 \nearned hours or more, a minimum 2.0 LaGrange College GPA. When \nplaced on academic probation, a student will have two semesters to remove \ntheir probationary status. Failure to do so could result in suspension at the \ndiscretion of the Vice President for Academic Affairs and Dean, who will \nevaluate the student's academic progress being made. \n\nIn addition, failure to make at least a 1 .0 GPA in any term or failure to earn \nat least three credit hours in any term could result in probation or \nsuspension at the discretion of the Academic Dean. Students may be \nsuspended for other academic reasons, such as Honor Code violations. \n\nIn the case of part-time students, the extent of application of these \nregulations will be at the discretion of the Vice President for Academic \nAffairs and Dean. Normally, all applications of the regulations will be \nbased upon a full academic load. \n\nA letter from the Vice President for Academic Affairs and Dean is sent to \nthe student providing information on standing. \"Probation One\" means that \nthe student's next term will be the first term on probation, etc. \"Dean's \nDecision\" means that the student's academic records have been given to the \nVice President for Academic Affairs and Dean for action. \n\nStudent Grade Appeals \n\nThe initial determination of a student's grade is entirely the prerogative of \nthe instructor. However, a student who wishes to contest a course grade or \nother academic decision may initiate an appeal by the procedures outlined \nbelow. Grade appeals must be initiated no later than mid-term of the \nacademic term following that in which the grade was assigned. The date of \nthe academic term is defined in the College calendar in the front of this \nBulletin. \n\n\n\n78 \n\n\n\nThe following procedures govern all student requests for grade changes: \n\n The student should first attempt to resolve the matter by discussing \nthe question with the course instructor. \n\n If the student and the instructor are unable to reach a resolution, the \nstudent must then submit a written appeal to the Vice President for \nAcademic Affairs and Dean. The appeal must state the manner in \nwhich the course syllabus was violated. \n\n The Dean shall then seek an informal conference between the \nstudent and the instructor to settle the grievance to the satisfaction \nof the two parties involved. If no resolution can be found, the Dean \nwill deliver the student's appeal, together with any other pertinent \ndocuments provided by the student and/or the instructor, to the \nReview Panel of the Academic Policies Committee for its \ndetermination. \n\n The Review Panel shall then convene to conduct a preliminary \nreview of the appeal, after which the Chair of the Review Panel will \nset times convenient to the student and the instructor for hearing \nboth sides of the dispute. \n\n Upon completion of its hearings, the Review Panel will report its \nfindings to the Vice President for Academic Affairs and Dean. The \nDean will in turn inform the principal parties involved of whether \nthe student's request for a change of grade or other decision was \ndenied or approved. \n\n\n\n \n\n\n\nIt is the responsibility of the Review Panel to make every reasonable \neffort to complete its deliberations prior to the end of the term in \nwhich an appeal was initiated. \n\nAcademic Forgiveness \n\nAcademic forgiveness is a process which allows a student to have his or \nher prior academic record adjusted if: \n\n1 . four or more calendar years have elapsed since the period of last \nenrollment at LaGrange College; \n\n2. the student applying for forgiveness has completed a minimum of \n12 semester hours since readmission to LaGrange College and has \nearned a GPA of 2.0 with no course grade lower than \"C-\" since the \ntime of readmission. \n\nThe student may petition for forgiveness through the Academic Council \nand, if approved, the College will: \n\n79 \n\n\n\n1 . apply toward the student's common core, general education \ncurriculum, and electives requirements but not necessarily toward the \nstudent's academic major or minor, all those courses in which the \nstudent earned a grade of \"C-\" or better; \n\n2. set the student's cumulative grade point average to 0.0; \n\n3. require the student to successfully complete a minimum of 30 semester \nhours after bankruptcy declaration in order to graduate; \n\n4. and allow all graduation requirements (see LaGrange College Bulletin) \nto remain the same and apply equally, except that students who have \npetitioned for and received academic forgiveness will not be eligible to \nreceive honors at graduation. \n\nLaGrange College will maintain the student's complete record, including \nthose courses excluded from the GPA by the granting of forgiveness. No \ncourse work will be expunged from the student's academic record. The \nstudent's official transcript will clearly indicate that the student has been \ngranted academic forgiveness. Ordinarily, no transfer or transient credits \nwill be accepted after academic forgiveness. A student may be granted \nacademic forgiveness only once during his or her academic career at \nLaGrange College. \n\nRequirements for Bachelor Degrees: \nA Summary \n\nLaGrange College's Undergraduate Day Program offers the Bachelor of \nArts degree, the Bachelor of Science degree, the Bachelor of Music degree, \nand the Bachelor of Science in Nursing degree. To obtain a second \nbachelor's degree, at least 30 additional semester hours must be earned \nbeyond the first degree, in a minimum of two semesters. Baccalaureate \ndegrees require a minimum of 120 semester hours of credit including \nrequired course work in the core curriculum, interim terms, and the major. \nThere is often an opportunity to select course work electives. \n\nTo be eligible for the degree, a student must meet all requirements for the \ndegree (core curriculum, major program, all necessary assessments, 120 \nsemester hours and 2.0* cumulative grade point average in all course work \ntaken at LaGrange College), and make application for the degree before the \nbeginning of his or her final term. A student who does not earn a degree in \nten full semesters or the equivalent may be denied further registration. \n\nIn order to graduate in four academic years a student, at a minimum, should \nenroll for at least 30 semester hours each academic year. A student who \ntakes at least 1 2 semester hours credit is classified as full-time. The \nmaximum full load is 16 semester hours; anything beyond is considered an \n\n80 \n\n\n\noverload. No student whose average is below 3.0 is permitted to enroll for \nmore than 16 hours in any one term without the written permission of the \nVice President for Academic Affairs and Dean. \n\nThe quality-point average is computed by multiplying the grade point by \nthe course value, summing, and then dividing the total quality points \nearned by the total GPA hours. If a student has received credit for a course \nand repeats that course, he or she receives no additional credit toward the \ndegree. In computing the student's average, GPA hours and quality points \nare counted on all attempts. \n\nUnless otherwise specified in this Bulletin, grades of \"C-\" may be counted \ntoward a major or minor, but the major or minor GPA must remain at or \nabove 2.0 (or the departmental minimum) in order for a student to graduate \nwith said major or minor. No grade below a \"C-\" in any course above \n1000-level may be applied toward a major or minor. \n\n*2.5 for Business Management and Accountancy \n\nCredit for work earned at a junior college \n\nNot more than 60 semester hours of credit earned at a junior college are \ncounted toward the degree. No credit is granted toward the degree for \ncourse work taken at a junior college after a student has attained junior \nstanding except that up to 9 hours of transient credit from a junior college \nmay be granted for courses that are below the LaGrange College 3000- \nlevel (the 60 credit-hour limit still applies). A transfer student is not given \ncredit toward graduation for any grade of \"D\" earned elsewhere. Transient \nwork with a grade of \"C-\" or better is acceptable. Academic averages are \ncomputed on work done only at LaGrange College. \n\nResidency Requirements \n\nThere are two ways by which a student must meet residency requirements \nfor graduation: \n\n1 . The student must be in residence the last 39 credit hours; \nOr \n\n2. 5 1 credit hours of the last 60 credit hours must be earned at \nLaGrange College. \n\nWith prior approval of the academic adviser and the Vice President for \nAcademic Affairs and Dean, up to nine hours of the last 60 credit hours \nmay be earned as a transient student at another accredited institution. \nTransient credit is awarded only for courses in which the grade or \"C-\" or \nbetter is earned. \n\n81 \n\n\n\nAdditional Policies concerning transient work \n\nGrades earned for transient work are not included in the cumulative grade \naverage. As stated in other sections of this Bulletin, a student will not be \ngiven permission to repeat any course at another institution in which a \nfailing grade has been earned at LaGrange College. \n\nTransient credit for courses within a student's major will only be accepted \nfrom a four- year baccalaureate degree conferring, regionally accredited \ninstitution that offers a major in the specific discipline of the course being \nrequested for credit. Even if another such institution offers a major in the \nspecific discipline in which the course is being requested for credit, the \ndepartment chair in that discipline retains the right to deny the request. \n\nExtension, correspondence, and on-line courses \n\nAny regularly enrolled LaGrange College student who desires to take \ncourse work for transient credit by extension, correspondence, or through \non-line vendors must obtain prior approval in writing from his or her \nacademic adviser and from the Vice President for Academic Affairs and \nDean. Such extension or correspondence credit (grades of \"C-\" or better) \nmay not exceed six hours and no credits earned in this manner may be \napplied toward the fulfillment of courses with the subject code CORE or \nENGL 1 101 or 1 102. Courses taken by extension or correspondence must \nbe completed with all grades recorded before the end of the student's final \nterm in order to graduate in that term. \n\nLaGrange College does not typically award credit for courses earned \non-line. \n\nClassification of Students \n\nA student is classified as a first-year student if he or she has earned fewer \nthan 30 hours of credit. A student is classified as a sophomore if he or she \nhas earned 30-59 hours of credit. To be classified as a junior, a student \nmust have completed 60 earned hours of credit. A student is classified as a \nsenior upon having earned 90 hours of credit. A student should be alert to \nthe fact that a minimum of 1 20 hours are required for graduation and that \nsome majors may require more than 120 hours. Attaining these minimum \nprogression requirements may not be sufficient to insure graduation within the \ntwo semesters of the senior year. \n\n\n\n82 \n\n\n\nAcademic Honors \n\nUpon graduation, students who have been in residence at LaGrange \nCollege for at least their last 60 hours (90 quarter hours for Evening \nCollege students) and \n\n1 . have attained a quality point average of 3.50 to 3.74 may be granted \nthe bachelor degree cum laude or \n\n2. have attained a quality point average of 3.75 to 3.89 may be granted \nthe bachelor degree magna cum laude or \n\n3. have attained a quality point average of 3.90 to 4.0 may be granted the \nbachelor degree summa cum laude. \n\nAt the end of each academic semester, students who have maintained a \n3.60 cumulative grade point average on a minimum of 12 GPA hours of \nwork will be placed on the Dean's List. \n\nUpon graduation, students who have been in residence at LaGrange \nCollege (as transfer students in the day program, in the Evening College, or \nin the Albany program) for at least 42 semester hours (70 quarter hours) \nand have attained a grade point average of 3.50 or higher may be granted \nthe bachelor degree with distinction. \n\nCultural Enrichment Requirement at LaGrange \nCollege \n\nBecause the intellectual and cultural opportunities during one's college \nyears are exceptionally rich, and because exposure to a variety of cultural \nexperiences, and participation in a lively collegial atmosphere, during one's \nintellectually formative years, are vital to the concept of a liberal education, \nLaGrange College is dedicated to assisting in this enrichment by requiring \nall students to accumulate a prescribed number of Cultural Enrichment \n(CE) credits over the course of their careers. Each semester a list of \napproved Cultural Enrichment programs, lectures, presentations, events, \nperformances, recitals, etc., will be published in a brochure and on the \ncollege web page. Attendance at a maximum of six designated athletic \nevents will count toward the total required for graduation. Many of these \nevents will occur during the Contact Hour on Tuesdays and Thursdays, and \nsome will double as required programs in the CORE classes. \n\n\n\n83 \n\n\n\nStudents at LaGrange College earn academic credit through their at \nCultural Enrichment events. The Honor Council takes seriously Honor \nCode violations relating to attendance at Cultural Enrichment events. If \nyou must leave an event early, do not have your ID scanned. If your ID \nhas been scanned and you must leave unexpectedly, send a note to Dr. \nSharon Livingston, Assistant Dean for Academic Affairs, and she will \nremove the credit for you. Our Cultural Enrichment programs offer unique \nopportunities for education, edification, and enjoyment. Take advantage of \nas many of these programs as you can, but, most importantly, do not take \ncredit for something you did not do. \n\nStudents will meet their obligation according to the following schedule: \n\n\n\nClassification \n\nNew/Transfer First-year \nTransfer First-year \nTransfer Sophomore \nTransfer Sophomore \nTransfer Junior \nTransfer Junior \nTransfer Senior \n\n\n\nEarned Hours Upon \nEntry to LaGrange \nCollege \n\n\nCE Credits \nNeeded to \nGraduate \n\n\n0- 14Sem. Hrs. \n\n\n40 \n\n\n15- 29Sem. Hrs. \n\n\n35 \n\n\n30- 45 Sem. Hrs. \n\n\n30 \n\n\n46- 59 Sem. Hrs. \n\n\n25 \n\n\n60- 75 Sem. Hrs. \n\n\n20 \n\n\n76- 89 Sem. Hrs. \n\n\n15 \n\n\n\u003e 90 Sem. Hrs. \n\n\n10 \n\n\n\n84 \n\n\n\nGraduation Requirements \n\nA student who enters LaGrange College under a given Bulletin \ngenerally will be graduated under the core curriculum, hours \nrequirement, and grade point average requirements of that Bulletin. \nMajor requirements are those in force at the time a student formally \ndeclares a major. If a student suspends his or her study and re-enters \nmore than four years later, he or she will graduate under the \nrequirements of the Bulletin in effect at the time of re-entry. \n\nStudents in their last year of college work must have an audit of their \ncourse credits and planned courses examined upon pre-registration for \ntheir final semester in residence. This is called a \"graduation petition.\" \nThe major adviser and the Registrar assist the student in completing this \npetition. No student may participate in Commencement exercises if he \nor she has not completed a graduation petition. Also, no student may \nparticipate in Commencement unless all graduation requirements have \nbeen certified as completed by the Registrar and the Vice President for \nAcademic Affairs and Dean. \n\nStudents at LaGrange College will participate in the evaluation of the \nextent to which institutional education goals are being achieved. This \nevaluation will be in both the core curriculum and the major. College- \nwide assessment days for seniors are administered in October for \nDecember graduates and March for May graduates. Dates and times can \nbe found on the Academic Calendar. For major assessments, consult the \nspecific majors for details. \n\nTranscripts \n\nStudents are entitled to transcripts of their record free of charge. No \ntranscripts will be issued for any student under financial obligation to \nthe College. Transcript requests must be made in writing to the Registrar \nwell in advance of the time the transcript is needed. Transcripts will be \nissued promptly; however, at the beginning and end of terms some delay \nmay be unavoidable. Unofficial transcripts may be obtained from the \nonline student module of the web. \n\nStudent Appeal of Academic Policy \n\nStudents may petition for exception to published academic policy. The \nAcademic Council reviews the petition. \n\n\n\n85 \n\n\n\nInformation Technology and \nAcademic Support \n\n\n\nLaGrange College Policy for the Responsible \nUse of Information Technology \n\nThe purpose of this policy is to ensure a computing environment that \nwill support the academic, research, and service mission of LaGrange \nCollege. Simply stated, continued and efficient accessibility of campus \ncomputing and network facilities depends on the responsible behavior of \nthe entire user community. The College seeks to provide students, \nfaculty, and staff with the greatest possible access to campus \ninformation technology resources within the limits of institutional \npriorities and financial capabilities and consistent with generally \naccepted principles of ethics that govern the College community. To that \nend, this policy addresses the many issues involved in responsible use of \nthe College's information technology resources, including systems, \nsoftware, and data. Each authorized user of information technology \nassumes responsibility for his or her own behavior while utilizing these \nresources. Users of information technology at LaGrange College accept \nthat the same moral and ethical behavior that guides our non-computing \nenvironments also guides our computing and networking environment. \nAny infraction of this policy may result minimally in loss of computer \nand network access privileges, or may result in criminal prosecution. \n\nUSE \n\nAll users of the College's information technology resources agree to \nabide by the terms of this policy. Information technology resources \ninclude, but are not limited to, College owned computers and \ninformation technology hardware, the College campus network, \ninformation sources accessible through the campus network, and \nInternet access. When accessing any remote resources utilizing \nLaGrange College information technology, users are required to comply \nwith both the policies set forth in this document and all applicable \npolicies governing the use and access of the remote resource. The \nCollege, through a review and amendment process directed by the \nInstructional and Information Technology Round Table (IITR), reserves \nthe right to amend this policy. For the most up-to-date version of this \nresponsible use policy, see the information technology helpdesk \n(helpdesk.lagrange.edu). As far as possible, changes will be made only \n\n\n\n86 \n\n\n\nafter consulting with the user community. LaGrange College computing \nresources and associated user accounts are to be used only for the \nCollege activities for which they are assigned or intended. The \ncomputing systems are not to be used for any non-college related \ncommercial purpose, public or private, either for profit or non-profit. \nUnless placed in public domain by its owners, software programs are \nprotected by Section 1 1 7 of the 1 976 Copyright Act. It is illegal to \nduplicate, copy, or distribute software or its documentation without the \npermission of the copyright owner. Copyright protection of text, \nimages, video and audio must also be respected in all uses of College \ntechnology resources. The LaGrange College Campus Network must \nnot be used to serve information outside of LaGrange College without \nwritten permission approved by the IITR. \n\nUser Accounts \n\nMany technology resources at LaGrange College are accessed through \nuser accounts. No user accounts should be used to execute computer \nsoftware or programs or attempt to gain access to resources other than \nsoftware, programs or resources specifically granted and offered for use \nby LaGrange College. All users are responsible for both the protection \nof their account passwords and the data stored in their user accounts. \nSharing a password is prohibited. Users must change their password \nperiodically to help prevent unauthorized access of their user account. \nWhen working on computers that are in general access areas \n(laboratories and public access), users must log off or lock the computer \nbefore leaving to protect the security of their data and the network.. \nLeaving the web-based email page (Outlook Web-Client) open on an \naccessible computer, especially outside of campus, leaves the account \navailable to anyone who passes by, and allows the changing of the user's \npassword giving the passerby access to the LaGrange College Network. \nBefore leaving a computer, users must log off the web-based email. If a \nstudent becomes locked out of their account or for other reasons needs \nto have their password reset, they must make the request in person to an \nInformation Technology staff member and present a valid LaGrange \nCollege ID. Any suspected unauthorized access of a user's account \nshould be reported immediately to the Executive Director of \nInstructional \u0026 Information Technology or another College authority. \nUser accounts will be deactivated when the user's affiliation with the \nCollege is terminated and all files and other data will be removed from \nthose accounts. \n\n\n\n87 \n\n\n\nCollege Email Accounts \n\nThe College provides email accounts for students, faculty and staff. All \ncourse and advising related email and other official College electronic \ncommunication with students must be sent to the student's campus email \naddress or via Mentor. Official College email communications with \nfaculty and staff will use their College email address. Email must not be \nused for purposes inconsistent with the mission of the College. Users \nmay not conceal, mask or misrepresent their identity when sending \nemail or other electronic messages. Transmission of abusive, harassing \nor libelous electronic messages is forbidden. Deliberate transmission or \npropagation of malicious programs such as viruses, worms, Trojan \nHorses, data mining programs or participation in denial of service \nattacks are subject to disciplinary and possible criminal action. \n\nLaGrange College maintains faculty and staff mail groups (distribution \nlists or aliases) for the purposes of communications concerning the \noperation of the College. The College maintains a Community mail-list \nfor communications of a less formal nature. Users must make \nappropriate use of the subject line in postings to all College related mail \ngroups (distribution lists or aliases) and mail-lists (list servers). \nAnnouncements to faculty and staff about campus events should be \nmade through FYI. These announcements should be sent to the \nCommunications and Marketing staff for inclusion in FYI. A single \nreminder close to the date of the event may be made to the faculty and \nstaff mail groups. Exceptions to this policy may be made by approval of \nthe Instructional and Information Technology Round Table. Daily \nreminders of an upcoming event are inappropriate. Examples of \nmessages appropriate for the FYI/email reminder procedure are Cultural \nEnrichment Events, Faculty Meetings, Staff Council Meetings, Faculty- \nStaff Coffees, and Sports Events. Messages not directly related to the \noperation of the College should be posted to the Community mail-list. \nFor example, items for sale, contests, fund-raisers, sports scores, \nhumorous items and commentaries belong on the Community mail-list \nrather than being sent to the faculty and staff mail groups. Users can \nunsubscribe from and re-subscribe to the Community mail list as they \ndesire. Instructions for subscribing and unsubscribing are available on \nthe helpdesk (helpdesk.lagrange.edu). \n\n\n\n88 \n\n\n\nPosting of messages to the email group containing all students must be \ncleared through the appropriate Vice President's Office or their \ndelegates. Use of the electronic signs in the Dining Hall, posters and \nflyers are suggested alternative means of reaching all students. \nMessages to the student body should not be made through the faculty \nmail group. Messages to faculty containing variations on \"Please \nannounce to your class\" are ineffective in reaching all students. \n\nCampus Computing Facilities \n\nComputer labs on the LaGrange College campus are available for \ngeneral use by students, faculty and staff except during the periods when \nthe rooms have been reserved for teaching purposes. Additional \ncomputers are placed in public access areas for student, faculty and staff \nuse. It is the responsibility of every user to use lab and public access \nfacilities in a responsible manner. Accidental damage or damage caused \nby other parties should be reported as soon as possible so that corrective \naction can be taken. Use of laboratory or public access facilities to view \nmaterial that may be considered offensive to others which includes, but \nis not limited to, racially hateful and sexually explicit material, is \nconsidered a form of harassment. The viewing of harassing material is \ninconsistent with the mission of LaGrange College. Viewing such \nharassing material in a lab or public access area may result in \ndisciplinary action. \n\nPersonal Web Pages \n\nAny authorized user or group at the College may have a personal home \npage on a LaGrange College World Wide Web server, provided that the \ngraphical images, multimedia information, text, or the intent of the home \npage do not refute the mission of LaGrange College. Users must sign a \nRegistered Information Provider Agreement before web pages are \nplaced on the server. Groups must designate an individual as their \nRegistered Information Provider, who is responsible for the content of \ntheir web pages. Registered Information Provider Agreements must be \nrenewed annually. Failure to renew will result in removal of content \nfrom the web server. No individual user is authorized to create and \nserve a web site on the World Wide Web utilizing College computer \nresources. Applications for personal web pages should be made to the \nDirector of Information Technology. \n\n\n\n89 \n\n\n\nStudent Computer Configurations \n\nAccess to the LaGrange College Campus Network is available in \ndormitory rooms for students who bring to campus personal computers \nmeeting the minimum specifications defined by Information \nTechnology. These specifications are revised annually and will be made \navailable to all new students. The Campus Network will allow students \nto access the World Wide Web (WWW) and email. By accessing the \nCollege network, students agree to abide by this usage policy. Students \nmust not change network configurations specified by Information \nTechnology. The Information Technology staff will only support \nsoftware installed by Information Technology personnel, and do not \nprovide support for personally owned computer equipment other than \nverifying that the network link is functional. \n\nStudents are responsible for all network traffic originating from their \nnetwork access. Students should employ appropriate and up-to-date \nantivirus software. \n\nCampus Network \n\nThe College provides network access in classrooms, laboratories, the \nlibrary, offices, public access locations and student dormitory rooms. \nWhile the College is committed to free speech and open access to \ninformation and communication, these must be tempered by the need to \nrespect others' rights to speech, access and communication. Each user is \nexpected to balance their needs with the needs and expectations of the \nCollege community as a whole. The College reserves the rights to limit \nbandwidth to users and access to non-academic, resource intensive \napplications if they threaten to interfere with academic uses of the \ncampus network. \n\nUsers on the network must not attempt to conceal, mask or misrepresent \ntheir identity or the identity of computers when using the network. \nUsers shall not employ software or hardware that interferes with the \noperation or security of the network. Users shall not interfere with the \nadministration of the campus network nor shall they attempt to breach \nany network or resource security system. In administering the network, \nnetwork activities of users may be monitored as to type and quantity. \n\nUsers are responsible for all network activities originating from \nresources provided to them by the College. \n\n\n\n90 \n\n\n\nWireless Network \n\nWireless networking provides many benefits to the College, but with \nthese benefits comes unique security threats. In order to make a \nreasonable effort to prevent access to network resources from \nunauthorized users via the Wireless Local Area Network (WLAN), the \nfollowing policy and associated best practices exist. \n\nAn unsecured Wireless Access Point (WAP) has the potential to open a \nbackdoor into an otherwise secure network. All WAPs located in \nacademic and administrative buildings must be managed by IT. Faculty \nand staff are prohibited from installing a WAP without explicit \npermission from the Director of Information Technology. Requests for \nexpansion of the wireless network should be made to the Network \nManager via the IT Helpdesk. In order to allow flexibility for students \nto utilize wireless networking in the residence halls, secured personal \nWAPs are allowed. IT must be notified of intent to install a WAP via \nthe IT Helpdesk. WAPs must be physically located in the vicinity of the \nowner's conventional wired jack and they must be secured in at least \none of two ways. At least 40-bit Wired Equivalent Privacy (WEP) must \nbe enabled on the WAP and client. Ideally the WAP's internal MAC \naddress table should be set to only allow access from authorized clients. \nIT reserves the right to scan for and disable any unauthorized or \nunsecured WAPs. \n\nWAP Best Practices: \n\n Activate WEP on the WAP and client \n\n\n\n \n\n\n\nChange the default administrator password to a more secure \npassword \n\n Don't use the default Service Set Identifier (SSID) \n\n Don't broadcast the SSID if possible \n\n Use the lowest power radio output possible to minimize propagation \noutside the building \n\n Disable the WAP in non-usage periods \n\n\n\n91 \n\n\n\nRemote Access \n\nLaGrange College provides very limited direct telephone dialup access \nto the Campus Network for college business. This service was created \nfor technical and administrative access to the network not available \nthrough a regular Internet connection, and is not intended to provide \ngeneral Internet access to members of the LaGrange College \ncommunity. In order to be granted dialup access to the Campus \nNetwork, a user must submit a request to the UTR via their department \nchair/supervisor. The request should indicate the period of time for \nwhich this access is to be granted and indicate how this access is \nconsistent with the technical and/or administrative purpose of the dialup \nresource. For regular dialup needs, service through a commercial \nInternet Service Provider is recommended. \n\nData Security \n\nWithin institutional priorities and financial capabilities, LaGrange \nCollege provides reasonable security against unauthorized intrusion and \ndamage to data, files and messages stored on its computer systems. The \nCollege maintains facilities for archiving and retrieving data stored in \nuser accounts. If a user needs to recover data after an accidental loss, \nInformation Technology staff should be contacted and every reasonable \nattempt will be made to recover the lost or corrupted data. Neither the \nCollege nor any Information Technology staff can be held accountable \nfor unauthorized access by other users, nor can they guarantee data \nprotection in the event of media failure, fire, criminal acts or natural \ndisaster. Backing up critical files regularly is recommended. \n\nInformation Resource Use by Guests and \nAlumni \n\nUse of physical facilities for information technology by guests \n(individuals not currently enrolled as students or currently employed as \nfaculty or staff members of LaGrange College) and alumni is allowed \nonly within William and Evelyn Banks Library and under the \nsupervision of library staff. Additionally, such access is allowed only \nwhen existing resources are not being fully utilized by LaGrange \nCollege students, faculty, or staff. The use of technological resources \nmay be extended to alumni and friends of LaGrange College without the \nimposition of a \"user fee.\" A \"per printed page\" user fee established by \nBanks Library will be assessed for use of College printing resources. \n\n\n\n92 \n\n\n\nUser Awareness \n\nBecause information technologies change at so rapid a rate, updates to \nthe Responsible Use Policy may be made between printings of College \npublications. It is the responsibility of the user to keep informed of the \nchanges in this policy, which will be available on a LaGrange College \nweb site (http://panther.lagrange.edu). \n\nLaGrange College Cell Phone and Pager Policy \n\nThe carrying and use of cell phones, pagers and other electronic \ncommunications devices are allowed on the LaGrange College campus. \nUsers of these devices, however, must be attentive to needs and \nsensibilities of other members of the College community. Furthermore, \nthe use of these devices must not disrupt the functions of the College. \n\n\n\nDevices must be off or ringers silenced in classes, laboratories, the \nlibrary, study spaces and other academic settings and during events such \nas plays, concerts, speakers and College ceremonies. The term \n'laboratories' explicitly includes computer laboratory spaces. \nAnswering or operating the device during classes, laboratories, meetings \nor events is only appropriate in case of emergency. If the device must \nbe answered, the user must move to a location where the class, \nlaboratory, library patrons, etc. will not be disrupted before making use \nof the device. \n\n\n\n93 \n\n\n\nAcademic Programs \n\n\n\nIntroduction \n\nFaculty members and the staff of LaGrange College implement curricular \nand co-curricular programs that contribute to the fulfillment of the mission \nof the College and the quest for civility, diversity, service, and excellence. \nUndergirding all of the academic programs at LaGrange College is a \nfundamental commitment to the liberal arts. The underlying philosophy of \nliberal learning is found in all parts of the curriculum of the College but is \nmost obvious in the structure of the Core Curriculum, which serves as \nfoundation of the academic experience at the College. Baccalaureate \nmajors share the Core Curriculum, which represents just less than forty \npercent of a student's formal study at the College. Specific courses within \nthe Core Curriculum are designed to integrate knowledge from diverse \ndisciplines. \n\nWithin a caring and ethical community, the total LaGrange College \nprogram is designed to challenge and support students as they deal with \nfundamental contemplations of self, world, and God. This program is \ncentered around the liberal arts curriculum, which provides engagement in \na breadth of scholarly disciplines and a foundation for a lifetime of \nlearning. Because of this orientation, students are given opportunities to \ninterpret and evaluate the influence of historical, cultural, artistic, \nmathematical, scientific, and religious developments. They are exposed to \nthe modes of creative expression and participate in activities that foster \nintellectual curiosity. Through a series of experiences allowing \nexamination of issues involving ethical reasoning, global awareness, \ndiversity, sustainability, civic knowledge and service, and personal \nwellness, students have an opportunity to reflect upon and consider their \nplace in the world and their personal and social responsibilities. \n\nThe curriculum of LaGrange College is designed to improve students' \ncreative, critical, and communicative abilities, as evidenced by the \nfollowing outcomes: \n\n Students will demonstrate creativity by approaching complex problems \nwith innovation and from diverse perspectives. \n\n Students will demonstrate critical thinking by acquiring, interpreting, \nsynthesizing, and evaluating information to reason out conclusions \nappropriately. \n\n Students will demonstrate proficiency in communication skills that are \napplicable to any field of study. \n\n94 \n\n\n\nCore Program in the Liberal Arts \n\nAs a Methodist related institution, LaGrange College offers an \neducational experience which emphasizes the inter-relatedness of \nknowledge and the importance of understanding and evaluating human \nexperience. The Core Program in the Liberal Arts (also known as the \nCommon Core Program) uses an interdisciplinary approach to develop \nthe students' creative, critical and communicative abilities. The specific \nobjectives of the Core Program are also noted elsewhere in this Bulletin \n(see \"Core Program Integrative Curriculum\"). \n\nThe Core Program is designed to be integrated with other courses during \nthe first three years of the student's experience at LaGrange College. \nThe forty-six semester hours included in the Core Program are dispersed \nin three areas: foundation studies, integrative studies, and exploratory \nstudies. The thirteen hours of integrative studies, which bring an \ninterdisciplinary focus to the humanities, the social sciences, and \nproblem solving, are central to the entire Core Program. The \ninterdisciplinary courses First- Year Cornerstone and First- Year \nOrientation provide the introduction and foundation for the Core \nProgram. No transient credit will be allowed for any Rhetoric and \nComposition course (ENGL 1 101 or 1 102) or for the Integrative Studies \ncourses (Problem Solving, Computer Applications, Humanities I and II, \nThe American Experience). \n\nCourse Taken Min. Credit Year \n\nFoundation Studies 27 Hours \n\nFirst- Year Cornerstone (CORE 1101)* 3 First-year \n\nFirst- Year Orientation (CORE 1 102) * 1 First-year \n\nRhetoric and Composition 6 First-year \n\n(ENGL 1101, 1102) \n\nMathematics \n\n(MATH 1 101, 2105, 2221, or 2222) 3 First-year \n\n(Entry level by placement) \n\nWorld Languages and Culture 6 as best scheduled \n\n(2 sequential courses in languages: \nFREN, GERM, SPAN) \n\nLaboratory Science I and II 8 as best scheduled \n\n(BIOL 1 101-1 102, 1 148-1 149; CHEM 1101-1 102; \n\nPHYS 1 101-1 102; PHYS 2121-2122) \n\n(BIOL 1 148 \u0026 1 149 are mandatory for BSN students) \n\n95 \n\n\n\nIntegrative Studies 13 Hours \n\nProblem Solving (CORE 1 1 20) 3 as best scheduled \n\nComputer Applications (CORE 1 140) 1 \n\nHumanities I and Humanities II 6 Sophomore \n\n(CORE 2001, 2002) \n\nThe American Experience (CORE 3001) 3 Junior \n\nExploratory Studies 6 Hours \n\nFine Arts 3 as best scheduled \n\n(any beginning level classes in the Fine Arts Division Courses that satisfy \nthis requirement are marked with an asterisk (*) in the Art, Music, and \nTheatre Sections of the Bulletin) \n\nReligion 3 as best scheduled \n\n(RLGN 1101, 1102, 1103, 1104, or 1105) \n\nTOTAL CORE PROGRAM 46 hours** \n\n* Transfer students with 30 or more hours may be waived from the CORE \n1 1 1 / 1 1 02 requirement. \n\n** Although not considered a part of the Core Program, each student is \nrequired to pass 3 interim term courses (one three semester hour course per \nterm) as part of the graduation requirements. Students may elect to complete 4 \ninterim terms, and are encouraged to do so. Consult u Requirements for \nBachelor Degrees: A Summary\" in this Bulletin for details. \n\nPlacement (Please read carefully ) \n\nAppropriate placement in certain courses is essential. \n\nDuring the first few days on campus all students will participate in \nplacement evaluation inventories. These inventories are necessary for (1) \nplanning for majors and careers, (2) providing the comparison levels for \nsubsequent assessment of the Core Program curriculum, and (3) \ndetermining current skill levels for placement purposes. Placement in \nmathematics and English is based on skills assessment or standardized test \nscores. Students who are not predicted to be successful in Mathematics \n1101 are required to enroll in Mathematics 0100. This is a pre-Core \nProgram mathematics course, and credit in this course does not count \ntoward the fulfillment of the 46 hours of core requirements, but does count \ntoward hours required for graduation. English placement is based on scores \nobtained on the Scholastic Aptitude Test (SAT). Based on scores obtained, \nstudents are placed in an appropriate section (standard or honors) of \nEnglish 1 101 (see description of English program). \n\n96 \n\n\n\nStudents entering LaGrange College with two (2) years of high school level \nforeign language are placed in an intermediate level course of that \nlanguage; or if the students choose, they may start the study of another \nlanguage at the beginning level. Any student for whom English is not the \nnative language may have the language requirement waived by submitting \na written request to the Registrar from the student's advisor, the Director of \nInternational Student Services, or the Chair of the Humanities Division. \nThose students who are allowed to waive the language requirement must \nstill complete the minimum 120 hours for graduation. \n\nCore Program, Time Restrictions \n\nThere is no time limit on the credit or validity of coursework in the Core \nProgram. It should be noted, however, that students who have not been \nenrolled at LaGrange College for four years, or who transferred from \nLaGrange College and subsequently return, enter the college under the \nBulletin in force at the time of re-entry. \n\nCredit by Examination and Exemption \n\nStudents entering LaGrange College may earn a waiver of certain \nrequirements or college credit as a result of their participation in the \nCollege Board's Advanced Placement (AP) Program, the College-Level \nExamination Program (CLEP), or the International Baccalaureate (IB) \nProgram. Advanced Placement credit is accepted for those students who \npresent evidence from their high schools that Advanced Placement courses \nhave been completed and appropriate scores earned on the advanced \nplacement test. To determine the AP test scores that qualify for college \ncredit and/or exemption, students should contact the Registrar. A CLEP \nexam grade of \"C\" or better is needed to receive credit; only 6 CLEP \ncredit hours will be accepted for courses below the 3000-level. IB credit is \nawarded for scores of 5, 6, or 7 on the Higher Level examinations, with the \nexception of English as a Second Language. No credit is awarded solely \nfor earning an IB Diploma, for IB Standard Level exams, or for scores \nbelow 5 on any Higher Level examination. \n\nApplicants should submit requests for Advance Placement or International \nBaccalaureate credit during the summer prior to enrollment. Official IB \ntranscript should be included with the student's final high school transcript. \nConsultation with the academic departments or placement exams may be \nrequired in some areas before final credit is awarded. If a waiver of \nrequirements is granted, the score on the examination used will be recorded \non the student's record in lieu of a letter grade. \n\n\n\n97 \n\n\n\nAssessment of the Core Program \n\nDuring the first semester and again, prior to graduation, students take the \nCollege's assessment exam designed to determine the extent to which \nstudents have achieved the objectives of the curriculum of the Core \nProgram. Meaningful participation in this testing program is a requirement \nfor graduation with a baccalaureate degree. \n\nThe Interim Program \n\nThe Interim is the class term held during the month of January for \napproximately four weeks. Courses offered in the Interim are designed to \nencourage students to explore course content outside of their majors. All \nstudents who enter as first years must successfully complete three of the \nfour Interim terms offered during a typical four-year course of study. For \nstudents who transfer to LaGrange College, reductions are made in this \nrequirement based on the academic standing of the student at entry. \n\nDue to the exploratory nature of the Interim term, departments are \nencouraged to refrain from offering courses required in the major or \ncourses that are restricted to certain small groups of students. With this \nintent, students can be exposed to opportunities of study, thought, and \nexpression that are not available during the other semesters of the academic \nyear. \n\nTo be eligible for any Interim course, all academic, procedural, financial, \nand other prerequisites must be met. Students who have been enrolled full- \ntime during the preceding fall semester may take an Interim course at no \nadditional charge for tuition, room, or board. Individual courses may \nassess fees particular to the activities planned. The costs listed in the \nInterim course descriptions in the annual prospectus are the anticipated per- \nparticipant charges for that particular class. Students are responsible for \npurchasing their own textbooks; most are available in the College \nbookstore. \n\nThe primary Interim prospectus is distributed in early fall semester, with \npre-registration in late September for the upcoming January. Students are \nencouraged to discuss any questions about courses with the indicated \ninstructors during the week prior to pre-registration. A separate \npreliminary travel prospectus is distributed during the prior spring \nsemester, with an early travel pre-registration period offered in late April. \nIf space is available in the courses, it may be possible to pre-register for \ntravel courses during the fall pre-registration period also. \n\n\n\n98 \n\n\n\nAll Interim courses require a minimum of 1 20 hours per term of student \ninvolvement. At the first class meeting in early January, the instructor will \nprovide guidelines for successful completion of the course as well as a \nschedule of class meetings, assignments, and other necessary information. \nGrading of Interim courses is based on the A-F scale or Pass/No Credit. \nInstructors may allow students to choose between these grading options. \n\nDuring the Interim Term, LaGrange College offers several opportunities \nfor off-campus study which require travel, some of which include travel to \nother states or travel beyond the United States. Such travel inevitably \ninvolves risk - accident, injury, illness, civil unrest, and other unforeseen \ncircumstances. These risks are ones that neither those who sponsor travel \nnor those who travel can control. In recognition of these risks, a premium \non a travel medical insurance policy is included with the fees assessed for \ntravel courses. Participation in such an off-campus study program is purely \nvoluntary on the student's part. As a condition for participation, LaGrange \nCollege requires that student travelers and their parents read and execute \nliability releases and other documents which acknowledge, accept, and \nassume all risks. LaGrange College expects that students and their parents \nwill use their own due diligence in informing themselves of current global \nconditions and in determining whether they wish to engage in travel to \ngiven sites. \n\nTeaching fellows program \n\nThe Teaching Fellows Program is a program that allows faculty members \nto offer highly-qualified students opportunities to learn by sharing in the \ninstructional responsibilities for particular courses. Students enrolled in the \ncourses will have the added benefit of additional academic support. \n\nThe Teaching Fellow is given a sphere of responsibility so that learning \nand teaching can be experienced as two aspects of the program. The \nstudent's role differs from that of teaching assistants utilized by many \ncolleges and universities. Here the faculty sponsor is as involved as ever in \nall aspects of the course. Involvement of a student in teaching/learning \nparticipation in a particular course happens only if the faculty sponsor feels \nthat definite benefit to both the student and the course will result. \n\nThe Teaching Fellows Program is voluntary with each faculty member \ndetermining which of his or her courses, if any, are appropriate for such \nindividual studies in teaching/learning. The type of responsibilities and \nextent of involvement of the student will vary depending on the course and \nfaculty sponsor. It may not be counted as a substitute for any of the \nundergraduate teacher education requirements. \n\n\n\n99 \n\n\n\nStudents may be approached by faculty members to serve as a Teaching \nFellow or may initiate the process with approval from a sponsoring faculty \nmember along with other required signatures. This experience should be \nreserved for those select few students who have demonstrated appropriate \ncharacteristics and academic excellence. \n\nStudents must be in good academic standing with a GPA of 3.5 or higher \nand have attained at least junior status to serve as Teaching Fellows. \nAdditionally, students must have successfully completed the course for \nwhich they will be serving as a Teaching Fellow. Students may earn 2 \nsemester hours of credit for this experience. The experience may be \nrepeated once; a new proposal must be submitted and approved for each \nexperience. Evaluation will be awarded on a pass/fail basis only. The \nTeaching Fellow course designation is TCHA 4010. \n\n\n\n\nIPlF \n\n\n\n100 \n\n\n\nThe Major Programs \n\nA major is defined as a primary program of study in which the student \ncompletes a designated number and sequence of courses within a specific \ndiscipline, department or subject area. A major may or may not offer \nconcentrations for focused course work within the major. \n\nA student may choose to pursue one of four baccalaureate degrees: the \nBachelor of Arts, the Bachelor of Science, the Bachelor of Music, or the \nBachelor of Science in Nursing. Most students pursue one of these \nbaccalaureate degrees. \n\n\n\nMathematics \nMusic \n\nPolitical Science \nPsychology \nReligion \nSociology \nSpanish \nTheatre Arts \n\n\n\nBachelor of Arts \n\nArt and Design \n\nBiochemistry \n\nBiology \n\nChemistry \n\nComputer Science \n\nEducation (Early Childhood) \n\nEnglish \n\nHistory \n\nBachelor of Science \n\nAccountancy \n\nBiology \n\nBusiness Management \n\nChemistry \n\nComputer Science \n\nMathematics \n\nBachelor of Science in Nursing \n\nNursing \n\nBachelor of Music \n\nCreative Music Technologies \n\nPerformance (voice, piano, organ, guitar, percussion) \n\nChurch Music \n\nLaGrange College also offers graduate programs. In these programs, \nstudents may complete the Master of Arts in Teaching or the Master of \nEducation in Curriculum and Instruction. Please refer to the Graduate \nBulletin for more information about these programs. \n\nLaGrange College at Albany students may pursue the Master of Arts in \nOrganizational Leadership. More information about this program is \navailable in the Bulletin for LaGrange College at Albany. \n\n\n\n101 \n\n\n\nInterdisciplinary Major \n\nThe Interdisciplinary Major at LaGrange College allows highly motivated \nstudents to pursue a self-designed, individualized program leading to a \nBachelor of Arts degree in Interdisciplinary Studies. \n\nTo be eligible to pursue the interdisciplinary major, a student must exhibit \na high-level of maturity and self-direction. A grade point average of 3.3 or \npermission of the Academic Dean is required at the time of submission of \nthe proposal The major may be declared upon completion of 30 semester \nhours, but no later than 69 semester hours. \n\nPolicies and Procedures: \n\n1 . The proposed major must stem from at least two separate \ndisciplines, but no more than three, and be supportable by the \nexisting resources of the college. \n\n2. The student must select an advisor in each discipline with one \nagreeing to serve as the principal advisor. \n\n3. The student must research and select classes totaling at least 36 \nsemester hours that relate to the proposed major and justify the \ninclusion of each course. At least 30 semester hours must be from \ncourses at the 3000 level or above. \n\n4. The proposal must include a clear sense of where the \ninterdisciplinary major would lead the student (graduate school or \ncareer possibilities). The proposal should also state why the \nInterdisciplinary Studies Major better suits the student's needs than \nexisting majors/minors offered at LaGrange College. \n\n5. The final major curriculum will be determined by the student in \nconsultation with all advisors. All general education requirements \nmust be met for graduation. The major must culminate in a \ncapstone paper or project approved by all advisors and supervised \nby the principal advisor. The student must register for INDV 4499 \nduring his or her senior year. \n\n6. The student must complete the Interdisciplinary Studies Proposal \nForm, which may be acquired from the Registrar's office. The \nproposed major must be approved by all advisors, the Academic \nPolicies Committee and the Vice President for Academic Affairs \nand Dean. It must also be filed with the Registrar's office. Any \nchanges to the approved curriculum must have the approval of all \nadvisors, the Academic Policies Committee and the Vice President \nfor Academic Affairs and Dean. An amendment form with these \napprovals must be submitted to the Registrar's office. \n\n102 \n\n\n\nMajor Requirements, Time Restrictions \n\nCourse work requirements in major programs necessarily change in \nresponse to evolving curriculum concerns and changing student needs. \nStudents' major requirements are governed by the Bulletin in force at the \ntime of the declaration of the major. The declaration of major is initiated \nwith the head of the respective department. \n\nAt the discretion of the department chair, students may be required to \ndemonstrate proficiency and/or currency in the subject matter if the major \ncourse work is older than five (5) academic years. Normally credit hours \nearned in the major may not be applied to the completion of the major, if \nthe hours earned are older than eight years, dated from the student's initial \nmatriculation. \n\nStudents who have been out of school longer than two years must again \ndeclare their majors. \n\nIndependent Study in the Major \n\nIn certain majors, independent study courses are offered. These courses are \nlimited to upper-class major and minor students who have completed at \nleast two-thirds of their particular major or minor program, and who wish \nto pursue a special problem or course of reading beyond that taken up in \nany formal course and lying within the capabilities of the library and \nlaboratories. In order to be eligible for independent study, the student must \nhave at least a 3.0 average in major courses. Total credit which can be \nearned through independent study normally will not be more than six \nsemester hours. Written permission to enroll in such a course must be \nobtained from the instructor, the chair of the department concerned, and the \nVice President for Academic Affairs and Dean. A descriptive syllabus \nincluding the method of evaluation must be submitted with the petition. \n\nAssessment in the Major \n\nThe faculty members who are responsible for instruction in the major \nprograms have identified specific objectives for a major in that discipline. \nThere is an assessment, devised by the faculty in the discipline that \ndetermines the extent to which the objectives have been met by the student. \nThat assessment is a requirement for students who graduated in June 1990, \nor who will graduate thereafter. The assessment styles are varied. Students \nshould carefully explore with their adviser in their intended major the \nnature of the assessment. A satisfactory assessment in the major is a \nrequirement for the degree. The chair of the department offering the major \nmust certify satisfactory completion of the assessment component. \n\n\n\n103 \n\n\n\nStudents who fail to complete satisfactorily the assessment in the major and \nexhaust reassessment opportunities at the departmental level may appeal \nthe decision of the department as described in the Academic Procedures \nand Regulations section. \n\nAdvice and Counseling in the Major \n\nAll students are assigned an academic adviser. Prior to the declaration of a \nmajor a student is advised by a member of the faculty in a discipline related \nto the student's area of interest. Subsequent to declaring a major, the \nstudent and the department chair work together in planning a program. The \nultimate responsibility for selecting the proper courses in order to complete \nthe desired degree is the responsibility of the student. \n\nMinors \n\nAcademic minors may be earned in most departments. A minor must \ninclude at least 12 semester hours, 6 of which must be in 3000-level or \nabove courses. Some departments do not designate the courses required \nfor the minor, but the courses selected must be approved by the chair of \nthat department. \n\n\n\nPre-professional \nPrograms of Study \n\n\n\nLaGrange College has a curriculum and environment that is well suited to \npreparation for further study in fields such as law and medicine. These \nprograms include, but are not necessarily limited to, preparation for the \nfollowing areas. \n\nPre-Health Professions \n\nFor the pre-health professions (Dentistry, Medicine, Pharmacy, Physical \nTherapy, Physician Assistance, and Veterinary Medicine), the advising \nteam is chaired by Dr. Nickie Cauthen and is composed of Dr. Cauthen, Dr. \nSarah Beth Mallory, and Dr. Melinda Pomeroy-Black. Students who plan \nto major in biology and are interested in one of these professions should \nconsult with Dr. Cauthen for assignment to one of the team members. \nStudents in other majors who are interested in these professions should \nconsult their primary advisers for access to the advising team. \n\n\n\n104 \n\n\n\nDentistry \n\nStudents should consult frequently with their advising team member in \naddition to their primary advisors for their majors. The pre-dental student \nshould select a major as early as possible and work toward the B.S. degree. \nSome dental schools accept students with fewer than four years of college \ntraining, but most of them prefer a student with the baccalaureate degree. \n\nThe pre-dental student should be familiar with the specific requirements set \nby the dental schools to which he or she plans to apply. There is some \nvariation in the requirements of the various schools, but the minimum \nrequirements set by most schools of dentistry are: \n\nEnglish 9 semester hours \n\nBiology with Lab 8 semester hours \n\nPhysics with Lab 8 semester hours \n\nInorganic (General) Chemistry with Lab 8 semester hours \n\nOrganic Chemistry with Lab 8 semester hours \n\nAll applicants must complete the Dental Admission Test not later than the \nOctober 31 testing preceding the year of desired entry. Dental schools also \nexpect experience in the dental field. The student should keep records of \ndates, duration and type of experience when involved in shadowing, \nvolunteer, or paid work. \n\nMedicine (M.D.) \n\nStudents should consult early and frequently with their advising team \nmember in addition to their primary advisers for their majors. The pre- \nmedicine student should select a major as soon as possible and seek the \nB.S. degree. Medical schools rarely accept candidates with less than the \nbaccalaureate degree. \n\nThe student should be familiar with the requirements of the several medical \nschools to which he or she plans to apply. Requirements vary somewhat in \nthe various medical schools, but the minimum requirements of most \nmedical schools are: \n\nBiology with Lab 8 semester hours \n\nGeneral Chemistry with Lab 8 semester hours \n\nOrganic Chemistry with Lab 8 semester hours \n\nPhysics 8 semester hours \n\n\n\n105 \n\n\n\nEvery applicant must take the Medical College Admission Test, preferably \nin the spring or early summer preceding the submission of his or her \napplication to medical school, but no later than the early fall of that year. \nStudents should take General Chemistry (CHEM 1 101-1 102) as a first- or \nsecond-year student to be on-track for the MCAT exam, normally taken in \nthe spring or early summer of the Junior year. BIOL 1 101-1 102 with labs \nis also suggested for first- or second-year students. Either general \nchemistry or general biology should be taken in the first year to stay on \ntrack for timely graduation and application to medical school. Medical \nschools also expect experience in the field of medicine. Students should \nkeep records of dates, duration and types of experience when participating \nin shadowing or volunteer or paid work in a hospital, doctor's office, or \nother medical facility. \n\nPhysician assistant (PA) \n\nStudents should consult early and frequently with their advising team \nmember in addition to their primary advisers for their majors. The pre-PA \nstudent should select a major as soon as possible and seek the B.S. degree. \nMost PA programs require completion of a baccalaureate degree. \n\nThe student should be familiar with the requirements of the several PA \nprograms to which he or she plans to apply. Requirements vary \nsignificantly in the various PA programs, but the common requirements of \nmost PA programs are: \n\nBiology with Lab 8 semester hours \n\nGeneral Chemistry with Lab 8 semester hours \n\nOrganic Chemistry with Lab 4 semester hours \n\nHuman Anatomy and Physiology 8 semester hours \n\nMicrobiology 4 semester hours \n\nEvery applicant must take the Graduate Record Examination (GRE), \npreferably 4-6 months preceding the submission of his or her application to \nPA programs. Students should take General Chemistry (CHEM 1101- \n1 102) and general biology (BIOL 1 101 and 1 102 with lab) as a First or \nSecond-year students. Either general chemistry or general biology should \nbe taken in the first year to stay on track for timely graduation. PA \nprograms also expect extensive experience in the field of medicine. \nStudents should begin shadowing early and keep records of dates, duration \nand types of experience when participating in shadowing or volunteer or \npaid work in a hospital, doctor's office, or other medical facility. \n\n\n\n106 \n\n\n\nPharmacy \n\nStudents should consult early and frequently with their advising team \nmember in addition to their primary advisers for their majors. While the \nadmission requirements vary, the following is standard course work as a \nminimum: CHEM 1 101-1 102, 2201-2202, BIOL 1 101-1 102, MATH 2221 \nand 1 1 14, PHYS 1 101, ECON 2201-2202, ENGL 1 101-1 102, and 6 \nsemester hours each of Humanities and Social/Behavioral Science. POLS \n1101 and HIST 1 1 1 1 or 1 1 12 may be required as well as electives to reach \n60 semester hours. Acceptance to a pharmacy program depends on a \ncomposite score of GPA, PCAT (Pharmacy College Admissions Test), and \nan interview, with the additional expectation that the applicant will have \nalready gained practical experience in a pharmacy. \n\nPhysical Therapy \n\nA few schools which offer training in physical therapy award a Bachelor's \ndegree after successful completion of classroom and clinical work. \nStudents are admitted to such programs after completion of 60 semester \nhours of work including approximately 12 hours in Humanities, 12 hours in \nmath and science, 12 hours in social science plus 24 hours in a major field \nsuch as biology. \n\nSpecific courses to prepare for admission to individual schools should be \nselected in consultation with the adviser. Many schools have moved to the \nDoctor of Physical Therapy (DPT) degree. These schools require a \nbachelor's degree as well as completion of the pre-physical therapy core. \nMost schools look for experience working with or observing a certified \nphysical therapist. Students should keep records of dates and duration of \nsuch experience. \n\nVeterinary Medicine \n\nStudents should consult early and frequently with their advising team \nmember in addition to their primary advisers for their majors. The pre- \nveterinary student should be familiar with the specific requirements of the \nschool to which he/she plans to apply. \n\nThe minimum requirements set by most schools of veterinary medicine are \nas follows: \n\n A candidate must have completed at least 54 semester hours of college \ncredit by the end of the spring semester before fall matriculation at the \nveterinary school. The baccalaureate degree is preferred. \n\n A candidate must have worked with a veterinarian and must have had \nhands-on experience working with large and small animals. \n\n107 \n\n\n\n Each applicant will be required to take the Graduate Record \n\nExamination (GRE) and the GRE biology subject test. These tests \nshould be taken in October or December of the year prior to probable \nadmission to veterinary school. The results should be received by \nVMCAS by February 1 of the year following the application. \n\nThe following courses should be completed prior to entry into veterinary \nschool: \n\nEnglish 6 semester hours \n\nBiology with Lab 8 semester hours \n\nAdvanced Biological Science 8 semester hours \n\nPhysics 8 semester hours \n\nBiochemistry 3 semester hours \n\nInorganic (General) Chemistry with Lab 8 semester hours \n\nOrganic Chemistry with Lab 8 semester hours \n\nOther Pre-Professional Programs \nDual Degree Engineering Program \n\nLaGrange College has an engineering preparation program designed to \nprovide a broad liberal arts background while preparing the student for a \nprofessional engineering program. Dual Degree Engineering Programs \nhave been established with Georgia Institute of Technology and Auburn \nUniversity. Students accepted in the Dual Degree program will attend \nLaGrange College for approximately three years (90 semester hours if \nentering under this Bulletin) while they complete the Core Curriculum and \nthe engineering preparatory courses listed at the end of this section. After \nsatisfactorily completing these studies at LaGrange College, the student \nwill then attend the engineering institution and complete a major in \nengineering, a process that generally takes two to three additional years. \nAfter completion of the degree requirements for both institutions, the \nstudent will receive an engineering degree in the selected engineering \ndiscipline from the engineering institution and a Bachelor of Arts degree \nfrom LaGrange College. \n\nAll students considering the Dual Degree Engineering Program should \ncontact the program adviser, Dr. Terry Austin, prior to registration. \nStudents must complete all components of the Core Curriculum, including \nthe College's exit assessment exam before transferring to the engineering \ninstitution. \n\n108 \n\n\n\nDual Degree Engineering students must satisfactorily complete all of the \nfollowing courses before attending the engineering institution: \n\nCalculus I, II and III \n\nDifferential Equations \n\nLinear Algebra (GA Tech.) \n\nGeneral Chemistry \n\nGeneral Physics I and II \n\nPlease note that calculus based physics (General Physics PHYS 2121- \n2122) is required. Students must begin the study of calculus as early as \npossible in order to be prepared for the physics sequence. \n\nJournalism/Communications \n\nMany students believe that in order to prepare for a career in journalism, \nthey must earn an undergraduate degree in either journalism or \ncommunications. This simply is not true. Most publications and graduate \nprofessional programs do not require applicants to hold a bachelor's degree \nin those disciplines. What these employers and programs do insist upon is \nthat their applicants hold a liberal arts degree that promotes their abilities to \nthink, read, and write critically. Students at LaGrange College can prepare \nthemselves for a career in journalism or communications (or for graduate \nstudies in those fields) by: \n\n majoring in a humanities/social science discipline such as English, \n\npolitical science, or history and \n\n completing an English minor with a writing concentration; or \n\n designing an interdisciplinary major that blends courses from disciplines \n\npertinent to journalism and communications (see \"Interdisciplinary \nMajor\"). \n\nThese students should also become actively involved in one or more of the \nfollowing student publications: \n\nThe Hilltop News (campus newspaper) \n\nThe Scroll (fine arts magazine) \n\nCitations (scholarly journal of undergraduate research) \n\nThe Quadrangle (yearbook) \n\n\n\n109 \n\n\n\nLaw \n\nThe pre-law advising committee is chaired by Dr. Tracy Lightcap and is \ncomposed of Dr. Lightcap, Dr. Kevin Shirley, and Dr. Brenda Thomas. \nStudents considering law school should consult with one of these faculty \nmembers beginning in their first year and should meet regularly with \nother students interested in pre-law. \n\nStudents entering law school come from varied undergraduate programs. It \nis not really possible to say which major serves as the best preparatory \nbackground for law school. Almost every law school bulletin, however, \nsuggests that entering students must have a strong background in history, \npolitical science, and English as well as some preparation in economics, \nbusiness, sociology, psychology, and mathematics. \n\n\n\n/m- \n\n\n\n\nno \n\n\n\nSummary List of Majors and Minors \nOffered at LaGrange College \n\n\n\nAccountancy \n\nArt and Design \n\nBiology \n\nBiochemistry \n\nBusiness Management \n\nChemistry \n\nChurch Leadership \n\nCoaching \n\nComputer Science \n\nEducation \n\nEnglish \n\nFrench \n\nHistory \n\nInterdisciplinary Studies \n\nInternational Economics \n\nJapanese Studies \n\nLatin American Studies \n\nLiterature \n\nMathematics \n\nMusic (B A.) \n\nMusic (B.M.) \n\nNursing \n\nOikos Program \n\nPhilosophy \n\nPhysical Education \n\nPhysics \n\nPolitical Science \n\nPsychology \n\n\n\nMajor \n\n\nMinor \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\n\n\nX \n\n\nX \n\n\n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\n\n\n\n\nX \n\n\n\n\nX \n\n\n\n\nX \n\n\n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\n\n\n\n\nX \n\n\n\n\nX \n\n\n\n\nX \n\n\n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\n\n111 \n\n\n\n[ajor \n\n\nMinor \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\n\n\nX \n\n\n\n\nX \n\n\n\nReligion \nSociology \nSpanish \nTheatre Arts \nWomen's Studies \nWriting \n\n\n\nEvening College degrees: \n\nAssociate of Arts in Liberal Studies \n\nBachelor of Arts in Business \n\nBachelor of Arts in Human Development \n\nStudents should not assume the privilege of automatic transfer from the \nDay program to the Evening program. Students interested in changing \ntheir enrollment classification from Day to Evening must complete an \nAcademic Petition indicating the reason for requesting the program \ntransfer. Before presenting to the Vice President for Academic Affairs \nand Dean for consideration, the Petition must be signed by the current \nacademic advisor and the major advisor of the Evening program into \nwhich the student desires to transfer. Note that transfer between \nprograms may only be requested one time during a student's \nundergraduate career. \n\nGraduate degrees: \n\nMaster of Education in Curriculum and Instruction \n\nMaster of Arts in Teaching \n\nMaster of Arts in Organizational Leadership \n\n\n\n112 \n\n\n\nEndowed Lectureship \n\n\n\nThe Jennie Lee Epps Memorial Lectureship was revived in 1997 by a \ngift from Dr. Grace Hadaway Boswell '49 and her husband, Dr. R. Dean \nBoswell. Miss Kate Howard Cross, professor of Latin, donated the \noriginating gift for the Epps Lecture in memory of her friend and \ncolleague, who was professor of English for 28 years. \n\nThe Waights G. Henry, Jr., Endowed Lectureship was established by a \ngift from the Neighbors Fund, Inc. in memory of Dr. Henry, president and \nchancellor of LaGrange College over a period of 42 years. Income from \nthe endowment is used to fund the Waights G. Henry, Jr. Lecture held \nduring Celebrate the Servant. \n\nThe Arthur H. Thompson Lectureship brings to the campus a noted \nscholar to address the faculty and student body on the interrelationship of \nreligion and other fields of knowledge at the Opening Convocation. The \nendowment was established by Mrs. Mary Will Thompson, class of 1 898, \nin memory of her husband, who served as chairman of the Board of \nTrustees of the College. He expressed his philosophy in the statement: \n\"The greatest thing in life is the simple faith of an honest man.\" \n\nThe Lorenzo Valla Visiting Scholar Program was established in 1996 by \nMr. and Mrs. Tom Bushar (Linda Doolittle Bushar '96). Named after the \n15th century Italian humanist, Valla is considered to be one of the earliest \nscholars in the liberal arts. Funds from the endowment are applied to an \nannual institute for Humanities I and II faculty. \n\n\n\nAwards and Recognitions \n\n\n\nThe Nancy Alford Award is awarded each year to the sorority \naccumulating the greatest number of points in the areas of scholarship, \nleadership, sportsmanship, and community service. \n\nThe Irene E. Arnett Drama Award is presented annually to the member \nof the senior class who shows that greatest potential for contribution to the \nfield of theatre, devotion to the tasks in the theatre, and dedication to the \nprinciples of good theatre - to amuse the heart and lift the spirit to a better \nunderstanding of man and his struggle in this world and towards his God. \n\n\n\n113 \n\n\n\nThe Needham Avery Art Award is a purchase award granted annually \nin visual arts, provided by Dr. and Mrs. R.M. Avery in memory of their \nson. \n\nThe Josephine A. Case Scholarship is awarded to a junior for excellence \nin art and promise of achievement in that field. This award carries a stipend \nand is associated with the Josephine A. Case Collection of American \nIndian Art which Mrs. Case and her husband, the late Dr. Leland D. Case \nof Tucson, donated to LaGrange College. Both hold honorary doctorates \nfrom this school. \n\nThe Frances Marion Chalker Medlock Prize for Poetry is awarded to a \nstudent or students exhibiting a profound love and appreciation of poetry in \nmemory of alumna Frances Marion Chalker Medlock '53. The recipient(s) \nis/are selected by the Chair of the Department of English using criteria \ndeveloped by the English faculty. \n\nThe Austin P. Cook Award is presented annually by the Student \nGovernment Association to the organization that made the most positive \nimpact on campus life during the year. \n\nThe Mamie Lark Henry Scholarship Cup is presented each semester to a \nsorority with the highest grade-point average the previous semester. \n\nThe Waights G. Henry, Jr., Leadership Award is given annually by the \nStudent Government Association to a student who has actively \ndemonstrated effective leadership skills. Selection of the recipient is made \nby a committee composed of students, faculty, and administrators. \n\nThe John R. Hines, Jr. Undergraduate Research Award is presented \nannually to a LaGrange College faculty member who makes an outstanding \ncontribution to undergraduate research and to an outstanding undergraduate \nresearch project in each division. \n\nThe Karen Sue Kafrouni Award is presented annually by the History \nDepartment for a member of Phi Alpha Theta and a graduating senior with \nthe highest academic achievement. \n\nThe John Love Scholarship Cup is presented each semester to the \nfraternity with the highest grade point average the previous semester. \n\nThe Weston L. Murray Award is presented to the senior class member of \nthe Georgia Delta Chapter of Pi Gamma Mu who has the highest record of \nachievement and contribution in the field of Social Science. \n\nThe Meri Meriwether Norris Award was established in 1 998 in memory \nof this 1980 alumna by her husband, Dr. Tommy Norris. This award is \npresented annually to a graduating nursing student who demonstrates \nextraordinary compassion. \n\n114 \n\n\n\nThe Outstanding Achievement in Psychology Award is presented \nannually by the psychology department to the senior psychology major \nwho, through academic excellence and service, has made an outstanding \ncontribution to the field of psychology. \n\nThe Walter Malcolm Shackelford Award is presented annually to a \ngraduating senior who has majored in Education and has demonstrated \noutstanding academic performance, leadership, and service to the College. \n\nThe Annie Moore Smith Award is a purchase award given annually in \nvisual arts, provided by Mrs. Rebecca Moore Butler, class of 1924, in \nmemory of her sister, Annie Moore Smith, class of 1915. \n\nThe W. Lee Wilson, Jr., Art Award is presented annually by the Art \nDepartment to a graduating senior who has excelled in the art of \nphotography. Mr. William L. Wilson established the award in 1998 in \nmemory of his son. \n\nThe Jean Young Award in Photography granted annually, was \nestablished in memory of Jean Young who was the first curator of the Lamar \nDodd Art Center. The award is a book on contemporary photography and is \npresented to the student who has demonstrated an exceptional commitment \nto photographic art. \n\nDepartmental Awards are presented annually at Honors Day in the \nspring. \n\n\n\nFor a complete listing ofLaGrange College's Scholarships, please refer \nto the Financial Aid website: \nhttp://www.lagrange.edu/admission/finaid/scholarships.htm \n\n\n\n115 \n\n\n\nDepartments and Courses \n\nTable of Contents 4 \n\nAcademic Divisions 1 18 \n\nCourse Abbreviations 120 \n\nAccountancy 139 \n\nDr. Lydia Rosencrants \n\nArt and Design 121 \n\nProfessor Marcia Brown \n\nBiology 130 \n\nDr. Sarah Beth Mallory \n\nBusiness 139 \n\nDr. Jon Birkeli \n\nChemistry 159 \n\nDr. William McCoy \n\nComputer Science 170 \n\nDr. Fay Riddle \n\nCore Curriculum 179 \n\nDr. Sarah Beth Mallory \n\nEducation 181 \n\nDr. Don Livingston \n\nEnglish 193 \n\nDr. Anthony Wilson \n\nHealth and Physical Education 204 \n\nMr. Phil Williamson \n\nHistory 211 \n\nDr. Joe Cafaro \n\nLatin American Studies and Modern Languages 220 \n\nDr. Amanda Plumlee \n\nMathematics 229 \n\nDr. Greg McClanahan \n\nMusic 238 \n\nDr. Toni Anderson \n\n\n\n116 \n\n\n\nNursing 251 \n\nDr. Celia Hay \n\nOikos Program 263 \n\nDr. David Ahearn \n\nPhysics 266 \n\nDr. Terry Austin \n\nPolitical Science 268 \n\nDr. Tracy Lightcap \n\nPre-Professional Programs 104 \n\nDr. Nickie Cauthen \n\nPsychology 276 \n\nDr. Chuck Kraemer \n\nReligion and Philosophy 282 \n\nDr. David Ahearn \n\nSociology and Anthropology 291 \n\nDr. Frank O 'Connor \n\nTheatre Arts 298 \n\nProfessor Kim Barber Knoll \n\nWomen's Studies 306 \n\nDr. Amanda Plumlee \n\n\n\n17 \n\n\n\nAcademic Divisions, \nDepartments, and Courses \n\nFine and Performing Arts Kim Barber Knoll, Chair \n\nProfessors'. Anderson, Barber Knoll, Brown, Joiner, \n\nLawrence, Taunton \nAssociate Professors: Johnson, Reneke, Turner \nAssistant Professors: Ogle, Tomsheck \n\nThis Division, offering B.A. and B.M. degrees, includes the \nDepartments of Art \u0026 Design, Music, and Theatre Arts. \n\nCore Program and Interim Term Sarah Beth Mallory, Director \n\nHumanities and Social Sciences Kevin Shirley, Chair \n\nProfessors: Ahearn, Cafaro, Cook, Dulin-Mallory, \n\nLightcap, Plumlee, Slay, Thomas, Williams \n\nAssociate Professors: Cody, O'Connor, Scott, Shirley, \n\nTures, Wilson \n\nAssistant Professors: Appleby, Brevik, Lingenfelter \n\nThis Division, offering the B.A. degree, includes the Departments of \nEnglish Language \u0026 Literature, History, Latin American Studies \u0026 \nModern Languages, Political Science, Religion \u0026 Philosophy, and \nSociology \u0026 Anthropology. \n\nProfessional Programs Maranah Sauter, Chair \n\nProfessors: Birkeli, Hillyer, Sauter \n\nAssociate Professors: Bearden, Blair, Hay, D. Livingston, \n\nRosencrants, Williamson \nAssistant Professors: Barber, Cason, Crowe, Davis-Nozemack, \n\nGeeter, Kovack, McMullen, Odom, Truitt, \n\nYates \n\nThis Division includes the following Departments: \nDepartment of Accountancy offering B. S. degrees; \nDepartment of Business offering B. A. and B. S. degrees; \nDepartment of Education offering B.A., M.A.T., and M.Ed, degrees; \nDepartment of Health and Physical Education; \nDepartment of Nursing offering B.S.N, degrees. \n\n\n\n118 \n\n\n\nScience and Mathematics Sarah Beth Mallory, Interim Chair \n\nProfessors: Evans, Kraemer, McClanahan, McCoy, \n\nPaschal, Riddle, Shelhorse, C. Yin, W. Yin \nAssociate Professors: Cauthen, Haas, Hall, Hwang, Mallory \nAssistant Professors: Austin, J. Ernstberger, Pomeroy-Black \nVisiting Assistant Professor: Parker \nVisiting Instructor: Colvin \n\nThe Natural Sciences and Mathematics Division, offering B.A. and B.S. \ndegrees, includes the Departments of Biology, Chemistry \u0026 Physics, \nComputer Science, Mathematics, and Psychology. \n\nCourse Numbering System and Abbreviations \n\nThe projected schedule of course numbering will be followed insofar as \npossible, but is subject to change. The number in parentheses following \nthe course title indicates the number of semester hours credit for the course. \n\nCourses numbered 1 100 through 1 199 are intended primarily for first \nyear students and sophomores. \n\nCourses numbered 2200 to 2299 are intended primarily for sophomores. \n\nCourses numbered 3300 through 3399 and above are intended primarily \nfor juniors and seniors. \n\nCourses numbered 4400 through 4499 are intended primarily for seniors. \n\n\n\n119 \n\n\n\nAbbreviations \n\n\n\nAccountancy \n\nAnthropology \n\nArt and Design \n\nBiology \n\nChemistry \n\nComputer Science \n\nCore \n\nEconomics \n\nEducation \n\nEnglish \n\nFinance \n\nFrench \n\nGerman \n\nHealth and Physical Education \n\nPhysical Education \n\nHistory \n\nJapanese Studies \n\nLanguages \n\nLatin American Studies \n\nLibrary Science \n\nManagement \n\nMarketing \n\nMathematics \n\nMusic \n\nNursing \n\nOikos Program \n\nPhilosophy \n\nPhysics \n\nPolitical Science \n\nPsychology \n\nReligion \n\nSociology \n\nSpanish \n\nTheatre Arts \n\nWomen's Studies \n\n\n\nACCT \n\nANTH \n\nARTD \n\nBIOL \n\nCHEM \n\nCSCI \n\nCORE \n\nECON \n\nEDUC \n\nENGL \n\nFNCE \n\nFREN \n\nGERM \n\nHPED \n\nPEDU \n\nHIST \n\nJAPN \n\nLANG \n\nLAST \n\nLIBR \n\nMGMT \n\nMRKT \n\nMATH \n\nMUSI \n\nNURS \n\nOIKS \n\nPHIL \n\nPHYS \n\nPOLS \n\nPSYC \n\nRLGN \n\nSOCI \n\nSPAN \n\nTHEA \n\nWMST \n\n\n\n120 \n\n\n\nART AND DESIGN \n\nIntroduction \n\nThe Department of Art and Design offers major concentrations in \npainting/drawing, graphic design, ceramics/sculpture, photography, art \nhistory, and in art history/museum studies. The courses required of the \nstudio concentration are specific and scheduling should be determined in \nconsultation with an art faculty advisor. A student may choose a studio \nconcentration in more than one area. \n\nLearning Objectives \n\nThe following objectives are established as a basis for the Art and \nDesign Program at LaGrange College: \n\n To develop technical knowledge pertaining primarily to the \nstudent's chosen area of concentration, but not limited to it. \n\n To assist students in finding and focusing their creative ideas into a \nconsistent body of work.. \n\n To instruct students in the correct means of presenting their work \nin a portfolio and culminating in a required senior exhibition. \n\n To encourage students to exhibit their work. \n\n To encourage students to pursue graduate study. \n\n To provide students with a basic understanding of the history of \nworld art. \n\n To develop both oral and written communicative skills. \n\n To provide the students with a creative environment by using all \navailable resources. This would include field trips to galleries \nand museums, course work in locations of artistic interest, \nguest lectures and workshops related to the exhibitions in the \nCollege's galleries. \n\n\n\n121 \n\n\n\nRequirements for a Studio Concentration \nMajor in Art and Design: \n\n9 hrs. Art History - ARTD 1 1 09, 1 1 1 0, 1 1 1 1 or an \nArt History elective \n\n9 hrs. Foundation Core - ARTD 1151,1152,1153 \nThese courses should be taken during the first- \nyear/sophomore year as they are prerequisites for all studio \ncourses. \n\n12 hrs. Introductory Studio Courses: One course from each \nof the following studio disciplines: \n\nPainting or Drawing \n\nGraphic Design or Printmaking \n\nPhotography \n\nCeramics or Sculpture \n\n9 hrs. Major Concentration - Three additional courses in \none of the above disciplines. \n\n3 hrs. Studio Concentration \n\n42 Total hours required \n\nAssessment of learning objectives \n\nSuccess in achieving the objectives of the Art and Design major will be \nmeasured in the following ways: \n\n Completion of each major course with a grade of \"C-\" or better. \n\n Exemplary completion of assignments and independent study, and \nthe presentation of work in scheduled critiques. \n\n An Exit or Senior Exhibition of work done in the student's major \nstudio discipline. \n\n\n\n122 \n\n\n\nRequirements for a Concentration in Art \nHistory: \n\n6 hrs. Art History Survey I and II - ARTD 1 109, 1 1 10 \n\n21hrs. Art History courses - ARTD 1111,3101,3103,3105,3106, \n3 1 07, 3 1 08 The Art of Greece and Rome, Art of the \nRenaissance, Art of the Seventeenth and Eighteenth Centuries \nin Europe and America, Art of the Nineteenth Century in \nEurope and America, Modern and Contemporary Art, Art of the \nNon-Western World, Museum Studies I. \n\n6 hrs. Studio Courses \n\n3 hrs. Internship or Independent Study in Art History \n\n3 hrs. Senior Seminar - ARTD 3380  A course in which senior art \nhistory and museum studies students work on research and \nwriting skills. They also prepare a resume and focus on \napplying for graduate school. \n\n39 Total hours required \n\nRequirements for a Concentration in Art \nHistory/Museum Studies: \n\n6 hrs. Art History Survey I and II - ARTD 1 109, 1 1 10 \n\n18 hrs. Art History electives - ARTD 1111, 3103, 3105, 3106, \n3107,3108 \n\nThe Art of Greece and Rome, Art of the Renaissance, Art of the \nSeventeenth and Eighteenth Centuries in Europe and America, \nArt of the Nineteenth Century in Europe and America, Modern \nand Contemporary Art, Art of the Non-Western World. \n\n3 hrs. Studio Coursework - Three courses in elective studio \n\n6 hrs. Museum Studies I and II - ARTD 3 1 1 , 3 1 02 \n\n3 hrs. Internship \n\n3 hrs. Senior Seminar - ARTD 3380  A course in which senior art \nhistory and museum studies students work on research and \nwriting skills. They also prepare a resume and focus on \napplying for graduate school. \n\n39 Total hours required \n\n\n\n123 \n\n\n\nAssessment of Learning Objectives \n\nSuccess in achieving the objectives of the Art Hi story /Museum Studies \nConcentration will be measured in the following ways: \n\n Sophomore review \n\n Completion of each major course with a grade of \"C-\" or better \n\n Participation in the Art History Forum or other public presentation of \nresearch \n\nAwards \n\nThe Art and Design Department presents several awards annually during \nHonor's Day Convocation. Some are cash awards, and others are purchase \nawards that allow the college to acquire works of art by the award \nrecipients. The faculty of the Art and Design Department present these \nawards to students for superior performance and a proven commitment to \ntheir craft. \n\nMinor \n\nA minor in Art and Design, Art History/Museum Studies consists of 18 \nsemester hours: at least one course in art history, at least one course at the \n1000 level, and 4 other courses selected in consultation with your minor \nadvisor. \n\nCourse Descriptions (ARTD) \n\nARTD 1109 Art History Survey I. (3) * Fall \n\nThis course surveys the history of Western Art and architecture from the \n\nPaleolithic period through the Gothic era. \n\nARTD 1110 Art History Survey II. (3)* Spring \n\nThis course surveys the history of Western art and architecture from the \n\nearly Renaissance to the beginning of the 20 th century. \n\nARTD 1111 Modern and Contemporary Art History (3)* \n\nThis course surveys the development of Western art from the beginning of \n\nthe 20 th through the early 21 st century. \n\nARTD 1151 Basic Drawing. (3)* Fall \n\nA course in drawing fundamentals, including line, value, composition, \n\nperspective, and chiaroscuro. A variety of drawing media will be explored. \n\n\n\n124 \n\n\n\nARTD 1152 2-D Design. (3) * Spring \n\nA study of the basic design elements and principles. Emphasis will be on \ncreative problem solving and development of unified designs. A study of \ncolor theory and relationships will be included. \n\nARTD 1153 3-D Design. (3) * Fall \n\nThis course will explore the fundamentals of three-dimensional form using \nvarious materials such as wood, clay, plaster, paper, etc. Craftsmanship, \ncreative thought, and transformation of ideas into form while becoming \nfamiliar with proper use of tools and equipment is also emphasized. \n\nARTD 2201 Graphic Design I: Fundamentals. (3) Fall \nAn introduction to the fundamentals of graphic design, emphasizing \ntypography, and layout. Basic Macintosh computer skills will be covered, \nincluding working with fonts, system basics, printers and service bureaus, \nand understanding file formats. \n\nARTD 2211 Life Drawing. (3) Spring \n\nA course in the study of human anatomy and the expressive potential of the \nhuman form. Drawing from the model, both nude and clothed, and from \nthe skeleton using a variety of drawing media. \n\nPrerequisite: ARTD 1151 (Basic Drawing) or permission of instructor \n\nARTD 2222 Graphic Design II: Logos and concepts. (3) Spring \nA course exploring the development of graphic ideas through projects in \nadvertising, layout, corporate identity, magazine and poster design. \nStudents will be exposed to basic concepts of logo design. \nPrerequisite: ARTD 2201 \n\nARTD 2223 Basic Photography (3) * Fall \nAn introductory course in photography in which both silver (film and \npaper) and digital (pixel and pigment) based materials are used. The \ncourse begins with the mechanics of the camera, exposure of film and \ndigital file, darkroom procedures of film and printing processes from the \nnegative as well as pigment printing and manipulation from digital files. \nStudents are required to have a digital camera with manual control of \nfocus, f-stops and shutter speeds. Cameras for film processing will be \nprovided. Film, photographic and pigment print paper and presentation \nmaterials are the responsibility of the student. \n\n\n\n125 \n\n\n\nARTD 2224 Documentary Photography. (3) Spring \nA course in documentary photography in which the student is assigned \nprojects to illustrate narrative issues relevant to contemporary social \nconcerns utilizing both silver and digital based materials. An introduction \nto the history of documentary photography and the study of the stylistic \ntechniques of contemporary photojournalism will also be included. \n\nARTD 2227 Ceramics-Methods and Materials. (3)* Fall \n\nThis course is an introduction to ceramic methods and techniques. It will \n\nexplore both wheelthrowing and hand building used in forming vessels and \n\nsculpture. This will include using the potter's wheel, slabs, coils, textures \n\nto create form. Glazing, decoration and firing methods will also be \n\nexplored. \n\nARTD 2229 Ceramics-Wheelthrowing. (3)* Spring \nThis course is an introduction to basic wheelthrowing techniques, \nbeginning with centering and opening then progressing to pulling basic \ncylindrical forms, teapots and bottles. Glazing, decoration and firing \nmethods are also included. \n\nARTD 2271 Beginning Painting. (3) Fall \n\nAn introduction to painting with acrylics or oils. Projects will explore the \nfundamentals of composition and modeling with color and light, as well as \nabstraction and mixed media. \nPrerequisite: ARTD 1151 (Basic Drawing) or permission of instructor \n\nARTD 2272 Sculpture I. (3)* Spring \n\nThe projects in this class will address both traditional and contemporary \n\nissues in sculpture such as figure modeling, carving, and narrative imagery. \n\nARTD 2273 Printmaking I. (3)* Fall \n\nA course in the basics of intaglio and relief printmaking techniques, \nexposure to selected print and book arts media, and the development of \ncreative imagery. \n\nARTD 3101 Museum Studies I. (3) Fall \n\nIn addition to textbook study, students are actively engaged in the activities \nof the Lamar Dodd Art Center: cataloguing the collection, organizing and \nhanging exhibitions, and overseeing the gallery's daily activities. Students \nvisit area museums not only to view their collections and special \nexhibitions, but also to learn from museum personnel about the functioning \nof a museum. \n\n\n\n126 \n\n\n\nARTD 3102 Museum Studies II. (3) Spring \nThis course traces the history of museums, discusses contemporary \npractice in museums, and examines current issues in Museology. It \nexplores the museum's mission and its role in society through case \nstudies and exhibitions in a variety of museums: art, living history, \nhistory, children's, and ethnographic. \n\nARTD 3103 The Art of Greece and Rome. (3)* Spring \n\nThis course focuses on the art of Greece and Rome, emphasizing the \n\nhistorical and cultural context of the works studied. \n\nARTD 3105 Art of the Renaissance. (3)* Fall \n\nThis course focuses on the painting, sculpture, and architecture of the \n\nRenaissance, considering works in their historical and cultural context. \n\nARTD 3106 Art of the Seventeenth and Eighteenth Centuries in \n\nEurope and America. (3)* Spring \nThis course examines works of painting, sculpture, and architecture \ncreated in Western Europe and in the United States during the \nseventeenth and eighteenth centuries and explores the cultural and \nhistorical circumstances of their creation. \n\nARTD 3107 Art of the Nineteenth Century in Europe \n\nand America. (3)* Fall \nThis course focuses on the painting, sculpture, photography, and \ngraphics of the nineteenth century in Europe and America. \n\nARTD 3108 Art of the Non-Western World. (3)* Spring \n\nThis course treats the art of non-western cultures: South and Southeast \n\nAsia, China, Japan, Korea, Pre-Columbian America, Africa, and Oceania. \n\nARTD 3222 Digital Imaging. (3) Spring \n\nA course dealing with the art of computer technology, with emphasis on \n\nphotographic image manipulation. Emphasis will be placed on \n\ndeveloping creative personal imagery. Access to a digital camera is \n\nnecessary. \n\nARTD 3301 Advanced Graphic Design. (3) Fall \nThis course explores advanced design principles in applied surface \ndesign, and advanced topics in typography, layout and corporate \nidentity. The course is designed to assist students in developing a \nportfolio of their work. \nPrerequisites: ARTD 2201, ARTD 2222, ARTD 3222 \n\n127 \n\n\n\nARTD3311 Advanced Life Drawing. (3) Spring \nAdvanced work with the figure in projects exploring composition and \nsubjective expression. \nPrerequisite: ARTD2211 \n\nARTD 3323 Advanced Photography I. (3) Fall \nAdvanced work in image manipulation in which creative photographic \ntechniques are employed using both silver and digital/pigment based \nmaterials. Emphasis will be placed on expressive and technical elements \nthat go into the making of a personal vision. Students may work digitally \nor with film using a variety of formats. \nPrerequisite: ARTD 2223 \n\nARTD 3324 Advanced Photography II. (3) Spring \nIndependent work in photographic concepts dealing with the student's \ninterest in documentary, commercial, or expressive photography using \neither silver or digital media. A portfolio of twenty to thirty prints with a \ncohesive theme is required at the end of the semester. \nPrerequisite: ARTD 2224 \n\nARTD 3327 Ceramic Concepts. (3) Fall \n\nThis course will emphasize ceramic design using hand building and/or \nwheelthrowing techniques. Projects are flexible in their construction \nmethod in order to accommodate different ability levels and interests. \nProjects with commercial potential such as lamp bases, teapots, covered jars \nand tile, etc. will be explored. Glazing, decoration and firing methods are \nemphasized. \nPrerequisite: ARTD 2227 or ARTD 2229 or consent of instructor \n\nARTD 3329 Ceramic Design. (3) Spring \n\nThis course is designed to allow the student to explore design, construction \nand firing methods covered in previous ceramic classes. \nPrerequisites: ARTD 2227 or ARTD 2229 or consent of instructor \n\nARTD 3341 Internship. (3-9) Fall, January, Spring \nA supervised experience in an off campus professional environment such \nas a photography studio, a surface or graphic design studio, or a museum or \ngallery administrative office. \n\nARTD 3351 - 3352 Studio Concentration. (3-6) Fall and Spring \nThis is an advanced intensive course in which art students bring into focus \ntheir studio interest and produce a body of work in one or two disciplines \nleading towards their exit exhibition their last semester. The course may \n\n128 \n\n\n\ninclude discussion and readings in contemporary art theory and criticism, \nfield trips to conferences, museums and galleries, and the creation of a \npersonal artist's statement and vitae. Students will be expected to produce a \nportfolio of their work that could be used to apply for a job application and \nfor graduate study. This course requires that the student receive permission \nfrom the studio professor/professors in which they plan to concentrate. This \ncourse may be repeated for credit and a student may receive a maximum of \n12 credit hours. \nPrerequisite: Consent of instructor/ instructors \n\nARTD 3371 Intermediate Painting. (3) Fall \nAdvanced work in either acrylics or oils. Projects will allow for the \ndevelopment of personal imagery, experimental approaches to the media, \nand other advanced concepts. \nPrerequisite: ARTD 227 1 \n\nARTD 3372 Sculpture Methods II. (3) Spring \nThis course is designed to allow the student to independently explore ideas, \nmethods and techniques covered in previous sculpture classes. \nPrerequisite: ARTD 2272 \n\nARTD 3373 Printmaking II. (3) Fall \n\nA continuation of Art 2273 including advanced exploration of color prints \nand other selected print and book arts media. \nPrerequisite: ARTD 2273 \n\nARTD 3375 Advanced Painting. (3) Spring \n\nA further exploration of either oils or acrylics. Students develop a series of \npaintings that explore specific imagery, materials, or techniques. \nPrerequisite: consent of instructor \n\nARTD 3380 Special Topics. (3) On demand \nA special topics course designed to provide students with exposure to \ntopics in either studio work or art history/museum studies not covered in \nthe regular course offerings. \nPrerequisite: consent of instructor \n\nARTD 4495 Independent Studies. (3) On demand \nPrerequisite: consent of instructor \n\n\n\n* Denotes courses in Art and Design that may satisfy Fine Arts \nrequirements in Core Curriculum \n\n129 \n\n\n\nBIOLOGY \n\nIntroduction \n\nThe Biology curriculum provides a broad base of knowledge of biology \nwhile improving the creative, critical, and communicative abilities of \nstudents. Biology, the study of life, is intriguing to students on a \nfundamental level, because it is essentially the study of themselves, their \nbodies, and the living world around them. The biology faculty works with \ntheir majors to help them develop an understanding and working \nknowledge of the life phenomenon at subcellular through organismal \nlevels. Within the major, a student may elect to emphasize human biology, \nfield-oriented biology, or biochemical and microscopic aspects of life \nscience. \n\nLearning Objectives for the Major \n\nThe Biology Department offers a curriculum which will provide the basis \nfor all students majoring in biology to be able to: \n\n1 . Demonstrate knowledge in major fields of biology. \n\n2. Demonstrate effective communication skills using both written and \noral formats. \n\n3. Demonstrate critical and analytical thinking and the ability to \ncreatively address issues in the biological sciences. \n\n4. Demonstrate competency in reading primary literature in the biological \nsciences. \n\n5. Demonstrate mastery of basic laboratory and/or field skills and \ntechniques. \n\n6. Ability to effectively apply the scientific method to answer questions \nin the biological sciences. \n\n7. Ability to effectively collect and analyze data and to creatively solve \nproblems in the biological sciences. \n\n8. Ability to work collectively and collaboratively on group projects in \nthe biological sciences. \n\n9. Demonstrate an appreciation of the role of science in society. \n\n\n\n130 \n\n\n\nMethods of Accomplishing Objectives \n\nThe student is presumed to have accomplished the specific collection of \nobjectives by satisfactorily completing the courses which constitute his/her \nmajor. In addition to the Core Curriculum, all biology majors are required \nto successfully complete General Biology I and II (BIOL 1101 and 1 102) \nand General Biology I and II Laboratory (BIOL 1 101 L and BIOL 1 102 L) \nor Anatomy and Physiology I and II (BIOL 1 148 and 1 149); General \nChemistry I and II (CHEM 1101 and 1 102); one course in Mathematics \nchosen from MATH 1114 (Statistics), MATH 2105 (Precalculus), or \nMATH 2221 (Calculus I); one course in the cellular-level biology \ncategory; and one course in the organismal-level biology category. \nStudents may count no more than one accepted upper level course taken as \na transient student at another institution as one of the biology major \ncourses. \n\nThe department offers two degree tracks beyond these basic courses: the \nBachelor of Arts in Biology (B.A.) and the Bachelor of Science in Biology \n(B.S.). Additionally, the department offers a Minor in Biology. The \nrequirements for each of these are as follows: \n\nBachelor of Arts in Biology \n\nCore Curriculum \n\nBIOL 1 101, 1 101 L, 1 102, and 1 102 L or BIOL 1 148 and \n\n1 149 (Core science requirement) \n\nCHEM 1101 and 1102 \n\nChoice of MATH 1 1 14, MATH 2105, or MATH 2221 \n\nChoice of one cellular-level biology course (BIOL 3321, \n\n3322, 3360, 3370, 3372, 3373, 3374, 3376) \n\nChoice of one organismal-level biology course (BIOL 3334, \n\n3335,3336,3351,3353,3384) \n\nBIOL 4470 Senior Seminar \n\n6 additional upper level biology courses (Biochemistry I, \n\nCHEM 4421, may be chosen as one of these courses.) \n\nThis represents 43 semester hours of coursework in addition to the Core \nrequirements. \n\n\n\n131 \n\n\n\nBachelor of Science in Biology \n\nCore Curriculum \n\nBIOL 1101, 1101 L, 1102, and 1 102 Lor BIOL 1 148 and \n\n1 149 (Core science requirement) \n\nCHEM 1101 and 1102 \n\nChoice of MATH 1 1 14, MATH 2105, or MATH 2221 \n\nChoice of one cellular-level biology course (BIOL 3321, \n\n3322, 3360, 3370, 3372, 3373, 3374, 3376) \n\nChoice of one organismal-level biology course (BIOL \n\n3334, 3335, 3336, 3351, 3353, 3384) \n\nOrganic Chemistry I (CHEM 2201) and Organic Chemistry \n\nII (CHEM 2202) \n\nIntroductory Physics I (PHYS 1101) and Introductory \n\nPhysics II (PHYS 1102) \n\nBIOL 4470 Senior Seminar \n\n5 additional upper level biology courses (Biochemistry I, \n\nCHEM 4421, may be chosen as one of these courses.) \n\nThis represents 55 semester hours of coursework in addition to the Core \nrequirements. \n\nMinor in Biology \n\n BIOL 1101, 1101 L, 1102, and 1 102 L or BIOL 1 148 and \n1149 \n\n Choice of one cellular-level biology course (BIOL 3321, \n3322, 3360, 3370, 3372, 3373, 3374, 3376) \n\n Choice of one organismal-level biology course (BIOL \n3334, 3335, 3336, 3351, 3353, 3384) \n\n 2 additional upper level biology courses \n\nDeclaration of Major \n\nBefore declaring a major in biology, a student must successfully \ncomplete an introductory biology sequence (BIOL 1101, BIOL 1 101L, \nBIOL 1 102 and BIOL 1 102L, or BIOL 1 148 and BIOL 1 149) and have \na GPA of 2.75 or better in all biology courses. \n\nAssessment of Learning Objectives \n\nThe student will demonstrate that he/she has accomplished the \nobjectives of the major by passing the departmental exit interview exam \nat the 70% level or higher. The Biology Department continues to use \nthe success of its graduates in the job market and in advanced study as a \ngauge of the applicability of its goals and the success of its students in \nattaining these goals. \n\n\n\n132 \n\n\n\nCareer Options \n\nGraduates of the College who have majored in biology typically pursue \ncareers in teaching, pharmacy, medicine, dentistry, veterinary medicine, \nor physical therapy. In addition, many graduates find employment in \nindustry - some in laboratories, some in management, and others in \nresearch and development. Most careers require further formal study in \ngraduate or professional schools. \n\nCombined B.A. and M.A.T Program of Study \n\nUndergraduate students who meet the admission requirements for the \nMaster of Arts in Teaching [M.A.T] (passing GACE Basic Skills or a \ncombined SAT score of more than 1000) and those who have a GPA of \n3.0 or higher in their undergraduate studies are eligible to participate in a \ncombined B.A. and M.A.T. program of study after the completion of 90 \nsemester hours. Once accepted, candidates may take entering cohort \ngraduate courses the Summer Semester following their junior year of \nstudy. Upon gaining senior status, candidates may take one three credit \ngraduate course during the Fall, Interim, and Spring Semesters only if \nenrolled with twelve undergraduate credits. \n\nCourse Descriptions (BIOL) \n\nBIOL 1101 General Biology I. (3) Fall \n\nThis is the beginning Biology course for majors and non-majors. It is a \nprerequisite to all other biology courses except for Human Anatomy and \nPhysiology. General Biology deals with the phenomenon of life as is \nmanifested in all types of living organisms. The origin of life, chemistry \nof life, cellular and tissue organization, metabolism, cell division, \ngenetics, gene action, and functioning of the organ systems are among \ntopics covered in General Biology. \n\nPrerequisite: None \n\nCorequisite: BIOL 1101 L \n\nBIOL 1101 L General Biology I Laboratory. (1) Fall \n\nThis laboratory course is designed to complement and to provide \n\nexperiential learning for General Biology I. \n\nPrerequisite: None \n\nCorequisite: BIOL 1101 \n\nBIOL 1102 General Biology II. (3) Spring \nThis course is a continuation of General Biology I. \n\nPrerequisite: BIOL 1101 \n\nCorequisite: BIOL 1 102 L \n\n133 \n\n\n\nBIOL 1102 L General Biology II Laboratory. (1) Spring \n\nThis laboratory course is designed to complement and provide experiential \n\nlearning for General Biology II and is a continuation of General Biology I \n\nLaboratory. \n\nPrerequisite: BIOL 1101 \n\nCorequisite: BIOL 1102 \n\nBIOL 1107 Principles of Biology I. (3) On demand \nAn introductory biology course for science majors that includes biological \nchemistry, cell structure and function, energy transfer, cell cycle, mitosis, \nand meiosis. \n\nPrerequisite: None \n\nCorequisite: BIOL 1 107L \n\nBIOL 1107 L Principles of Biology I Laboratory. (1) On demand \nLaboratory experience for science majors to accompany topics from BIOL \n\n1 107. This course focuses on the scientific method, data acquisition, \nmanipulation and analysis, and presentation of results. \n\nPrerequisite: None \nCorequisite: BIOL 1107 \n\nBIOL 1108 Principles of Biology II. (3) On demand \nA continuation of introductory biology for science majors. Topics include \nMendelian and molecular genetics, gene expression, evolution, \nbiodiversity, physiology, and ecology. \n\nPrerequisite: BIOL 1 107 \n\nCorequisite: BIOL 1 108L \n\nBIOL 1108 L Principles of Biology II Laboratory. (1) On demand \nLaboratory experience for science majors to accompany topics from BIOL \n\n1 108. This course focuses on the scientific method, data acquisition, \nmanipulation and analysis, and presentation of results. \n\nPrerequisite: BIOL 1 107 \nCorequisite: BIOL 1108 \n\nBIOL 1148 Human Anatomy and Physiology I. (4) Fall \n\nA study of the structure and function of the human body. Designed for pre- \n\nnursing majors. \n\nPrerequisite: None \n\nBIOL 1149 Human Anatomy and Physiology II. (4) Spring \nA continuation of Human Anatomy and Physiology I. \nPrerequisite: BIOL 1148 \n\n134 \n\n\n\nBIOL 3320 Medical Microbiology. (4) Spring \nA study of human disease caused by pathogenic microbes and helminthes. \nDesigned for pre-nursing majors. Laboratory activities focus on bacteria as \nmodel organisms. \n\nPrerequisites: BIOL 1 148 and 1 149 (may be concurrent) or permission \nof instructor \n\nBIOL 3321 Microbiology. (4) Fall \n\nA study of the morphology, physiology, classification, ecology, and \neconomics of microbial forms, especially bacteria and fungi. \nPrerequisites: BIOL 1 101, 1 101 L, 1 102 and 1 102 L or \nBIOL 1 148 and 1 149 \n\nBIOL 3322 Immunology. (4) Spring (even years) \nA study of the fundamentals of immunology. Emphasis is placed on \ntissues of the immune system, control, and cellular interaction of the \nhealthy and diseased immune system. \n\nPrerequisites: BIOL 3360 or BIOL 3372 or BIOL 3374 or \npermission of instructor \n\nBIOL 3334 General Ecology. (4) Spring \nAn introduction to the basic principles and concepts of ecology with \nemphasis on environmental sampling, analysis and characterization. \nPrerequisites: BIOL 1 101, 1 101 L, 1 102, and 1 102 L or \nBIOL 1148 and 1149 \n\nBIOL 3335 General Zoology. (4) Fall (even years) \nA phylogenetic approach to the Animal kingdom following cladistic \nprinciples. Emphasis will be placed upon representative animal groups and \nthe position of Animalia within the domains of life. Studies of local faunae \nwill be highlighted. \n\nPrerequisites: BIOL 1 101, 1 101 L, 1 102, and 1 102 L or \nBIOL 1148 and 1149 \n\nBIOL 3336 General Botany. (4) Fall (odd years) \nA phylogenetic survey of the kingdom Plantae. Cladistic principles will be \nfollowed while discovering the position of plants among the other forms of \nlife. Certain plant-like protists will also be covered in the course. \nCharacteristics, contributions and life cycles of major groups will be \nemphasized. Lab work will be strongly oriented toward the local florae. \nPrerequisites: BIOL 1 101, 1 101 L, 1 102, and 1 102 L or \nBIOL 1148 and 1149 \n\n\n\n135 \n\n\n\nBIOL 3351 Vertebrate Embryology. (4) Spring (even years) \n\nA study of the embryological development of representative vertebrates, \n\nwith laboratory emphasis upon the chick and pig. \n\nPrerequisites: BIOL 1 101, 1 101 L, 1 102 and 1 102 L or \nBIOL 1148 and 1149 \n\nBIOL 3353 Fundamentals of Evolutionary Theory. (4) Fall \nA balanced survey of the present-day concepts of the processes and \nproducts of evolution with emphases on 1 ) contrasting models and their \nconsequences, 2) mass extinctions, 3) evolution of man, 4) methods of \nscience and pseudoscience, and 5) philosophical considerations. \nPrerequisites: BIOL 1 101, 1 101 L, 1 102 and 1 102 L or \nBIOL 1148 and 1149 \n\nBIOL 3360 Histology. (4) Fall (odd years) \nA study of the microscopic features of vertebrate cells, tissues, and \norgans. Lectures correlate cell structure with tissue or organ system \nfunction. Laboratory experiences include the microscopic identification \nof major tissues and organs at the cellular level. \n\nPrerequisites: BIOL 1 101, 1 101 L, 1 102, and 1 102 L or \nBIOL 1148 and 1149 \n\nBIOL 3370 Toxicology. (4) Fall (even years) \nAn introduction to the principles of toxicology and the cellular, \nphysiological, and ecological effects of toxicants, with an emphasis on \nthe environmental and physiological effects of toxicants relating to the \nnervous system, cardiovascular system, and respiratory system. \nPrerequisites: BIOL 1 101, 1 101 L, 1 102 and 1 102 L or \nBIOL 1148 and 1149 \n\nBIOL 3372 Molecular Biology. (4) Spring (odd years) \nThe study and application of molecular biology techniques that are \ncommonly used in many fields of science. Topics of study may include \nrecombinant DNA technology, DNA, RNA, and protein isolation, \npolymerase chain reaction, DNA and protein agarose gel \nelectrophoresis, growth and evaluation of bacterial cultures and \ncolonies, DNA sequencing, and evaluation of data using biocomputing \ntechniques. \n\nPrerequisites: CHEM 1 102, CHEM 1 102 L, and BIOL 3321 or \n\nBIOL 3322 or BIOL 3370 or BIOL 3373 or BIOL 3374 \n\nor permission of instructor \n\n\n\n136 \n\n\n\nBIOL 3373 Genetics. (4) Fall \n\nThis course includes topics in both classical and molecular genetics. \nTopics of study may include but are not limited to Mendelian and non- \nMendelian transmission of genes, sex-linked traits, chromosomal genetics \nand genomes, DNA structure, replication, mutation and repair, gene \nexpression and its regulation, recombinant DNA technology, cancer, and \npopulation genetics. The laboratory will evaluate wild type and mutant \nmodel organisms using classical and molecular genetic approaches. \nPrerequisites: BIOL 1 101, 1 101 L, 1 102 and 1 102 L or \nBIOL 1148 and 1149 \n\nBIOL 3374 Cell Biology. (4) Spring (odd years) \nAn advanced study of the structure and functions of the eukaryotic cell. \nEmphasis will be on the role of cellular membranes and proteins as they \nrelate to cellular activities such as intracellular communication, secretion, \nand recognition. \n\nPrerequisites: BIOL 1 101, 1 101 L, 1 102, and 1 102 L or \nBIOL 1148 and 1149 \n\nBIOL 3376 Virology. (4) Fall (even years) \nThis introduction to virology will focus on animal viruses that are \nimportant for basic science and human and animal diseases. The topics in \nthis course may include viral taxonomy, structure, entry/exit, replication, \nquantitation, genetics, pathogenesis, and virus-host interaction. The \nlaboratory will study nonpathogenic model viral systems. \n\nPrerequisites: BIOL 3321 or BIOL 3322 or BIOL 3370 or BIOL \n\n3372 or BIOL 3373 or BIOL 3374 or permission of \n\ninstructor \nBIOL 3384 Neurobiology. (4) Spring (odd years) \nAn integrated study of the human nervous system correlating \nneuroanatomy and neurophysiology with fundamentals of clinical \nneurology. \n\nPrerequisites: BIOL 1 101, 1 101 L, 1 102, and 1 102 L or \n\nBIOL 1148 and 1149 \n\nBIOL 4470 Senior Seminar. (1) \n\nSenior seminar is a thematic capstone course that is a broad, integrative \nexperience in biology. The course promotes independent thinking, \ndevelops analytical skills, and provides practice in group discussion and in \nwritten and oral presentation. \n\nPrerequisites: Senior standing, biology major \n\n\n\n37 \n\n\n\nBIOL 4495 Independent Study (1-4) On demand \nAlthough not required as part of the biology major, this course provides an \nopportunity for students, on an individual basis, to pursue in-depth study of \na particular biology topic. Up to 4 hours of BIOL 4495 may be counted \ntoward the major. \n\nPrerequisites: Consent of the instructor, the department chair, and the \nAcademic Dean \n\nBIOL 4496 Internship (1-3) On demand \nAn opportunity for students to gain added experience and insight in \napproved off-campus settings. The internship cannot be counted as one of \nthe courses required for the major or minor in biology. \n\nPrerequisites: Consent of the supervising instructor, department chair, \nand the Career Center \n\n\n\n\n138 \n\n\n\nBUSINESS and ACCOUNTANCY \n\nIntroduction \n\nThe Business and Accountancy Departments of LaGrange College are \ncommitted to academic excellence through degree programs designed to \nprepare students for a wide variety of careers in business. The liberal \narts education that students receive at LaGrange College provides the \nfoundation for critical thinking, communication, and the leadership \nskills needed for a successful professional career. The departments seek \nto enhance the College's liberal arts curriculum by offering coursework \nand internship opportunities that give students a fundamental \nunderstanding of business and provide them with the knowledge and \nskills needed for effective decision making in a dynamic, global, and \ntechnologically oriented environment. \n\nMission Statement \n\n We are dedicated to the development of our students' abilities to \nthink critically and creatively and to the enhancement of their \ncommunication skills. \n\n We seek to integrate and extend liberal arts-based values through \ndiscussion, discovery, and reflection based on contemporary \nbusiness content. \n\n We seek to provide a safe, caring and ethical place for all our \nstudents to grow and mature. \n\nLearning Objectives of Programs \n\nUpon completion of a degree from the Business or Accountancy \nDepartments, a student should be able to: \n\n Demonstrate general knowledge and comprehension of business \nconcepts and the ability to integrate this knowledge. \n\n Synthesize and make connections among different ideas, as well as \ndemonstrate the ability to think creatively and critically, and to \nformulate logical arguments. \n\n Show an intrinsic desire to learn and a curiosity about the world and \nabout business by actively participating in class, group work, and \nindividual research. \n\n Formulate and defend ethical judgments and develop an \nunderstanding of individual moral responsibility, particularly in a \ngroup or corporate setting. \n\n139 \n\n\n\n Communicate in a professional manner, both orally and in writing, \nusing technology appropriately. \n\n Work in teams and demonstrate an understanding of interpersonal \nrelations, and the leadership and followership processes. \n\n Accept and embrace risk and uncertainty in the business environment. \n\nAssessment of Learning Outcomes \n\nLearning outcomes are assessed using the following methods: \n\n Departmental Assessment Program \n\n Senior Exit Interviews \n\n Alumni Surveys \n\n Internship Supervisor Evaluations \n\n Competitive Scholarships Received \n\n Professional Exam Pass Rates \n\n Leadership Roles Held \n\n SIR IT Course Evaluations \n\n Community Service Participation \n\n Advisory Council Feedback \n\nPrograms \n\nThe following programs are available: \n\n Bachelor of Science (B.S.) in Accountancy \n\n Bachelor of Science (B.S.) in Business Management \n\n Minor in Accountancy \n\n Minor in Business Management \n\n Minor in International Economics \n\n Bachelor of Arts (B.A.) in Business Administration {See separate \nLaG range Evening College Bulletin) \n\nThe Bachelors programs are accredited nationally by the Association of \nCollegiate Business Schools and Programs (ACBSP). The Albany \nprograms in Organizational Leadership are not included in this \naccreditation. \n\n\n\n140 \n\n\n\nAccountancy and Business Majors \n\nBusiness majors (B.S. in Accountancy and B.S. in Business \nManagement) should note that the applicable requirements for the \nmajor, including required courses, are those in effect when they declare \ntheir major, not those in effect at the time of their matriculation. \n\nIn addition to the course requirements, students pursuing a Bachelor's \ndegree offered by the Business Department must participate in a \ncomprehensive Departmental Assessment Program (DAP), as well as an \nexit interview with department faculty or Advisory Council members. \n\nProgram Requirements for the B.S. in \nAccountancy \n\nThe B.S. in Accountancy gives students the accounting foundation \nneeded for effective decision making in an organization. Today's \naccountants must be able to communicate, synthesize and innovate. \nThey not only provide the information upon which the business world \ndepends, but also make crucial decisions and act as trusted advisors. \nThe Accountancy major builds upon the liberal arts skill base to give \nstudents the business and accounting knowledge they need. Students \nplanning to work in the accounting function will receive the necessary \nskills and knowledge to pursue the CMA and CFM professional \ndesignations and be prepared for the fifth year of study for the CPA. \n\nTo declare a major in Accountancy the student must meet the following \ncriteria: \n\n1. Have an overall GPA of 2.75/4.00 or better. \n\n2. Complete MGMT 2200, ACCT 221 1, and ECON 2200 with a grade \nof 'C or better. \n\n3. Normally, a student desiring to major in Accountancy will complete \nACCT 221 1 with a grade of 'B' or better. \n\nStudents who have a GPA at or above 2.5 but less than 2.75 may \npetition the department faculty to be admitted on a probationary basis to \nthe major. Petitioners will be evaluated utilizing a departmental \nscreening process. \n\nTo remain a major in Accountancy in good standing, the student must \nmeet the following criteria: \n\n1. Complete all other major requirements with a grade of 'C or better. \n\n2. Maintain an overall and major GPA of at least 2.50/4.00. \n\n\n\n141 \n\n\n\nAny accountancy major whose overall GPA or major GPA falls below a \n2.50/4.00 will be placed on probation and has one semester in which to \nremove the probationary status. Exceptions to the above criteria may be \nmade at the discretion of the departmental faculty. \n\nStudents pursuing a Bachelor of Science degree in Accountancy must \ncomplete their course work as follows: \n\nMatriculation in the Major \n\nCore Requirements 46 hours \n\nCommon Business Core 33 hours \n\n\n\nAccountancy Core \n\n\n27 hours \n\n\nInterim \n\n\n09 hours \n\n\nGeneral Elective \n\n\n05 hours \n\n\n\nTotal 120 hours \n\nThe required courses in the Accountancy major are: \n\nACCT 22 1 1 ACCT 330 1 ACCT 3302 \n\nACCT 33 1 1 ACCT 4401 ACCT 4410 \n\nACCT 44 1 5 ACCT 4420 ACCT 4430 \n\nACCT 4440 ACCT 4454 ECON 2200 \n\nFNCE 3353 MATH 1114 MGMT 2200 \n\nMGMT3312 MGMT 3351 MGMT 3370 \n\nMGMT 3372 MRKT 3380 \n\nStudents planning to pursue licensure as a Certified Public Accountant \n(CPA) are required by Georgia law to complete 150 semester credit \nhours. The Accountancy Program Director will assist students in \ndetermining how they should acquire the final 30 semester hours \nneeded. Students are eligible to sit for the uniform CPA examination \nupon graduation with the B.S. in Accountancy degree. \n\nInternship Program \n\nAccountancy majors may have the opportunity to participate in an \nextended internship during the interim and spring semesters of their \nsenior year. Internships typically run from the beginning of January until \nthe end of March. Students may receive up to 9 hours of academic credit \nfor this internship experience. Upon returning to campus at the end of \nMarch, students would be expected to take two or three intensive \ncourses during the remaining weeks of the semester. \n\n\n\n142 \n\n\n\nProgram Requirements for the B.S. in Business \nManagement \n\nThe B.S. in Business Management degree program is designed to help \nstudents develop ideals that are ethically sound and socially desirable, \ncultivate an awareness of the social, political, and economic \ndevelopments to which businesses must adapt, develop sound judgment \nand effective communication skills, and develop individual interests and \ntalents. Coursework provides both the theoretical and practical \nfoundation needed for those entering businesses, as well as government \nand not-for-profit organizations. \n\nThere are two concentrations in the Business Management major: \nMarket Research and International Economics. \n\nTo declare a major in Business Management the student must meet the \nfollowing criteria: \n\n1 . Have a GPA of 2.75/4.00 or better. \n\n2. Complete MGMT 2200, ACCT 221 1, and ECON 2200 with a grade \nof 'C or better. \n\n3. Normally, a student desiring to major in International Economics \nwill complete ECON 2200 with a grade of 'B' or better. \n\nStudent who have a GPA at or above 2.5 but less than 2.75 may petition \nthe departmental faculty to be admitted on a probationary basis to the \nmajor. Petitioners will be evaluated utilizing a departmental screening \nprocess. \n\nTo remain a major in Business in good standing, the student must meet \nthe following criteria: \n\n1. Complete all other major requirements with a grade of X? or better. \n\n2. Maintain an overall and major GPA of at least 2.50/4.00. \n\nAny Business major whose overall or major GPA falls below a \n2.50/4.00 will be placed on probation and has one semester in which to \nremove the probationary status. Exceptions to the above criteria may be \nmade at the discretion of the departmental faculty. \n\nStudents pursuing a Bachelor of Science degree in Business \nManagement must complete 48 semester credit hours of major \ncoursework (above the general education requirements of 46 hours). \nStudents will complete the total required 120 hours as follows: \n\n\n\n143 \n\n\n\nMatriculation in the Major \n\nCore Requirements 46 hours \n\nCommon Business Core 36 hours \n\nConcentration Core 09 hours \n\nConcentration Directed Electives 12 hours* \n\nInterim 09 hours \n\nGeneral Elective 08 hours \n\nTotal 120 hours \n\nThe required courses in the Common Business Core include the \nfollowing: \n\nACCT 221 1 ACCT 33 1 1 ECON 2200 \n\nFNCE 3353 MATH 1114 MGMT 2200 \n\nMGMT3312 MGMT 3351 MGMT 3370 \n\nMGMT 3372 MGMT 3393 MRKT 3380 \n\n*Please note that students choosing the concentration in \"international \neconomics\" must take MGMT 4420 as one of their directed elective \ncourses. \n\nStudents choosing not to major in Accountancy will have two options: a \nfive-course, in-depth study in either \"market research \" or \"international \neconomics. \" The student would begin the concentration with one course \nin the second semester of the junior year and complete the sequence at \nthe end of the senior year. Both concentrations, while in different sub- \ndisciplines, will share common learning goals such as integration, \ncreative application, ethics, and skills development in research and \ncommunication [writing and oral delivery]. \n\nStudents must meet with their advisor before October 15 of their junior \nyear in order to enroll in their chosen concentration. \n\nMarket Research Concentration \n\nStudents choosing the Market Research concentration must complete: \n\nCapstone I: Business Intelligence (MGMT 4420) \n\n Decision making/problem solving process \n\n Database structure \n\n Data warehousing/On-line Analytical Processing (OLAP) \n\n\n\n144 \n\n\n\n Data Mining \n\n Converting data into information \n\n Communication \n\n Market Research Methods and Design \n\nCapstone II: Special Topics in Marketing (MRKT 4484) \n\n Problem Identification \n\n Decision making/Problem solving process \n\n Creativity in problem solving \n\n Solution Implementation \n\n Communication \n\nCapstone III: Applied Business Analysis (MGMT 4430) \n\n Decision support Systems \n\n Financial/quantitative \n\n Data-based \n\n Forecasting \n\n Risk  Benefit Analysis \n\n Group dynamics \n\n Policy implications \n\n Communication \n\nInternational Economics Concentration \n\nStudents choosing the International Economics concentration must complete: \n\nCapstone I: International Economic Environment (ECON 4410) \n\n Macro economics  U.S. and globally \n\n Trading patterns and economic geography \n\n Capital markets and currency exchange \n\n Economic and political risk \n\n Appropriate electives: \nPHIL 1410 Introduction to Philosophy \nPHIL 24 1 Moral Philosophy \nPOLS 2210 Comparative Politics \nPOLS 2220 International Politics \nPOLS 3321 International Political Economy \nLAST 3210 Latin American Politics \nAny intermediate/advanced foreign language course \n\nCapstone II: Managing Across International Borders (ECON 4420) \n\n Evolution of the global enterprise \n\n Cultural Understanding \n\n Intercultural communication \n\n\n\n145 \n\n\n\nCultural divergence and convergence \nThe international manager \nAppropriate electives: \n\nLAST 1 104 Intro, to Latin American Culture \n\nPSYC 3321 Social Psychology \n\nHUSV 3308 Cultural and Social Anthropology \n\nRLGN 3220 History of Christian Political Thought \n\nRLGN 3340 Sociology of Religion \n\nMGMT4401 Entrepreneurship \n\nAny intermediate/advanced foreign language course \n\nCapstone III: Special Topics in International Economics (ECON \n4440) \n\nThe class will explore international topics in depth through independent \nresearch, group discussion and debate, oral presentations and written \nreports. Chosen topics are likely to vary from year to year. \n Sample topics: \n\nComparative Value Systems and Ethical Behavior \n\nIncome and Wealth Distribution \n\nOutsourcing \n\nSustainability \n\nDoha Round \n\nKyoto Protocol \n\nAccountancy, Business and International \neconomics Minors \n\nProgram Requirements for the Minor in \nAccountancy \n\nThe department offers a Minor in Accountancy. With the accountancy \nminor, students will develop a deeper understanding of financial \nreporting and the use of financial information. \n\nA minor in Accountancy consists of the following 12 hours of \ncoursework above ACCT 2211: \n\n ACCT 3301 \n\n ACCT 3302 \n\n ACCT 33 11 \n\n ACCT 44 1 or ACCT 44 1 5 or ACCT 4440 \n\nTo declare a minor in Accountancy the student must meet the following \ncriteria: \n\n\n\n146 \n\n\n\n1. Have a GPA of 2.75/4.00 or better. \n\n2. Complete courses in the minor with a grade of 'C or better. \n\n3. Students must take at least four of the minor courses at LaGrange \nCollege. \n\nProgram Requirements for the Minor in Business \nManagement \n\nA Minor in Business Management is available to any LaGrange College \nstudent, regardless of major. Courses cover the basic functional areas of \nbusiness. The minor is designed to help students develop the ability to \nrecognize and solve business and organizational problems and understand \nthe role of business in the community, nation, and the world. Such \nexposure should enhance the student's employment opportunities. \n\nA Minor in Business Management consists of the following 15 hours of \ncoursework: \n\nACCT2211 \nECON 2200 \nMGMT 220 \nMGMT 3370 \nMRKT 3380 \n\nTo declare a minor in Business, the student must meet the following \ncriteria: \n\n1 . Have a GPA of 2.75/4.00 or better. \n\n2. Complete courses in the minor with a grade of 'C or better. \n\n3. Students must take at least four of the minor courses at LaGrange \nCollege. \n\n\n\n147 \n\n\n\nProgram Requirements for the Minor in \nInternational Economics \n\nA Minor in International Economics is available to any LaGrange \nCollege student, regardless of major. The required courses ranges from \nan introductory course in economics covering basic micro and macro \nconcepts to a three-course series providing the student with an \nunderstanding of the economic environment in which international \nbusiness operate, the added complexity of managing across international \nborders, and the opportunity to pursue independent research culminating \nin a Senior Paper. The course work requires a great deal of reading and \nwriting. \n\nA Minor in International Economics consists of the following 15 hours \nof coursework: \n\n MGMT 2200 \n\n ECON 2200 \n\n ECON4410 \n\n ECON 4420 \n\n ECON 4440 \n\nTo declare a minor in International Economics, the student must meet \nthe following criteria: \n\n1 . Have a GPA of 2.75/4.00 or better. \n\n2. Complete courses in the minor with a grade of 'C or better. \n\n3. Only ECON 2200 may be transferred into the minor; all other \ncourses in the minor must be completed at LaGrange College. \n\n\n\n148 \n\n\n\nCourse Descriptions \n\nNote that most courses have prerequisites and, generally, 2200-level \ncourses are introductory. Prerequisites are shown after the course \ndescription. \n\nAll major and minor courses must be completed with a grade of 'C or \nbetter. \n\nTo take any course other than MGMT 2200, ACCT 2211 or ECON \n2200, students must have a GPA of at least 2.5/4.0. \n\nAccountancy (ACCT) \n\nACCT 221 1 Principles of Financial Accounting. (3) \n\nFall and Spring \nThis is a foundation level accounting course which introduces the \nterminology, principles, and practices of financial accounting for \ncorporations. The course's major focus is the accounting cycle and \npreparation of financial statements. \n\nPrerequisites: ENGL 1101, MATH 1101 \n\nACCT 3301 Intermediate Financial Accounting I. (3) Spring \nThis course focuses on the decision-making implications of information \nprovided to external stakeholders including investors, creditors, customers, \nand regulators, and regulation theory and practice as applied to \naccountancy. Topics include regulation of accountancy procedures for \nexternal reporting, current problems in reporting financial position, income \ndetermination, and an integration of current professional pronouncements. \nPrerequisite: ACCT 221 1 \n\nACCT 3302 Intermediate Financial Accounting II. (3) Fall \nContinuation of Intermediate Financial Accounting I. \nPrerequisite: ACCT 3301 \n\nACCT 3311 Principles of Managerial Accounting. (3) Fall \nA study of the uses of accounting for planning and control, including \nanalysis and interpretation of data, and use of cost information for business \npolicy implementation. Active learning projects will be emphasized. \nPrerequisite: ACCT 22 11 \n\n\n\n149 \n\n\n\nACCT 4401 Auditing and Accounting Ethics and Liability. \n\n(3) Spring \nThis course focuses on the legal and ethical environment in which the \naccounting professional practices and in which financial statements are \nprepared and presented. Students will consider the conflict between profit \nmotive and accurate and complete financial reporting, examining the \nparticipation in the financial reporting process by internal accountants, \ninternal auditors, other business managers, and the independent auditors \nengaged to attest to the accuracy and completeness of management's \nfinancial statements. These conflicts will be discussed in relation to the \nbusiness's responsibility to employees, investors, and other stakeholders. \nTraditional auditing practices will also be studied to determine the \nefficiency and the effectiveness of such methods. \nPrerequisite: ACCT 3301 \n\nACCT 4410 Federal Income Taxation. (3) Spring \nThis course introduces students to U.S. Federal income tax concepts and \nprinciples and the application of such concepts to business operating, \ninvesting, and financing activities. Ethical and legal issues confronting tax \npractitioners are discussed throughout the course. Students engage in tax \nresearch utilizing professional databases and gain expertise in technical writing. \nPrerequisite: ACCT 221 1 \n\nACCT 4415 Cost Accounting. (3) Fall \n\nThis course focuses on the decision making implications of information \nprovided to organization managers. Concepts from economics, statistics, \nand psychology emphasize the use of quantitative techniques to manage \nuncertainty and risk. Topics include planning and control techniques, \nconstruction of static and flexible budgeting, and product costing mechanisms. \nPrerequisite: ACCT 331 1 \n\nACCT 4420 Advanced Federal Income Taxation. (3) Fall \nThis course examines continues the study of Federal Income Taxation from \nACCT 4410 and addresses more advanced federal taxation issues. Topics \nthat will be covered include the taxation of entities and their owners, \nincluding the taxation implications of formations, distributions, \nreorganizations, liquidations and other business transactions. Return \npreparation, planning, research, and compliance issues are also integrated \nthroughout the course. \n\nPrerequisite: ACCT 4410 \n\n\n\n150 \n\n\n\nACCT 4430 Advanced Accounting. (3) Spring \nThis is an intensive course that integrates the disciplines of accounting, \nfinance, and taxation with respect to selected complex business \ntransactions. Topics will include: business combinations, goodwill, \ninventory costing, property exchanges and advanced stockholders' \nequity transactions. \nPrerequisite: ACCT 3302 \n\nACCT 4440 Accounting Information Systems. (3) Spring \nThis course is an introduction to the systems, procedures, and processes \nmanagement employs to control operating activities and information \nreporting systems. \nPrerequisite: ACCT 22 1 1 \n\nACCT 4454 Financial Statement Analysis. (3) Spring \nThis course focuses on the structure and analysis of financial statements \nprepared in accordance with US GAAP, providing students with a \nframework for using financial statement data in a variety of valuation and \nbusiness analysis contexts. \nPrerequisite: ACCT 3301 \n\nACCT 4460 Internship in Accounting. (1-6) On demand \nThis course represents a unique opportunity for a qualified student to \nexpand his/her understanding of the practical applications of accounting \nconcepts by entering into a specific \"help rendered learning \naccomplishment\" contract with a cooperating area enterprise. The contract \nwill specifically identify the student's obligations and duties, the nature and \nextent of the host enterprise's commitment to assist the student in further \nextending his/her knowledge of enterprise operations, and the basis on \nwhich the student's learning accomplishments will be measured. No more \nthan 1 2 credit hours may be applied toward the student's graduation requirements. \nPrerequisites: Accountancy major with demonstrated superior \n\ncapabilities and prior approval of the contract by \n\nthe department faculty \n\nACCT 4480 Special Topics in Accounting. (3) On demand \nA series of special topic courses will provide students with exposure to \nissues and concepts not covered in their regular course work. Most topics \nwill include work with \"real-world\" organizations. \nPrerequisites: ACCT 22 1 1 and consent of instructor \n\n\n\n151 \n\n\n\nACCT 4488 Research and Current Topics in Accounting. \n\n(3) On demand \nThis course provides a conceptual understanding of the accounting \nprocess and the background skills to do research in the authoritative \naccounting literature. Students will gain proficiency using FARS. \nCurrent topics in accounting will be researched and discussed. Technical \nwriting abilities will be stressed. \nPrerequisite: ACCT 3301 \n\nEconomics (ECON) \n\nECON 2200 Principles of Economics. (3) Fall and Spring \nAn introduction to the science of economics and its analytical tools. \nThis course is devoted to providing the student with a thorough \nunderstanding of the basic principles of a) microeconomics: the study of \nthe economic behavior of individual households and firms and the \ndetermination of factor prices, and b) macroeconomics: the study of the \ndetermination of the aggregate levels of income, output, employment \nand prices and the examination of fiscal and monetary policy. \nPrerequisites: ENGL 1 101, MATH 1 101 \n\nECON 3310 Managerial Economics. (3) On demand \n\nFocuses on the use of microeconomic principles using mathematical and \n\nstatistical tools to make/analyze business decisions. \n\nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1, MATH 1114 \n\nECON 4410 International Economic Environment. (3) Spring \nA comprehensive study of the economic forces affecting global \ncommerce, including economic geography, trading patterns, capital \nflows  FDI and portfolio investments  and economic and political \nrisk factors. The course is designed to provide the student with an \nunderstanding of the macro-economic environment in which \ninternational businesses operate. \n\nPrerequisite: Management major with Junior standing \n\nECON 4420 Managing Across International Borders. (3) Fall \nA study of the socioeconomic complexity in which international \nmanagers live and work. The course will seek to help students of \ninternational management grasp some of the essentials of doing business \nin a global economy  the opportunities and threats inherent in a cross- \ncultural environment and their impact on both the individual manager, \nthe transaction, and the business organization. \nPrerequisite: ECON 4410 \n\n152 \n\n\n\nECON 4440 Special Topics in International Economics. (3) Spring \nThis class will explore 3-4 international topics in depth through \nindependent research, group discussion and debate, oral presentations \nand written reports. Chosen topics are likely to vary from year to year. \nPrerequisites: ECON 4420 \n\nFinance (FNCE) \n\nFNCE 3353 Corporate Finance. (3) Spring \nThis course focuses on various methods used by corporate managers to \nevaluate alternative investment opportunities, including discounted \npayback, internal rate of return, discounted cash flow and economic \nvalue added analysis. Additionally, the course focuses on the methods \nused to finance corporate investments in assets, including capital \nstructure, cost of capital, and the impact of leverage. \nPrerequisite: ACCT 22 1 1 \n\nFNCE 3354 Business Performance Analysis. (3) On demand \nA comprehensive survey of the basic tools and models used in \ncontemporary financial statement analysis. \nPrerequisite: ACCT 221 1 \n\nFNCE 3357 Investments. (3) On demand \nThis course provides students with an introduction to the tools for \nanalyzing the potential returns and risks of individual securities and how \nto combine them efficiently into portfolios. The subject matter will be \npresented primarily from the viewpoint of the individual investor. The \ncourse will also examine the market equilibrium pricing of capital \nassets, risk-adjusted evaluations of portfolio performance, the efficiency \nof the capital allocation process in security markets, the formulation of \ninvestment policies and strategies, and other investment-related topics. \nPrerequisites: ECON 2200, FNCE 3353 \n\n\n\n153 \n\n\n\nManagement (MGMT) \n\nMGMT 1101 Contemporary Business Issues. (3) Spring \n\nStudents will experience an introduction to current business topics using \n\nactive learning and ethical reasoning skills. Students will be exposed to a \n\nvariety of situations and cases that will encourage thinking like a business \n\nperson. \n\nMGMT 2200 Foundations in Business. (3) Fall and Spring \nThis course will serve as an integrative introduction to the functional areas \nof business. Projects based on current business dilemmas will emphasize \nthe need for constant research and innovation required to address problems \nstudents will encounter in the business world. Potential decisions will be \nevaluated in the context of reducing risk and maximizing returns to a \nvariety of stakeholders. Creative and critical thinking, problem solving, \nand ethical decision making will be stressed. \n\nSuggested Prerequisites: ENGL 1 101, MATH 1101 \n\nMGMT 3312 Business Communication. (3) Fall and Spring \nThis course provides an opportunity for students to practice all forms of \nbusiness communication including: written documents and reports, oral \npresentations, phone, e-mail, meetings, etc. Particular consideration will \nbe given to audience analysis, appropriate medium, cultural and gender \nissues, feedback, and biases affecting communication. \nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1 \n\nMGMT 3351 Legal and Ethical Environment of Business. (3) Fall \nThis course addresses the legal and ethical implications of business \ndecisions. Topics may include business formation, employment \ndiscrimination, contracts, workplace safety, business torts, and antitrust \nissues. Cost-benefit analysis will be used as a tool to evaluate business \ndecisions in light of existing legal rules and social responsibility. Ethical \ndecision making will be stressed in every part of the course. Students will \nfurther develop the mindset necessary to make decisions in an ethical \nmanner. \n\nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1 \n\nMGMT 3370 Management and Organizational Behavior. (3) \n\nFall and Spring \nA study of the science and art of management with special emphasis on \nmotivating and leading individuals in an organization. \nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1 \n\n\n\n154 \n\n\n\nMGMT 3372 Operations Management. (3) Spring \nA study of the application of the science of management in the operations \nmanagement environment. Primary emphasis placed on the theories, \nprinciples, and tools that improve the efficiency and effectiveness of the \noperations manager. \nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1 \n\nMGMT 3374 Interpersonal Relations in Organizations. (3) \n\nOn demand \nA study of human interaction in the organization context. Topics to be \ncovered include self-concept, frames of reference, values and attitudes, \nbarriers and breakdowns in communications. \nPrerequisite: MGMT 3370 or consent of instructor \n\nMGMT 3376 Managing Human Resources. (3) On demand \nThe study of the basic principles and functions of effective personnel \nadministration and human resource management. Extensive use is made of \nthe case method of study. Students gain experience looking at personnel \nproblems, individually and as members of groups. \nPrerequisite: MGMT 3370 or consent of instructor \n\nMGMT 3377 Career Management. (3) On demand \nThis course is designed to help guide students through the process of \npreparing for a career. Topics to be covered include experiences and \nactivities that enhance employability, resume preparation, cover, and thank \nyou letter development, identifying skills needed for a job, question and \nanswer preparation, and effective interviewing techniques. \nPrerequisite: declared business or accountancy major \n\nMGMT 3385 Management Information Systems. (3) On demand \nThis course is designed for future managers who need to understand and \ncritically evaluate the role and potential contribution of information \ntechnology for their organizations, and understand and effectively apply \nvarious computerized support systems to make better decisions. \nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1 \n\nMGMT 3388 Research Methods. (3) On demand \nFocuses on the survey research process and the analysis of data. Covers \ntopics such as problem definition, research design, sampling techniques, \nquestionnaire development, data collection methods and data analysis. \nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1, MATH 1114 \n\n\n\n155 \n\n\n\nMGMT 3393 Cultural Aspects of International Business. (3) Spring \nThis course explores Hofstede's Dimensions of Culture and examines \ncultural identities as expressed through business practice, with the \nobjective to understand the impact of cultural intelligence in the global \narena. Students will analyze real world case studies to develop strategies \nfor effective global management. \nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1 \n\nMGMT 4401 Entrepreneurship. (3) On demand \nA study of the application of the science of management to the \ndevelopment and management of the small business enterprise. \nOpportunities, characteristics, and problems with the small business will \nbe evaluated. Students will be required to develop a business plan for a \nsmall business and when possible students will be given an opportunity to \nwork on special projects with small businesses in the community. The \nclass requires active participation by students in and out of the \n\nclassroom. \n\nPrerequisites: FNCE 3353, MGMT 3370, MRKT 3380 \n\nMGMT 4410 Business Modeling. (3) On demand \nA look at managerial problem solving from a modeling perspective. \nProblems are represented both visually and mathematically so that \nappropriate analysis can be performed. Analytical tools including \nmanagement science methods, optimization, and simulation will be \ncovered. Interpretation of analyses in the form of business communication \nwill be emphasized. \n\nPrerequisite: MGMT 3372 \n\nMGMT 4420 Business Intelligence. (3) Spring \n\nThis course is designed for future managers who need to understand how \n\norganizational data can be converted to actionable information through the \n\nuse of data warehouse, data mining, and data visualization technologies. \n\nThe course focus will be on developing and utilizing actionable \n\ninformation for the purpose of Marketing Research and Market Plan \n\nDevelopment. \n\nPrerequisite: MRKT 3380 \n\n\n\n156 \n\n\n\nMGMT 4430 Applied Business Analysis. (3) Spring \nA comprehensive look at the application of various business analysis \ntechniques in all functional areas of a business. A simulated environment \nwill provide students an opportunity to create various decision support and \nforecasting systems and use the resulting output to manage a large \nenterprise. Risk-benefit and stakeholder analysis will be used to analyze \npolicy implications of proposed decisions. \nPrerequisite: MRKT 4484 \n\nMGMT 4440 Management Simulation. (3) On demand \nThis is the capstone course for majors in business. It incorporates the use \nof a computer-based simulation in an effort to integrate all of the functional \nareas of business into one comprehensive course. Students are required to \nwork in groups as managers of a simulated company and make the \nnecessary marketing, finance, economic, accounting, and management \ndecisions to run their company effectively. The student's grades are a \nfunction of individual and group performance. \n\nPrerequisites: Senior standing, completion of all course requirements \nin major, or consent of instructor. \n\nMGMT 4460 Internship in Business. (1-6) On demand \nThis course represents a unique opportunity for a qualified student to \nexpand his/her understanding of the practical applications of enterprise \noperations by entering into a specific \"help rendered learning \naccomplishment\" contract with a cooperating area enterprise. The contract \nwill specifically identify the student's obligations and duties, the nature and \nextent of the host enterprise's commitment to assist the student in further \nextending his/her knowledge of enterprise operations, and the basis on \nwhich the student's learning accomplishments will be measured. No more \nthan 6 credit hours may be applied toward the student's graduation requirements. \nPrerequisites: Business major with demonstrated superior \n\ncapabilities and prior approval of the internship \n\ncontract by department faculty. \n\nMGMT 4483 Special Topics in Management. (3) On demand \nA series of special topic courses providing students with exposure to issues \nand concepts not covered in their regular course work. \nPrerequisites: Senior standing and consent of instructor. \n\n\n\n157 \n\n\n\nMarketing (MRKT) \n\nMRKT 3380 Principles of Marketing. (3) Fall \n\nThis course is an introduction to the principles of marketing \n\nmanagement and the role of marketing in a contemporary society, in \n\nbusiness enterprises, and in a non-profit organization. Considers the \n\nplanning, operation and evaluation of marketing and promotional efforts \n\nnecessary to the effective marketing of consumer and industrial \n\nofferings. \n\nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1 \n\nMRKT 3381 Advanced Marketing. (3) On demand \nProvides training in marketing decision making. Uses case studies \nsimulating actual business settings to help students develop analytical \nabilities and sharpen their communication skills. Covers topics that \nrange from techniques used to analyze a market to the development of a \ntotal marketing strategy. \nPrerequisite: MRKT 3380 \n\nMRKT 4484 Special Topics in Marketing. (3) Fall \nA series of special topic courses providing students with exposure to \nissues and concepts not covered in their regular course work. Each year \nthe students will develop and present a full marketing plan for a local \nbusiness or institution. \nPrerequisites: MRKT 3380 and MNGT 4420 \n\n\n\n158 \n\n\n\nCHEMISTRY \n\nIntroduction \n\nChemistry is often referred to as the central science, because chemical \nconcepts are used throughout the other sciences. Therefore, in addition \nto being a major in its own right, the study of chemistry is a part of \nmany curricula. The Chemistry Department focuses its introductory \nchemistry course as an element in a liberal education, a service to other \ndepartments, and the beginning of a comprehensive study of chemistry. \nThe department offers B.A. and B.S. majors as well as a minor which \ncan lead to a variety of future occupations. Students with a major in \nchemistry have gone on to traditional pursuits such as graduate school in \nchemistry or biochemistry, pharmacy, medical school and law school \n(patent law and corporate law), as well as becoming laboratory \ntechnicians and salespersons for chemistry and related industries. \n\nThe B.A. degree offers a broad background in chemistry while allowing \nample time for extensive coursework in other fields. The B.A. is \nappropriate for those interested in one of the medical or law-related \nprofessions, teaching, or for students desiring the broadest possible \neducation with an emphasis in natural science. The B.S. program is \ndesigned for those going on to graduate school in a chemically related \nfield (chemistry, biochemistry, molecular biology, chemical physics, \nenvironmental science, or forensics) or those seeking employment as \nchemists after graduation. The B.S. degree is generally more highly \nvalued at professional schools. While the B.S. degree is more \ndemanding of a student's time, there is sufficient time for electives \noutside the sciences. \n\nLearning Objectives \n\nThe specific objectives for the respective degrees are as follows: \n\nThe Bachelor of Science Degree \n\nStudents who earn the B.S. degree with a major in chemistry will be \nappropriately competent in the following areas: \n\n Atomic and molecular structure and chemical bonding \n\n The language of chemistry: verbal, written, numerical and graphical \npresentation of chemical concepts \n\n Equilibria and stoichiometry \n\n Periodic relationships \n\n Thermochemistry \n\n\n\n159 \n\n\n\n Chemistry laboratory skills, including data organization and analysis \n\n Recognition, structure, and reactivity of the major organic \nfunctional groups \n\n Experimental synthesis and characterization of organic compounds \nby physical and instrumental methods \n\n Volumetric and gravimetric analytical theory and practice \n\n Analytical instrumentation theory and practice \n\n Thermodynamics \n\n Chemical dynamics \n\n Quantum mechanics and spectroscopy \n\n Either advanced inorganic chemistry, advanced organic chemistry, \nor biochemistry \n\n Knowledge of the research process in chemistry \n\nStudents earn these competencies by pursuing the following Bachelor of \nScience curriculum in chemistry: \n\nGeneral Chemistry 1 1 1 , 1 1 02 8 semester hours \n\nOrganic Chemistry 220 1 , 2202 8 semester hours \n\nAnalytical Chemistry 225 1 4 semester hours \n\nPhysical Chemistry 3301 , 3302 8 semester hours \n\nJunior Seminar, Chemistry 337 1 2 semester hours \n\nSenior Seminar, Chemistry 447 1 2 semester hours \n\nInstrumental Analysis 445 1 4 semester hours \n\nChemistry Elective (3000 or 4000 level) 4 semester hours \n\nAdditionally, a research experience is required. This should be taken \nbetween the junior and senior years or during the first semester of the \nsenior year. This may be done on campus, in industry, or in a research \nuniversity summer program. Students may elect to earn 4900 credit for \nthis required activity. \n\nSupporting required courses include the following: \n\nMathematics 222 1 , 2222 8 semester hours \n\nPhysics 2121,2122 8 semester hours \n\nA Computer Science programming  . \n\nF F to to 3 semester hours \n\ncourse \n\n\n\n160 \n\n\n\nThe scheduling of the B.S. curriculum is important as the Physical \nChemistry sequence (3301-3302) alternates years with Analytical \nChemistry (225 1) and Instrumental Analysis (445 1). To be prepared to \ntake the physical chemistry sequence, students should take calculus during \nthe first year and physics during the sophomore year. It is highly \nrecommended that students take general chemistry during their first \nyear. The following would be typical sequences of courses for the B.S. \nchemistry degree: \n\nFall Spring \n\nFirst Year CHEM 1101 CHEM 1 1 02 \n\n\n\n\n\nMATH 2221 \n\n\nMATH 2222 \n\n\nSecond Year \n\n\nCHEM 2201 \n\n\nCHEM 2202 \n\n\n\n\nPHYS2121 \n\n\nPHYS2122 \n\n\nJunior and Senior Year Sequence depends on \nChemistry and Analytical Chemistry are bein \n\n\nwhich year Physical \ng offered \n\n\nThird Year \n\n\nCHEM 3301 \n\n\nCHEM 3302 \nCHEM 3371 \n\n\nFourth Year \n\n\nCHEM 2251 \n\n\nCHEM 4451 \n\n\n\n\nComputer Programming \n\n\nCHEM 4471 \n\n\n\n\nChemistry Elective or \n\n\nChemistry Elective \n\n\nOR: \n\n\n\n\n\n\nThird Year \n\n\nCHEM 2251 \n\n\nCHEM 4451 \nCHEM 3371 \n\n\nFourth Year \n\n\nCHEM 3301 \n\n\nCHEM 3302 \n\n\n\n\nComputer Programming \n\n\nCHEM 4471 \n\n\n\n\nChemistry Elective or \n\n\nChemistry Elective \n\n\n\nAssessment of Learning Objectives \n\nStudents who earn the B.S. degree will have demonstrated their \nattainment of the specific objectives by appropriate scores on the current \nAmerican Chemical Society (ACS) Examinations on the following three \ntopics: General, Organic, and Physical. The students will additionally \nattain an appropriate score from one of the following examinations: \nAnalytical, Instrumental, Inorganic, or Biochemistry. The passing score \nwill be at or above the 40 th percentile of the national norms for these \nexams or at an appropriate level, as determined by the Chemistry \n\n\n\n161 \n\n\n\nDepartment, based on the accumulated data of the performance of \nLaGrange College students on these exams. The results which are in the \nbest interest of the students will be used. These exams will be given at \nthe end of the appropriate courses and will be offered to students up to \nthree additional times prior to the time of the student's scheduled \ngraduation. The student must attempt a retest at least once a semester \nuntil successful completion of the exam. In the event that a student \nneeds to repeat an exam for the second, third, or final time, evidence of \npreparation must be presented. Reexamination cannot be scheduled \nearlier than two weeks following a previous examination. \n\nThe Bachelor of Arts-Chemistry \n\nStudents who earn the B.A. degree with a major in chemistry will be \nappropriately competent in the following areas: \n\n Atomic and molecular structure and chemical bonding; \n\n The language of chemistry: verbal, written, numerical, and \ngraphical presentation of chemical concepts; \n\n Equilibria and stoichiometry; \n\n Periodic relationships; \n\n Thermochemistry; \n\n Chemistry laboratory skills, including data organization and \nanalysis; \n\n Recognition, structure ,and reactivity of the major organic functional \ngroups; \n\n Experimental synthesis and characterization of organic compounds \nby physical and instrumental methods; \n\n Either advanced inorganic chemistry, advanced organic chemistry, \nor biochemistry. \n\nStudents earn these competencies by pursuing the following courses \nrequired for the Bachelor of Arts curriculum in chemistry: \n\nGeneral Chemistry 1 101, 1 102 8 semester hours \n\nOrganic Chemistry 2201 , 2202 8 semester hours \n\nAnalytical Chemistry 225 1 4 semester hours \n\nPhysical Chemistry 3301, 3302 8 semester hours \n\nJunior Seminar, Chemistry 337 1 2 semester hours \n\nSenior Seminar, Chemistry 4471 2 semester hours \n\nChemistry Electives 4 semester hours \n\n\n\n162 \n\n\n\nRequired supporting courses include the following: \n\nPhysics 1 1 1 , 1 1 02, or 2 1 2 1 , 2 1 22 8 semester hours \nMath 1121 or 222 1 3 or 4 semester hours \n\nThe scheduling of the courses for the B.A. in chemistry can be \nsomewhat flexible. The following are possible sequences to fulfill the \nrequirements for the major. \n\n\n\n\n\nFall \n\n\n\n\nSpring \n\n\nFirst Year \n\n\nCHEM 1101 \nMATH 2221 \n\n\n\n\nCHEM 1102 \n\n\nSecond Year \n\n\nCHEM 2201 \n\n\n\n\nCHEM 2202 \n\n\n\n\nPHYS 1101 or \n\n\n2121 \n\n\nPHYS 1102 or 2122 \n\n\nJunior and Senior Year Sequence depenc \nChemistry and Analytical Chemistry are \n\n\nis on which year Physical \nbeing offered. \n\n\nThird Year \n\n\nCHEM 3301 \n\n\n\n\nCHEM 3302 \nCHEM 3371 \n\n\nFourth Year \n\n\nCHEM 2251 \n\n\n\n\nChemistry Elective \nCHEM 4471 \n\n\nOR: \n\n\n\n\n\n\n\n\nThird Year \n\n\nCHEM 2251 \n\n\n\n\nChemistry Elective \nCHEM 3371 \n\n\nFourth Year \n\n\nCHEM 3301 \n\n\n\n\nCHEM 3302 \nCHEM 4471 \n\n\n\nAssessment of Learning Objectives \n\nStudents who earn the B.A. degree will have demonstrated their \nattainment of the specific objectives by appropriate scores on the current \nAmerican Chemical Society (ACS) Exams for (1) General Chemistry \nand (2) Organic Chemistry. The passing score will be at or above the \n40 th percentile of the national norms for these exams or at an appropriate \nlevel, as determined by the Chemistry Department, based on the \naccumulated data of the performance of LaGrange College students on \nthese exams. The results which are in the best interest of the students \nwill be used. These exams will be given at the end of the appropriate \ncourses and will be offered to students up to three additional times prior \n\n\n\n163 \n\n\n\nto the time of the student's scheduled graduation. The student must \nattempt a retest at least once a semester until successful completion of \nthe exam. In the event that a student needs to repeat an exam for the \nsecond, third, or final time, evidence of preparation must be \npresented. Reexamination cannot be scheduled earlier than two weeks \nfollowing a previous examination. \n\nThe Bachelor of Arts-Biochemistry \n\nStudents who earn the B.A. with a major in biochemistry will be \nappropriately competent in the following areas: \n\n Atomic and molecular structure and chemical bonding \n\n The language of chemistry: verbal, written, numerical, and \ngraphical presentation of chemical concepts \n\n Equilibria and stoichiometry \n\n Periodic relationships \n\n Thermochemistry \n\n Physical measurements of chemical systems \n\n Chemistry laboratory skills, including data organization and analysis \n\n Recognition, structure, and reactivity of the major organic \nfunctional groups \n\n Experimental synthesis and characterization of organic compounds \nby physical and instrumental methods \n\n In-depth study of biological molecules and metabolism \n\n Techniques of biotechnology. \n\nStudents earn these competencies by pursuing the following courses \nrequired for the Bachelor of Arts-Biochemistry: \n\nGeneral Chemistry 1 101, 1 102 8 semester hours \n\nOrganic Chemistry 2201 , 2202 8 semester hours \n\nBiophysical Chemistry 3311 4 semester hours \n\nJunior Seminar, Chemistry 3371 2 semester hour \n\nBiochemistry, Chemistry 442 1 , 4422 8 semester hours \n\nSenior Seminar, Chemistry 447 1 2 semester hours \n\nMath 1 1 14 or 1 1 2 1 3 semester hours \n\nPhysics 1 101 , 1 102 8 semester hours \n\nSuggested but not required Biology 8 semester hours \n\n164 \n\n\n\nAssessment of Learning Objectives \n\nStudents who earn the B.A. with a major in biochemistry will have \ndemonstrated the attainment of the specific objectives by appropriate \nscores on the current American Chemical Society (ACS) Exams for (1) \nGeneral Chemistry, (2) Organic Chemistry and/or (3) Biochemistry. The \npassing score will be at or above the 40 th percentile of the national \nnorms for these exams or at an appropriate level, as determined by the \nChemistry Department, based on the accumulated data of the \nperformance of LaGrange College students on these exams. The results \nwhich are in the best interest of the students will be used. These exams \nwill be given at the end of the appropriate courses and will be offered to \nstudents up to three additional times prior to the time of the student's \nscheduled graduation. The student must attempt a retest at least once a \nsemester until successful completion of the exam. In the event that a \nstudent needs to repeat an exam for the second, third, or final time, \nevidence of preparation must be presented. Reexamination cannot be \nscheduled earlier than two weeks following a previous examination. \n\nThe scheduling for the B.A. degree in biochemistry is flexible. The \nfollowing is a proposed schedule to meet the requirements for the \ndegree. This degree provides a flexible yet strong program for the pre- \nhealth professional requirements. \n\nFall Spring \n\n\n\nFirst Year \n\n\n\nMATH 1121 or \nMATH 1114 \n\n\n\nSecond Year CHEM 110 \n\n\n\nCHEM 1 102 \n\n\n\nThird Year CHEM 2201 \n\nPHYS 1101 \n\nFourth Year CHEM 4421 \n\n\n\nCHEM 2202 \nPHYS 1102 \nCHEM 3371 \nCHEM 4422 \n\n\n\nCHEM 33 11 \n\n\n\nCHEM 4471 \n\n\n\n165 \n\n\n\nA suggested schedule to meet the Pre Health Professional Requirements \nand earn a B.A. degree in biochemistry is the following: \n\nFall Spring \n\nFirst Year CHEM 1101 CHEM 1 1 02 \n\nBIOL 1101 BIOL 1102 \n\nSecond Year CHEM 220 1 CHEM 2202 \n\nPHYS 1101 PHYS 1102 \n\nMATH MATH \n\nThird Year CHEM 3301 Molecular Biology \n\nCHEM 3371 \nMCAT, PCAT, \nDAT, etc. \nFourth Year CHEM 4421 CHEM 4422 \n\nCHEM 4471 \n\nThe Molecular Biology and Biochemistry course could be switched during \nthe third and fourth year depending on the interest of the student. \n\nDeclaration of Major \n\nBefore declaring a major in chemistry, a student must successfully (C or \nbetter) complete the introductory sequence (CHEM 1101, 1 102). A student \nmay declare a major after one term of chemistry with permission of the \nchair of the department. \n\nMinor \n\nA minor in chemistry shall consist of CHEM 1 101, 1 102, 2201, 2202 and two \nadditional chemistry courses from the following: CHEM 2251, 3301, 3302, \n3311, 442 1 , 4422, 443 1 , 445 1 . Students must demonstrate proficiency in \ngeneral chemistry by passing the ACS General Chemistry Examination as \nstated above. \n\nChemistry Awards \n\nThe CRC Freshman Chemistry Award is awarded annually on Honors Day \nto the student with the most outstanding achievement in the CHEM 1101, \n1 102 General Chemistry sequence. \n\nThe A.M. Hicks Award for outstanding achievement in organic chemistry \nis awarded annually on Honors Day to the student taking organic chemistry \nwho has attained the most outstanding record. The award is made in honor \nof Dr. A. M. Hicks who was a long time faculty member and chair of the \ndepartment. \n\n166 \n\n\n\nCourse Descriptions (CHEM) \n\nChemistry is a laboratory science and the department views the \nlaboratory experience as an essential component of those courses with \nan associated laboratory. Consequently, students must achieve a passing \ngrade in both the lecture and laboratory portions of the course to obtain a \npassing grade in the course. \n\nCHEM 1 101 General Chemistry I. (3 hrs. lee, 3 hrs. lab per week) (4) \n\nFall \nA study of the foundations of chemistry including stoichiometry, atomic \nstructure and periodicity, molecular structure and bonding models, \nand thermochemistry. \n\nPrerequisite: MATH 1101 or placement in 2105 or higher. \n\nCHEM 1 102 General Chemistry DL (3 hrs. lee, 3 hrs. lab per week) (4) \n\nSpring \nA continuation of CHEM 1 101 ; a study of the gas, liquid, and solid \nphases, chemical thermodynamics, kinetics, equilibria, acid/base \nequilibria, oxidation-reduction reactions and electrochemistry. \nPrerequisites: CHEM 1101, MATH 1 101 or placement in 2105 \n\nor higher. \n\nCHEM 2201 Organic Chemistry I. (3 hrs. lee, 3 hrs. lab per \n\nweek) (4) Fall \nA study of the fundamentals of organic chemistry with respect to the \nbonding, structure, nomenclature and reactivity of various classes of \norganic compounds including aromatic compounds. \nPrerequisite: CHEM 1102 \n\nCHEM 2202 Organic Chemistry H. (3 hrs. lee, 3 hrs. lab per week) (4) \n\nSpring \nA continuation of CHEM 2201 including spectroscopy, synthesis, \ncarbonyls, and biomolecules. \nPrerequisite: CHEM 2201 \n\nCHEM 2251 Analytical Chemistry. (3 hrs. lee, 3 hrs. lab per week) (4) \n\nFall of even years \nA study of the theory and practice of volumetric and gravimetric \nquantitative analysis, chemical equilibrium, and acid/base chemistry. \nPrerequisite: CHEM 1102 \n\n\n\n167 \n\n\n\nCHEM 3301 Physical Chemistry: Thermodynamics and Chemical \nKinetics. (3 hrs. lee, 3 hrs. lab per week) (4) \n\nFall of odd years \nA study of the basic principles of physical chemistry including the \nproperties of gases, kinetic theory of gases, thermodynamics, \nthermochemistry, changes of state, phase rules, electrochemistry, and \nchemical dynamics \n\nPrerequisites: CHEM 2202 or permission of instructor, MATH \n\n2221, PHYS 1102orPHYS 1122 \n\nCHEM 3302 Physical Chemistry: Chemical Dynamics and Quantum \nMechanics, (3 hrs. lee, 3 hrs. lab per week) (4) \n\nSpring of even years \nThe study of basic principles of physical chemistry focusing on gas \nkinetics, chemical dynamics, quantum mechanics, and atomic and \nmolecular spectroscopy. This course is co-listed as PHYS 3302. \nPrerequisites: MATH 2222, PHYS 1 102 or PHYS 1 122 \n\nCHEM 331 1 Biophysical Chemistry. (3 hrs. lee. per week) (3) Fall \nAn overview of thermodynamics, dynamics and quantum chemistry. \nPrerequisites: CHEM 2202 or permission of instructor, MATH \n\n1 1 14 or MATH 2105 or placement in MATH 2221. \n\nPhysics 1101 is a prerequisite (preferred) or may be \n\ntaken as a corequisite. \n\nCHEM 3371 Junior Seminar (2 hrs. class per week) (2) Spring \nA course that acquaints the student with the chemical literature as well \nas presentation and discussion of scientific data and information. In \naddition, students will explore career opportunities, prepare a portfolio, \nand develop career plans. Note: Course is graded on a pass/no credit \nbasis. \n\nPrerequisite: Junior standing \n\nCHEM 4421 Biochemistry I. (3 hrs. lee, 3 hrs. lab per week) (4) \n\nFall \nAn introductory course in the principles of biochemistry, with emphasis \non the structure and function of biomolecules, membrane structure and \nfunction and an introduction to metabolism and bioenergetics. \nPrerequisite: CHEM 2202 or permission of instructor. \n\nCHEM 4422 Biochemistry II . (3 hrs. lee, 3 hrs. lab per week) (4) Spring \nA continuation of CHEM 4421 with emphasis on cellular metabolism, \nfundamentals of molecular genetics, and current topics in biochemistry. \nPrerequisite: CHEM 4421 \n\n\n\n68 \n\n\n\nCHEM 4431 Inorganic. (3 hrs. lee. per week) (3) On demand \nAn in-depth examination of atomic and molecular structure. Symmetry \nconcepts are introduced and used. \n\nPrerequisite: CHEM 3301 or consent of the instructor. \n\nCHEM 445 1 Instrumental Analysis. (3 hrs. lee, 3 hrs. lab per week) (4) \n\nSpring of odd years \nA study of instrumentation and advanced analytical techniques. \n\nCHEM 4471 Senior Seminar. (2 hrs. class per week) (2) Spring \nA capstone course which is thematic. Emphasis is on integration of the \nstudent's experience in chemistry and the presentation of chemical \nliterature in seminar and written form. \nPrerequisite: Senior standing \n\nCHEM 4800 Special Topics. (1-4 hours) On demand \n\nA special topics course that may be designed to provide the student with \n\nexposure to topics and concepts not covered in the regular course \n\nofferings. \n\nCHEM 4900 Independent Study. \n\nThis course can vary and may be used to satisfy the research \nrequirement for the B.S. major and provide research experience for B.A. \nmajors. \n\n\n\n169 \n\n\n\nCOMPUTER SCIENCE \n\nIntroduction \n\nThe Computer Science Department at LaGrange College has several goals. \nWith the goal of computer literacy for our general student population, \ncourses are offered to acquaint students with microcomputer applications \nand networks. For students who want further study in computer science, the \nfollowing options are available: \n\nA minor in computer science \n\nB.A. degree in computer science \n\nB.A. degree in computer science with a concentration in business \n\nB.A. degree in computer science with a concentration in graphic design (45 \nsemester hours) \n\nB.S. degree in computer science \n\nLearning Objectives \n\nGraduates from the B.A. and B.S. degree programs at LaGrange College \nshould be able to do each of the following: \n\n Write programs in a reasonable amount of time that work \ncorrectly, are well documented, and are readable. \n\n Determine whether or not they have written a reasonably efficient \nand well-organized program. \n\n Know which general types of problems are amenable to computer \nsolution and the various tools necessary for solving such problems. \n\n Assess the implications of work performed either as an individual \nor as a member of a team. \n\n Understand basic computer architectures. \n\n Pursue in-depth training in one or more application areas or further \neducation in computer science. \n\nIn addition, students in the B.S. degree program should be able to do \nresearch, be able to convey technical ideas in a clear writing style, and \nhave the mathematical background necessary for scientific problem- \nsolving. Students in the B.A. degree program with a concentration in \nbusiness should have the knowledge of the functional areas of business \nnecessary for working in that environment. \n\n\n\n170 \n\n\n\nAll of the 1000-level or above courses in computer science, mathematics, \nand business that are required for the B.A. or B.S. degree or the minor \nmust be completed with a grade of C or better. \n\nThe computer science curriculum at LaGrange College is based on the \nrecommendations of the A.C.M. (Association for Computing Machinery). \nIn addition, our students have the opportunity to take courses that will \nmake them more attractive in the job market. These courses include \nprogramming languages (such as Python, COBOL, Visual Basic, and \nJava), PC support and troubleshooting (including an A+ course), database \nadministration (Oracle), network administration, and web programming \n(including XML, XHTML, HTML, CSS, JavaScript, and Adobe web \napplications). \n\nAssessment of learning objectives \n\nThe accomplishment of these objectives will be demonstrated by the \nfollowing: \n\n1. Satisfactory performance on a programming test. This test will be \nbased on the concepts learned in CSCI 1990 and 2990 and must be \ntaken at the end of the semester in which the student completes \nCSCI 2990. The test will be offered once at the end of every \nsemester in which CSCI 2990 is offered. The test must be \nsatisfactorily completed by the end of the semester in which the \nstudent reaches senior status, but under no circumstances will a \nstudent be allowed to take the test more than four times prior to and \nincluding that semester. If the test has not been completed \nsatisfactorily by that time, the student will not be allowed to \ncontinue in either the B.A. or the B.S. degree programs in computer \nscience. \n\n2. Satisfactory performance by the student in delivering a presentation \nat a regularly scheduled Computer Science Department seminar. \nThis presentation will be developed with the approval of and \npossible input from the computer science faculty. If the student does \nnot arrive at the scheduled time for the seminar or does not perform \nsatisfactorily in the seminar, the department reserves the right to \nimpose additional requirements to substitute for the seminar. A \nstudent who fails to fulfill these requirements will not be allowed to \ngraduate. \n\n\n\n171 \n\n\n\n3. Satisfactory completion of an assessment portfolio to be kept on \neach computer science major. The purpose of this portfolio will be \nto aid in assessing the professional development of each student and \nthe growth of the student's programming skills as the student \nprogresses through the computer science curriculum. Each portfolio \nwill include the programming test described in item (1) above, a \nprogram selected by the instructor from CSCI 3250, three additional \nexamples of the student's work, a copy of the student's resume, \nmaterial from the departmental seminar presentation made by the \nstudent and described in item (2), a copy of the student's web page, \nand a personal information sheet (including forwarding address and \nphone number, e-mail address, and plans after graduation). The three \nexamples of the student's work mentioned above must be approved \nfor inclusion by faculty consensus. Maintaining the portfolio is the \nresponsibility of the student. Additional information about the \nportfolio is available from the department. \n\n4. Attendance at Computer Science Department seminars. Each student \nwill be required to attend at least 50% of these seminars each \nsemester. A student who fails to attend 50% of the seminars will be \nrequired to submit a short written report for each seminar under the \n50% missed. Details concerning such written reports are available \nfrom the department. Failure to attend 50% of the seminars and \nsubmit such reports will result in the student not being certified as a \ncomputer science graduate. \n\nCareer Opportunities \n\nStudents who complete the computer science major have a wide range of \nemployment opportunities. These include positions in programming, PC \nsupport and troubleshooting, database administration, network \nadministration, and web programming. Graduates of the computer science \ndegree program at LaGrange College have secured positions as I.T. \ndepartment managers, I.T. security specialists, systems analysts, database \nadministrators, webmasters, web designers, PC support specialists, as well \nas other positions. Companies employing these graduates include Milliken \nand Co., Interface, Duracell, Hitachi, Walt Disney World (I.T. security), \nChick-Fil-A (I.T. department), WestPoint Stevens, Total Systems Services, \nBellSouth, Texas Instruments, General Motors, and others. \n\nIn addition, a number of graduates have gone on to graduate school in \nareas such as computer science, computer engineering, electrical \nengineering, and management information systems. \n\n\n\n172 \n\n\n\nCourse Requirements \n\nRequirements for all students pursuing a minor, B.A., or B.S. in \nComputer Science (9 semester hours) \n\nCSCI 1990 \n\nCSCI 2990 \n\nOne of the following: CSCI 2500 or 2850 \n\nRequirements for the minor in Computer Science (9 additional hours): \nCSCI 3000 or 3250 \n\nTwo additional CSCI courses at the 3000-level or above \n(excluding internship credit) \n\nRequirements for the B.A. Degree (30 additional hours) \nCSCI 3000 \nCSCI 3050 \nCSCI 3250 \nCSCI 3700 \n\nFive additional CSCI courses at the 3000-level or above \n(excluding internship credit) \nMATH 1121 \n\nRequirements for the B.A. with a concentration in Business \n(39 additional hours) \nCSCI 3000 or 3250 \n\nSix additional CSCI courses at the 3000-level or above \n(excluding internship credit) \nMATH 1121 \n\nThe five courses required for a minor in business management: \nACCT 221 1, ECON 2200, MRKT 3380, MGMT 2200, and \nMGMT 3370 \n\nRequirements for the B.A. with a concentration in Graphic Design \n(36 additional hours) \nCSCI 3500 \nCSCI 3550 \n\nFive CSCI classes at the 3000-level or above \nThe six courses required for a minor in Art and Design: ARTD \n1151, 2201, 2222, 3222, 3301, plus an art history class as the fine \narts course in the Core Program. \n\n\n\n173 \n\n\n\nRequirements for the B.S. Degree (41 additional hours) \nCSCI 3000 \nCSCI 3050 \nCSCI 3250 \n\nCSCI 3700 or CSCI 4100 \nCSCI 4900 \n\nSix additional CSCI courses at the 3000-level or above \nMATH 2221 \nMATH 2222 \n\nIn addition, PHYS 1 101/1 102 or 2121/2122 are required as the \nlaboratory science courses in the Core Program. \n\nCourse Descriptions (CSCI) \n\nCSCI 1610 Introduction to Editing and System Languages. (2) \n\nOn demand \nThis course is designed to assist and familiarize the student with the UNIX \noperating system. The course is designed for computer science students \nand for those who need to learn a UNIX-like operating system. \n\nCSCI 1700 Microsoft Office and Information Systems. (4) \n\nOn demand \nAn introduction to information systems software. Microsoft Office \nProfessional will be the primary software utilized. There are four separate \none-hour components to this class (Word, Excel, PowerPoint, and Access), \nand all four do not have to be taken. \n\nCSCI 1990 Introduction to Algorithmic Design. (3) Fall, Spring \nProblem solving and algorithmic design using the language Java or Python. \nStructured programming concepts, debugging and documentation. \n\nCSCI 2050 PC Maintenance and Troubleshooting. (3) \n\nOn demand \nA study of basic computer hardware, how to install hardware components, \nand how to diagnose hardware problems. In addition, the course will \ninclude a study of the basics of Windows and DOS necessary for \nmaintaining computer hardware. The course is designed to begin to \nprepare students for A+ certification, as well as for the benefit of those who \njust wish to upgrade and diagnose hardware and operating system problems \non their own computers. \n\nPrerequisite: CSCI 1990 or consent of instructor \n\n\n\n174 \n\n\n\nCSCI 2500 Visual Basic. (3) \n\nFall Semester in odd-numbered years \nThe study of Visual Basic, an event-driven (as opposed to \nprocedural) language. \n\nPrerequisite: CSCI 1990 or consent of instructor \n\nCSCI 2850 COBOL Programming I. (3) On demand \n\nThe study of COBOL, a language used primarily in business data \nprocessing applications. Emphasis on information retrieval problems. \nTeam project required. \n\nPrerequisite: CSCI 1990 or consent of instructor \n\nCSCI 2860 COBOL Programming II. (3) On demand \nAdvanced programming concepts with a strong emphasis on ISAM files \nand interactive programming. \nPrerequisite: CSCI 2850 \n\nCSCI 2900 Advanced Java Programming. (3) On demand \nAdvanced programming in Java, including the Java utilities package, bit \nmanipulation, collections, database connectivity, servlets, and JSP. \nPrerequisite: CSCI 3990 or consent of instructor \n\nCSCI 2990 Algorithmic Design. (3) Spring \nA continuation of CSCI 1990. Further development of techniques in Java \nfor program design, program style, debugging and testing, especially for \nlarger programs. Introduction to algorithmic analysis. Introduction to the \nbasic aspects of string processing, recursion, internal search/sort methods, \nand simple data structures. Programming using graphical user interfaces. \nPrerequisite: CSCI 1990 \n\nCSCI 3000 Introduction to Computer Systems. (3) \n\nFall semester in odd-numbered years \nComputer structure and machine language, assembly language \nprogramming. Addressing techniques, macros, file I/O, program \nsegmentation and linkage, assembler construction, and interpretive routines. \n\nCSCI 3050 Introduction to Computer Organization. (3) \n\nSpring semester in even-numbered years \nBasic logic design, coding, number representation and arithmetic, \ncomputer architecture, and computer software. \nPrerequisite: CSCI 1990 \n\n\n\n175 \n\n\n\nCSCI3150 Introduction to File Processing. (3) On demand \nConcept of I/O management (fields, keys, records, and buffering). File \norganization, file operations, and data structures. Time and storage space \nrequirements. Data security and integrity. \n\nPrerequisite: CSCI 3000 or 3250 or consent of instructor \n\nCSCI3250 Data Structures. (3) \n\nFall semester in even-numbered years \nReview of basic data structures such as stacks, queues, lists, and trees. \nGraphs and their applications. Internal and external searching and sorting. \nMemory management. \n\nPrerequisite: CSCI 2990 or consent of instructor \n\nCSCI 3310 Organization of Programming Languages. (3) \n\nOn demand \nAn introduction to the structure of programming languages. Language \ndefinition structure, data types and structures, control structures and data \nflow. Run-time consideration, interpretative languages, lexical analysis \nand parsing. \n\nPrerequisite: CSCI 3000 or consent of instructor \n\nCSCI 3350 Digital Computer Architecture. (3) On demand \nStructures for the central computer are studied; arithmetic logic units, machine \nlanguage features, information transfer, memory hierarchy, channels, etc. \nPrerequisite: CSCI 3050 \n\nCSCI 3400 Computer Networks I. (3) \n\nFall Semester in odd-numbered years \nAn introduction to networks with particular emphasis on the TCP/IP \nprotocols used on the Internet. \n\nPrerequisite: CSCI 1990 or consent of instructor \n\nCSCI 3450 Computer Networks II. (3) \n\nSpring Semester in even-numbered years \nA continuation of CSCI 3400. \nPrerequisite: CSCI 3400 \n\nCSCI 3500 Web Programming. (3) \n\nFall Semester in odd-numbered years \nThe study and practice of the planning, construction, and programming of \nweb pages using HTML, CSS, SSI, and CGI. Graphics, sound, video, and \nanimation will also be discussed. \n\nPrerequisite: CSCI 1990 or consent of instructor \n\n176 \n\n\n\nCSCI 3550 Server-Side Scripting and Database Management. (3) \n\nThe student will learn PHP, a server-side scripting language that can be \nembedded in a web page to allow for dynamic content, MySQL, a \nrelational database management system, and how to interface them. \nPrerequisite: CSCI 3500 or consent of instructor \n\nCSCI 3700 Discrete Mathematical Structures in Computer \nScience. (3) Spring Semester in even-numbered years \nAn introduction to the mathematical tools for use in computer science. \nThese include sets, relations, and elementary counting techniques. \nAlgebra and algorithms, graphs, monoids and machines, lattices and \nBoolean algebras, groups and combinatorics, logic and languages will also \nbe involved. \n\nPrerequisites: MATH 1121, 2221, or consent of instructor \n\nCSCI 3990 Object-Oriented Programming. (3) On demand \n\nObject-oriented programming and design in the language Java. \nPrerequisites: CSCI 1990 and 2990 \n\nCSCI 4050 Database Management Systems Design. (3) \n\nSpring Semester in odd-numbered years \nIntroduction to database concepts using SQL and Oracle. Data models, \nnormalization, data description languages, query facilities. File \norganization, index organization, file security, and data integrity and \nreliability. \n\nPrerequisite: CSCI 1990 \n\nCSCI 4100 Numerical Methods. (3) On demand \n\nIntroduction to numerical analysis with computer solution. Taylor series, \n\nfinite difference calculus, interpolation, roots of equations, solutions of \n\nlinear systems of equations, matrix inversion, least-squares, numerical \n\nintegration. \n\nPrerequisites: MATH 1121, 2221, or consent of instructor \n\nCSCI 4150 Advanced Program Design. (3) On demand \nA formal approach to techniques in software design and development. \nIncludes structured programming concepts, organization and management \nof software development. A large-scale software project will be developed \nby students working in teams. \nPrerequisite: CSCI 3250 \n\nCSCI 4200 Theory of Programming Languages. (3) \n\nOn demand \nReview of grammars, languages, and their syntax and semantics. \nScanners, parsers, and translation. \nPrerequisite: CSCI 3310 \n\n177 \n\n\n\nCSCI4250 Algorithms. (3) On demand \n\nA study of problems and their algorithmic solution. Algorithms will be \nchosen from areas such as combinatorics, numerical analysis, systems \nprogramming, and artificial intelligence. Domain independent techniques \nwill also be included. \nPrerequisite: CSCI 3250 \n\nCSCI 4300 Computer Graphics. (3) On demand \nAn overview of graphical concepts and applications on the computer. \nThese include programming graphics, graphical manipulation software, \nanimation, web graphics, and graphics in multimedia presentations. \nPrerequisite: CSCI 3000 or consent of instructor \n\nCSCI 4500 Operating Systems. (3) On demand \nA course in systems software that is largely concerned with operating \nsystems. Such topics as process management, device management, and \nmemory management are discussed, as are relevant issues associated with \nsecurity and protection, networking, and distributed operating systems. \nPrerequisite: CSCI 3000 or consent of instructor. \n\nCSCI 4510 - 4520 - 4530 Special Topics. (3) On demand \nThis series of courses will provide the student with material not covered in \nthe courses above. Topics such as telecommunications, microcomputer \ninterfacing, artificial intelligence, automata theory, survey of modern \nlanguages, fourth-generation languages, operating systems, and object- \noriented design will be covered. \nPrerequisite: Determined by topic \n\nCSCI 4700 Research in Computer Science. (1-3) On demand \nResearch project or paper in computer science. Designed for those \nstudents who need it to fulfill a research component of the B.S. degree in \ncomputer science. Student must present a course description in writing to \nthe department chairman to be approved by the end of pre-registration \nduring the semester prior to enrolling for the course. \n\nCSCI 4900 Formal Languages. (3) On demand \nAn introduction to the basic theoretical models of computability. Finite \nautomata, Turing machines, computability, decidability, and Godel's \nincompleteness theorem. \nPrerequisite: CSCI 3250, 33 10, or 3700 or consent of instructor \n\nCSCI 4950 Independent Study. (3) On demand \n\n\n\n178 \n\n\n\nCORE PROGRAM \nINTEGRATIVE CURRICULUM \n\nLearning Objectives \n\nThe core curriculum of LaGrange College is designed to improve students' \ncreative, critical, and communicative abilities, as evidenced by the \nfollowing outcomes: \n\n Students will demonstrate creativity by approaching complex problems \nwith innovation and from diverse perspectives. \n\n Students will demonstrate critical thinking by acquiring, interpreting, \nsynthesizing, and evaluating information to reason out conclusions \nappropriately. \n\n Students will demonstrate proficiency in communication skills that are \napplicable to any field of study. \n\n\n\nCourse Descriptions (CORE) \n\nCORE 1101* First- Year Cornerstone. (3) \n\nThe academic Cornerstone program has as its main goal to introduce \nentering first semester students to what LaGrange College values in an \ninterdisciplinary liberal arts education. The course balances the \ninstructor's selected academic theme with a common set of assignments \nand academic skill sets. Together, these components strive to enhance the \ncreative, critical, and communicative abilities of students while engaging \nethical living through servant leadership and sustainability. \n\nCORE 1102* First-year Orientation. (1) \n\nThis extended orientation course will improve students' academic success \nand ease the transition into college life. First year students will develop \nstudy skills, time management, understand the services offered by the \ncollege such as career development and selection of major, academic \nsupport, and understand the traditions and policies of LaGrange College. \n\n* Transfer students with 30 or more hours may be waived from the CORE \n1101/1 102 requirement. \n\n\n\n179 \n\n\n\nCORE 1120 Problem Solving. (3) \n\nIndividual and small-group problem solving geared toward real-life \nsituations and nontraditional problems. The course will focus on a number \nof problem solving strategies, such as: draw a diagram, eliminate \npossibilities, make a systematic list, look for a pattern, guess and check, \nsolve an easier related problem and sub-problems, use manipulatives, work \nbackward, act it out, unit analysis, use algebra and finite differences, and \nothers. Divergent thinking and technical communication skills of writing \nand oral presentation will be emphasized. \nPrerequisite: MATH 1101 or higher \n\nCORE 1140 Computer Applications. (1) \n\nMathematical techniques and computer methods with spreadsheets will be \nused in the development of quantitative reasoning skills. These techniques \nwill be examined in the contexts of business and economics and of \nsustainability through managing one's personal finances. \nPrerequisite: MATH 1101 or higher \n\nCORE 2001 Humanities I. (3) \n\nThis course is the first of a two-course sequence focusing on our cultural \nheritage with an emphasis on the impact of the Judeo-Christian tradition as \nit relates to all knowledge. The course balances the instructor's selected \nacademic theme with a common set of assignments and academic skill sets. \nThe period from the emergence of human history to 1660 is covered in this \ncourse. Students confront primary and secondary source materials to gain \nan historical consciousness. \nPrerequisites: ENGL 1 101 and 1 102 \n\nCORE 2002 Humanities II. (3) \n\nThis course is the second of a two-course sequence focusing on our cultural \nheritage with an emphasis on the impact of the Judeo-Christian tradition as \nit relates to all knowledge. The course balances the instructor's selected \nacademic theme with a common set of assignments and academic skill sets. \nThe period from 1660 to the present is covered in this course. Students \nconfront primary and secondary source materials to gain an historical \nconsciousness. \nPrerequisite: CORE 2001 \n\nCORE 3001 The American Experience. (3) \n\nThis course focuses on the social structure, economics, politics, and culture \nof the United States. It examines many of the common assumptions about \nAmerican society, especially meritocracy, freedom, and \"justice for \nall.\" In addition, the course considers issues of sustainability and how they \nhave shaped America's past and present and will continue to shape its \nfuture. \n\nPrerequisites: CORE 2001 and CORE 2002. \n\n180 \n\n\n\nEDUCATION \n\nIntroduction \n\nThe Department of Education offers several teacher preparation \nprograms: Bachelor of Arts programs at the Early Childhood \n(PK - 5th) level; a Master of Arts in Teaching program for both the \nHigh School and Middle Grades level; a post-baccalaureate certification \nprogram for Early Childhood. The Master of Education in Curriculum \nand Instruction program is designed for those who already have a \nteaching certificate. \n\nThe education curriculum at LaGrange College serves four basic purposes: \n\n1 . to provide for the development of those professional \nunderstandings and abilities which are essential for the \nteaching profession; \n\n2. to provide planned and carefully guided sequences of field \nexperiences (this requires that all students meet with their advisors \nbefore making any work plans); \n\n3. to provide initial preparation programs in Early Childhood \neducation at the undergraduate level, and a Master of Arts in \nTeaching initial preparation program for middle and high school \ngrades, all of which are fully accredited by the Southern \nAssociation of Colleges and Schools and the Georgia Professional \nStandards Commission; \n\n4. to provide a program for certified teachers that leads to the Master \nof Education degree in Curriculum and Instruction. \n\nTeacher Certification \n\nThe education department offers a variety of programs that are approved \nby the Georgia Professional Standards Commission and lead to \ncertification in Georgia. Candidates desiring to be certified upon \ncompletion of their programs should plan to work closely with their \nadvisors since certification requirements are subject to change. \n\nUpon successful completion of approved initial preparation programs in \nB.A. Early Childhood, the M.A.T. Middle Grades, and Secondary \nprograms, and qualifying scores on the Georgia Competency \nExamination (GACE) requirements, candidates are eligible to receive \nInitial Clear Renewable Certificates. \n\n\n\n181 \n\n\n\nAdmission to Undergraduate Teacher \nEducation \n\nThe following are required for entrance into an undergraduate program: \n\n GACE Basic Skills Examination requirement or exemption \n\n EDUC 1 199 - Foundations of Education (grade of \"C\" or better) \n\n GPA of 2.5 or better \n\n Submission of application to program \n\n Background check to ensure that no criminal record or discharge \nfrom the armed services would prevent teacher certification \n\n Successful interview with Chair of the Education Department \n\nAfter interviewing with Chair of the Education Department, candidates \nmay be admitted conditionally if the results of the GACE Basic Skills \nexamination are pending, or if one of the other criteria falls marginally \nshort of the minimum requirements. \n\nCandidates who have been conditionally admitted because they have not \nsatisfied the GACE requirement, must show proof that they have taken \nthe test within the last four weeks or are scheduled to take it by the end \nof the semester. Those who fail to show proof will not be registered for \nthe following semester. \n\nIf a junior has not satisfied the GACE Basic Skills Assessment \nrequirement by senior year registration in March, the candidate will be \ndropped from the Education Department and can only be reinstated once \nthe Education Department has received official passing scores. \n\nThe candidate will not be permitted to enroll in education courses during \nsenior year on a conditional basis and will result in being dropped from \nthe teacher education program. (Admissions requirements are listed in \nthe Education Department Student Handbook.) \n\nAdmission decisions may be appealed to the Academic Dean. After \nadmission to the program, a review occurs each semester for each \ncandidate to determine retention in the teacher education program. \n\nAll Education pre-service teachers have extensive field experiences each \nsemester. They are in schools for a minimum of 7 hours each week \nprior to student teaching. Student teaching takes place in Troup County. \n\nAny transfer and/or pre-approved transient credits must completely \nsatisfy a program requirement by the course syllabus and appropriate \nGeorgia Professional Standards Commission rules. \n\n\n\n182 \n\n\n\nCore Program Requirements \n\nAll candidates planning to complete approved programs of Teacher \nEducation must complete the CORE program requirements. \n\nLearning Objectives \n\nApproved Program in Early Childhood Education \n\nCandidates completing the Early Childhood Education Major will: \n\n develop a thorough understanding of the social, intellectual, \nphysical, and emotional development of the child; \n\n identify the nature of learning and behaviors involving the child; \n\n construct a curriculum appropriate to the needs of the child; \n\n utilize existing knowledge about parents and cultures in dealing \neffectively with children; \n\n gain a thorough knowledge of the fundamental concepts of \nappropriate disciplines and how to relate them to the child; \n\n identify and implement differentiated teaching strategies in lessons \ndesigned for elementary students; \n\n understand diagnostic tools and approaches for assessing students \nat all levels and how to remediate learning problems in the various \ndisciplines; \n\n develop their maximum potential through the provision of a \nsuccession of planned and guided experiences. \n\nAssessment of Learning Objectives \n\nThe Georgia Professional Standards Commission requires that the \nEducation Department use technology to show that all candidates have \nmet specific standards for teaching certification. To cover the cost of \nthe software used for individual candidate performance, portfolio \ndevelopment, and data collection, a $100 subscription fee is assessed in \nthe fall junior course EDUC 3342 Child Development and Practicum. \n\n\n\n183 \n\n\n\n\n\\ \n\n\n\n\n\n\nProgram of Study \n\nEarly Childhood majors begin their program of study during the spring \nsemester of their sophomore year. The course EDUC 1 199 Foundations \nof Education is a prerequisite for unconditional admittance and must be \ntaken before or during the spring semester of the candidate's sophomore \nyear. Because Early Childhood Education is a cohort program, it is \nimperative that interested students declare their intent to become early \nchildhood certification candidates by following the above admission to \nteacher education procedures before spring registration in the fall of \ntheir sophomore year. \n\n\n\n184 \n\n\n\nPrerequisite \n\n\nEDUC 1199 \n\n\nFoundation in Education \n\n\n3 \n\n\nSpring \nSophomore \n\n\nEDUC 4459 \n\n\nSpecial Needs/Exceptional \nChildren \n\n\n3 \n\n\n\n\nMATH 3101 \n\n\nFundamentals of Mathematics I \nfor Teachers \n\n\n3 \n\n\nFall Junior \n\n\nEDUC 3342 \n\n\nChild Development \n\n\n3 \n\n\n\n\nEDUC 3354 \n\n\nTheories of Reading Instruction \n\n\n3 \n\n\n\n\nEDUC 3356 \n\n\nIntegrating Specialty Areas \n\n\n3 \n\n\n\n\nEDUC 4449 \n\n\nClassroom Technology \n\n\n3 \n\n\n\n\nMATH 3102 \n\n\nFundamentals of Mathematics II \nfor Teachers \n\n\n3 \n\n\nInterim \nJunior \n\n\nEDUC 4460 \n\n\nDiversity in Elementary \nClassroom \n\n\n3 \n\n\nSpring \nJunior \n\n\nEDUC 3319 \n\n\nMath Methods \n\n\n3 \n\n\n\n\nEDUC 3355 \n\n\nFundamentals of Reading \nInstruction \n\n\n3 \n\n\n\n\nEDUC 4456 \n\n\nLanguage Arts Methods \n\n\n3 \n\n\n\n\nEDUC 4457 \n\n\nSocial Studies Methods \n\n\n3 \n\n\nFall Senior \n\n\nEDUC 3317 \n\n\nScience Methods \n\n\n3 \n\n\n\n\nEDUC 4356 \n\n\nDiagnosis/Remediation of \nProblems in Reading \n\n\n3 \n\n\n\n\nEDUC 4360 \n\n\nCurriculum \u0026 Accountability \n\n\n3 \n\n\n\n\nEDUC 4480 \n\n\nSenior Seminar \n\n\n3 \n\n\n\nSpring \nSenior \n\n\n\nEDUC 4490 \n\n\n\nStudent Teaching \n\n\n\n12 \n\n\n\n185 \n\n\n\nAcceptance into student teaching \n\nBefore a candidate can begin student teaching, all program coursework \nshould be completed with at least a cumulative 2.5 GPA. Upon approval \nof the Department Chair, a candidate may take up to three additional \ncredit hours during student teaching so long as the coursework does not \nmaterially interfere with the candidate's student teaching responsibilities \nand time obligations. \n\nCertification Requirements \n\nTo be eligible for certification recommendation, teacher candidates must \nhave successfully completed program courses. Candidates must \nsuccessfully complete fieldwork assignments and receive satisfactory \nratings on all Teacher Performance Observation Instruments (TPOI) and \nDispositions Evaluations or show evidence of successfully completing a \nProfessional Development Plan. In addition to the above, candidates \nmust have a passing score on the GACE Basic Skills Examination and \nhave completed Opening School Experience. \n\nArtifacts collected when a candidate applies for admission to student \nteaching include GPA, Opening School Experience Journals and Logs, \nLesson Plan Rubrics, Professional Development Plans (if used), Teacher \nCandidate Evaluations, and Disposition Evaluations from all field \nexperiences. \n\nProgram Completion Artifacts collected at the time of graduation \ninclude transcripts, GPA, Lesson Plan Rubrics, Documentation of \nStudent Learning: Senior Teacher Work Sample, Professional Logs, \nTeacher Candidate Evaluations, Disposition Evaluations, and PDPs (if \nneeded). In addition, candidates must take and pass appropriate GACE \ntests to be recommended for teacher certification in Georgia. GACE \nscores are collected from all candidates seeking initial certification. \n\nAfter completing an initial program, graduates are asked to respond to a \nsurvey based on Georgia Professional Standards Commission Standards \nand the Georgia Framework Domains. The survey is designed to elicit \nresponses regarding candidates' perceptions of their preparation at \nLaGrange College. Employers of LaGrange College graduates are also \ncontacted and asked to complete a brief survey for each LC graduate \nwhom they supervise. The survey based on the Georgia Framework \nDomains asks employers to rate candidates on job performance. \n\n\n\n186 \n\n\n\nPolicy for Remediation of Inappropriate \nDispositions and/or Inadequate Performance \n\nDispositions \n\nBecause appropriate dispositions enhance teaching and learning, the \nDepartment of Education believes that teachers should project positive and \nproductive attitudes toward students, colleagues and professors. It is not the \nintent of the Education Department to produce identical personalities. \nRather, acceptable dispositions refer to positive attitudes, respect for the \ndiverse characteristics of others and taking grievances to the appropriate \nperson in a professional manner. In the pursuit of knowledge of learning, \nchildhood and society, appropriate dispositions reflect the teachers abiding \nrespect for the intellectual challenges set before them by their professors. \nTeachers are committed intellectuals who value rigorous inquiry, critique \nand informed skepticism as ways to expand their ethical, cultural and \nintellectual universes. To engage in professional exchanges, committed \nteachers must demonstrate constructive dispositions at all times. If a \nclassroom professor observes or becomes aware of inappropriate \ndispositions, s/he will issue a written warning to the student. Upon the \nsecond time, the student will be required to attend a hearing of the \nEducation Department Faculty for possible disciplinary action. At the \ndiscretion of the faculty, disciplinary action may result in a reduction in \ngrade or in severe situations, expulsion from the program. Appropriate \ndispositions are also expected and assessed during field and clinical \nexperiences. \n\nPerformance \n\nCandidates who exhibit poor content knowledge, content pedagogical \nknowledge, professional skills and/or fail to demonstrate a positive effect \non student learning based on specific criteria stated in the Field Experience \nHandbook (FEH) may be required to complete a remedial Professional \nDevelopment Plan (PDP). Dismissal from the program is possible if the \ncandidate fails to meet the minimum scores on the PDP. Specific \nprocedures, instruments and scoring criteria used to assess dispositions and \nperformance are described in the FEH. \n\nGrants and scholarships \n\nQualified early childhood and BA/MAT education candidates are eligible \nfor HOPE Promise and TEACH grants. See General Grants and \nScholarship in the Financial Aid portion of this bulletin for details. \n\n\n\n187 \n\n\n\nCombined B.A. and M.A.T Program of Study \n\nUndergraduate students who meet the admission requirements for the \nM.A.T (passing GACE Basic Skills or a combined SAT score of more than \n1000) and those who have a GPA of 3.0 or higher in their undergraduate \nstudies have the opportunity to participate in a combined B.A. and M.A.T. \nprogram of study after the completion of 90 semester hours are eligible to \nparticipate in the combined B.A. and M.A.T. program of study. Once \naccepted, candidates may take entering cohort graduate courses the \nSummer Semester following their junior year of study. Upon gaining \nsenior status, candidates may take one three credit graduate course during \nthe Fall, Interim, and Spring Semesters only if enrolled with twelve \nundergraduate credits. \n\nB.A. and M.A.T. Program of Study \n\nFirst Summer EDUC 6040 Foundation in Curriculum and 3 \n\nSemester I Instruction (after 90 credit hours) \n\n\n\nEDUC 5000 Summer Field Experience \n\n\n\nFirst Summer \nSemester II \n\n\nEDUC 6020 \n\n\nEducational Technology \n\n\n3 \n\n\nFirst Fall Semester \n\n\nEDUC 5060 \n\n\nSecondary /Middle Grades \nExceptional Child \n\n\n3 \n\n\nInterim \n\n\nEDUC 5040 \n\n\nAffirming Diversity \n\n\n3 \n\n\nFirst Spring \nSemester \n\n\nEDUC 5020 \nOR \n\nEDUC 5090 \n\n\nMethods of Teaching \nOR \n\nFoundations of Reading Theories \n\n\n3 \n\n\nSecond Summer \nSemester I \n\n\nEDUC 6030 \n\n\nProblems of Reading \n\n\n3 \n\n\nSecond Summer \nSemester II \n\n\nEDUC 6010 \n\n\nAssessment and Accountability \n\n\n3 \n\n\nSecond Foil \nSemester \n\n\nEDUC 5700 \n\n\nInternship I \n\n(formal observations) \n\n\n4 \n\n\n\n\nEDUC 5020 \n\n\nMethods of Teaching \n\n\n3 \n\n\nSecond Spring \n\n\nEDUC 5700 \n\n\nInternship II \n\n\n8 \n\n\n\nSemester \n\n\n\n(formal observations) \n\n\n\n188 \n\n\n\nCourse Descriptions (EDUC) \n\nEDUC 1199 Foundation in Education. (3) Fall and Spring \nAn introduction to teaching and learning. This course addresses teacher \nbehavior, teacher roles, teacher ethics and experiences, historical \nperspectives, philosophical foundations, approaches to curriculum \ndevelopment, the politics of education, school governance, school funding \nand legal issues, school environments, and living and learning in a diverse \nsociety. Prerequisite for admission to education program and education \nclasses. This course includes an initial school visitation experience. \n\nMATH 3101 Fundamentals of Mathematics I for Teachers. (3) \n\nSpring \nA study of topics in mathematics designed for future elementary and \nmiddle school teachers who are not getting a concentration in mathematics. \nTopics include problem solving, number systems and the relationships \nbetween these systems, understanding multiplication and division, \nincluding why standard computational algorithms work, properties of \narithmetic, and applications of elementary mathematics. \nPrerequisite: MATH 1101 or higher \n\nMATH 3102 Fundamentals of Mathematics II for Teachers. (3) \n\nFall \nA study of topics in mathematics designed for future elementary and \nmiddle school teachers who are not getting a concentration in mathematics. \nTopics include numbers and operations, algebra, geometry, data analysis, \nstatistics, probability, and measurement. Technology will be used when \nappropriate. \nPrerequisite: MATH 3101 \n\nEDUC 3317 Science Methods. (3) Fall \n\nThis course addresses science content, process skills, attitudes, and real- \nworld applications that are developmentally appropriate for science and \ninstruction. Effective teaching strategies that incorporate integrated and \ninterdisciplinary approaches, technology, literature, multicultural \neducation, and the Georgia QCC objectives are combined with theories of \nlearning. Field experience required. \n\nEDUC 3319 Math Methods. (3) Spring \n\nThe math methods course focuses on a constructivist approach to teaching \nand learning with emphasis on problem-solving, NCTM standards, and \nQCC objectives. The course stresses mental mathematical exercises and \n\n\n\n189 \n\n\n\nactivities with manipulatives that promote mathematical confidence in \nchildren. There is an extensive field experience that involves a semester \nrelationship with exemplary math teachers. Coursework involves \nimplementation of the tenets that underlie the conceptual framework of the \nEducation Department. \n\nEDUC3342 Child Development Practicum. (3) Fall \nA study of the principles of growth and development from conception \nthrough twelve years of age. Specific attention will be given to the \ninfluences of family on physical maturation, cognitive development, social \nskills, and personality development. Major contributions from the leading \nauthorities in the field will be emphasized during the study of each area of \ndevelopment. A nursery and preschool field experience is required. \n\nEDUC 3354 Theories of Reading Instruction. (3) Fall \nDifferent theories of reading instruction will be the focus for this course. \nSpecial emphasis will be on children's literature and its role in successful \nreading programs. Other topics include: reading process, principles of \nreading instruction, and emergent literacy. IRA standards and Georgia \nQCC objectives will provide a basis for lesson plans and field experiences \nin local schools. \n\nEDUC 3355 Fundamentals of Reading Instruction. (3) Spring \nA study of word recognition strategies with emphasis on phonics. \nTeaching techniques for vocabulary and comprehension, reading in \ncontent areas, and interrelatedness of reading and writing will also be \naddressed. Standards from IRA and Georgia QCC objectives will be used \nin combination with various approaches to effective instruction in \nplanning effective lessons for experiences in local schools. \n\nEDUC 3356 Integrating Specialty Areas into Classroom \n\nInstruction (3) Fall \nThis course teaches the early childhood certification candidate how to \nintegrate the arts, health and physical education into instruction. Through \ncollaboration with college faculty, elementary classroom teachers and \nspecialty area teachers, candidates will understand, and use the content, \nfunctions, and achievements of dance, music, theater, and the several \nvisual arts as primary media for communication, inquiry, and insight \namong elementary students; use the major concepts in the subject matter \nof health education to create opportunities for student development and \npractice of skills that contribute to good health; and know, understand, and \nuse human movement and physical activity as central elements to foster \nactive, healthy life styles and enhanced quality of life for elementary \nstudents. \n\n190 \n\n\n\nEDUC 4356 Diagnosis and Remediation of Problems in Reading. \n\n(3) Fall \nThe focus of this course is the identification and correction of reading \nproblems in elementary school students. Special attention is given to \ntesting and teaching materials for corrective work including reading \ninventories, formal and informal assessment, and computer programs. A \nvariety of assessment techniques, IRA standards, and technology will be \nincorporated throughout the course. \n\nEDUC 4360 Curriculum and Accountability in Elementary \n\nGrades. (3) Fall \nThis course addresses the practical aspects of curriculum development \nalong with the role of preparation and its contribution to successful \nclassroom management. A variety of assessment techniques, use of \nGeorgia QCC objectives, technology, and portfolio development are \namong other key areas that are studied. EDUC 4360 Curriculum and \nAccountability in the Elementary Grades is taken in conjunction with \nEDUC 4480 Senior Seminar. \n\nEDUC 4449 Classroom Technology for Elementary Grades. (3) \n\nFall \nClassroom technology is a 3 semester-hour course offered to early \nchildhood and middle grades education majors during the fall and spring \nsemesters. This course will meet the expected performances found in the \nGeorgia Technology Standards for Educators. It is designed to teach (a) \nGlobal Communication Skills (b) Application Skills and (c) Integrative \nStrategies. All students will be responsible for designing a professional \nweb site and electronic portfolio that will contain evidence of their \nexpertise in classroom technology. The evidence will be aligned with the \nGeorgia Technology Standards. \n\nEDUC 4456 Language Arts Methods. (3) Spring \n\nThis course provides a thematic approach to methods for teaching language \narts in the elementary grades. Major topics include oral and written \nlanguage, reading and writing workshop, spelling, and grammar. Georgia \nQCC objectives, NCTE and IRA standards will be used in developing \ninstructional resources and units. Field experience is required. \n\n\n\n191 \n\n\n\nEDUC 4457 Social Studies Methods. (3) Spring \nThe interdisciplinary nature of social studies will be the focus for the \nstudy of curriculum, methods, technology, and professional sources. An \nemphasis will be on planning for and developing resources for \ninstruction, including the development of a unit with emphasis on the \nNCSS standards and Georgia QCC objectives for a chosen grade level. \nThis course includes a field experience component. \n\nEDUC 4459 Special Needs and Exceptional Children. (3) Spring \nA study of identification and diagnostic techniques for teachers related \nto areas of exceptionality among students and of alternative styles of \nteaching to meet special needs. The introduction to the Student Support \nTeam (SST) process, the writing of eligibility reports and Individual \nEducation Plans (IEP) will be explored. The psychological and \nbehavioral characteristics of exceptional children will be studied. The \nimportance of transition and other forms found within the exceptional \nchildren's categories will be identified. Weekly field experience in the \nexceptional children's areas will be provided. \n\nEDUC 4460 Diversity in the Elementary Classroom. (3) Interim \nThis course addresses a variety of issues in diversity including \npsychological, physiological, and social conditions of different students. \nVarious issues of equality and equal opportunity are also examined as \nwell as strategies for working with children at risk. This course includes \na field experience in diverse school settings outside of Troup County. \n\nEDUC 4480 Senior Seminar. (3) Fall \n\nSenior seminar is taken in conjunction with the curriculum course for \nearly childhood the semester prior to student teaching. Senior education \nmajors work closely with a local school for eight hours each week \nsupervised by college faculty. \n\nEDUC 4490E Early Childhood Student Teaching. (12) \n\nFall and Spring \nThis course provides a full-day teaching experience for a minimum of \nthirteen weeks. Pre-service teachers will be assigned to diverse public \nschools and will gradually assume responsibility for working with \ngroups and individuals. They will participate in classroom teaching \nand observation, planning and evaluation conferences, and other school \n-related experiences with guidance provided by the cooperating teacher \nand college supervisor gradually assuming total responsibility for the \nclass. \n\n\n\n192 \n\n\n\nENGLISH \n\nIntroduction \n\nThe Department of English Language and Literature offers a wide range of \ncourses to meet a variety of needs and demands: \n\n introductory and advanced courses in composition and literary studies; \n\n British and American literature survey and period courses; \n\n genre studies including non-English works in translation; \n\n language and theory courses; \n\n single-author courses; \n\n creative writing and nonfiction writing courses. \n\nLearning Objectives of Composition courses \n\nThe primary goal of courses in composition and literature is to help \nstudents become competent readers and writers by providing them with \nchallenging texts and ample opportunities to practice their skills of critical \nthinking and expression. Toward this end, the English faculty has set the \nfollowing four objectives. All students completing the core curriculum will \ndemonstrate: \n\n proficiency in expository writing with Standard American English \ngrammar, punctuation, and usage; \n\n proficiency in critical reading; \n\n the ability to assimilate, organize, and develop ideas logically and \neffectively; \n\n an understanding of the rudiments of research-based writing, including \naccurate and ethical citation and MLA documentation. \n\nLearning Objectives of English Major Courses \n\nAll students completing the baccalaureate program in English will be \nprepared to pursue careers in which a broad knowledge of literature and a \nproficiency in critical reading, critical thinking, and expository writing are \nimportant. They also will be prepared to pursue graduate studies in English \nand in other professional areas, such as law, medicine, or journalism. In \naddition, students who wish to prepare for a career in teaching may do so \nby completing a major in English. For each of these endeavors, English \nmajors will demonstrate: \n\n\n\n193 \n\n\n\n an extensive knowledge of the development of British literature and \nAmerican literature from their origins to the present; \n\n a capacity for interpreting literature, reading critically, and expressing \nliterary ideas, both in oral discussion and in written work; \n\n an ability to bring informed critical and analytical judgment to bear \non the study of literary issues, both in oral discussion and in written \nwork; \n\n a mastery of the techniques of literary research and the use of MLA \nstyle; \n\n a knowledge of Standard American English grammar, punctuation, \nand syntax; \n\n a knowledge of Standard American English usage. \n\nAssessment of Learning Objectives \n\nSuccess in achieving the objectives of the English major will be \ndemonstrated in the following ways: \n\n completion of each major course with a grade of C or better; \n\n completion of an entrance and an exit examination; \n\n satisfactory performance on the senior thesis and its presentation. \n\nStudents are required to take the ETS Major Field Achievement Test in \nLiterature while enrolled in ENGL 2200 and again while enrolled in \nENGL 4495. Scores will be compared to measure progress. Students \npreparing for graduate study in English or law are encouraged to take the \nGRE or the LSAT. \n\n\n\n194 \n\n\n\nRequirements for a Major in English \n\nBefore declaring English as a major, students must complete the CORE \ncomposition classes (ENGL 1101 \u0026 1 102) with no grade lower than a C. \n\nEnglish majors are required to take 40 semester hours in English \nlanguage and literature above the 1000 level. \n\nEnglish Major \n\nIntroductory Course (1 required) \n\nENGL 2200 (1-hour course) \n\nSurvey Courses (3 required) \n\nENGL 2204, 2205, 2206, 2207 \n\nLanguage/Theory Courses (1 required) \nENGL 3300, 3302, 4400 \n\nWriting Courses ( 1 required) \n\nENGL 3303, 3306, 3308, 3310 \n\nGenre Courses (2 required) \n\nENGL 3315, 3335, 3345, 3355, 4440, 4450, 4460 \n\nBritish Literature Courses (2 required) \n\nENGL 3320, 3330, 3340, 3350, 3360 \n\nAmerican Literature Courses (2 required) \nENGL 3375, 3380, 3385 \n\nSingle-Author Courses ( 1 required) \nENGL 4410, 4420, 4430 \n\nCapstone Course ( 1 required) \nENGL 4495 \n\nTotal: 40 semester hours \n\nRequirements for a Minor in English \n\nThe English Department offers two minors: English Minor with \nLiterature Concentration and English Minor with Writing Concentration. \nThe requirements of each minor are as follows: \n\n\n\n195 \n\n\n\nEnglish Minor: Literature Concentration \n\nSurvey Courses (2 required) \n\nENGL 2204, 2205, 2206, 2207 \n\nLanguage Courses (1 required) \nENGL 3300, 3302 \n\nGenre Courses ( 1 required) \n\nENGL 3315, 3335, 3345, 3355, 4440, 4450, 4460 \n\nBritish Literature Courses (1 required) \n\nENGL 3320, 3330, 3340, 3350, 3360 \n\nAmerican Literature Courses ( 1 required) \nENGL 3375, 3380, 3385 \n\nTotal: 18 semester hours \n\nEnglish Minor: Writing Concentration \n\nSurvey Courses ( 1 required) \n\nENGL 2204, 2205, 2206, 2207 \n\nLanguage/Theory Courses (2 required) \nENGL 2210, 2212, 2215 \n\nCreative Writing Courses (1 required) \nENGL 3306, 3308 \n\nNonfiction Writing/Genre Courses (2 required) \nENGL 3303, 3310, 3315 \n\nTotal: 18 semester hours \n\nAwards \n\nThe English Department gives the following awards to outstanding \nEnglish majors during the annual Honors Day program: \n\n the Walter D. Jones Award for Excellence in Composition and \nScholarship \n\n the Murial B. Williams Award for Excellence in Literary Studies \n\n the Francis Marion Chalker Medlock Prize for Poetry \n\n\n\n196 \n\n\n\nThe Jones award is given to the student whose paper written for a major \ncourse is judged as outstanding by an impartial panel of reviewers. The \nWilliams award is given to the student who is deemed by the English \nfaculty to demonstrate the highest standards of scholarship and who \ncontributes the most to the advancement of literary studies among English \nmajors at LaGrange College. The Medlock Prize is awarded to the student \nwho has demonstrated a love of and appreciation for poetry and who shows \ngreat promise as an aspiring poet. \n\nIn addition, each spring at Honors Day, the Department of English \nrecognizes the most outstanding essay(s) composed for a Rhetoric and \nComposition course (ENGL 1101 or 1 102) during the current academic \nyear. The winning essay(s) are published in the next year's edition of the \nLaGrange College Handbook of Rhetoric \u0026 Composition. \n\nSigma Tau Delta \n\nSigma Tau Delta, the International English Honor Society, confers \ndistinction upon students of the English language and literature in \nundergraduate, graduate, and professional studies. Sigma Tau Delta fosters \nall aspects of the discipline of English, including literature, language, and \nwriting; promotes exemplary character and good fellowship among its \nmembers; and upholds high standards of academic excellence. \nQualifications for induction into the local chapter, Alpha Beta Chi, include \nthe recommendation of the English faculty, an overall GPA of 3.0, and a \nGPA of 3.5 in English major courses. \n\nWriting Center \n\nThe Department of English Language and Literature maintains a Writing \nCenter, which serves the college community by providing advice and \nsupport for student writers. The Writing Center is part of the new Moshell \nLearning Center, located on the ground (2 nd ) floor of the Frank \u0026 Laura \nLewis Library. Both facilities are directed by Dr. Laine Scott, who trains \nstudents to serve as peer writing consultants. These tutors are available \nSunday through Thursday evenings, from 6:00 to 9:00 p.m. \n\nThe Scroll and LC Writing Contest \n\nSince 1922, The Scroll has been LaGrange College's journal of creative \narts. Published each spring, the magazine features the best of fiction, \ndrama, poetry, essays, and artwork by the students and faculty of the \nCollege. \n\n\n\n197 \n\n\n\nThe LC Writing Contest is an annual event sponsored by the English \nDepartment, the Writing Center, and The Scroll. It is open to all LC \nstudents. First and second prizes are awarded to best entries in \nfiction/drama, poetry, and essay. Winners are announced at Honors Day and \nincluded in the annual Scroll. \n\nAdvanced Placement \n\nMost LaGrange College students will take Rhetoric and Composition I and \nII (ENGL 1101 and 1 102) during their first year. Some students will receive \ncredit for one of these courses based on the Advanced Placement Test. \n\n Students who earn a score of 4 or 5 on the AP Test in English \nLanguage and Composition will receive three hours of credit for \nRhetoric and Composition I [English 1 101]. \n\n Students who earn a score of 4 or 5 on the AP Test in English \nLiterature and Composition will receive three hours of credit for \nRhetoric and Composition II [English 1 102]. \n\n Students who earn a score of 4 or 5 on both tests must choose which \ncourse they prefer to exempt. Only one exemption is allowed. \n\n Only the AP Tests in English Language or English Literature are \naccepted for credit in the LaGrange College English program. \n\nHonors English \n\nThe honors sections of ENGL 1101 and 1 102 are open to students whose \nstandardized test scores and other placement criteria indicate they would \nbenefit from more challenging readings and writing assignments. \nEnrollment in each honors section is limited to 15 students, and \nparticipation is based upon placement criteria or recommendation from the \nEnglish faculty of LaGrange College. LC transcripts will reflect \nparticipation in an honors-level course. \n\nInternational Students \n\nInternational students must enroll in a 1000-level English course during \neach semester that they spend at LaGrange College until they have \nsatisfactorily completed both courses in the Rhetoric and Composition \nsequence (ENGL 1 101 and 1 102). \n\nTransient Credit \n\nNo transient credit will be accepted for courses in first year Rhetoric and \nComposition (ENGL 1 101 or 1 102). \n\n198 \n\n\n\nCombined B.A. and M.A.T Program of Study \n\nUndergraduate students who meet the admission requirements for the \nMaster of Arts in Teaching [M.A.T] (passing GACE Basic Skills or a \ncombined SAT score of more than 1000) and those who have a GPA of 3.0 \nor higher in their undergraduate studies are eligible to participate in a \ncombined B.A. and M.A.T. program of study after the completion of 90 \nsemester hours. Once accepted, candidates may take entering cohort \ngraduate courses the Summer Semester following their junior year of \nstudy. Upon gaining senior status, candidates may take one three credit \ngraduate course during the Fall, Interim, and Spring Semesters only if \nenrolled with twelve undergraduate credits. \n\nCourse Descriptions (ENGL) \n\nENGL 1101 Rhetoric and Composition I. (3) \n\nEvery fall and spring \nIntroduction to expository writing, emphasizing the essay form, the writing \nprocess, and rhetorical modes of thesis development. Some students may \nbe invited to join an honors section of ENGL 1101. Prerequisite to all \nhigher-numbered English courses. \n\nENGL 1102 Rhetoric and Composition II. (3) \n\nEvery fall and spring \nIntroduction to critical thinking and writing about literature, emphasizing \nreading strategies, analytic writing, research techniques, and modes of \ndocumentation. Some students may be invited to join an honors section of \nENGL 1 102. Prerequisite to all higher-numbered English courses. \nPrerequisite: ENGL 1101. \n\nENGL 2200 Introduction to Literary Studies. (1) Every fall \nIntroduces students to the academic discipline of English. Focuses on \ncritical issues (past and present) involved in literary studies. This course is \na prerequisite for English majors for any 3000- or 4000-level course. \nRequired of all English majors. \n\nPrerequisites: ENGL 1 101 \u0026 1 102 \n\nENGL 2204 British Literature I. (3) Fall 2010 (every other fall) \nA survey of British Literature from the Anglo-Saxon period through the \neighteenth century. Short critical essays required, at least one with \ndocumentation. \n\n\n\n199 \n\n\n\nENGL 2205 British Literature II. (3) Spring 200 1 1 \n\n(every other spring) \nA survey of British literature from the Romantics through the Modern/ \nPostmodern period. Short critical essays required, at least one with \ndocumentation. \n\nENGL 2206 American Literature I. (3) Fall 2009 (every other fall) \nA survey of American Literature from the Colonial period through \nAmerican Romanticism. Short critical essays required, at least one with \ndocumentation. \n\nENGL 2207 American Literature II. (3) Spring 2010 \n\n(every other spring) \nA survey of American literature from Realism and Naturalism through the \nModern/ Postmodern period. Short critical essays required, at least one \nwith documentation. \n\nENGL 2210 Introduction to Peer Tutoring. (3) In rotation \nThis course prepares undergraduates to work as peer tutors in a writing \ncenter. Students will practice tutoring as they learn about reading and \nresponding to the writing of others. Students from all majors, as well as \nundeclared majors, are encouraged to enroll. \n\nPrerequisites: ENGL 1 101 \u0026 1 102 and permission of the instructor. \n\nENGL 2212 Rhetorical Theory. (3) Spring 20 1 1 \nThis course introduces undergraduates to the theory that informs the \nmodern practice of teaching composition. Fundamentals of persuasion and \nhuman communication are presented as well. \nPrerequisites: ENGL 1 101 \u0026 1 102 \n\nENGL 2215 Writing About Film. (3) Fall 20 1 \n\nThis course focuses on the critical viewing of film with critical writing in \n\nseveral modes. \n\nPrerequisites: ENGL 1 101 \u0026 1 102 \n\n\n\n200 \n\n\n\nPrerequisite to 3000-level or 4000-level courses: ENGL 1101, 1102, and \nfor English majors, ENGL 2200 \n\nENGL 3300 History of the English Language. (3) Fall 2009 \nIntroduction to principles of linguistics; a survey of the origins and \ndevelopment of English, and a study of its structure. \n\nENGL 3302 Advanced Grammar. (3) Spring 201 1 \n\nA survey of the basic logic and grammatical structure of English, from \n\nmorpheme to word, phrase and clause, to sentence. \n\nENGL 3303 Advanced Composition. (3) Fall 2009 \nThis course is open to all students, regardless of major, who are interested \nin strengthening their written expression beyond the level of \"functional.\" \nThe focus will be on producing nonfiction prose that is exemplary for its \nclarity and finesse. \n\nENGL 3306 Creative Writing Workshop (poetry). (3) Spring 201 1 \nAn advanced course in imaginative writing. Professional models studied, \nbut student writing emphasized. \n\nENGL 3308 Creative Writing Workshop (fiction). (3) Spring 20 1 \nAn advanced course in imaginative writing. Professional models studied, \nbut student writing emphasized. \n\nENGL 3310 Art of Argumentation. (3) Spring 20 1 \nThis course presents the fundamentals of effective persuasion, including \nthe three appeals (logical, emotional, ethical), logical fallacies, inductive \nand deductive reasoning, and evaluation of evidence. Students from all \nmajors, as well as undeclared majors, are encouraged to enroll. \n\nENGL 3315 Readings in Literary Journalism. (3) Fall 201 1 \n\nThis course consists of a survey of literary journalism, a form of creative \n\nnonfiction that blends elements of fictional narrative and factual reporting. \n\nENGL 3320 Medieval Literature. (3) Fall 20 1 \n\nA survey, mostly in Middle English, of English literature to about 1500. \n\nENGL 3330 Renaissance Literature. (3) In rotation \nRenaissance English literature to about 1675, excluding Shakespeare. \n\n\n\n201 \n\n\n\nENGL 3335 Development of Drama. (3) In rotation \n\nAn examination of the development of drama, excluding Shakespeare, \n\nfrom its beginnings up through the 1 8 th century. \n\nENGL 3340 Restoration \u0026 Neoclassical Literature. (3) Fall 201 1 \nSelected Restoration, Neoclassical, and Pre-Romantic English literature, \nexcluding the novel. \n\nENGL 3345 The Rise of the Novel. (3) Spring 20 1 2 \n\nA study of the rise of the novel with an emphasis on selected works of \n\nthe late seventeenth-century and eighteenth-century, including novels in \n\ntranslation. \n\nENGL 3350 English Romanticism. (3) Spring 20 1 2 \n\nA study of selected major nineteenth-century British prose and poetry, \n\nwith emphasis on lyric verse. \n\nENGL 3355 The Nineteenth-Century Novel. (3) Fall 2009 \nA study of the selected 19 th century novels, including novels in \ntranslation. \n\nENGL 3360 Victorian Literature. (3) Spring 20 1 \n\nA study of selected major Victorian prose and poetry, with emphasis on \n\nTennyson, Browning, and the Pre-Raphaelites. \n\nENGL 3375 American Romanticism. (3) Fall 20 1 \nMajor American Romantic writers of the United States through \nWhitman and Dickinson. \n\nENGL 3380 American Realism and Naturalism. (3) Spring 2013 \nMajor American writers of the Realistic and Naturalistic movements in \nthe United States. \n\nENGL 3385 Southern Literature. (3) Fall 20 1 2 \n\nA study of major Southern writers from about 1815 to the present. \n\nENGL 4400 Contemporary Literary Theory. (3) In rotation \nA survey of theoretical interpretive traditions of the 20th and 21st \ncenturies. \n\nENGL 4410 Chaucer. (3) Fall 201 1 \n\nA survey of Chaucer's work. Consideration will also be given to \n\nChaucerian influence and criticism. \n\n202 \n\n\n\nENGL 4420 Shakespeare. (3) Fall 2009 \n\nThe development of Shakespeare's art, as reflected in selected individual \n\nplays or groups of plays. \n\nENGL 4430 Milton. (3) Fall 2010 \nSelected poetry and prose of Milton. \n\nENGL 4440 Modern / Contemporary Fiction. (3) Spring 20 1 \nA study of selected contemporary fiction writers and their novels or short \nstories, including works in translation. \n\nENGL 4450 Modern / Contemporary Poetry. (3) In rotation \n\nA study of selected contemporary poets and their poems, including works \n\nin translation. \n\nENGL 4460 Modern / Contemporary Drama. (3) In rotation \n\nA study of contemporary playwrights and their plays, including works in \n\ntranslation. \n\nENGL 4495 Senior Thesis and Presentation. (3) Every spring \nEnglish majors will write and present orally an original research project based \non a significant topic in language or literature. Required of all English \nmajors. \n\nPrerequisite: Senior standing \n\nENGL 4496 Internship. (1-3) On demand \nAn opportunity for students to gain added experience and insight in \napproved off-campus settings. The internship cannot be counted as one of \nthe courses required for the major or minor in English. \n\nPrerequisites: Consent of the supervising instructor, department chair, \n\nand the Career Development Center \n\nENGL 4499 Independent Study/Research. (3) On demand \nThis is an opportunity for students to conduct an individual, in-depth \nexploration of an area in literature, writing, or theory. \n\nPrerequisites: Consent of the instructor, the department chair, and the \n\nAcademic Dean \n\n\n\n203 \n\n\n\nHEALTH AND PHYSICAL EDUCATION \n\nIntroduction \n\nThe curriculum in the Department of Health and Physical Education is \ncomposed of two programs. The physical education activities program \noffers a selection of physical skill classes designed to promote health, \nphysical skill development and to promote lifetime fitness. The minor \nprograms offer courses that are designed for students who may be involved \nin some facet of physical education or coaching as a career path. Coaching \nat all levels, health/fitness promotion and sports management are all \npotential employment areas. \n\nLearning Objectives \n\nThe activities program strives to provide classes for student to gain skill in \nactivities that carry-over into later life thus providing an avenue for \nlifetime fitness. The two minor programs provide knowledge and skill in \nteaching and coaching areas which will be beneficial in career choices and/ \nor leisure pursuits. \n\nAssessment of learning objectives \n\n satisfactorily complete all course work requirements \n\n maintain a minimum 2.5 cumulative GPA \n\n current certification in Community First Aid/CPR. \n\nRequired hours for the physical education minor \nand for the coaching minor \n\nThere are two minor programs; one in physical education and one in \ncoaching. The department will guide the student in selecting courses that \nbest meet the student's aims and plans. Fifteen (15) semester hours are \nrequired for each minor. \n\nPhysical Education minors must take HPED 225 1 - Introduction to \nPhysical Education \n\nCoaching minors must take HPED 3310 Coaching Theory and Methods. \n\nThe remaining 12 semester hours for either minor can be selected from the \n\nfollowing courses: \n\nHPED 1 154 First Aid: Responding to Emergencies \n\nHPED 2202 Sports Statistics \n\nHPED 225 1 Introduction to Physical Education \n\n\n\n204 \n\n\n\nHPED 3302 Organization and Administration of Physical \n\nEducation and Recreation \nHPED 3305 Sports Psychology \nHPED 33 10 Coaching Theory and Methods \nHPED 33 12 Principles of Strength, Conditioning and Nutrition for \n\nAthletes \nHPED 33 1 3 Leadership in Physical Education and Athletics \nHPED 3332 Prevention and Care of Athletic Injuries/Illness \nHPED 3390 Seminar and lab Practice in Physical Education \n\nCourse Descriptions (HPED) \n\nHPED 1153 Camp Leadership and Program. (3) On demand \nA study of camping in an organized setting and of the leadership skills \nnecessary for the implementation of the camp program. \n\nHPED 1154 First Aid: Responding to Emergencies. (3) Fall, \n\nSpring \n\nThis course focuses on the identification of emergency situations and \n\nselection of correct response. Certification in American Red Cross \n\nstandard first aid and adult, child and infant rescue breathing and \n\ncardiopulmonary resuscitation are earned upon successful completion of \n\nthe course. \n\nHPED 1155 Lifeguard Training. (3) Spring \n\nCompetencies in swimming and life guarding techniques, swimming \n\nspeed and endurance are developed in this course. American Red Cross \n\nlifeguard training and cardiopulmonary resuscitation for the professional \n\nrescuer certifications are the result of successful completion of this \n\ncourse. \n\nPrerequisites: Current Standard First Aid Certification; \n\nPassing of the following practical exams on the first \nday of class; 500 yd. continuous swim (crawl, breast \nstroke and sidestroke); treading water for two \nminutes with legs only and retrieving a brick from \nthe deep end of the pool. \n\nHPED 1156 Water Safety Instructor. (3) Spring. \nA course which focuses on the development of competencies in \nswimming stroke and instructional techniques. Students who \nsuccessfully complete this course earn certification in Red Cross WSI, \nenabling them to teach all levels of the Learn to Swim Program, Basic and \nEmergency Water Safety courses. \n\n\n\n205 \n\n\n\nHPED 2202 Sports Statistics. (3) On demand \n\nTechniques of recording sports statistics and maintaining scorebooks are \n\nthe focus of this class. \n\nHPED 2251 Introduction to Physical Education. (3) On demand \nA survey course of the career choices available in physical education. \nOpportunities to talk with and observe professionals in various sub- \nspecializations are provided. \n\nHPED 3302 Organization and Administration of Recreational \nand Physical Education Programs. (3) On demand \nA study of the organization and administration of instructional, intramural, \nand interscholastic activity programs. Special emphasis is placed on the \nselection, purchase, and care of safe equipment and facilities as well as on \nthe legal requirements for providing and maintaining safe programs and facilities. \n\nHPED 3305 Sports Psychology. (3) Spring \n\nA study of human behavior in the context of the sporting experience and \nhow performance is affected by the interactions of the coach, athletes and \nthe environment. Emphasis is on motivation, personality, attributions, \ndisengagement from sport, aggression, leadership, and communication patterns. \n\nHPED 3306 Techniques of Sports Officiating. (3) Spring \nThis course focuses on techniques of officiating athletic events. \nKnowledge of the rules of selected sports and extensive practical \nofficiating in selected sports form the basis of this course. \n\nHPED 3310 Coaching Theory and Methods. (3) On demand \nAnalysis of teaching skills and techniques of the different interscholastic \nsports in high schools. \n\nHPED 3312 Principles of Strength Conditioning and Nutrition \n\nfor Athletes. (3) Fall \nThis course focuses on the examination of proper techniques, concepts, and \napplications of exercise science. Nutritional principles as these relate to \nathletic performance also are included. \n\nHPED 3313 Leadership in Physical Education and Athletics. \n\n(3) Spring \nA study of the leadership skills necessary to implement and conduct \nphysical activity programs and functions. \n\nHPED 3320 Methods in Health and Physical Education in \n\nthe Elementary School. (3) Fall \nA study of the objectives, materials, activities, and curricula appropriate for \nelementary school physical education and health. Supervised observation \nand practical experiences in the elementary schools are provided. \n\n206 \n\n\n\n\n\n\nHPED 3331 Personal Health Issues. (3) On demand \nThis course allows students to explore basic health issues and principles \nin depth. Topics include fitness, diet and weight control, nutrition, \nhuman sexuality, stress management, death education, aging, and \ndrug and alcohol education. \n\nHPED 3332 Prevention and Care of Athletic Injuries/Illnesses. (3) \n\nSpring \nThis course focuses on common injuries and illnesses occurring in \nathletics. Topics include, but are not limited to, heat exhaustion, heat \nstroke, abdominal injuries, injury management, emergency triage, \nanatomical instability, blood borne pathogens, and mechanics of injury. \n\nHPED 3333 Yoga for Wellness. (3) Fall, Winter \nA study of the effects that yoga has on all aspects of the human body, \nincluding physical, mental, and spiritual. Topics will include breathing \ntechniques, asanas, fasting, meditation, and different disciplines of yoga. \nThere will also be a physical component of this course. \n\nHPED 3334 Advanced Yoga with Martial Arts Training. (3) \n\nFall and Spring \nThis advanced course will build on the foundation that the yoga for \nwellness course established. Advanced Yoga with Martial Arts Training \nwill emphasize mental focus, body organization, alignment, technique, \nand core development. This advanced yoga course with martial arts \ntraining is designed to bring the student eye to eye with their greatest \nobstacles, which are perceived physical and mental limitations. This \ncourse is one pathway to cultivating the mind/body clarity and power that \nleads to developing the will. \n\nHPED 3340 Karate: Techniques and Philosophy (3) On demand \nA study on the interrelation between training and philosophy in \nkarate. Students will learn karate techniques and examine the \nphilosophy of modern karate. Participants will be required to observe \nhow the philosophy influences the essences of training and how the \ntraining affects the spirits of philosophy. Physical activity is required. \n\nHPED 3352 Physiology of Exercise. (3) On demand \nThe effects of exercise on the major systems of the human body, \nincluding cardio respiratory, neuromuscular, glandular, and digestive are \nthe focus of this course. Effects of heat, altitude, and ergogenic aids on \nthe human body during exercise also are included. \nPrerequisites: BIOL 1 148- BIOL 1 149 \n\n\n\n207 \n\n\n\nHPED 3390 Seminar and Lab Practice in Physical Education. (3) \n\nFall, Spring \nThis course provides supervised leadership experiences in various \nphysical education or athletic settings. Seminar discussions focus on \ncommon issues and concerns. \nPrerequisites: Junior or Senior standing and completion of 6 hours of \n\nHPED courses \n\nHPED 4400 Internship in Physical Education and Coaching. (3) \n\nInterim \nDirected observation and participation in physical education, coaching, \nand/or supervisory situations. \nPrerequisites: Junior or Senior standing, recommendation by the \n\ndepartment chair in health and physical education \n\nPhysical Education Activities (PEDU) \n\nThe physical education activity program is designed to provide \nopportunities for learning or enhancing those skills necessary to \nparticipate in leisure time activities throughout the life cycle. Special \nemphasis also is given to activities which improve one's physical fitness \nand condition. All courses carry one semester hour of credit and \ncount toward the hours needed for graduation. \n\nPEDU 1102 Beginning Archery. (1) Fall, Spring \n\nBasic competencies in archery techniques and safety with experiences in \n\ntarget shooting. \n\nPEDU 1103 Badminton. (1) Spring \n\nIntroduction to the skills, strategies, and rules of badminton. \n\nPEDU 1104 Basketball. (1) On demand \n\nBasic competencies in the techniques, strategies, and rules of basketball. \n\nPEDU 1105 Jogging. (1) Fall, Spring \n\nParticipation in progressive running programs designed to increase \n\ncardiovascular endurance. \n\nPEDU 1107 Bowling. (1) On demand \n\nIntroduction to the basic skills and rules of bowling. Course conducted \n\nat local bowling lanes. \n\nPEDU 1108 Physical Conditioning. (1) Fall, Spring \nBasic assessment, maintenance, and improvement of over-all \nphysical fitness. \n\n\n\n208 \n\n\n\n\n\n\n\n\n\nPEDU 1109 Beginning Golf. (1) Fall, Spring \n\nIntroduction to the basic skills, strategies, and rules of golf. Field trips \n\nto city golf courses. \n\nPEDU 1111 Softball. (1) Fall \n\nBasic competencies and knowledge of rules and strategies of softball. \n\nPEDU 1112 Beginning Tennis. (1) Fall, Spring \nIntroduction to the basic skills, strategies, and rules of tennis. \n\nPEDU 1114 Volleyball. (1) Fall, Spring \n\nBasic competencies in the techniques, strategies, and rules of volleyball. \n\nPEDU 1116 Personal Fitness. (1) Spring \n\nIntroduction to diet and weight control techniques as well as assessment \n\nand maintenance of personal fitness. \n\nPEDU 1120 Karate. (1) On demand \n\nBasic competencies and skills in karate techniques. \n\nPEDU 1121 Bicycling. (1) On demand \n\nIntroduction to the basic equipment, safety, and techniques of cycling \n\nincluding training and racing strategies. Weekend field trips. \n\nPEDU 1122 Weightlifting/Plyometrics. (1) Fall, Spring \nIntroduction to exercises that are geared toward increasing speed, power, \nand jumping ability. A basic overview of the physiological factors \ninvolved in the exercises will be included. \n\nPEDU 1123 Beginning Swimming. (1) Spring \n\nIntroduction to the aquatic environment with emphasis on competence in \n\nprimary swimming and safety skills and stroke readiness. \n\nPEDU 1124 Intermediate/Advanced Swimming. (1) On demand \nDevelopment and refinement of key swimming strokes. Introduction to \nturns, surface dives, and springboard diving. \nPrerequisite: PEDU 1 123 or equivalent skills \n\nPEDU 1130 SCUBA. (1) Fall, Spring \n\nDevelop competencies in safe diving techniques and practices as well as \nsafe use of SCUBA diving equipment. PADI open Water Diver \nCertification available upon completion of course and optional trip for \ncheckout dives. \nPrerequisite: PEDU 1 124 or equivalent intermediate swimming skills \n\n\n\n209 \n\n\n\nPEDU1156 Canoeing. (1) Fall, Spring \n\nFundamental canoeing skills emphasized. Field trips to lake facilities \nand overnight camping experience are provided to give extensive \nopportunities for recreational canoeing. \n\nPEDU 1158 Backpacking. (1) Spring \n\nIntroduction to basic equipment, safety, and techniques of trail camping. \n\nExtensive field trips to state and national trails are provided. \n\nPEDU 1159 Sailing. (1) On demand \n\nBasic sailing competencies and understanding with experiences in \n\nfundamental racing strategy. Field trips to lake facilities are provided. \n\nPEDU 1160 Snow Skiing. (1) Spring \n\nIntroduction to basic techniques, safety, and equipment of snow skiing. \n\nField trip to area ski facilities is included. \n\nPEDU 1161 Rhythmic Aerobics. (1) Fall, Spring \nA conditioning course in which exercise is done to musical \naccompaniment for the purpose of developing cardiovascular efficiency, \nstrength and flexibility. \n\nPEDU 1162 Hiking, Orienteering, and Camping. (1) Fall, Spring \nIntroduction to basic techniques of tent camping, map, and compass \nwork. Field trips to nearby campgrounds and forest lands. \n\nPEDU 1164 Water Aerobics. (1) Fall, Spring \nDevelopment of cardio respiratory endurance, flexibility, body \ncomposition, and muscle endurance/tone through vigorous water \nexercise. The resistance of the water makes this course an excellent \nchoice for the beginner as well as the well-conditioned athlete, and for \nthe swimmer as well as the non-swimmer. \n\nPEDU 1165 Aqua Fitness. (1) On demand \nDevelopment and/or maintenance of cardiovascular fitness through \nvarious aquatic activities including water jogging, circuit training, and \nwater resistance training. Students will learn to use various aquatic \nequipment to implement their personal training. \nPrerequisite: PEDU 1 123 or equivalent beginning swimming skills \n\nPEDU 1166 Scottish Country Dance. (1) Fall, Spring \nIntroduction to, and dancing folk dances of Scotland. Learn figures \nand steps of reels, jigs, and strathspey. Opportunity to attend workshops \nsponsored by the Atlanta Branch of The Royal Scottish Country \nDance Society. \n\n\n\n210 \n\n\n\n\n\n\n\n\n\nHISTORY \n\nIntroduction \n\nThe faculty of the Department of History believe that all persons, \nwhatever their selected role in life, require an understanding of their past \nin order to prepare for their future. The faculty firmly believes that the \nliberal arts preparation, which encompasses courses from the discipline \nof history, provides the student with the most appropriate educational \nbackground for life by integrating knowledge from the broadest range of \ndisciplines. The objective of the Department of History is to provide \nstudents at LaGrange College with knowledge of the historical forces \nwhich have shaped civilization as we know it. \n\nLearning Objectives \n\nTo achieve the mission set forth above, all courses seek to help each \nstudent ultimately demonstrate: \n\n A grounding in and familiarity with a basic historical narrative; \n\n An ability to master and analyze primary sources; \n\n An awareness of historiography and the ability to critically assess \nthat historiography; \n\n A capacity to synthesize material from a variety of sources; \n\n Oral, written, and electronic communication skills. \n\nAssessment of Learning Objectives \n\nSuccess in achieving the objectives established for the major will be \ndemonstrated as follows: \n\n successful completion of each major course with a grade of C- or \nbetter; \n\n successful completion of the Research Methods in History course; \n\n successful completion of the senior history seminar and defense of \nthe senior thesis before the students and faculty of the department; \n\n successful completion of a major field examination during their \nsenior year. \n\nThose wishing to major in history are encouraged to declare their major \nduring the beginning of the spring semester of their sophomore year. \n\nThe faculty of the department believes that students who select to \ncomplete a major course of study in history should have the foundation \nknowledge and understanding of the discipline, developed by classroom \ninstruction and individual study, necessary to provide them with the \nopportunity to: \n\n\n\n211 \n\n\n\n pursue graduate study within the discipline; \n\n pursue a professional degree in a selected field of study; \n\n pursue employment as a teacher in pre-collegiate education; \n\n seek employment in a field such as government, entry level historic \ndocumentation and preservation, social or historic entry level research, \nor a field where their liberal arts preparation can be beneficially \nutilized. \n\nGraduates of the Department of History may be found pursuing careers in \nbusiness, law, education, politics and government, broadcasting, \njournalism, the ministry and other fields of endeavor. In all of these \nendeavors, our graduates have found that their education has provided a \nfoundation for their careers and for their growth in life. \n\nThe Department of History offers the following major in history: \n\nA. Prerequisite Courses: \n\nHIST 1 101 and 1 102 World Civilization \nHIST 1 1 1 1 and 1 1 1 2 United States History \n\nThese are prerequisite courses for the major. \n\nPrerequisite courses can be met by AP, CLEP tests, or by transfer credit. \n\nB. Two courses from: \n\nHIST 3307 Social and Intellectual History of the United \n\nStates \nHIST 3308 American Diplomatic History \n\nor \nHIST 33 1 033 1 1 Constitutional History of the United States \n\nTwo courses from: \n\nHIST 3301 Greco-Roman World \n\nHIST 3302 Middle Ages \n\nHIST 3320 Renaissance and Reformation \n\nTwo courses from: \n\nHIST 3372 Europe 1 660- 1 870 \n\nHIST 3374 Europe 1 870- Present \n\nRequired courses: \n\nHIST 2000 Research Methods in History \n\nHIST 4490 Senior History Seminar \n\nC. An additional nine semester hours of 3000 and 4000 level history \ncourses are required. The total major course requirements are 33 \nsemester hours credit beyond 1000 level courses. \n\n212 \n\n\n\nWe strongly encourage the history major to pursue the widest possible \nliberal arts preparation by the careful selection of courses from the core \nprogram structure. \n\nUpper level courses in history, those numbered 3000 or above (with the \nexception of HIST 4490), are available to all students who have \nsuccessfully completed prerequisites. \n\nMinor \n\nThe minor in history consists of TWELVE hours of history courses \nsuccessfully completed with no lower than a grade of C-. At least six of \nthose hours must be at or above the 3000 level. \n\nCombined B.A. and M.A.T Program of Study \n\nUndergraduate students who meet the admission requirements for the \nMaster of Arts in Teaching [M.A.T] (passing GACE Basic Skills or a \ncombined SAT score of more than 1000) and those who have a GPA of 3.0 \nor higher in their undergraduate studies are eligible to participate in a \ncombined B.A. and M.A.T. program of study after the completion of 90 \nsemester hours. Once accepted, candidates may take entering cohort \ngraduate courses the Summer Semester following their junior year of study. \nUpon gaining senior status, candidates may take one three credit graduate \ncourse during the Fall, Interim, and Spring Semesters only if enrolled with \ntwelve undergraduate credits. \n\nCourse Descriptions (HIST) \n\nHIST 1101 World Civilization I. (3) Fall, Spring \n\nSurvey course on the development of world civilization up to 1660. \n\nHIST 1102 World Civilization II. (3) Fall, Spring \n\nSurvey course on the development of world civilization from 1 660 to the \n\npresent. \n\nHIST 1111 History of the United States to 1865. (3) Fall \nEmphasis on the Colonial, Revolutionary, early national, and Civil War \nperiods. \n\nHIST 1112 History of the United States, 1865 to the Present. \n\n(3) Spring \nEmphasis on Reconstruction, liberal nationalism, New Deal, and postwar \nperiods. \n\n\n\n213 \n\n\n\nHIST 2000 Research Methods in History. (3) Interim only \n\nThis course is required of all sophomore history majors. It will acquaint the \n\nstudent with the basic components of historical methodology and research. \n\nHIST 3301 Greco-Roman World. (3) Fall \n\nA study of Greco-Roman civilization from its birth in ancient Greece \n\nthrough the collapse of the western Roman empire in the fifth century A.D. \n\nHIST 3302 The Middle Ages, 350-1350. (3) Spring \n\nThis course offers a comprehensive study of the development of medieval \n\ncivilization from the late fifth century to the late fourteenth century. \n\nHIST 3305 Islamic World to 1500. (3) On demand \nThis course will examine the development of Islam, its growth and \ndiversification from its birth in seventh century c.e. Arabia through the \nOttoman conquest of Constantinople in 1453. \n\nHIST 3306 History of the South. (3) On demand \n\nEmphasis on the antebellum, Civil War, Reconstruction, and New South periods. \n\nHIST 3307 Social and Intellectual History of the United States. \n\n(3) Fall \nA review of ideas and patterns of thought, the role of social, ethnic, and \nracial groups, and the major institutions of American society. \n\nHIST 3308 American Diplomatic History. (3) Fall \nEmphasis on the procedure for developing foreign policy as well as \ndiplomatic history. \n\nHIST 3310 Constitutional History of the United States to 1900. \n\n(3) Fall \nAn analysis of fundamental constitutional development from 1776 to present. \nPrerequisites: HIST 1 1 1 1 and HIST 1112 \n\nHIST 3311 Constitutional History of the United States 1901 to \n\nthe Present. (3) Spring \nAn analysis of fundamental constitutional development from 1901 to the present. \n\nHIST 3315 Georgia History. (3) Summer/On demand \nA study of Georgia History from the pre-colonial period to the present with \nemphasis on the historical, social, economic and political development of \nthe State. \n\n\n\n214 \n\n\n\nHIST 3320 The Renaissance and the Reformation, 1350-1600. \n\n(3) Fall \nThis course offers a detailed study of the civilization of Renaissance and \nReformation Europe. Primary focus will be placed on the artistic and \nreligious achievements of the period 1350 to 1600. \n\nHIST 3330 The Medieval Church and Papacy. (3) Spring \nThis course will examine the institutional and cultural history of the \nmedieval church, with special emphasis on the role of the papacy, and its \nimpact on medieval civilization. \n\nHIST 3331 Colonial Latin American History. (3) Fall \n\nAn examination of the history of Latin America from the pre-Conquest era \n\nthrough the independence movements of the early nineteenth century. \n\nHIST 3332 Comparative Colonization and Slavery. (3) Spring \nThis course offers a comparative examination of colonial contact in the \nAmericas, including the interaction of Europeans, natives, and Africans \nwithin the French, Spanish, and British empires of the New World. \n\nHIST 3340 Medieval Kings and Queens. (3) Fall \n\nA survey of medieval kings and queens and their influence on the \n\ndevelopment of medieval civilization. \n\nHIST 3341 Russia to 1856. (3) Fall \n\nA comprehensive survey of the Russian historical development from the \n\nappearance of the Kievan State in the 9 th century through the Crimean War. \n\nHIST 3342 Russia 1856 to the Present. (3) Spring \nAn examination of the Imperial Russian state. \n\nHIST 3350 Renaissance and Renascences. (3) Spring \n\nAn examination of the great cultural revivals from the age of Charlemagne \n\nto the age of Michelangelo. \n\nHIST 3361 History of England to 1689. (3) Fall \n\nA political, economic, social, and cultural history of England fiom 55 B.C. to 1689. \n\nHIST 3362 History of England from 1689 to Present. (3) Spring \nA political, economic, social and cultural history of England from 1689 to present \n\n\n\n215 \n\n\n\nHIST 3372 Europe 1660-1870. (3) Fall \n\nA comprehensive survey of European history from the reign of Louis XTV through \n\nthe rise of the modem German state in 1 870. \n\nHIST 3374 Europe 1870 to the Present. (3) Spring \n\nA comprehensive survey of European history from the Bismarckian Era to \n\nthe present. \n\nHIST 3378 European Diplomatic History:1890 to the Present. \n\n(3) On demand \nA detailed examination of European international relations from 1 890, the \nend of the Bismarkian system to the present. \n\nHIST 4416 Twentieth Century America. (3) On demand \nAn intensive study of the United States during the twentieth century. \n\nHIST 4478 Contemporary Europe. (3) On demand \n\nAn examination of European history focusing on major issues since 1945. \n\nHIST 4490 Senior History Seminar. (3) Spring \n\nA study of historiography and research methods and materials. \n\nPrerequisites: Senior History Major or permission of the professor \nand the Chair of the Department. This course may only be attempted \ntwice. \n\n\n\n216 \n\n\n\nMinor in Japanese studies \nIntroduction \n\nLaGrange College entered into a cooperative international exchange \nagreement with Seigakuin University of Tokyo, Japan in 2003. Students \nwho wish to complete a minor in Japanese Studies will complete \nsuccessfully at least two semesters of Japanese language study at \nLaGrange College and at least 6 hours of study at Seigakuin University. \nIn most cases students will spend one semester at Seigakuin University. \nThe Japanese Studies Program Director will advise students who wish to \nstudy at Seigakuin University. \n\nLearning Objectives \n\nThe exchange agreement between LaGrange College and Seigakuin \nUniversity states that its intent \"is to promote international friendship \nand world peace by encouraging students and faculty from each \ninstitution to develop friendships within and learn more about the \nculture of the other country.\" In addition, the agreement will allow each \nstudent to have an extensive international experience and learn Japanese \nlanguage in a total immersion environment. \n\nAssessment of Learning Objectives \n\nProgram goals are assessed by meeting the following criteria: \n\n Successful completion of at least two semesters of Japanese study at \nLaGrange College with an overall average of B or above. \n\n Admission to the Seigakuin exchange program after review by the \nProgram Director and the selection committee. \n\n Completion of at least 6 hours of study at Seigakuin University with \ngrades of C- or above in each class. \n\nProgram Overview \n\n1 . Courses Offered at LaGrange College. \n\nJAPN 1 101: Beginning Japanese I \nJAPN 1 102: Beginning Japanese II \nJAPN 2103: Intermediate Japanese I \nJAPN 2105: Intermediate Japanese II \n\n\n\n217 \n\n\n\nStudents must successfully complete at least 1101 and 1 102 with a grade \nof B or better before they can study abroad. It is recommended that \nstudents complete at least the third semester of Japanese with a grade of \nB or better. \n\n2. Courses at Seigakuin University \n\n Seigakuin University has exchange relationships with several \ninternational universities and offers a slate of courses each semester \nthat serves their needs. These courses are of three types: \n\n Courses taught in English and about Japanese history and culture \n\n Courses taught in simplified Japanese (i.e., using a limited number \nof Kanji) \n\n Courses taught in Japanese for regular Japanese Seigakuin students, \nbut that allow international students to turn in papers and exams \nwritten in English \n\nCourses will cover a broad range of topics, including Japanese language, \nhistory, culture, and economy. In consultation with the Japan Studies \nminor advisor, students will select a slate of courses from the Seigakuin \nschedule during the pre-registration period at LaGrange College. The \nstudent will register for several sections of this course: \n\nJAPN 3000: Special Topics in Japanese Studies: [Subtitle Varies \nAccording to Course Topic] (variable credit) \n\nIn consultation with the LaGrange College Registrar and the Academic \nDean, the Japan Studies advisor will establish correct hours earned and \nwill develop course subtitles that best describe the contents of each \ncourse. Course credits will be transferred to LaGrange College if the \nstudent receives a course grade of C- or higher. \n\nSelection of Students \n\nParticipation of LC students in the exchange program is necessarily \nlimited and competitive. Each year the Japanese Studies Director will, in \nconsultation with a selection committee of faculty and staff, select those \nstudents who are best prepared to pursue studies in Japan and who will \nbest represent the college. Criteria for selection include: \n\n Japanese language skills, based on semesters in Japanese completed \nand grades earned; \n\n ability to articulate clear goals for participating in the program; \n\n\n\n218 \n\n\n\n the maturity to handle the stresses of living in a foreign country; \n\n character that represents the mission and values of LaGrange \nCollege. \n\nStudying overseas requires a great deal of paperwork and planning. \nStudents who wish to study at Seigakuin University should consult with the \nJapanese Studies program advisor as soon as they begin to consider \nstudying abroad. Students must contact the program advisor no later than \nthe beginning of the semester before they wish to study abroad. For \nexample, students who wish to study in Japan in the fall term must initiate \ncontact with the program advisor no later than the beginning of the prior \nspring term. Students who wish to study in Japan in the spring term must \ninitiate contact no later than the beginning of the prior fall term. \n\nWhile the Program Director will advise students through the application \nprocess, the preparation ultimately is the student's own responsibility. \n\nCourses Descriptions (JAPN) \n\nJAPN 1101 Beginning Japanese I. (3) \n\nA course for beginners with intensive practice in listening and speaking, \nessentials of grammar, and writing of Japanese Kana and simple Kanji. \n\nJAPN 1102 Beginning Japanese II. (3) \n\nA continuation of JAPN 1101. \nPrerequisite: JAPN 1101 \n\nJAPN 2103 Intermediate Japanese L (3) \n\nStudy of advanced grammar, reading of texts, and more complex Kanji. \nPrerequisites: JAPN 1 101 and 1 102 \n\nJAPN 2105 Intermediate Japanese II. (3) \n\nA continuation of JAPN 2103. \n\nPrerequisites: JAPN 1 101, 1 102, 2103 \n\nJAPN 3000 Special Topics in Japanese Studies, (variable credit) \n\nCourses will cover a broad range of topics, including Japanese language, \nhistory, culture, and economy. While a student at Seigakuin University, \nstudents will enroll at LaGrange College for several sections of this course. \nStudents will work with the Japanese Minor Program Director to select \nappropriate credits and subtitles for the courses. \n\nPrerequisites: JAPN 1101 and 1 102 with a grade of B or above \n\nand admission to the Seigakuin exchange program. \n\n\n\n219 \n\n\n\nLATIN AMERICAN STUDIES AND \nMODERN LANGUAGES \n\nIntroduction \n\nLatin American Studies is a growing program at LaGrange College. It is \nan interdisciplinary program that introduces the student to the cultural \ndiversity and richness of Latin America and its people. Due to the \nincreasing presence and importance of Latinos in the United States, a \nminor in Latin American Studies enhances one's career opportunities and \neffectiveness in such fields as business, government, health care, \njournalism, law, and social work. \n\nLearning Objectives \n\nWhile the minor in Latin American Studies currently requires 6 hours of \nSpanish language study, students are encouraged to take more Spanish \ncourses in order to develop basic conversational fluency. In addition, study \nabroad is strongly encouraged because it provides the student with total \ncultural immersion. At present, the College offers only a minor in Latin \nAmerican Studies; yet, the hope is to expand and to be able to provide a \nmajor in the near future. \n\nA minor in Latin American Studies consists of the following 18 hours of \ncourse work: \n\nSpanish courses 6 hrs. \n\nLAST 1 104 Latin American Culture 3 hrs. \n\nLAST 2000 Introduction to Latin American Studies 3 hrs. \n\nLAST 3110 Special Topics or Spanish 3110 3 hrs. \n\nElective in either LAST or Spanish 3 hrs. \n(3000 level or above) \n\nAssessment of Learning Objectives \n\nSuccess in achieving the objectives of all majors \u0026 minors in this \ndepartment will be demonstrated in the following ways: \n\n Completion of each major/minor course with a grade of C or better; \n\n Completion of exit survey. \n\n\n\n220 \n\n\n\nCourse Descriptions (LAST) \n\nLAST 1104 Introduction to Latin American Culture. (3) \n\nA study of the art, literature, history, and anthropology of Latin America \n(fulfills LANG 2000 requirement). \n\nLAST 1199 Latin American Travel Seminar. (1-9) \n\nA travel-study seminar that provides valuable educational experience \nthrough close contact with the contemporary life and civilization of a \nselected Latin American country. Basic academic preparation in the \nhistory and customs of the target culture is undertaken before departure. \nPrerequisites: SPAN 1 101, SPAN 1 102, and SPAN 2103 or \n\npermission of instructor and chair of Latin \n\nAmerican Studies \nLAST 2000 Introduction to Latin American Studies. (3) \nAn interdisciplinary approach to the people, culture, development, and \nidentity of Latin America. Attention will be given to such topics as art, \nclass, economics, gender, history, literature, music, politics, race, and religion. \n\nLAST 3001 Survey of Latin American Literature I. (3) \n\nA general survey of contemporary Latin American literature. \n\nLAST 3002 Survey of Latin American Literature II. (3) \n\nFocuses on the works of a current major Latin American writer or \nwriters. \n\nLAST 3110 Special Topics. (3) \n\nA study of selected topics from a specific discipline. Since the focus of \nthis course changes frequently, this course may be repeated for credit. \n(History 333 1 : Colonial Latin America may be taken for LAST 3110 \ncredit) \n\nLAST 3210 States and Politics in Latin America (3) \n\nA comparative study of political systems in Latin America. Topics \nconsidered include: basic comparative political theory, modern history \nof Latin American societies, politics of selected Latin American states, \nand the interaction of economic and political factors in Latin America. \n\nLAST 3930 Intercultural Communications. (3) \n\nA study of the cultural risks confronting the business manager in an \ninternational environment. This course will survey the differences in \nvalues and codes of behavior among a number of cultures with the \nprimary focus being on Latin America. This course will give the student \nthe opportunity to learn how to read and respond to the organizational \nculture of regulators, business associates, and customers across cultural \nborders. \n\n\n\n221 \n\n\n\nSpanish \n\nAs the Latino population increases in the United States, the ability to \nspeak Spanish is becoming an asset if not a necessity in the market \nplace. This need is already occurring in such diverse fields as business, \neducation, health care, law, and social work. In order to better prepare \nour students to meet this growing need in their future fields, we offer a \nmajor and minor in Spanish. While not required, study abroad is \nstrongly encouraged for both our majors and minors to improve \nlanguage fluency and cultural awareness. \n\nA major in Spanish consists of a total of 36 hours. Thirty of these hours \nare in Spanish courses above 1 102. Required courses are as follows: \n\nSPAN 2 1 03 Intermediate Spanish I 3 hrs. \n\nSPAN 2 1 05 Intermediate Spanish II 3 hrs. \n\nSPAN 2106 Introduction to Hispanic Literature 3 hrs. \n\nSPAN 3000 Spanish Conversation and Composition I 3 hrs. \n\nSPAN 3001 Spanish Conversation and Composition II 3 hrs. \n\nSPAN 3002 Hispanic Culture and Civilization 3 hrs. \n\nSPAN 4000 Latin American Literature 3 hrs. \n\nSPAN 4001 Peninsular Spanish Literature 3hrs. \n\nTwo electives in Spanish courses at the 3000 level or above. The \nremaining six hours of the major consist of two Latin American \nStudies electives. \n\nA minor in Spanish consists of 1 8 hours. Eighteen of these hours are in \nSpanish courses above Spanish 1 102. Required courses are as follows: \n\nSPAN 2 1 03 Intermediate Spanish I 3 hrs. \n\nSPAN 2 1 05 Intermediate Spanish II 3 hrs. \n\nSPAN 2106 Introduction to Hispanic Literature 3 hrs. \n\nSPAN 3000 Spanish Conversation and Composition 3 hrs. \n\nSPAN 3001 Spanish Conversation and Composition II 3 hrs. \n\nPlus: \n\nOne Spanish elective at the 3000 level or above 3 hrs. \n\n\n\n222 \n\n\n\nCourse Descriptions (SPAN) \n\nSPAN 1101 Elementary Spanish I. (3) \n\nA course for beginners with intensive practice in pronunciation, essentials \nof grammar, and reading of simple prose. \n\nSPAN 1102 Elementary Spanish II. (3) \n\nA continuation of Spanish 1101. \nPrerequisite: Spanish 1101 \n\nSPAN 2103 Intermediate Spanish I. (3) \n\nA review of grammar and syntax with practice in reading selected texts. \nPrerequisite: Spanish 1 102 or permission of instructor \n\nSPAN 2105 Intermediate Spanish II. (3) \n\nA continuation of Spanish 2103. \nPrerequisite: SPAN 2103 or permission of instructor \n\nSPAN 2106 Introduction to Hispanic Literature. (3) \n\nAn introductory course designed to introduce the intermediate level \nlanguage student to reading and analyzing short literary works in Spanish. \nPrerequisite: SPAN 2103 or permission of the instructor \n\nSPAN 2199 Latin American Seminar. (1-9) \n\nA travel-study seminar which provides valuable educational experience \nthrough close contact with the contemporary life and civilization of a \nselected Spanish-speaking country. Basic academic preparation in the \nhistory and customs of the target culture is undertaken before departure. \nPrerequisites: SPAN 1101, SPAN 1 102, and SPAN 2103 or \n\npermission of instructor and chair of Latin American Studies \n\nSPAN 3000 Spanish Conversation and Composition I. (3) \n\nA course stressing practice in speaking and writing Spanish. Not open to \nstudents fluent in Spanish. \nPrerequisite: SPAN 2105 or permission of instructor \n\nSPAN 3001 Spanish Conversation and Composition II. (3) \n\nA continuation of Spanish 3000. Not open to students fluent in Spanish. \nPrerequisite: SPAN 3000 or permission of instructor \n\nSPAN 3002 Hispanic Culture and Civilization. (3) \n\nThis course provides an overview of Spain's and Latin America's cultures \nand civilizations. \nPrerequisite: SPAN 2106 or permission of instructor \n\n\n\n223 \n\n\n\nSPAN 3110 Special Topics. (3) \n\nThe further development of Spanish language skills by focusing on a \nvariety of professions or fields of study. Since the focus of this course \nchanges frequently, this course may be repeated for credit. \nPrerequisite: SPAN 2103 or permission of instructor \n\nSPAN 4000 Latin American Literature. (3) \n\nAn advanced course designed to introduce the student to Latin \nAmerica's major literary movements and writers. \nPrerequisite: SPAN 2106 or permission of instructor \n\nSPAN 4001 Peninsular Spanish Literature. (3) \n\nAn advanced course designed to introduce the students to Spain's major \nliterary movements and writers. \nPrerequisite: SPAN 2106 or permission of instructor \n\nSPAN 4002 Latin American Women Writers. (3) \n\nThis course will introduce the student to major contemporary Latin \nAmerican and Latina women writers. Writers and works to be studied will \nchange periodically. \nPrerequisite: SPAN 4000 or SPAN 4001 or permission of instructor \n\nModern Languages \n\nThe program in Modern Language is administered by the department of \nLatin American Studies. Courses are taught in Spanish, French, \nGerman, and other modern languages (under the LANG label). As for \nJapanese, please refer to the Japanese minor. \n\nMinor in French \n\nFor students wishing to develop their general understanding of French \nand the Francophone world, and/or wish to concentrate in a particular \narea of French language study. The French minor consist of 18 credits \n(12 additional credits beyond the intermediate level). \n\nRequired courses : 15 credits \n\nFREN2103 Intermediate French I 3 credits \n\nFREN 2 1 05 Intermediate French H 3 credits \n\nFREN 3000 French Conversation 3 credits \n\nFREN 3001 Advanced Grammar and Composition 3 credits \n\nFREN 3002 French Civilization or \n\nFREN 3003 French Literature (every other year) 3 credits \n\n\n\n224 \n\n\n\nThe remaining 3 hours can come from any 3000 level French course listed \nbelow: \n\nFREN 3004 Francophone Culture and Literature (On demand) \nFREN3110 Special Topics: \nTopics will change, so students may take for repeat credit. \n\nFREN 3110 Business French (On demand) \n\nFREN 3110 Translation and Reading in French (On demand) \n\nFREN 3110 French Philosophers (On demand) \n\nTotal credits: 18 credits \n\nFrench (FREN) \n\nFREN 1101 Beginning French I. (3) \n\nA course for beginners with intensive practice in pronunciation, essentials \nof grammar, and reading of simple prose. \n\nFREN 1102 Beginning French II. (3) \n\nA continuation of French 1101. \nPrerequisite: FREN 1101 or permission of instructor \n\nFREN 2103 Intermediate French I. (3) \n\nA continuation of French 1 102 with additional readings. \nPrerequisite: FREN 1 102 or permission of instructor \n\nFREN 2105 Intermediate French II. (3) \n\nA systematic and thorough review of French grammar with emphasis on \nthe production of speech. Not open to students fluent in French. \nPrerequisite: FREN 2103 or permission of instructor \n\nFREN 2199 Francophone Travel Seminar. (1-9) \n\nA travel-study seminar composed of preliminary academic preparation \nfollowed by contact with the target culture through travel in the selected \nFrench-speaking country. \nPrerequisite: FREN 1 101, FREN 1 102, and FREN 2103 or \n\npermission of instructor and chair of Latin \n\nAmerican Studies \n\nFREN 3000 French Conversation. (3) \n\nThe goal of this course is to help students improve their \n\n( 1 ) vocabulary \n\n(2) aural comprehension: listening skills \n\n(3) oral production: speaking skills \nPrerequisite: FREN 2105 or permission of instructor \n\n\n\n225 \n\n\n\nFREN 3001 Advanced Grammar and Composition. (3) \n\nThe objective of this course is to allow the participants to improve their \ncomposition skills in French. The course has three major components: \ngrammar review and refinement; reading and analysis of various kinds \nof texts, both literary and journalistic; a variety of composition \nassignments involving such techniques as description, analysis, \npersuasion, and managing complicated chronologies. The participants \ncan expect to improve their command of French grammar, to increase \ntheir vocabulary, and to develop appropriate strategies for writing \ngood compositions. \n\nPrerequisite: FREN 2105 or permission of instructor \n\nFREN 3002 French Civilization: Making and Identity of France. \n\n(3) \n\nConcentrating on political and social history, rather than \"high culture,\" \nthis course is designed to introduce you to the great moments and great \npersonages who have defined France and what it is to be French across \nthe centuries. Some high points include Roman Gaul, the Carolingian \nRenaissance, St. Louis and the high Gothic Period, Jeanne d'Arc and the \nHundred Years' War, Renaissance and Reform, Louis XIV and \nVersailles, the Revolution, Napoleon, Revolution and Restoration in the \n1 9th century, France at war in the 20th century. \n\nPrerequisite: FREN 2105 or permission of the instructor. \n\nFREN 3003 Introduction to French Literature. (3) \n\nAn introduction to representative writers from the Middle Ages to the \nRevolution. Attention will be paid to the changing social and cultural \ncontexts in which the literature was produced; emphasis will be on \nenduring humanistic values. \nPrerequisite: FREN 2105 or permission of instructor \n\nFREN 3004 Francophone Literature and Culture. (3) \n\nAs a four skills course, this FREN 3004 class seeks to improve the \nreading, writing, speaking, and listening skills of students studying \nFrench particularly with the goal of preparing those students who wish \nto go on for upper division French. The four skills mentioned will be \nintegrated into the body of the course and will be developed \nsimultaneously. \n\nPrerequisite: FREN 3002 or FREN 3003 \n\nFREN 3110 Special Topics. (3) \n\nTopics will change so students may repeat for credit \n\nPrerequisite: FREN 2103 or permission of instructor \n\n\n\n226 \n\n\n\nTranslation and Reading in French \n\nTranslation and Reading skills. This course concentrates exclusively on the \ncultivation of reading and translation abilities in the French language. \nClasses are in English and all work is from French to English. \n\nBusiness French \n\nThe trend of internationalizing business and services forces companies to \ncope with cultural differences inside a company and when sending \nexecutives and their families abroad. In a foreign country there are more \nthan language barriers to overcome. Methods which work at home can lead \nto failure abroad. Likewise, the most competent manager can damage an \noperation if not properly prepared for his or her stay in the host country. \nThis course is designed to help you cross cultural boundaries, whether you \nare planning on living abroad as a student, an intern, or an employee. It is \nnot meant to be a technical business course, but rather a course that will \nhelp you understand what culture shock is and how you can prepare \nyourself for it. \n\nFrench Philosophers \n\nAn introduction to French philosophers and the different philosophical \ncurrents that have shaped French thought and the world at large. \n\nGerman (GERM) \n\nGERM 1101 Beginning German I. (3) \n\nA course for beginners with intensive practice in pronunciation, essentials \nof grammar, and reading of simple prose. \n\nGERM 1102 Beginning German II. (3) \n\nA continuation of German 1 101. \nPrerequisite: GERM 1 101 or permission of instructor \n\nGERM 2103 Intermediate German I. (3) \n\nContinuation of the development of proficiency in listening and speaking, \nwhile expanding the reading and writing skills using materials of a literary \nor cultural nature; grammar review included. \nPrerequisite: GERM 1 102 \n\nGERM 2104 Intermediate German II. (3) \n\nA continuation of German 2103. \nPrerequisite: GERM 2103 \n\n\n\n227 \n\n\n\nOther Languages and Culture (LANG)* \n\nLANG 1101 Beginning Language I. (3) \n\nA course for beginners with intensive practice in oral communications, \npronunciation, essentials of grammar, and where possible, reading of simple \nprose. \n\nLANG 1102 Beginning Language II. (3) \n\nA continuation of LANG 1 101. \nPrerequisite: LANG 1101 or equivalent \n\nLANG 1199 Language Travel Seminar. (1-9) \n\nA travel-study seminar which provides further preparation in the target \nlanguage and culture through travel in a country which speaks the \nlanguage. Academic work is determined by the course instructor. \nPrerequisites: LANG 1 101, LANG 1 102, and LANG 2103 or consent \nof instructor and chair of Latin American Studies \n\nLANG 2000 Culture and Civilization of a Selected Country. (3) \n\nA survey of the civilization and culture of one of the major societies of \nthe world. The course examines the culture's social and political \ndevelopment, its customs and traditions, and its contributions to the \nglobal community in terms of art, music, and literature. (LAST 1 104 can \nfill this requirement.) \n\nLANG 2103 Intermediate Language I. (3) \n\nA continuation of LANG 1 102 \nPrerequisite: LANG 1 1 02 or equivalent \n\nLANG 2105 Intermediate Language II. (3) \n\nAn intensive review of the language grammar with emphasis on the \nproduction of speech. Not open to students fluent in the language. \n*Note: These courses are available so that a language other than French, \nGerman, or Spanish may be available from time-to-time. \n\n\n\n228 \n\n\n\nMATHEMATICS \n\nIntroduction \n\nThe Mathematics curriculum at LaGrange College provides a solid \nundergraduate mathematics foundation. Along with the broad-based \ngeneral education curriculum, the Mathematics department seeks to prepare \nmathematics majors for careers in industry or teaching, or for graduate \nstudy in mathematics. \n\nLearning Objectives \n\nTo be accepted as a major in the Mathematics Department, a student must \nhave completed Mathematics 2221, have an overall GPA of 2.25 or better, \nand a GPA of 2.5 or better in all mathematics courses numbered 2221 or \nhigher. Students can pursue the Bachelor of Arts degree with a major in \nmathematics or a Bachelor of Science degree with a major in mathematics. \nStudents who pursue the Bachelor of Arts degree have more options in \nselecting their courses. This is the liberal studies degree in mathematics. \nA more in-depth degree is earned by students in the Bachelor of Science \nprogram. \n\nThe Bachelor of Arts Degree \n\nThis degree requires a minimum of 40 semester hours in mathematics \ncourses, as follows: \n\nMATH 222 1 Analytic Geometry and Calculus I (4) \n\nMATH 2222 Analytic Geometry and Calculus II (4) \n\nMATH 2223 Analytic Geometry and Calculus IU (4) \n\nMATH 2224 Differential Equations (3) \n\nMATH 33 1 6 Probability Theory (3) \n\nMATH 3335 Linear Algebra (3) \n\nMATH 3380 Discrete Mathematics (3)* \n\nOR MATH 3382 Combinatorial Design Theory (3)* \n\nMATH 4333 Modern Algebra I (3)** \n\nOR MATH 4343 Analysis I (3)** \n\nMATH 4350 Senior Capstone (3) \n\n* One of these courses must be taken. The other may be used to satisfy one \n\nof the additional courses in the next listing. \n\n** One of these courses must be taken. The other may be used to satisfy \n\none of the additional courses in the next listing. \n\n\n\n229 \n\n\n\nplus 3 additional courses \nMATH 2241 \n\nMATH 2261 \nMATH 3305 \nMATH 3306 \nMATH 3317 \nMATH 3340 \nMATH 3342 \nMATH 3380 \nMATH 3382 \nMATH 4333 \nMATH 4334 \nMATH 4343 \nMATH 4344 \nMATH 44 10 \nORCSCI 4100 \nMATH 4495 \nMATH 4496 \nMATH 4499 \n\n\n\nselected from: \nProgramming in MATLAB \nfor the Sciences \nCalculus Applications \nNumber Theory \nCollege Geometry \nMathematical Statistics \nHistory of Mathematics \nComplex Variables \nDiscrete Mathematics \nCombinatorial Design Theory \nModern Algebra I \nModern Algebra II \nAnalysis I \nAnalysis II \nNumerical Analysis \nNumerical Analysis \nIndependent Study \nIndependent Study \nSpecial Topics in Mathematics \n\n\n\n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n\n\n\nA programming course in Computer Science is required, as approved by advisor. \n\nBachelor of Science Degree \n\n\n\nThis degree requires \ncourses, as follows: \nMATH 2221 \nMATH 2222 \nMATH 2223 \nMATH 2224 \nMATH 3316 \nMATH 3335 \nMATH 3342 \nMATH 3380 \nOR MATH 3382 \nMATH 4333 \nMATH 4343 \nMATH 4350 \n\n\n\na minimum of 46 semester hours in mathematics \n\n\n\nAnalytic Geometry and Calculus I \nAnalytic Geometry and Calculus II \nAnalytic Geometry and Calculus III \nDifferential Equations \nProbability Theory \nLinear Algebra \nComplex Variables \nDiscrete Mathematics \nCombinatorial Design Theory \nModern Algebra I \nAnalysis I \nSenior Capstone \n\n\n\n(4) \n(4) \n\n(4) \n\n(3) \n\n(3) \n\n(3) \n\n(3) \n\n(3)* \n\n(3)* \n\n(3) \n\n(3) \n\n(3) \n\n\n\n*One of these courses must be taken. The other may be used to satisfy one \nof the additional courses in the next listing. \n\n\n\n230 \n\n\n\nplus 3 additional courses selected from: \n\nMATH 224 1 Programming in MATLAB \n\nfor the Sciences (3) \n\nMATH 226 1 Calculus Applications (3) \n\nMATH 3305 Number Theory (3) \n\nMATH 3306 College Geometry (3) \n\nMATH 3317 Mathematical Statistics (3) \n\nMATH 3340 History of Mathematics (3) \n\nMATH 4334 Modern Algebra H (3) \n\nMATH 4344 Analysis II (3) \n\nMATH 44 1 Numerical Analysis (3) \n\nOR CSCI 4100 Numerical Analysis (3) \n\nMATH 4495 Independent Study (3) \n\nMATH 4496 Independent Study (3) \n\nMATH 4499 Special Topics in Mathematics (3) \n\nA programming course in Computer Science is required, as approved by \nadvisor. Physics 2121 and 2122 are recommended. \n\nAssessment of Learning Objectives \n\nAssessment of the objectives of the mathematics program is based on \nthe following: \n\n completion of each major course with a grade of \"C\" or better, \n\n successful completion of a standardized examination at the \nconclusion of MATH 4350 during the senior year. \n\nA survey will be sent to recent graduates of the program during the fall \nterm of each year. The results of these surveys will be considered and \nmay result in changes to improve the program. \n\nMinor \n\nA minor in mathematics consists of the following courses: MATH 2221, \nplus five additional courses selected from MATH 2222, 2223, 2224, \n2261, 3305, 3306, 3316, 3317, 3335, 3342, 3380, 3382, 4333, 4334, \n4343, 4344, 4350, 4410, 4495, 4496, and 4499. At least two of the six \ncourses must be at the 3000 or 4000 level. \n\n\n\n231 \n\n\n\nCombined B.A. and M.A.T Program of Study \n\nUndergraduate students who meet the admission requirements for the \nMaster of Arts in Teaching [M.A.T] (passing GACE Basic Skills or a \ncombined SAT score of more than 1000) and those who have a GPA of \n3.0 or higher in their undergraduate studies are eligible to participate in a \ncombined B.A. and M.A.T. program of study after the completion of 90 \nsemester hours. Once accepted, candidates may take entering cohort \ngraduate courses the Summer Semester following their junior year of \nstudy. Upon gaining senior status, candidates may take one three credit \ngraduate course during the Fall, Interim, and Spring Semesters only if \nenrolled with twelve undergraduate credits. \n\nCourse Descriptions (MATH) \n\nMATH 0100 Basic Mathematics. (3) Fall, Spring \n\nAn introduction to algebra. Topics include instruction in real numbers, \n\ngraphs, algebraic expressions, equations, and polynomials. \n\nMATH 1101 College Algebra. (3) Fall, Spring \nA study of sets, real numbers, operations, order, inequalities, polynomial \nfactoring, functions, graphs, exponents, first- and second-degree \nequations, and systems of equations. \nPrerequisite: MATH 0100 or satisfactory score on mathematics \nplacement test \n\nMATH 1114 Introduction to Statistics. (3) Fall, Spring \nAn introduction to probability and statistics. Topics include descriptive \nstatistics, probability, normal probability, confidence intervals, \nhypothesis testing, and linear regression. \nPrerequisite: MATH 1 101, 2105, or 2221 \n\nMATH 1117 Quantitative Methods. (3) On demand \nA study of finite mathematical models with an emphasis on the \nquantitative skills required to solve applications related to business. \nPrerequisite: MATH 1 101, 2105, or 2221 \n\nMATH 1121 A Survey of Calculus. (3) Fall, even years \nAn intuitive introduction, using technology, to the concepts and \napplications of calculus. Topics include functions and graphing, \ntangents to a curve, differentiation and integration, maxima, minima, \nand area under a curve. \nPrerequisite: MATH 1 101 or 2105 or satisfactory score on \n\nmathematics placement test. \n\nNote: Not open to students who have credit for \n\nMATH 2221 \n\n232 \n\n\n\nMATH 2105 Precalculus. (4) Fall, Spring \n\nA study of calculus-oriented algebra and trigonometry. Topics include \nsimplifying algebraic expressions, solving equations, exponential and \nlogarithmic functions, applications of functions, graphs, and the \ntrigonometric functions. \nPrerequisite: MATH 1101 or satisfactory score on mathematics \nplacement test \n\nMATH 2221 Analytic Geometry and Calculus I. (4) Fall, Spring \nAn introduction to differentiation and integral calculus. Topics include \nlimits, differentiation and applications, integration, and the calculus of \nexponential and logarithmic functions. \nPrerequisite: MATH 2105 or 1 121 (and permission of instructor) or \nsatisfactory score on mathematics placement test. \n\nMATH 2222 Analytic Geometry and Calculus II. (4) Fall, Spring \nA continuation of Math 222 1 . Topics include the applications of \nintegration, the calculus of inverse trigonometric functions, techniques of \nintegration, indeterminate forms, improper integrals, sequence and series, \nand the parametric equations, and the polar coordinates. \nPrerequisite: MATH 2221 \n\nMATH 2223 Analytic Geometry and Calculus III. (4) Fall \nA continuation of Math 2222. Topics include vectors and vector-valued \nfunctions of several variables, multiple integration, and vector analysis. \nPrerequisite: MATH 2222 \n\nMATH 2224 Differential Equations. (3) Spring \nAn introduction to differential Equations. Topics include study of first and \nsecond order differential equations, first-order system, linear system, \nLaplace transforms, and numerical methods. \nPrerequisite or Co-requisite: MATH 2223, 2241 or permission of \ninstructor \n\nMATH 2241 Programming in MATLAB for the Sciences. (3) \n\nInterim (On demand) \nA first course in MATLAB that ranges from basic programming to the \nimplementation of higher-level mathematics and data presentation \ntechniques. \nPrerequisite: MATH 2222 \n\nMATH 2261 Calculus Applications. (3) Interim (On demand) \nA study of applications which can be solved using calculus. The course \nwill utilize technology, in the form of graphing calculators, a software \npackage (such as Mathematica or Maple), or both. \nPrerequisite: MATH 2222 \n\n233 \n\n\n\nMATH 3001 Mathematical Applications for Teachers. (3) \n\nOn demand \nA study of topics in graph theory, linear programming, scatterplots, least \nsquares regression, topics in coding theory, exponential growth and \ndecay, number patterns, symmetry and tilings. \nPrerequisite: MATH 1101 or higher. \n\nNote: Open only to Early Childhood Education Majors \n\nMATH 3002 Geometry for Teachers. (3) On demand \nA study of conditional statements, angles, congruent figures, parallel \nlines, similar figures, transformations, trigonometric ratios, and two- and \nthree-dimensional figures. \nPrerequisite: MATH 1101 or higher \n\nNote: Open only to Early Childhood Education Majors \n\nMATH 3003 History of Mathematics for Teachers. (3) \n\nOn demand \nAn historical development of mathematical concepts. \nPrerequisite: MATH 1101 or higher \n\nNote: Open only to Early Childhood Education Majors \n\nMATH 3004 Probability and Statistics for Teachers. (3) \n\nOn demand \nA study of basic probability and statistics and its applications with an \nemphasis on the skills required to organize and analyze data as it relates \nto the education field. \nPrerequisite: MATH 1 101 or higher \n\nNote: Open only to Early Childhood Education Majors \n\nMATH 3006 A Survey of Mathematics for Teachers. (3) \n\nOn demand \nA study of problem solving techniques selected from the spectrum of \nmathematical knowledge required of middle grades teachers. \nPrerequisite MATH 1101 or higher \n\nNote: Open only to Early Childhood Education Majors \n\nMATH 3101 Fundamentals of Mathematics I for Teachers. (3) \n\nSpring \nA study of topics in mathematics designed for future elementary and \nmiddle school teachers who are not getting a concentration in \nmathematics. Topics will include problem solving, number systems and \nthe relationships between these systems, understanding multiplication \nand division, including why standard computational algorithms work, \nproperties of arithmetic, and applications of elementary mathematics. \nPrerequisite: MATH 1101 or higher \n\nNote: Open only to Early Childhood Education Majors \n\n234 \n\n\n\nMATH 3102 Fundamentals of Mathematics II for Teachers. (3) \n\nFall \nA study of topics in mathematics designed for future elementary and \nmiddle school teachers who are not getting a concentration in mathematics. \nTopics include numbers and operations, algebra, geometry, data analysis, \nstatistics, probability, and measurement. Technology will be used when \nappropriate. \nPrerequisite: MATH 1101 or higher \n\nNote: Open only to Early Childhood Education Majors \n\nMATH 3305 Number Theory. (3) On demand \nAn introduction to number theory. \nPrerequisite: MATH 2221 \n\nMATH 3306 College Geometry. (3) Interim (On demand) \nA study of the concepts of plane Euclidean geometry, with an introduction \nto coordinate geometry and non-Euclidean geometries. \nPrerequisite: MATH 2221 \n\nMATH 3316 Probability Theory. (3) Spring \nAn Introduction to probability theory. Topics include random variables, \nmethod of enumeration, conditional probability, Baye's theorem, discrete \ndistributions (binomial distribution, and Poisson distribution), continuous \ndistributions (uniform distribution, exponential distribution, gamma \ndistribution, chi-square distribution, and normal distributions), Multivariate \ndistributions. \nPrerequisite: MATH 2222 \n\nMATH 3317 Mathematical Statistics. (3) On demand \nAn introduction to the mathematical theory of statistics. Topics include \nestimation and maximum likelihood estimates, sampling distributions, \nconfidence intervals, and hypothesis testing. \nPrerequisite: MATH 3316 \n\nMATH 3335 Linear Algebra. (3) Spring \nAn introduction to linear algebra and matrix theory. Topics include \nVectors, Systems of Linear Equations, Matrices, Eigenvalues, \nEigenvectors, and Orthogonality. \nPrerequisite: MATH 1121, 222 1 , 2241 or permission of instructor \n\nMATH 3340 History of Mathematics. (3) Interim (On demand) \nAn historical development of mathematical concepts. \nPrerequisite: MATH 222 1 or permission of instructor \n\n\n\n235 \n\n\n\nMATH 3342 Complex Variables. (3) Spring, even years \nAn introduction to complex variables. Topics include complex numbers, \nAnalytic functions, elementary functions, complex integration, series \nrepresentations for analytic functions, residue theory, and conformal \nmapping. \nPrerequisite: MATH 2223 \n\nMATH 3380 Discrete Mathematics. (3) Fall, even years \nAn introduction to discrete mathematics. Topics include set theory, \ncombinatorics, recurrence relations, linear programming, and graph theory. \nPrerequisite: MATH 2221 \n\nMATH 3382 Combinatorial Design Theory. (3) Fall, odd years \nA study of techniques used for constructing combinatorial designs. Basic \ndesigns include triple systems, Latin squares, and affine and projective \nplanes. \nPrerequisite: MATH 2221 \n\nMATH 4333 Modern Algebra I. (3) Fall, odd years \nAn introduction to modern abstract algebra. \nPrerequisite: MATH 2222 \n\nMATH 4334 Modern Algebra II. (3) On demand \nA continuation of Modern Algebra I. \nPrerequisite: MATH 4333 \n\nMATH 4343 Analysis I. (3) Fall, even years \nAn introduction to Analysis. \nPrerequisite: MATH 2223 \n\nMATH 4344 Analysis II. (3) On demand \nA continuation of Analysis I. \nPrerequisite: MATH 4343 \n\nMATH 4350 Senior Capstone. (3) Fall \n\nA study of problem solving techniques selected from the spectrum of \nMathematics course work required to complete a mathematics major at \nLaGrange College. Topics come from a variety of areas, including algebra, \ntrigonometry, geometry, calculus, discrete mathematics, probability and \nstatistics, and mathematical reasoning and modeling. \nPrerequisite: Senior standing and permission of instructor \n\n\n\n236 \n\n\n\nMATH 4410 Numerical Methods. (3) On demand \nAn introduction to numerical analysis with computer solutions. Topics \ninclude Taylor series, finite difference, calculus, roots of equations, \nsolutions of linear systems of equations, and least-squares. \nPrerequisite: MATH 2222 and CSCI 1990 \n\nMATH 4495 Independent Study in Mathematics I. (Variable) \n\nOn demand \n\nThis course allows students to pursue a special problem or topic beyond \n\nthose encountered in any formal course. \nPrerequisites: Minimum prerequisites are outlined in the LaGrange \nCollege Bulletin. Additional prerequisites will be \ndetermined by the instructor, based on the material to be studied. \n\nMATH 4496 Independent Study in Mathematics II. (Variable) \n\nOn demand \n\nThis course allows students to pursue a second special problem or topic \n\nbeyond those encountered in any formal course. \nPrerequisites: Minimum prerequisites are outlined in the LaGrange \nCollege Bulletin. Additional prerequisites will be \ndetermined by the instructor, based on the material to be studied. \n\nMATH 4499 Special Topics in Mathematics. (Variable) \n\nOn demand \nA course offered at the junior/senior level focusing on a specialized topic \nfrom the field of mathematics. A prerequisite may be required. \n\n\n\n237 \n\n\n\nMUSIC \n\nIntroduction \n\nThe Department of Music is committed to developing technically skilled, \ntechnologically astute, performance-ready musicians within a challenging \nand nurturing learning environment that encourages creativity, artistry, \nscholarship, and musical excellence. Our program size allows us to focus \nattention on each student as an individual, helping each one grow into a \nwell-rounded, intelligent, and confident musician. We offer the Bachelor of \nArts and the Bachelor of Music, as well as a minor in Music. The B.A. in \nMusic provides a broad study of music while allowing ample time for \nextensive coursework in a related minor. The B.M., a professional music \ndegree, demands more courses within the music department and is offered \nin three areas of study: Creative Music Technologies, Performance (Voice, \nPiano, Organ, Guitar, Percussion), and Church Music. \n\nLearning Objectives \n\n To equip music majors with the necessary musical knowledge and \nperformance skill required to obtain successful careers in music and/ \nor entrance into graduate study in music. \n\n To develop well-rounded musicians whose personal development and \nartistry demonstrate intelligence, confidence, initiative, and creativity. \n\n To provide culturally enriching experiences for the college and \ncommunity which heighten aesthetic awareness and appreciation of \nthe musical arts. \n\nFacilities and Resources \n\nThe Department of Music is located on the Callaway Campus and is \nhoused in the Callaway Educational Building. Our facilities include the \nCallaway Auditorium (a 740-seat concert hall), Callaway Recital Hall, \ninstructional and rehearsal space, student practice rooms, theory lab, \nkeyboard lab, composition lab, edit/mix suite, video editing suite, and two \nrecording studios. Most laboratories are 24/7 facilities and enjoy a great \ndeal of student use and creative productivity. \n\n\n\n238 \n\n\n\nGeneral Information for Music Majors \n\nAcceptance into the Department of Music is granted by a music faculty \ncommittee to those students who have submitted an application and \ncompleted an audition/interview. Please inquire about audition dates, \nusually held in early spring. Incoming students who have not auditioned or \ninterviewed before the committee prior to the beginning of the fall \nsemester should contact the Chair of the Department before enrolling in \nmusic courses. Admission of all new music students to the Department of \nMusic, first-year students and transfers, is provisional in nature and will be \nevaluated at the end of the first year of study (see Entry Requirements for \nMusic Majors below). \n\nThe Bachelor of Music degree is designed for students who are preparing \nfor professional careers in music and/or graduate study in music. The \ncurricula leading to this degree are based on a philosophy that recognizes \nthe need for rigorous study in all aspects of music. Each program of study \nrequires a heavy concentration of music courses/experiences, and many \ncourses are sequential. Therefore, potential music majors are strongly \nencouraged to begin taking music courses in their first year. The Chair of \nthe Department of Music can provide you with advisement and a four-year \nsuggested course guideline. \n\nThe music faculty provides incoming students with a Music Majors \nHandbook containing departmental policies and further details about \nrequirements for music majors. \n\nMusic Scholarships \n\nTalent-based scholarships are available for incoming first-year students as \nwell as transfer students. Audition dates for scholarships are held annually \nin the spring. Applicants to the Creative MusicTechnologies degree track \nmust present two or three original compositions and/or arrangements on \nmanuscript or any recorded format. Applicants to all other degrees should \nbe prepared to present two selections of contrasting styles. \n\nEnsembles \n\nVarious ensembles are available by audition for both music majors and \nnon-majors. Our ensembles represent the College and Department of \nMusic in public performances throughout the academic year, both locally \nand abroad. Ensembles are open to talented students by audition only. \nThose interested may audition at the beginning of each semester. \n\n\n\n239 \n\n\n\nTheory 1-2 \n\n\n4 hours \n\n\nEar Training 1-2 \n\n\n4 hours \n\n\nLiterature \u0026 Language \n\n\n\n\nof Music 1-2 \n\n\n2 hours \n\n\nPiano 1 \n\n\n1 hour \n\n\nMusic History 1 (or 2) \n\n\n3 hours \n\n\n\n\n3 hours \n\n\nTotal: \n\n\n17 hours \n\n\n\nMusic Minor \n\nTo obtain a minor in Music, students must complete the following courses: \nMUSI 1101 and 1102 \nMUSI 1113 and 1114 \nMUSI 11 10 and 1111 \n\n\n\nMUSI 1103 \n\nMUSI 3301 (or MUSI 3302) \n\nMusic Electives \n\n\n\nEntry Requirements for Music Majors \n\nIn addition to fulfilling the general requirements for admission to LaGrange \nCollege, students desiring to major in music must complete an audition/ \ninterview before the music faculty prior to enrolling in music courses and \ntake the Music Theory Placement Exam. The results of this exam will be \nused to determine the appropriate level of music theory instruction. \n\nExit Requirements for Music Majors \n\n Students must earn a grade of \"C\" or better in all music courses. \n\n All music majors must take the Theory Competency Exam upon \ncompletion of MUSI 2202 and MUSI 2214 and must receive a \nminimum score of 80 percent in each section. A detailed description of \nthis exam is included in the Music Majors Handbook. \n\n All music majors must take the Piano Proficiency Exam demonstrating \nkeyboard skill, receiving a \"Pass\" on each of the exam's criteria. \nFurther details about this exam are included in the Music Majors \nHandbook. \n\n All music majors must present either a capstone presentation or a \npublic recital featuring their talent (according to the degree \nrequirements). Recital requirements vary between the different \nprograms of study. Consult the Music Majors Handbook for specific \nguidelines. \n\n All music majors must attend at least 80 percent of departmentally \nsponsored concerts and events each semester of study. \n\n\n\n240 \n\n\n\nMusic Core \n\nThe following courses are common to all Music Majors and are referred to \nas the Music Core. A student testing out of Piano Class 1-3, or those \nwhose primary applied instrument is piano or organ must take an additional \n3 hours of music electives to substitute for these classes. Theory 1 and Ear \nTraining 1 fulfills the Fine Arts elective requirement and is counted as part \nof the Common Core Program. \n\n\n\nMUSI 11 10 \u0026 1111 \n\nMUSI 1101, 1102,2201,2202 \nMUSI 1113, 1114,2213,2214 \nMUSI 1103, 1104,2203 \nMUSI 3301, 3302 \n\n\n\nLiterature \u0026 Language \n\nof Music 2 hours \n\nMusic Theory 1-4 8 hours \n\nEar Training 1-4 8 hours \n\nPiano Class 1-3 3 hours \n\nMusic History 1 \u0026 2 6 hours \n\nTotal: 27 hours \n\n\n\nBachelor of Arts in Music \n\nThis program of study provides the student with a broad, liberal arts based \nmusic education. The major consists of course work in four areas of study: \n1) academic, 2) performance, 3) music electives, and 4) capstone \npresentation. The academic areas include music theory and music history. \nThe performance component is comprised of Piano Class (1-3) and applied \nlessons or ensemble. The music electives consist of MUSI courses and \nmay not be counted in the academic or performance areas. MUSI 4486 \nSpecial Topics may be taken multiple times for credit. The capstone \npresentation should be a senior-level investigation of a topic approved by \nthe music faculty and may take the following forms: a) recital, a 30-minute \npublic performance; b) lecture-recital, the student presents a combination \nlecture and recital totaling 20-30 minutes; or c) lecture, a 20-30 minute \npresentation of research on some music topic appropriate to the student's \ninterests and abilities. The successful capstone project should bring \ntogether each facet of the student's music education, and thus should be \ncompleted in the student's final semester. The student is encouraged to \nchoose a complementary minor area of study, including (but not limited to) \nEnglish, Philosophy, History, or Theater. The student must adhere to all \nentrance/exit requirements common to all Music Majors. \n\n\n\n241 \n\n\n\nIn addition to the other degree requirements, students complete the \nfollowing Music courses: \n\nMusic Core 27 hours \n\nMUSI 1105, 1106 (or 1107, 1108) \n\n\n\nApplied Lessons or Ensemble \nMUSI 4488 Capstone Presentation \nMusic Electives \n\n\n\n6 hours \n1 hour \n1 2 hours \n\n\n\nBachelor of Music in Creative Music Technologies \n\nThis program of study prepares the student for an entry-level position in \nthe music industry or continued study at the graduate level. Students of \nthis program typically come from backgrounds that include performance, \nsong writing, composition, electronic and/or computer music. The course \nwork prepares students for a wide variety of activities, such as film/video \nscoring, multimedia, electro-acoustic concert and studio applications, \nmusic printing, digital audio and video editing, 5.1 audio editing and \nmixing, and MIDI applications of every sort. \n\nInternships allow students to tailor their academic work to their specific \ncareer goals and gain valuable experience with industry professionals. \nInternships may be repeated for credit. \n\nIn addition to the other degree requirements, students complete the \nfollowing Music courses: \n\nMusic Core 27 hours \n\nMUSI 1 105, 1 106 Applied Instrument 3 hours \n\nMUSI 121 1,2210, 221 1,3210, 321 1,4210 \n\nComposition 1-6 6 hours \n\nMUSI 1 107, 1 108 Ensemble 2 hours \n\nMUSI 23 1 Orchestration 2 hours \n\nMUSI 2390 Audio Engineering 3 hours \n\nMUSI 3369 Music Technology 3 hours \n\nMUSI 3352 Jazz Theory \u0026 Popular Practice 2 hours \n\nMUSI 3384 Junior Recital 1 hour \n\nMUSI 3366 Basics of Conducting 3 hours \n\nMUSI 4470 Internship 1 hour \n\nMUSI 4484 Senior Recital 1 hour \n\nMusic Electives 4 hours \n\n\n\n242 \n\n\n\nBachelor of Music in Performance \n(Voice, Piano, Organ, Guitar, Percussion) \n\nThis program of study is designed for students seeking careers as \nprofessional classical performers and/or studio teachers. Students admitted \nto this program of study must possess exceptional talent in their principal \napplied area, and instrumental and keyboard majors must demonstrate \nprevious training. The curriculum couples rigorous scholarship with \nnumerous performance opportunities, thus adequately preparing students \nfor graduate study in performance. \n\nIn addition to the other degree requirements, students complete the \nfollowing Music courses: \n\n\n\nVocal Majors Track: \nMusic Core \n\nMUSI 1105, 1106 \n\n\nApplied Voice \n\n\n27 hours \n\n8 hours \n\n\nMUSI 1107, \n\n\n1108 \n\n\nChoir \n\n\n8 hours \n\n\nMUSI 2239 \n\n\n\n\nDiction for Singers \n\n(may be repeated for credit) \n\n\n3 hours \n\n\nMUSI 3384 \n\n\n\n\nJunior Recital \n\n\n1 hour \n\n\nMUSI 3366 \n\n\n\n\nBasics of Conducting \n\n\n3 hours \n\n\nMUSI 4484 \n\n\n\n\nSenior Recital \n\n\n1 hour \n\n\nMUSI 4480 \n\n\n\n\nOpera Workshop \n\n\n3 hours \n\n\nForeign Language \n\n\n(Non-Music Required) \n\n\n6 hours \n\n\nInstrumental ] \n\n\nMajors \n\n\nTrack: \n\n\n\n\nMusic Core \n\nMUSI 1105, 1106 \nMUSI 1107, 1108 \nMUSI 3366 \nMUSI 3352 \nMUSI 3384 \nMUSI 4484 \nMusic Electives \n\n\nApplied Instrument \n\nEnsemble \n\nBasics of Conducting \n\nJazz Theory \u0026 Popular Practice \n\nJunior Recital \n\nSenior Recital \n\n\n27 hours \n\n8 hours \n8 hours \n3 hours \n2 hours \n1 hour \n1 hour \n6 hours \n\n\n\n243 \n\n\n\nBachelor of Music in Church Music \n\nThe Bachelor of Music degree in Church Music prepares future leaders for \nmusic ministry in the church. The course of study affirms both the rich \nheritage of the sacred musical tradition and contemporary worship styles \npracticed in many churches today. This degree is also appropriate for those \nstudents pursuing graduate study in church music at the seminary/graduate \nschool level. \n\nThe required internships provide an opportunity for students to practice \ntheir craft in a real-world environment. Students are expected to provide \ntheir own transportation to and from the internship site. Because the \ninternship experience offers valuable interaction with professionals and \nspiritual mentoring, students are encouraged to enroll for as many \ninternship credit hours as their schedule permits. Internship may be \nrepeated for credit. \n\nIn addition to the other degree requirements, students complete the \nfollowing Music courses: \n\n\n\nMusic Core \n\n\n\n\n\n\n27 hours \n\n\nMUSI 1105, \n\n\n1106 \n\n\nApplied Instrument \n\n\n8 hours \n\n\nMUSI 1107, \n\n\n1108 \n\n\nEnsemble \n\n\n8 hours \n\n\nMUSI 3331 \n\n\n\n\nChristian Hymnody \n\n\n3 hours \n\n\nMUSI 3366 \n\n\n\n\nBasics of Conducting \n\n\n3 hours \n\n\nMUSI 4470 \n\n\n\n\nInternship \n\n\n1 hour \n\n\nMUSI 4484 \n\n\n\n\nSenior Recital \n\n\n1 hour \n\n\nMusic or Religion \n\n\nElectives \n\n\n9 hours \n\n\nCourse Descriptions (MUSI) \n\n\n\n\n\nMUSI 1100 Music Fundamentals. (3)* As needed \n\nProvides an introduction to elementary music theory, including scales, key \nsignatures, staff notation, clefs, rhythm, meter, intervals, and general \nmusic terminology. \n\nMUSI 1101 Theory 1. (2)* Fall \n\nThis course is designed to provide the student with the basics of music \ntheory, including: scales, key signatures, intervals, triads, beginning voice \nleading, harmony, figured bass, basic reductive and hierarchic graphing \ntechniques. Some lab time will be devoted to internet music resources and \nnotation using FINALE. Other topics will include basic MAC computer \nskills especially as they pertain to music theory and CAI in music theory. \nMust be taken with MUSI 1113. \n\nPrerequisite: MUSI 1 100 or passing score on Theory Placement Exam \n\n\n\n244 \n\n\n\nMUSI 1102 Theory 2. (2) Spring \n\nContinuation of MUSI 1 101. This course is designed to provide the \nstudent experience with intermediate-level music theory topics, \nincluding: phrase structure, non-chord tones, voice leading, harmony, \nfigured bass, basic reductive and hierarchic graphing techniques. Some \nlab time will be devoted to internet music resources and notation using \nFINALE. Other topics will include basic MAC computer skills, \nespecially as they pertain to music theory and CAI in music theory. \nMust be taken with MUSI 1114. \nPrerequisite: MUSI 1101 \n\nMUSI 1103 Piano 1. (1) Spring \n\nBeginning instruction in piano for music majors with no previous \n\nkeyboard training. Development of basic reading skills. \n\nMUSI 1104 Piano 2. (1) Fall \n\nContinuation of Piano 1 with additional emphasis on sight-reading. \nPrerequisite: MUSI 1 103 or permission of Instructor. \n\nMUSI 1105-1106 Applied Lessons. (1-2) Fall, Spring \nIndividual instruction in the student's choice of instrument or voice to \ndevelop technical proficiency, repertoire knowledge, and performance \nskills. May be repeated for credit. \n\nPrerequisite: Audition and authorization by the Chair \nSection A - Voice \nSection B - Piano \nSection C - Organ \n\nSection D - Guitar (Classical and Contemporary) \nSection E - Percussion \nSection F - Brass \nSection G - Composition \nSection H - Strings \n\nMUSI 1107-1108 Ensemble. (1) Fall, Spring \n\nPerformance organization(s) providing ensemble experience. May be \n\nrepeated for credit. \n\nPrerequisite: Audition \nSection A  Concert Choir \nSection B  Jazz Combo 1 \nSection C  Jazz Combo 2 \nSection D  Instrumental Ensemble \nSection E  Chamber Choir \n\n\n\n245 \n\n\n\nMUSI 1109 Beginning Classical Guitar. (1) As needed \n\nBasic techniques of Classical guitar taught in a classroom setting, intended \nfor non-music majors. The course includes fundamentals of reading music \nand understanding elementary music theory. In addition, students will \nstudy examples of simple folk music and music for worship. A selection \nof the most useful guitar chords, suitable for beginners, and basic \naccompaniment patterns will be taught to allow the students to accompany \ntheir singing. Students will need to own an acoustic guitar and plan for \ndaily practice time. \n\nMUSI 1110 Literature and Language of Music 1. (1) Fall \n\nThis course will acquaint students with the appropriate language needed \nfor a precise discussion of music and the literature that corresponds to \nmusical evolution since notation developed. The course will also have a \nstrong listening component, thereby encouraging more discriminate \nlistening. \n\nMUSI 1111 Literature and Language of Music 2. (1) Spring \n\nContinuation of MUSI 1110. \n\nMUSI 1112 Music Survey. (3)* As needed \n\nA broad survey of music aimed at developing aesthetic awareness and \n\ncritical analysis of music from diverse styles and genres. \n\nMUSI 1113 Ear Training 1. (2) Fall \n\nThis course is designed to provide the student with basic sight singing and \nlistening skills. Some lab time will be devoted to internet music resources \nand notation using FINALE. Other topics will include basic MAC \ncomputer skills especially as they pertain to music theory and CAI in \nmusic theory and ear training. Must be taken with MUSI 1101. \nPrerequisite: MUSI 1 100 or passing score on Theory Placement Exam \n\nMUSI 1114 Ear Training 2. (2) Spring \n\nContinuation of MUSI 1114. Must be taken with MUSI 1 102. \nPrerequisite: MUSI 1 101 and MUSI 1113 \n\nMUSI 1211 Composition 1. (1) Spring \n\nScore preparation, performance, and recording of works created by the \nstudent. This is a seminar class; therefore, peer evaluation and \ncommentary is part of the classroom experience. At least one work must \nbe offered in the recital given by the composition class at the end of the term. \nPrerequisite: MUSI 1 101 and MUSI 1113 \n\n\n\n246 \n\n\n\nMUSI 2201 Theory 3. (2) Fall \n\nContinuation of MUSI 1 102. This course is designed to provide the \nstudent with more advanced knowledge of music theory, including: \nbasic reductive and hierarchic graphing techniques, chromatic harmony, \nmodulations, form (binary, ternary, and variations), advanced voice \nleading, and advanced part writing. Some lab time will be devoted to \ninternet music resources and notation using FINALE. Other topics will \ninclude basic MAC computer skills, especially as they pertain to music \ntheory and CAI in music theory. Must be taken with MUSI 2213. \nPrerequisite: MUSI 1 102 and MUSI 1114 \n\nMUSI 2202 Theory 4. (2) Spring \n\nContinuation of MUSI 2201 . This course is designed to provide the \nstudent with more advanced knowledge of music theory, including: \nreductive and hierarchic graphing techniques, advanced chromatic \nharmony, modulations, sonata and rondo form, advanced voice leading, \nadvanced part writing, and introductory 20 th century compositional \ntechniques. Some lab time will be devoted to internet music resources \nand notation using FINALE. Other topics will include basic MAC \ncomputer skills, especially as they pertain to music theory and CAI in \nmusic theory. Must be taken with MUSI 2214. \nPrerequisite: MUSI 2201 and 2213 \n\nMUSI 2203 Piano Class 3. (1) Spring \n\nContinuation of MUSI 1 104 with emphasis on transposition and chord \naccompaniment. Upon completion of this course, the student should be \n; prepared for the Piano Proficiency Exam. May be repeated for credit. \nPrerequisite: MUSI 1104 \n\nMUSI 2210 Composition 2. (1) Fall \n\nScore preparation, performance, and recording of works created by the \nstudent. This is a seminar class, therefore, peer evaluation and \ncommentary is part of the classroom experience. At least one work \ni must be offered in the recital given by the composition class at the end \nof the term. \n\nMUSI 2211 Composition 3. (1) Spring \n\nScore preparation, performance, and recording of works created by the \nstudent. This is a seminar class, therefore, peer evaluation and \ncommentary is part of the classroom experience. At least one work \nmust be offered in the recital given by the composition class at the end \nof the term. \n\n\n\n247 \n\n\n\nMUSI 2213 Ear Training 3. (2) Fall \n\nContinuation of MUSI 1114. This course is designed to provide the \nstudent with a more advanced knowledge, sight singing, and listening \nskills. Some lab time will be devoted to internet music resources and \nnotation using FINALE. Other topics will include basic MAC computer \nskills, especially as they pertain to music theory and CAI in music theory \nand ear training. Must be taken with MUSI 2201 . \nPrerequisite: MUSI 1 102 and MUSI 1114 \n\nMUSI 2214 Ear Training 4. (2) Spring \nContinuation of MUSI 2213. Must be taken with MUSI 2202. \nPrerequisite: MUSI 2201 and MUSI 2213 \n\nMUSI 2239 Diction for Singers. (1) Fall and Spring \nTrains students in the use of the International Phonetic Alphabet to \npronounce foreign language art songs. Practice in transcribing English, \nItalian, French, and German art songs and applying the rules of correct \npronunciation. May be repeated for credit. \n\nMUSI 2310 Orchestration. (2) Fall \n\nTechniques of scoring for string, brass, woodwind, percussion instruments \nand MIDI instruments. \nPrerequisite: MUSI 1 102 and MUSI 1114 \n\nMUSI 2390 Audio Engineering. (3) Spring \n\nClassroom instruction in digital and analog audio engineering. Recording \nconsole operation, microphone placement and usage, mixing, tape based \nand hard disc recording, mastering, CD burning and troubleshooting. \n\nMUSI 3210 Composition 4. (1) Fall \n\nScore preparation, performance, and recording of works created by the \nstudent. This is a seminar class, therefore, peer evaluation and commentary \nis part of the classroom experience. At least one work must be offered in \nthe recital given by the composition class at the end of the term. \n\nMUSI 3211 Composition 5. (1) Spring \n\nScore preparation, performance, and recording of works created by the \nstudent. This is a seminar class, therefore, peer evaluation and commentary \nis part of the classroom experience. At least one work must be offered in \nthe recital given by the composition class at the end of the term. \n\n\n\n248 \n\n\n\nMUSI 3301 Music History 1. (3) Fall \nThe study of the western classical tradition, from earliest antiquity \nthrough Bach. Emphasis on musical analysis and criticism. \nPrerequisite: MUSI 1 1 02 or permission of instructor \n\nMUSI 3302 Music History 2. (3) Spring \nMusic of the Classical, Romantic, and Modern eras. Course will \nemphasize historical analysis and criticism, aural identification, and \nresearch. \nPrerequisite: MUSI 1 102 or permission of instructor \n\nMUSI 3331 Christian Hymnody. (3) As needed \nA survey of Christian hymnody in the English-speaking world from its \nroots in the early Christian Church to present day practices in worship. \nThe study of selected hymns and hymn writers associated with a number \nof different Christian traditions will be included. \n\nMUSI 3352 Jazz Theory and Popular Practice. (2) Fall \nTheoretical foundations of the Jazz tradition, and consideration of \nrelated contemporary style; blues, fusion, rock, gospel, and current \npopular idioms. Aural skills emphasized, with keyboard harmony \nstudies oriented to realizing technical comprehension of the material. \nPrerequisite: MUSI 2202 \n\nMUSI 3366 Basics of Conducting. (3) Fall \nConducting techniques, score reading, rehearsal techniques for choral \ni and/or instrumental ensembles. \nPrerequisite: MUSI 2202 \n\nMUSI 3369 New Media. (3) Fall \n\nBasic studio techniques, music sequencing, music printing, synthesizers, \n1 studio operation. \n\nPrerequisite: MUSI 2390 Audio Engineering \n\nMUSI 3384 Junior Recital. (1) Fall and Spring \n, A 30-minute public performance of the student's creative work and/or \ntalent presented during the junior year. \nPrerequisite: Successful completion of the Pre-Recital Hearing \n\nMUSI 4210 Composition 6. (1) Fall \nContinuation of MUSI 321 1. A projects course. \n\n\n\n249 \n\n\n\nMUSI 4413 Business of Music Industry. (3) As needed \nThe study of basic issues pertaining to the music industry: music \ncopyrights, music synchronization, musical mechanical licensing, \nstandard music contracts, royalties, artists' advances and contracts, \nbuyouts. Introduction to the major licensing organizations, i.e., ASCAP, \nBMI, SESAC, and the National Academy of Recording Arts \u0026 Sciences, \nthe professional society of musicians. \n\nMUSI 4460 Production Project. (3) January Term \nA special projects course with hands-on participation and teamwork \nrequired. Each project is unique; specific content will be publicized in \nthe semester preceding the course offering. \n\nMUSI 4470 Internship. (1) Fall, January, Spring \nA supervised, practical \"real world\" experience in a professional off- \ncampus environment. May be repeated for credit. \n\nMUSI 4480 Opera Workshop. (3) Fall, January, or Spring Term \nSurvey of operatic works of several styles and periods. May include \nstaged and directed performances of complete compositions and/or \nexcerpts from operatic literature. \n\nMUSI 4484 Senior Recital. (1) Fall, Spring \nA one-hour public performance of the student's creative work and/or \ntalent presented during the senior year. \nPrerequisite: Successful completion of the Pre-Recital Hearing \n\nMUSI 4486 Special Topics. (3) As needed \nClass instruction for musical topics of a highly specialized nature. The \ncontent of this course will change based upon the expertise of the \ninstructor and the needs of the students. May be repeated for credit. \n\nMUSI 4488 Capstone Presentation. (1) \n\nThe capstone presentation is a senior level investigation of some music- \nfaculty approved topic and may take the following forms: 1) recital, a \n30-minute public performance; 2) lecture-recital, where the student \npresents a combination lecture and recital totaling at least 20-30 \nminutes; or 3) lecture, a 20-30 minute presentation of research on some \nmusic topic appropriate to the student's interests and abilities. \n\n* Denotes courses in Music that may satisfy Fine Arts requirement \nin Core Curriculum. \n\n\n\n250 \n\n\n\nNursing \nIntroduction \n\nThe Bachelor of Science in Nursing (BSN) curriculum consists of two \nplans of study. The basic program prepares graduates for entry into \nprofessional nursing practice and confers eligibility for initial licensure \nas a registered professional nurse (RN). A degree-completion option is \ndesigned for licensed RNs who wish to earn the BSN degree. \n\nThe curriculum provides professional nursing education within a heritage \nof Christian faith and liberal arts learning. The nursing major, grounded \nin an ethic of caring, encourages independent thought, appreciation for \nthe discovery of excellence, and commitment to supporting the health of \nindividuals and society. BSN studies establish a sound foundation for \nprofessional nursing practice, graduate study, and continuing progress \ntoward personal and professional goals. Faculty and students serve as \nresources for the College and community in nursing education, service, \nand research. Opportunities for collaborative study with students of other \nmajors and clinical experience with varied health care providers \nemphasize the interdisciplinary nature of nursing practice. As \nprofessional nurses, graduates will be able to assist individuals, groups, \nand communities in meeting health care goals. \n\nThe BSN program is approved by the Georgia Board of Nursing and is \naccredited by the National League for Nursing Accrediting Commission, \n61 Broadway-33 rd Floor, New York, NY 10006; Sharon Tanner, Ed.D., \nRN, Executive Director; 1-800-669-1656 ext. 153; sjtanner@nlnac.org \n\nLearning Objectives \n\nGraduates of the Bachelor of Science in Nursing program will be able to: \n\n Practice nursing from a knowledge and research base utilizing skills \nof critical thinking, and communication, with the ability to expand \nknowledge and skills through lifelong learning. \n\n Engage in nursing practice based in a value system consistent with \nprofessional standards of nursing and the philosophy of the nursing \nprogram, characterized by caring and valuing of self and others. \n\n Participate in transitions of health recognizing the opportunities and \nlimitations imposed by historical, sociocultural, spiritual, legal, \nethical, political, economic, and environmental contexts. \n\n\n\n251 \n\n\n\n Assume the role of professional nurse, accountable as provider of \ncare, manager, collaborator, educator, learner, and resource for \nindividuals, families, groups, and communities in promoting and \nrestoring health and well-being. \n\nAdmission to the BSN Program \n\nStudents may declare the intent to pursue a nursing major at any \ntime. However, application for admission to the upper-division program \nis made during the sophomore year. Nursing studies begin at the junior \nlevel with the exception of Nutrition (NURS 3305) which may be \ncompleted prior to admission to the nursing program. Admission \nrequirements are as follows: \n\nA completed Application for Admission to Nursing. An application \nform is available from the College Admissions office and in the office of \nthe Department of Nursing. \n\nCompletion of a sufficient number of credits in Common Core and other \nrequired courses to permit an uninterrupted progression in the nursing \nmajor. \n\nAll applicants will be administered the Assessment Technologies \nInstitute (ATI) Test of Essential Skills (TEAS) as part of the screening \nprocess for admission. The TEAS is an exam of academic preparedness \nthat covers Reading, Math, Science and English Language Usage. \n\nA grade of C or higher is required in anatomy, physiology, \nmicrobiology, and English composition courses. A student is allowed \none attempt to repeat one of these courses. A subsequent failure in this \ncourse or any other of these prerequisite courses will render the student \nineligible to enter the nursing program. A limit of five years applies to \ncompletion of anatomy, physiology, and microbiology courses. \n\nA cumulative overall GPA of 2.5 or higher at the time of entry into the \nnursing program, including all courses completed or attempted at any \ninstitution. \n\nAn interview with a member of the nursing faculty may be required. An \napplicant may request an interview if desired. \n\nAn applicant who has completed any program of study leading to \nlicensed employment in the health care area (such as registered or \npractical nursing, emergency medical technician) must present the \nlicense in person. \n\n\n\n252 \n\n\n\nUnlicensed students enrolled in the nursing program may not be \nemployed by any health care agency in the capacity of licensed nursing \npersonnel. They shall not represent themselves in any practice setting as \nnursing students unless engaged in planned programmatic learning \nactivities which are part of the nursing curriculum. \n\nAdmission to the BSN Completion Option \n\nThe BSN Completion Option is open to Registered Nurses who have \ngraduated from an Associate Degree or Diploma program in Nursing \nand who hold a valid license to practice as a Registered Nurse. \nCurrent Georgia RN licensure is required prior to entering a clinical \nnursing course. \n\nIn addition to RN licensure, the general admission requirements above \napply to RN applicants, with the following exceptions: \n\n RN students who enter the nursing sequence on a full-time basis \nmust have completed all Common Core requirements and all \nrequired non-nursing courses through the junior level. \n\n No time limit applies to the completion of anatomy, physiology, or \nmicrobiology courses. \n\n Thirty (30) previously earned Associate or Diploma nursing \nsemester credits may be accepted toward the BSN degree, subject to \nthe terms of the Georgia RN-BSN Articulation Agreement (the \ncomplete Agreement is available in the office of the Department of \nNursing). These 30 semester credit hours represent previously \ncompleted nursing courses in Adult Health, Child Health, Maternal \nHealth, and Mental Health and are not intended to equal the actual \nnumber of previously earned nursing credits. Normally, no more \nthan 30 hours of Associate Degree or Diploma nursing course \ncredits may be applied toward fulfilling any requirements of the \nBSN degree. \n\n Twenty-four (24) additional nursing course credits must be earned \nat the upper division level (3000 and 4000 courses). Up to 9 of \nthese credits may be earned through challenge examinations on a \none-attempt basis. A minimum of one year of nursing practice \nexperience within the past three years is required for eligibility for \nchallenge examinations. \n\n\n\n253 \n\n\n\n \n\n\n\nMatriculation Requirements \n\n An accepted student must possess a level of physical and emotional \nhealth sufficient to enable him/her to meet nursing program \nrequirements and the standards of professional nursing practice. \n\n Prior to beginning the first clinical nursing course, a medical \nexamination is required which documents the student's level of \nhealth and immunization including current documentation of the \nHepatitis series and TB skin test. \n\nStudents are required to provide a current 12 panel urine drug screen \nand a criminal background check after acceptance. (Drug Screen \nCriteria to include: Marijuana, Cocaine, Amphetamines, Opiates, \nOxycodone, Phencyclidine (PCP), Barbiturates, Benzodiazepine, \nMethadone, Propoxyphene, and Methaqualone) \n\nProfessional liability insurance (purchased on a group basis through \nthe College) and basic cardiopulmonary resuscitation (CPR) \ncertification is required prior to beginning the first nursing course \nand must be continued throughout all clinical nursing courses. \n\nCurriculum \n\nNursing courses are offered in a 4-1-4 semester sequence during the \njunior and senior years of study. The total BSN curriculum can be \ncompleted in four academic years (8 semesters) and includes 46 credit \nhours in the Common Core, 16 credit hours in other required and \nelective courses, and 61 credit hours in nursing courses. Included in \nthese hours are two elective and one required interim courses which \ncompose 9 hours of required interim hours. Selected courses required \nfor the BSN degree may fulfill certain Common Core Requirements; \nthese and other required non-nursing courses are: \n\n\n\n \n\n\n\n254 \n\n\n\nBIOL 1 148 and BIOL 1 149 Human Anatomy and \n\nPhysiology* \n\n\n\nMATH 1101 \nCORE 1120, 1140 \n\nPSYC 1101 \nPSYC 3302 \n\nENGL 1101, 1102 \nBIOL 3320 \nCORE 3001 \n\n\n\nCollege Algebra* \n\nProblem Solving/Computer \nApplications \n\nIntroduction to Psychology* \n\nHuman Growth and \nDevelopment* \n\nRhetoric and Composition* \n\nMicrobiology * \n\nAmerican Experience \n\n\n\n*These courses are prerequisite to entering the nursing courses. \n\n\n\nJunior Year \nFall: \n\n\n\nNURS 3305 \n\nNURS3310 \nNURS 3311 \nNURS 3312 \nNURS 3400 \n\n\n\nInterim: \n\n\n\nSpring: \n\n\n\nNURS 3321 \n\nNURS 3331 \nNURS 3330 \n\nNURS 3350 \n\n\n\nNutrition and Health* \n\n(may be completed in advance) \n\nHealth Promotion I: A Focus on Aging \n\nHealth Assessment Across the Life-Span \n\nConceptual Foundations of Nursing \n\nHealth Restoration I: A Psychiatric Mental \nHealth Focus \n\nIntroduction to Pharmacotherapy and \nPathophysiology \n\nPharmacology in Nursing* \n\nHealth Promotion II: Mother, Child and \nFamily \n\nHealth Restoration II: Adult Health Focus \n\n\n\n255 \n\n\n\nSenior Year \nFall: \n\n\n\nNURS 4430 Health Restoration III: Adult Health Focus \n\nNURS 443 1 Research in Nursing* \n\nNURS 4440 Health Promotion III: A Community Focus* \n\n\n\nSpring: \n\n\n\nNURS 4432 Senior Capstone in Nursing* \n\nNURS 4433 Health Restoration IV: Advanced Concepts \n\nNURS 4450 Leadership \u0026 Role Transition \n\nNursing courses designated above by an asterisk are required of RN \nstudents enrolled in the BSN-completion option. RN students also \ncomplete two RN only courses: \n\nJunior Level NURS 33 13 Transitions: A Seminar for \n\nRegistered Nurses (Fall) \n\nSenior Level NURS 4460 Transitions \u0026 Leadership for \n\nRegistered Nurses (Spring) \n\nInformation regarding the program length and costs is provided to the \nNational League for Nursing Accrediting Commission and is available \nfrom that organization at 61 Broadway, 33 rd Floor, NY 10006, \n800-669-1656 Ext. 153. \n\nProgression \n\n1 . A grade of C (75%) or higher is required for successful completion \nof all nursing courses. Course syllabi and the BSN Student \nHandbook detail requirements for achieving a passing grade of C or \nbetter. A grade of D, F, or WF is a failing grade. \n\n2. A minimum cumulative GPA of 2.0 must be maintained throughout \nthe period of enrollment in nursing courses. A nursing major whose \nGPA falls below 2.0 will be placed on departmental probation and \nhas one semester in which to raise the GPA to 2.0 or higher. Failure \nto achieve a 2.0 in one semester will result in withdrawal from the \nnursing program. A 2.0 GPA is required for entrance into senior \nlevel courses. \n\n3. Students earning a D or F in any nursing course may repeat the \ncourse one time. The course may be repeated, and if the student \npasses, he/she is eligible to continue the nursing program. However, \nany other failure in that or any other nursing course will result in \ndismissal from the program. \n\n256 \n\n\n\n4. All Common Core and other required non-nursing courses, with the \nexception of American Experience, and an interim elective must be \ncompleted prior to beginning the senior level nursing courses. \n\n5. Students who fail a course in the first semester of the program must \ncompete for readmission with the next year's applicant pool. \n\n6. Any student who fails clinically will not be allowed to continue in \nthe nursing program. \n\n7. Students must successfully complete all Junior-level clinical \ncourses before proceeding to Senior-level clinical courses. \n\n8. The faculty of the Department of Nursing reserve the right to \ndismiss at any time a student whose health, conduct (academic \ndishonesty, professional conduct), general attitude, clinical \nperformance, or scholastic standing make it inadvisable to retain the \nstudent in the program. Students are expected to display qualities \nthat are desirable in professional persons. \n\nProgression in BSN Completion Option \n\nIn addition to the guidelines above, the following policies apply to \nprogression in the BSN Completion Option: \n\n A valid Georgia RN license must be maintained throughout \nenrollment in clinical nursing courses. \n\n Credit for completion of NUR 33 1 1 (Health Assessment) may be \nearned by successful completion of a standardized examination and \ndemonstration of clinical competence. Credit for NUR 333 1 \n(Pharmacology) and NUR 3305 (Nutrition) may be earned through \nsuccessful completion of standardized examination. Should a passing \nscore not be achieved on the first attempt the student is required to \ncomplete the course. \n\n All previously earned ADN or Diploma nursing credits will be \nplaced in escrow when the RN student enters the nursing program. \nUpon satisfactory completion of 6 credit hours of BSN nursing \ncourses, the escrowed credits will be transferred to the student's \npermanent academic record. Should the RN student not be \nsuccessful in the initial 6 hours of nursing course's, the previously \nearned nursing credits will not be applied toward the BSN degree. \n\n\n\n257 \n\n\n\nAssessment of Learning Objectives in the Major \n\nIn order for students and faculty to monitor learning progress and to provide \nfor evaluation of the educational program, periodic assessment measures are \nused. All assessments are program, course, or College requirements. \nStudents are provided information as to the scheduling and cost of each \nassessment. \n\n Senior Institutional Assessment. Prior to graduation, students are \nrequired to complete a senior institutional assessment that measures \nstudents' creative, critical, and communicative abilities. This assessment \nis designed to determine the extent to which students have achieved the \nobjectives of the College curriculum. \n\n Standardized Exams. ATI achievement exams are administered at \nintervals throughout the nursing program. These tests are required \nwithin selected nursing courses. \n\n Assessment in the Major. Standardized testing through Assessment \nTechnologies Institute (ATI) with course specific tests will be used in \neach course as 5% of the course grade. Those students scoring below \nthe \"cut score\" for each test will be required to remediate using ATI \nstudy materials. The RN Comprehensive Predictor Exam will be used in \nthe last semester as an exit exam that must be passed in order to \ngraduate. Students will be provided with study materials and a practice \nexam before their first Predictor Exam and students will have two \nopportunities to pass the exam. RN students complete an essay-type \nexamination. \n\n\n\n\n258 \n\n\n\nCourse Descriptions (NURS) \n\nCourse credit hours and corresponding clock hours are shown in \nparentheses. One class clock hour/week equals one credit hour; three \nlaboratory or practice clock hours/week equal one credit hour. \n\nNURS 3305 Nutrition and Health. (1) Fall \nAn introduction to nutrition concepts and current dietary trends, \nfocusing on health promotion. Nutrients are explored with regard to \nsources, dietary requirements, and health implications. Student interests \nare incorporated. \n\nPrerequisite: None \n\nNURS 3310 Health Promotion I: A Focus on Aging. (4) Fall \n(2 hrs. class 6 hrs. lab/clinical per week) \n\nA foundation course to introduce and develop concepts, practices and \nprocesses of health promotion in professional nursing, emphasizing the \nneeds of the elderly. The skills of communication, problem solving, and \ncritical analysis in nursing are included. \n\nPrerequisite: Admission to BSN program. \n\nCorequisites: NURS 331 1, NURS 3400 \n\nNURS 3311 Health Assessment Across the Life-Span.(4) Fall \n(3 hr. class, 3 hrs. lab per week) \n\nA study of the health assessment process applied to persons of all ages, \nwith emphasis on building knowledge and skill in data acquisition, \norganization, and interpretation. \n\nPrerequisite: RN status or Corequisite: NURS 3310, NURS 3400 \n\nNURS 3312 Conceptual Foundations of Nursing. (2) Fall \n(2 hrs. class per week) \n\nAn introduction to professional nursing practice and the varied roles of \nthe nurse in multiple practice settings. Conceptual bases of the \nprofessional nursing role is explored. \n\nPrerequisite: Admission to BSN program. \n\nCorequisites: NURS 3305, NURS 3310, NURS 331 1 \n\nNURS 3313 Transitions: A Seminar for Registered Nurses. (2) Fall \n(2 hrs. class per week) \n\nA study of varied perspectives and conceptual bases of the professional \nnursing role. The research process and research significance in nursing \npractice is introduced. \n\nPrerequisite: Admission to BSN program, RN status. \n\n\n\n259 \n\n\n\nNURS 3321 Introduction to Pharmacotherapy and Human \nPathophysiology. (3) Interim \n(6 hrs. class per day) \n\nAn introduction of concepts of pharmacotherapeutics and \npathophysiological processes as they relate to professional nursing. \nEmphasis is on the use of pharmacological agents and the skills and \ntechniques of safe administration of medications as well as calculation \nof drug dosages. \n\n' Prerequisite: NURS 3311, 3310, 3312, 3400 \n\nNURS 3330 Health Promotion II: Mother, Child and Family. \n\n(4 hrs. class, 6hrs. lab/clinical per week) (6) Spring \nA course designed to provide the student with an understanding of \nnursing care for mother, infant, and family and selected women's health \nissues. Emphasis is placed on the nurse's role in promoting the health of \nmother, infant and family. Physical, developmental, and psychosocial \nchallenges to health are examined. \n\nPrerequisites: NURS 3310, NURS 331 1, NURS 3312, NURS 3400 \n\nCorequisites: NURS 3331, NURS 3350 \n\nNURS 3331 Pharmacology in Nursing. (4) Spring \n\n(4 hrs. class per week) A course designed to build on \npharmacologic concepts and skills essential for nursing practice \nintroduced in a previous course. This course provides opportunities for \nanalysis and synthesis of content and concepts while continuing to \nintroduce the basic science of drugs, human pathophysiology as it relates \nto drug therapy and the nursing implications related to pharmacotherapy. \n\nPrerequisites: NURS 3310, 331 1, 3400 \n\nCorequisites: NURS 3330, 3350 \n\nNURS 3350 Health Restoration II: Adult Health Focus. \n\n(5) Spring \n\n(3 hrs. class, 6 hrs. lab/clinical per week) \n\nThe foundation course in nursing care of individuals and families who \nare experiencing challenges to health, emphasizing understanding and \nskill in health restoration. \n\nPrerequisites: NURS 3310, NURS 331 1, NURS 3312, NURS 3400 \n\nCorequisites: NURS 3331, NURS 3330 \n\n\n\n260 \n\n\n\nNURS 3400 Health Restoration I:A Psychiatric Mental Health \nFocus. (4) Fall \n(3 hrs. class, 3 hrs. lab/clinical per week) \n\nCourse provides the student with a foundation in psychiatric and mental \nhealth nursing with a focus on therapeutic communication, influences \naffecting mental health and illness, and nursing care for mental health \nmaintenance and restoration. \n\nPrerequisites'. Admission to BSN Program \nCorequisites: NURS 3310, NURS 331 1, NURS 3312 \n\nNURS 4430 Health Restoration III: Adult Health Focus. (7) Fall \n(3 hrs. class, 12 hrs. lab/clinical per week) \n\nA study of advanced nursing care relevant to acutely ill patients with \ncomplex health problems. Learning experiences emphasize \ncollaboration and critical analysis necessary in providing and \ncoordinating care. \n\nPrerequisites: NURS 3331, NURS 3350, NURS 3340, NURS 3400 \n\nCorequisites: NURS 4431 NURS 4440 \n\nNURS 4431 Research in Nursing. (3) Fall \n(3 hrs. class per week) \n\nA course designed to assist students in developing a sense of inquiry, \nincluding research designs, sampling strategies, data analysis methods, \nand the use of research in clinical nursing practice. \nPrerequisites: NURS 3312 or NURS 3313 \n\nNURS 4432 Senior Capstone in Nursing. (3) Spring \n(3 hrs. class per week) \n\nA seminar to assist students in synthesizing learning related to the roles \nand practices of professional nurses, exploring the health care system \nand the legal-ethical, sociopolitical, cultural, and professional issues \ninfluencing contemporary nursing. \n\nPrerequisites: All Junior-Level Nursing \u0026 Senior Fall Courses \n\nCorequisites: NURS 4450, NURS 4460 \n\nNURS 4433 Health Restoration IV: Advanced Concepts. \n\n(5) Spring \n\n(3 hrs. class, 6 hrs. lab/clinical per week) \n\nThis course is the third of a three-course sequence. This course provides \nopportunities for analysis and synthesis of content and concepts \ncontained in previous nursing courses. The primary focus of this course \nis clients with complex health care needs. \n\nPrerequisites: All Junior level courses; NURS 4430 \n\nCorequisites: NURS 4432, NURS 4450 \n\n261 \n\n\n\nNURS 4440 Health Promotion III: A Community Focus. (4) Fall \n(3 hrs. class, 3 hrs. lab/clinical per week) \n\nA course directed toward the knowledge and skills necessary to the practice \nof community health nursing. Emphasis is placed on the promotion and \nprotection of the health of individuals and groups within the context of \ncommunity. A research project is completed focusing on a problem or \nissue in community health. \n\nPrerequisites: All Junior-level Nursing courses \n\nCorequisites: NURS 4430, NURS 4431 \n\nNURS 4450 Leadership \u0026 Role Transition. (6) Spring \n\n(2 hrs. class per week, 180 total hours clinical \npractice) \n\nA course to facilitate the transition to professional practice. Leadership \nand management roles assumed in clinical practice and increasing \nautonomy in patient care are guided through preceptorial experiences. \n\nPrerequisites: All Junior-Level Nursing Courses and NURS 4405, \nNURS 4330, NURS 4430, NURS 4431 \n\nCorequisites: NURS 4432, NURS 4433 \n\nNURS 4460 Transition \u0026 Leadership for Registered Nurses. \n(2 hrs. class per week, 108 total hours clinical \npractice) (4) Spring \nA clinical practicum to facilitate RN transition to professional practice. \nPrinciples of leadership are examined as they relate to Nursing Practice for \ntheRN. \n\nPrerequisite: All nursing courses \nCorequisites: NURS 4432, NURS 4433 \n\nNURS 4495 Independent Study in Nursing. (Variable) \n\nOn demand \nFor students meeting requirements, the opportunity to pursue special \ninterests beyond those in the formal course of study. \n\nPrerequisite: Completion of 2/3 nursing major, 3.0 GPA, \n\nand permission. \n\n\n\n262 \n\n\n\nThe Oikos Program \nA Minor Program in Sustainability \n\nIntroduction \n\nThe Oikos Program is an interdisciplinary minor program on the theme of \nsustainability. The program is sponsored by the departments of Biology, \nPolitical Science, Religion, and Sociology \u0026 Anthropology. Oikos is the \nGreek word for \"house.\" It is the root word for both ecology and \neconomics, and thus points to the dual aspects of ecological and social and \nresponsibility that are central to the sustainability theme. The uniting theme \nacross disciplines is how we might contribute to a just, sustainable, and \npeaceful future. \n\nLearning Objectives \n\n Using the expertise unique to each academic discipline, students will \nexplore the root causes of injustice, ecological degradation, and social \nconflict. \n\n Students will explore creative responses to these realities and will \nimagine possibilities for future social policy. \n\n Students from various disciplines will form a coherent learning \ncommunity around a common theme. \n\n Oikos students will engage in genuine servant leadership: i.e.; \nunderstand the systemic roots of social problems and engage in \ntransformation of the world in which they live. \n\n\n\nAssessment of Learning Objectives \n\nMastery of the Oikos curriculum is demonstrated by the following: \n\n\n\n \n\n\n\n \n\n\n\nCompletion of each course with a grade of C- or better and a GPA of \n2.0 or better in the minor. \n\nSuccessful completion and defense of a senior research project that \nexplores an Oikos theme in great depth. (See discussion on OIKS \n4000 below.) \n\nProgram Overview \n\nThe advisor for the program is the Oikos Program Director. The Oikos \nminor requires successful completion of the 5 courses described below (16 \nhours in total) with a grade of C- or better in each course and a GPA of 2.0 \nor better in the minor. \n\n\n\n263 \n\n\n\nCourse Descriptions \n\nSOCI 1320 Oikos Seminar on Social Justice (3) Spring 2008 \n\nAn introduction to issues of diversity and social justice in the United \nStates. The course provides students with theoretical frameworks for \nunderstanding the dynamics and intersections of oppression and an \nopportunity to expand their awareness of various forms of oppression. \nPrerequisites', none \n\nRLGN 2320 Religion, Violence, and Social Change (3) \n\nAn examination of models of non-violent social change that are \ngrounded in religious faith commitments. The course will focus on the \nChristian faith tradition but will work comparatively with figures and \nmovements from Hinduism, Buddhism, Judaism, and Islam. The course \nwill include practice in the skills of peace-building that are guided by \nthe principles of restorative justice. \nPrerequisites: none \n\nPOLS 2320 \n\nor Seminar on Ecological Sustainability and Policy (3) \n\nSOCI 2320 \n\nA survey of sustainability as a political, economic and socio-cultural \npart of our lives. The course is divided into three major segments. First, \nit assays how our lives are conducted and considers the ecological cycles \nand processes that make life possible. Second, it examines the ground \nsolutions to the issue of a sustainable lifestyle and attempts to implement \nthis goal. Finally, it surveys the arena of ecological politics in order to \nengage the issue of how can we achieve this as a society. \nPrerequisites', none \n\nBIOL 3334 General Ecology (4) \n\nor \nBIOL 3370 Toxicology (4) \n\nGeneral Ecology is an introduction to the basic principles and concepts \nof ecology with emphasis on environmental sampling, analysis, and \ncharacterization. Toxicology is an introduction to the principles of \ntoxicology and the cellular, physiological, and ecological effects of \ntoxicants, with an emphasis on the environmental and physiological \neffects of toxicants relating to the nervous system, cardiovascular \nsystem, and respiratory systems. \n\nPrerequisites'. The prerequisites for BIOL 3334 are BIOL 1 101, \n\n1 1 OIL, and BIOL 1 102, 1 102L. The prerequisites for \nBIOL 3370 are BIOL 1 101, 1 1 OIL, and BIOL 1 102, \n1102L or BIOL 1148 and 1149. \n\n\n\n264 \n\n\n\nOIKS 4000 Capstone Research Project (3) \n\nA research project and presentation that explores in great depth an issue \nat the intersection of peace and nonviolence, social justice, and \necological sustainability. When the student is completing a major that \nalready requires a senior research project, the student will generally \nregister for the departmental capstone course instead of OIKS 4000. The \nstudent will work out a common topic in consultation with the Oikos \nprogram director and the faculty member who teaches the capstone \ncourse in the student's major. In those rare cases in which the student is \nearning a major that does not require a senior project, or if the student \ncannot develop a topic that is acceptable to his or her major advisor, the \nstudent may register for OIKS 4000 instead of a departmental capstone \ncourse. In this case the student will choose a topic in consultation with \nthe Oikos program director. \n\nPrerequisite: Completion of all other Oikos courses with a grade of \n\"C-\" or better and a GPA of 2.0 or higher in the minor, or \npermission of the Oikos Program Director. \n\n\n\n\n\n\n\n265 \n\n\n\nPhysics \n\n\n\nIntroduction \n\n\n\nWhy study physics? Physics is crucial to understanding the world \naround us, the world inside us, and the world beyond us. It is the most \nbasic and fundamental science. Physics encompasses the study of the \nuniverse from the largest galaxies to the smallest subatomic particles. \nPhysics challenges our imaginations and leads to great discoveries that \nchange our lives. The computer that you are using and the laser that \nreads your CDs were developed as a result of basic physics research. \nAre you curious about how the world works? \n\nThe physics curriculum at LaGrange College serves two basic purposes: \n\n1 . An introduction to the physical sciences, oriented towards \ndeveloping problem solving, and analytical reasoning skills \nsuitable for the core requirements of the College. \n\n2. Provides courses that support programs in mathematics, chemistry, \nbiology, computer science, dual-degree in engineering, education, \nand preparation for health professional schools including medicine, \ndentistry, veterinary science, pharmacy, and physical therapy. \n\nPhysics Courses Required for the Minor \nConcentration \n\nA minor in Physics requires at least 16 credit hours, with at least a C \naverage. The required courses include: General Physics I and II \n(PHY2121 and 2122), Introduction to Modern Physics (PHYS3201). \nand Physical Chemistry: Chemical Dynamics and Quantum Mechanics \n(PHYS3302). \n\nCourse Descriptions (PHYS) \n\nPHYS 1101 Introductory Physics I. \n\n(3 hrs. lee, 3 hrs. lab per week) (4) Fall \nA non-calculus-based introduction to elementary kinematics, dynamics, \nenergy, momentum, fluids, and thermodynamics. Physics is a science of \nmeasurement, testing, and experimentation - inquiry based laboratories \nmake physics come to life! \nPrerequisite: MATH 2105 \n\n\n\n266 \n\n\n\nPHYS 1102 Introductory Physics II. \n\n(3 hrs. lee, 3 hrs. lab per week) (4) Spring \nA continuation of Physics 1101 and an introduction to sound and waves, \nelectric and magnetic fields, electric circuits, light and optics, and \nnuclear physics. Physics is a science of measurement, testing, and \nexperimentation - inquiry based laboratories make physics come to life! \nPrerequisite: PHYS 1101 \n\nPHYS 2121 General Physics I. \n\n(3 hrs. lee, 3 hrs. lab per week) (4) Fall \nA calculus-based introduction to particle dynamics, energy and \nmomentum conservation, rotational dynamics, fluid mechanics, \nthermodynamics, and kinetic theory of gases. Physics is a science of \nmeasurement, testing, and experimentation - inquiry based laboratories \nmake physics come to life! \nPrerequisite: MATH 2222 \n\nPHYS 2122 General Physics II. \n\n(3 hrs. lee, 3 hrs. lab per week) (4) Spring \nA continuation of Physics 2121 covering wave mechanics, electricity \nand magnetism, electric circuits, light and optics. Physics is a science of \nmeasurement, testing, and experimentation - inquiry based laboratories \nmake physics come to life! \nPrerequisites: PHYS 2121 \n\nPHYS 3201 Introduction to Modern Physics \n\n(3hrs. lee, 3 hrs. lab per week) (4) Fall \nDuring the early twentieth-century, two momentous theories were \nproposed: the theory of relativity and the quantum theory. This course \nwill introduce these theories and supporting experimental evidence, as \nwell, many of the theories that were developed in the twentieth-century. \nTopics to be studied include: the Birth of Modern Physics, Special \nRelativity, Quantum Theory, Atomic Physics, General Relativity, and \nCosmology. The laboratories involve experiments that explore the \nquantum nature of matter and energy. \n\nPrerequisites: PHYS 1 102 or PHYS 2122 with a grade of C or higher, \n\nCorequisite: MATH 2223 \n\nPHYS 3302 Physical Chemistry: Chemical Dynamics and \nQuantum Mechanics. \n(3 hrs. lee, 3 hrs. lab per week) (4) \n\nSpring of even years \nA study of basic principles of physical chemistry focusing on gas \nkinetics, chemical dynamics, quantum mechanics, and atomic and \nmolecular spectroscopy. This course is co-listed as CHEM 3302. \nPrerequisites: MATH 2222, PHYS 1 102 or PHYS 2122 \n\n267 \n\n\n\nPolitical Science \nIntroduction \n\nThe political science program is designed to provide students with the \nknowledge and skills they will need to become active, useful citizens in \nmodern democratic polities. For students who concentrate in political \nscience or who take only occasional courses, this means that the political \nscience program will develop your capacity to understand political \norganizations and political processes, to analyze the forces affecting \npolitical decisions, and to form judgments about your obligations and \nrights as a citizen. It also means that the political science program will \nprovide you with the skills necessary to begin a career in business, public \nservice, consulting, or journalism or to continue your education in \ngraduate studies or law school. \n\nLearning Objectives \n\nStudents majoring in political science at LaGrange College will acquire \nbasic knowledge of these areas: \n\n the values, processes, and institutions that affect collective decision \n-making and contemporary politics in the United States, \n\n the comparative analysis of the values, processes, and institutions \nthat affect collective decision-making and contemporary politics in \nother countries, \n\n the relations between and among states, especially those affecting \ninternational conflict and international cooperation, \n\n the ethical dimensions of public policy issues, political practices, \nand constitutional and legal questions. \n\nStudents majoring in political science at LaGrange College will also \nacquire the basic skills necessary to comprehend and perform modern \npolitical analysis. These include: \n\n ability to analyze the foundations of and differences between \nnormative and empirical inquiry, \n\n knowledge of the basic elements of research design and methods in \nnormative, empirical, and historical studies of politics, \n\n knowledge of basic data management and analysis and of the use of \ncomputers in political research, \n\n ability to convey findings in both written and oral presentations. \n\n\n\n268 \n\n\n\nCourse of Study \n\nThe Department of Political Science offers both a major and minor \ncourse of study in political science. \n\nFor a Major in Political Science \n\nDemand Sequence for the Program in Political Science (POLS) \n\n\n\nPOLS 1101 \n\nOR \nPOLS 1102 \nPOLS 2210 \nPOLS 2220 \nPOLS 3300 \nPOLS 4430 \n\n\n\nU.S. Government \n\nIntroduction to Political Science \n\nComparative Politics \n\nInternational Relations \n\nResearch Methods in Political Science \n\nSenior Seminar in Political Science \n\n\n\nStudents majoring in political science must also complete an additional \n1 8 semester hours of elective courses chosen from among the three and \nfour thousand level courses listed for the program in this catalog. At \nlease one of these courses must be in the field of American politics and \npublic policy (POLS 3310, 331 1, 3312, 3313, 3314, or 3315) and one in \nthe fields of international relations (POLS 3320, 3321, 3322, 3323) or \ncomparative politics (POLS 3350, 3351, 3352, 3353). Political science \ninternships (POLS 4400) can earn up to a full semester ( 1 2 hours) of \ncredit toward graduation, but usually only three (3) hours will be \ncredited toward completion of the major. This limit can be waived by \nthe Department under special circumstances. Completing the full \nsemester program in the Capital Hill Internship Program can be \n! substituted for the required completion of POLS 4430 with approval of \nthe Department. Completion of the interim term Capital Hill Internship \nProgram earns elective credit only. \n\nFor a Minor in Political Science \n\nDemand Sequence for the Program in Political Science (POLS) \n\n\n\nPOLS 1101 \n\nOR \nPOLS 1102 \nPOLS 2210 \nPOLS 2220 \n\n\n\nU.S. Government \n\nIntroduction to Political Science \nComparative Politics \nInternational Relations \n\n\n\n269 \n\n\n\nStudents minoring in political science must also complete an additional \n6 semester hours of elective courses chosen from among the three and \nfour thousand level courses listed for the program in this catalog. In the \nminor course of study, political science internships cannot substitute for \nelective course credit. \n\nAssessment of Learning Objectives \n\nAssessment of the objectives of the program in political science is based \non successful completion of each major course with a grade of \"C-\" or \nbetter, successful completion of required overall credit hours with a 2.0 \naverage, and successful completion of POLS 4430: Senior Seminar in \nPolitical Science or the full semester program in the Capital Hill \nInternship Program. To enroll in POLS 4430 students must have \ncompleted POLS 1 101, or 1 102, 2210, 2220, and an additional nine (9) \nsemester hours of elective courses in the political science program. In \nspecial circumstances, these requirements may be waived by permission \nof the faculty of the program. \n\nSpecial Opportunities \n\nLaGrange College is a charter member of the United Methodist College \nWashington Consortium that sponsors the Capital Hill Internship \nProgram in Washington, D.C., for students of political science and other \ndisciplines. The program in political science also supervises a variety of \ninternships in local and state government and in Georgia's legal \ncommunity. Students interested in pursing one of these opportunities \nshould consult with the program faculty. The program also includes \nservice learning opportunities in several of its courses. Again, students \nshould consult with program faculty concerning these courses prior \nto registration. \n\nCombined B.A. and M.A.T Program of Study \n\nUndergraduate students who meet the admission requirements for the \nMaster of Arts in Teaching [M.A.T] (passing GACE Basic Skills or a \ncombined SAT score of more than 1000) and those who have a GPA of \n3.0 or higher in their undergraduate studies are eligible to participate in a \ncombined B.A. and M.A.T. program of study after the completion of 90 \nsemester hours. Once accepted, candidates may take entering cohort \ngraduate courses the Summer Semester following their junior year of \nstudy. Upon gaining senior status, candidates may take one three credit \ngraduate course during the Fall, Interim, and Spring Semesters only if \nenrolled with twelve undergraduate credits. \n\n\n\n270 \n\n\n\nCourse Descriptions (POLS) \n\nPOLS 1101 United States Government. (3) \n\nAn introduction to political science through an analysis of the political \nsystem of the United States. Topics considered include: basic concepts of \npolitical science, federalism, civil liberties and civil rights, basic \ngovernmental institutions, elections and public opinion, political parties \nand groups, and domestic and foreign public policy. \n\nPOLS 1102 Introduction to Political Science. (3) \n\nAn introductory course which focuses on the nature of the discipline of \npolitical science and which deals with the way political scientists study \npolitics through an overview of the major topics of the discipline. \n\nPOLS 2210 Comparative Politics. (3) \n\nAn introduction to comparative analysis of political systems. Topics \nconsidered include: basic concepts of comparative theory, modern political \nhistory in developed and developing areas, the interaction of political and \neconomic factors in developed and developing areas, politics and state \ninstitutions in selected countries, and comparative aspects of domestic and \nforeign public policy. \n\nPOLS 2220 International Politics. (3) \n\nAn introduction to the interaction of nation-states in the global system. \nTopics considered include: war and power, economic and social \ninterdependence, and problems specifically associated with developing \nnations. \n\nPOLS 2320 Seminar on Ecological Sustainability and Policy (3) \n\nA survey of sustainability as a political, economic and socio-cultural part \nof our lives. The course is divided into three major segments. First, it \nassays how our lives are conducted and considers the ecological cycles and \nprocesses that make life possible. Second, it examines the ground solutions \nto the issue of a sustainable lifestyle and attempts to implement this goal. \nFinally, it surveys the arena of ecological politics in order to engage the \nissue of how can we achieve this as a society. \n\nPOLS 3300 Research Methods in Political Science. (3) \n\nA study of basic social science research methods as applied in political \nscience. Topics considered include: research design and data collection, \nmeasurement and causality, fitting models to data with various methods, \ngraphic analysis, and the use of statistical software. (This course is cross- \nlisted as SOCI 3900.) \n\n\n\n271 \n\n\n\nPOLS 3310 State and Local Government. (3) \n\nA study of state and local government in the United States. Topics \nconsidered include: the political cultures and social environments of \nAmerican states and communities, political processes in states and \ncommunities, the structure of state and local political institutions, and \npolicy issues facing states and communities. \n\nPOLS 3311 Congress and the Presidency. (3) \n\nA study of the institutional interactions of the executive and legislative \nbranches of the United States government. Topics considered include: \nthe President and policymaking, Congress and policymaking, \ninstitutional constraints on executive and legislative policymaking; \nforeign policy, civil rights policy, economic policy and budgeting, and \nsocial welfare policy. \n\nPOLS 3312 Public Administration and Public Policy. (3) \n\nAn introduction to the study of public administration and public policy. \nTopics considered include: theoretical approaches to the study of public \nadministration, the historical and constitutional basis for public \nadministration in the United States, the organization and management \nof public institutions, the social, political, and legal environments of \npublic institutions, the role of political processes in public \nadministration, the analysis and evaluation of public policy, and the \nethical basis of public administration. \n\nPOLS 3313 American Judicial Institutions. (3) \n\nA study of judicial institutions in the United States. Topics considered \ninclude: the functions of legal and judicial institutions, the structure and \npowers of national and state court systems, the legal profession, judicial \nselection, judicial procedure, court administration, and policy formation \nby judicial institutions. \n\nPOLS 3314 American Constitutional Lawrlnstitutions. (3) \n\nAn introduction to the study of constitutional law as it applies to \ngovernment institutions in the United States. Topics considered include: \nbasic concepts of constitutional analysis, historical development of \npresent legal institutions and regimes, judicial policy decisions in \ndifferent areas of law, and the social, political, and economic factors \naffecting those decisions. \n\n\n\n272 \n\n\n\nPOLS 3315 American Constitutional Law: Civil Liberties and \nCivil Rights. (3) \n\nAn introduction to the constitutional liberties and rights accorded \nAmerican citizens. Topics considered include: basic concepts of \nconstitutional analysis, historical development of present legal \ninterpretations and regimes, judicial decisions in different areas of law, \nthe social, political, and economic factors affecting those decisions, and \ntheir effect on governing in the United States. \n\nPOLS 3320 Analysis of Foreign Policy. (3) \n\nAn introduction to how structures, institutions, outside actors, and \npolitical culture produce American foreign policy. Topics covered \ninclude: recent history of U.S. foreign relations, the roles played by both \nthe President and the Congress, the roles, functions and structures of \nU.S. State Department, the Defense Department, intelligence agencies \nand the National Security Council, the policy making process and the \nmeasurement of outcomes, roles played by the public, interest groups, \nand other actors. Current major foreign policy issues will be discussed \nand examined as case studies. \n\nPOLS 3321 International Political Economy. (3) \n\nA study of international economics and trade through the analysis of the \nfactors influencing past and present changes. Topics covered include: \ncurrent and past international finance systems and mechanisms of \nexchange, the role of the state and other actors, an examination of \ncomparative advantage, various strategies states employ such as import \nsubstitution or export promotion, the nature and impact of formal and \ninformal barriers to trade, the GATT and WTO, the problems, failures, \nsuccesses and prospects of the international economic system and its \nimpact on domestic politics. \n\nPOLS 3322 International Organizations. (3) \n\nA study of the current international system. Topics covered include: the \nnature of \"systems\", the recent history of global affairs and the evolution \nof the international system to its present state, selected theoretical \nanalyses of international systems, the nature, roles and functions of the \nvarious actors in the system, how advances in technology have \nfundamentally changed the world, and the evolving roles of both states \nand supranational institutions. \n\n\n\n273 \n\n\n\nPOLS 3323 International Conflict. (3) \n\nA study of the conditions that produce war and peace in international \nrelations. Topics considered include: an examination of recent conflicts \nin the international system, theories concerning the potential sources and \ndeterminants of war with an emphasis on the theory of realism and \ncompeting theories, and theories of war settlement and potential sources \nof future interstate tension. \n\nPOLS 3340 Themes in Political Philosophy. (3) \n\nAn introduction to the basic ideas of political philosophy. Topics \nconsidered include: the social and historical context of political theory; \nthe development of major ideas in political philosophy; critical analysis \nof theoretical arguments; and the relation of political theory to \ncontemporary politics. (This course is cross-listed as PHIL 3420.) \n\nPOLS 3341 Modern Political Theory. (3) \n\nAn overview of liberalism, communism, and fascism, the three primary \npolitical ideologies that have shaped the twentieth century. \n\nPOLS 3350 The Politics of Development. (3) \n\nA comparative study of the political systems in developing countries. \nTopics considered include: basic comparative political theory, modern \nhistory of developing societies, and an overview of theories explaining \neconomic and political change in developing countries. \n\nPOLS 3351 States and Politics in Developed Areas (3) \n\nA comparative study of the political systems of developed societies. \nTopics considered include: basic comparative theory, modern history of \ndeveloped societies, political systems of selected states, and the \ninteraction of political and economic factors in developed societies. \n\nPOLS 3352 States and Politics in Latin America (3) \n\nA comparative study of political systems in Latin America. Topics \nconsidered include: basic comparative political theory, modern history \nof Latin American societies, politics of selected Latin American states, \nand the interaction of economic and political factors in Latin America. \n(This course is cross-listed as LAST 3210) \n\nPOLS 3353 States and Politics in Africa. (3) \n\nA comparative study of political systems in Africa. Topics considered \ninclude: basic comparative political theory, modern history of African \nsocieties, politics of selected African states, and the interaction of \neconomic and political factors in Africa. \n\n\n\n274 \n\n\n\nPOLS 4400 Political Science Internship, (credit may vary) \n\nA supervised internship opportunity for students to work for approved \npublic or private organizations. \n\nPOLS 4410 Selected Topics in Political Science. (3) \n\nThis course examines particular issues related to topics in political science \nselected by program faculty. \n\nPOLS 4420 Directed Study in Political Science. (3) \n\nA supervised course of independent study available to selected students. \nThe course provides an opportunity for close cooperation between program \nfaculty and students on research projects and presentations. \n\nPOLS 4430 Senior Seminar in Political Science. (3) \n\nA seminar course on a major subject of national or international concern \nbased on individual research and assigned readings. \n\n\n\n\n275 \n\n\n\nPsychology \nIntroduction \n\nThe goal of this department is to teach the science of psychology. \nStudents will become acquainted with basic principles of behavior and the \nresearch methods necessary to understand them. \n\nLearning Objectives \n\nA student who graduates from LaGrange College with a major in \npsychology will: \n\n Recognize the importance of an EMPIRICAL approach in \nattempting to understand behavior, \n\n Be familiar with the concepts, terms, and explanatory principles \ncharacteristic of major psychological theorists and be able to \nevaluate them critically, \n\n Be able to identify and discuss examples of the major \"types\" \nof learning, to wit: classical, operant, observational, and \ninformation processing, \n\n Be familiar with generalizations regarding physiological correlates \nof behavior, \n\n Be familiar with the major historical developments in psychology, \n\n Be familiar with the terminology of the current edition of the \nDiagnostic and Statistical Manual of the American Psychiatric \nAssociation (DSM-IV-TR), \n\n Be able to describe how clinicians of different theoretical \norientations (e.g., psychoanalytic, humanistic, cognitive, behavioral, \nand physiological) explain and treat psychological disorders, \n\n Be able to list and discuss the various objective and projective \npersonality assessment techniques including the Rorschach , \n\nthe Thematic Apperception Test, the MMPI, the NEO-PI-R, and \nthe MBTI, \n\n Recognize the basic philosophical (e.g., What is personality?) and \nmethodological issues (e.g., How do we quantify and measure \npersonality?) in psychological research, \n\n Be familiar with the sections of an APA style research report \nincluding the kinds of information typically found in each, \n\n\n\n276 \n\n\n\n Be familiar with the standard procedures for summarizing data \n(including construction of frequency tables), the calculation of \nmeasures of central tendency (means, medians, and modes), the \ncalculation of measures of dispersion (range, variance, and standard \ndeviation), and correlation coefficients, \n\n Be familiar with the logic of hypothesis testing including the \nstatement of research and statistical hypotheses, the notion of Type I \nand Type II errors, the power and efficiency of a statistical test, and \nthe major inferential techniques used in psychology (especially \nt-test, analysis of variance, and chi-square), \n\n Recognize the concepts and principles of psychology as \nexemplified in everyday situations. \n\nMajor Requirements \n\nA major in psychology consists of 37 semester hours (12 courses) \nbeyond the introductory course (PSYC 1101). (See note 1 below) \nTwenty-five of these hours come from the following categories: \n\nMethods (Both Required - See note 2 below) \n\nPSYC 2298, PSYC 2299 \nExperimental Content (Select Two) \n\nPSYC 4455, PSYC 4465, PSYC 4470 \nSocial/Personality/Development Content \n(Select Three  See note 3 below) \n\nPSYC 3321, (PSYC 3302 or PSYC 3358), PSYC 3350, PSYC 4460 \nAdvanced Special Topics (Required - See note 4 below) \n\nPSYC 4480 Senior Capstone \n\nNotes: \n\n1. PSYC 1101, Introduction to Psychology, is the prerequisite or \ncorequisite to all 2000 level and above psychology courses. Some \ncourses also have additional prerequisites. \n\n2. Since this department views psychology as a research-based \ndiscipline, these courses provide the foundation for much of the \nupper level coursework. It is strongly recommended that the \nstudent complete PSYC 2298 and PSYC 2299 as soon as possible \nafter beginning the major. \n\n3. Students may take either PSYC 3302 or PSYC 3358 but not both to \nsatisfy this requirement. If a student takes both, one course counts \ntoward the 12 hours of major electives. \n\n\n\n277 \n\n\n\n4. PSYC 4480 will be offered once per year during January term and \nwill involve advanced study of a specialized topic. Topics will \nvary from year to year. \n\nMajor Electives \n\nAn additional 12 hours of major courses will be selected by the student. \nA student may select any 3000 or 4000 level psychology course beyond \nthose counted in the required areas. A maximum of two of these \ncourses, ANTH 2000, SOCI 2500, BIOL 1 148, BIOL 3373, BIOL 3374, \nand BIOL 3384, may be applied toward the major with the approval of \nthe advisor. \n\nMinor \n\nA minor in psychology consists of PSYC 1101 and five additional \ncourses with the approval of the chair of the department. Any \npsychology (PSYC) course that is listed in the current bulletin counts \ntoward the minor. Two of the courses listed above as Major Electives \ntaken outside the department may also be counted toward the minor (i.e., \nat least four of the courses for the minor must be taken in the \npsychology department). \n\nAssessment of Learning Objectives \n\nThe accomplishment of the psychology objectives by students majoring \nin Psychology will be demonstrated by obtaining an acceptable score on \nthe Area Concentration Achievement Test (ACAT) in psychology. \nNormally, this test will be given during the student's final semester \nat LaGrange College. \n\nCareer Options \n\nStudents who complete the major in psychology have a wide variety of \ncareer options. Psychology is a very broad field that overlaps many \ndifferent areas. Some of the jobs taken by recent psychology graduates \ninclude management and supervisory positions in business and industry \nand positions in community and state service agencies. A psychology \nmajor also serves as good preparation for advanced study in law, social \nscience, counseling, and psychology. \n\n\n\n278 \n\n\n\nMiscellaneous \n\nNo course with a grade below \"C-\" may be applied toward the major in \npsychology. The only exception is PS YC 4000 in which a grade of Pass \nmust be obtained. Additionally, a student must maintain a \"C\" average \n(2.0) in the major in order to graduate. \n\nCourse Descriptions (PSYC) \n\nPSYC 1101 Introduction to Psychology. (3) Fall, Spring \nA survey of major topics in psychology including research methods, basic \nneuroanatomy, learning, perception, personality and abnormal behavior. \nPrerequisite to all other psychology courses \n\nPSYC 2298 Behavioral Statistics. (3) Fall \n\nIntroduction to the measurement of behavior and quantitative methods of \ndata analysis emphasizing parametric statistics and their application to the \nbehavioral sciences. May be taken simultaneously with PSYC 1101. \n\nPSYC 2299 Research Methods. (4) Spring \n\nA survey of various types of research design, including the strengths and \nweaknesses of each. The laboratory includes practice in designing and \nconducting experiments, as well as analysis and reporting of results. \nPrerequisites: PSYC 2298 and PSYC 1 101 \n\nPSYC 3302 Human Growth and Development. (3) Spring \nA study of human life beginning with conception. Important \ndevelopmental phenomena are considered in the light of major \ntheories of development. \n\nPSYC 3304 Educational Psychology. (3) Fall 2009 \nApplication of psychological principles and research to the teaching/ \nlearning process. Major topics include behavioral and cognitive \napproaches to learning, classroom management, and test construction \nand interpretation. \n\nPSYC 3321 Social Psychology. (3) Fall \n\nA course dealing with behavior as affected by social influences. Major \ntopics include social perception, social communication (verbal and \nnonverbal), altruism, attitudes, aggression, and prejudice. Also, applied \nareas such as forensic psychology are considered. \n\nPSYC 3330 History and Systems of Psychology. (3) On demand \nA study of the historical background of psychology, with emphasis upon \nthe major schools of thought. \n\n\n\n279 \n\n\n\nPSYC 3341 Human Sexuality. (3) Spring On Demand \n\nThis course involves a multidisciplinary examination of human sexual \n\nbehavior and intimate relationships. Typical topics considered include \n\nmale and female sexual response, gender roles, sexual disorders and \n\ndysfunctions, gender identity, legal and cross-cultural aspects of human \n\nsexuality, sexual orientation, and relationship issues related to sexuality. \n\nMay be taken simultaneously with PSYC 1101. \n\nPSYC 3350 Abnormal Psychology. (3) Spring \n\nA survey of the causes, characteristics, current theories, and treatment of \n\npsychological disorders. \n\nPSYC 3351 Introduction to Counseling. (3) Spring on Demand \nAn introduction to counseling approaches, methods, and assessment \ntechniques. Emphasis is placed on individual counseling. \n\nPSYC 3357 Psychology of Religion. (3) On demand \nPsychological interpretation of religious experience and growth. \n\nPSYC 3358 Psychology of Aging. (3) On demand \nHuman aging is examined from physiological (e.g. sensory and \ncardiovascular changes), psychological (e.g. memory and intellectual \nchanges) and sociological (e.g. adjusting to retirement) perspectives. Also, \ndeath and disorders associated with aging such as Alzheimer's Disease are \nexplored. \n\nPSYC 3380 Special Topics in Psychology. (3) Fall 2009 \nA course offered at the sophomore/junior level focusing on a specialized \ntopic from the field of psychology. \nPrerequisites: A prerequisite may be required. \n\nPSYC 4000 Internship in Psychology. (3) On demand \nStudents majoring in psychology may be eligible to enroll in a psychology \ninternship in an applied setting. This course requires 120 hours of \nsupervised experience (observation, work, etc.) in a local agency or office, \nselected readings, and a public presentation. The internship must first be \ndiscussed with the student's psychology advisor and then an application \nmust be submitted in writing to the Department of Psychology no later than \nthe beginning of advising for the term in which the student expects to \nenroll for internship (i.e., The application is submitted in the term \npreceding the one in which the internship is done). Students are then \nselected on a competitive basis for enrollment. Once approved by the \n\n\n\n280 \n\n\n\ndepartment, the student will arrange the details of the placement with the \nDirector of the Career Center. Approval for an internship does not \nguarantee that an appropriate placement will be available. Grading is on a \nPass - No Credit basis. \n\nPrerequisite: Major in psychology with junior or senior standing and \npermission of department \n\nPSYC 4400 Individual Research. (3) On demand \nUnder supervision of a faculty member, the student will develop a project \non a topic that is psychological in nature. The emphasis will be on \nanalyzing and synthesizing scientific literature with the goal of producing a \nliterature review and/or research proposal. A successful proposal may lead \nto data collection and analysis. The result of the project will be a paper \nwritten in APA style. \nPrerequisites: PSYC 2298 and PSYC 2299 \n\nPSYC 4455 Cognitive Psychology. (3) Spring 201 1 \nAn information processing analysis of topics in perception, thinking, \nlearning, and memory. \nPrerequisites: PSYC 2298 and PSYC 2299 or consent of professor. \n\nPSYC 4460 Psychology of Personality. (3) Fall \nA critical study of major personality theories, principles and instruments of \nassessment, and relevant empirical research. \nPrerequisites: PSYC 2298 and PSYC 2299 or consent of professor \n\nPSYC 4465 Biological Psychology. (3) Spring 2010 \nNeuroanatomy and neurophysiology will be explored and will provide a \nfoundation for examining biological aspects of various behaviors (e.g., \nsensory processes and sleep). Also, the psychopharmacology of selected \ndrugs and genetic influences on behavior will be considered. \nPrerequisites: PSYC 2298 and PSYC 2299 or consent of professor \n\nPSYC 4470 Behavior Analysis and Its Applications. (3) Spring \nA survey of principles, research findings, and applications of classical, \noperant, and observational learning. \nPrerequisites: PSYC 2298 and PSYC 2299 or consent of professor \n\nPSYC 4480 Special Topics in Psychology: Senior Capstone. \n\nInterim \nA course offered at the junior/senior level focusing on a specialized topic \nfrom the field of psychology. \nPrerequisites: There may be a prerequisite. \n\n\n\n281 \n\n\n\nRELIGION AND PHILOSOPHY \n\nIntroduction \n\nAs a field of inquiry within the liberal arts, the study of religion affords all \nstudents an opportunity to hone the critical thinking and communication \nskills that are an asset to any profession. Students who are considering \nchurch-related vocations also may tailor their courses either to prepare for \nsuch careers directly after completion of the degree or to provide a \nfoundation for graduate study in religion or theology. \n\nThe Religion and Philosophy Department offers two major plans of study: \nthe religion and philosophy major, and the religion major with a \nconcentration in church leadership. The department also offers three minor \nprograms: religion, church leadership, and philosophy. \n\nLearning Objectives \n\nThe courses offered in the Religion \u0026 Philosophy Department seek to \nachieve the following academic goals: \n\nScholarly analysis of received religious and philosophical traditions \n\nDeep engagement with a variety of contemporary perspectives on \nthese traditions \n\nCreativity in formulating responses to these traditions \n\nTheoretical understanding and practice of servant leadership \n\nDevelopment of skills in undergraduate research and writing \n\nThe faculty in the department also believes that students who complete a \nmajor course of study in Religion \u0026 Philosophy should have the \nfoundational knowledge and skills to: \n\n Pursue seminary or graduate study \n\n Perform as a professional in a field of ministry \n\nAssessment of Learning objectives \n\nSuccess in achieving the objectives of the Religion \u0026 Philosophy major \nwill be demonstrated in the following ways: \n\n Successful completion of all major courses with a grade of C- or better \nand earning an overall major GPA of 2.0 or better. \n\n Satisfactory completion and defense of the Senior Project or Paper. \n\n\n\n282 \n\n\n\nThe Religion and Philosophy Major \n\nThe Religion and Philosophy Major is a traditional liberal arts study of \nthe field. It is especially suited for those with a general interest in \nreligion and philosophy or those who wish to prepare for graduate study \nof Religion. \n\nThe major consists of 1 1 courses in addition to the exploratory course in \nReligion that is taken as part of the core (RLGN 1 101-05), yielding a \ntotal of 12 courses. The Religion major must include at least 2 courses \nin each of these areas: Biblical Studies, Historical Studies, and Ethics \nand Theological Studies. The major also requires at least one course in \nthe area of Philosophy. In addition, all Religion \u0026 Philosophy majors \nwill complete a senior thesis or project. Thus, of the 12 courses required \nfor a Religion major, at least 8 courses must conform to the following \nguidelines: \n\n Biblical Studies (2 courses). Minimum requirement is one course in \nOld Testament and one course in New Testament at the 2000-level \nor above. Courses: 21 10, 21 11, 2120, 2121, 31 10-3160. \n\n\n\n \n\n\n\n \n\n\n\nHistorical Studies (2 courses). Courses: 1 104 (if not taken for the \ncore), 2210-2230, 3210-3220. \n\nEthics and Theological Studies (2 courses). Courses: 1 105 (if not \ntaken for the core), 2310, 3310-3350. \n\n\n\n Philosophy (1 course). Courses: any of the philosophy courses, \nwhich are listed under Area IV in the course listing below. \n\n Senior Thesis or Project (1 course). Course 4620 is normally taken \nin the fall of the senior year. The student should choose a project \ndirector from within the department and work with this director to \nrefine a topic in the semester prior to which the student enrolls for \nthe course. Thus, most students should select a topic and project \ndirector by the end of the spring semester of the junior year. \n\nStudents are free to choose any other religion or philosophy department \ncourses for the remaining 4 courses. Internships may be taken for up to \n1 full course of credit, with permission of the department chair. At least \n6 courses in the major must be numbered at the 2000-level or above. \n\n\n\n283 \n\n\n\nThe Religion \u0026 Philosophy Major with a \nConcentration in Church Leadership \n\nThe Church Leadership Concentration is designed to prepare students \nfor future careers in church service. Many of our graduates take \npositions in Christian Education or Youth Ministry directly after \ngraduation. Others enroll in seminaries as a preparation for ordained ministry. \n\nLaGrange College is one of only nine colleges in the nation that is \nauthorized by the United Methodist Church to offer certification \nprograms in Youth Ministry and Christian Education. United Methodist \nstudents who complete our Church Leadership program fulfill all of the \neducational requirements needed for professional certification in these fields. \n\nThe major consists of 1 1 courses in addition to the exploratory course in \nReligion that is taken as part of the core (RLGN 1 101-05), yielding a \n\notal of 12 courses. The Church Leadership concentration requires \nsuccessful completion of the following courses: \n\nBiblical Studies (1 course). Courses: 1 102 or 1 103 (if not taken \n\nfor the core requirement), 21 10, 21 1 1, 2120, 2121, 31 10-3160. \n\nHistorical Studies (1 course). Courses: 1 104 (if not taken for the \n\ncore), 2210-2230, 3210-3220. \n\nEthics and Theological Studies (1 course). Courses: 1 105 (if not \n\ntaken for the core), 2310, 3310-3350. \n\nPhilosophy (1 course). Courses: any of the philosophy courses, \n\nwhich are listed under Area IV in the course listing below. \n\nChurch Leadership and Youth Ministry (4 courses). Courses: 3510 \n\n-3560. \n\nInternship (1 course). Course: 3550, scheduled in consultation \n\nwith the Church Leadership Program Director. \nSenior Thesis or Project (1 course). Course 4620 is normally taken \nin the fall of the senior year. The student should choose a project \ndirector from within the department and work with this director to \nrefine a topic in the semester prior to which the student enrolls for \nthe course. Thus, most students should select a topic and project \ndirector by the end of the spring semester of the junior year. \n\nAt least two of the courses in Areas I-DT must be at the 2000-level or \nabove. In addition, students seeking certification in Christian education \nby the United Methodist Church must complete United Methodist \nStudies (3210). Students who do not seek United Methodist certification \nmay choose any religion department course for the remaining to fulfill \nthe remaining course requirements for the major. \n\n\n\n284 \n\n\n\nThe Religion \u0026 Philosophy Major with Honors \n\nStudents who maintain a 3.5 grade point average in departmental \ncourses and who receive \"A\" grades on their senior theses or projects \nmay graduate with honors. \n\nThe Religion \u0026 Philosophy Minor \n\nA minor in religion requires completion of 3 courses in addition to the \nexploratory religion core requirement: 4 courses in all. At least 2 \ncourses must be at the 3000-level or above. \n\nThe Church Leadership Minor \n\nA minor in Church Leadership consists of 4 courses in addition to the \nexploratory religion core requirement: 5 courses in all. The minor \nincludes at least two courses taken at the 3000-level or above in Area I, \nII, III, IV, or VI. In addition, the minor includes at least 2 courses taken \nin Area V (Church Leadership). \n\nThe Philosophy Minor \n\nNo major program currently is offered in philosophy. A minor consists \nof 4 courses in Area IV, of which at least 2 courses must be taken at the \n2000-level or above. \n\nThe Church Music Program \n\nThe church music program is administered through the music department \nin cooperation with the Religion and Philosophy department. See the \nMusic Department section of the catalogue for a program description. \n\nCourse Descriptions (RLGN \u0026 PHIL) \n\nCore Exploratory Courses: \nExplorations of the Christian Faith \n\nRLGN 1101 Introduction to Christianity. (3) Spring 2008 \n\nAn introduction to the Christian tradition of faith through a study of its \n\ncentral symbols, sacred texts, and practices. \n\nRLGN 1102 Jewish Origins in Context. (3) Every term \nA study of the Hebrew bible, commonly called by Christians the Old \nTestament, in the context of the ancient near eastern world. The course \nalso will ask students to reflect on the impact of the Hebrew bible on \nWestern civilization and its implications for the contemporary world. \n\n\n\n285 \n\n\n\nRLGN 1103 New Testament Writings in Context. (3) Every term \nA study of the New Testament writings in the context of Greco-Roman \ncivilization. The course also will ask students to reflect on the impact of \nChristian scriptures on Western civilization and consider their \nimplications for the contemporary world. \n\nRLGN 1104 Dialogue with World Faith Traditions. (3) \n\nFall 2007 \nThe course will place the insights of the Christian faith in dialogue with \nthose of major living world religions. \n\nRLGN 1105 Christian Ethics and Contemporary Social \n\nIssues. (3) Spring 2008 \nA study of contemporary ethical issues in the light of the moral \ntraditions central to the Christian faith. The course will examine such \nissues as marriage and family, war and peace, racism, abortion, and the \nenvironment. Servant leadership component. \n\nReligion and Philosophy Departmental Courses \nArea I: Biblical Studies \n\nRLGN 2110 Introduction to Biblical Hebrew I. (3) \n\nA beginning course designed to teach the fundamentals of Biblical \nHebrew. \nPrerequisite: None \n\nRLGN 2111 Introduction to Biblical Hebrew II. (3) \n\nA continuation of RLGN 2110. \nPrerequisite: RLGN 2110 \n\nRLGN 2120 Introduction to Hellenistic Greek I. (3) Fall \nA beginning course designed to teach the fundamentals of Hellenistic or \nKoine Greek, which includes the language of the New Testament. \nPrerequisite: None \n\nRLGN 2121 Introduction to Hellenistic Greek II. (3) Spring \n\nA continuation of RLGN 2120. \nPrerequisite: RLGN 2120 \n\nRLGN 2130 Readings in New Testament Greek. (3) \n\nSelected readings from New Testament texts with some attention to \ndeveloping intermediate Greek grammar. \nPrerequisite: RLGN 2120 and 2121 \n\nRLGN 3110 The Law. (3) \n\nA detailed study of the first five books of the Old Testament. \nPrerequisite: RLGN 1 102, or permission of professor \n\n286 \n\n\n\nRLGN 3120 The Prophets. (3) \n\nA detailed study of prophetic movements in Israel and of the individual \nprophets, their historical background, lives, messages, and contributions to \nthe religious life of Israel. \nPrerequisite: RLGN 1 102, or permission of professor \n\nRLGN 3130 The Writings. (3) \n\nAn examination of wisdom, apocalyptic and poetic literature of the Old \nTestament. \nPrerequisite: RLGN 1 102, or permission of professor \n\nRLGN 3140 The Life and Teachings of Jesus. (3) \n\nA study of the message of Jesus within the context of the synoptic gospels \nand its application to contemporary society. \nPrerequisite: RLGN 1 103, or permission of professor \n\nRLGN 3150 The Apostolic Age. (3) Spring 2008 \nAn examination of the origin and expansion of the early Christian Church, \nwith studies in the Epistles and the Acts of the Apostles. \nPrerequisite: RLGN 1 103, or permission of professor \n\nRLGN 3160 The Gospels. (3) Fall 2007 \n\nAn examination of one of the four canonical gospels with emphasis on the \nhistorical context, history of interpretation, and modern appropriations of \nthe text. \nPrerequisite: RLGN 1 103, or permission of professor \n\nArea II: Historical Studies \n\nRLGN 2210 Early Church History. (3) \n\nA survey of the history of the Christian Church from the close of the \nApostolic age to the end of the Middle Ages. \nPrerequisite: None \n\nRLGN 2220 Modern Church History. (3) Fall \nA history of the Christian Church from the reformation era to the modern \nperiod. \nPrerequisite: None \n\nRLGN 2230 Race and Religion in America. (3) Spring \nThis course will examine the role that religion played and continues to play \nin American race relations and racial identities. The course will emphasize the \nhistory and the theorists of the civil rights contemporary era. \nPrerequisite: None \n\nRLGN 3210 United Methodist Studies. (3) Fall 2007 \nA survey of the history, theology, and polity of the United Methodist Church. \nPrerequisite: A religion core course \n\n287 \n\n\n\nRLGN 3220 A History of Christian Political Thought. (3) \n\nA study of the impact of the Christian theorists and the institutions of the \nChurch on the development of political theory in the West. \nPrerequisite: A religion core course \n\nArea III: \nTheology, Ethics, and the Social Scientific Study of Religion \n\nRLGN 2320 Religion, Violence, and Social Change. (3) \n\nAn examination of models of non-violent social change that are \ngrounded in religious faith commitments. The course will focus on the \nChristian faith tradition but will work comparatively with figures and \nmovements from Hinduism, Buddhism, Judaism, and Islam. The course \nwill include practice in the skills of peace-building that are guided by \nthe principles of restorative justice. \nPrerequisite: None \n\nRLGN 3310 Contemporary Christian Thought. (3) Fall \nA survey of the development of Christian thought, with particular \nattention to the nineteenth and twentieth centuries. \nPrerequisite: A religion core course \n\nRLGN 3320 The Ethics of Sexuality, Marriage, and Gender. (3) \n\nA study of the moral issues related to sexuality, gender roles, and family \nlife. Topics will vary per offering, but may include ethical reflection on \nsuch topics as the meaning and purpose of sexuality, gender roles, pre- \nmarital and extra-marital sexuality, homosexuality, and family structure. \n(This course is cross-listed as WMST 3320.) \nPrerequisite: A religion core course \n\nRLGN 3340 Sociology of Religion. (3) \n\nA sociological analysis of the interplay between religion and culture. \nPrerequisite: A religion core course \n\nRLGN 3350 Psychology of Religion. (3) \n\nPsychological interpretation of religious experience and growth. \nPrerequisite: A religion core course \n\nArea IV: Philosophy \n\nPHIL 1410 Introduction to Philosophy. (3) Spring 2008 \nA survey of major philosophical themes and figures that were formative \nin Western civilization. \nPrerequisite: None \n\n\n\n288 \n\n\n\nPHIL 2410 Moral Philosophy. (3) Fall \n\nA study of the major philosophical understandings of morality and the \ngood life. \nPrerequisite: None \n\nPHIL 2420 Ancient and Medieval Philosophy. (3) Fall 2007 \nA historical survey of classical and medieval philosophy. \nPrerequisite: None \n\nPHIL 2430 Modern Philosophy. (3) \n\nA historical survey of the philosophies of the Renaissance through the \npost-modern era. \nPrerequisite: None \n\nPHIL 2440 Elementary Logic. (3) \n\nAn introduction to the logic of propositions with attention to the \nstructure and evaluation of informal arguments. The rhetoric of \npersuasion and its use of logic and emotions also will be discussed. \nPrerequisite: None \n\nPHIL 3410 Philosophy of Religion. (3) \n\nAn investigation of problems related to philosophical reflection on \nreligious thought and experience. \n\nPrerequisite: At least one prior course in philosophy or \npermission of professor \n\nPHIL 3420 Themes in Political Philosophy. (3) \n\nAn introduction to the basic ideas of political philosophy. Topics \nconsidered include the social and historical context of political theory, \nthe development of major ideas in political philosophy, critical analysis \nof theoretical arguments, and the relation of political theory to \ncontemporary politics. (This course is cross-listed as POLS 3340.) \nPrerequisite: None \n\nPHIL 3430 Bioethics. (3) Spring 2008 \n\nA study of the ethical issues raised by the practice of nursing, medicine, and \nbiomedical research. \nPrerequisite: None \n\nPHIL 4410 Selected Topics in Philosophy. (3) Spring \n\nA seminar course on a major subject of concern in philosophy based on \n\nindividual research and assigned readings. \n\nPrerequisite: At least one prior course in philosophy or \npermission of professor \n\n\n\n289 \n\n\n\nArea V: Church Leadership Courses \n\nRLGN 3510.Christian Education in the Local Church. (3) Fall 2007 \nA study of issues confronting those participating in a local church \nsetting. Required of all students in the Internship. \nPrerequisite: A religion core course \n\nRLGN 3520 Christian Worship. (3) \n\nThe study and practice of Christian worship in its historical and \ncontemporary contexts. Topics will include the theology of worship, \nsacraments, liturgy, and the place of music in worship. \nPrerequisite: A religion core course \n\nRLGN 3540 Youth Ministry. (3) \n\nThe study and practice of ministry to persons from adolescence through \nyoung adulthood. \nPrerequisite: A religion core course \n\nRLGN 3560 Congregational Leadership. (3) Spring 2008 \nThe study of the leadership styles and skills necessary for leadership of a \nreligious institution. Topics may include congregational dynamics, \nleading institutional change, working with volunteers, avoiding burnout, \nand racial and gender issues in leadership. \nPrerequisite: A religion core course \n\nRLGN 3550 Internship. (1-6) As scheduled \n\nSupervised participation in the local church setting. May be repeated for \ncredit up to 6 hours. \nPrerequisite: Two courses from Area V \n\nArea VI: Capstone and Other Courses \n\nRLGN 4610 Selected Topics in Religion. (3) Spring \nA seminar course on a major subject of concern based on individual \nresearch and assigned readings. \nPrerequisite: Permission of professor \n\nRLGN 4620 Senior Thesis or Project. (3) As scheduled \nA directed study normally taken in the fall of the senior year. The \nstudent should choose a project director from within the department and \nwork with this director to refine a topic in the semester prior to which \nthe student enrolls for the course. Thus, most students should select a \ndirector and topic by the end of the spring semester of the junior year. \nPrerequisite: Application to Religion Department Chair \n\n\n\n290 \n\n\n\nSOCIOLOGY \u0026 ANTHROPOLOGY \n\nIntroduction \n\nThe mission of the Sociology department is to equip students with \nan entry-level knowledge of sociological concepts, theories, and \nresearch strategies. \n\nDescription of Major \n\nSociology is the study of human social relationships and institutions. \nSociology's subject matter is diverse, ranging from crime to religion, \nfrom the family to the state, from the divisions of race and social class to \nthe shared beliefs of a common culture, and from social stability to \nradical change in whole societies. Unifying the study of these diverse \nsubjects of study is sociology's purpose of understanding how human \naction and consciousness both shape and are shaped by surrounding \ncultural and social structures. \n\nAnthropology is the holistic and comparative study of human practice \nand behavior. Anthropology, a sister discipline to sociology, has \ntraditionally focused on the investigation and analysis of human action \nthrough the lens of culture and by means of ethnographic fieldwork. Its \ninitial subject matter was the study of small-scale, non-industrial groups \nprimarily outside the developed world. Through a four field (cultural/ \nsocial anthropology, physical anthropology, linguistics and archeology) \napproach, anthropologists strove to make relevant generalizations about \nhuman behavior and society. In the last forty years, the scope and focus \nof anthropology has broadened and, now, anthropologists investigate all \naspects of life in the industrialized world as well. Anthropology \nprovides a global perspective on life and today, with its global focus, \nanthropology offers preparation for effective living in a rapidly \nchanging world that is complementary to the sociological perspective. \n\nDegrees Offered: We currently offer a major in Sociology. \n\nThe department requires a minimum cumulative GPA of 2.25 to declare \na major in Sociology. \n\n\n\n291 \n\n\n\nLearning Objectives \n\nStudents majoring in Sociology will acquire a basic knowledge of the \nfollowing areas: \n\n the \"sociological imagination,\" or ability to link individual \nbiography with history and culture; \n\n the difference between micro- and macro-level groups and \nprocesses, and the interconnections among them; \n\n the importance and necessity of theory in the process of learning; \n\n the strengths and weaknesses of various research methods, and the \nappropriateness of each for various research questions; \n\n the social bases and biases of what constitutes knowledge or \nconventional wisdom; \n\n the opportunities as well as constraints that are imposed on us by \nsocial structure. \n\nRequirements for the Sociology Major \n\nSociology majors are required to complete the following courses, \ntotaling 30 semester hours. All courses for the major should be \ncompleted with a grade of \"C\" or higher. The only exception is as \nfollows: \n\nOne grade of \"C-\" will be allowed to count toward the major so long as \nit does not occur with any of the following three courses: \n\nMath Statistics \n\nResearch Methods \n\nDevelopment of Sociological Thought \n\nThese courses should be satisfied with a grade of \"C\" or higher. Under \nno circumstances will a \"D\" grade count toward the major. \n\nFoundation (15 hours) \n\nSOCI 1 000 Principles of Sociology \n\nSOCI 2000 Social Problems and Policy \n\nSOCI 3000 Social Change \n\nSOCI 4000 Development of Sociological Thought \n\nSOCI 4200 Social Inequality \n\nResearch (6 hours) \n\nMATH 1114 Introduction to Statistics \n\nSOCI 3900 Research Methods in Social Science \n\n\n\n292 \n\n\n\nElectives/Substantive Component (9 hours) \n\nStudents may complete the major by electing 3 other courses from the \nfollowing list, two of which must be at the 3000-level or higher: \n\n\n\nSOCI 2500 \nSOCI 3300 \nSOCI/RLGN 3340 \nSOCI 3400 \nSOCI 3500 \nSOCI 3600 \nSOCI/ANTH 3800 \nANTH 1000 \nANTH 2000 \nLAST 1104 \nRLGN 2230 \nWMST1101 \n\n\n\nMarriages and Families \n\nSociology of Childhood \n\nSociology of Religion \n\nCriminology \n\nGender \u0026 Society \n\nSociology of Education \n\nSpecial Topics in Sociology/Anthropology \n\nIntroduction to Anthropology \n\nCultural and Social Anthropology \n\nIntroduction to Latin American Culture \n\nRace \u0026 Religion in America \n\nIntroduction to Women's Studies \n\n\n\nOne appropriate Interim course may count towards the elective \nrequirement, with approval of the department chair. \n\nRequirements for the Sociology Minor \n\nA minor in sociology consists of five courses, two of which must be at \nthe 3000-level or higher. \n\nAll students planning to minor in sociology must take the following: \n\nSOCI 1 000 Principles of Sociology \n\nSOCI 2000 Social Problems and Policy \n\nSOCI 3000 Social Change \n\nStudents must choose two courses from the following list: \n\n\n\nSOCI 2500 \nSOCI 3300 \nSOCI/RLGN 3340 \nSOCI 3400 \nSOCI 3500 \nSOCI 3600 \n\n\n\nMarriages \u0026 Families \nSociology of Childhood \nSociology of Religion \nCriminology \nGender \u0026 Society \nSociology of Education \n\n\n\nSOCI/ANTH 3800 Special Topics in Sociology or Anthropology \n\n\n\n293 \n\n\n\nAssessment of Learning Objectives \n\nMastery of the curriculum for a major in Sociology is measured by: \n\n Completion of all major requirements with a \"C\" or higher in every \ncourse (One grade of \"C-\" may count towards the major, so long as \nthe grade is not awarded in any of the following courses: Statistics, \nResearch Methods, and/or Development of Sociological thought. \nThese courses should be completed with a grade of \"C\" or higher). \n\nCourse Descriptions (SOCI \u0026 ANTH) \n\nSOCI 1000 Principles of Sociology. (3) Fall and Spring \nA study of the fundamental concepts and principles of the discipline, with \nemphasis on socialization, social institutions, social interaction, social \nstratification and inequality, as well as mechanisms of social control. \nFamiliarization with the distinction between macro- and micro-level \nsociological processes will be emphasized. \n\nSOCI 1320 Oikos Seminar on Social Justice (3) On demand \n\nAn introduction to issues of diversity and social justice in the United \nStates. The course provides students with theoretical frameworks for \nunderstanding the dynamics and intersections of oppression and an \nopportunity to expand their awareness of various forms of oppression. \nPrerequisites: none \n\nSOCI 2000 Social Problems and Policy. (3) Spring \nUsing a special topics approach, this course provides the most current \nassessment of social problems and the policies created in an attempt to \nremedy these social ills. \n\nSOCI 2320 Seminar on Ecological Sustainability and Policy (3) \n\nOn demand \nA survey of sustainability as a political, economic and socio-cultural part \nof our lives. The course is divided into three major segments. First, it \nassays how our lives are conducted and considers the ecological cycles and \nprocesses that make life possible. Second, it examines the ground solutions \nto the issue of a sustainable lifestyle and attempts to implement this goal. \nFinally, it surveys the arena of ecological politics in order to engage the \nissue of how can we achieve this as a society. \nPrerequisites', none \n\n\n\n294 \n\n\n\nSOCI 2500 Marriages and Families. (3) Fall \nThis course offers a multi-disciplinary perspective on contemporary \nmarriages, families, and other intimate relationships. Students will \nbecome familiarized with competing models and theories on family \nrelationships. In addition, the course explores cross-cultural variation in \nfamily systems as well as diversity and change within the American \npopulation. Topics to be covered include: mate selection, sexuality, \nmarital structure, marital happiness, divorce, parenting, and alternative \nfamily forms. \n\nSOCI 3000 Social Change. (3) Fall \n\nAn analysis of the sources, patterns, and consequences of social and \ncultural change. The roles of socio-economic, political, technological \nand other factors in processes of change at institutional and societal \nlevels are investigated. \n\nSOCI 3300 Sociology of Childhood. (3) On demand \n\nA sociological analysis of current issues confronting America's children \n\nand a consideration of sociological perspectives on children and \n\nchildhood. \n\nSOCI 3340 Sociology of Religion. (3) On demand \n\nA sociological analysis of the interplay between religion and culture. \nPrerequisite: A religion core course \n\nSOCI 3400 Criminology. (3) On demand \n\nA multi-disciplinary examination of criminal behavior and corrections, \nwith an emphasis on competing theories regarding the origins and \nincidence of criminality. The course will explore the history of laws and \nthe criminal justice system, as well as various categories of crime. \nSpecial attention will be given to the social forces underlying criminal \nand deviant behavior. \n\nSOCI 3500 Gender \u0026 Society. (3) On demand \n\nStudents will become aware of the gendered society in which we live, \nthe norms, values, and patterns of communication associated with each \ngender and how these affect personal life choices and social status. \nSpecifically, students will become aware of how our basic social \ninstitutions, such as the economy, the family, education, religion, and \nthe political system are gendered institutions with differing ideals and \nexpectations for women and men. \n\n\n\n295 \n\n\n\nSOCI 3600 Sociology of Education. (3) On demand \n\nThis course will examine, from a sociological perspective, the structure and \nprocess of education in contemporary society, and its effects. The primary \nfocus will be on U.S. public education. Topics include the contribution of \nsociology to understanding education and teaching; the relationship of \neducation to other social institutions such as families and religion; the \neffects of socio-demographic variables on learning outcomes, etc. \n\nSOCI/ANTH 3800 Special Topics in Sociology or Anthropology. \n\n(3) On demand \nThis course will involve in-depth exploration into a unique topic in either \nSociology or Anthropology. The course content will rotate from year to \nyear. Students may repeat the course for credit so long as the topic changes \nand with departmental approval. \n\nPrerequisite: Successful completion of either SOCI 1 000 or ANTH \n1000 with a grade of \"C\" or higher. \n\nSOCI 3900 Research Methods in Social Science. (3) Fall \n\nA study of basic social science research methods. Topics considered \ninclude research design and data collection, measurement and causality, \nfitting models to data with various methods, graphic analysis, and the use \nof statistical software. \n\nSOCI 4000 Development of Sociological Thought. (3) Spring \n\nThis course is an introduction to the development and current state of \nsociological theory. It focuses on the most influential figures in the \ndevelopment of sociological theory and their legacy in contemporary sociology. \nPrerequisites: SOCI 1000 and a minimum of four other SOCI \n\ncourses successfully completed. Senior status \n\npreferred. \n\nSOCI 4200 Social Inequality. (3) Fall \n\nThis course will examine social inequality, a topic which is at the core of \nsociological analysis and research. The classical perspectives on inequality \nwill be examined, as well as the contemporary extensions of these \napproaches. Particular attention will be paid to class, race, and gender as \nseparate and as intersecting axes of inequality. \n\nPrerequisite: SOCI 1000, with a grade of \"C\" or higher. \n\n\n\n296 \n\n\n\nSOCI/ANTH 4500 Sociology/Anthropology Internship. (3-6 hours) \n\nOn demand \nThis course requires 1 20 hours of supervised experience (per 3 credit \nhours) in a local agency or office, selected readings, as well as an oral \npresentation given in one of the SOCI/ANTH courses. Applications for \ninternships must be submitted to the department chair in the term or \nsemester prior to placement. Students may select a graded or Pass/No \nCredit option. Course may be repeated twice (for 3 hours credit) for a \nmaximum of 6 hours credit. This course will not count towards the \nmajor in Sociology. \n\nPrerequisites: Completion of SOCI 1 000 with a grade of \"C\" or \n\nhigher as well as at least two other courses with the \n\nSOCI or ANTH prefix with grades of \"C\" or \n\nhigher. \n\nANTH 1000 Introduction to Anthropology. (3) On demand \n\nAn introduction to the scientific study of the origin, the behavior, and \nthe physical, social, and cultural development of humans. \n\nANTH 2000 Cultural and Social Anthropology. (3) \n\nOn demand \nA study of modern anthropological theory through directed readings of \nclassic ethnography with special emphasis upon recent advances and \ntrends in research. \n\n\n\n297 \n\n\n\nTHEATRE ARTS \n\nIntroduction \n\nThe Department of Theatre Arts offers a pre-professional training \nprogram emphasizing the practical aspects of theatre and the importance \nof process. It is the belief of the faculty that the training process must \nprepare students for the real world of theatre. Faculty teaching in the \nTheatre Arts program are experienced, working professionals. With the \nbelief that theatre is both an art form and a business, the curriculum \nprovides a strong undergraduate foundation in theatre performance, \ndesign, production and literature. \n\nOffering a B.A. in Theatre Arts, majors must successfully complete 24 \ncommon core hours designed to foster an appreciation for, and an \nunderstanding of each area of theatre. In addition, students must \ncomplete 1 8 additional track courses in their area of interest: \nperformance, technical, design or a combination of the three, to \ncomplete the theatre arts degree composed of a total of 42 major hours. \n\nLearning Objectives \n\nThe following objectives are established as a basis for the training \nprogram in Theatre Arts. Upon application for graduation, the Theatre \nArts major will be expected to: \n\n understand the basic theoretical concepts behind each of the four \nmajor areas within the discipline: performance, design, production and \nliterature; \n\n have an extensive artistic vocabulary in their specific area of \nconcentration; \n\n have the technical knowledge pertaining, but not limited to the \nstudent's chosen area of concentration; \n\n demonstrate an understanding of auditioning and/or portfolio \npresentation; \n\n be knowledgeable of viable avenues of employment and sources \nnoting such information; \n\n have an understanding of opportunities for graduate studies and \nemployment in theatre and the performing arts. \n\n\n\n298 \n\n\n\nAssessment of Learning Objectives \n\nLearning objectives are assessed in the following manner: \n\n examinations, graded performances auditions and graded projects in \nthe four major areas within each discipline's; \n\n specific areas of concentration; performance, design and technical \nproduction; \n\n audition critiques for all departmental productions; \n\n upperclassmen scholarship audition interviews ; \n\n exit interviews. \n\nGraduation Requirements for the \nTheatre Arts Major \n\nA student pursuing a major in Theatre Arts must meet all of the \nfollowing criteria on an ongoing basis: \n\n satisfactory completion of all degree requirements as outlined in the \ncatalogue; \n\n participation in all departmental productions and activities, \nincluding auditions, production crews, work calls and production \nstrikes as assigned by faculty; \n\n attendance at all scheduled departmental meetings and activities. \n\nAdmission to the Theatre Arts Major \n\nIn order to be admitted and to continue as a Theatre Arts major, a \nstudent must meet the following criteria: \n\n overall grade point average of 2.5 or better. Scholarship recipients \nmust maintain a 3.0 grade point average or better; \n\n writing proficiency - a grade of \"C\" or better in English 1 101, 1 102; \n\n theatrical proficiency - a grade of \"C\" or better in all Theatre \nArts courses; \n\n prognosis for success - evaluation during Theatre courses pertinent \nto: \n\n1) attendance \n\n2) attitude \n\n3) cooperation \n\n4) oral and written skills \n\n5) enthusiasm and dedication to the Theatre Arts program; \n\n299 \n\n\n\n Transfer students wishing to continue as a Theatre Arts major \nmust provide evidence of all of the above plus the following: \n\n1) past participation in departmental productions; \n\n2) acceptance as a major is subject to approval by a majority of \nthe LaGrange College Theatre Arts faculty. \n\nA student that does not meet all of the above criteria each semester may \nbe placed on probation. After the probationary period, the student will \nbe re-evaluated by the Theatre Arts faculty. If it is determined that the \nstudent has failed to meet the above criteria satisfactorily, the student \nmay be removed as a major. \n\nRequirements for the Theatre Arts Major \n\nA total of 42 semester hours are required for the Theatre Arts Major. \nCORE COURSE REQUIREMENTS (24 hours): \n\n\n\nTHEA 1101 \n\n\nDrama Survey I \n\n\n3 \n\n\nTHE A 1102 \n\n\nDrama Survey II \n\n\n3 \n\n\nTHEA 1180 \n\n\nStagecraft \n\n\n3 \n\n\nTHEA 1184 \n\n\nActing I \n\n\n3 \n\n\nTHEA 21 10 \n\n\nIntroduction to Design \n\n\n3 \n\n\nTHEA 2330 \n\n\nScript Analysis \n\n\n3 \n\n\nTwo \n\n\nTheatre Arts Electives \n\n\n6 \n\n\n\nCommon core hours 24 \nTRACK COURSE REQUIREMENTS \n\nPerformance Track (18 hours) \n\nTHEA 2200/01 Stunts/Fights for Stage, \n\nTV and Film I 3 \n\nTHEA 2205 Movement for the Actor 3 \n\nTHEA 22 1 Voice and Diction 3 \n\nTHEA 2351 Acting II 3 \n\nTHEA 445 1 Auditioning 3 \n\nOne Theatre Arts Elective 3 \n\nTotal Performance Track Hours 18 \n\n\n\n300 \n\n\n\nTechnical Track (18 hours) \n\n\n\nARTD 1151 \n\n\nBasic Drawing \n\n\n3 \n\n\nTHEA 2283 \n\n\nStage Management \n\n\n\n\nOr \n\n\n\n\n\n\nTHEA 3420 \n\n\nTheatre Management \n\n\n3 \n\n\nTHEA 3360 \n\n\nScenic Design \n\n\n3 \n\n\nTHEA 3370 \n\n\nDirecting \n\n\n3 \n\n\nTwo \n\n\nTheatre Arts Electives \n\n\n6 \n\n\nTotal Technical Track Hours \n\n\nli \n\n\nign Track (18 hours) \n\n\n\n\nARTD 1151 \n\n\nBasic Drawing \n\n\n3 \n\n\nARTD 1153 \n\n\n3-D Design \n\n\n3 \n\n\nARTD 2211 \n\n\nLife Drawing \n\n\n3 \n\n\nTHEA 3360 \n\n\nScenic Design \n\n\n\n\nOr \n\n\n\n\n\n\nTHEA 3381 \n\n\nLighting Design \n\n\n\n\nOr \n\n\n\n\n\n\nTHEA 3385 \n\n\nCostume Design \n\n\n3 \n\n\nTHEA 3370 \n\n\nDirecting \n\n\n3 \n\n\nOne \n\n\nTheatre Art or \n\n\n\n\n\n\nArt \u0026 Design Elective \n\n\n3 \n\n\n\nTotal Design Track Hours \n\n\n\n18 hrs. \n\n\n\nTheatre Arts Major Hours \n\n\n\n42 \n\n\n\nRequirements for the Theatre Arts Minor \n\nA minor in Theatre Arts consists of 18 semester hours: at least one \ncourse in Drama Survey, at least one course at the 1000 level, and 4 \nother courses selected in consultation with your minor advisor. \n\n\n\n301 \n\n\n\nCourse Descriptions (THEA) \n\nTHEA1101 Drama Survey I. (3)* \nA survey of the discovery of theatre beginning in ancient Greece \ncontinuing through the rise of Realism. Students will study theatre as a \ndeveloped art form through reading, viewing and discussing plays \nrepresenting diverse eras of history. \nDrama Survey II may be taken independently of Drama Survey I. \n\nTHEA 1102 Drama Survey II. (3)* \n\nA survey of the discovery of theatre from the rise of Realism through \ncontemporary drama. Students will study theatre as a developed art \nform through reading, viewing and discussing plays representing diverse eras of \nhistory. \nDrama Survey II may be taken independently of Drama Survey I. \n\nTHEA 1180 Stagecraft. (3)* \n\nA course designed to provide the student with theoretical and working \nknowledge of technical theatre. An emphasis is placed on the \nfundamental techniques and processes used in theatre productions. \nStudents will work on a departmental production. \n\nTHEA 1184 Acting I. (3)* \n\nA course designed to introduce students to the fundamentals of acting \nfor the stage. Course will include achievement of a simple objective, \nself and sensory awareness, relaxation, concentration and beginning \nscene and text analysis. \n\nTHEA 2110 Introduction to Design. (3) * \n\nA course designed to introduce students to the fundamental elements of \nthe design process, with emphasis on script analysis and visual communication. \nPrerequisites: Basic Drawing highly recommended for Design and \nTechnical Track Majors \n\nTHEA 2200 Stunts /Fights for Stage, TV and Film I. (3) * \n\nA performance course covering basic stage movement, acrobatics, \nfaints, falls, flips, kicks, slapstick comedy, hand-to-hand combat, and \nstage weapons when applicable. \n\nTHEA 2201 Stunts/Fights for Stage, TV and Film II. (3) * \n\nA continuation of THEA 2200, adding period weaponry such as, but not \nlimited to quarterstaff, broadsword, rapier, dagger, food fights, etc. \nfor the stage. \n\n\n\n302 \n\n\n\nTHEA 2205 Movement for the Actor. (3) * \n\nA course designed to develop body awareness by exploring movement \nconnected to impulse and instinct, focusing on integration of the mind, \nbody and spirit. \n\nTHEA 2210 Voice and Diction. (3) \n\nTo introduce students to the process of voice production, methods of \nLinklater's freeing the voice with emphasis on relaxation and breathing, \nand applicable techniques for working with text. \n\nTHEA 2280 Advanced Stagecraft. (3) \n\nAs an advanced study of stagecraft, students will apply the principles of \nstagecraft to rigorous practical assignments intent on developing fine \ncraftsmanship skills. This project based course will provide opportunity \nfor woodworking, metal work and technical design. \nPrerequisite: THEA 1 1 80 \n\nTHEA 2283 Stage Management. (3) \n\nA course designed to provide student with introduction to, and basic \ntraining in, the area of stage management. \n\nTHEA 2286 Makeup for the Stage. (3)* \n\nA study in the theories and application of stage makeup. Topics may \ninclude corrective, old age and character makeup, as well as prosthetics. \n\nTHEA 2330 Script Analysis. (3) \n\nA study of major genres of dramatic literature designed to provide the \ndirector, actor, designer, dramaturge and/or technician with basic \nguidelines for text analysis. Students will develop and utilize skills to \nthoroughly analyze text. \n\nTHEA 2351 Acting II. (3) \n\nA continuation of THEA 1 184 which explores further character \ndevelopment through advanced scene work and improvisational \nexercises. \nPrerequisite: THEA 1184 \n\nTHEA 3272 Creative Dramatics. (3) On demand \nA course which introduces methods of creating, designing and utilizing \ndrama to enhance teaching skills and foster the educational \ndevelopment of students. \n\nHighly recommended for early childhood and secondary \n\neducation majors \n\n\n\n303 \n\n\n\nTHEA 3305 Period Styles of Acting. (3) \n\nA course designed to introduce students to period styles of acting and \nmovement which may include: Greek, Elizabethan, Comedy of Manners, \nFarce, Realism and the Theatre of the Absurd. \nPrerequisites: THEA 1 184, THEA 2351 \n\nTHEA 3310 Playwriting/Screenwriting. (3) \n\nA course designed to stimulate critical and creative thinking through the \ncreation of original material. Students will be guided in the completion \nof writing a play/screenplay. \nPrerequisite: THEA 2330, grade B or better in ENGL 1 101 \u0026 1 102, \nor consent of instructor \n\nTHEA 3345 Musical Theatre. (3) \n\nA practical study of techniques and styles of musical theatre. \nPrerequisite: THEA 1184 \n\nTHEA 3360 Scenic Design. (3) \n\nAn advanced study of the Scenic Design process. Students will apply \nthe principles of design to scenery through intense practical \nassignments. Emphasis is placed on communication through Drafting, \nRenderings and Models. \nPrerequisite: THEA 21 10 \n\nTHEA 3370 Directing. (3) \n\nA course designed to introduce students to the director's role in \ninterpreting, choosing, rehearsing and staging a play. Course includes \ndirection for performance of a short play. \nPrerequisites: THEA 1 184, THEA 2110, THEA 2330 \n\nTHEA 3381 Lighting Design. (3) \n\nAn advanced study of the Lighting Design process. Students will apply \nthe principles of design to lighting through intense practical \nassignments. Emphasis is placed on communication through Rendering, \nMagic Sheets, and Lighting Plots. \nPrerequisite: THEA 21 10 \n\nTHEA 3385 Costume Design. (3) \n\nA course that acquaints the student with the basic skills needed to design \ntheatrical costumes, which includes patterning and cutting/draping. \nPrerequisite: THEA 21 10 \n\nTHEA 3420 Theatre Management/Arts Management. (3) \n\nA course which introduces the fundamentals of Arts management. \nCourse will investigate and navigate through the conflicting issues, \nstrategies and opportunities in management in the Arts. \n\n\n\n304 \n\n\n\nTHEA4451 Auditioning. (3) \n\nA course designed for developing audition techniques and examining \nguidelines for audition procedures with emphasis on practical auditions, \nresume, headshots, selection of audition material and compilation of an \naudition portfolio. \nPrerequisite: THEA 1 184, THEA 235 1 \n\nTHEA 4470-2 Special Topics. (1-3) \n\nA series of courses designed to provide students with advanced \nmaterial/study in either performance or design tracks. \nPrerequisite: Consent of instructor \n\nTHEA 4484 Senior Thesis. (3) \n\nA course in which senior Theatre Arts majors bring their training and \nemphasis into focus. Senior thesis projects may be track-specific \nspecial projects in acting, design, directing, stage-managing or \nplaywriting. \nAll proposals must be approved by the Department Chair and are \nsubject to scheduling and faculty supervisory commitments. \n\n* Denotes courses in Theatre Arts that may satisfy Fine Arts \nrequirement in the Core Curriculum. \n\n\n\n\nWOMEN'S STUDIES \n\nIntroduction \n\nWomen's Studies is an interdisciplinary field of study which \ncomplements a liberal arts education by drawing upon a variety of \ndisciplines to gain a critical awareness of the female experience. \nIn developing this awareness and in presenting its diversity, courses \nexplore gender as well as race, ethnicity, culture, age, and social class \nas categories of analysis. While exploring these issues, the courses \nalso promote the development of skills in critical thinking, speaking, \nand writing. Courses focus on women's past and present roles in \nculture, politics, the family, the arts and sciences, health care business, \nand religion. \n\nLearning Objectives \n\nA minor in Women's Studies consists of twelve semester hours: three of \nwhich must be WMST 1101: Introduction to Women's Studies. Of the \nremaining nine hours, six must be taken at the 3000 level. This \nflexibility, coupled with the interdisciplinary nature of the field, permits \nstudents to design a minor that best reflects their academic and future \ncareer interests. (Only cross-listed courses taken during or after the fall \nof 2000 may be applied to the minor in Women's Studies.) \n\nCourse Descriptions (WMST) \n\nWMST 1101 Introduction to Women's Studies. (3) \n\nThis course will provide a better understanding of the female experience \nand the evolution of women's roles within one's own culture and that of \nothers. In developing this understanding, emphasis will be placed on \nthe great diversity of women's individual lives by considering such \nfactors as race, age, marital, and class status. \n\nCross-Listed Courses \nWMST 3500/SOCI 3500: \n\nGender \u0026 Society. \nWMST 3110/LAST 3110: \n\nSpecial Topics/Latin American Women Writers. (3) \nWMST 2500/SOCI 2500: \n\nMarriages and Families. (3) \nWMST 3345/ENGL 3345: \n\nThe Rise of the English Novel. (3) \n\n\n\n306 \n\n\n\n\n\n\nWMST 3320/RLGN 3320: \n\nThe Ethics of Sexuality, Marriage, and Gender. (3) \nWMST 3340/ENGL 3340: \n\nRestoration and Eighteenth Century English Literature. (3) \nWMST 4400: \n\nAdvanced Library Research in the Social Sciences \n\nand Humanities. (2) \nPHIL 4410: \n\nPhilosophical Theory: Gender and Sexuality (3) \nWMST 4478: \n\nWomen in Ministry (3) \nWMST 4500: \n\nAdvanced Library Research in the Sciences. (2) \n\nAlso, Interim term courses are offered in Women 's Studies. \n\n\n\n\n\n\nill \n\n\n\n\n307 \n\n\n\nFaculty \n\n\n\nDavid OkiAhearn (1995) \n\nProfessor of Religion and Philosophy; Chair of the Religion \nDepartment; Chair of the Oikos Program \nB.A., Austin College; M.Div., Southern Methodist University; \nPh.D., Emory University \n\nToni P. Anderson (1999) \n\nProfessor of Music; Chair of the Music Department \n\nB.M., Lamar University; M.M., New England Conservatory of Music; \n\nPh.D., Georgia State University \n\nElizabeth Appleby (2006) \n\nAssistant Professor of Latin American Studies and Modern Languages \nB.A., Seton Hill College; J.D., M.A., University of Pittsburgh; \nPh.D., Ohio State University \n\nTerry Austin (2006) \n\nAssistant Professor of Chemistry and Physics \nB.S., Ph.D., University of Florida \n\nKim Barber Knoll (1995) \n\nProfessor of Theatre Arts; Division Chair of Fine and \n\nPerforming Arts; Chair of the Theatre Department \n\nB.S., University of Tennessee; M.F.A., U. of California at Los Angeles \n\nLinda A. Mason Barber (2006) \nAssistant Professor of Nursing \nB.S., University of Florida; M.S.N., University of South Florida \n\nCharlene Baxter (1976) \n\nAssistant Professor; Librarian for Public and Technical Services \nA.B., West Georgia College; M.L.S., George Peabody College \nfor Teachers \n\nCindiBearden(2001) \n\nAssociate Professor of Business \n\nB.S., Jacksonville State University; Master of Accountancy, University \n\nof Alabama, Certified Public Accountant \n\nJon Birkeli (1987) \n\nEly R. Callaway, Sr. Professor in International Business; \n\nChair of the Business Department \n\nA.B., Lenoir-Rhyne College; Ph.D., University of South Carolina \n\n\n\n308 \n\n\n\nSandra Blair (2000) \n\nAssociate Professor of Nursing \n\nB.S.N., LaGrange College; M.S.N., Georgia State University \n\nFrank W. Brevik (2006) \n\nAssistant Professor of English \n\nB.S., Troy State University; M.A., University of Manchester; \n\nPh.D., University of Louisiana at Lafayette \n\nMarcia Langham Brown (1996) \nProfessor of Art and Design; \nChair of the Art and Design Department \nB.F.A., Guilford College; M.F.A., University of Georgia \n\nJoseph J. Cafaro( 1984) \n\nProfessor of History; Chair of the History Department \n\nA.A., Manatee Junior College; B.A., Florida Atlantic University; \n\nM.A., Ph.D., Florida State University \n\nDavid M. Cason (2008) \n\nAssistant Professor of Education \n\nA.A., Gordon College; B.A., LaGrange College; \n\nM.S.Ed., Troy State University; Ph.D., Georgia State University \n\nAngela N. Cauthen (2006) \n\nAssociate Professor of Biology \n\nB.S., Shorter College; Ph.D., University of Georgia \n\nSusan R. Cody (2002) \n\nAssociate Professor Sociology \n\nB.A., Jacksonville University; M.A., University of Florida; \n\nPh.D., University of Florida \n\nRandy William Colvin (2008) \nInstructor of Biology \nB.S., Colorado State University; M.S., Oregon State University \n\nJohn Granger Cook (1994) \nProfessor of Religion \n\nB.A., Davidson College; M.Div., Union Theological Seminary; \nPh.D., Emory University \n\nDavid Alan Crowe (2007) \n\nAssistant Professor of Education \nB.S.E., M.Ed., Ph.D., Auburn University \n\n\n\n309 \n\n\n\nLisa Crutchfield (2008) \n\nAssistant Professor of History \n\nB.A., James Madison University; M.A., University of Georgia; Ph.D., \n\nCollege of William and Mary \n\nMary Lou Dabbs (1999) \n\nAssistant Professor; Electronic Resources Librarian \n\nB.A., Florida Presbyterian College; M.Ln., Emory University \n\nKarie Davis-Nozemack (2007) \n\nAssistant Professor of Business Law and Taxation \n\nB.A., Emory University; M.Tx., Georgia State University; \n\nJ.D., Washington and Lee School of Law \n\nNina Dulin-Mallory (1989) \nProfessor of English \n\nB.A., Clemson University; M.Ed., LaGrange College; \nPh.D., Auburn University \n\nJon M. Ernstberger (2008) \n\nAssistant Professor of Mathematics \nB.S., M.S., Murray State University; \nPh.D., North Carolina State University \n\nCharles H.Evans (1981) \nProfessor of Psychology \nB.S., M.S., Ph.D., University of Georgia \n\nGordon Jeffrey Geeter (1990) \n\nAssistant Professor of Health and Physical Education \nA.S., Andrew College; B.S., Tennessee Wesleyan College; \nM.S.S., United States Sports Academy \n\nHeather A. Haas (2001) \n\nAssociate Professor of Psychology \n\nB.S., Rocky Mountain College; M.S., University of St. Andrews; \n\nPh.D., University of Minnesota \n\nMelvin H. Hall (2002) \n\nAssociate Professor of Chemistry \n\nB.S., Cuttington University College; M.A., University of California at \n\nBerkeley; Ph.D. Auburn University \n\nCeliaG. Hay (1996) \n\nAssociate Professor of Nursing; Chair of the Nursing Department \n\nA.D., Piedmont Hospital School of Nursing; \n\nM.S., Georgia State University; Ph.D., Georgia State University \n\n\n\n310 \n\n\n\nB. Joyce Hillyer (1995) \nProfessor of Education \nA.S., Southern Union State Junior College; \nB.S., M.Ed., Ed.D., Auburn University \n\nJohn C.Hurd( 1974) \nProfessor of Biology \nB.S., Alabama College; M.S., Ph.D., Auburn University \n\nSeok Hwang (2005) \n\nAssociate Professor of Mathematics \n\nB.S., Yeungnam University; M.A., Ph.D., University of Wisconsin \n\nKipton E. Jensen (2008) \n\nAssistant Professor of Religion and Philosophy \n\nB.A., University of Nebraska; M.A., University of Kentucky; \n\nPh.D., Marquette University \n\nLee E.Johnson (1990) \n\nFuller E. Callaway Associate Professor of Music \nB.A., Auburn University; M. M., Indiana University \n\nDorothy M. Joiner (2001) \n\nLovick Corn Professor of Art History \n\nB.A., St. Mary's Dominican College; M.A. Emory University; \n\nPh.D., Emory University \n\nDonald Jolly (1961) \n\nProfessor of Mathematics \n\nB.S., University of Southern Mississippi; M.S., University of Illinois; \n\nPh.D., Auburn University \n\n(Retired from full-time teaching in 1995) \n\nBill Kovack (2006) \n\nAssistant Professor of Business \nB.A., Michigan State University; \nM.B.A., Michigan State University \n\nCharles P. Kraemer ( 1978) \n\nProfessor of Psychology; Chair of the Psychology Department; \n\nDirector of Undergraduate Research \n\nB.A., LaGrange College; M.S., Ph.D., University of Georgia \n\nJohn D.Lawrence (1970) \n\nFuller E. Callaway Professor of Art and Design \n\nB.F.A., Atlanta College of Art; M.F.A., Tulane University \n\n\n\n311 \n\n\n\nTracy L. R. Lightcap (1991) \nProfessor of Political Science; \nChair of the Political Science Department \n\nA.B., University of the South; M.A., University of South Carolina; \nPh.D., Emory University \n\nAlvin B. Lingenfelter (2003) \n\nAssistant Professor of Religion \n\nB.A., Mississippi College; M.Div., Duke Divinity School \n\nDonald R. Livingston (2001) \n\nAssociate Professor of Education; \n\nChair of the Education Department \n\nB.S., Drexel University; M.Ed., West Chester University; \n\nEd.D., Georgia Southern University \n\nSharon M. Livingston (2006) \n\nAssistant Dean for Academic Affairs; M.Ed. Thesis Advisor \n\nB.S., Drexel University; M.S.A., West Chester University; Ph.D., \n\nGeorgia State University \n\nSarah Beth Mallory (1993) \n\nAssociate Professor of Biology, Director of the Interim Term and \n\nCore Curriculum; Chair of the Biology Department \n\nB.S., M.S., University of Georgia; Ph.D., Auburn University \n\nGreg A. McClanahan (1988) \n\nInterim Vice President for Academic Affairs and Dean; \nProfessor of Mathematics; Chair of the Mathematics Department \nB.S., M.S., Auburn University; Ph.D., Clemson University \n\nWilliam J. McCoy, IV (1991) \n\nProfessor of Chemistry/Physics; Chair of the Chemistry and Physics \n\nDepartments \n\nB.S., Yale University; Ph.D., University of North Carolina \n\nLinda H. McMullen ( 1999) \n\nAssistant Professor of Organizational Leadership; \n\nDirector of the Evening College \n\nB.S., Geneva College; M.S., Geneva College \n\nFrancis A. O'Connor (1997) \n\nAssociate Professor of Latin American Studies; \n\nChair of Sociology and Anthropology Department \n\nB.A., University of Pennsylvania; M.A., Idaho State University; \n\nPh.D., University of Iowa \n\n\n\n312 \n\n\n\nAnna Odom (2007) \n\nAssistant Professor of Nursing \n\nA.D.N, LaGrange College; M.S.N., Georgia State University; \n\nC.F.N. P., American Academy of Nurse Practioners \n\nDebbie Ogle (2003) \n\nAssistant Professor of Music \n\nB.S., University Montevallo; M.M., University of Alabama \n\nRichard Hank Parker (2008) \n\nVisiting Assistant Professor of Chemistry and Physics \nB.S., M.S., Auburn University; Ph.D., University of Florida \n\nWilliam G. Paschal (1994) \nProfessor of Biology \nB.S., Saint Joseph's College; \nPh.D., Indiana University School of Medicine \n\nVicki T. Pheil (2007) \n\nDirector of Field Placement, Education Department \nB.A., M.Ed., LaGrange College \n\nLoren L. Pinkerman (1998) \n\nAssistant Professor; Director of Banks Library \n\nB.A., Westmar College; M.A.T., Colorado State University; \n\nM.L.S., Indiana University \n\nAmanda R. Plumlee (1996) \n\nProfessor of Latin American Studies and Modern Languages; \nChair of the Latin American Studies and Modern Languages \nDepartment; Chair of Women's Studies \nB.S., UTC of Chattanooga; M.A., Ph.D., University of Tennessee \n\nMelinda Pomeroy-Black (2005) \nAssistant Professor of Biology \nB.A., Rhodes College; M.S., Virginia Tech; Ph.D., Virginia Tech \n\nMargaret Reneke (1999) \n\nAssociate Professor of Art and Design \n\nB.F.A., University of Georgia; \n\nM.F.A., Virginia Commonwealth University \n\nFay A. Riddle (1980) \n\nProfessor of Computer Science; \n\nChair of the Computer Science Department \n\nB.S., H. Sophie Newcomb College of Tulane University; \n\nM.S., Ph.D., University of Florida \n\n\n\n313 \n\n\n\nArthur Robinson (1998) \n\nAssistant Professor; Public Services Librarian \n\nB.A., Trinity College; M.L.S., Ph.D., Indiana University-Bloomington \n\nLydia W. Rosencrants (1999) \n\nBoatwright Associate Professor of Accountancy; \n\nChair of the Accountancy Department \n\nB. S., University of Richmond; Ph.D., Michigan State University \n\nMaranahA. Sauter(1983) \n\nProfessor of Nursing; Division Chair of Professional Programs \nA.A., B.S., Georgia Southwestern College; M.S., Georgia State \nUniversity; Ph.D., Medical College of Georgia \n\nLaine Allison Scott (1998) \n\nAssociate Professor of English \n\nB.A., The College of William \u0026 Mary; M.A., Middlebury College; \n\nM.A., Salisbury State University; Ph.D., University of Alabama \n\nBailey Brooks Shelhorse, Jr. (1968) \n\nProfessor of Mathematics and Computer Science \nA.B., LaGrange College; M.A., Louisiana State University; M.Ed., \nWashington State University; M.S., University of Evansville; \nPh.D., Georgia State University \n\nKevin L.Shirley (1998) \n\nAssociate Professor of History; \n\nDivision Chair of Humanities and Social Sciences \n\nB.A., M.A. (history), M.A. (religion), Ph.D., Florida State University \n\nJackC. Slay, Jr. (1992) \n\nDean of Students, Professor of English \nB.A., M.A., Mississippi State University; \nPh.D., University of Tennessee \n\nTimothy N. Taunton (1984) \nProfessor of Art and Design \nB.A., University of Arkansas-Little Rock; \nM.F.A., Louisiana State University \n\nBrendaW. Thomas (1989) \n\nProfessor of English; Chair of the English Department \nA.B., Samford University; M.A., Auburn University; \nPh.D., Georgia State University \n\n\n\n314 \n\n\n\nCharles A. Thompson (2001) \n\nAssociate Dean and Director of LaGrange College at Albany \nB.A., Gustavus Adolphus College; M.A., Wichita State University; \nPh.D. University of Missouri \n\nNathan Tomsheck (2004) \n\nAssistant Professor of Theatre Arts \n\nB.F.A., Whitworth College; M.F.A., Yale School of Drama \n\nGinger Truitt (2006) \n\nAssistant Professor of Nursing \n\nB.S.N., LaGrange College; M.S.N., State University of West Georgia \n\nJohn A. Tures(2001) \n\nAssociate Professor of Political Science \n\nB.A., Trinity University; M.S., Marquette University; \n\nPh.D., Florida State University \n\nMitchell Turner, (2002) \n\nAssociate Professor of Music \n\nB.S., Georgia Southern University; M.M., University of Georgia; \n\nPh.D., University of Georgia \n\nJohn M.Williams (1989) \nProfessor of English \nB.A., M.A., Auburn University; Ph.D., Georgia State University \n\nPhillip R. Williamson (1969) \n\nAssociate Professor of Health and Physical Education; \nChair of the Health and Physical Education Department \nB.S., M.S., Troy State University \n\nAnthony Wilson (2004) \n\nAssociate Professor of English \n\nB.A., Oglethorpe University; M.A., Ph.D., Vanderbilt University \n\nMargie Yates (2005) \n\nAssistant Professor of Education \n\nB.X., University of Georgia; M. Ed., Columbus State University; \n\nPh.D., Auburn University \n\nCarol M. Yin (1991-1994, 1996) \nProfessor of Mathematics \nB.S., M.A.M., Ph.D., Auburn University \n\nKuo-chuan Yin (1994) \n\nProfessor of Mathematics \n\nB.S., National Chung Hsing University; M.S., Ph.D., Auburn University \n\n315 \n\n\n\nAdjunct Faculty \n\n\n\nEthyl L. Ault \n\nInstructor of Education \n\nM.Ed., Georgia State University \n\nMichael Bishop \n\nWriter in Residence \n\nB.A., University of Georgia; M.A., University of Georgia; \n\nHonorary Doctorate, LaGrange College \n\nLinda Buchanan \n\nInstructor of Education \n\nB.A., George William College; M.A., Eastern Kentucky; \n\nPh.D., Georgia State University \n\nPatricia Callaway \n\nInstructor of Music \n\nB.A., Emory, M.M., State University of West Georgia; \n\nD.M.A, University of Georgia \n\nStacey L. Ernstberger \n\nInstructor of Mathematics \nB.S., Murray State University; \nM.S., North Carolina State University \n\nTakemi Kapamaya \n\nInstructor of Modern Foreign Language \n\nB.A., Kyoto Sangyo University; M.A., Himeji Dokkyo University \n\nGeorge Mann \n\nInstructor of Applied Classical Piano \n\nB.M., University of Cincinnati; \n\nM.M., Conservatory of Music, University of Cincinnati \n\nMelina Lorenz Moyer \nInstructor of Biology \nB.S., Purdue University; M.S., Southern Illinois University \n\nChristiane B. Price \n\nInstructor of Modern Foreign Language \n\nM.A., Freie Universitat; Ph.D., Emory University \n\nTracy Clahan Riggs \n\nInstructor of Theatre Arts \n\nB.F.A., Catholic University; M.F.A., Florida Atlantic University \n\n\n\n316 \n\n\n\nPhil Snyder \n\nInstructor of Ear Training and Applied Classical Guitar \nB.M., M.M., D.M.A., University of Georgia \n\nThomas P. Steele \n\nInstructor of Religion \n\nB.A., Newberry College; M. Div., Lutheran School of Theology; \n\nD. Min., McCormick Theological Seminary \n\nPamela Tremblay \n\nInstructor of Cornerstone and Physical Education \n\nA.B.J, University of Georgia; M.Ed., Ed.S., State University of \n\nWest Georgia \n\nWilliam Walsh \n\nInstructor of English \n\nA.B., Georgia State University \n\nM.F.A., Vermont College \n\nPresident Emeritus \n\nWalter Y. Murphy (1980-1996) \n\nA.B., Emory University; M.Div., Emory University; \nLL.D., Bethune-Cookman College; D.D., LaGrange College \n\nRetired Faculty Members \n\nProfessors Emeritus \n\nNancy Thomas Alford, B.S., M.S. (1969-2007) \n\nSybil L. Allen, B.S., M.Ed., Ed.D. (1976-1994) \n\nRoland B. Cousins, B.S., M.S., D.B.A. (1990-2005) \n\nSue M. Duttera, Ph.D. (1986-2002) \n\nLuke K. Gill, Jr., B.B.A., M.S.W., J.D. (1971-2002) \n\nS. G. Hornsby, B.S.Ed., M.A., Ph.D. (1966-2005) \n\nSandra K. Johnson B.A., M.Ed., Ed.D. (1983-2005) \n\nRichard Donald Jolly, B.A., M.S., Ed.D. (1961-1995) \n\nEvelyn B. Jordan, A.A, B.S., M.Ed., Ed.D. (1977-2001) \n\nCharles Franklin McCook, A.B., S.T.B., S.T.M., Ph.D. (1961-1994) \n\nProfessors Emeritus \n\nFrederick V. Mills, A.B.,S.T.B., M.Th., M.A., Ph.D. (1967-2007) \nMaynard L. Reid, B.S.E., M.S.E., Ed.D (1973-1995) \nJohn L. Shibley, B.S., M.S., Ph.D. (1950-1986) \n\n\n\n317 \n\n\n\nAssociate Professors Emeritus \n\nJulia B. Burdett, A.A., B.A., M.P.E., M.S.W. (1974-1997) \n\nPatrick M. Hicks, B.S., M.S. (1958-1998) \n\nJennifer S. Harrison, Baccalaureate, M.Ed., Ph.D. (1995-2005) \n\nAssistant Professors Emeritus \n\nMartha M. Estes, B.A., M.A. (1982-1991) \nMarvin D. Johnson, B.A., M.A. (1995-2006) \n\nBoard of Trustees \n\n\n\nOfficers \n\nChairman William M. Hodges \n\nVice Chairman Richard W. Story \n\nSecond Vice Chairman Dan K. McAlexander \n\nSecretary Nancy N. Durand \n\nMembers \n\nCindy Autry, Columbus, Georgia Ex Officio \n\nAnn Gaylord Badding, Lockport, New York 2013 \n\nGeorge W. Baker, Jr., LaGrange, Georgia 2010 \n\nA. Quillian Baldwin, Jr., LaGrange, Georgia 2013 \n\nAmos T. Beason, LaGrange, Georgia 2012 \n\nJ. Kennedy Boatwright III, LaGrange, Georgia 2010 \n\nJames F. Bruce, Jr., LaGrange, Georgia 2012 \n\nH. Speer Burdette III, LaGrange, Georgia 201 1 \n\nEdward C. Callaway, Pine Mountain, Georgia 201 1 \n\nRobert L. Carmichael, Jr., LaGrange, Georgia 2013 \n\nChris Daniel, SGA President Ex Officio \n\nJanet Gipson Caswell, Atlanta, Georgia 2012 \n\nE. Malone Dodson, Alpharetta, Georgia 201 1 \n\nNancy N. Durand, LaGrange, Georgia 2010 \n\nEdmund C. Glover, West Point, Georgia 2010 \n\nElizabeth C. Harris, Cartersville, Georgia 201 1 \n\nWilliam M. Hodges, Atlanta, Georgia 2010 \n\nPat H. Holder, LaGrange, Georgia 201 1 \n\nJohn S. Holle, LaGrange, Georgia 2011 \n\nWayne Hunter, LaGrange, Georgia 2010 \n\nJohn M. Jackson, Jr., LaGrange, Georgia 2012 \n\nRobert L. Johnson, West Point, Georgia 2013 \n\n\n\n318 \n\n\n\nJared T. Jones, LaGrange, Georgia 2012 \n\nHarold A. Lawrence Jr., LaGrange, Georgia Ex Officio \n\nWilliam J. Martin, LaGrange, Georgia Ex Officio \n\nKathy R. McCollum, Augusta, Georgia 201 1 \n\nPolly C. Miller, Columbus, Georgia 201 1 \n\nMarie T. Moshell, Columbus, Georgia 2010 \n\nH. Andrew Owen, Jr., Atlanta, Georgia 2013 \n\nJoe Frank Ragland, Jr., LaGrange, Georgia 2012 \n\nPeggy Cobb Schug, Charlotte, North Carolina 2010 \n\nEdward D. Smith, LaGrange, Georgia 2013 \n\nNancy K. Stevens, LaGrange, Georgia 2012 \n\nRichard W. Story, Gainesville, Georgia 201 1 \n\nStanley E. Thomas, Newnan, Georgia 2013 \n\nB. Michael Watson (Bishop), Atlanta, Georgia Ex Officio \n\nGeorge F. Wheelock, III, Birmingham, Alabama 2012 \n\nDeedee G. Williams, West Point, Georgia 2012 \n\nAlmonese Brown Clifton Williams, Atlanta, Georgia 2010 \n\nRicky Wolfe, LaGrange, Georgia 2012 \n\nHoward J. Wright, LaGrange, Georgia Ex Officio \n\nConsultants \n\nLinda R. Buchanan, Vice President and Dean for Student Life \u0026 Retention \n\nDan K. McAlexander, President \n\nGreg A. McClanahan, Interim Vice President for Academic Affairs \u0026 Dean \n\nNina Dulin-Mallory, Faculty Representative \n\nWalter Y. Murphy, President Emeritus \n\nRichard Dana Paul, Vice President for Enrollment Management \n\nLegal Counsel \n\nDaniel W. Lee, LaGrange, Georgia \n\n\n\n319 \n\n\n\nAdministrative Officers \n\n\n\nPresident's Cabinet \n\nDan K. McAlexander (2009) - President \n\nB.A., University of Kansas; M.M., The Julliard School; D.M.A., \nUniversity of Cincinnati \n\nQuincy D. Brown (1997) - The Elizabeth Walker Lanier Campus Minister \nand Director of Servant Leadership \n\nB.S., DeVry Institute of Technology; M.Div., Emory University; \nD.Min., Interdenominational Theological Center \n\nLinda R. Buchanan (1997) - Vice President and Dean for Student Life and \nRetention \n\nB.S., George Williams College; M.S., Eastern Kentucky \nUniversity; Ph.D., Georgia State University \n\nGreg A. McClanahan (1988) -Interim Vice President for Academic Affairs \nand Dean \nB.S., M.S., Auburn University; Ph.D., Clemson University \n\nRichard Dana Paul (2007) - Vice President for Enrollment Management \nB.A., Maryville College; M.Ed., Westminster College \n\nPresident's Advisory Council \n\nRay C. Anderson, Atlanta, Georgia \nCarolyn M. Bernard Becker, Athens, Georgia \nSamuel G. Candler, Atlanta, Georgia \nRobert B. Copeland, LaGrange, Georgia \nLovick P. Corn, Columbus, Georgia \nGeorge W. (Buddy) Darden, Marietta, Georgia \nWilliam B. Fackler, Jr., LaGrange, Georgia \nCharles L. Foster, Jr., LaGrange, Georgia \nGarnett J. Giesler, LaGrange, Georgia \nClifford C. Glover, West Point, Georgia \nG. Sanders Griffith III, Columbus, Georgia \nCharles D. Hudson, LaGrange, Georgia \nL. Bevel Jones III, Decatur, Georgia \nJ. Smith Lanier II, West Point, Georgia \nC. Stephen Lynn, Nashville, Tennessee \nWalter Y. Murphy, LaGrange, Georgia \nHoward R. Park, LaGrange, Georgia \nCharles W. Smith, LaGrange, Georgia \nJohn W. Stewart, Jr., LaGrange, Georgia \nJames L. Waits, Atlanta, Georgia \n\n320 \n\n\n\nAdministrative Staff \n\n\n\nRebecca Anderson (2000) Secretary, Social and Behavioral Sciences \nLandon Baize (2008) Graduate Assistant, Men's Basketball \n\nAmber Johnson Baldridge (2007) Admission Counselor \n\n\n\nPatricia Barrett (2008) \nCharlene Baxter (1976) \nDavid Beard (2005) \nJackie Belcher (2000) \nJames Blackwood (1997) \n\n\n\nArchives and Circulation Assistant, Library \n\nLibrarian for Public \u0026 Technical Services \n\nWebmaster \n\nFinancial Aid Counselor \n\nDirector of Information Technology, \nChief Security Officer, Informational \u0026 \nInstructional Technology \n\nMarcus Blandingburg (2006) Assistant Coach, Football \n\nJennifer Bleimeyer (2006) Data Manager, Assistant Dean's Office \n\nAdministrative Assistant, Lamar Dodd Art \nCenter \n\nAssistant Athletic Trainer \n\nAssistant Director of LaGrange College at \nAlbany \n\nThe Elizabeth Walker Lanier Campus \nMinister, Director of Servant Leadership \n\nSwimming Coach \n\nDirector of Alumni and Parent Relations \n\n\n\nDawn Briggs (2000) \n\nChristy Brown (2008) \nElizabeth Brown (2009) \n\nQuincy D.Brown (1997) \n\n\n\nSusan Brown (1999) \nAndy Brubaker (2008) \nLinda R.Buchanan (1997) \n\n\n\nDialleo Burks (2006) \nAngel Calhoun (2009) \nBecky Carter (1999) \n\nKaren Clark (2004) \nJennifer Claybrook (1999) \n\n\n\nVice-President and Dean for Student Life \nand Retention \n\nGraduate Assistant, Football \n\nAdministrative Assistant, Education Dept. \n\nAccounts Receivable Specialist, Business \nOffice \n\nDevelopment Writer \n\nSoftball Coach, Volleyball Assistant Coach \n\n\n\n321 \n\n\n\nAlex Conforti (2008) \nAustin P. Cook, EI ( 1981) \nEmily Cummins (2007) \nMary Lou Dabbs (1999) \nStacey Davis (2005) \nSandra Dennis (1972) \nZachary Dennis (2008) \nRob Dicks (2001) \nMarion Edwards (2004) \nBilly Ehlers (2006) \nRachel Evans (2008) \nVickie Evans (2005) \nLaura Faulkner (2008) \nRory Favor (2006) \nBrandon Fetner (1999) \n\nLee Fite (2008) \n\nG. Jeffrey Geeter ( 1990) \n\nDiana Goldwire (2001) \n\nZachary Grace (2008) \nRyan Grice (2006) \nSusan A. Hancock (1975) \nTracy Harden (2004) \nDean Hartman (2000) \nWarren Haynes (1998) \nLisa Heath (2008) \nWyleneHerndon(1979) \nJimmy G. Herring (1974) \n\n\n\nGraduate Assistant, Football \n\nPostmaster \n\nAssistant Coach, Women's Basketball \n\nElectronic Resources Librarian, Library \n\nSerials Assistant, Library \n\nHuman Resources Coordinator \n\nGraduate Assistant, Football \n\nAthletic Trainer \n\nBishop in Residence \n\nPool Supervisor \n\nEvening Assistant, Library \n\nAdministrative Assistant, Manget Building \n\nleadership Secretary \n\nGraduate Assistant, Football \n\nDatabase Administrator, Information \nTechnology \n\nGraduate Assistant, Baseball \n\nMen's and Women's Soccer Coach \n\nDirector of Career Development, \nInternational Student Advisor \n\nGraduate Assistant, Football \n\nAssistant Baseball Coach \n\nSecretary, Alumni and Family Relations \n\nReceptionist, Admission Office \n\nDirector of Communications \u0026 Marketing \n\nMen's Basketball Coach \n\nResident Director, Pitts Hall \n\nParking \n\nRegistrar \n\n\n\n322 \n\n\n\nKenneth Hoats (2007) \nJacque Hornsby (2008) \nKevin Howard (1999) \nPatti Hoxsie (2000) \nJanet Hughes (2004) \n\nJohn Hughes (2002) \nMelissa Hunt (2004) \nJohn Hurston (2007) \nMark Isenhour (2007) \nStacy Jackson (2000) \nErika Kastner (2008) \nTara Kermiet (2008) \nLoriKnopp(1998) \nJennifer Knox (2005) \nTony Kunczewski (2005) \nSusan A. Laforet ( 1994) \n\nAnita Laney (1974) \nSharon Livingston (2006) \nKristen Lockman (2006) \nDale Lomax (2006) \nCynthia Mayfield (2006) \n\nDan K. McAlexander (2009) \nKirby H. McCartney (1983) \n\nGreg A. McClanahan (1988) \n\n\n\nCounselor \n\nArchive and Circulation Assistant, Library \n\nHead Baseball Coach \n\nAssistant Controller, Business Office \n\nAssistant to Vice President of \nAdvancement \n\nSports Information Director \n\nTextbook Manager, Bookstore \n\nResident Director, Hawkins Hall \n\nWomen's Basketball Coach \n\nAssistant Director of Publications \n\nAssistant Athletic Trainer \n\nDirector of Student Life and Service \n\nSecretary, Division of Nursing \n\nGraduate Counselor and Certification Officer \n\nAssistant Coach, Football \n\nSecretary, Division of Natural Sciences \nand Mathematics \n\nBookstore Director \n\nAssistant Dean for Academic Affairs \n\nAssistant Coach, Women's Soccer \n\nAssistant Coach, Men's Basketball \n\nAdministrative Assistant, Communication \nand Marketing \n\nPresident \n\nAdministrative Assistant, Student \nDevelopment Office; Resident Director, \nHawkes Hall \n\nInterim Vice President for Academic Affairs \nand Dean \n\n\n\nLindsey McCurry (2005) Admission Counselor \n\n\n\n323 \n\n\n\nLinda McGill (2000) \nPatricia A. McKay (1998) \nLinda H. McMullen (1999) \nCarolyn McNearney (2000) \n\nTiffany Mixon (1999) \n\nBrandon Mobley (2000) \nMatt Montgomery (2008) \nTodd Mooney (2005) \nLisa Morgan (1991) \n\nJackL. Morman, Sr. (1992) \nLaura Lynn Morris (2008) \nJulie Moses (2008) \nSharon Newton (2000) \n\nMonica Parker (2008) \nDana Paul (2007) \nCharles Peek (2006) \nVicki Pheil (2007) \nLoren Pinkerman (1998) \nMarthaW.Pirkle(1994) \n\nKathy Pirrman (2000) \nMarty Pirrman (1999) \n\nKatie Porter (2008) \nKenya Rainey (2007) \nMichele Raphoon (2005) \n\n\n\nSwitchboard Operator/Receptionist \n\nAdministrative Assistant, Registrar's Office \n\nDirector, Evening College \n\nAdministrative Assistant, Vice President \nfor Academic Affairs and Dean \n\nSupport Manager, Information \nTechnology \n\nSystems Analyst, Information Technology \n\nAssistant Coach, Swimming \n\nHead Coach, Football \n\nAssistant to Library Director, Circulation \nManager \n\nPool Operations Manager \n\nAdmission Counselor \n\nHead Coach, Volleyball \n\nAdministrative Assistant, Career \nDevelopment Center and Counseling \n\nFinancial Aid Counselor \n\nVice President for Enrollment Management \n\nCross Country Coach \n\nDirector, Field Placement, Education Dept. \n\nDirector, William and Evelyn Banks Library \n\nSenior Director of Development and \nCollege Relations \n\nApplication Coordinator, Admission \n\nAssistant Vice President for Administration \nand Controller \n\nCareer and International Advisor \n\nAdministrative Assistant, Evening College \n\nAdministrative Assistant, Theatre Dept. \n\n\n\n324 \n\n\n\nMichelle Reeves (1998) \nDemetris Render (2008) \nCarla Rhodes (2005) \nLee Richter (1993) \nBrenda T.Riley (1989) \nArthur Robinson (1998) \nTammy Rogers (1992) \n\nRebecca Roth (2006) \nMatt Russell (2008) \nCynthia Saines (2006) \nAnn Sellman (2002) \nAshley Seman (2008) \nDavid Shonts (2005) \nJack Slay (1992) \nSylvia Smith (1985) \nBeth Spencer (2008) \nNancy Spradlin (2001) \nRonald Stafford (2005) \n\nEva Stephen (2005) \nBarbara Storie (1992) \n\nMichael Thomas (2007) \nCharles Thompson (2001) \n\nHeather Tidwell (2008) \nEmma S. Trammell (1992) \nPamela Tremblay (1998) \nGlenda Turner (1993) \n\n\n\nAssistant Director, Financial Aid \n\nGraduate Assistant, Women's Basketball \n\nExecutive Secretary to the President \n\nGolf Coach \n\nSecretary, Division of Business \n\nPublic Services Librarian, Library \n\nDirector of Stewardship and Leadership \nDevelopment \n\nDirector of Development \n\nResident Director, Boatwright Hall \n\nAssistant Registrar \n\nAdministrative Assistant, Music Dept. \n\nAssociate Director for Annual Fund \n\nAssistant Coach, Football \n\nDean of Students \n\nDirector of Financial Aid \n\nAdvancement Services Coordinator \n\nAccounting Assistant, Business Office \n\nNetwork Manager, Information \nTechnology \n\nData Manager, Education Department \n\nSecretary, Athletics/ Health, Physical \nEducation and Recreation \n\nAdmission Counselor \n\nAssociate Dean and Director of LaGrange \nCollege at Albany \n\nGraduate Assistant, Volleyball \n\nInformation Specialist, Admission Office \n\nDirector of Counseling \n\nResident Director, Candler Hall \n\n\n\n325 \n\n\n\nDarlene R. Weathers (1988) \nSarah Wester (2008) \nDavid Wiggins (2003) \nJennifer Wiggins (2006) \nChastity Williams (2007) \n\nPhillip Williamson (1969) \nSandra Williamson (1999) \nJoan Wilson (2001) \nMary Wilson (1994) \nKim Woodard (2008) \n\n\n\nManager, Campus Bookstore \n\nGraduate Assistant, Women's Soccer \n\nAcquisitions Assistant, Library \n\nLibrary Assistant \n\nHelpdesk Technician, Information \nTechnology \n\nAthletic Director \n\nAccounts Payable Specialist, Business Office \n\nAdministrative Assistant, Development Office \n\nResident Director, Henry Hall \n\nGraduate Assistant, Softball \n\n\n\n326 \n\n\n\nIndex \n\n\n\nA \n\nAbbreviations, Course 120 \n\nAcademic \n\nCalendar 5 \n\nCounseling 65 \n\nDivisions 1 18 \n\nForgiveness 79 \n\nHonors 83 \n\nPolicies 68 \n\nPrograms 94 \n\nStanding/Probation 78 \n\nAcceleration 74 \n\nAccreditation 16 \n\nAdjunct Faculty 316 \n\nAdministrative Officers 320 \n\nAdministrative Staff 321 \n\nAdmission and Enrollment 24 \n\nAdvanced Placement 74 \n\nAdvising 71 \n\nAlbany Campus 17 \n\nAppeals 67 \n\nApplication, Admission 24 \n\nArt and Design 121 \n\nAssessment in the Major 103 \n\nAssociate Degree 17 \n\nAthletic Programs 60 \n\nAttendance, Class 73 \n\nAuditing, Charges 30 \n\nAwards and Recognition 113 \n\nB \n\nBiology 130 \n\nBoard of Trustees 318 \n\nBusiness and Accountancy . 139 \n\nC \n\nCalendar, Academic 5 \n\nCampus Buildings 18 \n\nCareer Development Center.... 64 \n\nChaplain 62 \n\nCharges and Fees 30 \n\n\n\nChemistry 159 \n\nClassification of Students 82 \n\nCollege Level Examination \n\nProgram (CLEP) 74, 96 \n\nCommunity Service Orgs 57 \n\nComputer Science 170 \n\nConduct 50 \n\nCore Program 95, 179 \n\nCounseling 65 \n\nCourse Repetition 73 \n\nCredit Balances 33 \n\nCredit By Examination and \n\nExemption 97 \n\nCredit for Junior College 81 \n\nCredit through USAFI and \n\nService Schools 75 \n\nCultural Enrichment 83 \n\nD \n\nDean's List 83 \n\nDeclaration of Major 100 \n\nDegree Requirements 80 \n\nDegrees Offered 101 \n\nDentistry 105 \n\nDepartments 1 16 \n\nDirectory 2 \n\nDivisions, Academic 1 18 \n\nE \n\nEducation 181 \n\nEndowed Lectureships 1 13 \n\nEngineering 108 \n\nEnglish 193 \n\nEvening College 17 \n\nEvening College Degrees 1 12 \n\nF \n\nFaculty 308 \n\nFederal Tax Credits 32 \n\nFees 30 \n\n\n\n327 \n\n\n\nFinancial Aid 36 \n\nStudent Policies 42 \n\nSources 43 \n\nLC Academic Scholarships....43 \n\nFine Arts Scholarships 45 \n\nGrants and Scholarships 45 \n\nLoans 47 \n\nFinancial Information 30 \n\nForeign Languages (See Latin \nAmerican Studies) \n\nFraternities 58 \n\nFraud, Suspected 49 \n\nFrench 225 \n\nG \n\nGerman 227 \n\nGrade and Credits 76 \n\nGraduate Degrees 1 12 \n\nGraduation Requirements 85 \n\nH \n\nHarassment Policy 51 \n\nHealth and \nPhysical Education 204 \n\nHealth Services 64 \n\nHistory of the College 14 \n\nHistory 211 \n\nHolidays (See Academic Calendar) \n\nHome Schooled Students 26 \n\nHonor Code 68 \n\nHonor Societies 59 \n\nHOPE Scholarship 46 \n\nHousing Requirements 55 \n\nI \n\nIndependent Study 103 \n\nInformation Technology \n\nCampus Network 89 \n\nCell phone and Pager Policy 93 \n\nData Security 92 \n\nEmail accounts 88 \n\nPersonal Web Pages 89 \n\nRemote Access 92 \n\nResponsible Use Policy 86 \n\nStudent Computer \n\n\n\nConfigurations 90 \n\nUser Account 87 \n\nUser Awareness 93 \n\nWireless Network 91 \n\nInterdisciplinary Major 102 \n\nInternational Baccalaureate (IB) \n\nProgram 77,98 \n\nInternational Students and \n\nStudies 29,68,77 \n\nInternships (consult indiv. depts..) \n\nInternship Program 64 \n\nInterim Program 98 \n\nIntramural Sports 61 \n\nJ \n\nJapanese Studies 217 \n\nJoint Enrollment 27 \n\nJournalism 109 \n\nL \n\nLaGrange College \n\nAt Albany 17 \n\nCampus 18 \n\nEvening College 17 \n\nMission 14 \n\nHistory 14 \n\nLatin American Studies and \n\nModern Languages 220 \n\nLaw 110 \n\nLibrary 18 \n\nLoad, Course 80 \n\nLoans 47 \n\nM \n\nMajors 101, 111 \n\nMathematics 229 \n\nMedicine (M.D.) 105 \n\nMinors 104, 111 \n\nMission Statement 14 \n\nMoshell Learning Center 65 \n\nMusic 238 \n\nN \n\nNursing 251 \n\nNon-degree student 28 \n\n\n\n328 \n\n\n\nNon-traditional student ( See \n\nEvening College Bulletin) \n\nO \n\nOikos Program 263 \n\nOnline Courses 82 \n\nOrganizations, Student 57 \n\nHonorary 59 \n\nReligious 59 \n\nService 59 \n\nSpecial Interests 59 \n\nOrientation 73 \n\nOverload, Course 80 \n\nP \n\nPayment of Charges 30 \n\nPetition, Graduation 85 \n\nPharmacy 107 \n\nPhysical Therapy 107 \n\nPhysics 266 \n\nPlacement, Course 96 \n\nPolitical Science 268 \n\nPre-Professional Programs . 104 \n\nPresident's Cabinet 320 \n\nProbation, Academic 78 \n\nPsychology 276 \n\nPublications, Student 58 \n\nR \n\nReadmission 29 \n\nRefund Policy 33 \n\nRegistration and Advising 73 \n\nReligion and Philosophy 282 \n\nReligious Life 59, 64 \n\nRequirements: \n\nAdmission 26 \n\nBachelor Degrees 80 \n\nGraduation 85 \n\nResidency 81 \n\nResidence Halls 19 \n\nResidence Programs 55 \n\nRetired Faculty Members 317 \n\nRoom and Board 31 \n\n\n\nS \n\nSAT 26 \n\nService Clubs 57 \n\nService Organizations 57 \n\nScholarships 43 \n\nSexual Harassment 5 1 \n\nSocial Code 50 \n\nSociology and \n\nAnthropology 291 \n\nSororities, Social 58 \n\nSpanish 222 \n\nStaff 321 \n\nStatus \n\nFull-time 80 \n\nPart-time 80 \n\nStudent \n\nClassification 82 \n\nConduct and Honor Code . 50,70 \n\nDevelopment 54 \n\nEmployment 48 \n\nGovernment 57 \n\nGrade Appeals 78 \n\nHealth 66 \n\nHousing 55 \n\nLife 50 \n\nOrganizations 57 \n\nPublications 58 \n\nRepayment Policy 33 \n\nResidency Requirements 81 \n\nSuspension 51, 71 \n\nT \n\nTeacher Education and \n\nCertification 181 \n\nTeaching Fellows Program 99 \n\nTesting \n\nACT 26 \n\nSAT 26 \n\nCLEP 76,96 \n\nTheatre Arts 298 \n\nTime Restrictions: \n\nMajor 103 \n\nCore Program 95 \n\nFinancial Aid 39 \n\n\n\n329 \n\n\n\nTranscripts 85 \n\nTransfer \n\nAdmission 27 \n\nCredit 27 \n\nTransient \n\nAdmission 28 \n\nCredit 76,82 \n\nTuition and Fees 30 \n\nTutoring Center 65 \n\nV \n\nVehicle Registration 69 \n\nVeterinary Medicine 107 \n\nW \n\nWithdrawal 74 \n\nWomen's Studies 306 \n\nWork Opportunities 48 \n\nWriting Center 65, 197 \n\nHi V \n\n\n\n\n\n\n\nu \n\n\n\n\n\n\n\n\n330 \n\n\n\n\u003e \n\n5 \n\nz \n\nin \nw \n\nb \n\u003e \n\no \n\nto \n\n^N \no \n\n\n\nW \n\nz \n\nD \nO \n\n\u003e \n\nz \n\no \nw \n\no \n\u003e \n\nD \nD \n\ns \n\nGO \nGO \n\n3 \n\n\n\nC \nH \n\n\u003e \n\nH \n\nW \n- \n\n\n\n00 \n\nC \nF \n\n3 \n\n\n\n\n w 03 \n** 3 2 \n\n2 P a. \n\nere O \u003e \n\n\u003c* o J^ \n\nn 2 2 "},{"id":"glg_lagrangeia_lagrangecollegeu2008lagr","title":"LaGrange College [Undergraduate] Bulletin, LaGrange, Georgia, Catalogue Issue, 2008-2009, June 2008","collection_id":"glg_lagrangeia","collection_title":"LaGrange College collections in the Internet Archive","dcterms_contributor":["LaGrange College"],"dcterms_spatial":["United States, Georgia, Troup County, LaGrange, 33.03929, -85.03133"],"dcterms_creator":["LaGrange College"],"dc_date":["2008"],"dcterms_description":["College officially known as LaGrange Female Academy 1831-1847, LaGrange Female Institute 1847-1851, LaGrange Female College 1851-1934, LaGrange College 1934-. College name appears as La Grange in some college publications. Since 2011 the Undergraduate Catalogs (Bulletins) have been produced in electronic form only. The Catalogs (Bulletins) contain details about the faculty, curriculum, student body, physical plant and more from 1848. Catalogs (Bulletins) published as separate itemuments include: Graduate Catalog (Bulletin) from 1992, Evening College Bulletin from 2000, LaGrange College at Albany (Georgia) from 2000-2010, Interim Term from 2001-2010."],"dc_format":["application/pdf"],"dcterms_identifier":["laGrangecollegeu2008lagr"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["LaGrange College Americana","LaGrange College"],"dcterms_subject":["LaGrange College (LaGrange, Ga.)","LaGrange Female College (LaGrange, Ga.)","LaGrange Female Institute (LaGrange, Ga.)","LaGrange Female Academy (LaGrange, Ga.)","La Grange College (LaGrange, Ga.)","La Grange Female College (LaGrange, Ga.)","La Grange Female Institute (LaGrange, Ga.)","La Grange Female Academy (LaGrange, Ga.)","Women's Colleges--Georgia","Women--Education (Higher)--Georgia","Education--History--Georgia"],"dcterms_title":["LaGrange College [Undergraduate] Bulletin, LaGrange, Georgia, Catalogue Issue, 2008-2009, June 2008"],"dcterms_type":["Text"],"dcterms_provenance":["LaGrange College (LaGrange, Ga.)"],"edm_is_shown_by":null,"edm_is_shown_at":["https://archive.org/details/lagrangecollegeu2008lagr"],"dcterms_temporal":["2008-06"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":null,"dcterms_extent":null,"dlg_subject_personal":null,"iiif_manifest_url_ss":"https://iiif.archive.org/iiif/3/lagrangecollegeu2008lagr/manifest.json","dcterms_subject_fast":null,"fulltext":"LAGRANGE \n\nCOLLEGE \n\n\n\n\n\n\nUNDERGRADUATE \nBULLETIN \n\n\n\n2008-2009 \n\n\n\nDigitized by the Internet Archive \nin 2013 \n\n\n\nhttp://archive.org/details/lagrangecollegeu2008lagr \n\n\n\nVOLUME CLXVTI JUNE 2008 NUMBER l \n\n\n\nLAGRANGE COLLEGE \nBULLETIN \n\nLAGRANGE, GEORGIA \n\n\n\nCATALOGUE ISSUE 2008-2009 \n\n\n\nCommunications Directory \n\nLaGrange College \n\n601 Broad Street \n\nLaGrange, Georgia 30240-2999 \n\n(706) 880-8000 Fax: (706) 880-8358 www.lagrange.edu \n\nFor prompt attention, please address inquiries as indicated below. \n\nThe Area Code of 706 is required when dialing. \n\nLaGrange College (general information) 880-8000 \n\nOffice of the President 880-8230 \n\nExecutive Director of Instructional \u0026 Information Tech 880-8050 \n\nVice President for Academic Affairs and Dean 880-8236 \n\nRegistrar 880-8997 \n\nVice President \u0026 Dean for Student Life and Retention 880-8004 \n\nDirector of Career Planning and Placement 880-8286 \n\nVice President for Enrollment Management 880-8736 \n\nDirector of Admission 880-8253 \n\nDirector Student Financial Planning 880-8229 \n\nExecutive Vice President for Administration 880-8267 \n\nController 880-8232 \n\nVice President for Advancement 880-8257 \n\nDirector of Communications and Marketing 880-8246 \n\nVisitors are welcome at LaGrange College throughout the year. The \n\nadministrative offices in the Quillian Building are open Monday through Friday from \n8:00 a.m. to 5:00 p.m. Saturday visits may be arranged by appointment. Visitors \ndesiring interviews with members of the staff are urged to make appointments in advance. \nLaGrange College admits qualified students of any race, color, national and ethnic \norigin to all rights, privileges, programs and activities generally accorded or made \navailable to students at the school. It does not discriminate on the basis of sex, race, \ncolor, national or ethnic origin in administration of its educational policies, admissions \npolicies, scholarship and loan programs, and athletic and other school-administered programs. \n\nLaGrange College Bulletin, Volume CLXVII, Number 1 \n\nPresident: Dr. F. Stuart Gulley Editor: Dr. Sharon Livingston \n\nLaGrange College Bulletin, the official publication of LaGrange College for current \nand future students, is published annually. Correspondence should be directed to the \nOffice of Academic Dean, LaGrange College, 601 Broad Street, LaGrange, GA \n30240-2999. E-mail correspondence to slivingston@lagrange.edu or fax to \n(706) 880-8358. \n\nChallenging the mind. Inspiring the soul. \n\n\n\nContents \n\n\n\nCommunications Directory 2 \n\nCalendar 5 \n\nAbout LaGrange College, Mission, and History 12 \n\nLaGrange College at Albany 15 \n\nThe LaGrange College Campus 16 \n\nAdmission and Enrollment 23 \n\nFinancial Information 29 \n\nFinancial Aid 35 \n\nStudent Life 48 \n\nAcademic Policies 66 \n\nInformation Technology and Academic Support 83 \n\nAcademic Programs 91 \n\nDepartments and Courses 112 \n\nAcademic Divisions, Departments and Courses 114 \n\nFaculty 297 \n\nBoard of Trustees 307 \n\nAdministrative Staff 311 \n\nIndex 317 \n\nChange of Regulations \n\nThe College reserves the right to make modifications in the degree \nrequirements, courses, schedules, calendar, regulations, fees and other \nchanges deemed necessary or conducive to the efficient operation of the \nCollege. Such changes become effective as announced by the proper \ncollege authorities. \n\nNote: For information, regulations and procedures for graduate study, \nplease see the Graduate Bulletin. For information, regulations and \nprocedures for evening courses, please see the Evening College Bulletin. \nFor information, regulations and procedures of the Albany campus, please \nsee the Albany Bulletin. \n\n\n\n2008 -2009 \n\nAcademic Calendar \n\nDay Program \n\n\n\nAugust 2008 \n\n19 \n\n20 \n\n20 \n20 \n\n22 \n25 \n\n25 \n\n25-29 \n26-29 \n\n28 \n\n\n\n29 \nSeptember 2008 \n\n1 \n\n2 \n\n2 \n\n2 \n3 \n3 \n9 \n\n\n\nFall Semester (63 Class Days) \n\nOrientation for new faculty and staff members \n\nOpening Session \n\nDepartmental and/or Division meetings \n\nFaculty Institute begins \n\nFaculty Institute ends \n\nNew students move in - First Week begins \n\nMath placement test for all new students, Jolly Room, \n\nScience Building \n\nFirst Week \n\nFirst Year Student Assessment \n\nPresident's Buffet for faculty, administration, staff and \n\ntheir spouses \n\nWork aid and work study time sheets due \n\n\n\nLabor Day - College Closed \nReturning students move in \n\nRegistration for new and returning Day students not \n\nprepaid. Advisors for first year, transfer and \n\nreadmitted students are available. \n\nFair on the Square, LaFayette Square \n\nAll Classes begin \n\nOpening Convocation \n\nEnd drop/add at 5:00 p.m. No refund for individual \n\nclasses dropped after this date. \n\nSyllabi and office hours due in the Dean's Office \n\n\n\nSeptember 2008 \n\n1 8  Administrative Council Meeting \n\n19  Day of Record \n\n25  Faculty Assembly, Jolly Room \n\n29  Spring \u0026 Summer 2009 Class Schedules due in the \n\nRegistrar's Office \n29-Oct 2  Interim Term 2009 Pre-Registration \n\n30  Work aid and work study time sheets due \n\n30  Named Annual Scholarships Luncheon \n\n30  Last day to withdraw from a class with an automatic \"W\" \n\nOctober 2008 \n\n2  Staff Council Meeting, Student Center Assembly Room \n\n2  Faculty Meeting, Student Center Assembly Room \n\n13-14  Fall Break No Classes \n\n15  Midterm. Faculty should submit deficiency reports \n\nelectronically to the Dean's Office by 5:00 p.m. so that \nadvisors may have copies before pre-registration \nadvising. \n\n16  Administrative Council Meeting \n16-17  Board of Trustees Meeting \n17-19 - 2008 Homecoming \n\n21-22  Senior Assessment \n20-24  Faculty Advising Week \n\n27-31  Pre-registration for Day students. Students completing \ndegree requirements by end of Fall, Jan, or Spring terms \nshould file petitions for graduation with the Registrar. \nAdvisors available. \n\n30  Faculty Assembly, Jolly Room \n\n3 1  Work aid and work study time sheets due \nNovember 2008 \n\n2  Daylight Savings Time Ends \n\n6  Staff Council Meeting, Student Center Assembly Room \n\n6  Faculty Meeting, Student Center Assembly Room \n\n6  Proposals for Interim 2010 Travel Courses due \n\n9  Loyalty Fund Scholars Luncheon \n\n\n\n20 \n\n20 \n\n25 \n26-28 \n\n26 \n\n27-28 \n\nDecember 2008 \n\n\n\n1 \n2 \n2 \n4 \n5 \n6 \n7 \n\n8-12 \n\n12 \n\n12 \n\n18 \n\n18 \n\n24-26 \n\n29 \n\n31 \n\nJanuary 2009 \n\n1 \n\n2 \n\n2 \n\n5 \n\n6 \n\n6 \n6 \n\n\n\nAdministrative Council Meeting \n\nFaculty Assembly, Jolly Room \n\nLast Day of Classes before Thanksgiving Break \n\nThanksgiving Break - No Classes \n\nWork aid and work study time sheets due \n\nAdministrative Offices Closed \n\nClasses resume after Thanksgiving Break \nCelebrate the Servant \nCelebration of Servant-Leadership, Chapel \nService of Celebration and Recognition, Chapel \nFaculty Meeting, Student Center Assembly Room \nStaff Council Meeting, Student Center Assembly Room \nLast Day of Fall Term Classes for Day College \nReading Day \n\nA Festival of Nine Lessons and Carols, Callaway \nAuditorium \nFinal Exams \n\nBegin term break at 5:00 pm \nSummer research proposals due in Dean's Office \nGrades due \n\nAdministrative Council Meeting \nHolidays for administration and staff - College Closed \nAdministrative offices open \nWork aid and work study time sheets due. \nInterim Term (17 Class Days) \nNew Year's Holiday - College Closed \nResidence halls open \n\nRegistration for new and returning Day students. \nMandatory First Meeting for classes. \nEnd drop/add at 5:00 p.m. No refund for individual \nclasses dropped after this date. \n\nSyllabi and office hours due in the Dean's Office \nFaculty Assembly, Jolly Room \n\n\n\nJanuary 2009 \n\n8  Staff Council Meeting, Student Center Assembly Room \n\n8  Faculty Meeting, Student Center Assembly Room \n\n9  Last day to withdraw from a class with an automatic \"W\" \n\n15  Administrative Council Meeting \n\n19  Martin Luther King, Jr. Day - College Closed. \n\n28  Last day of class \n\n29  Nursing Pre-Admission Examination for Sims Scholarship \n\n29  Faculty Assembly, Jolly Room \n\n30  Day program registration for new and returning students \n\nnot prepaid. Advisors for first year, transfer and \nreadmitted students are available. \n\n30  Work aid and work study time sheets due \n\n\n\n. .  . . . . . . \n\nFebruary 2009 Spring Semester (63 Class Days) \n\n\n\n2  Math placement test for all new students, Jolly Room, \n\nScience Building \n2  Interim Term Grades due \n\n2  Classes begin \n\n5  Staff Council Meeting, Student Center Assembly Room \n\n5  Faculty Meeting, Student Center Assembly Room \n\n6  End drop/add at 5:00 p.m. No refund for individual \n\nclasses dropped after this date. \n\n6  Syllabi and office hours due in the Dean's Office \n\n6  Fall Term 2009 and Spring Term 2010 schedules are due \n\nin the Registrar's Office. \n\n1 3  Day of Record \n\n13  Spring Semester First Year Student Assessment \n\n19  Administrative Council Meeting \n\n2 1  Make-up for snow, if necessary, for Day and Evening \n\nclasses \n\n24  Endowed Scholarship Luncheon \n\n26  Faculty Assembly, Jolly Room \n\n27  Work aid and work study time sheets due \n27  Last day to withdraw with an automatic \"W\" \n\n8 \n\n\n\nMarch 2009 \n\n5  Staff Council Meeting, Student Center Assembly Room \n\n5  Faculty Meeting, Student Center Assembly Room \n\n8  Daylight Savings Time Begins \n\n16  Midterm. Faculty should submit deficiency reports \n\nelectronically to the Dean's Office by 5:00 p.m. so that \nadvisors may have copies before pre-registration \nadvising. \n\n1 7  Interim Term Info Session \n\n19  Administrative Council Meeting \n\n18-19  Senior Assessment \n\n23-27  Faculty Advising Week \n\n25  Faculty Assembly, Jolly Room \n\n30  Proposals for Interim 2010 Non-Travel Courses due \n\n30-April 3  Pre-registration for upper class Day students. Students \n\ncompleting degree requirements in summer or fall should \nfile petitions for graduation with the Registrar. Advisors \navailable. \n\n3 1  Work aid and work study time sheets due \nApril 2009 \n\n2  Staff Council Meeting, Student Center Assembly Room \n\n2  Faculty Meeting, Student Center Assembly Room \n\n6-10  Spring Break - No Classes \n\n10  Good Friday-Half Day -College Closed at Noon \n\n12  Easter \n\n16-17  Board of Trustees Meeting \n\n20-23  Interim Term 2010 Travel Pre-Registration \n\n23  Administrative Council Meeting \n\n30  Faculty Assembly, Jolly Room \n\n30  Work aid and work study time sheets due \n\n\n\nMay 2009 \n\n\n\n\n1 \n\n\nHonors Day begins at 2:30 pm \n\n\n1-3 \n\n\nFamily Weekend \n\n\n2 \n\n\nMay Day \n\n\n5 \n\n\nFaculty Meeting, Student Center Assembly Room \n\n\n5\u00266 \n\n\nStudent Room Lottery, Assembly Room \n\n\n6 \n\n\n1 Last Day of Classes for Day Program \n\n\n7 \n\n\nNational Day of Prayer \n\n\n7 \n\n\nReading Day \n\n\n7 \n\n\n Staff Council Meeting, Student Center Assembly Room \n\n\n8-13 \n\n\n1 Final Exams \n\n\nMAY 14 \u003c \n\n\nGRADES DUE FOR GRADUATES BY NOON \n\n\n14 \n\n\n Nurses' Pinning Ceremony \n\n\n15 \n\n\n Graduation rehearsal, faculty marshals and student \n\n\n\n\nmarshals attend \n\n\n15 \n\n\n Senior brunch, faculty and staff are invited. \n\n\n15 \n\n\n Baccalaureate Reception, Sunny Gables Alumni House \n\n\n15 \n\n\n Baccalaureate at First United Methodist Church. All \n\n\n\n\nfaculty should plan to attend. \n\n\n15 \n\n\n Grades for those not graduating due at 5:00 p.m. \n\n\n16 \n\n\n Graduation on Residential Quadrangle. All faculty should \n\n\n\n\nplan to attend. \n\n\n21 \n\n\n Administrative Council Meeting \n\n\n25 \n\n\n Memorial Day Holiday - College Closed \n\n\nMay 2009 i \n\n\nSummer I Term 2009 \n\n\n27 \n\n\n Residence halls open \n\n\n27 \n\n\n Math placement test for all new students, Jolly Room, \n\n\n\n\nScience Building \n\n\n27 \n\n\n Registration \n\n\n28 \n\n\n All classes meet \n\n\n29 \n\n\n End drop/add at 5:00 p.m. No refund for individual \n\n\n\n\nclasses dropped after this date. \n\n\n29 \n\n\n Syllabi and office hours due in Dean's Office. \n\n\n29 \n\n\n Work aid and work study time sheets \n\n\n\n10 \n\n\n\nJune 2009 \n\n1  Flex Time begins \n\n4  Staff Council Meeting, Student Center Assembly Room \n\n5  Last day to withdraw from a class with an automatic \"W \n26  Last Day of Classes \n\n29-30  Exams during class times \n\n30  Work aid and work study time sheets due. \n\n30  Departmental Annual Reports due in Dean's Office \n\nJuly 2009 \n\n1  Summer I Grades due by Noon \n\n4 - July 4 th Holiday -College Closed \n\nJuly 2009 Summer II Term 2009 \n\n6  Math placement test for all new students, Jolly Room, \n\nScience Building \n\n6  Registration \n\n6  Residence halls open \n\n7  All classes meet \n\n8  End drop/add at 5:00 p.m. No refund for individual \n\nclasses dropped after this date. \n\n8  Syllabi and office hours due in Dean's Office by email. \n\n15  Last day to withdraw from a class with an automatic \"W\" \n\n3 1  Flex Time Ends \n\n3 1  Work aid and work study time sheets due. \nAugust 2009 \n\n6-7  Exams during class times \n\n10  Summer II Grades due by Noon \n\n3 1  Work aid and work study time sheets due. \n\n\n\n11 \n\n\n\nAbout LaGrange College \n\nLaGrange College is called through the United Methodist Church to \nchallenge the minds and inspire the souls of students by improving their \ncreative, critical and communicative abilities in a caring and ethical \ncommunity. \n\nMission \n\nLaGrange College, established in 1831, is owned by the North Georgia \nConference of the United Methodist Church. LaGrange College is proud \nof this relationship and believes that its mission is an extension of the \nwork of The United Methodist Church. LaGrange College is committed \nto the free, uninhibited pursuit of truth. Academic freedom and free \nexpression of faculty and students are integral to the LaGrange College \nethos. LaGrange College is committed to challenging the minds and \ninspiring the souls of students by improving their creative, critical and \ncommunicative abilities. Faculty recognize the part they play in a \nstudent's development by serving as mentors and role models. The total \nLaGrange College program - curricular and co-curricular - is designed to \nchallenge and support students as they deal with fundamental issues of \nself, world, and God. \n\nThe principal curricular methods by which the College assists students \nin the improving of their creative, critical, and communicative abilities \nare an interdisciplinary, technologically sophisticated liberal arts \nprogram (A.A., B.A., B.S., B.M.), and professional programs in \nbusiness, nursing (B.S.N.) and education (B.A., M.Ed., M.A.T.) The \nprincipal co-curricular means is through a comprehensive program of \nstudent life and athletics. \n\nLaGrange College strives to be a caring and ethical community. The \nhallmark of the LaGrange College community is the quest for civility, \ndiversity, service, and excellence. \n\nAdopted by Faculty, Administration, and Board of Trustees, 1997; \nreaffirmed by Board of Trustees on October 20, 2000. \n\nHistory and Description \n\nThe history of LaGrange College is closely associated with the history of \nthe City of LaGrange and Troup County. When the vast tract of land \nlying between the Flint and Chattahoochee Rivers was secured by the \nIndian Springs Treaty of 1825 and was opened for settlement in 1827, \none of the five counties formed on the western border of the state was \nnamed Troup in honor of Governor George Michael Troup. \n\n12 \n\n\n\nAn act was passed by the Georgia Legislature on December 24, 1827, \nproviding for the selection of a county seat. It was named LaGrange \nafter the country estate of the Marquis de Lafayette, American \nRevolutionary War hero who had visited the region in 1825 as the guest \nof Governor Troup. The site for the town of LaGrange was purchased in \n1828 and the town was incorporated on December 18, 1828. On \nDecember 26, 1831, the charter for the LaGrange Female Academy was \ngranted at the state capitol, then in Milledgeville. \n\nIn 1831 Andrew Jackson was president of the United States. Abraham \nLincoln was 22 years old. The Creek Indians had been moved out of \nthis area of the state only six years earlier. The only other college in the \nstate was Franklin College, now The University of Georgia. \n\nIn 1847 the charter for the school was amended and the school became \nthe LaGrange Female Institute with power to confer degrees. The name \nwas changed to LaGrange Female College in 1851 and in 1934 it was \nchanged to LaGrange College. The College became officially \ncoeducational in 1953. \n\nThe first location of the school was in a large white building at what is \nnow 406 Broad Street. The school moved to its present location \"On the \nHill,\" the highest geographical point in LaGrange, after the construction \nof the building now known as Smith Hall in 1842. \n\nThe College was sold to the Georgia Conference of the Methodist \nEpiscopal Church South in 1856. Today it is an institution of the North \nGeorgia Conference of the United Methodist Church. \n\nStrong in the liberal arts, LaGrange College has an outstanding \nreputation in pre-professional programs, including pre-medical and \nallied fields, pre-law, pre-theology, and pre-engineering. \n\nLaGrange College offers the Bachelor of Arts degree with sixteen \nmajors, the Bachelor of Science degree in six areas, the Bachelor of \nMusic and the Bachelor of Science in Nursing degree. The Master of \nArts in Teaching, and the Master of Education degree in Curriculum and \nInstruction are offered. The Evening program offers an Associate of \nArts degree in General Studies. \n\nLaGrange College operates on the modified (4- 1 -4) semester system for \nday classes. In addition there is an evening session during the regular \nyear and in the summer. During the regular school year, the night \nclasses follow a modified quarter system. The summer is divided into \ntwo sessions of day classes and one seven-week session in the evening. \nFor all day classes, credits earned are semester hour credits. \n\n\n\n13 \n\n\n\nThe College draws more than half of its student body from Georgia. \nHowever, students from at least one-third of the other states in the U.S. \nand from abroad nourish a rich cosmopolitan and international \ncommunity which includes various religious and ethnic backgrounds. \n\nStudents also are provided diversity opportunities through travel \ncourses, field study programs, service-learning, and internships. \nStudents in the college's education and nursing departments receive \nsupervised learning experiences in many area schools and medical \nfacilities, respectively. Campus art exhibitions, lectures, concerts, and \nvarsity and intramural sports add to the cultural enrichment and \nrecreational opportunities offered by the College. \n\nThe College is located in the town of LaGrange, Georgia, which has \na population of 26,000. Nearby are Callaway Gardens, the Warm \nSprings Foundation and Franklin D. Roosevelt's Little White House. \nThe West Point Dam on the Chattahoochee River provides one of the \nlargest lakes in the region, with waterfronts and a marina within the city \nlimits of LaGrange. \n\nAccreditation \n\nLaGrange College is accredited by the Commission on Colleges of the \nSouthern Association of Colleges and Schools to award associates, \nbachelors, and masters' degrees. \n\nLaGrange College is also approved by the United Methodist \nUniversity Senate. It has membership in the National Association of \nIndependent Colleges and Universities and the Georgia Foundation for \nIndependent Colleges. \n\nLaGrange College's teacher education undergraduate and graduate \nprograms are accredited by the Georgia Professional Standards \nCommission to recommend candidates for certification in the areas of \nearly childhood, middle grades, or secondary education. \n\nThe Bachelor of Science in Nursing program is accredited by the \nNational League for Nursing Accrediting Commission, 61 Broadway - \n33 rd Floor, New York, NY 10006; Sharon Tanner, Ed.D., RN, \nExecutive Director; 1-800-669-1656 -ext. 153; sjtanner@nlnac.org \n\nThe undergraduate program in business administration is accredited by \nthe Association of Collegiate Business Schools and Programs \n(ACBSP). The Albany programs in Organizational Leadership are not \nincluded in this accreditation. \n\n\n\n14 \n\n\n\nOther Sessions \nEvening College \n\nRecognizing the unique needs of the nontraditional learner who may be \nmanaging personal, professional, and collegiate careers, the Evening \nCollege structure supports full-time or part-time evening study for \nqualified adult students. Classes are scheduled Monday-Thursday \nevenings during four academic quarters; students may enroll in \nSeptember, January, March, or June. Degrees offered include the \nBachelor of Arts degree in Business Administration, the Bachelor of \nArts degree in Human Development, and the Associate of Arts degree in \nLiberal Studies. Students may also earn a minor in Sociology or Human \nResource Management. \n\nView the Evening College Bulletin online at www.lagrange.edu or call \n(706) 880-8298 for additional information. \n\nLaGrange College at Albany \n\nThe LaGrange College at Albany's undergraduate and graduate \nprograms have been created in direct response to community and area \nneeds. An extensive needs assessment in southwest Georgia was \ninitiated prior to the planning and development of the programs for \nLaGrange College at Albany. The research results stressed the need for \nprograms for non-traditional students that would enable them to \ncomplete a baccalaureate degree as well as a Master's of Arts degree in \nOrganizational Leadership. Each program offers a modular course \nschedule with a predictable structure of course offerings, costs, and \noutcomes. The programs emphasize leadership knowledge and skills in \nthe workplace and in the community. As the Albany program is not \nintended to be a Business Administration degree, it does not have \nspecialized business program accreditation through the Association of \nCollegiate Business Schools and Programs (ACBSP). \n\nAdditional information is contained in the Albany Bulletin or by calling \n229-420-8000. \n\n\n\n15 \n\n\n\nThe Lagrange College Campus \n\n\n\nWilliam and Evelyn Banks Library \n\nJanuary 2009 will see the opening of the new 45,000 square foot Frank \n\u0026 Laura Lewis Library at LaGrange College. Named for two former \nlibrarians, the new library will include numerous small and large group \nstudy rooms; a 24-hour study room with a coffee bar/snack bar area; an \nauditorium; a multi-media classroom; a multi-media production center; \nstudent and faculty research carrels; and state-of-the art audio-visual \nequipment including video and audio conferencing, a SMART board, \nvideo-editing equipment \u0026 software, presentation projectors, document \ncameras, and digital signage. The Frank \u0026 Laura Lewis Library is \nlocated at the center of the campus in close proximity to the dining hall, \ndorms, and classrooms. \n\nThe print and electronic collections in the LaGrange College Library \nsupport the curriculum and general information needs of students and \nfaculty. Included are more than 200,000 printed and electronic books, \nan excellent reference collection, a large DVD \u0026 CD collection, and \nnumerous full-text databases for all academic disciplines. Notable \ndigital collections include JSTOR, Project Muse, the Archive of \nAmericana, the Burney 17 th \u0026 18 th Century British Newspapers, the \nLondon Times Digital Archives, PsycArticles, MathSciNet, ATLAS \nReligion Database, CINAHL, ReferenceUSA, Access World News, plus \nmany more in addition to the various databases available through \nGALILEO. \n\nEach year the library staff receives high marks on the annual library \nsurvey by administrators, faculty, and students. They regularly provide \nboth one-on-one and course-specific library instruction. The friendly \nlibrary staff is exceptionally service oriented and ready to assist students \nand faculty. \n\nJ. K. BOATWRIGHT HALL \n\nCompleted in 1962, this three-story brick building serves as a men's \ndormitory. J. K. Boatwright Hall is named in memory of a longtime \nmember of the College's Board of Trustees and chairman of the board's \nexecutive committee from 1956-1962. New designs were incorporated \nin renovations to the building in 2003. \n\n\n\n16 \n\n\n\nFuller E. Callaway Academic Building \n\nCompleted in 1981 and renovated in 2000, the Fuller E. Callaway \nAcademic Building houses the Departments of Nursing, Psychology, \nHistory, Political Science, and Sociology and Anthropology. \n\nCallaway Auditorium \n\nBuilt in 1941, Callaway Auditorium was originally designed as a \nmultipurpose venue, and it served ably in that capacity for well over half \na century, hosting countless basketball games, volleyball matches, \ndances, children's recitals, luncheons and other varied events. Though \nversatile, the facility was severely limited in its ability to provide an \naccommodation that was greatly needed by the community and \nLaGrange College: an acoustically pleasing music performance venue. \n\nThe demand for such a facility was satisfied in 2005 with the \nauditorium's transformation from a \"gym with a stage\" to a state-of-the- \nart concert hall. Funded jointly by LaGrange College and Callaway \nFoundation, Inc., the $5.5 million renovation called for an almost \ncomplete internal makeover and a new roof. And while the hall's visual \nappearance has changed dramatically, the single most important \nimprovement is the superior sound quality the Auditorium now delivers. \n\n\n\n\n17 \n\n\n\nCallaway Campus \n\nAcquired by the College in 1992 as a gift from Callaway Foundation, \nInc., the campus includes three buildings of brick and concrete \nconstruction. Callaway Foundation, Inc., donated funds to build a state- \nof-the-art lighted soccer field there in 1995, and the Callaway Campus \nalso includes a softball complex, tennis courts, swimming pools, and a \nfootball practice field. Referring to this southernmost portion of campus \nas the Callaway Campus can confuse visitors. Please use this label only \nwhen referring to the historic gift and the property's origins. \n\nCallaway Education Building \n\nBuilt in 1965, renovated in 1994, and given a $2 million, 17,000 square- \nfoot addition in 2006, the building houses the Music Department, \nOffices of Intercollegiate and Intramural Athletics, Offices of the \nDepartment of Health and Physical Education, a weight room, an \nathletic training room and a football locker room. \n\nCason J. Callaway Science Building \n\nBuilt in 1972, this three-story brick building is supplied with the latest \nequipment for instruction in general science, biology, chemistry, math, \nand physics. The building is named in memory of a former member of \nthe College's Board of Trustees. \n\nWarren A. Candler Cottage \n\nCompleted in 1929 as a home for the College president, Candler Cottage \nnow houses the Vice President for Advancement, and the \nCommunications and Marketing Department. \n\nLee Edwards Candler and Hawkins Residence \nHalls \n\nLee Edwards Candler and Hawkins Residence Halls were completed in \n2002. Each apartment-style hall houses 124 students. Arranged in \neither two or four bedroom floor plans with one bathroom per two \nstudents, the apartments are fully furnished and have a full kitchen. A \ncommunity room also is located at the end of one wing in each building. \nCandler Hall is named in memory of Mrs. Lee Edwards Candler. \nHawkins Hall is named in honor of Annie Carter Hawkins and in the \nmemory of Allen Willard Hawkins, Sr., parents of Scott Hawkins '74. \n\n\n\n18 \n\n\n\nThe Chapel \n\nThe materials used in the construction of the Chapel in 1965 link it with \nChristian worship in LaGrange and other parts of the world. Included in \nthe structure are two stained glass windows made in Belgium more than \n100 years ago; a stone from the temple of Apollo at Corinth, Greece; a \nstone from the Benedictine Monastery, Iona, Scotland; and a stone from \nSt. George's Chapel, Windsor, England. Regular worship services are \nheld when the College is in session. \n\nCleaveland Field \n\nCleaveland Field opened in 2000 as LaGrange College's new $2.21 \nmillion baseball facility. Callaway Foundation, Inc., gave a challenge \ngrant as well as the land to honor Philip Cleaveland, who served the \nCollege as a trustee for 19 years \n\nHawkesHall \n\nCompleted in 1911, this four-story brick building is named in memory \nof Mrs. Harriet Hawkes, mother of College benefactor, the late A.K. \nHawkes. Following a $1.4 million renovation, the building now houses \nwomen students on second, third, and fourth floors. Faculty offices and \nclassrooms for the Education Department occupy the ground floor. Also \non the second floor is the Nixon Parlor, named in honor of longtime \nsupporter of the College Winifred Adams Nixon '33. \n\nWaights G. Henry, Jr., Residence Hall \n\nCompleted in 1970, this five-story brick building provides student \nhousing. The structure is named in honor of the late Dr. Waights G. \nHenry, Jr., who served as president of the College from 1948-1978 and \nas chancellor from 1978 until his death in 1989. The building also \nhouses a 24-hour computer lab and tutoring center open to all students. \n\nCharles D. Hudson Natatorium \n\nThe swimming pool was constructed in 1947 as an oversized pool with \ndimensions of 80 by 150 feet. The cabana and bathhouse were built in \n1956. Today, the oversized pool has been divided into an outdoor pool \nand a natatorium, and the complex is now equipped for a year-round \naquatics program. The Natatorium is named in honor of Dr. Charles D. \nHudson, longtime chair of the Board of Trustees and retired chair of the \nBoard's Executive Committee. \n\n\n\n19 \n\n\n\nLamar Dodd Art Center \n\nCompleted in 1982, this building provides a physical environment and the \nequipment needed for art instruction as well as gallery space for the \nCollege's outstanding art collection. The building is named in honor of the \nlate Lamar Dodd, a Georgia artist who was reared in LaGrange and whose \npaintings won international recognition. \n\nLouise Anderson Manget Building \n\nBuilt in 1959 and completely renovated in 2001, the Louise Anderson \nManget Building houses the Division of Humanities, including the \nDepartments of English, Latin American Studies and Modern Languages, \nand Religion and Philosophy. \n\nAlfred Mariotti Gymnasium \n\nBuilt in 1959, the Mariotti Gymnasium houses physical education \nclassrooms and facilities for indoor athletics. The facility is named in \nmemory of Coach Alfred Mariotti, the College's basketball coach from \n1962 until 1974 and a member of the faculty until his retirement in 1979. \n\nMitchell Building \n\nThe Mitchell Building is located on the grounds of Sunny Gables Alumni \nHouse. It was named in memory of Evelyn Mitchell, a trustee of The \nArthur Vining Davis Foundations. The building houses the offices of \nDevelopment and Advancement Services. \n\nMargaret Adger Pitts Dining Hall \n\nCompleted in 1962 and renovated in 1998, this two-story brick building \nhouses the dining area, kitchen, and the College Bookstore. The building is \ndedicated in honor of the late Margaret Adger Pitts, a former College trustee. \n\nPitts Residence Hall \n\nCompleted in 1941, this two-story brick women's dormitory was renovated \nin 1990. Pitts Hall was rededicated in memory of Mr. and Mrs. W. I. H. \nPitts and in honor of their daughter, the late Miss Margaret Adger Pitts, a \nformer College trustee. The Pitts were longtime supporters of the College. \n\n\n\n20 \n\n\n\nPresident's Home \n\nAcquired by the College in 1964, this home originally was occupied by \nlocal attorney and former trustee Hatton Lovejoy. The first College \nfamily to live in the house was that of Dr. Waights G. Henry, Jr., who \nmoved from the former president's residence in Candler Cottage. \nDesigned in 1934, the home represents a combination of Georgian and \nNeoclassical elements. \n\nPrice Theater \n\nCompleted in 1975, this building features a 280-seat proscenium theatre \nwith 36 fly lines, 8 electrics (including 4 beam positions over the \nauditorium) and a hydraulic orchestra pit. It also houses the Department \nof Theatre Arts, including faculty offices, a scenery workshop, dressing \nrooms, a costume shop, an actors' lounge and a Black Box Theatre. \n\nQuillian Building \n\nBuilt in 1949 and named in memory of a former president Hubert T. \nQuillian, who served from 1938-1948, this building provides offices for \nthe President, the Vice President for Academic Affairs and Dean, the \nExecutive Vice President for Administration, the Business Office and \nInstitutional Research and Planning. \n\nSmith Hall \n\nSmith Hall is the oldest building on the campus. The main portion of the \nbuilding was constructed in 1 842 of handmade brick formed from native \nclay. An addition was built in 1887 and a major renovation was \ncompleted in 1989 at a cost of over $2.5 million. The building now \nhouses offices, classrooms and seminar rooms. Smith Hall was named \nin memory of Mrs. Oreon Smith, wife of former College president Rufus \nW. Smith, who served from 1885 until his death in 1915. The building \nis on the National Register of Historic Places. \n\n\n\n21 \n\n\n\nTurner Hall \n\nBuilt in 1958 not long after the institution became co-educational, this \nthree-story brick building was first used to provide campus housing for \nmen, and later, women. In 2003, the structure was renovated and \nenlarged. The Mabry Gipson Student Center features large and small \nmeeting rooms, a student grill, and a game room on the first two floors. \nStudent housing on the third floor is known as the William H. Turner, \nJr., Residence Hall. It is named in memory of Mr. Turner, a textile \nexecutive of LaGrange, who was a benefactor of the College, a longtime \nmember of the Board of Trustees and chairman of the board's executive \ncommittee from 1929 until 1950. \n\nSunny Gables Alumni House \n\nBuilt by Mary and Julia Nix in 1925, Sunny Gables Alumni House is an \noutstanding example of early 20th century Tudor Revival architecture. \nDesigned by P. Thornton Marye, it is now part of the National Register \nof Historic Places' Vernon Road Historic District. This multipurpose \nfacility serves as the permanent home for alumni as well as offices for the \nAlumni and Family Relations Department, the Stewardship and Leadership \nDevelopment Department, and the Senior Director of Development and \nCollege Relations. The facility extends entertainment space to the \nCollege's constituents for specific programming purposes. \n\n\n\n\n22 \n\n\n\nAdmission And Enrollment \n\nThe application process at LaGrange College is selective and designed \nto carefully consider each candidate's personal qualities and readiness \nfor college. We seek applicants who have the potential to be successful \nacademically and who will contribute to our community in meaningful \nways. We will evaluate the application, transcript(s), course selection, \nSAT or ACT scores (if required), essay and recommendation when \nmaking our decision. An admission counselor will assist each \nprospective student throughout the application and enrollment process. \nWe encourage prospective students to visit campus for a personal \ninterview as part of the application process. \n\nStudents interested in attending LaGrange College must submit an \napplication for admission. March 1 is the deadline for best \nconsideration for admission, financial aid, and housing for the fall \nsemester. Students interested in scholarship consideration should apply \nbefore January 1 or the published deadline for the scholarship, \nwhichever is earlier. Students applying for admission to the January or \nSummer terms should submit the application and supporting documents \nat least one month prior to the beginning of the term for which \nadmission is desired. \n\nApplying for Admission \n\nApplicants for First-year admission must submit the following items: \nthe application form, application fee, official high school transcripts, \nofficial SAT or ACT scores, essay and recommendation. The office of \nadmission reserves the right to request or waive documentation as \nappropriate. \n\nApplicants who have attended a college or university following high \nschool graduation must submit the following items: application form, \nfee, college or university transcripts, essay, and recommendation. If the \napplicant has completed fewer than 30 semester hours or 40 quarter \nhours of college level work, an ACT or SAT score and high school \ntranscripts will also be required. \n\nTo be considered an official document, a transcript should be submitted \ndirectly to LaGrange College in a sealed envelope from the sending \ninstitution. Institutional records personally delivered to LaGrange \nCollege by a student must also be in a sealed envelope to be considered \nofficial. Photocopies, faxes, or transcripts in unsealed envelopes \nare not considered official. \n\n\n\n23 \n\n\n\nLaGrange College prefers SAT scores but will accept ACT scores. Test \nresults should be sent directly to LaGrange College, preferably by \nMarch of the student's senior year of high school. \n\nThe Admission Committee may request additional materials from an \napplicant or require an interview to gain a better understanding of the \nstudent's potential for success in a challenging academic environment. \nThe Office of Admission notifies applicants of their application status \nshortly after review by the Admission Committee. Admission to the \nCollege requires satisfactory completion of academic work in progress. \n\nLaGrange College values personal integrity in our community. Our \nstudents sign an Honor Code statement pledging not to lie, cheat, steal, \nnor tolerate these unethical behaviors in others. Recognizing the \nimportance of adherence to the Honor Code, the Office of Admission \nextends this principle to our application process. Any student who omits \nor falsifies material details in the application for admission will not be \nadmitted or their offer of admission may be revoked. \n\nAfter an offer of admission is extended, candidates wishing to accept the \noffer of admission are asked to submit a tuition deposit. The tuition \ndeposit reserves space for the student in the incoming class. The amount \nof the tuition deposit is $100 for commuting students and $200 for \nresidential students. The $100 deposit will be placed on the student's \naccount for the first semester. The additional $100 for residential \nstudents serves as a room reservation deposit and will reserve a space in \nthe residence halls for the student. The tuition deposit is fully \nrefundable provided the student submits a written request to the Office \nof Admission by the following dates: May 1 for Fall Semester, \nDecember 1 for the Interim (January) Term, and Spring Semester. \n\nLaGrange College encourages interested students to visit the campus. \nIndividual appointments may be scheduled by contacting the Office of \nAdmission at 1-800-593-2885 or by e-mail at admission@lagrange.edu. \nPlease contact the Office of Admission at least one week prior to the day \nyou plan to visit. \n\nAcademic Requirements for Admission \n\nFirst-year Admission: Prior to enrollment, an applicant is expected to \ncomplete graduation requirements from an approved high school. \nStudents graduating from Georgia high schools are normally expected to \ncomplete the requirements for the College Preparatory Curriculum \n(CPC) diploma. \n\n\n\n24 \n\n\n\nLaGrange College students come from a variety of public and private \nsecondary school backgrounds. Preference is given to applicants who \nhave strong academic preparation in high school. To qualify for regular \nadmission to the college, an applicant should complete at least the \nfollowing number of units, comparable to the Georgia College \nPreparatory Curriculum: \n\nSubject Area Units \n\nEnglish 4 \n\nSocial Studies (including American and world studies) 3 \n\nCollege Preparatory Mathematics 4 \n\n(Algebra I, Algebra II, Geometry, etc.) \nScience (including lab courses for life and physical sciences) 3 \n\nDesirable electives include additional academic courses in languages, \nmathematics, and the sciences. A basic understanding of computer \nscience is also encouraged. \n\nLaGrange College invites home-educated students to apply for \nadmission. In addition to the items requested for First-year admission, \nhome-schooled students are asked to provide two letters of \nrecommendation. Please note family members may not submit \nletters of recommendation. \n\nStudents holding a General Education Development (GED) (High \nSchool Level) may be considered for admission although they will \ngenerally not be accepted to the college prior to the year in which their \nclass would have normally been eligible for admission to the college. \nApplicants must submit GED scores in addition to the certificate. \nStudents possessing a GED must also submit either SAT or ACT scores \nas a part of the application process. The SAT or ACT requirement may \nbe waived for students who are at least 24 years of age. Submission of a \nGED certificate and scores does not automatically guarantee admission \nto the college. \n\nAdmission Status \n\nA number of factors are considered in making an admission decision, \nincluding a student's grade point average, difficulty of course work, \nstandardized test scores, extracurricular and co-curricular activities, \nrecommendations and admission essay. Students may be accepted to \nLaGrange College in one of several categories. \n\n\n\n25 \n\n\n\nRegular Admission: Most students offered admission to LaGrange \nCollege are accepted with no stipulations, other than successful \ncompletion of their current academic course work and proof of high \nschool graduation. \n\nConditional Admission: In some cases a candidate who appears to \nmeet the standard requirements for admission may experience delays in \nobtaining required documents. At the discretion of the Admission \nCommittee, a student may be granted Conditional Admission pending \nreceipt of required documents. Upon submission of the documents, the \nstudent will be granted regular status. All documents must be submitted \nwithin 30 days of matriculation. \n\nProbation: In some cases candidates for admission may meet most of \nthe criteria for admission but still not qualify for regular admission. At \nthe discretion of the Admission Committee, such students may be \nadmitted on probation. Students admitted on probation must meet the \nminimum stated grade point average requirement based on their class \nlevel in order to be removed from probationary status. \n\nJoint Enrollment: LaGrange College encourages qualified twelfth \ngrade students to consider simultaneous enrollment in LaGrange College \nand their high school. Georgia high school seniors may also wish to \nconsider participating in the Georgia Ace Program. Students wishing to \napply for the joint enrollment program or Georgia Ace Program must \nsubmit the following materials: an application for admission, application \nfee, recommendation letter from the student's principal or headmaster, \nSAT or ACT scores, and a high school average that indicates that the \nstudent has the academic ability to be successful in the program. \n\nTransfer Admission: Students attending another institution may apply \nfor transfer to LaGrange College provided they are eligible to return to \ntheir current institution at the time of entry to LaGrange College. A \nstudent may be accepted on probation under the standard probation \nregulations. Prior to admission to LaGrange College, the Office of \nAdmission must receive all necessary documents, including official \ntranscripts of all college course work. Any applicant who intentionally \nwithholds information about college coursework previously attempted, \neither by failing to report that coursework or by failing to provide an \nappropriate transcript, will be subject to a revocation of any admission \nor scholarship offer(s) extended by LaGrange College. Accepted \napplicants may enroll at the beginning of any semester. \n\n\n\n26 \n\n\n\nLaGrange College is accredited by the Commission on Colleges of the \nSouthern Association of Colleges and Schools (1866 Southern Lane, \nDecatur, Georgia 30033-4097: Telephone number 404-679-4501) to \naward degrees of Associate of Arts, Bachelor of Arts, Bachelor of \nMusic, Bachelor of Science, Bachelor of Business Administration, \nBachelor of Science in Nursing, Master of Education, and Master of \nArts in Teaching. Accordingly, the college accepts course work from \nsimilarly regionally accredited colleges and universities. Academic \ncredit is normally given to students for grades of \"C-\" or above. \nAcceptable credit from a junior college is limited to 60 semester hours. \nStudents enrolling from other senior colleges may be able to receive \nadditional semester credit but LaGrange College residency requirements, \nthe core curriculum, and appropriate major course work must be \nsatisfied. Transfer students who have attempted any developmental- \nlevel course work must provide evidence that they have completed all \nrequirements and successfully exited the program prior to evaluation \nby the Admission Committee. Members of Phi Theta Kappa may \nqualify for academic scholarships reserved for members of this society. \n\nTransient Admission: Students currently enrolled in good standing at \nanother college may enroll at LaGrange College as transient students. \nApproval of course work must be authorized by the primary institution \non the Transient Application for Admission, which is available in the \nAdmission Office. A permission letter from the student's home \ninstitution certifying status and granting permission for specific transient \ncourse work may also be sent. \n\nNon-degree Undergraduate Admission: Students not working toward \na degree may register as non-degree undergraduate students in any \ncourse for which they have the necessary prerequisites. An application \nfor non-degree undergraduate student status may be obtained through \nthe Admission Office. Students classified as non-degree undergraduate \nstudents may become regular, degree-seeking, students by meeting \nrequirements for regular admission. No more that 6 credit hours earned \nunder this classification may be applied toward a degree. \n\nReadmission to LaGrange College: Following an absence from \nLaGrange College of 3 or more semesters, or any time a student was not \nin good standing during the last term of attendance at LaGrange College, \nany student wishing to return to attempt additional course work must \nsubmit an Application for Readmission. This form is available in the \nOffice of Admission. Students absent from LaGrange College for 2 \nsemesters or less, and who were in good standing when he/she last \nattended LaGrange College may re-activate his/her file in the Registrar's \nOffice. These students do not need to apply for readmission. \n\n27 \n\n\n\nIn the event that a student seeking readmission has attended another \ninstitution as a transfer student (not transient) since he/she left LaGrange \nCollege, then the student, if readmitted, is treated as a new transfer \nstudent. Students fitting this description are subject to the Bulletin in \nforce at the time of transfer back to LaGrange College. Students who \nhave not attended another institution are generally governed by the \ncatalog in force at the time of their initial admission. However, students \nwho have been out of school for four calendar years or more re-enter \nLaGrange College under the Bulletin in force at the time of readmission \nand resumption of study. \n\nInternational Student Admission: Admission to LaGrange College \nrequires submission of the international student application, application \nfee, and translated and certified documents attesting to the student's \nacademic performance in secondary and/or university studies. Students \nseeking admission may submit one of the following to prove English \nproficiency: \n\n Minimum TOEFL score of 500 (173 computer-based, or 61 internet- \nbased); \n\n Certificate of completion of level 112 from the ELS Centers, Inc.; \n\n Grades of \"C-\" or better on G.C.E., G.S.C.E, or C.X.C. English \nexaminations or equivalent tests; \n\n Minimum SAT verbal score of 450; \n\n Minimum ACT English section score of 2 1 . \n\nInternational students must submit an affidavit of support and financial \nstatements demonstrating the ability to pay the cost of attendance for at \nleast one year of study. \n\nIf the prospective student is in the United States, an interview at the \ncollege is desirable. The Director of Admission should be contacted for \nan appointment as well as for the current interpretation of regulations \nwith regard to obtaining an F-l student visa. \n\n\n\n28 \n\n\n\nFinancial Information \nexpenses \n\nPayment of Charges \n\nAll charges for the semester are due and payable at the beginning of the \nterm, and each student is expected to make satisfactory arrangements at \nthat time. Students who pre-register and pay in advance of the deadline \neach semester are not required to attend final Registration. Invoices not \npaid by the due date will be assessed a Late Payment Fee as enumerated \nbelow. Realizing that some families prefer to pay on a monthly basis, \nthe College has arrangements with Tuition Pay to offer families this \noption. This plan is between the family and the company and there is no \ninvolvement by LaGrange College in the agreement. For additional \ninformation on this plan, contact the Business Office. The College also \noffers a deferred payment option that allows students to make monthly \npayments to cover educational costs. Interest will be assessed to \nstudents utilizing this option. \n\nThe College accepts American Express, Discover, MasterCard, and \nVISA as payment on a student's account. Online payments are accessed \nthrough the Quick Links on the College's website. \n\nCharges \n\n1. Admission \n\nApplication for admission (non-refundable) $30.00 \n\n2. Tuition \n\nA. Undergraduate \n\n(1) Part-time per semester hour \n\n( 1 - 1 1 or greater than 16) $820.00 \n\n(2) Full-time (12-16 semester hours) $9,950.00 \n\n(3) Nursing (NSG) courses  per semester hour $820.00 \n\nB. Summer Term charges are listed in the summer brochure. \n\nStudents may request information regarding course offerings \nand charges from the Registrar's Office. \n\nC. Audit (per semester hour) $820.00 \n\n\n\n29 \n\n\n\n3. Room \n\nBoatwright, Hawkes, Henry, Pitts, and Turner \n\n(per semester) $2,392.00 \n\nCandler and Hawkins (per semester) $2,732.00 \n\nBoard \n\nBoatwright, Hawkes, Henry, Pitts, and Turner \n\n1 5 -meal plan (per semester) $ 1 ,692.00 \n\nCandler and Hawkins 1 0-meal plan (per semester) $ 1 ,6 1 3 .00 \n\nUnlimited meal plan (per semester) $ 1 ,794.00 \n\n(Note: All residential students are required to pay \n\nroom and board.) \n\n4. Private Room \n\nPrivate rooms are available at an additional charge \n\n(per semester) $685.00 \n\nAfter the beginning of the semester, any student occupying a double \nroom alone will be charged the private rate. If a student occupying a \ndouble room alone does not wish to pay the private room rate, it is the \nstudent's responsibility to find a suitable roommate. Willingness to \naccept a roommate does not constitute grounds for waiving the single \nroom charge. \n\nFees - Miscellaneous \n\nLate Payment Fee $50.00 \n\nPersonal checks failing to clear $25.00 \n\nStudent Identification Card replacement fee $ 1 5 .00 \n\nDocument Fee (International Students) $175.00 \n\nParking Permit $15.00 \n\nTesting Fee (All New Students) $60.00 \n\nRoom Deposit (Refundable) $ 1 00.00 \n\nAdmission Deposit (New Students) $100.00 \n\nSummary of Standard Charges Per Semester Per Year \n\nNon-Dormitory Students: \n\nTuition (full-time with 12-16 hours) $9,950 $ 1 9,900 \n\nDormitory Students: \n\nBoatwright, Hawkes, Henry, Pitts, and Turner residents \n\nTuition (full-time with 12-16 hours) $9,950 $ 1 9,900 \n\nSemi-private Room $2,392 $4,784 \n\nBoard Plan (15-meals) $1.692 $3,384 \n\n$14,034 $28,068 \n\n30 \n\n\n\nApartment Students: \n\n\n\n\n\n\nCandler and Hawkins residents \n\n\n\n\n\n\nTuition (full-time with 12-16 hours) \n\n\n$ 9,950 \n\n\n$19,900 \n\n\nApartment \n\n\n$ 2,732 \n\n\n$ 5,464 \n\n\nBoard Plan (10-meals) \n\n\n$ 1,613 \n\n\n$ 3,226 \n\n\n\n\n$14,295 \n\n\n$28,590 \n\n\n\nAll undergraduate degree-seeking students taking twelve or more hours \nwho have been residents of the State of Georgia for twelve consecutive \nmonths are eligible to receive a Tuition Equalization Grant (TEG) \nregardless of need. The State Legislature establishes the amount of \nthis grant. \n\nIn addition, Georgia students who are entering First-year as Hope \nScholars (B or better high school grade point average) will receive an \nacademic scholarship from the Georgia Hope Scholarship program as \nlong as a \"B or better\" grade point average is maintained. Eligibility is \ndetermined in the spring by the Financial Aid Office. \n\nFees relating to the Albany, Evening and Graduate Programs are \nincluded in separate bulletins. You may contact the College to receive a \ncopy of these publications. \n\nFederal Tax Credits \n\nThe Tax Reform Act of 1997 provided two tax credits for higher \neducation. The Hope Scholarship Credit provides up to a $1,650 tax \ncredit for the first two years of postsecondary education in a program \nthat leads to a degree, certificate, or other recognized educational \ncredential. The student must be enrolled at least halftime. Qualified \nexpenses are tuition and fees, and do not include room, board, books, \ninsurance, and other similar expenses. \n\nThe Lifetime Learning Credit provides up to a $2,000 per year tax credit \nper family after the first two years of higher education. These tax credits \nare phased out as the modified adjusted gross income exceeds certain \nlimits. Please check with your tax advisor regarding these limits. For \nadditional information about these credits, please consult the Business \nOffice or your tax preparer. \n\nMiscellaneous \n\nDepending upon individual requirements, a student may expect to spend \n$1,000 per year on books. Bookstore charges for the fall term are \nnormally higher than for the spring term. \n\n\n\n31 \n\n\n\nThe above charges are applicable to an academic year of two semesters. \nSummer charges and Interim Term fees, and curriculum, are available in \nseparate bulletins. \n\nNursing students should consult the Nursing Department concerning \nrequired nursing supplies and their projected costs. \n\nAll students must present the College with proof of health insurance at \nthe time of Registration by submitting a Waiver Form electronically, \nincluding provider name and policy number. If the student does not \nhave insurance, the College will assess the student for a limited \ncoverage group sickness and accident insurance policy. \n\nOfficial transcripts and diplomas are withheld for any student who owes \na financial obligation to the College. \n\nCredit Balances \n\nStudents who have a credit balance on their student accounts may obtain \na credit balance refund within fourteen (14) calendar days, whichever is \nthe latest of: \n\n the date the balance occurs; \n\n the first day of classes of a payment period or enrollment period, \nas applicable; or \n\n the date the student rescinds authorization given the school to \nhold the funds. \n\nRefund and Repayment Policies \n\nNo refund of any nature will be made to any student who is suspended \nor dismissed for disciplinary reasons. \n\nNo refund will be made for individual courses dropped after the end of \nthe drop/add period as established by the school calendar. \n\nRefunds will be processed within thirty (30) days of notification of a \nComplete Withdrawal. A Complete Withdrawal date is defined by: \n\n the earlier of date student began school's withdrawal process or \ndate student otherwise provided \"official\" notice; or \n\n if student did not notify school, the midpoint in the term, or the \ndate of student's last attendance at documented academically- \nrelated activity; or \n\n if student did not notify due to circumstances beyond student's \ncontrol, date related to that circumstance. \n\n\n\n32 \n\n\n\nRefund Policies - Tuition and Fees \n\nA student withdrawing from the College must submit a Complete \nWithdrawal Form, which may be obtained through the Registrar's \nOffice. The student should also consult the Financial Aid Office and the \nBusiness Office to determine the financial consequences of a \nComplete Withdrawal. \n\nThe U.S. Department of Education requires all unearned Title IV funds \nto be returned to the program from which such aid was awarded. The \nCollege will credit a student's account for all unearned institutional \ncharges. The Department of Education defines institutional charges as \n\"all charges for tuition, fees, and room and board, and expenses for \nrequired course materials, if the student does not have a real and \nreasonable opportunity to purchase the required course materials from \nany place but the school.\" \n\nIn the event of a Complete Withdrawal from the College, refunds of \ninstitutional charges will be calculated using the number of days \nattended. The College will calculate the dollar amount of federal grant \nand loan funds the student has earned during the term by dividing the \nnumber of days a student actually completed by the total number of days \nwithin the term (excluding breaks of five days or more). The resulting \npercentage is then multiplied by the amount of federal funds that were \napplied to the student's account. This is the amount of Title IV funding \nthe student actually earned. The remainder will be returned to the \noriginating program. If the resulting percentage exceeds 60 percent, the \nstudent would be entitled to 100 percent of the federal funds. Refunds \nof tuition will be applied to the student's account in the same manner as \nthe return of federal funds. After the student has completed 60 percent \nof the term, there are no refunds of institutional charges. \n\nIn certain cases, these refund requirements may leave an indebtedness \non the student's account. This may also require the student to reimburse \nthe U.S. Department of Education for some or all of the applicable \nFederal Pell and SEOG funds. It is, therefore, imperative that students \nfully discuss the ramifications of a Complete Withdrawal with the \nFinancial Aid Office prior to making a final decision. \n\nA student will not receive a refund until all financial aid programs have \nbeen reimbursed. Refunds will be returned in the order indicated below: \n\n Unsubsidized Federal Stafford Loan Program \n\n Subsidized Federal Stafford Loan Program \n\n Federal Perkins Loan Program \n\n\n\n33 \n\n\n\n Federal PLUS Graduate Program \n\n Federal PLUS Parent Program \n\n Federal Pell Grant Program \n\n Academic Competitiveness Grant \n\n National SMART Grant \n\n Federal SEOG Program \n\n Other Title IV Programs \n\n Other State, private, or institutional assistance programs \n\n Student \n\nRefund Policies - Room and Board \n\nIf a student does not enroll, the room deposit is refundable if the student \nnotifies the College of his/her cancellation by May 1st. There is no \nrefund of room deposits after this date. No refund of room or board will \nbe made if a student withdraws from the dormitory after Registration. In \nthe event of a Complete Withdrawal from the College, there is no refund \nof ROOM charges. The BOARD charges will be prorated at the rate of \n$15 per day from the move-in date. \n\nStudent Repayment Policy \n\nStudents who receive cash disbursements after Registration for that \nenrollment period will be assessed liability for repayment of the \nappropriate percentage of the refund due the Title IV programs upon \nwithdrawal, expulsion, or suspension. \n\nStudents who receive cash disbursements that are attributable to Federal \nPell or SEOG programs may owe a repayment of these funds to the \nCollege to prevent an overpayment. A student who owes a repayment \nwill be deemed ineligible for any financial assistance from any source \nuntil the student has resolved the overpayment. Repayments will be \nallocated to the student aid programs in the following order: Pell Grant, \nSEOG, other Title IV programs, and then to the institution. \n\nStudents have 45 days from the date of their notification to make \narrangements for repayment of the aid received. If they fail to make \nsatisfactory arrangements within the 45-day time period, the account \nwill be submitted to the U.S. Department of Education and the student \ncould lose future eligibility for financial aid programs. \n\n\n\n34 \n\n\n\nFinancial Aid \n\n\n\nPhilosophy \n\nRecognizing the significant investment students and families make when \nchoosing a private college, LaGrange College offers a variety of \nassistance and payment options. We expect students and families to use \na combination of scholarships, grants, loans and work to meet college \ncosts. These resources may come from family, college, community, and \nstate or federal sources. Payment plans are available to distribute \nrequired payments over the course of an academic year or for longer \nterms using Federal loan programs. We encourage students to apply for \nfinancial aid and scholarships as early as possible to maximize eligibility \naccess to all available types of assistance. \n\nFinancial Aid Eligibility Requirements \n\nIn general, to be eligible for financial assistance, the applicant must: \n\n Be a U.S. Citizen or permanent resident alien of the United States; \n\n Be admitted or currently enrolled in an approved degree-seeking or \nteacher certification program; \n\n Have a high school diploma or a General Education Development \n(GED) Certification, or pass an approved Ability-to-Benefit test; \n\n Be making Satisfactory Academic Progress towards the completion \nof their degree program; \n\n Not be in default on any federal educational loan or have made \nsatisfactory arrangements to repay the loan; \n\n Not owe a refund on a federal or state grant; \n\n Not have borrowed in excess of federal loan limits; \n\n Be registered with Selective Service, if required. \n\n\n\n35 \n\n\n\nFinancial Aid Application Procedures \n\nApplicants for financial aid must: \n\n Complete and submit a Free Application for Federal Student Aid \n(FAFSA) annually. \n\n Complete a Georgia Tuition Equalization Grant Application, if \napplicable. \n\n Complete a HOPE Scholarship Application, if applicable. \n\n Submit all required documents for verification, if selected. \n\nDetermining Financial Need \n\nStudents seeking financial assistance must complete the federal need \nanalysis form, the Free Application for Federal Student Aid (FAFSA). \nThe FAFSA collects parental and student income and asset information \nneeded to determine eligibility for financial aid. This information is \nused in a federal need analysis formula to determine the Expected \nFamily Contribution (EFC). \n\nThe Financial Aid Office establishes Cost of Attendance Budgets each \nyear. A Cost of Attendance Budget includes tuition, fees, room, board, \nbooks, supplies, and living expenses. Other components of the Cost of \nAttendance, which is applied on an individual basis, are childcare \nexpenses, study abroad, and the purchase of a computer. These items \nmay require documentation from the student. Below are the Cost of \nAttendance Budgets for the 2008-2009 academic year. \n\nUndergraduate dependent residing on campus $3 1 ,372 \n\nUndergraduate dependent residing with parents $26,525 \n\nUndergraduate independent residing off campus $30,425 \n\nUndergraduate nursing dependent residing on campus $36,698 \n\nUndergraduate nursing dependent residing with parents $32, 1 5 1 \n\nUndergraduate nursing independent residing off campus $35,75 1 \n\nThe Expected Family Contribution (EFC) is deducted from the Cost of \nAttendance at LaGrange College to determine whether a need for \nfinancial assistance exists. If the family's EFC is less than the Cost of \nAttendance, a financial need is established. The Financial Aid Office \nattempts to meet the demonstrated financial need of applicants with \nfederal, state, and institutional grants and scholarships, work programs, \nand student loans. \n\n\n\n36 \n\n\n\nSatisfactory Academic Progress \n\nThe United States Department of Education requires institutions of higher \neducation to establish a satisfactory academic progress policy to be applied \nto all recipients of federal financial aid. Satisfactory academic progress \nmeans the student is progressing in a manner consistent with fulfilling their \ndegree or certification requirements. Satisfactory academic progress is \nevaluated throughout the course of the degree program. A Satisfactory \nAcademic Progress policy must include two components: qualitative and \nquantitative. Qualitative measures cumulative grade point average. \nQuantitative measures the number or percentage of courses completed. \nThe quantitative component also establishes the maximum time frame for \ncompleting a degree program. Financial aid recipients must meet both of \nthese standards to receive financial aid. \n\nThe standards established in the Satisfactory Academic Progress policy \napply to the following financial aid programs: Federal Pell Grant, Federal \nSupplemental Educational Opportunity Grant (FSEOG), Academic \nCompetitiveness Grant, National SMART Grant, Federal Perkins Loan, \nFederal Stafford Loan (subsidized and unsubsidized), Federal Parent Loan \nfor Undergraduate Students (PLUS), Federal Work Study, HOPE \nScholarship, Georgia Tuition Equalization Grant (GTEG), Georgia LEAP, \nState Service Cancelable Loans, LaGrange College Grant, LaGrange \nCollege Academic and Merit scholarships, and LaGrange College Work \nAid. \n\nNote: HOPE scholarship guidelines require a cumulative grade point \naverage of 3.0 to maintain eligibility. \n\nQualitative Standard \n\nFederal regulations require a student to have a grade point average that is \nconsistent with the institution's policy governing academic progress. \nLaGrange College has set the following minimum grade point average \nrequirements. The Registrar and Academic Dean monitor this component \nof the policy each term. \n\n\n\n\n\u003eiticati\u003c \n\nFirst-year \n\nSophomore \n\nJunior 2.00 \n\n\n\nSenior 2.00 \n\n\n\n37 \n\n\n\nQuantitative Standard \n\nStudents receiving funds from any of the financial programs covered \nunder this policy must demonstrate measurable progress toward the \ncompletion of their degree program. LaGrange College requires students \nto maintain an overall completion rate of 67 percent. The credit hours \nconsidered under this policy will be those for which the student is \nregistered at the conclusion of late registration. Grades of A, B, C, or D \nare considered as successful completion of a course. Grades of F, W, \nWF, NR, or I are considered failing and do not count as successfully \ncompleted courses. Audited courses are not considered in either the \nquantitative or qualitative standards. \n\nIn addition to maintaining a completion rate of 67 percent, federal \nregulations allow a student to receive financial assistance for no more \nthan 150 percent of the credit hours required to complete the degree \nprogram. Therefore, students pursuing a bachelor's degree must \ncomplete their program within 180 (162 attempted hours for students \nenrolling prior to Fall 2006) attempted semester credit hours. Most \nstudents will complete the program within the time frame; however, \nfrequent withdrawals from courses or school, changes of major, failed \nrepeated courses, or taking courses that are not related to your degree \nprogram could jeopardize financial aid eligibility. All attempted hours \nare considered when reviewing maximum time frame. \n\nTransfer students must complete their program within a maximum of \n180 (162 for students enrolling prior to Fall 2006) attempted semester \ncredit hours. Hours transferred to and accepted by LaGrange College \nfrom other institutions are considered in the maximum time frame. For \nexample, if a student has 75 credit hours acceptable towards their degree \nprogram, the student may receive financial assistance for 105 (87 for \nstudents enrolling prior to Fall 2006) additional credit hours. \n\nStudents pursuing an additional bachelor's degree are allowed an \nadditional 60 semester hours to complete the degree. \n\nEvaluation \n\nThe cumulative academic history of all financial aid recipients is \nreviewed each term to determine if the student is meeting the \nquantitative, qualitative and time frame standards. This includes all \ncourses attempted regardless of whether financial aid was received or \nnot. Transfer grade point averages are not considered in either of these \nstandards. However, accepted transfer credit hours will be considered in \n\n\n\n38 \n\n\n\nthe maximum time frame for completing a degree program. Students \nwho fail to meet both of these standards will be placed on financial aid \nprobation. Students placed on financial aid probation are eligible for \nfinancial aid during the probationary term. If the student does not meet \nthe satisfactory academic progress standards at the end of the \nprobationary term, future financial aid will be terminated effective with \nthe next term of enrollment. Students whose financial aid is terminated \nmay appeal to the Financial Aid Appeals Committee for reinstatement of \nfinancial aid. The chart below indicates the minimum credits a student \nmust earn to meet the quantitative standard. \n\n\n\nTotal Attempted Hours \n\n\n\nMinimum Earned \n\n\n\n\nAppeal Process \n\nStudent financial aid recipients who lose their eligibility for financial aid \nmay appeal in writing to the Financial Aid Appeals Committee except \nfor loss of eligibility due to time frame. Appeals must be submitted in \nwriting to the Director of Financial Aid outlining any mitigating \ncircumstance(s) that influenced the student's academic performance, \ndocumentation of circumstance(s), if applicable, and the manner by \nwhich the deficiency will be resolved. The Director will convene the \nFinancial Aid Appeals Committee to evaluate the request for \nreinstatement of financial aid eligibility. The Director of Financial Aid \nwill notify the student in writing of the decision of the Committee and \nany conditions associated with reinstatement. Students whose appeals \nare approved will receive financial aid on probationary status for the \nnext term of enrollment and will have their academic performance \nreviewed at the end of that term for continued eligibility. \n\n\n\n39 \n\n\n\nStudent Financial Aid Policies \n\n Financial aid applications for the upcoming academic year are \navailable beginning January 1 in the financial aid office. \n\n LaGrange College awards aid to eligible students on a first-come, \nfirst-serve basis. In awarding, first priority is given to students \npursuing their first undergraduate degree. Transient, non-degree \nseeking, and unclassified students are not eligible for \nfinancial assistance. \n\n All financial aid applications and documentation for verification \nmust be submitted before an official financial aid award letter \n\nis mailed. \n\n In constructing a financial aid award, funding is awarded in this order: \ngrants and scholarships, student loans, and student employment. \n\n External sources of financial aid available to a financial aid \nrecipient must be considered in the awarding of Federal, State, and \nLaGrange College need-based financial aid programs. LaGrange \nCollege reserves the right to cancel or reduce financial aid awards \nin the event that these resources result in financial aid in excess of \nfinancial need. \n\n Financial aid awards are made assuming full-time enrollment. \nMost LaGrange College and State financial aid programs require \nfull-time enrollment, however, financial assistance is available to \nstudents who enroll half-time. \n\n A student's enrollment status will be based on the credit hours for \nwhich the student is registered at the conclusion of late registration. \nAll financial aid awards will be calculated using final registration \ninformation. If it is later determined that attendance in all or some \ncourses cannot be documented, financial aid awards will be \nadjusted. The student will be responsible for repaying any \nineligible funds received. \n\n Financial aid awards will be disbursed on the first day of \nclasses provided all required documents and eligibility \nrequirements are met. \n\n\n\n40 \n\n\n\nSources of Financial Aid \n\nThere are a variety of financial aid resources available to assist students \nwith funding their college education. These resources are in the form of \nscholarships, grants, loans, or student employment and are made \npossible by funding from federal, state, and institutional sources. \nAlthough financial need is a primary factor in financial aid eligibility, \nthere are financial aid programs available to students who do not \ndemonstrate financial need. These programs may be awarded based on \nresidency, merit, academic excellence, talent, and other criteria. \n\nLaGrange College Academic Scholarships \n\nLaGrange College recognizes the academic excellence of outstanding \nentering freshmen and transfer students by awarding scholarships \nranging from $4,000 to full tuition, room and board. These merit \nscholarships are made possible by generous gifts and endowments of \nalumni and supporters of LaGrange College. All entering freshmen are \nevaluated for academic scholarships during the admission process. The \ntop applicants who are accepted for admission by January 15 are invited \nto compete in the Scholar Weekend Competition. Scholarships are \nawarded at the following levels: \n\nPresidential Scholarship is a competitive four-year, renewable \nacademic scholarship awarded to incoming first year students on the \nbasis of academic achievement in high school, SAT or ACT test scores, \nand participation in the Scholar Weekend Competition. Recipients of \nthis prestigious award receive full tuition, mandatory fees, room, and \nboard. Presidential Scholarships of Georgia residents eligible for the \nHOPE Scholarship and Georgia Tuition Equalization Grant will be \nreduced by the value of these state programs. If selected to receive one \nof the awards, the scholarship will replace any previous scholarship \naward. \n\nDean's Scholarship is a competitive, four-year, renewable, $12,000 \nacademic scholarship awarded to incoming first year students on the \nbasis of academic achievement in high school, SAT or ACT test scores, \nand the Scholar Weekend Competition. If selected to receive one of the \nawards, the scholarship will replace any previous scholarship award. \n\n\n\n41 \n\n\n\nFellows Scholarship is a four-year, renewable, $10,000, academic \nscholarship awarded to incoming first year students on the basis of \nacademic achievement in high school and SAT or ACT test scores. \nFellows Scholarship recipients are eligible to compete in the Scholar \nWeekend Competition for a Presidential or Dean's Scholarship. If \nselected to receive one of the awards, the scholarship will replace any \nprevious scholarship award. \n\nFounders Scholarship is a four-year, renewable, $8,000 academic \nscholarship awarded to incoming first year students on the basis of \nacademic achievement in high school and SAT or ACT test scores. \nFounders Scholarship recipients are eligible to compete in the Scholar \nWeekend Competition for a Presidential or Dean's Scholarship. If \nselected to receive one of the awards, the scholarship will replace any \nprevious scholarship award. \n\nLafayette Scholarship is a four-year, $6,000 renewable academic \nscholarship awarded to incoming first year students on the basis of \nacademic achievement in high school and SAT or ACT test scores. \n\nQuadrangle Scholarship is a four-year, $4,500, renewable academic \nscholarship awarded to incoming first year students on the basis of \nacademic achievement in high school and SAT or ACT test scores. \n\nPhi Theta Kappa Scholarship is a two-year, renewable $6,000 \nacademic scholarship awarded to qualified transfer students who are \nU.S. citizens or permanent resident aliens fully inducted into Phi Theta \nKappa Honor Society. Recipients must hold Associate of Arts or \nAssociate of Science degrees from an accredited two-year college and \nhave earned a 3.5 or better grade point average. \n\nTransfer Scholarship is awarded to students transferring to LaGrange \nCollege from a college or university with a minimum of 30 semester \nhours and a minimum grade point average of 3.0 or higher. Scholarship \nawards range from $2,000 to $4,000. \n\nFine Arts Scholarships \n\nLaGrange College's Theatre Arts, Music, and Art and Design Programs, \nthrough the generous support of alumni and supports of LaGrange \nCollege Fine Art program, award the exceptional talents of prospective \nand current students with departmental scholarships. These scholarships \nare competitive and are awarded based on academic promise, audition, \nportfolio, and departmental interviews. For a listing of these \nscholarships, please visit the Financial Aid section of our website. \n\n\n\n42 \n\n\n\nGeneral Grants and Scholarships \n\nFederal Pell Grant is awarded to undergraduate students pursuing a \nfirst bachelor's degree. The student's Expected Family Contribution \n(EFC) as determined by the results of the FAFSA, Cost of Attendance, \nand enrollment status determines the Pell award. Students enrolling less \nthan full-time may qualify for a prorated amount of Pell Grant based on \ntheir enrollment status and EFC. \n\nFederal Supplemental Educational Opportunity Grant is awarded to \nundergraduate students with exceptional financial need. Priority is \ngiven to students eligible for Federal Pell Grant. \n\nAcademic Competitiveness Grant (ACG Grant) is a new federal grant \nprogram that began in the 2006-2007 award year for full-time \nundergraduate students who are U.S. citizens and eligible to receive \nFederal Pell Grant. Recipients must have completed a rigorous \nsecondary school program as defined by the U.S. Department of \nEducation. This grant is for the first and second academic years, as \ndefined by the student's institution of enrollment, of undergraduate \nstudy. First year recipients must have graduated from a rigorous \nsecondary school program after January 1 , 2006. The first year ACG \naward is up to $750. Second year ACG recipients must have completed \na rigorous secondary after January 1, 2005 and must have a 3.0 GPA for \nthe first academic year. The ACG award is up to $1,300 for second \nacademic year undergraduates. \n\nNational Science and Mathematics Access to Retain Talent Grant \n(National SMART Grant) is a new federal grant program for full-time \nundergraduate students who are enrolled in the third or fourth academic \nyear of an eligible program, who receive Federal Pell Grants and are \nU.S. citizens. An eligible program in the National SMART Grant is one \nthat leads to a bachelor's degree in an eligible major in physical, life, or \ncomputer sciences, engineering, technology, mathematics, or a critical- \nneed foreign language. SMART Grant recipients must maintain a 3.0 \ngrade point average for each semester of eligibility. The SMART Grant \naward is up to $4,000 each of the third and fourth academic years as \ndefined by the student's institution. \n\nGeorgia LEAP Grant is a State of Georgia need-based grant awarded \nto Georgia residents who qualify for Federal Pell Grant and have \nsubstantial financial need. The annual amount is contingent upon \nappropriations by Congress and the Georgia Legislature. \n\n\n\n43 \n\n\n\nGeorgia Tuition Equalization Grant is a State of Georgia non-need- \nbased grant awarded to Georgia residents attending a private college or \nuniversity as a full-time student. The annual amount is contingent upon \nfunding by the Georgia Legislature. \n\nHOPE Scholarship is a State of Georgia non-need-based lottery funded \nscholarship awarded to Georgia residents who graduate from an eligible \nhigh school with a minimum of a 3.0 cumulative grade point average in \nthe college preparatory core-curriculum subjects or a 3.2 minimum \ngrade point average in the career/technology core-curriculum subjects. \nHOPE Scholars attending a private college or university are eligible for \n$1,500 per semester as a full-time student or $750 per semester as a half \n-time student. Scholars must maintain their enrollment status for 14 days \nbeyond the end of late registration (drop/add) to qualify for \ndisbursement for a semester. \n\nHOPE Scholars are evaluated annually at the end of the spring semester, \nas well as, at increments of 30, 60, and 90 attempted hours. At each \nevaluation point, the scholar must have a minimum cumulative grade \npoint average of 3.0 for continued eligibility. The calculation of grade \npoint average for HOPE purposes must include all courses attempted \nsince the scholar's high school graduation. A HOPE Scholar may \nreceive assistance for a maximum of 127 attempted-semester hours or \nonce a baccalaureate degree is earned, whichever occurs first. \n\nHome schooled students and students who graduated from an ineligible \nhigh school may receive HOPE retroactively for tier 1 if they earn a 3.0 \ncumulative grade point average after attempting 30 semester hours and \nmeet all other HOPE Scholarship requirements. Home-schooled \nstudents will need to provide a copy of the \"declaration of intent to \nhome school\" submitted to their school system. \n\nHOPE Promise Scholarship provides forgivable loans to \nundergraduate students who plan to teach in Georgia upon completing \ntheir education degree. Applicants must be of junior or senior standing \nwith a 3.0 or better grade point average. Georgia residency or full-time \nattendance is not a requirement. HOPE Promise recipients may cancel \nthe loan in full by working at a Georgia public school at the preschool, \nelementary, middle or secondary level one academic year for each \n$1,500 awarded through the scholarship. \n\nLaw Enforcement Personnel Dependents Grants provides non- \nrepayable grants of up to $2,000 per year to eligible Georgia residents \nwho are dependent children of Georgia law enforcement officers, prison \nguards, or firemen who were permanently disabled or killed in the line \nof duty. \n\n44 \n\n\n\nLaGrange College Grants offer a variety of need-based institutional \ngrants made possible by the generosity of alumni, foundations, and \nindividuals. These grants are available to undergraduate degree seeking \nstudents enrolled full-time. Recipients must be in good academic \nstanding. A list of LaGrange College grants and their eligibility \nrequirements are available on our website. \n\nLoans \n\nFederal Perkins Loan is a low interest, repayable loan awarded to \nundergraduate and graduate students with exceptional financial need. \nThe interest rate is 5% and no interest accrues on the loan while the \nborrower is enrolled half-time and during the grace period. Repayment \nbegins nine months after graduating or withdrawal from school. This \nloan program has cancellation provisions for critical fields of study. \nContact the Financial Aid Office for more information. \n\nFederal Stafford Loan is a low interest, repayable loan available to \nundergraduate and graduate degree seeking students regardless of \nfinancial need. Federal Stafford Loans are available from banks, credit \nunions, savings and loans, and other lending institutions. The Federal \nStafford Loan Program consists of a subsidized (need-based) and \nunsubsidized (non-need-based) loan programs. Subsidized loans will \nhave interest subsidies paid by the federal government to the lender \nwhile the student is enrolled in school and has a fixed interest rate of 6% \nfor loan disbursed after 07/01/2008. Unsubsidized loans are available to \nstudents regardless of financial need. Interest accrues while the borrower \nis in school. The borrower has the option of paying the accruing interest \nor to allow the interest to accrue and capitalize. The interest rate on an \nunsubsidized Stafford is a fixed rate of 6.8%. \n\nThe annual subsidized/unsubsidized Stafford Loan limit for a dependent \nundergraduate is $3,500 for first year students, $4,500 for sophomores, \nand $5,500 for juniors or seniors. The annual loan limits for an \nindependent undergraduate is $7,500 for first year students, $8,500 for \nsophomores, and $10,500 for juniors and seniors. Federal Stafford \nLoans are delivered to the borrower in two separate disbursements, one \nat the beginning of the enrollment and the second at the middle of the \nloan period. \n\nRepayment of a Federal Stafford Loan begins six months after the \nborrower graduates, withdraws, or ceases enrollment as at least a half- \ntime student. The standard repayment period for a Stafford Loan is 10 years. \n\n\n\n45 \n\n\n\nGeorgia Service Cancelable Stafford Loans provide forgivable \nStafford loans to Georgia residents who are pursuing degrees in areas \nwhere there is a critical shortage of qualified professionals. The terms \nand conditions of a service cancelable loan are the same as for a Federal \nStafford loan except the student may cancel the loan in full by working \none year at an approved Georgia location for each academic year \nfunding was received. The cancellation benefit will be principal and \naccrued interest. The only approved critical field at LaGrange College is \nnursing. Funding in this program is limited so awards are made on a \nfirst-come, first-serve basis. \n\nFederal Parent Loan for Undergraduate Students (PLUS) is \n\navailable to the parents of a dependent student to defray remaining \neducational expenses after all other financial aid resources are \nexhausted. Eligible applicants may borrow up to the cost of attendance \nless other financial aid. The interest rate is a fixed rate of 8.5% for loans \ndisbursed after July 1, 2006. Unlike the Federal Stafford Loan \nprogram, PLUS borrowers must be credit worthy to qualify for this loan \nand repayment begins within 60 days of the loan disbursement. If the \nparent borrower is denied a PLUS, the borrower may appeal to the lender \nif an extenuating circumstance exists. \n\nStudent Employment \n\nThere are part-time job opportunities available to eligible students \nthrough the Federal Work Study Program and LaGrange College's Work \nAid Program. Jobs are available on campus and off-campus in \ncommunity service activities. Funding in these programs is limited. \nStudents interested in student employment must complete the FAFSA. \nThe average student works 10 to 15 hours per week. Student \nemployment awards are made on a first-come, first-serve basis until \nfunds are depleted. \n\nFederal Work-Study provides employment opportunities for \nundergraduate and graduate students with financial need to defray \neducational expenses. \n\nLaGrange College Work Aid Program provides students, regardless \nof financial need, with opportunities to earn additional money for \nschool through employment in campus departments and community \nservice activities. \n\n\n\n46 \n\n\n\nStudent Financial Aid and Federal Tax \nImplications \n\nStudents receiving scholarships and grants that exceed their tuition, fees, \nbooks and supplies should be aware that these funds are taxable under \nfederal and state tax law. It is important that students maintain records of \ntheir grants and scholarships and documentation of educational expenses \nfor reporting purposes. \n\nFederal tax law allows for only qualified scholarships and grants to be \nexcluded from income. Qualified scholarships are any amount of grant \nand scholarship received that is used for tuition, fees, books, supplies and \nequipment required for course instruction. Scholarships and grants that \nare specifically designated for educational expenses other than those \ndescribed under qualified scholarships (room, board, transportation, or \nliving expenses) are taxable. \n\nFor information, please read IRS Publication 970, Tax Benefits for \nEducation, for more details on reporting requirements or consult a \ntax professional. \n\nSuspected Fraud \n\nInstitutions are required to report cases of suspected fraud to the Office \nof the Inspector General of the Department of Education, or, if more \nappropriate, to the state or local law enforcement agency having \njurisdiction to investigate these allegations. Fraud may exist if the \ninstitution believes the applicant misreported or altered information in \norder to increase their financial aid eligibility or fraudulently obtained \nfederal funds. \n\n\n\n47 \n\n\n\nStudent Life \n\n\n\nThe Student Life staff is concerned with providing those services which \nassist individuals in their personal growth. Their purpose is to provide \nassistance which facilitates the development of the total person. At \nLaGrange College, the emphasis is upon the intellectual, social, physical \nand spiritual development of each student. \n\nStudent Life involves a wide variety of programs and activities. The broad \nrange of available services is an outgrowth of complex student needs: \norientation, activities, student government, organizations, health services, \nwellness programs, parking, food service, discipline, leadership \ndevelopment, personal counseling, career development and placement, \nfraternities and sororities, and all residence programming. The Student \nLife staff is committed to creating a positive climate within which personal \ngrowth and development occur. \n\nStudent Conduct / Social Code \n\nLaGrange College, as a church-related college, is committed to an \nhonorable standard of conduct. As an educational institution the College \nis concerned not only with the formal in-class education of its students, \nbut also with their welfare and their growth into mature men and women \nwho conduct themselves responsibly as citizens. \n\nLike the Honor Code, the Social Code is the responsibility of every \nstudent, faculty member, and staff member at LaGrange College. The \nSocial Code attempts to instill in every member of the student body a \nsense of moral and community responsibility. As such, LaGrange \nCollege expects its students to adhere to community standards. Likewise, \nif some fail to live up to these codes of conduct, the College expects \nstudents to enforce these standards through the Social Code and its \nSocial Council. In this way, students assume the obligation of upholding \nthe integrity of their community and of ethically preparing themselves \nfor the world beyond college. \n\nThe College has established guidelines and policies to assure the well- \nbeing of the community. In general, the College's jurisdiction is limited \nto events that occur on College property; however, the College and the \nSocial Council reserve the right to hear cases that concern students' \nbehavior when they are off-campus in the name of the College (e.g., with \na Jan Term travel course, an academic fieldtrip, or a campus organization \nsocial), especially when such situations could be regarded as an adverse \nreflection on the College's mission. \n\n48 \n\n\n\n(For a complete description of the Social Code, its policies and \nprocesses, please see the Student Handbook.) \n\nThe College reserves the right to dismiss at any time a student who, in \nits judgment, is undesirable and whose continuation in the school is \ndetrimental to himself or his fellow student. \n\nFurthermore, students are subject to federal, state and local laws as well \nas College rules and regulations. A student is not entitled to greater \nimmunities before the law than those enjoyed by other citizens \ngenerally. Students are subject to such disciplinary action as the \nadministration of the College may consider appropriate, including \npossible suspension and expulsion for breach of federal, state or local \nlaws, or College regulations. This principle extends to conduct off \ncampus which is likely to have adverse effect on the College or on the \neducational process or which stamps the offender as an unfit associate \nfor the other students. A complete description of student conduct \npolicies, rules and regulations can be found in the Student Handbook, \nwhich is published in the Panther Planner each year. Copies of the \nHandbook are available in the Student Development Office. \n\nStatement of Policy on Harassment \n\nAll members of the college community have the right to be free from \ndiscrimination in the form of harassment. Harassment may take two \nforms: (1) creating a hostile environment, and (2) quid pro quo . \n\nA hostile, demeaning, or intimidating environment created by \nharassment interferes with an individual's full and free participation in \nthe life of the College. \n\nQuid pro quo occurs when a position of authority is used to threaten to \nimpose a penalty or to withhold a benefit in return for sexual favors, \nwhether or not the attempt is successful. Sexual harassment may \ninvolve behavior by a person of either gender against a person of the \nsame or opposite gender. It should be noted that the potential of \nsexual harassment exists in any of the following relationships: \nstudent/student, faculty/student, student/faculty, and faculty/faculty. \nHere and subsequently \"faculty\" refers to faculty, staff, and \nadministration. Because of the inherent differential in power between \nfaculty and students, sexual relationships between faculty and students \nare prohibited. \n\n\n\n49 \n\n\n\nSexual harassment may result from many kinds of behavior. These \nbehaviors may range from the most egregious forms, such as sexual \nassault, to more subtle forms. Explicit behaviors include but are not \nlimited to requests for sexual favors, physical assaults of a sexual nature, \nsexually offensive remarks, and rubbing, touching or brushing against \nanother's body. More subtle behaviors may be experienced as \nintimidating or offensive, particularly when they recur or one person has \nauthority over another. Such behaviors may include but are not limited \nto unwelcome hugs or touching, inappropriate staring, veiled \nsuggestions of sexual activity, requests for meetings in non-academic \nsettings, and risque jokes, stories, or images. \n\nAccusations of harassment which are made without good cause shall not \nbe condoned. Such accusations are indeed grievous and can have \ndamaging and far-reaching effects upon the careers and lives of \nindividuals. \n\nAny member of the college community having a complaint of \nharassment may raise the matter informally and/or file a formal \ncomplaint. The informal process is an attempt to mediate between the \nparties in order to effect a mutually agreeable solution without entering \ninto the formal hearing process. \n\nA. Informal Procedures \n\nThe following informal procedures may be followed: \n\n Clearly say \"no\" to the person whose behavior is unwelcome. \n\n Communicate either orally or in writing with the person whose \nbehavior is unwelcome. The most effective communication will \nhave three elements: \n\n a factual description of the incident(s) including the time, \nplace, date, and specific behavior, \n\n a description of the complainant's feelings, including any \nconsequences of the incident, \n\n a request that the conduct cease. \n\n Speak with a department chair, dean, director, counselor, or \nchaplain who may speak to the person whose behavior is \nunwelcome. The name of the complainant need not be disclosed. \nThe purpose of such conversation is the cessation of the \nunwelcome behavior. \n\n In the case of harassment of a student, it may be appropriate first \nto seek the advice of his or her advisor. \n\n\n\n50 \n\n\n\nB. Formal Procedures \n\nTo initiate a formal grievance procedure the complainant shall submit \na written statement to the President of the College. The President, after \nsuch consultation as is deemed appropriate, will appoint a three-member \nReview Committee from among the membership of the Institutional \nPlanning Council, the Academic Council, or other College committees as \nthe President deems appropriate. Members of the Review Committee \nwill then meet to discuss the complaint. Unless the Committee \nconcludes that the complaint is without merit, the parties to the dispute \nwill be invited to appear before the Committee and to confront any \nadverse witnesses. The Committee may conduct its own inquiry, call \n\nwitnesses, and gather whatever information it deems necessary to assist \nin reaching a determination as to the merits of the accusation. Once a \ndetermination has been reached, the Committee shall report its findings \nto the President of the College. \n\nPossible outcomes of the investigation are ( 1 ) that the allegation is not \nwarranted and cannot be substantiated, (2) a negotiated settlement of the \ncomplaint, or (3) that the allegation is substantiated requiring a \nrecommendation to the President that disciplinary action be taken. \n\nC. Faculty \n\nIn the case of a faculty member subject to the provisions of the Parts A \nor B of the 1977 tenure settlement, the Tenure Committee will be \ninvolved. Discipline or dismissal of a faculty member will follow the \nprocedure outlined in the LaGrange College Tenure Regulations. \n\nFor those faculty members subject to the provisions of the 1999 tenure \npolicy, the Promotion and Tenure Committee will be involved according \nto the procedures defined in the 1999 tenure policy. \n\nD. Appeals \n\nFaculty, staff, administration, and students can appeal a final decision \nregarding a complaint to the Executive Committee of the Board of Trustees. \n\nE. Special Circumstances \n\nIf the President of the College is the accused, the case is referred to the \nExecutive Committee of the Board of Trustees. \n\nIf the chairperson of the Review Committee is the accused, the complaint \nshall be submitted to the President of the College. If any member of the \nReview Committee is the accused or for reason of prejudice must be \nrecused, the President of the College shall appoint another member. \n\n\n\n51 \n\n\n\nF. Confidentiality \n\nThe right to confidentiality of all members of the college community \nwill be respected in both formal and informal procedures insofar as \npossible. \n\nLaGrange College is committed to preventing harassment. To that end, \nthis policy and these procedures will be printed in appropriate College \npublications. In addition, educational programs will be conducted \nannually by the College to (1) inform students, faculty, staff, and \nadministration about identifying harassment and the problems it causes; \n(2) advise members of the college community about their rights and \nresponsibilities under this policy; (3) train personnel in the \nadministration of this policy. The Harassment Policy and Procedures \nwill be issued to all incoming students and personnel. \n\nAims of Student Development Services \n\n To facilitate the transition from high school to college. \n\n To develop and sustain  through student-involvement activities, \norganizations and services  a campus life encouraging the cultural, \nintellectual, social, physical and religious development of all \nstudents. \n\n To assist students in discovering life goals and exploring career \nopportunities. \n\n To create an environment which stimulates qualities of self- \ndiscipline and personal responsibility. \n\n To provide a suitable context whereby the student can explore new \nideas, skills and lifestyles, thus gaining the insight and experience \nnecessary to make intelligent choices. \n\n.  To provide opportunity for the student to develop the understanding \nand skills required for responsible participation in a democratic \ncommunity through involvement in self-government. \n\n To serve a supervisory role in campus disciplinary concerns; to \ndevelop, with campus community involvement, and to distribute the \nnecessary rules and regulations for a harmonious and productive \ncollege community. \n\n To mediate, where necessary, conflicts between individuals and \ncampus community standards. \n\n To provide a comfortable, clean, safe environment that enhances the \npersonal growth as well as the academic pursuits of resident \nstudents. \n\n To collect retention data and to suggest/plan programs and \nstrategies to increase retention based on data collected. \n\n\n\n52 \n\n\n\nResidence Programs \nResident Classification \n\nAll traditional day students taking twelve or more hours are required to \nlive in college housing, so long as appropriate campus housing is \navailable. The Dean of Students may exempt a student for one of the \nfollowing reasons: \n\n The student is 23 years of age or older. \n\n The student is married and living with spouse. \n\n The student is responsible for a dependent child. \n\n The student resides exclusively with parents or legal guardians \nin the parent's primary residence within a thirty-mile radius of \nthe College. \n\n The student is a veteran with at least two years of active \nmilitary service. \n\nStudents are assigned rooms of their choice in so far as facilities \npermit. Generally, first year students are assigned to double rooms \nin Boatwright (men), Pitts, or Hawkes Hall (women). Roommates are \nassigned by mutual preference whenever possible. The College \nreserves the right of approval of all room and residence hall \nassignments. Also, the College reserves the right to move a student \nfrom one room or residence hall to another room or residence hall \nduring the year. Resident students are required to subscribe to the \nboard plan. \n\nRoom Deposit \n\nA room and tuition deposit of $200 is required of all resident students. \nThe room deposit ($100) is not a prepayment to be applied to residence \nhall charges but will remain on deposit with the College to be refunded, \nprovided the student's account with the College is cleared, upon one of \nthe following: (1) change of status from resident student to commuter \nstudent, (2) formal withdrawal, or (3) graduation. The room \nreservation/damage deposit serves as a room reservation while the \nstudent is not occupying college housing and is refundable if a student \ncancels his/her reservation by the following dates: May 1 for fall \nsemester, December 1 for spring semester. It serves as a damage deposit \nwhile the student is occupying college housing and is refundable when \nthe student leaves the College housing minus any unpaid assessments \nand/or any debt owed to the College. Complete residence information \nand regulations can be found in the Student Handbook. \n\n\n\n53 \n\n\n\nResidence Hall Activities \n\nResidence Advisors also function as a governing body and coordinating \ncommittee. They plan activities within the residence halls such as \ncookouts, movie nights, decorating contests and other special events. \n\nOffice of Student Activities and Service \n\nThe Office of Student Activities and Service works closely with the \nstudents, faculty, and staff of LaGrange College to bridge the curricular \nand co-curricular experiences of students at LaGrange College. Located \nin the Mabry Gibson Student Center, the Director of Student Activities \nand Service strives to provide a diverse array of social, multicultural, \npolitical, service, and leadership activities for the campus community. \n\nThe Director of Student Activities and Service is responsible for \nadvising the Student Government Association (SGA) and the Presidents' \nCouncil as well as overseeing the activities and operations of all \nLagrange College student organizations. With over 52 active student \norganizations at LaGrange College there is a club or organization for \nevery student. If students do not feel as though there is something \navailable of interest to them there is always the option of creating and \nbeginning a new organization on campus. Student Organizations are \ndivided into six categories: Departmental/Special Interest Organizations, \nHonor Societies, Religious Life Organizations, Social Greek \nOrganizations, Service Organizations, and Student Publications. Please \nrefer to the following section, Student Government and Other \nOrganizations, for a complete listing of active student organizations at \nLaGrange College. \n\nCommunity Service is another large component of the Office of Student \nActivities and Service. The Director of Student Activities and Service \nworks closely with the SGA's Service Council and the Servant \nLeadership Program to provide LaGrange College students with a \nvariety of service projects throughout the academic year. The traditional \nservice activities offered at LaGrange College include, but are not \nlimited to the following: the First Week Service Project, the Service \nFair, the Annual West Point Lake Clean-up, the American Heart \nAssociation's Heart Walk, Panther Toy Store, the Brian Center Beauty \nPageant, The Boys' and Girls' Club Annual Easter Egg Hunt, Blood \nDrives, and the American Cancer Society's Relay for Life. In addition to \nthese activities, other service activities occur which are often associated \nwith one or more of the following local agencies and organizations: \n\n\n\n54 \n\n\n\nAmerican Cancer Society Girl Scouts \n\nAmerican Heart Association Habitat for Humanity \n\nAmerican Red Cross Hospice of LaGrange \n\nHumane Society \n\nBig Brothers Big Sisters of Interfaith Food Closet \n\nTroup County \n\nBoys' and Girls' Club Parks and Recreation Department \nBoy Scouts of Troup County \n\nBurwell Program Salvation Army \n\nCarelink Americorps Special Olympics \n\nCASA-Court Appointed Troup County Schools \n\nSpecial Advocacy Group Twin Cedars Youth Services \n\nCommunities in Schools United Way \n\nD.A.S.H.-Dependable West Point lake \n\nAffordable, Sustainable West Georgia Medical Center \n\nHousing \n\nThe Lagrange College Gameroom, located in the basement of the Mabry \nGibson Student Center, is also supervised by the Office of Student \nActivities and Service. The Gameroom is open 7 days a week from \n1 lam until 1 1pm and provides students with the opportunity to hang out \nand play pool, ping pong, cards, board games, watch television, and \nlisten to music. \n\nStudent Government and Other \nOrganizations \n\nThe Student Government Association exists to serve as a medium for \nstudent expressions, to coordinate campus activities, to promote good \ncitizenship and to govern within the parameters granted by the President \nof the College. The SGA is an important part of student life. Upon \nacceptance into the College, a student automatically becomes a member \nof the association. All students are encouraged to become active \nmembers, so that the association is a truly representative body of student \nthought and opinion, voicing the needs and concerns of the student \nbody. \n\nThe SGA, as a voice of the student body, promotes diversity and \ninvolvement through activities, entertainment, and service at LaGrange \nCollege and in the surrounding community. \n\n\n\n55 \n\n\n\nTraditional Activities \n\n\n\nFair on the Square Activities fair where students can become familiar \nwith LC student organizations and how to become \nmore involved. \n\nHomecoming Fall weekend featuring a concert, a \n\nparade, various alumni activities, and \nculminating with crowning of Queen. \n\n\n\nStep sing \n\nWeek of activities centering around campus Greek life \n\n\n\nLip Sync \n\nMay Day \n\nGreek Week \n\nVegas on the Hill \n\nQuadrangle Dance Spring Formal scheduled around \nValentine's Day \n\nSpring Concert Larger concert scheduled in April \n\nThere are numerous activities planned by the SGA and the Programming \nBoard. The Student Handbook is published by the Student Development \nOffice and contains guidelines and regulations for successful campus \nlife. It appears in each year's Panther Planner. \n\nAll clubs and organizations are sanctioned by LaGrange College. These \ninclude: \n\n\n\nSocial Sororities \n\nAlpha Kappa Alpha \nAlpha Omicron Pi \nDelta Sigma Theta \nKappa Delta \n\nPhiMu \nZeta Phi Beta \nPanhellenic Council * \n* Sorority Governing Body \n\n\n\nSocial Fraternities \n\nAlpha Delta Gamma \nDelta Tau Delta \nPhi Beta Sigma \nPi Kappa Phi \n\nInterfraternal Council * \n\n* Fraternity Governing Body \n\n\n\nStudent Publications \n\nCitations (research journal) \nThe Hilltop News (newspaper) \nThe Scroll (literary magazine) \n\nThe Quadrangle (yearbook) \n\n\n\n56 \n\n\n\nService Clubs Religious Life Organizations \n\nCircle K Baptist Student Union \n\nFRISBEE Fellowship of Christian Athletes \n\nLC Buddies Gospel Choir \n\nLC Bus Project Interfaith Council \n\nPanther Toy Store Reformed Bible Fellowship \n\nService Council (SGA) Young Life \n\nWesley Fellowship \nVarious Bible study groups \n\nDepartmental/Special Interest Organizations \n\nArt Student League \n\nCRIS - Campus Recreation and Intramural Sports \n\nHilltoppers (Admissions - Campus Ambassadors) \n\nInternational Group \n\nLC Dance Team \n\nLC Student Nurses Association \n\nPhi Eta Omega (Pre-Health Professionals) \n\nPresidents' Council (SGA) \n\nStudent Athlete Advisory Council \n\nStudent National Association of Teachers of Singing \n\nSociety for Human Resource Management \n\n\n\nHonor Societies \n\nAlpha Psi Omega (Drama) \n\nAlpha Sigma Lambda (Adult) \n\nDelta Mu Delta (Business) \n\nHonor Council \n\nKappa Delta Pi (Education) \n\nOmicron Delta Kappa (Leadership) \n\nNursing Honor Society \n\nPhi Alpha Theta (History) \n\nPi Gamma Mu (Social Science) \n\nPi Sigma Alpha (Political Science) \n\nPsi Chi (Psychology) \n\nSigma Tau Delta (English) \n\nTheta Alpha Kappa (Religious Studies) \n\n\n\n57 \n\n\n\nAthletic Program \n\nLaGrange College is a member of the NCAA Division III and the Great \nSouth Athletic Conference. College colors are red and black. \nIntercollegiate teams compete in women's soccer, basketball, cross \ncountry, volleyball, Softball, swimming and tennis, and men's baseball, \nfootball, basketball, cross country, golf, soccer, swimming and tennis. It \nis the philosophy of LaGrange College that the team participants are \nattending college primarily for a quality education, and no athletic \nscholarships are offered. The coaching staff is a group of highly \nqualified teachers who stress the educational aims of the College. \n\nLaGrange College is committed to a full program of non-scholarship \nathletics that encourages the student-athlete to reap the benefits of \neducationally sound activity that encourages and promotes a strong \nacademic regime. Students are given the opportunity to participate fully \nin their given sport and to compete with other teams locally, statewide, \nand regionally. \n\nPhilosophy Statement for Intercollegiate \nAthletics \n\nIntercollegiate athletics at LaGrange College provide students with an \nintegral complement to their total educational experience. Recognizing \nthe importance of athletics to the individual student while seeking to \nstrike an appropriate balance between the life of the mind and \nparticipation in co-curricular offerings, the College is committed to \nproviding a program of intercollegiate athletics that is student-centered \nfor both participants and spectators. The College believes that the \nprimary function of intercollegiate athletics at a small church-related, \nliberal arts college is one of a high quality co-curricular complement to \n\"its overall mission. As such, academics have priority over athletic or \nother co-curricular pursuits. \n\nLaGrange College seeks to recruit and retain student athletes who \nunderstand the balance of priorities between academics and co- \ncurricular programs, whether the latter are athletics, the performing arts, \nor other student activities. The College employs coaches who \nunderstand that balance of priorities, and its coaches seek to recruit \nstudents who will be successful student-athletes. Because the College \nawards no financial aid based upon athletic ability, the aim of student- \nathlete recruitment by coaches is not solely for athletic success but \nrather for student contribution to the College's enrollment goals, \nalthough by no means do those have to be mutually exclusive. \n\n\n\n58 \n\n\n\nThe College embraces a commitment to instill and develop the values of \nsuperlative ethical conduct and fair play among its athletes, coaches, \nspectators, and other constituents. Further, LaGrange College recognizes \nthat student-athletes are role models to their peers as well as \nrepresentatives of the College, and the College actively encourages \nstudent-athletes to conduct themselves in a manner which befits \nthose roles. \n\nLaGrange College is committed to gender equity and values cultural \ndiversity. The College will invest sufficient resources to ensure that \nmedical and athletic training services are available to all athletes at \nappropriate times. It shall strive to ensure that all individuals and all \nteams are treated with the same level of fairness, resources, and respect \nso that all athletes are afforded an equal opportunity to develop their \npotential as a student-athlete. \n\nIntramural sports \n\nIntramurals provide opportunities for wholesome recreation and \ncompetition among members of the campus community. Teams \nrepresenting campus organizations and independents compete in \norganized tournaments and events throughout the year. Competitive \nevents include flag football, volleyball, basketball, softball, dodgeball, \nand Ultimate Frisbee. Winners of the campus tournaments in some of \nthese events are eligible to represent LaGrange College in state or \nregional tournaments. \n\nMany opportunities are available for recreational use of the facilities in \nthe LaGrange College Aquatics Complex: recreational swimming and \nlap swimming all year round in the indoor pool; the aquarius water \nwork-out stations, water aerobics or aqua exercise or aqua exercise class \n(non-credit). \n\nThe facilities and equipment of the Physical Education Department also \nare available for student recreational use when these are not scheduled \nfor instructional, athletic, or intramural sports use. The use of outdoor \nequipment (canoes, backpacks, tents, stoves, lanterns) requires the \npayment of a small deposit which is refunded upon the safe return of the \nequipment. The fitness center, gymnasium, and pools are available for \nstudent/faculty/staff use during posted hours. A valid LaGrange College \nED is necessary for admittance to all facilities. \n\n\n\n59 \n\n\n\nReligious Life \n\nCollege is a point of transition. Regardless of the student's age or \nreason for being on campus, college is a turning point. It is a time of \nexciting intellectual and social growth. During their collegiate \nexperiences, students will wrestle with new ideas, discover new \ninterests, and explore relationships and issues of identity. The struggle \nto define identity and personal values are opportunities for spiritual \ngrowth. Therefore, Religious Life programs at LaGrange College offer \nstudents a chance to examine their faith, to assess what is important, and \nto forge a system of values that will sustain them through their adult \nyears. \n\nGrowing out of its history of service and its affiliation with The United \nMethodist Church, LaGrange College is committed to creating a caring \nand ethical community that challenges student's minds and inspires their \nsouls. As a result, the College offers a number of opportunities for \nstudents, faculty and staff members to celebrate life and explore God's \nintention for human living. Included in these opportunities are \noccasions for worship, fellowship, and service. Chapel services and \nspecial worship services occur throughout the year. \n\nOffice of the Chaplain \n\nTo help students during their faith struggles when their spiritual \noutlooks and understandings of God are challenged, the College \nemploys a full-time chaplain. The responsibility of the Chaplain is to \ncare for the spiritual needs of the college. \n\nOur chaplain is an ordained United Methodist minister who is available \nto persons of all faiths to help them sort out and make sense of life \ncrises. The Chaplain provides support and counseling for students, \nfaculty and staff members in times of crisis or transition. Through \nworship programs, group activities, and community service, the \nChaplain invites students, faculty and staff members to further their own \nreligious development and explore their faith. \n\nThe chaplain serves as spiritual advisor to students, faculty, and \nadministration. The chaplain is responsible for providing and \nsupervising all aspects of religious life on campus, which include \ncommunity worship and prayer along with advising and coordinating the \nactivities of student religious groups. \n\nIn all the chaplain does, the goal is to help students, faculty and staff \nmembers discover for themselves the values and ideals that they hold \nmost dear and to make sure that those views are fully examined and \n\n\n\n60 \n\n\n\nrooted in the two great commandments of loving God and neighbor. \nBecause of this, much of the chaplain's work is done in talking and \nlistening to people for questions on matters of life, family, God, \nspirituality, personal crisis, and religious faith on campus and in the \nworld; offering sacramental services such as communion; rituals to mark \nlife's transitions; assisting faculty and students with stress, personal \ncrises, and God's call for their lives, while addressing pressing moral, \nethical and theological questions. \n\nPrograms, Exhibitions and Forum Lectures \n\nA balanced and comprehensive program of lectures, music \nperformances, dramatic presentations, workshops and other activities \ncontribute to student enrichment. Tuesdays and Thursdays from 11:15 \na.m. until 12:20 p.m. are reserved for programs, exhibitions, and forum \nlectures. \n\nWriting Center \n\nThe Department of English Language and Literature maintains a Writing \nCenter, which serves the college community by providing advice and \nsupport for student writers. Currently located on the ground floor of \nBanks Library, the Writing Center will move to the new Lewis Library \nduring the 2008-2009 academic year. The center is directed by Dr. Laine \nScott, who trains students to serve as peer writing consultants. The hours \nof the center fluctuate each semester and are always posted at the center \nitself. \n\nTutoring Center \n\nLaGrange College maintains a Tutoring Center, which provides one-on- \none or group tutoring sessions in various subjects: \n\n Biology (including Anatomy)  Chemistry \n\n Computer science \u0026 applications  Math \u0026 Problem Solving \n\n Physics  Psychology \n\n Religion  Spanish \n\n Statistics \n\nCurrently located on the 5 th floor of Henry Residence Hall, the Tutoring \nCenter will move to the new Lewis Library during the 2008-2009 \nacademic year. The center is directed by Dr. Laine Scott, who trains \nundergraduate students (who have been nominated for this program by \ntheir professors) for service as peer tutors in their respective disciplines. \nThe hours of the center  as well as the subjects offered  fluctuate each \nsemester and are always posted at the center itself. \n\n61 \n\n\n\nStudent Health Services \n\nAll students must have proof of medical insurance. For those not having \ncoverage through individual or group plans, LaGrange College makes \navailable accident and sickness coverage through a private carrier at \nreasonable rates. Application forms are available at registration or \nthrough the Business Office. In order to register for classes, students \nmust have a medical history form on file with the Student Development Office. \n\nFor a description of health services available to LaGrange College \nstudents, refer to the Student Handbook. \n\nCareer Development Center \n\nThe LaGrange College Career Development Center provides services to \nstudents, alumni, faculty, and staff. Students begin their career journeys \nin the first year of school by coming to the Center to meet with \ncounselors. From the first to the final day of school, students are \nencouraged to use the Center's resources to identify and prioritize \nvalues, interests, passions, and skills, and to recognize the impact each \nof these has on personal and career decisions. \n\nThe Center assists students in locating part- and full-time employment \nwhile in school, internships, scholarships, fellowships, graduate \nassistantships, summer jobs, and full-time jobs following graduation. \nAdditional resources and training provide students with job-search \nskills, including resume preparation, interview skills, as well as \nassistance with graduate school applications, test preparation, and online \nresources. \n\nThe LaGrange College Career Development Center is a member of the \nGeorgia Consortium of Colleges and the Georgia Association of \nColleges and Employers. Through these organizations, students receive \nvaluable information and can attend career fairs twice each year with \nover 100 employers in a wide variety of fields. Located on 1 st Floor of \nSmith Hall. \n\nThe Internship program at LaGrange College utilizes over 150 \nemployers from around the world, the nation, Georgia, Atlanta, and the \nsummer following the first year of study. These internships will aide \nstudents in obtaining valuable experience as a prelude to future \nemployment. \n\n\n\n62 \n\n\n\nPersonal and Academic Counseling \n\nAn important part of the philosophy of LaGrange College is that each \nstudent should have access to personal and academic counseling \nthroughout his or her academic career. The Counseling office, located on \nthe first floor in Smith Hall offers a variety of counseling services to \nassist students in reaching their academic and personal goals. \nThe Counseling office does this by providing short-term personal \ncounseling in the following areas: \n\nConflict resolution \n\nAdjustment to college life \n\nRelationships Issues \n\nStress Reduction \n\nDepression \n\nEating disorders \n\nAlcohol or substance abuse \n\nHealthy lifestyle choices \n\nGender identity issues \n\nThe counseling office also provides study skills workshops and offers \none-on-one academic coaching. In addition, the counseling office works \nto ensure that educational programs are accessible to all qualified \nstudents in accordance with the provisions of Section 504 of the \nRehabilitation Act of 1973 and expanded by Title III of the Americans \nwith Disabilities Act of 1990. Reasonable and appropriate \naccommodations, academic adjustments, and/or auxiliary aids are \ndetermined on a case-by-case basis for otherwise qualified students who \nhave a demonstrated need for these services. Pamela Tremblay is the \nSection 504 coordinator and she can be contacted at 706-880-8313 or by \nemail at ptremblay@lagrange.edu. She will receive proper \ndocumentation for learning and attention disorders, psychiatric \ndisorders, chronic health impairments, physical disabilities, and any \nother physical or mental condition that substantially limits a major life \nactivity prior to the academic term when accommodations are desired. \n\nThe Counseling office strives to help students make the most of \nthemselves as developing individuals along with creating successful \nrelationships with others. Additionally, it is important that students find \nbalance in their daily life which can be accomplished by practicing \nhealthy lifestyle choices. Some of these goals can be challenging to \n\n\n\n63 \n\n\n\nattain. It is during these times that the Counseling office can be \nextremely useful. Students can call the Counseling office (880-8177) \nand set up weekly appointments to resolve personal and academic issues \nwhen time slots are available. All discussions are confidential in \nkeeping with professional standards. \n\nInternational Student Advising \n\nInternational Student Advising Staff: \n\n Diana Celorio Goldwire, International Advisor and DSO \n\n(Handles CPT's and OPT' s) \n\n Katie Porter, Assistant International Advisor \n\n Cindy Saines, PDSO (Handles I-20s) \n\nThe International Student Advising Staff is here to assist international \nstudents during their stay at LaGrange College. We assist with \nintegration into American and college life as well as assist with \ninternational paperwork. (SEVIS, I-20s, etc.) Diana Celorio Goldwire \nand Katie Porter oversee the International/Rotaract Group which offers a \nnetwork of International and American Students. This group conducts \nservice to the community as well as coordinates annual trips to Atlanta \nand around LaGrange. Every year in March the International/Rotaract \nGroup dedicates a week to teaching campus faculty, staff, and students \nabout the countries represented at LaGrange College. \n\nVehicle Registration \n\nTo insure efficient control of traffic and parking on campus and the \n. safety of all persons and vehicles, every vehicle must be registered and \nmust have a parking permit. These permits are issued to students, along \nwith a copy of existing parking regulations. A parking fee is included in \ntuition. Failure to adhere to published policies may result in vehicles \nbeing ticketed and/or towed. \n\n\n\n64 \n\n\n\nStudent Appeal of Decisions \n\nRecognizing that decisions must be made and that some students may \nfeel aggrieved by some decisions, LaGrange College provides the \nfollowing procedures: \n\nA student must first attempt to resolve an issue with the college staff \nmember first rendering a decision. If this does not resolve the issue, a \ndecision rendered by a college staff member may be appealed by a \nstudent as follows: \n\nI. Student Life: \n\n(a) A disciplinary decision rendered by the Social Council may \nbe appealed according to the Social Code appellate procedure. \nThe Social Code may be found in full in the Panther Planner and \nStudent Handbook. \n\n(b) Disciplinary decisions rendered originally by the Dean of \nStudents may be appealed in writing to the Vice President and \nDean for Student Life and Retention who shall seek, in an \ninformal conference, to settle the grievance to the satisfaction of \nthe two parties involved. If no resolution can be found, the Vice \nPresident will deliver the appeal to the Student Affairs \nCommittee of the faculty for its determination. \n\n(c) Other grievances in the area of student life may be appealed \nto the Dean of Students. If the grievance involves an original \ndecision rendered by the Dean of Students, the decision may be \nappealed as above. \n\nII. Financial Aid. See the Financial Aid Section. \n\nIII. Academic Matters. See the Academic Advising Section. \n\n\n\n65 \n\n\n\nAcademic Policies \n\n\n\nHonor Code \n\nAs a member of the student body of LaGrange College, I confirm \nmy commitment to the ideals of civility, diversity, service, and \nexcellence. Recognizing the significance of personal integrity in \nestablishing these ideals within our community, I pledge that I will \nnot lie, cheat, steal, nor tolerate these unethical behaviors in others. \n\nThe Honor Code is the responsibility of every student, faculty member, \nand staff member at LaGrange College. All members of the College \ncommunity are needed to support the enforcement of the Code which \nprohibits lying, cheating, or stealing when those actions involve \nacademic processes. \n\nStudent Responsibilities \n\n To be honest and truthful in all academic matters, abiding by the \nletter and spirit of the Honor Code; \n\n To consult with the appropriate persons to clarify issues regarding \nplagiarism, the correct attribution of sources, the acceptable limits of \nproofreading or editing by others, and the allowable materials for \nexaminations, reports, or any academic work; \n\n To sign a pledge that no unauthorized aid has been given or received \non any academic work; \n\n To report any incident to the president of the Honor Council that is \nbelieved to be a violation of the Honor Code; \n\n To cooperate when called upon by the Council to testify in a hearing. \n\nStudent Rights \n\n To be presumed innocent; \n\n To a fair, impartial, and timely hearing; \n\n To face and question any witnesses at a hearing; \n\n To testify and present material on one's own behalf; \n\n To a separate hearing upon request; \n\n To subsequent appeal; \n\n To be accompanied by a silent observer in a hearing. The Council \npresident must be made aware of this person's name and relationship \nto the student twenty-four hours before the hearing. The observer's \nrole is one of support, and this person will not be allowed to speak. \n\n\n\n66 \n\n\n\nExamples of Offenses \n\n Academic cheating - including but not limited to the unauthorized \nuse of books or notes, copying, or collaboration on examinations or \nany graded coursework; \n\n Plagiarism - the misuse of another person's words or ideas, \npresenting them as one's own, regardless of intent; \n\n Lying or presenting false information related to any academic \nmatter; \n\n Forgery or misuse of official College documents; \n\n Theft of college property related to academic work; \n\n Aiding another in any of the above; \n\n Failure to report a violation of the Honor Code; \n\n Failure to appear before the Honor Council as requested; \n\n Failure to maintain confidentiality regarding a case; \n\n Any dishonest conduct related to Cultural Enrichment requirements, \nincluding but not limited to, taking credit for attendance when one \nhas not attended, either in whole or in part, any event; aiding \nanother in attempting to take credit for attending an event one has \nnot attended. \n\nSanctions \n\nOne of the following sanctions is imposed when it is determined that \nthere has been a violation of the Honor Code. All students will also \ncomplete a program of remediation outlined below. \n\n The final grade in the course lowered one letter grade; \n\n A zero on the related assignment; \n\n An F in the course; \n\n Suspension from the College for one term, excluding summer, and \nan F in the course in a grade-related offense; \n\n Dismissal from the College, and an F in the course in a grade- \nrelated offense; \n\n In a case related to Cultural Enrichment credit, the addition of five \ncredits required for graduation. This does not disqualify the possible \nsanction of suspension or expulsion. \n\nRemediation \n\nAll students found to have violated the Honor Code must complete a \nRemediation Program before being allowed to enroll in classes for the \nfollowing semester. In course-related violations, they would also receive \na sanction from the Honor Council. In certain non-course-related cases, \nthe remediation program itself may be the sanction set by the Honor \nCouncil. \n\n\n\n67 \n\n\n\n1 . A contract will be signed by the student which requires a Remediation \n\nProgram to be completed within a month of the date of the initiation \nof the contract. If the sanction is imposed late in a semester, the \npresident of the Honor Council will determine a reasonable time for \nits completion at the beginning of the next semester. If the student \ndoes not complete the program as agreed, he or she will not be able \nto register for the following semester, not including summer, \neffectively accepting a suspension for a semester. It will be the \nstudent's responsibility to make and keep all appointments named in \nthe contract and complete the program within the specified period. \n\n2. The student must make and keep appointments to meet with the \n\nfollowing groups or members of the college community in person: \nthe Academic Council or a member of members of the Council \ndesignated by the Vice President for Academic Affairs and Dean; a \nmember of the Honor Council designated by the president of the \nHonor Council; in a grade-related offense, the member or members \nof the faculty involved; the President of the College. In each of these \ndiscussions the student should be prepared to explain his or her \nviolation, discuss its impact both personally and on the college \ncommunity, and hear what others' thoughts and concerns may be \nabout the violation. A minimum of thirty minutes is suggested for \neach meeting. \n\n3. The student must conclude by writing a five- to ten-page typed paper \n\nreflecting on the experience of the violation and what he or she may \nhave learned in the process of the meetings. These papers, rendered \nanonymous, will be made available for the Honor Council to use at \nits discretion in its efforts to educate the student body regarding \nacademic integrity. When the paper has been submitted and read by \nthe Honor Council, the final step in satisfying the Remediation \nProgram will be a meeting with the Honor Council. This is an \nopportunity for members of the Council to ask questions of the \nstudent about the process and outcome. \n\nA complete description of honor code policies, rules, and regulations \ncan be found in the Student Handbook, which is published in the \nPanther Planner each year. Copies of the Handbook are available in the \nStudent Development Office. \n\nOrientation \n\nAll new students are introduced to LaGrange College through an \norientation program called First Week Experience that takes place the \nweek before classes begin. The program is composed of a student life \ncomponent along with an academic component. The student life aspect \n\n68 \n\n\n\nis designed to acquaint new students with various phases of the life of \nthe College including traditions, procedures, and regulations. Students \nprofit from a proper introduction to the opportunities and responsibilities \nof college life. \n\nThe academic component of the program requires first year students to \nselect from a program of seminars where faculty present their research \ninterests, academic opportunities, and standards for excellence. In \naddition to the six hours of academic seminars, the first year student is \nalso required to attend five hours of Cornerstone classes to discuss \nseminars and the assigned summer reading as well as a two hour Honor \nCode Presentation and Signing Ceremony. \n\nFollowing the First Week Experience, students will enroll in \nCornerstone, a course designed to enhance the valuing and decision- \nmaking processes emphasizing Christian influences on ethical behavior. \nStudents use skills of comparison, contrast, analysis, and synthesis of \nmultiple perspectives as they examine issues that imbue an ethical \nobligation to oneself and to the community in the context of a global \nethical perspective. Cornerstone also addresses morality in a \ndevelopmental process that requires investigation into many ways of \nknowing. Caring for the community is another integral aspect of the \ncourse along with discussions about why academic integrity is essential \nfor individual success and critical for sustaining a college community. \nThe course emphasizes active learning, small group problem solving, \nservice-learning, along with reflection on one's experiences. \n\nRegistration and Advising \n\nAll students should register on the dates specified. All registration \nprocedures for all terms are under the direction of the Vice President for \nAcademic Affairs and Dean. Students have not completed registration \nuntil they have cleared the Registrar, Office of Student Life, and the \nBusiness Office. Students enrolled for twelve or more hours must obtain \na campus post office box. Communications to the student will be \nthrough campus email or campus mail. \n\nEach student is assigned to a faculty adviser who assists the student in \nplanning an academic program. However, the ultimate responsibility for \nmeeting all requirements rests with the individual student. \n\n\n\n69 \n\n\n\nA student interested in a particular major should inform his/her general \nadviser in order that special prerequisite courses for the major may be \nscheduled. A major may be formally declared any time by contacting the \nRegistrar's Office. The student must declare his/her major in writing to \nthe Department by the time the student has earned 51 semester hours \nof credit. The student will then be assigned to an adviser in the \ndepartment in which the student will major. \n\nA student's major program requirements are those described in the \nCollege Bulletin at the time of declaration of the major. \n\nWithdrawal \n\nTo withdraw from an individual course, a student must confer in the \noffice of the Registrar. Failure to withdraw officially through this office \nmay result in the assignment of a \"WF.\" A student who wishes to \nwithdraw completely from the college must confer with the Director of \nCounseling. \n\nMedical Withdrawal \n\nMedical withdrawal is defined as complete withdrawal without \nacademic penalty for reasons of health. Except in circumstances of \nemergency, a physician licensed health care provider, or a qualified \ncounselor must provide a written recommendation for medical \nwithdrawal to the Vice President for Academic Affairs and Dean. This \nwritten recommendation must be on file prior to approval for \nwithdrawal. Anytime medical withdrawal is initiated, the student's \ninstructors, the Office of Financial Aid, and the Business Office will be \nnotified by the Registrar. The re-entry of the student following medical \nwithdrawal for medical reasons requires a clearance from the attending \nphysician, licensed health care provider, or a qualified counselor with an \nevaluation of the student's potential to resume study successfully at \nLaGrange College. The Vice President for Academic Affairs and Dean \nwill review this evaluation and make the decision concerning the \nstudent's re-entry. \n\nClass Attendance Regulations \n\nA student is expected to attend all classes, including labs, for all courses \nfor which he/she is registered. The student is solely responsible for \naccounting to the instructor for any absence. An instructor may \nrecommend that the Registrar drop from class, with a grade of \"W\" or \n\"WF\", any student whose absences are interfering with satisfactory \nperformance in the course. \n\n\n\n70 \n\n\n\nCourse Repetition \n\nA student is prohibited from repeating a course in which he has made a \n\"C-\" or better (while enrolled at LaGrange College or any institution) \nwithout the approval of the Vice President for Academic Affairs and \nDean, and the Academic Council. Should a case arise in which counting \n\"C-\"grades means the student's average in the major (or minor) drops \nbelow a 2.0, the student could petition to repeat a course in which a \"C-\" \nwas awarded. All courses in which a student receives an unsatisfactory \ngrade must be repeated at LaGrange College. A student may not remove \nfrom the transcript an unsatisfactory grade earned at LaGrange College or \nelsewhere even if the course is repeated. \n\nAcceleration \n\nStudents desiring to accelerate their college program may complete \nrequirements in less than four academic years. This may be \naccomplished by attending summer schools and/or taking an academic \noverload. Permission to take an overload in any semester is granted \nonly to those students who have earned at least a cumulative average of \n\"B\" (3.0), except that a student may take an overload during one \nsemester of his or her senior year without respect to grade-point average. \n\nStudents may be eligible for credit and/or exemption in certain areas \nthrough the College Board's Advanced Placement (AP) Program and the \nCollege Level Examination Program (CLEP). Advanced Placement \ncredit is accepted for those students who present evidence from their \nhigh schools that Advanced Placement courses have been completed and \nappropriate scores earned on the advanced placement test . \n\nFor students wishing to gain credit through CLEP for an elective, they \nmust receive prior approval from their academic advisor and the \nAssistant Dean for Academic Affairs; for a major course, prior approval \nis required from the department chair, academic advisor and the \nAssistant Dean Academic Affairs. A CLEP exam grade of \"C-\" or \nbetter is needed to receive credit; only 6 CLEP credit hours will be \naccepted for courses below the 3000-level. CLEP credit is not accepted \nfor failed courses, for CORE classes, or for ENGL 1 101 and ENGL \n1 102. CLEP credits do not count towards residency requirements and \nare not included in the cumulative GPA. \n\n\n\n71 \n\n\n\nTransient Work \n\n(1) Students who have failed a course at LaGrange College are not \nallowed to take the course elsewhere. \n\n(2) Students must take ENGL 1 101 and 1 102 here. \n\n(3) Students must take all CORE designated courses here. \n\nCredit Through United States Armed Forces \nInstitute and Service Schools \n\nCourses taken through The United States Armed Forces Institute and \nother recognized military educational programs are accepted in \naccordance with the policy governing transfer work when presented on \nofficial transcripts from accredited institutions. Nine semester hours of \nelective credit will be allowed for military service credit, including \nUSAFI correspondence courses and military service school courses as \nrecommended by the American Council on Education. Academic credit \nfor one activity course in physical education, up to a maximum of four, \nwill be awarded for each two months served in the Armed Forces. \n\nInternational Students \n\nStudents who are on a student visa in the United States are subject to \nspecial regulations mandated by the U.S. Citizenship and Immigration \nServices (USCIS) of the United States Government. As the institution \nwhich issues documents certifying student status, LaGrange College is \nsubject to USCIS regulations as a matter of law. USCIS regulations \nchange from time to time, so students are encouraged to contact the Vice \nPresident for Academic Affairs and Dean or the Registrar when \nquestions about USCIS regulations arise. Under current guidelines, \npersons with student visas must be enrolled for a full academic load (at \nleast 12 semester hours) at all times. Federal regulations concerning \n\"status\" for all international students on an F-l visa state that any student \nwho falls below 12 semester hours at any time will be considered out-of- \nstatus and must be reinstated by the U.S. Citizenship and Immigration \nServices (USCIS). \n\n\n\n72 \n\n\n\nEnglish proficiency is fundamental to a successful academic course at \nLaGrange College. Therefore, in addition to the minimum TOEFL score \nrequired for admission, the Vice President for Academic Affairs and \nDean may require that a student attend a special, intensive English \nlanguage course if it is apparent that a student's English continues to \njeopardize a successful academic career. If such a requirement is placed \non a student, failure to attend the English language course can result in \nwithdrawal of the student visa. \n\nInternational students must enroll in an English course each \nsemester they are in school until they satisfactorily complete their \nEnglish studies. \n\nInternational Studies \n\nIncreasing international understanding is valued at LaGrange College. In \npromoting that understanding, LaGrange College seeks to enroll an \ninternationally diverse student body. The College serves as a host or \nhome base institution for short-term international visitors and has \nexecuted cooperative agreements with Seigakuin University in Tokyo, \nJapan; Nippon Bunri in Oita City, Japan, Instituto Laurens in Monterrey, \nMexico, Ulyanovsk State University in Russia, and Oxford-Brookes \nUniversity in Oxford, England. \n\n\n\n\nGrades and Credits \n\nThe definitions of grades given at LaGrange College are as follows: \n\n\n\nA+ \n\n\n\n\n4.0 \n\n\nA \n\n\nsuperior \n\n\n4.0 \n\n\nA- \n\n\n\n\n3.75 \n\n\nB+ \n\n\n\n\n3.25 \n\n\nB \n\n\nabove average \n\n\n3.0 \n\n\nB- \n\n\n\n\n2.75 \n\n\nC+ \n\n\n\n\n2.25 \n\n\nC \n\n\naverage \n\n\n2.0 \n\n\nC- \n\n\n\n\n1.75 \n\n\nD+ \n\n\n\n\n1.25 \n\n\nD \n\n\nbelow average \n\n\n1.0 \n\n\nF \n\n\nfailing \n\n\n0.0 \n\n\n\nI incomplete. This grade is assigned in case a student is doing \nsatisfactory work but for some reason beyond the student's \ncontrol has been unable to complete the work during that term. \n\nP pass \n\nNC no credit or non-credit \n\nW withdrawn. During the first three weeks a student may withdraw \nfrom a class with an \"automatic\" \"W.\" After this trial period the \nstudent may withdraw, but the grade assigned, \"W\" or \"WF,\" \nwill be at the discretion of the professor. \n\nWF withdrawn failing. The grade of \"WF\" is included in computing \nthe grade-point average. \n\nAW audit withdrawn \n\nAU audit complete \n\nNR grade not reported by instructor at the time the report issued. \n\nA student may register for a course on a non-credit basis, for which he \nor she pays full tuition. To have a grade of \"NC\" recorded, he or she \nmust fulfill all course requirements. \n\n\n\n74 \n\n\n\nAll requests for audit courses must be approved in writing by the \ninstructor and Vice President for Academic Affairs and Dean. Only \nlecture courses may be audited. No new First-year student may audit \nany course during the first semester of residence at LaGrange College. \n\nAn \"I\" is a temporary grade, assigned by an instructor within the last \nthree weeks of the term to students who are doing satisfactory work and \nwho cannot complete the course due to circumstances beyond their \ncontrol. Should conditions prohibiting completion of a course arise \nwithin the first eight weeks, students should withdraw. \n\nAn \"I\" is to be removed by the date indicated in the academic calendar. \nFailure to remove an \"I\" by the date set initiates the following action: \nThe Registrar will write a letter to the student using the address on file. \nThe letter indicates that the student has two weeks to respond. Otherwise \nthe \"I\" grade will be converted to an \"F\". \n\nGrades are assigned and recorded for each course at the end of \neach term. Grades are available to students on the web. Transcripts \nare withheld for any student who is under financial obligation to \nthe College. \n\nAcademic Standing Probation Regulations \n\nStudents are placed on academic probation when the quality of work \nis such that progress toward graduation is in jeopardy. The purpose of \nprobation is to warn. It is not a penalty. Students on probation will \nbe notified, and the regulations governing probation will be called to \ntheir attention. \n\nTo stay in good academic standing, a student must maintain the \nfollowing LaGrange College cumulative grade point average (GPA): \nwith less than 30 earned hours, a minimum 1.75 LaGrange College \nGPA; with 30-59 earned hours, a minimum of 1.9 LaGrange College \nGPA; and with 60 earned hours or more, a minimum 2.0 LaGrange \nCollege GPA. When placed on academic probation, a student will have \ntwo semesters to remove their probationary status. Failure to do so \ncould result in suspension at the discretion of the Vice President for \nAcademic Affairs and Dean, who will evaluate the student's academic \nprogress being made. \n\nIn addition, failure to make at least a 1.0 GPA in any term or failure to \nearn at least three credit hours in any term could result in probation or \nsuspension at the discretion of the Academic Dean. Students may be \nsuspended for other academic reasons, such as Honor Code violations. \n\n\n\n75 \n\n\n\nIn the case of part-time students, the extent of application of these \nregulations will be at the discretion of the Vice President for Academic \nAffairs and Dean. Normally, all applications of the regulations will be \nbased upon a full academic load. \n\nA letter from the Vice President for Academic Affairs and Dean is sent \nto the student providing information on standing. \"Probation One\" \nmeans that the student's next term will be the first term on probation, etc. \n\"Dean's Decision\" means that the student's academic records have been \ngiven to the Vice President for Academic Affairs and Dean for action. \n\nStudent Grade Appeals \n\nThe initial determination of a student's grade is entirely the prerogative \nof the instructor. However, a student who wishes to contest a course \ngrade or other academic decision may initiate an appeal by the \nprocedures outlined below. Grade appeals must be initiated no later than \nmid-term of the academic term following that in which the grade was \nassigned. The date of the academic term is defined in the College \ncalendar in the front of this Bulletin. \n\nThe following procedures govern all student requests for grade changes: \n\n The student should first attempt to resolve the matter by discussing \nthe question with the course instructor. \n\n If the student and the instructor are unable to reach a resolution, the \nstudent must then submit a written appeal to the Vice President for \nAcademic Affairs and Dean. The appeal must state the manner in \nwhich the course syllabus was violated. \n\n The Dean shall then seek an informal conference between the \nstudent and the instructor to settle the grievance to the satisfaction \nof the two parties involved. If no resolution can be found, the Dean \nwill deliver the student's appeal, together with any other pertinent \ndocuments provided by the student and/or the instructor, to the \nReview Panel of the Academic Policies Committee for its \ndetermination. \n\n The Review Panel shall then convene to conduct a preliminary \nreview of the appeal, after which the Chair of the Review Panel will \nset times convenient to the student and the instructor for hearing \nboth sides of the dispute. \n\n\n\n76 \n\n\n\n Upon completion of its hearings, the Review Panel will report its \nfindings to the Vice President for Academic Affairs and Dean. The \nDean will in turn inform the principal parties involved of whether \nthe student's request for a change of grade or other decision was \ndenied or approved. \n\n It is the responsibility of the Review Panel to make every reasonable \neffort to complete its deliberations prior to the end of the term in \nwhich an appeal was initiated. \n\nAcademic Forgiveness \n\nAcademic forgiveness is a process which allows a student to have his or \nher prior academic record adjusted if: \n\n1 . four or more calendar years have elapsed since the period of last \nenrollment at LaGrange College; \n\n2. the student applying for forgiveness has completed a minimum of \n12 semester hours since readmission to LaGrange College and has \nearned a GPA of 2.0 with no course grade lower than \"C-\" since the \ntime of readmission. \n\nThe student may petition for forgiveness through the Academic Council \nand, if approved, the College will: \n\n1. apply toward the student's common core, general education \ncurriculum, and electives requirements but not necessarily toward \nthe student's academic major or minor, all those courses in which \nthe student earned a grade of \"C-\" or better; \n\n2. set the student's cumulative grade point average to 0.0; \n\n3. require the student to successfully complete a minimum of 30 \nsemester hours after bankruptcy declaration in order to graduate; \n\n4. and allow all graduation requirements (see LaGrange College \nBulletin) to remain the same and apply equally, except that students \nwho have petitioned for and received academic forgiveness will not \nbe eligible to receive honors at graduation. \n\nLaGrange College will maintain the student's complete record, including \nthose courses excluded from the GPA by the granting of forgiveness. \nNo course work will be expunged from the student's academic record. \n\n\n\n77 \n\n\n\nThe student's official transcript will clearly indicate that the student has \nbeen granted academic forgiveness. Ordinarily, no transfer or transient \ncredits will be accepted after academic forgiveness. A student may be \ngranted academic forgiveness only once during his or her academic \ncareer at LaGrange College. \n\nRequirements for Bachelor Degrees: \nA Summary \n\nLaGrange College's Undergraduate Day Program offers the Bachelor of \nArts degree, the Bachelor of Science degree, the Bachelor of Music \ndegree, and the Bachelor of Science in Nursing degree. To obtain a \nsecond bachelor's degree, at least 30 additional semester hours must be \nearned beyond the first degree, in a minimum of two semesters. \nBaccalaureate degrees require a minimum of 120 semester hours of \ncredit including required course work in the core curriculum, interim \nterms, and the major. There is often an opportunity to select course work electives. \n\nTo be eligible for the degree, a student must meet all requirements for \nthe degree (core curriculum, major program, all necessary assessments, \n120 semester hours and 2.0* cumulative grade point average in all \ncourse work taken at LaGrange College), and make application for the \ndegree before the beginning of his or her final term. A student who does \nnot earn a degree in ten full semesters or the equivalent may be denied \nfurther registration. \n\nIn order to graduate in four academic years a student, at a minimum, \nshould enroll for at least 30 semester hours each academic year. A \nstudent who takes at least 12 semester hours credit is classified as full- \ntime. The maximum full load is 16 semester hours; anything beyond is \nconsidered an overload. No student whose average is below 3.0 is \npermitted to enroll for more than 16 hours in any one term without the \nwritten permission of the Vice President for Academic Affairs and \nDean. \n\nThe quality-point average is computed by multiplying the grade point by \nthe course value, summing, and then dividing the total quality points \nearned by the total GPA hours. If a student has received credit for a \ncourse and repeats that course, he or she receives no additional credit \ntoward the degree. In computing the student's average, GPA hours and \nquality points are counted on all attempts. \n\nNot more than 60 semester hours of credit earned at a junior college are \ncounted toward the degree. No credit is granted toward the degree for \ncourse work taken at a junior college after a student has attained junior \nstanding except that up to 9 hours of transient credit from a junior \n\n78 \n\n\n\ncollege may be granted for courses that are below the LaGrange College \n3000-level. (The 60 credit-hour limit still applies.) A transfer student is \nnot given credit toward graduation for any Ds earned elsewhere. \nTransient work with a grade of \"C-\" or better is acceptable. Academic \naverages are computed on work done only at LaGrange College. \n\nThere are two ways by which a student must meet residency \nrequirements for graduation: \n\n(1) The student must be in residence the last 39 credit hours; \nOr \n\n(2) 5 1 credit hours of the last 60 credit hours must be earned at \nLaGrange College. \n\nWith prior approval of the adviser and the Vice President for Academic \nAffairs and Dean up to nine hours of transient study may be earned at \nanother accredited institution. Transient credit is awarded only for \ncourses in which the grade is \"C-\" or better. \n\nGrades earned for transient work are not included in the cumulative \ngrade average. Normally, after receiving an unsatisfactory grade in a \ncourse at LaGrange College, a student will not be given permission to \nrepeat that course at another institution. \n\nTransient credit for courses within a student's major will only be \naccepted from a four-year baccalaureate degree conferring, regionally \naccredited institution that offers a major in the specific discipline of the \ncourse being requested for credit. The department chair retains the right \nto deny the request. \n\nAny regularly enrolled LaGrange College student who desires to take \ncourse work for credit by extension, correspondence, or through on-line \nvendors must obtain prior approval in writing from his academic adviser \nand from the Vice President for Academic Affairs and Dean. Such \nextension, correspondence, and on-line credit may in no case exceed six \nhours (grades of \"C-\" or better); however, no credits earned in this \nmanner may be applied toward the fulfillment of the core \ncurriculum requirements of LaGrange College. No courses with the \nsubject code CORE or ENGL 1101 or 1102 may be met at \ninstitutions other than LaGrange College. Any course or courses so \ntaken must be completed and all grades recorded before the end of the \nstudent's final term, in order to be graduated that term. \n\n\n\n79 \n\n\n\nA student is classified as a first-year student if he or she has earned \nfewer than 30 hours of credit. A student is classified as a sophomore if \nhe or she has earned 30-59 hours of credit. To be classified as a junior, a \nstudent must have completed 60 earned hours of credit. A student is \nclassified as a senior upon having earned 90 hours of credit. A student \nshould be alert to the fact that a minimum of 120 hours are required for \ngraduation and that some majors may require more than 120 hours. \nAttaining these minimum progression requirements may not be sufficient \nto insure graduation within the two semesters of the senior year. \n\nUnless otherwise specified in the Bulletin, grades of \"C-\" may be \ncounted toward a major or minor, but the major or minor GPA must \nremain at or above 2.0 (or the departmental minimum) in order for a \nstudent to graduate with said major or minor. No grade below a \"C-\" in \nany course above 1000-level may be applied toward a major or minor. \n\n*2.5 for Education, Nursing, Business Management, and Accountancy. \n\nAcademic Honors \n\nUpon graduation, students who have been in residence at LaGrange \nCollege for at least their last 60 hours (90 quarter hours for Evening \nCollege students) and \n\n1. have attained a quality point average of 3.50 to 3.74 may be granted \nthe bachelor degree cum laude or \n\n2. have attained a quality point average of 3.75 to 3.89 may be granted \nthe bachelor degree magna cum laude or \n\n3. have attained a quality point average of 3.90 to 4.0 may be granted \nthe bachelor degree summa cum laude. \n\nAt the end of each academic semester, students who have maintained a \n3.60 cumulative grade point average on a minimum of 12 GPA hours of \nwork will be placed on the Dean's List. \n\nUpon graduation, students who have been in residence at LaGrange \nCollege (as transfer students in the day program, in the Evening College, \nor in the Albany program) for at least 42 semester hours (70 quarter \nhours) and have attained a grade point average of 3.50 or higher may be \ngranted the bachelor degree with distinction. \n\n\n\n80 \n\n\n\nCultural Enrichment Requirement at \nLaGrange College \n\nBecause the intellectual and cultural opportunities during one's college \nyears are exceptionally rich, and because exposure to a variety of \ncultural experiences, and participation in a lively collegial atmosphere, \nduring one's intellectually formative years, are vital to the concept of a \nliberal education, LaGrange College is dedicated to assisting in this \nenrichment by requiring all students to accumulate a prescribed number \nof Cultural Enrichment (CE) credits over the course of their careers. \nEach semester a list of approved Cultural Enrichment programs  \nlectures, presentations, events, performances, recitals, etc.  will be \npublished in a brochure and on the college web page. Attendance at a \nmaximum of six designated athletic events will count toward the total \nrequired for graduation. Many of these events will occur during the \nContact Hour on Tuesdays and Thursdays, and some will double as \nrequired programs in the CORE classes. \n\nStudents at LaGrange College earn academic credit through their at \nCultural Enrichment events. The Honor Council takes seriously Honor \nCode violations relating to attendance at Cultural Enrichment events. If \nyou must leave an event early, do not have your ID scanned. If your ID \nhas been scanned and you must leave unexpectedly, send a note to Dr. \nSharon Livingston, Assistant Dean for Academic Affairs, and she will \nremove the credit for you. Our Cultural Enrichment programs offer \nunique opportunities for education, edification, and enjoyment. Take \nadvantage of as many of these programs as you can, but, most \nimportantly, do not take credit for something you did not do. \n\nStudents will meet their obligation according to the following schedule. \n\n\n\nClassification \n\n\nEarned Hours Upon \nEntry to LaGrange \nCollege \n\n\nCE Credits \nNeeded to \nGraduate \n\n\nNew/Transfer First-year \n\n\n- 14 Sem. Hrs. \n\n\n40 \n\n\nTransfer First-year \n\n\n15- 29 Sem. Hrs. \n\n\n35 \n\n\nTransfer Sophomore \n\n\n30- 45 Sem. Hrs. \n\n\n30 \n\n\nTransfer Sophomore \n\n\n46- 59 Sem. Hrs. \n\n\n25 \n\n\nTransfer Junior \n\n\n60- 75 Sem. Hrs. \n\n\n20 \n\n\nTransfer Junior \n\n\n76- 89 Sem. Hrs. \n\n\n15 \n\n\nTransfer Senior \n\n\n\u003e 90 Sem. Hrs. \n81 \n\n\n10 \n\n\n\nGraduation Requirements \n\nA student who enters LaGrange College under a given Bulletin \ngenerally will be graduated under the core curriculum, hours \nrequirement, and grade point average requirements of that Bulletin. \nMajor requirements are those in force at the time a student formally \ndeclares a major. If a student suspends his or her study and re-enters \nmore than four years later, he or she will graduate under the \nrequirements of the Bulletin in effect at the time of re-entry. \n\nStudents in their last year of college work must have an audit of their \ncourse credits and planned courses examined upon pre-registration for \ntheir final semester in residence. This is called a \"graduation petition.\" \nThe major adviser and the Registrar assist the student in completing this \npetition. No student may participate in Commencement exercises if he \nor she has not completed a graduation petition. Also, no student may \nparticipate in Commencement unless all graduation requirements have \nbeen certified as completed by the Registrar and the Vice President for \nAcademic Affairs and Dean. \n\nStudents at LaGrange College will participate in the evaluation of the \nextent to which institutional education goals are being achieved. This \nevaluation will be in both the core curriculum and the major. College- \nwide assessment days for seniors are administered in October for \nDecember graduates and March for May graduates. Dates and times can \nbe found on the Academic Calendar. For major assessments, consult the \nspecific majors for details. \n\nTranscripts \n\nStudents are entitled to transcripts of their record free of charge. No \ntranscripts will be issued for any student under financial obligation to \nthe College. Transcript requests must be made in writing to the Registrar \nwell in advance of the time the transcript is needed. Transcripts will be \nissued promptly; however, at the beginning and end of terms some delay \nmay be unavoidable. Unofficial transcripts may be obtained from the \nonline student module of the web. \n\nStudent Appeal of Academic Policy \n\nStudents may petition for exception to published academic policy. The \nAcademic Council reviews the petition. \n\n\n\n82 \n\n\n\nInformation Technology and \nAcademic Support \n\n\n\nLaGrange College Policy for the Responsible \nUse of Information Technology \n\nThe purpose of this policy is to ensure a computing environment that \nwill support the academic, research, and service mission of LaGrange \nCollege. Simply stated, continued and efficient accessibility of campus \ncomputing and network facilities depends on the responsible behavior of \nthe entire user community. The College seeks to provide students, \nfaculty, and staff with the greatest possible access to campus \ninformation technology resources within the limits of institutional \npriorities and financial capabilities and consistent with generally \naccepted principles of ethics that govern the College community. To that \nend, this policy addresses the many issues involved in responsible use of \nthe College's information technology resources, including systems, \nsoftware, and data. Each authorized user of information technology \nassumes responsibility for his or her own behavior while utilizing these \nresources. Users of information technology at LaGrange College accept \nthat the same moral and ethical behavior that guides our non-computing \nenvironments also guides our computing and networking environment. \nAny infraction of this policy may result minimally in loss of computer \nand network access privileges, or may result in criminal prosecution. \n\nUse \n\nAll users of the College's information technology resources agree to \nabide by the terms of this policy. Information technology resources \ninclude, but are not limited to, College owned computers and \ninformation technology hardware, the College campus network, \ninformation sources accessible through the campus network, and \nInternet access. When accessing any remote resources utilizing \nLaGrange College information technology, users are required to comply \nwith both the policies set forth in this document and all applicable \npolicies governing the use and access of the remote resource. The \nCollege, through a review and amendment process directed by the \nInstructional and Information Technology Round Table (IITR), reserves \nthe right to amend this policy. For the most up-to-date version of this \nresponsible use policy, see the information technology helpdesk \n(helpdesk.lagrange.edu). As far as possible, changes will be made only \n\n\n\n83 \n\n\n\nafter consulting with the user community. LaGrange College computing \nresources and associated user accounts are to be used only for the \nCollege activities for which they are assigned or intended. The \ncomputing systems are not to be used for any non-college related \ncommercial purpose, public or private, either for profit or non-profit. \nUnless placed in public domain by its owners, software programs are \nprotected by Section 1 17 of the 1976 Copyright Act. It is illegal to \nduplicate, copy, or distribute software or its documentation without the \npermission of the copyright owner. Copyright protection of text, \nimages, video and audio must also be respected in all uses of College \ntechnology resources. The LaGrange College Campus Network must \nnot be used to serve information outside of LaGrange College without \nwritten permission approved by the ITTR. \n\nUser Accounts \n\nMany technology resources at LaGrange College are accessed through \nuser accounts. No user accounts should be used to execute computer \nsoftware or programs or attempt to gain access to resources other than \nsoftware, programs or resources specifically granted and offered for use \nby LaGrange College. All users are responsible for both the protection \nof their account passwords and the data stored in their user accounts. \nSharing a password is prohibited. Users must change their password \nperiodically to help prevent unauthorized access of their user account. \nWhen working on computers that are in general access areas \n(laboratories and public access), users must log off or lock the computer \nbefore leaving to protect the security of their data and the network.. \nLeaving the web-based email page (Outlook Web-Client) open on an \naccessible computer, especially outside of campus, leaves the account \navailable to anyone who passes by, and allows the changing of the user's \npassword giving the passerby access to the LaGrange College Network. \nBefore leaving a computer, users must log off the web-based email. If a \nstudent becomes locked out of their account or for other reasons needs \nto have their password reset, they must make the request in person to an \nInformation Technology staff member and present a valid LaGrange \nCollege ID. Any suspected unauthorized access of a user's account \nshould be reported immediately to the Executive Director of \nInstructional \u0026 Information Technology or another College authority. \nUser accounts will be deactivated when the user's affiliation with the \nCollege is terminated and all files and other data will be removed from \nthose accounts. \n\n\n\n84 \n\n\n\nCollege Email Accounts \n\nThe College provides email accounts for students, faculty and staff. All \ncourse and advising related email and other official College electronic \ncommunication with students must be sent to the student's campus email \naddress or via WebCT. Official College email communications with \nfaculty and staff will use their College email address. Email must not be \nused for purposes inconsistent with the mission of the College. Users \nmay not conceal, mask or misrepresent their identity when sending \nemail or other electronic messages. Transmission of abusive, harassing \nor libelous electronic messages is forbidden. Deliberate transmission or \npropagation of malicious programs such as viruses, worms, Trojan \nHorses, data mining programs or participation in denial of service \nattacks are subject to disciplinary and possible criminal action. \n\nLaGrange College maintains faculty and staff mail groups (distribution \nlists or aliases) for the purposes of communications concerning the \noperation of the College. The College maintains a Community mail-list \nfor communications of a less formal nature. Users must make \nappropriate use of the subject line in postings to all College related mail \ngroups (distribution lists or aliases) and mail-lists (list servers). \nAnnouncements to faculty and staff about campus events should be \nmade through FYL These announcements should be sent to the \nCommunications and Marketing staff for inclusion in FYL A single \nreminder close to the date of the event may be made to the faculty and \nstaff mail groups. Exceptions to this policy may be made by approval of \nthe Instructional and Information Technology Round Table. Daily \nreminders of an upcoming event are inappropriate. Examples of \nmessages appropriate for the FYI/email reminder procedure are Cultural \nEnrichment Events, Faculty Meetings, Staff Council Meetings, Faculty- \nStaff Coffees, and Sports Events. Messages not directly related to the \noperation of the College should be posted to the Community mail-list. \nFor example, items for sale, contests, fund-raisers, sports scores, \nhumorous items and commentaries belong on the Community mail-list \nrather than being sent to the faculty and staff mail groups. Users can \nunsubscribe from and re-subscribe to the Community mail list as they \ndesire. Instructions for subscribing and unsubscribing are available on \nthe helpdesk (helpdesk.lagrange.edu). \n\nPosting of messages to the email group containing all students must be \ncleared through the appropriate Vice President's Office or their \n\n\n\n85 \n\n\n\ndelegates. Use of the electronic signs in the Dining Hall, posters and \nflyers are suggested alternative means of reaching all students. \nMessages to the student body should not be made through the faculty \nmail group. Messages to faculty containing variations on \"Please \nannounce to your class\" are ineffective in reaching all students. \n\nCampus Computing Facilities \n\nComputer labs on the LaGrange College campus are available for \ngeneral use by students, faculty and staff except during the periods when \nthe rooms have been reserved for teaching purposes. Additional \ncomputers are placed in public access areas for student, faculty and staff \nuse. It is the responsibility of every user to use lab and public access \nfacilities in a responsible manner. Accidental damage or damage caused \nby other parties should be reported as soon as possible so that corrective \naction can be taken. Use of laboratory or public access facilities to view \nmaterial that may be considered offensive to others which includes, but \nis not limited to, racially hateful and sexually explicit material, is \nconsidered a form of harassment. The viewing of harassing material is \ninconsistent with the mission of LaGrange College. Viewing such \nharassing material in a lab or public access area may result in \ndisciplinary action. \n\nPersonal Web Pages \n\nAny authorized user or group at the College may have a personal home \npage on a LaGrange College World Wide Web server, provided that the \ngraphical images, multimedia information, text, or the intent of the home \npage do not refute the mission of LaGrange College. Users must sign a \nRegistered Information Provider Agreement before web pages are \nplaced on the server. Groups must designate an individual as their \nRegistered Information Provider, who is responsible for the content of \ntheir web pages. Registered Information Provider Agreements must be \nrenewed annually. Failure to renew will result in removal of content \nfrom the web server. No individual user is authorized to create and \nserve a web site on the World Wide Web utilizing College computer \nresources. Applications for personal web pages should be made to the \nDirector of Information Technology. \n\nStudent Computer Configurations \n\nAccess to the LaGrange College Campus Network is available in \ndormitory rooms for students who bring to campus personal computers \nmeeting the minimum specifications defined by Information \nTechnology. These specifications are revised annually and will be made \n\n86 \n\n\n\navailable to all new students. The Campus Network will allow students \nto access the World Wide Web (WWW) and email. By accessing the \nCollege network, students agree to abide by this usage policy. Students \nmust not change network configurations specified by Information \nTechnology. The Information Technology staff will only support \nsoftware installed by Information Technology personnel, and do not \nprovide support for personally owned computer equipment other than \nverifying that the network link is functional. \n\nStudents are responsible for all network traffic originating from their \nnetwork access. Students should employ appropriate and up-to-date \nantivirus software. \n\nCampus Network \n\nThe College provides network access in classrooms, laboratories, the \nlibrary, offices, public access locations and student dormitory rooms. \nWhile the College is committed to free speech and open access to \ninformation and communication, these must be tempered by the need to \nrespect others' rights to speech, access and communication. Each user is \nexpected to balance their needs with the needs and expectations of the \nCollege community as a whole. The College reserves the rights to limit \nbandwidth to users and access to non-academic, resource intensive \napplications if they threaten to interfere with academic uses of the \ncampus network. \n\nUsers on the network must not attempt to conceal, mask or misrepresent \ntheir identity or the identity of computers when using the network. \nUsers shall not employ software or hardware that interferes with the \noperation or security of the network. Users shall not interfere with the \nadministration of the campus network nor shall they attempt to breach \nany network or resource security system. In administering the network, \nnetwork activities of users may be monitored as to type and quantity. \n\nUsers are responsible for all network activities originating from \nresources provided to them by the College. \n\nWireless Network \n\nWireless networking provides many benefits to the College, but with \nthese benefits comes unique security threats. In order to make a \nreasonable effort to prevent access to network resources from \nunauthorized users via the Wireless Local Area Network (WLAN), the \nfollowing policy and associated best practices exist. \n\n\n\n87 \n\n\n\nAn unsecured Wireless Access Point (WAP) has the potential to open a \nbackdoor into an otherwise secure network. All WAPs located in \nacademic and administrative buildings must be managed by IT. Faculty \nand staff are prohibited from installing a WAP without explicit \npermission from the Director of Information Technology. Requests for \nexpansion of the wireless network should be made to the Network \nManager via the IT Helpdesk. In order to allow flexibility for students \nto utilize wireless networking in the residence halls, secured personal \nWAPs are allowed. IT must be notified of intent to install a WAP via \nthe IT Helpdesk. WAPs must be physically located in the vicinity of the \nowner's conventional wired jack and they must be secured in at least \none of two ways. At least 40-bit Wired Equivalent Privacy (WEP) must \nbe enabled on the WAP and client. Ideally the WAP's internal MAC \naddress table should be set to only allow access from authorized clients. \nIT reserves the right to scan for and disable any unauthorized or \nunsecured WAPs. \n\nWAP Best Practices: \n\n Activate WEP on the WAP and client \n\n Change the default administrator password to a more secure \npassword \n\n Don't use the default Service Set Identifier (SSID) \n\n Don't broadcast the SSID if possible \n\n Use the lowest power radio output possible to minimize propagation \noutside the building \n\n Disable the WAP in non-usage periods \n\nRemote Access \n\nLaGrange College provides very limited direct telephone dialup access \nto the Campus Network for college business. This service was created \nfor technical and administrative access to the network not available \nthrough a regular Internet connection, and is not intended to provide \ngeneral Internet access to members of the LaGrange College \ncommunity. In order to be granted dialup access to the Campus \nNetwork, a user must submit a request to the IITR via their department \nchair/supervisor. The request should indicate the period of time for \nwhich this access is to be granted and indicate how this access is \nconsistent with the technical and/or administrative purpose of the dialup \nresource. For regular dialup needs, service through a commercial \nInternet Service Provider is recommended. \n\n88 \n\n\n\nData Security \n\nWithin institutional priorities and financial capabilities, LaGrange \nCollege provides reasonable security against unauthorized intrusion and \ndamage to data, files and messages stored on its computer systems. The \nCollege maintains facilities for archiving and retrieving data stored in \nuser accounts. If a user needs to recover data after an accidental loss, \nInformation Technology staff should be contacted and every reasonable \nattempt will be made to recover the lost or corrupted data. Neither the \nCollege nor any Information Technology staff can be held accountable \nfor unauthorized access by other users, nor can they guarantee data \nprotection in the event of media failure, fire, criminal acts or natural \ndisaster. Backing up critical files regularly is recommended. \n\nInformation Resource Use by Guests and \nAlumni \n\nUse of physical facilities for information technology by guests \n(individuals not currently enrolled as students or currently employed as \nfaculty or staff members of LaGrange College) and alumni is allowed \nonly within William and Evelyn Banks Library and under the \nsupervision of library staff. Additionally, such access is allowed only \nwhen existing resources are not being fully utilized by LaGrange \nCollege students, faculty, or staff. The use of technological resources \nmay be extended to alumni and friends of LaGrange College without the \nimposition of a \"user fee.\" A \"per printed page\" user fee established by \nBanks Library will be assessed for use of College printing resources. \n\nUser Awareness \n\nBecause information technologies change at so rapid a rate, updates to \nthe Responsible Use Policy may be made between printings of College \npublications. It is the responsibility of the user to keep informed of the \nchanges in this policy, which will be available on a LaGrange College \nweb site (http://panther.lagrange.edu). \n\nLaGrange College Cell Phone and Pager Policy \n\nThe carrying and use of cell phones, pagers and other electronic \ncommunications devices are allowed on the LaGrange College campus. \nUsers of these devices, however, must be attentive to needs and \nsensibilities of other members of the College community. Furthermore, \nthe use of these devices must not disrupt the functions of the College. \n\n\n\n89 \n\n\n\nDevices must be off or ringers silenced in classes, laboratories, the \nlibrary, study spaces and other academic settings and during events such \nas plays, concerts, speakers and College ceremonies. The term \n'laboratories ' explicitly includes computer laboratory spaces. \nAnswering or operating the device during classes, laboratories, meetings \nor events is only appropriate in case of emergency. If the device must \nbe answered, the user must move to a location where the class, \nlaboratory, library patrons, etc. will not be disrupted before making use \nof the device. \n\n\n\n\n90 \n\n\n\nAcademic Programs \n\n\n\nIntroduction \n\nFaculty members and the staff of LaGrange College implement \nacademic and non-academic programs toward the fulfillment of the \nmission of the College. Undergirding all of the academic programs at \nLaGrange is the fundamental commitment to the liberal arts. Therefore, \nLaGrange College is first and foremost a liberal arts college. The \nunderlying philosophy of liberal learning is found in all parts of the \ncurriculum of the College but is most obvious in the structure of the \nLiberal Studies Core Curriculum, that part of the curriculum that serves \nas foundation and complement to the major. All baccalaureate majors \nshare the same Liberal Studies Core Curriculum, which represents just \nless than forty percent of a student's formal study at the College. \n\nThe curriculum is designed to provide the components of a liberal arts \neducation that historically have proved to be of lasting value. Those \ncomponents include skills such as writing, computation, speaking, \nproblem solving, computer utilization, ethical decision-making, and \nanalytical thinking. Additionally, specific courses are designed to \nintegrate knowledge from diverse disciplines including history, the arts, \nliterature, religion, the natural sciences, and the social sciences. \n\nThe desired results of this curriculum are that students will be better able \nto communicate clearly; to interpret and evaluate the influence of \nhistorical, cultural, scientific, and religious developments upon human \nexperiences; to gather, interpret and evaluate information to assist in \nproblem solving and decision making; and to establish personal values, \napplying them to service to the community. \n\nCore Program in the Liberal Arts \n\nAs a Methodist related institution, LaGrange College offers an \neducational experience which emphasizes the inter-relatedness of \nknowledge and the importance of understanding and evaluating human \nexperience. The Core Program in the Liberal Arts (also known as the \nCommon Core Program) uses an interdisciplinary approach to develop \nthe students' creative, critical and communicative abilities. The specific \nobjectives of the Core Program are also noted elsewhere in this Bulletin \n(see \"Core Program Integrative Curriculum\"). \n\n\n\n91 \n\n\n\nThe Core Program is designed to be integrated with other courses during \nthe first three years of the student's experience at LaGrange College. \nThe forty-six semester hours included in the Core Program are arranged \nin three divisions: foundation studies, integrative studies, and \nexploratory studies. The thirteen hours of integrative studies, which \nbring an interdisciplinary focus to the humanities, the social sciences, \nand problem solving, are central to the entire Core Program. The \ninterdisciplinary courses First- Year Cornerstone and First-Year \nOrientation provide the introduction and foundation for the Core \nProgram. No transient credit will be allowed for any Rhetoric and \nComposition course (ENGL 1 101 or 1 102) or for the Integrative Studies \ncourses (Problem Solving, Computer Applications, Humanities I and II, \nThe American Experience). \n\nCourse Taken Min. Credit Year \n\nFoundation Studies 27 Hours \n\nFirst- Year Cornerstone (CORE 1101) \n\nFirst- Year Orientation (CORE 1 102) \n\nRhetoric and Composition \n(ENGL 1101, 1102) \n\nMathematics \n\n(MATH 1 101, 2105, 2221, or 2222) \n(Entry level by placement) \n\nWorld Languages and Culture \n\n(2 sequential courses in languages: \n\nFREN, GERM, SPAN) \n\nLaboratory Science I and II \n\n(BIOL 1 101-1 102, 1 148*-1 149*; CHEM 1101-1 102 \nPHYS 1 101-1 102; PHYS 1 121-1 122) \n*Mandatory for BSN students \n\n\n\n3 \n\n\nFirst-year \n\n\n1 \n\n\nFirst-year \n\n\n6 \n\n\nFirst-year \n\n\n3 \n\n\nFirst-year \n\n\n6 \n\n\nas best scheduled \n\n\n8 \n\n\nas best scheduled \n\n\n\nIntegrative Studies 13 Hours \n\nProblem Solving (CORE 1120) \nComputer Applications (CORE 1 140) \n\nHumanities I and Humanities II \n(CORE 2001, 2002) \n\nThe American Experience (CORE 3001) \n\n\n\nas best scheduled \n\nSophomore \n\nJunior \n\n\n\n92 \n\n\n\nExploratory Studies 6 Hours \n\nFine Arts 3 as best scheduled \n\n(any beginning level classes in the Fine Arts Division Courses that \nsatisfy this requirement are marked with an asterisk (*) in the Art, \nMusic, and Theatre Sections of the Bulletin) \n\nReligion 3 as best scheduled \n\n(RLGN 1101, 1102, 1103, 1104, or 1105) \n\nTOTAL CORE PROGRAM 46 hours** \n\n* Transfer students with 30 or more hours may be waived from the \nCORE 1 101/1 102 requirement. \n\n** Although not considered a part of the Core Program, each student is \nrequired to pass 3 interim term courses (one three semester hour course per \nterm) as part of the graduation requirements. Students may elect to \ncomplete 4 interim terms, and are encouraged to do so. Consult \n\"Requirements for Bachelor Degrees: A Summary\" in this Bulletin for \ndetails. \n\nPlacement (Please read carefully ) \n\nAppropriate placement in certain courses is essential. \n\nDuring the first few days on campus all students will participate in \nplacement evaluation inventories. These inventories are necessary for \n(1) planning for majors and careers, (2) providing the comparison levels \nfor subsequent assessment of the Core Program curriculum, and (3) \ndetermining current skill levels for placement purposes. Placement in \nmathematics and English is based on skills assessment or standardized \ntest scores. Students who are not predicted to be successful in \nMathematics 1101 are required to enroll in Mathematics 0100. This is a \npre-Core Program mathematics course, and credit in this course does \nnot count toward the fulfillment of the 46 hours of core requirements, \nbut does count toward hours required for graduation. English placement \nis based on scores obtained on the Scholastic Aptitude Test (SAT). \nBased on scores obtained, students are placed in an appropriate section \n(standard or honors) of English 1101 (see description of English \nprogram). \n\n\n\n93 \n\n\n\nStudents entering LaGrange College with two (2) years of high school \nlevel foreign language are placed in an intermediate level course of \nthat language; or if the students choose, they may start the study of \nanother language at the beginning level. Any student for whom English \nis not the native language may have the language requirement waived \nby submitting a written request to the Registrar from the student's \nadvisor, the Director of International Student Services, or the Chair of \nthe Humanities Division. Those students who are allowed to waive \nthe language requirement must still complete the minimum 120 hours \nfor graduation. \n\nCore Program, Time Restrictions \n\nThere is no time limit on the credit or validity of coursework in the Core \nProgram. It should be noted, however, that students who have not been \nenrolled at LaGrange College for four years, or who transferred from \nLaGrange College and subsequently return, enter the college under the \nBulletin in force at the time of re-entry. \n\nCredit by Examination and Exemption \n\nStudents may be eligible for credit and/or exemption in certain areas \nthrough the College Board's Advanced Placement (AP) Program , the \nCollege Level Examination Program (CLEP), and other recognized \ntesting procedures. Advanced Placement credit is accepted for those \nstudents who present evidence from their high schools that Advanced \nPlacement courses have been completed and appropriate scores earned \non the advanced placement test. To determine the AP test scores that \nqualify for college credit and/or exemption, students should contact the \nRegistrar. To determine the CLEP test scores that qualify for college \ncredit, student should contact the Assistant Dean for Academic Affairs. \nCredit by examination (AP or CLEP) may reduce the 46 semester hour \nrequirement of the Core Program by the number of credit hours earned \nby this process. \n\nAssessment of the Core Program \n\nDuring the first semester and again, prior to graduation, students take the \nCollege's assessment exam designed to determine the extent to which \nstudents have achieved the objectives of the curriculum of the Core \nProgram. Meaningful participation in this testing program is a \nrequirement for graduation with a baccalaureate degree. \n\n\n\n94 \n\n\n\nThe Interim Program \n\nThe Interim is the class term held during the month of January for \napproximately four weeks. Courses offered in the Interim are designed \nto encourage students to explore course content outside of their majors. \nAll students who enter as first years must successfully complete three of \nthe four Interim terms offered during a typical four- year course of study. \nFor students who transfer to LaGrange College, reductions are made in \nthis requirement based on the academic standing of the student at entry. \n\nDue to the exploratory nature of the Interim term, departments are \nencouraged to refrain from offering courses required in the major or \ncourses that are restricted to certain small groups of students. With this \nintent, students can be exposed to opportunities of study, thought, and \nexpression that are not available during the other semesters of the \nacademic year. \n\nTo be eligible for any Interim course, all academic, procedural, \nfinancial, and other prerequisites must be met. Students who have been \nenrolled full-time during the preceding fall semester may take an Interim \ncourse at no additional charge for tuition, room, or board. Individual \ncourses may assess fees particular to the activities planned. The costs \nlisted in the Interim course descriptions in the annual prospectus are the \nanticipated per-participant charges for that particular class. Students are \nresponsible for purchasing their own textbooks; most are available in the \nCollege bookstore. \n\nThe primary Interim prospectus is distributed in early fall semester, with \npre-registration in late September for the upcoming January. Students \nare encouraged to discuss any questions about courses with the indicated \ninstructors during the week prior to pre-registration. A separate \npreliminary travel prospectus is distributed during the prior spring \nsemester, with an early travel pre-registration period offered in late \nApril. If space is available in the courses, it may be possible to pre- \nregister for travel courses during the fall pre-registration period also. \n\nAll Interim courses require a minimum of 120 hours per term of student \ninvolvement. At the first class meeting in early January, the instructor \nwill provide guidelines for successful completion of the course as well \nas a schedule of class meetings, assignments, and other necessary \ninformation. Grading of Interim courses is based on the A-F scale or \nPass/No Credit. Instructors may allow students to choose between these \ngrading options. \n\n\n\n95 \n\n\n\nDuring the Interim Term, LaGrange College offers several opportunities \nfor off-campus study which require travel, some of which include travel \nto other states or travel beyond the United States. Such travel inevitably \ninvolves risk - accident, injury, illness, civil unrest, and other \nunforeseen circumstances. These risks are ones that neither those who \nsponsor travel nor those who travel can control. In recognition of these \nrisks, a premium on a travel medical insurance policy is included with \nthe fees assessed for travel courses. Participation in such an off-campus \nstudy program is purely voluntary on the student's part. As a condition \nfor participation, LaGrange College requires that student travelers and \ntheir parents read and execute liability releases and other documents \nwhich acknowledge, accept, and assume all risks. LaGrange College \nexpects that students and their parents will use their own due diligence \nin informing themselves of current global conditions and in determining \nwhether they wish to engage in travel to given sites. \n\nTeaching fellows program \n\nThe Teaching Fellows Program is a program that allows faculty \nmembers to offer highly-qualified students opportunities to learn by \nsharing in the instructional responsibilities for particular courses. \nStudents enrolled in the courses will have the added benefit of additional \nacademic support. \n\nThe Teaching Fellow is given a sphere of responsibility so that learning \nand teaching can be experienced as two aspects of the program. The \nstudent's role differs from that of teaching assistants utilized by many \ncolleges and universities. Here the faculty sponsor is as involved as ever \nin all aspects of the course. Involvement of a student in \nteaching/learning participation in a particular course happens only if the \nfaculty sponsor feels that definite benefit to both the student and the \ncourse will result. \n\nThe Teaching Fellows Program is voluntary with each faculty member \ndetermining which of his or her courses, if any, are appropriate for such \nindividual studies in teaching/learning. The type of responsibilities and \nextent of involvement of the student will vary depending on the course \nand faculty sponsor. It may not be counted as a substitute for any of the \nundergraduate teacher education requirements. \n\nStudents may be approached by faculty members to serve as a Teaching \nFellow or may initiate the process with approval from a sponsoring \nfaculty member along with other required signatures. This experience \nshould be reserved for those select few students who have demonstrated \nappropriate characteristics and academic excellence. \n\n96 \n\n\n\nStudents must be in good academic standing with a GPA of 3.5 or \nhigher and have attained at least junior status to serve as Teaching \nFellows. Additionally, students must have successfully completed the \ncourse for which they will be serving as a Teaching Fellow. Students \nmay earn 2 semester hours of credit for this experience. The experience \nmay be repeated once; a new proposal must be submitted and approved \nfor each experience. Evaluation will be awarded on a pass/fail basis \nonly. \n\n\n\n\n97 \n\n\n\nThe Major Programs \n\nA major is defined as a primary program of study in which the student \ncompletes a designated number and sequence of courses within a \nspecific discipline, department or subject area. A major may or may not \noffer concentrations for focused course work within the major. \n\nA student may choose to pursue one of four baccalaureate degrees: the \nBachelor of Arts, the Bachelor of Science, the Bachelor of Music, or the \nBachelor of Science in Nursing. Most students pursue one of these \nbaccalaureate degrees. \n\n\n\nMathematics \nMusic \n\nPolitical Science \nPsychology \nReligion \nSociology \nSpanish \nTheatre Arts \n\n\n\nBachelor of Arts \n\nArt and Design \n\nBiochemistry \n\nBiology \n\nChemistry \n\nComputer Science \n\nEducation (Early Childhood) \n\nEnglish \n\nHistory \n\nBachelor of Science \n\nAccountancy \n\nBiology \n\nBusiness Management \n\nChemistry \n\nComputer Science \n\nMathematics \n\nBachelor of Science in Nursing \n\nNursing \n\nBachelor of Music \n\nCreative Music Technologies \n\nPerformance (voice, piano, organ, guitar, percussion) \n\nChurch Music \n\nLaGrange College also offers graduate programs. In these programs, \nstudents may complete the Master of Arts in Teaching or the Master of \nEducation in Curriculum and Instruction. Please refer to the Graduate \nBulletin for more information about these programs. \n\nLaGrange College at Albany students may pursue the Master of Arts in \nOrganizational Leadership. More information about this program is \navailable in the Bulletin for LaGrange College at Albany. \n\n\n\n98 \n\n\n\nInterdisciplinary Major \n\nThe Interdisciplinary Major at LaGrange College allows highly \nmotivated students to pursue a self-designed, individualized program \nleading to a Bachelor of Arts degree in Interdisciplinary Studies. \n\nTo be eligible to pursue the interdisciplinary major, a student must \nexhibit a high-level of maturity and self-direction. A grade point average \nof 3.3 or permission of the Academic Dean is required at the time of \nsubmission of the proposal The major may be declared upon completion \nof 30 semester hours, but no later than 69 semester hours. \n\nPolicies and Procedures: \n\n1) The proposed major must stem from at least two separate \n\ndisciplines, but no more than three, and be supportable by the \nexisting resources of the college. \n\n2) The student must select an advisor in each discipline with one \n\nagreeing to serve as the principal advisor. \n\n3) The student must research and select classes totaling at least 36 \n\nsemester hours that relate to the proposed major and justify the \ninclusion of each course. At least 30 semester hours must be \nfrom courses at the 3000 level or above. \n\n4) The proposal must include a clear sense of where the \ninterdisciplinary major would lead the student (graduate school \nor career possibilities). The proposal should also state why the \nInterdisciplinary Studies Major better suits the student's needs \nthan existing majors/minors offered at LaGrange College. \n\n5) The final major curriculum will be determined by the student in \nconsultation with all advisors. All general education \nrequirements must be met for graduation. The major must \nculminate in a capstone paper or project approved by all advisors \nand supervised by the principal advisor. The student must \nregister for ENDV 4499 during his or her senior year. \n\n6) The student must complete the Interdisciplinary Studies Proposal \nForm, which may be acquired from the Registrar's office. The \nproposed major must be approved by all advisors, the Academic \nPolicies Committee and the Vice President for Academic Affairs \nand Dean. It must also be filed with the Registrar's office. Any \nchanges to the approved curriculum must have the approval of all \nadvisors, the Academic Policies Committee and the Vice \nPresident for Academic Affairs and Dean. An amendment form \nwith these approvals must be submitted to the Registrar's office. \n\n99 \n\n\n\nMajor Requirements, Time Restrictions \n\nCourse work requirements in major programs necessarily change in \nresponse to evolving curriculum concerns and changing student needs. \nStudents' major requirements are governed by the Bulletin in force at the \ntime of the declaration of the major. The declaration of major is initiated \nwith the head of the respective department. \n\nAt the discretion of the department chair, students may be required to \ndemonstrate proficiency and/or currency in the subject matter if the \nmajor course work is older than five (5) academic years. Normally \ncredit hours earned in the major may not be applied to the completion of \nthe major, if the hours earned are older than eight years, dated from the \nstudent's initial matriculation. \n\nStudents who have been out of school longer than two years must again \ndeclare their majors. \n\nIndependent Study in the Major \n\nIn certain majors, independent study courses are offered. These courses \nare limited to upper-class major and minor students who have completed \nat least two-thirds of their particular major or minor program, and who \nwish to pursue a special problem or course of reading beyond that taken \nup in any formal course and lying within the capabilities of the library \nand laboratories. In order to be eligible for independent study, the \nstudent must have at least a 3.0 average in major courses. Total credit \nwhich can be earned through independent study normally will not be \nmore than six semester hours. Written permission to enroll in such a \ncourse must be obtained from the instructor, the chair of the department \nconcerned, and the Vice President for Academic Affairs and Dean. A \ndescriptive syllabus including the method of evaluation must be \nsubmitted with the petition. \n\nAssessment in the Major \n\nThe faculty members who are responsible for instruction in the major \nprograms have identified specific objectives for a major in that \ndiscipline. There is an assessment, devised by the faculty in the \ndiscipline that determines the extent to which the objectives have been \nmet by the student. That assessment is a requirement for students who \ngraduated in June 1990, or who will graduate thereafter. The assessment \nstyles are varied. Students should carefully explore with their adviser in \ntheir intended major the nature of the assessment. A satisfactory \nassessment in the major is a requirement for the degree. The chair of the \ndepartment offering the major must certify satisfactory completion of \nthe assessment component. \n\n100 \n\n\n\nStudents who fail to complete satisfactorily the assessment in the major \nand exhaust reassessment opportunities at the departmental level may \nappeal the decision of the department as described in the Academic \nProcedures and Regulations section. \n\nAdvice and Counseling in the Major \n\nAll students are assigned an academic adviser. Prior to the declaration of \na major a student is advised by a member of the faculty in a discipline \nrelated to the student's area of interest. Subsequent to declaring a major, \nthe student and the department chair work together in planning a \nprogram. The ultimate responsibility for selecting the proper courses in \norder to complete the desired degree is the responsibility of the student. \n\nMinors \n\nAcademic minors may be earned in most departments. A minor must \ninclude at least 12 semester hours, 6 of which must be in 3000-level or \nabove courses. Some departments do not designate the courses required \nfor the minor, but the courses selected must be approved by the chair of \nthat department. \n\n\n\nPre-professional \nPrograms of Study \n\nLaGrange College has a curriculum and environment that is well suited \nto preparation for further study in fields such as law and medicine. \nThese programs include, but are not necessarily limited to, preparation \nfor the following areas. \n\nDentistry \n\nDr. William McCoy is the general adviser. Students should consult \nfrequently with Dr. McCoy in addition to their primary advisors for their \nmajors. The pre-dental student should select a major as early as possible \nand work toward the B.A. degree. Some dental schools accept students \nwith fewer than four years of college training, but most of them prefer a \nstudent with the baccalaureate degree. \n\nThe pre-dental student should be familiar with the specific requirements \nset by the dental schools to which he or she plans to apply. There is \nsome variation in the requirements of the various schools, but the \nminimum requirements set by most schools of dentistry are: \n\n101 \n\n\n\nEnglish 9 semester hours \n\nBiology with Lab 8 semester hours \n\nPhysics with Lab 8 semester hours \n\nInorganic (General) Chemistry with Lab 8 semester hours \n\nOrganic Chemistry with Lab 8 semester hours \n\nAll applicants must complete the Dental Admission Test not later than \nthe October 3 1 testing preceding the year of desired entry. Dental \nschools also expect experience in the dental field. The student should \nkeep records of dates, duration and type of experience when involved in \nshadowing, volunteer, or paid work. \n\nDual Degree Engineering Program \n\nLaGrange College has an engineering preparation program designed to \nprovide a broad liberal arts background while preparing the student for a \nprofessional engineering program. Dual Degree Engineering Programs \nhave been established with Georgia Institute of Technology and Auburn \nUniversity. Students accepted in the Dual Degree program will attend \nLaGrange College for approximately three years (90 semester hours if \nentering under this Bulletin) while they complete the Core Curriculum \nand the engineering preparatory courses listed at the end of this section. \nAfter satisfactorily completing these studies at LaGrange College, the \nstudent will then attend the engineering institution and complete a major \nin engineering, a process that generally takes two to three additional \nyears. After completion of the degree requirements for both institutions, \nthe student will receive an engineering degree in the selected \nengineering discipline from the engineering institution and a Bachelor of \nArts degree from LaGrange College. \n\nAll students considering the Dual Degree Engineering Program should \ncontact the program adviser, Dr. Terry Austin, prior to registration. \nStudents must complete all components of the Core Curriculum, \nincluding the College's exit assessment exam before transferring to the \nengineering institution. \n\nDual Degree Engineering students must satisfactorily complete all of the \nfollowing courses before attending the engineering institution: \n\n\n\n102 \n\n\n\nCalculus I, II and III \n\nDifferential Equations \n\nLinear Algebra (GA Tech.) \n\nGeneral Chemistry \n\nGeneral Physics I and II \n\nPlease note that calculus based physics (General Physics PHYS 2121- \n2122) is required. Students must begin the study of calculus as early as \npossible in order to be prepared for the physics sequence. \n\nJournalism/Communications \n\nMany students believe that in order to prepare for a career in journalism, \nthey must earn an undergraduate degree in either journalism or \ncommunications. This simply is not true. Most publications and graduate \nprofessional programs do not require applicants to hold a bachelor's \ndegree in those disciplines. What these employers and programs do \ninsist upon is that their applicants hold a liberal arts degree that \npromotes their abilities to think, read, and write critically. Students at \nLaGrange College can prepare themselves for a career in journalism or \ncommunications (or for graduate studies in those fields) by: \n\n majoring in a humanities/social science discipline such as \nEnglish, political science, or history and \n\n completing an English minor with a writing \nconcentration; or \n\n designing an interdisciplinary major that blends courses \nfrom disciplines pertinent to journalism and \ncommunications (see \"Interdisciplinary Major\"). \n\nThese students should also become actively involved in one or more of \nthe following student publications: \n\nThe Hilltop News (our campus newspaper) \n\nThe Scroll (our fine arts magazine) \n\nCitations (our scholarly journal of undergraduate research) \n\nThe Quadrangle (our yearbook) \n\n\n\n103 \n\n\n\nLaw \n\nThe pre-law advising committee is chaired by Dr. Tracy Lightcap and \nis composed of Dr. Lightcap, Dr. Kevin Shirley, and Dr. Brenda \nThomas. Students considering law school should consult with one of \nthese faculty members beginning in their first year and should meet \nregularly with other students interested in pre-law. \n\nStudents entering law school come from varied undergraduate programs. \nIt is not really possible to say which major serves as the best preparatory \nbackground for law school. Almost every law school bulletin, however, \nsuggests that entering students must have a strong background in \nhistory, political science, and English as well as some preparation in \neconomics, business, sociology, psychology, and mathematics. \n\nMedicine (M.D.) \n\nDr. William McCoy is the general adviser. Students should consult early \nand frequently with Dr. McCoy in addition to their primary advisers for \ntheir majors. The pre-medicine student should select a major as soon as \npossible and seek the B.A. or B.S. degree. Medical schools rarely accept \ncandidates with less than the baccalaureate degree. \n\nThe student should be familiar with the requirements of the several \nmedical schools to which he or she plans to apply. Requirements vary \nsomewhat in the various medical schools, but the minimum \nrequirements of most medical schools are: \n\nBiology with Lab 8 semester hours \n\nGeneral Chemistry with Lab 8 semester hours \n\nOrganic Chemistry 8 semester hours \n\nPhysics 8 semester hours \n\nEvery applicant must take the Medical College Admission Test, \npreferably in the spring preceding the submission of his or her \napplication to medical school, but no later than the fall of that year. \nStudents should take General Chemistry (CHEM 1 101-1 102) as a First- \nyear student to be on-track for the MCAT exam, normally taken in the \nspring of Junior year. BIOL 1 101-1 102 is also suggested for first year \nstudents if scheduling allows. Medical schools also expect experience \nin the field of medicine. Students should keep records of dates, duration \nand types of experience when participating in shadowing or volunteer or \npaid work in a hospital, doctor's office, or other medical facility. \n\n\n\n104 \n\n\n\nOptometry \n\nThe pre-optometry general adviser is Dr. William McCoy. Students \nshould consult early and frequently with Dr. McCoy in addition to their \nprimary advisers for their majors. Though selected students may be \nadmitted to optometry school after three years of preparation, most are \nadmitted after receiving Bachelors or Masters degrees. Optometry \ninvolves fours years of study after admission to the program and in some \nareas also includes a brief internship. Majors in any academic area are \nacceptable though the student should include emphasis on the sciences. \nThe pre-optometry requirements are the same as pre-med plus a course \neach in statistics and calculus. Preparation for admission to a specific \nschool can be planned with the assistance of the advisor. Prospective \noptometry students must take the Optometry Admission Test (OAT) in \nOctober or February. \n\nPharmacy \n\nThe pre-pharmacy general adviser is Dr. William McCoy. Students \nshould consult early and frequently with Dr. McCoy in addition to their \nprimary advisers for their majors. While the admission requirements \nvary, the following is standard course work as a minimum: CHEM \n1 101-1 102, 2201-2202, BIOL 1 101-1 102, MATH 2221 and 1 1 14, \nPHYS 1 101, ECON 2201-2202, ENGL 1 101-1 102, and 6 semester \nhours each of Humanities and Social/Behavioral Science. POLS 1 101 \nand HIST 1111 or 1112 may be required as well as electives to reach 60 \nsemester hours. \n\nPhysical Therapy \n\nThe pre-physical therapy general adviser is Dr. William McCoy. A few \nschools which offer training in physical therapy award a Bachelor's \ndegree after successful completion of classroom and clinical work. \nStudents are admitted to such programs after completion of 60 semester \nhours of work including approximately 12 hours in Humanities, 12 \nhours in math and science, 12 hours in social science plus 24 hours in a \nmajor field such as biology. \n\nSpecific courses to prepare for admission to individual schools should \nbe selected in consultation with the adviser. Many schools have moved \nto the Doctor of Physical Therapy (DPT) degree. These schools require \na bachelor's degree as well as completion of the pre-physical therapy \ncore. Most schools look for experience working with or observing a \ncertified physical therapist. Students should keep records of dates and \nduration of such experience. \n\n105 \n\n\n\nVeterinary Medicine \n\nDr. William McCoy is the general adviser. Students should consult early \nand frequently with Dr. McCoy in addition to their primary advisers for \ntheir majors. The pre-veterinary student should be familiar with the \nspecific requirements of the school to which he/she plans to apply. \n\nThe minimum requirements set by most schools of veterinary medicine \nare as follows: \n\n A candidate must have completed at least 54 semester hours of \ncollege credit by the end of the spring semester before fall \nmatriculation at the veterinary school. The baccalaureate degree is \npreferred. \n\n A candidate must have worked with a veterinarian and must have \nhad hands-on experience working with large and small animals. \n\n Each applicant will be required to take the Graduate Record \nExamination (GRE) and the GRE biology subject test. These tests \nshould be taken in October or December of the year prior to \nprobable admission to veterinary school. The results should be \nreceived by VMCAS by February 1 of the year following the \napplication. \n\nThe following courses should be completed prior to entry into veterinary \nschool. \n\n\n\nEnglish \n\nBiology with Lab \n\nAdvanced Biological Science \n\nPhysics \n\nBiochemistry \n\n\n\n6 semester hours \n8 semester hours \n8 semester hours \n8 semester hours \n3 semester hours \n\n\n\nInorganic (General) Chemistry with Lab 8 semester hours \nOrganic Chemistry with Lab 8 semester hours \n\n\n\n106 \n\n\n\nSummary List of Majors and Minors \nOffered at LaGrange College \n\n\n\nAccountancy \n\nArt and Design \n\nBiology \n\nBiochemistry \n\nBusiness Management \n\nChemistry \n\nChurch Leadership \n\nCoaching \n\nComputer Science \n\nEducation \n\nEnglish \n\nFrench \n\nHistory \n\nInterdisciplinary Studies \n\nJapanese Studies \n\nLatin American Studies \n\nMathematics \n\nMusic (B.A.) \n\nMusic (B.M.) \n\nNursing \n\nOikos Program \n\nPhilosophy \n\nPhysical Education \n\nPhysics \n\nPolitical Science \n\nPsychology \n\n\n\nlajor \n\n\nMinor \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\n\n\nX \n\n\nX \n\n\n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\n\n\n\n\nX \n\n\n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\n\n\n\n\nX \n\n\n\n\nX \n\n\n\n\nX \n\n\n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\n\n107 \n\n\n\nReligion \nSociology \nSpanish \nTheatre Arts \nWomen's Studies \nWriting \n\n\n\nMajor \n\n\nMinor \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\nX \n\n\n\n\nX \n\n\n\n\nX \n\n\n\nEvening College degrees: \n\nAssociate of Arts in Liberal Studies \n\nBachelor of Arts in Business \n\nBachelor of Arts in Human Development \n\nStudents should not assume the privilege of automatic transfer from \nthe Day program to the Evening program. Students interested in \nchanging their enrollment classification from Day to Evening must \ncomplete an Academic Petition indicating the reason for requesting \nthe program transfer. Before presenting to the Vice President for \nAcademic Affairs and Dean for consideration, the Petition must be \nsigned by the current academic advisor and the major advisor of the \nEvening program into which the student desires to transfer. Note that \ntransfer between programs may only be requested one time during a \nstudent's undergraduate career. \n\nGraduate degrees: \n\nMaster of Education in Curriculum and Instruction \n\nMaster of Arts in Teaching \n\nMaster of Arts in Organizational Leadership \n\n\n\n108 \n\n\n\nEndowed Lectureship \n\n\n\nThe Jennie Lee Epps Memorial Lectureship was revived in 1997 by a \ngift from Dr. Grace Hadaway Boswell '49 and her husband, Dr. R. Dean \nBoswell. Miss Kate Howard Cross, professor of Latin, donated the \noriginating gift for the Epps Lecture in memory of her friend and \ncolleague, who was professor of English for 28 years. \n\nThe Waights G. Henry, Jr., Endowed Lectureship was established by \na gift from the Neighbors Fund, Inc. in memory of Dr. Henry, president \nand chancellor of LaGrange College over a period of 42 years. Income \nfrom the endowment is used to fund the Waights G. Henry, Jr. Lecture \nheld during Celebrate the Servant. \n\nThe Arthur H. Thompson Lectureship brings to the campus a noted \nscholar to address the faculty and student body on the interrelationship \nof religion and other fields of knowledge at the Opening Convocation. \nThe endowment was established by Mrs. Mary Will Thompson, class of \n1898, in memory of her husband, who served as chairman of the Board \nof Trustees of the College. He expressed his philosophy in the \nstatement: \"The greatest thing in life is the simple faith of an honest \nman.\" \n\nThe Lorenzo Valla Visiting Scholar Program was established in 1996 \nby Mr. and Mrs. Tom Bushar (Linda Doolittle Bushar '96). Named after \nthe 15th century Italian humanist, Valla is considered to be one of the \nearliest scholars in the liberal arts. Funds from the endowment are \napplied to an annual institute for Humanities I and II faculty. \n\n\n\nAwards and Recognitions \n\n\n\nThe Nancy Alford Award is awarded each year to the sorority \naccumulating the greatest number of points in the areas of scholarship, \nleadership, sportsmanship, and community service. \n\nThe Irene E. Arnett Drama Award is presented annually to the \nmember of the senior class who shows that greatest potential for \ncontribution to the field of theatre, devotion to the tasks in the theatre, \nand dedication to the principles of good theatre - to amuse the heart and \nlift the spirit to a better understanding of man and his struggle in this \nworld and towards his God. \n\n109 \n\n\n\nThe Needham Avery Art Award is a purchase award granted \nannually in visual arts, provided by Dr. and Mrs. R.M. Avery in \nmemory of their son. \n\nThe Josephine A. Case Scholarship is awarded to a junior for \nexcellence in art and promise of achievement in that field. This award \ncarries a stipend and is associated with the Josephine A. Case Collection \nof American Indian Art which Mrs. Case and her husband, the late Dr. \nLeland D. Case of Tucson, donated to LaGrange College. Both hold \nhonorary doctorates from this school. \n\nThe Frances Marion Chalker Medlock Prize for Poetry is awarded to \na student or students exhibiting a profound love and appreciation of \npoetry in memory of alumna Frances Marion Chalker Medlock '53. The \nrecipient(s) is/are selected by the Chair of the Department of English \nusing criteria developed by the English faculty. \n\nThe Austin P. Cook Award is presented annually by the Student \nGovernment Association to the organization that made the most positive \nimpact on campus life during the year. \n\nThe Mamie Lark Henry Scholarship Cup is presented each semester \nto a sorority with the highest grade-point average the previous semester. \n\nThe Waights G. Henry, Jr., Leadership Award is given annually by \nthe Student Government Association to a student who has actively \ndemonstrated effective leadership skills. Selection of the recipient is \nmade by a committee composed of students, faculty, and administrators. \n\nThe John R. Hines, Jr. Undergraduate Research Award is presented \nannually to a LaGrange College faculty member who makes an \noutstanding contribution to undergraduate research and to an \noutstanding undergraduate research project in each division. \n\nThe Karen Sue Kafrouni Award is presented annually by the History \nDepartment for a member of Phi Alpha Theta and a graduating senior \nwith the highest academic achievement. \n\nThe John Love Scholarship Cup is presented each semester to the \nfraternity with the highest grade point average the previous semester. \n\nThe Weston L. Murray Award is presented to the senior class member \nof the Georgia Delta Chapter of Pi Gamma Mu who has the highest \nrecord of achievement and contribution in the field of Social Science. \n\n\n\n110 \n\n\n\nThe Meri Meriwether Norris Award was established in 1998 in memory \nof this 1980 alumna by her husband, Dr. Tommy Norris. This award is \npresented annually to a graduating nursing student who demonstrates \nextraordinary compassion. \n\nThe Outstanding Achievement in Psychology Award is presented \nannually by the psychology department to the senior psychology major \nwho, through academic excellence and service, has made an outstanding \ncontribution to the field of psychology. \n\nThe Walter Malcolm Shackelford Award is presented annually to a \ngraduating senior who has majored in Education and has demonstrated \noutstanding academic performance, leadership, and service to the College. \n\nThe Annie Moore Smith Award is a purchase award given annually in \nvisual arts, provided by Mrs. Rebecca Moore Butler, class of 1924, in \nmemory of her sister, Annie Moore Smith, class of 1915. \n\nThe W. Lee Wilson, Jr., Art Award is presented annually by the Art \nDepartment to a graduating senior who has excelled in the art of \nphotography. Mr. William L. Wilson established the award in 1998 in \nmemory of his son. \n\nThe Jean Young Award in Photography granted annually, was \nestablished in memory of Jean Young who was the first curator of the Lamar \nDodd Art Center. The award is a book on contemporary photography and is \npresented to the student who has demonstrated an exceptional commitment \nto photographic art. \n\nDepartmental Awards are presented annually at Honors Day in the \nspring. \n\n\n\nFor a complete listing of LaGrange College's Scholarships, please refer \nto the Financial Aid website: www.lagratige.edu/finaid/scholarships.htin. \n\n\n\nIll \n\n\n\nDepartments and Courses \n\nTable of Contents 4 \n\nAcademic Divisions 1 14 \n\nCourse Abbreviations 1 16 \n\nArt and Design 1 17 \n\nProfessor Marcia Brown \n\nBiology 126 \n\nDr. Sarah Beth Mallory \n\nBusiness 133 \n\nDr. Jon Birkeli \n\nAccountancy 133 \n\nDr. Lydia Rosencrants \n\nChemistry 153 \n\nDr. William McCoy \n\nComputer Science 164 \n\nDr. Fay Riddle \n\nCore Curriculum 173 \n\nDr. Sarah Beth Mallory \n\nEducation 175 \n\nDr. Don Livingston \n\nEnglish 187 \n\nDr. Brenda Thomas \n\nHealth and Physical Education 197 \n\nMr. Phil Williamson \n\nHistory 204 \n\nDr. Joe Cafaro \n\nLatin American Studies and Modern Languages 211 \n\nDr. Amanda Plumlee \n\nMathematics 223 \n\nDr. Greg McClanahan \n\nMusic 229 \n\nDr. Toni Anderson \n\n\n\n112 \n\n\n\nNursing 242 \n\nDr. Celia Hay \n\nOikos Program 253 \n\nDr. David Ahearn \n\nPhysics 256 \n\nDr. William McCoy \n\nPolitical Science 258 \n\nDr. Tracy Lightcap \n\nPre-Professional Programs 101 \n\nDr. William McCoy \n\nPsychology 265 \n\nDr. Chuck Kraemer \n\nReligion and Philosophy 271 \n\nDr. David Ahearn \n\nSociology and Anthropology 282 \n\nDr. Frank O 'Connor \n\nTheatre Arts 289 \n\nProfessor Kim Barber Knoll \n\nWomen's Studies 295 \n\nDr. Amanda Plumlee \n\n\n\n\n113 \n\n\n\nAcademic Divisions, \nDepartments, and Courses \n\nFine and Performing Arts Kim Barber Knoll, Chair \n\nProfessors: Anderson, Barber Knoll, Brown, Edwards, \n\nJoiner, Lawrence, Taunton \nAssociate Professors: Johnson, Reneke, Turner \nAssistant Professors: Ogle, Tomsheck \n\nThis Division, offering B.A. and B.M. degrees, includes the \nDepartments of Art \u0026 Design, Music, and Theatre Arts. \n\nCore Program and Interim Term Sarah Beth Mallory, Director \n\nHumanities and Social Sciences Kevin Shirley, Chair \n\nProfessors: Cafaro, Cook, Dulin-Mallory, Lightcap, \n\nPlumlee, Slay, Thomas, Williams \n\nAssociate Professors: Ahearn, Cody, O'Connor, Scott, Shirley, \n\nTures, Wilson \n\nAssistant Professors: Appleby, Brevik, Gulley, Lingenfelter \n\nThis Division, offering the B.A. degree, includes the Departments of \nEnglish Language \u0026 Literature, History, Latin American Studies \u0026 \nModern Languages, Political Science, Religion \u0026 Philosophy, and \nSociology \u0026 Anthropology. \n\nProfessional Programs Maranah Sauter, Chair \n\nProfessors: Birkeli, Hillyer, Sauter \n\nAssociate Professors: Barrett, Bearden, Hay, D. Livingston, \n\nRosencrants, Williamson \nAssistant Professors: Mason Barber, Blair, Cason, Crowe, Davis- \n\nNozemack, Geeter, Kovack, McMullen, \n\nOdem, Truitt, Yates \n\nThis Division includes the following Departments: \nDepartment of Accountancy offering B. S. degrees; \nDepartment of Business offering B. A. and B. S. degrees; \nDepartment of Education offering B.A., M.A.T., and M.Ed, degrees; \nDepartment of Health and Physical Education; \nDepartment of Nursing offering B.S.N, degrees. \n\n\n\n114 \n\n\n\nScience and Mathematics Greg McClanahan, Chair \n\nProfessors: Evans, Hurd, Kraemer, McClanahan, McCoy, \n\nPaschal, Riddle, Shelhorse, C. Yin, W. Yin \n\nAssociate Professors: Cauther, Haas, Hall, Mallory \n\nAssistant Professors: Austin, J. Ernstberger, Hwang, \n\nPomeroy-Black \n\nVisiting Assistant Professor: Parker \n\nThe Natural Sciences and Mathematics Division, offering B.A. and B.S. \ndegrees, includes the Departments of Biology, Chemistry \u0026 Physics, \nComputer Science, Mathematics, and Psychology. \n\nCourse Numbering System and Abbreviations \n\nThe projected schedule of course numbering will be followed insofar as \npossible, but is subject to change. The number in parentheses following \nthe course title indicates the number of semester hours credit for the course. \n\nCourses numbered 1 100 through 1 199 are intended primarily for first \nyear students and sophomores. \n\nCourses numbered 2200 to 2299 are intended primarily for sophomores. \n\nCourses numbered 3300 through 3399 and above are intended primarily \nfor juniors and seniors. \n\nCourses numbered 4400 through 4499 are intended primarily for seniors. \n\n\n\n15 \n\n\n\nAbbreviations \n\n\n\nAccountancy \n\nAnthropology \n\nArt and Design \n\nBiology \n\nChemistry \n\nComputer Science \n\nCore \n\nEconomics \n\nEducation \n\nEnglish \n\nFinance \n\nFrench \n\nGerman \n\nHealth and Physical Education \n\nPhysical Education \n\nHistory \n\nJapanese Studies \n\nLanguages \n\nLatin American Studies \n\nLibrary Science \n\nManagement \n\nMarketing \n\nMathematics \n\nMusic \n\nNursing \n\nOikos Program \n\nPhilosophy \n\nPhysics \n\nPolitical Science \n\nPsychology \n\nReligion \n\nSociology \n\nSpanish \n\nTheatre Arts \n\nWomen's Studies \n\n\n\nACCT \n\nANTH \n\nARTD \n\nBIOL \n\nCHEM \n\nCSCI \n\nCORE \n\nECON \n\nEDUC \n\nENGL \n\nFNCE \n\nFREN \n\nGERM \n\nHPED \n\nPEDU \n\nHIST \n\nJAPN \n\nLANG \n\nLAST \n\nLIBR \n\nMGMT \n\nMRKT \n\nMATH \n\nMUSI \n\nNURS \n\nOIKS \n\nPHIL \n\nPHYS \n\nPOLS \n\nPSYC \n\nRLGN \n\nSOCI \n\nSPAN \n\nTHEA \n\nWMST \n\n\n\n116 \n\n\n\nART AND DESIGN \n\nIntroduction \n\nThe Department of Art and Design offers major concentrations in \npainting/drawing, graphic/surface design, ceramics/sculpture, \nphotography, art history, and in art history/museum studies. The courses \nrequired of the studio concentration are specific and scheduling should \nbe determined in consultation with an art faculty advisor. A student may \nchoose a studio concentration in more than one area. \n\nLearning Objectives \n\nThe following objectives are established as a basis for the Art and \nDesign Program at LaGrange College: \n\n To develop technical knowledge pertaining primarily to the \nstudent's chosen area of concentration, but not limited to it. \n\n To assist students in finding and focusing their creative ideas into a \nconsistent body of work.. \n\n To instruct students in the correct means of presenting their work \nin a portfolio and culminating in a required senior exhibition. \n\n,  To encourage students to exhibit their work and acquaint them \nwith the gallery system.. \n\n To encourage students to pursue graduate study. \n\n To provide students with a basic understanding of the history of \nworld art. \n\n To develop both oral and written communicative skills. \n\n To provide the students with a creative environment by using all . \navailable resources. This would include field trips to galleries \nand museums, course work in locations of artistic interest, \nguest lectures and workshops related to the exhibitions in the \nCollege's galleries. \n\n\n\n117 \n\n\n\nRequirements for a Studio Concentration \nMajor in Art and Design: \n\n9 hrs. Art History - ARTD 1 109, 1 1 10, 1 1 1 1 and an \nArt History elective \n\n9 hrs. Foundation Core - ARTD 1151, 1152, 1153 \nThese courses should be taken during the first- \nyear/sophomore year as they are prerequisites for all studio \ncourses. \n\n12 hrs. Introductory Studio Courses: One course from each \nof the following studio disciplines: \n\nPainting or Drawing \n\nGraphic Design or Printmaking \n\nPhotography \n\nCeramics or Sculpture \n\n9 hrs. Major Concentration - Three additional courses in \none of the above disciplines. \n\n3 hrs. Studio Concentration \n\n42 Total hours required \n\nAssessment of learning objectives \n\nSuccess in achieving the objectives of the Art and Design major will be \nmeasured in the following ways: \n\n Completion of each major course with a grade of \"C-\" or better. \n\n Exemplary completion of assignments and independent study, and \nthe presentation of work in scheduled critiques. \n\n An Exit or Senior Exhibition of work done in the student's major \nstudio discipline. \n\n\n\nRequirements for a Concentration in Art \nHistory: \n\n6 hrs. Art History Survey I and II - ARTD 1 109, 1 1 10 \n\n18 hrs. Art History courses - ARTD 1 1 1 1, 3101, 3105, 3106, \n3107, 3108 The Art of Greece and Rome, Art of the \nRenaissance, Art of the Seventeenth and Eighteenth Centuries \nin Europe and America, Art of the Nineteenth Century in \nEurope and America, Modern and Contemporary Art, Art of the \nNon-Western World. \n\n12 hrs. Studio Courses \n\n3 hrs. Internship or Independent Study in Art History \n\n3 hrs. Senior Seminar - ARTD 3380  A course in which senior art \nhistory and museum studies students work on research and \nwriting skills. They also prepare a resume and focus on \napplying for graduate school. \n\n42 Total hours required \n\nRequirements for a Concentration in Art \nHistory/Museum Studies: \n\n6 hrs. Art History Survey I and II - ARTD 1 109, 1110 \n\n15 hrs. Art History electives - ARTD 1111,3103,3105,3106,3108 \nThe Art of Greece and Rome, Art of the Renaissance, Art of the \nSeventeenth and Eighteenth Centuries in Europe and America, \nArt of the Nineteenth Century in Europe and America, Modern \nand Contemporary Art, Art of the Non-Western World. \n\n9 hrs. Studio Coursework - Three courses in elective studio \n\n3 hrs. Graphic Design - ARTD 220 1 \n\n6 hrs. Museum Studies I and II - ARTD 3101, 3102 \n\n3 hrs. Internship \n\n42 Total hours required \n\n\n\n119 \n\n\n\nAssessment of Learning Objectives \n\nSuccess in achieving the objectives of the Art History/Museum Studies \nConcentration will be measured in the following ways: \n\n Sophomore review \n\n Completion of each major course with a grade of \"C-\" or better \n\n Participation in the Art History Forum or other public presentation \nof research \n\nAwards \n\nThe Art and Design Department presents several awards annually during \nHonor's Day Convocation. Some are cash awards, and others are \npurchase awards that allow the college to acquire works of art by the \naward recipients. The faculty of the Art and Design Department present \nthese awards to students for superior performance and a proven \ncommitment to their craft. \n\nMinor \n\nA minor in Art and Design, Art History/Museum Studies consists of 1 8 \nsemester hours: at least one course in art history, at least one course at \nthe 1000 level, and 4 other courses selected in consultation with your \nminor advisor. \n\nCourse Descriptions (ARTD) \n\nARTD 1109 Art History Survey I. (3) * Fall \n\nThis course surveys the history of Western Art and architecture from the \n\nPaleolithic period through the Gothic era. \n\nARTD 1110 Art History Survey II. (3)* Spring \n\nThis course surveys the history of Western art and architecture from the \n\nearly Renaissance to the beginning of the 20 th century. \n\nARTD 1111 Modern and Contemporary Art History (3)* \n\nThis course surveys the development of Western art from the beginning \n\nof the 20 th through the early 21 st century. \n\nARTD 1151 Basic Drawing. (3)* Fall \nA course in drawing fundamentals, including line, value, \ncomposition, perspective, and chiaroscuro. A variety of drawing \nmedia will be explored. \n\n\n\n120 \n\n\n\nARTD 1152 2-D Design. (3) * Spring \n\nA study of the basic design elements and principles. Emphasis will be on \ncreative problem solving and development of unified designs. A study of \ncolor theory and relationships will be included. \n\nARTD 1153 3-D Design. (3) * Fall \n\nThis course will explore the fundamentals of three-dimensional form \nusing various materials such as wood, clay, plaster, paper, etc. \nCraftsmanship, creative thought, and transformation of ideas into \nform while becoming familiar with proper use of tools and equipment is \nalso emphasized. \n\nARTD 2201 Graphic Design I: Fundamentals. (3) Fall \nAn introduction to the fundamentals of graphic design, emphasizing \ntypography, and layout. Basic Macintosh computer skills will be \ncovered, including working with fonts, system basics, printers and \nservice bureaus, and understanding file formats. \n\nARTD 2211 Life Drawing. (3) Spring \n\nA course in the study of human anatomy and the expressive potential of \nthe human form. Drawing from the model, both nude and clothed, and \nfrom the skeleton using a variety of drawing media. \n\nPrerequisite: ARTD 1151 (Basic Drawing) or permission of instructor \n\nARTD 2222 Graphic Design II: Logos and concepts. (3) Spring \nA course exploring the development of graphic ideas through projects in \nadvertising, layout, corporate identity, magazine and poster design. \nStudents will be exposed to basic concepts of logo design. \nPrerequisite: ARTD 2201 \n\nARTD 2223 Photography I. (3) * Fall \n\nAn introductory course in photography in which both silver (film and \npaper) and digital (pixel and pigment) based materials are used. The \ncourse begins with the mechanics of the camera, exposure of film and \ndigital file, darkroom procedures of film and printing processes from the \nnegative as well as pigment printing and manipulation from digital files. \nStudents are required to have a digital camera with manual control of \nfocus, f-stops and shutter speeds. Cameras for film processing will be \nprovided. Film, photographic and pigment print paper and presentation \nmaterials are the responsibility of the student. \n\n\n\n121 \n\n\n\nARTD2224 Photography II . (3) Spring \n\nA course in documentary photography in which the student is assigned \n\nprojects to illustrate narrative issues relevant to contemporary social \n\nconcerns utilizing both silver and digital based materials. An \n\nintroduction to the history of documentary photography and the study of \n\nthe stylistic techniques of contemporary photojournalism will also be \n\nincluded. \n\nARTD 2227 Ceramics-Methods and Materials (3) * Fall \nThis course is an introduction to ceramic methods and techniques. It \nwill explore both wheelthrowing and hand building used in forming \nvessels and sculpture. This will include using the potter's wheel, slabs, \ncoils, textures to create form. Glazing, decoration and firing methods \nsuch as raku, pitfire and standard reduction will also be emphasized. \n\nARTD 2229 Ceramics-Wheelthrowing. (3) * Spring \nThis course is an introduction to basic wheelthrowing techniques, \nbeginning with centering and opening then progressing to pulling basic \ncylindrical forms, teapots and bottles. Glazing, decoration and firing \nmethods such as raku, pitfire, and standard reduction are also included. \n\nARTD 2271 Beginning Painting. (3) Fall \nAn introduction to painting with acrylics or oils. Projects will explore \nthe fundamentals of composition and modeling with color and light, as \nwell as abstraction and mixed media. \nPrerequisite: ARTD 1151 (Basic Drawing) or permission of instructor \n\nARTD 2272 Sculpture I. (3)* Spring \nThe projects in this class will address both traditional and \ncontemporary issues in sculpture such as figure modeling, carving, \nnarrative imagery, and environmental sculpture. \n\nARTD 2273 Printmaking I. (3) * Fall \nA course in the basics of intaglio and relief printmaking techniques, \nexposure to selected print and book arts media, and the development of \ncreative imagery. \n\nARTD 3101 Museum Studies I. (3) Fall \nIn addition to textbook study, students are actively engaged in the \nactivities of the Lamar Dodd Art Center: cataloguing the collection, \norganizing and hanging exhibitions, and overseeing the gallery's daily \nactivities. Students visit area museums not only to view their collections \nand special exhibitions, but also to learn from museum personnel about \nthe functioning of a museum. \n\n\n\n122 \n\n\n\nARTD 3102 Museum Studies II. (3) Spring \nThis course traces the history of museums, discusses contemporary \npractice in museums, and examines current issues in Museology. It \nexplores the museum's mission and its role in society through case \nstudies and exhibitions in a variety of museums: art, living history, \nhistory, children's, and ethnographic. \n\nARTD 3103 The Art of Greece and Rome. (3)* Spring \n\nThis course focuses on the art of Greece and Rome, emphasizing the \n\nhistorical and cultural context of the works studied. \n\nARTD 3105 Art of the Renaissance. (3)* Fall \n\nThis course focuses on the painting, sculpture, and architecture of the \n\nRenaissance, considering works in their historical and cultural context. \n\nARTD 3106 Art of the Seventeenth and Eighteenth Centuries in \n\nEurope and America. (3)* Spring \nThis course examines works of painting, sculpture, and architecture \ncreated in Western Europe and in the United States during the \nseventeenth and eighteenth centuries and explores the cultural and \nhistorical circumstances of their creation. \n\nARTD 3107 Art of the Nineteenth Century in Europe \n\nand America. (3)* Fall \nThis course focuses on the painting, sculpture, photography, and \ngraphics of the nineteenth century in Europe and America. \n\nARTD 3108 Art of the Non-Western World. (3)* Spring \n\nThis course treats the art of non-western cultures: South and Southeast \n\nAsia, China, Japan, Korea, Pre-Columbian America, Africa, and Oceania. \n\nARTD 3222 Digital Imaging. (3) Spring \n\nA course dealing with the art of computer technology, with emphasis on \nphotographic image manipulation. Emphasis will be placed on \ndeveloping creative personal imagery. \nPrerequisite: ARTD 2201 or permission of instructor \n\nARTD 3301 Advanced Graphic Design. (3) Fall \n\nThis course explores advanced design principles in applied surface \ndesign, and advanced topics in typography, layout and corporate \nidentity. The course is designed to assist students in developing a \nportfolio of their work. \nPrerequisites: ARTD 2201, ARTD 2222, ARTD 3222 \n\n\n\n123 \n\n\n\nARTD3311 Advanced Life Drawing. (3) Spring \nAdvanced work with the figure in projects exploring composition and \nsubjective expression. \nPrerequisite: ARTD2211 \n\nARTD 3323 Photography III. (3) Fall \n\nAdvanced work in image manipulation in which creative photographic \ntechniques are employed using both silver and digital/pigment based \nmaterials. Emphasis will be placed on expressive and technical \nelements that go into the making of a personal vision. Students may \nwork digitally or with film using a variety of formats. \nPrerequisite: ARTD 2223 \n\nARTD 3324 Photography IV. (3) Spring \nIndependent work in photographic concepts dealing with the student's \ninterest in documentary, commercial, or expressive photography using \neither silver or digital media. A portfolio of twenty to thirty prints with \na cohesive theme is required at the end of the semester. \nPrerequisite: ARTD 2224 \n\nARTD 3327 Intermediate Ceramics. (3) Fall \nThis course will emphasize ceramic design using hand building and/or \nwheelthrowing techniques. Projects are flexible in their construction \nmethod in order to accommodate different ability levels and interests. \nProjects with commercial potential such as lamp bases, teapots, covered \njars and tile, etc. will be explored. Glazing, decoration and firing methods \nsuch as raku, pitfire, and standard reduction are also emphasized. \nPrerequisite: ARTD 2227, 2229 or consent of instructor \n\nARTD 3329 Advanced Ceramics (3) Spring \nThis course is designed to allow the student to independently explore \nmethods and techniques covered in previous ceramic classes. \nPrerequisites: ARTD 2227, ARTD 2229, 3327 \n\nARTD 3341 Internship. (3-9) Fall, January, Spring \nA supervised experience in an off campus professional environment \nsuch as a photography studio, a surface or graphic design studio, or a \nmuseum or gallery administrative office. \n\n\n\n124 \n\n\n\nARTD 3351 - 3352 Studio Concentration. (3-6) Fall and Spring \n\nThis is an advanced intensive course in which art students bring into \nfocus their studio interest and produce a body of work in one or two \ndisciplines leading towards their exit exhibition their last semester. The \ncourse may include discussion and readings in contemporary art theory \nand criticism, field trips to conferences, museums and galleries, and the \ncreation of a personal artist's statement and vitae. Students will be \nexpected to produce a portfolio of their work that could be used to apply \nfor a job application and for graduate study. This course requires that the \nstudent receive permission from the studio professor/professors in which \nthey plan to concentrate. This course may be repeated for credit and a \nstudent may receive a maximum of 12 credit hours. \nPrerequisite: Consent of instructor/ instructors \n\nARTD 3371 Intermediate Painting. (3) Fall \nAdvanced work in either acrylics or oils. Projects will allow for the \ndevelopment of personal imagery, experimental approaches to the \nmedia, and other advanced concepts. \nPrerequisite: ARTD 2271 \n\nARTD 3372 Sculpture Methods II. (3) Spring \nThis course is designed to allow the student to independently explore \nideas, methods and techniques covered in previous sculpture classes. \nPrerequisite: ARTD 2272 \n\nARTD 3373 Printmaking II. (3) Fall \n\nA continuation of Art 2273 including advanced exploration of color \nprints and other selected print and book arts media. \nPrerequisite: ARTD 2273 \n\nARTD 3375 Advanced Painting. (3) Spring \nA further exploration of either oils or acrylics. Students develop a series \nof paintings that explore specific imagery, materials, or techniques. \nPrerequisite: consent of instructor \n\nARTD 3380 Special Topics. (3) On demand \nA special topics course designed to provide students with exposure to \ntopics in either studio work or art history/museum studies not covered in \nthe regular course offerings. \nPrerequisite: consent of instructor \n\nARTD 4495 Independent Studies. (3) On demand \nPrerequisite: consent of instructor \n\n* Denotes courses in Art and Design that may satisfy Fine Arts \nrequirements in Core Curriculum \n\n\n\n125 \n\n\n\nBIOLOGY \n\nLearning Objectives for the Major \n\nThe biology faculty works with their majors to help them develop an \nunderstanding and working knowledge of the life phenomenon at \nsubcellular through organismal levels. Within the major, a student may \nelect to emphasize human biology, field-oriented biology, or biochemical \nand microscopic aspects of life science. \n\nMethods of Accomplishing Objectives \n\nThe student is presumed to have accomplished the specific collection of \nobjectives by satisfactorily completing the courses which constitute his/her \nmajor. In addition to the Core Curriculum, all biology majors are required \nto successfully complete General Biology I and II (BIOL 1101 and 1 102) \nand General Biology I and II Laboratory (BIOL 1 101 L and BIOL 1 102 L) \nor Anatomy and Physiology I and II (BIOL 1 148 and 1 149); General \nChemistry I and II (CHEM 1101 and 1 102); one course in Mathematics \nchosen from MATH 1 1 14 (Statistics), MATH 2105 (Precalculus), or \nMATH 2221 (Calculus I); one course in the cellular-level biology \ncategory; and one course in the organismal-level biology category. \n\nThe department offers two degree tracks beyond these basic courses: the \nBachelor of Arts in Biology (B.A.) and the Bachelor of Science in Biology \n(B.S.). Additionally, the department offers a Minor in Biology. The \nrequirements for each of these are as follows: \n\nBachelor of Arts in Biology \n\nCore Curriculum \n\nBIOL 1 101, 1 101 L, 1 102, and 1 102 L or BIOL 1 148 and 1 149 \n\n(Core science requirement) \n\nCHEM 1101 and 1102 \n\nChoice of MATH 1 1 14, MATH 2105, or MATH 2221 \n\nChoice of one cellular-level biology course (BIOL 3321, 3322, \n\n3360, 3370, 3372, 3373, 3374, 3376) \n\nChoice of one organismal-level biology course (BIOL 3334, 3335, \n\n3336,3351,3353,3384) \n\n6 additional upper level biology courses (Biochemistry I, CHEM \n\n4421, may be chosen as one of these courses.) \n\nThis represents 42 semester hours of coursework in addition to the \nCore requirements. \n\n\n\n126 \n\n\n\nBachelor of Science in Biology \n\nCore Curriculum \n\nBIOL 1 101, 1 101 L, 1 102, and 1 102 L or BIOL 1 148 and 1 149 \n\n(Core science requirement) \n\nCHEM 1101 and 1102 \n\nChoice of MATH 1 1 14, MATH 2105, or MATH 2221 \n\nChoice of one cellular-level biology course (BIOL 3321, 3322, \n\n3360, 3370, 3372, 3373, 3374, 3376) \n\nChoice of one organismal-level biology course (BIOL 3334, \n\n3335,3336,3351,3353,3384) \n\nOrganic Chemistry I (CHEM 2201) and Organic Chemistry II \n\n(CHEM 2202) \n\nIntroductory Physics I (PHYS 1101) and Introductory Physics II \n\n(PHYS 1102) \n\n5 additional upper level biology courses (Biochemistry I, \n\nCHEM 4421, may be chosen as one of these courses.) \n\nThis represents 54 semester hours of coursework in addition to \nthe Core requirements. \n\nMinor in Biology \n\nBIOL 1101,1 101 L, 1 102, and 1 102 L or BIOL 1 148 and 1 149 \n\nChoice of one cellular-level biology course (BIOL 3321, 3322, \n\n3360, 3370, 3372, 3373, 3374, 3376) \n\nChoice of one organismal-level biology course (BIOL 3334, \n\n3335,3336,3351,3353,3384) \n\n2 additional upper level biology courses \n\nDeclaration of Major \n\nBefore declaring a major in biology, a student must successfully \ncomplete an introductory biology sequence (BIOL 1 101, BIOL 1 101L, \nBIOL 1 102 and BIOL 1 102L, or BIOL 1 148 and BIOL 1 149) and have \na GPA of 2.75 or better in all biology courses. \n\nAssessment of Learning Objectives \n\nThe student will demonstrate that he/she has accomplished the \nobjectives of the major by passing the departmental exit interview exam \nat the 70% level or higher. The Biology Department continues to use \nthe success of its graduates in the job market and in advanced study as a \ngauge of the applicability of its goals and the success of its students in \nattaining these goals. \n\n\n\n127 \n\n\n\nCareer Options \n\nGraduates of the College who have majored in biology typically pursue \ncareers in teaching, pharmacy, medicine, dentistry, veterinary medicine, \nor physical therapy. In addition, many graduates find employment in \nindustry - some in laboratories, some in management, and others in \nresearch and development. Most careers require further formal study in \ngraduate or professional schools. \n\nCourse Descriptions (BIOL) \n\nBIOL 1101 General Biology I. (3) Fall \n\nThis is the beginning Biology course for majors and non-majors. It is a \nprerequisite to all other biology courses except for Human Anatomy and \nPhysiology. General Biology deals with the phenomenon of life as is \nmanifested in all types of living organisms. The origin of life, chemistry \nof life, cellular and tissue organization, metabolism, cell division, \ngenetics, gene action, and functioning of the organ systems are among \ntopics covered in General Biology. \n\nPrerequisite: None \n\nCorequisite: BIOL 1101 L \n\nBIOL 1101 L General Biology I Laboratory. (1) Fall \n\nThis laboratory course is designed to complement and to provide \n\nexperiential learning for General Biology I. \n\nPrerequisite: None \n\nCorequisite: BIOL 1101 \n\nBIOL 1102 General Biology II. (3) Spring \nThis course is a continuation of General Biology I. \n\nPrerequisite: BIOL 1101 \n\nCorequisite: BIOL 1 102 L \n\nBIOL 1102 L General Biology II Laboratory. (1) Spring \nThis laboratory course is designed to complement and provide \nexperiential learning for General Biology II and is a continuation of \nGeneral Biology I Laboratory. \n\nPrerequisite: BIOL 1101 \n\nCorequisite: BIOL 1102 \n\nBIOL 1148 Human Anatomy and Physiology I. (4) Fall \nA study of the structure and function of the human body. Designed for \npre-nursing majors. \nPrerequisite: None \n\n\n\n128 \n\n\n\nBIOL 1149 Human Anatomy and Physiology II. (4) Spring \nA continuation of Human Anatomy and Physiology I. \nPrerequisite: BIOL 1 148 \n\nBIOL 3320 Medical Microbiology. (4) Spring \nA study of human disease caused by pathogenic microbes and \nhelminthes. Designed for pre-nursing majors. Laboratory activities \nfocus on bacteria as model organisms. \n\nPrerequisites: BIOL 1 148 and 1 149 (may be concurrent) or \npermission of instructor \n\nBIOL 3321 Microbiology. (4) Fall \n\nA study of the morphology, physiology, classification, ecology, and \neconomics of microbial forms, especially bacteria and fungi. \nPrerequisites: BIOL 1 101, 1 101 L, 1 102 and 1 102 L or \nBIOL 1148 and 1149 \n\nBIOL 3322 Immunology. (4) Spring (even years) \nA study of the fundamentals of immunology. Emphasis is placed on \ntissues of the immune system, control, and cellular interaction of the \nhealthy and diseased immune system. \n\nPrerequisites: BIOL 3360 or BIOL 3372 or BIOL 3374 or \npermission of instructor \n\nBIOL 3334 General Ecology. (4) Spring \nAn introduction to the basic principles and concepts of ecology with \nemphasis on environmental sampling, analysis and characterization. \nPrerequisites: BIOL 1 101, 1 101 L, 1 102, and 1 102 L or \nBIOL 1148 and 1149 \n\nBIOL 3335 General Zoology. (4) Fall (even years) \nA phylogenetic approach to the Animal kingdom following cladistic \nprinciples. Emphasis will be placed upon representative animal groups \nand the position of Animalia within the domains of life. Studies of local \nfaunae will be highlighted. \n\nPrerequisites: BIOL 1101,1 101 L, 1 102, and 1 102 L or \nBIOL 1148 and 1149 \n\n\n\n129 \n\n\n\nBIOL 3336 General Botany. (4) Fall (odd years) \n\nA phylogenetic survey of the kingdom Plantae. Cladistic principles will \n\nbe followed while discovering the position of plants among the other \n\nforms of life. Certain plant-like protists will also be covered in the \n\ncourse. Characteristics, contributions and life cycles of major groups \n\nwill be emphasized. Lab work will be strongly oriented toward the local \n\nflorae. \n\nPrerequisites: BIOL 1 101, 1 101 L, 1 102, and 1 102 L or \nBIOL 1148 and 1149 \n\nBIOL 3351 Vertebrate Embryology. (4) Spring (even years) \n\nA study of the embryological development of representative vertebrates, \n\nwith laboratory emphasis upon the chick and pig. \n\nPrerequisites: BIOL 1 101, 1 101 L, 1 102 and 1 102 L or \nBIOL 1148 and 1149 \n\nBIOL 3353 Fundamentals of Evolutionary Theory. (4) Fall \nA balanced survey of the present-day concepts of the processes and \nproducts of evolution with emphases on 1) contrasting models and their \nconsequences, 2) mass extinctions, 3) evolution of man, 4) methods of \nscience and pseudoscience, and 5) philosophical considerations. \nPrerequisites: BIOL 1 101, 1 101 L, 1 102 and 1 102 L or \nBIOL 1148 and 1149 \n\nBIOL 3360 Histology. (4) Fall (odd years) \nA study of the microscopic features of vertebrate cells, tissues, and \norgans. Lectures correlate cell structure with tissue or organ system \nfunction. Laboratory experiences include the microscopic identification \nof major tissues and organs at the cellular level. \n\nPrerequisites: BIOL 1 101, 1 101 L, 1 102, and 1 102 L or \nBIOL 1148 and 1149 \n\nBIOL 3370 Toxicology. (4) Fall (even years) \nAn introduction to the principles of toxicology and the cellular, \nphysiological, and ecological effects of toxicants, with an emphasis on \nthe environmental and physiological effects of toxicants relating to the \nnervous system, cardiovascular system, and respiratory system. \nPrerequisites: BIOL 1101,1 101 L, 1 102 and 1 102 L or \nBIOL 1148 and 1149 \n\n\n\n130 \n\n\n\nBIOL 3372 Molecular Biology. (4) Spring (odd years) \nThe study and application of molecular biology techniques that are \ncommonly used in many fields of science. Topics of study may include \nrecombinant DNA technology, DNA, RNA, and protein isolation, \npolymerase chain reaction, DNA and protein agarose gel \nelectrophoresis, growth and evaluation of bacterial cultures and \ncolonies, DNA sequencing, and evaluation of data using biocomputing \ntechniques. \n\nPrerequisites: CHEM 1 102, CHEM 1 102 L, and BIOL 3321 or \n\nBIOL 3322 or BIOL 3370 or BIOL 3373 or BIOL 3374 \nor permission of instructor \n\nBIOL 3373 Genetics. (4) Fall \n\nThis course includes topics in both classical and molecular genetics. \nTopics of study may include but are not limited to Mendelian and non- \nMendelian transmission of genes, sex-linked traits, chromosomal \ngenetics and genomes, DNA structure, replication, mutation and repair, \ngene expression and its regulation, recombinant DNA technology, \ncancer, and population genetics. The laboratory will evaluate wild type \nand mutant model organisms using classical and molecular genetic \napproaches. \n\nPrerequisites: BIOL 1 101, 1 101 L, 1 102 and 1 102 L or \nBIOL 1148 and 1149 \n\nBIOL 3374 Cell Biology. (4) Spring (odd years) \nAn advanced study of the structure and functions of the eukaryotic cell. \nEmphasis will be on the role of cellular membranes and proteins as they \nrelate to cellular activities such as intracellular communication, \nsecretion, and recognition. \n\nPrerequisites: BIOL 1101,1 101 L, 1 102, and 1 102 L or \nBIOL 1148 and 1149 \n\nBIOL 3376 Virology. (4) Fall (even years) \n\nThis introduction to virology will focus on animal viruses that are \n\nimportant for basic science and human and animal diseases. The topics \n\nin this course may include viral taxonomy, structure, entry/exit, \n\nreplication, quantitation, genetics, pathogenesis, and virus-host \n\ninteraction. The laboratory will study nonpathogenic model viral \n\nsystems. \n\nPrerequisites: BIOL 3321 or BIOL 3322 or BIOL 3370 or BIOL \n\n3372 or BIOL 3373 or BIOL 3374 or permission of \n\ninstructor \n\n\n\n131 \n\n\n\nBIOL 3384 Neurobiology. (4) Fall (odd years) \n\nAn integrated study of the human nervous system correlating \n\nneuroanatomy and neurophysiology with fundamentals of clinical \n\nneurology. \n\nPrerequisites: BIOL 1 101, 1 101 L, 1 102, and 1 102 L or \nBIOL 1148 and 1149 \n\nBIOL 4495 Independent Study / Internship. (1-4) On demand \nAlthough not required as part of the biology major, this course provides \nan opportunity for students, on an individual basis, to pursue in-depth \nstudy of a particular biology topic or to gain added experience and \ninsight through internship in off-campus settings. \n\nPrerequisites: Consent of the instructor, the department chair, and the \nAcademic Dean \n\n\n\n\n132 \n\n\n\nBUSINESS and ACCOUNTANCY \n\nIntroduction \n\nThe Business and Accountancy Departments of LaGrange College are \ncommitted to academic excellence through degree programs designed to \nprepare students for a wide variety of careers in business. The liberal \narts education that students receive at LaGrange College provides the \nfoundation for critical thinking, communication, and the leadership \nskills needed for a successful professional career. The departments seek \nto enhance the College's liberal arts curriculum by offering coursework \nand internship opportunities that give students a fundamental \nunderstanding of business and provide them with the knowledge and \nskills needed for effective decision making in a dynamic, global, and \ntechnologically oriented environment. \n\nMission Statement \n\n We are dedicated to the development of our students' abilities to \nthink critically and creatively and to the enhancement of their \ncommunication skills. \n\n We seek to integrate and extend liberal arts-based values through \ndiscussion, discovery, and reflection based on contemporary \nbusiness content. \n\n We seek to provide a safe, caring and ethical place for all our \nstudents to grow and mature. \n\nLearning Objectives of Programs \n\nUpon completion of a degree from the Business or Accountancy \nDepartments, a student should be able to: \n\n Demonstrate general knowledge and comprehension of business \nconcepts and the ability to integrate this knowledge. \n\n Synthesize and make connections among different ideas, as well as \ndemonstrate the ability to think creatively and critically, and to \nformulate logical arguments. \n\n Show an intrinsic desire to learn and a curiosity about the world and \nabout business by actively participating in class, group work, and \nindividual research. \n\n Formulate and defend ethical judgments and develop an \nunderstanding of individual moral responsibility, particularly in a \ngroup or corporate setting. \n\n133 \n\n\n\n Communicate in a professional manner, both orally and in writing, \nusing technology appropriately. \n\n Work in teams and demonstrate an understanding of interpersonal \nrelations, and the leadership and followership processes. \n\n Accept and embrace risk and uncertainty in the business environment. \n\nAssessment of Learning Outcomes \n\nLearning outcomes are assessed using the following methods: \n\n Departmental Assessment Program \n\n Senior Exit Interviews \n\n Alumni Surveys \n\n Internship Supervisor Evaluations \n\n Competitive Scholarships Received \n\n Professional Exam Pass Rates \n\n Graduate School Attendance \n\n Leadership Roles Held \n\n SIR II Course Evaluations \n\n Community Service Participation \n\n Advisory Council Feedback \n\nPrograms \n\nThe following programs are available: \n\n Bachelor of Science (B.S.) in Accountancy \n\n Bachelor of Science (B.S.) in Business Management \n\n Minor in Accountancy \n\n Minor in Business Management \n\n Bachelor of Arts (B.A.) in Business Administration (See separate \nLaGrange Evening College Bulletin) \n\nThe Bachelors programs are accredited nationally by the Association of \nCollegiate Business Schools and Programs (ACBSP). The Albany \nprograms in Organizational Leadership are not included in this \naccreditation. \n\n\n\n134 \n\n\n\nAccountancy and Business Majors \n\nBusiness majors (B.S. in Accountancy and B.S. in Business \nManagement) should note that the applicable requirements for the \nmajor, including required courses, are those in effect when they declare \ntheir major, not those in effect at the time of their matriculation. \n\nIn addition to the course requirements, students pursuing a Bachelor's \ndegree offered by the Business Department must participate in a \ncomprehensive Departmental Assessment Program (DAP), as well as an \nexit interview with department faculty or Advisory Council members. \n\nProgram Requirements for the B.S. in \nAccountancy \n\nThe B.S. in Accountancy gives students the accounting foundation \nneeded for effective decision making in an organization. Today's \naccountants must be able to communicate, synthesize and innovate. \nThey not only provide the information upon which the business world \ndepends, but also make crucial decisions and act as trusted advisors. \nThe Accountancy major builds upon the liberal arts skill base to give \nstudents the business and accounting knowledge they need. Students \nplanning to work in the accounting function will receive the necessary \nskills and knowledge to pursue the CMA and CFM professional \ndesignations and be prepared for the fifth year of study for the CPA. \n\nTo declare a major in Accountancy the student must meet the following \ncriteria: \n\n1. Have an overall GPA of 2.75/4.00 or better. \n\n2. Complete MGMT 2200, ACCT 221 1, and ECON 2200 with a grade \nof 'C or better. \n\n3. Normally, a student desiring to major in Accountancy will complete \nACCT 221 1 with a grade of 'B' or better. \n\nStudents who have a GPA at or above 2.5 but less than 2.75 may \npetition the department faculty to be admitted on a probationary basis to \nthe major. Petitioners will be evaluated utilizing a departmental \nscreening process. \n\nTo remain a major in Accountancy in good standing, the student must \nmeet the following criteria: \n\n\n\n135 \n\n\n\n1 . Complete all other major requirements with a grade of 'C or better. \n\n2. Maintain an overall and major GPA of at least 2.50/4.00. \n\nAny accountancy major whose overall GPA or major GPA falls below a \n2.50/4.00 will be placed on probation and has one semester in which to \nremove the probationary status. Exceptions to the above criteria may be \nmade at the discretion of the departmental faculty. \n\nStudents pursuing a Bachelor of Science degree in Accountancy must \ncomplete their course work as follows: \n\nMatriculation in the Major \n\n46 hours \n33 hours \n27 hours \n09 hours \n05 hours \n\n\n\nCore Requirements \nCommon Business Core \nAccountancy Core \nInterim \n\nGeneral Elective \nTotal \n\n\n\n120 hours \nThe required courses in the Accountancy major are: \n\n\n\nACCT2211 \nACCT3311 \nACCT4415 \nACCT 4440 \nFNCE 3353 \nMGMT3312 \nMGMT 3372 \n\n\n\nACCT 3301 \nACCT 4401 \nACCT 4420 \nACCT 4454 \nMATH 1114 \nMGMT 3351 \nMRKT 3380 \n\n\n\nACCT 3302 \nACCT 4410 \nACCT 4430 \nECON 2200 \nMGMT 2200 \nMGMT 3370 \n\n\n\nStudents planning to pursue licensure as a Certified Public Accountant \n(CPA) are required by Georgia law to complete 150 semester credit \nhours. The Accountancy Program Director will assist students in \ndetermining how they should acquire the final 30 semester hours \nneeded. Students are eligible to sit for the uniform CPA examination \nupon graduation with the B.S. in Accountancy degree. \n\n\n\n136 \n\n\n\nInternship Program \n\nAccountancy majors may have the opportunity to participate in an \nextended internship during the interim and spring semesters of their \nsenior year. Internships typically run from the beginning of January until \nthe end of March. Students may receive up to 9 hours of academic credit \nfor this internship experience. Upon returning to campus at the end of \nMarch, students would be expected to take two or three intensive \ncourses during the remaining weeks of the semester. \n\nProgram Requirements for the B.S. in Business \nManagement \n\nThe B.S. in Business Management degree program is designed to help \nstudents develop ideals that are ethically sound and socially desirable, \ncultivate an awareness of the social, political, and economic \ndevelopments to which businesses must adapt, develop sound judgment \nand effective communication skills, and develop individual interests and \ntalents. Coursework provides both the theoretical and practical \nfoundation needed for those entering businesses, as well as government \nand not-for-profit organizations. \n\nThere are two concentrations in the Business Management major: \nMarket Research and International Economics. \n\nTo declare a major in Business Management the student must meet the \nfollowing criteria: \n\n1. Have a GPA of 2.75/4.00 or better. \n\n2. Complete MGMT 2200, ACCT 221 1, and ECON 2200 with a grade \nof 'C or better. \n\n3. Normally, a student desiring to major in International Economics \nwill complete ECON 2200 with a grade of 'B' or better. \n\nStudent who have a GPA at or above 2.5 but less than 2.75 may petition \nthe departmental faculty to be admitted on a probationary basis to the \nmajor. Petitioners will be evaluated utilizing a departmental screening \nprocess. \n\nTo remain a major in Business in good standing, the student must meet \nthe following criteria: \n\n1. Complete all other major requirements with a grade of 'C or better. \n\n2. Maintain an overall and major GPA of at least 2.50/4.00. \n\n\n\n137 \n\n\n\nAny Business major whose overall or major GPA falls below a \n2.50/4.00 will be placed on probation and has one semester in which to \nremove the probationary status. Exceptions to the above criteria may be \nmade at the discretion of the departmental faculty. \n\nStudents pursuing a Bachelor of Science degree in Business \nManagement must complete 48 semester credit hours of major \ncoursework (above the general education requirements of 46 hours). \nStudents will complete the total required 120 hours follows: \n\nMatriculation in the Major \n\nCore Requirements 46 hours \n\nCommon Business Core 36 hours \n\nConcentration Core 09 hours \n\nConcentration Directed Electives 12 hours* \n\nInterim 09 hours \n\nGeneral Elective 08 hours \n\nTotal 120 hours \n\nThe required courses in the Common Business Core include the \nfollowing: \n\nACCT 22 1 1 ACCT 3311 ECON 2200 \n\nFNCE 3353 MATH 1 1 14 MGMT 2200 \n\nMGMT 3312 MGMT 335 1 MGMT 3370 \n\nMGMT 3372 MGMT 3393 MRKT 3380 \n\n*Please note that students choosing the concentration in \"international \neconomics\" must take MGMT 4420 as one of their directed elective \ncourses. \n\nStudents choosing not to major in Accountancy will have two options: a \nfive-course, in-depth study in either \"market research \" or \"international \neconomics. \" The student would begin the concentration with one course \nin the second semester of the junior year and complete the sequence at \nthe end of the senior year. Both concentrations, while in different sub- \ndisciplines, will share common learning goals such as integration, \ncreative application, ethics, and skills development in research and \ncommunication [writing and oral delivery]. \n\nStudents must meet with their advisor before October 15 of their junior \nyear in order to enroll in their chosen concentration. \n\n\n\n138 \n\n\n\nMarket Research Concentration \n\nStudents choosing the Market Research concentration must complete: \n\nCapstone I: Business Modeling (MGMT4410) \n\n Decision making/problem solving process \n\n Creativity in problem solving \n\n Visual modeling \n\n Quantitative modeling \n\n Simulation \n\n Decision analysis \n\n Communication \n\nCapstone II: Business Intelligence (MGMT 4420) \n\n Decision making/problem solving process \n\n Database structure \n\n Data warehousing/On-line Analytical Processing (OLAP) \n\n Data Mining \n\n Converting data into information \n\n Communication \n\nCapstone III: Applied Business Analysis (MGMT 4430) \n\n Decision support Systems \n\n Financial/quantitative \n\n Data-based \n\n Forecasting \n\n Risk  Benefit Analysis \n\n Group dynamics \n\n Policy implications \n\n Communication \n\n\n\n139 \n\n\n\nInternational Economics Concentration \n\n\n\nStudents choosing the International Economics concentration must complete: \n\nCapstone I: International Economic Environment (ECON 4410) \n\n Macro economics  U.S. and globally \n\n Trading patterns and economic geography \n\n Capital markets and currency exchange \n\n Economic and political risk \n\n Appropriate electives: \nPHIL 1410 Introduction to Philosophy \nPHIL 2410 Moral Philosophy \nPOLS 2210 Comparative Politics \nPOLS 2220 International Politics \nPOLS 3321 International Political Economy \nLAST 3210 Latin American Politics \nAny intermediate/advanced foreign language course \n\nCapstone II: Managing Across International Borders (ECON 4420) \n\nEvolution of the global enterprise \nCultural Understanding \nIntercultural communication \nCultural divergence and convergence \nThe international manager \nAppropriate electives: \n\n LAST 1 104 Intro, to Latin American Culture \n\n PS YC 3321 Social Psychology \n\n HUSV 3308 Cultural and Social Anthropology \n\n RLGN 3220 History of Christian Political Thought \n\n RLGN 3340 Sociology of Religion \n\n MGMT 4401 Entrepreneurship \n\n Any intermediate/advanced foreign language course \n\nCapstone III: Special Topics in International Economics (ECON \n4440) \n\nThe class will explore international topics in depth through independent \nresearch, group discussion and debate, oral presentations and written \nreports. Chosen topics are likely to vary from year to year. \n\n Sample topics: \nComparative Value Systems and Ethical Behavior \nIncome and Wealth Distribution \nOutsourcing \nSustainability \nDoha Round \nKyoto Protocol \n\n140 \n\n\n\nAccountancy, Business and International \neconomics Minors \n\nProgram Requirements for the Minor in \nAccountancy \n\nThe department offers a Minor in Accountancy. With the accountancy \nminor, students will develop a deeper understanding of financial \nreporting and the use of financial information. \n\nA minor in Accountancy consists of the following 12 hours of \ncoursework above ACCT 221 1: \n\n ACCT 3301 \n\n ACCT 3302 \n\n ACCT 33 11 \n\n ACCT 4410 or ACCT 4415 or ACCT 4440 \n\nTo declare a minor in Accountancy the student must meet the following \ncriteria: \n\n1 . Have a GPA of 2.75/4.00 or better. \n\n2. Complete MGMT 2200, ACCT 22 1 1 and ECON 2200 with a \ngrade of C or better. \n\nThe remaining courses in the minor must be completed with a grade of \n'C or better. Students must take at least four of the minor courses at \nLaGrange College. \n\nProgram Requirements for the Minor in \nBusiness Management \n\nA Minor in Business Management is available to any LaGrange \nCollege student, regardless of major. Courses cover the basic functional \nareas of business. The minor is designed to help students develop the \nability to recognize and solve business and organizational problems and \nunderstand the role of business in the community, nation, and the world. \nSuch exposure should enhance the student's employment opportunities. \n\nA Minor in Business Management consists of the following 15 hours of \ncoursework: \n\n ACCT 22 11 \n\n ECON 2200 \n\n MRKT 3380 \n\n MGMT 2200 \n\n MGMT 3370 \n\n141 \n\n\n\nTo declare a minor in Business, the student must meet the following \ncriteria: \n\n1 . Have a GPA of 2.75/4.00 or better. \n\n2. Complete courses in the minor with a grade of 'C or better. \n\n3. Students must take at least four of the minor courses at LaGrange \nCollege. \n\nProgram Requirements for the Minor in \nINTERNATIONAL ECONOMICS \n\nA Minor in International Economics is available to any LaGrange \nCollege student, regardless of major. The required courses ranges from \nan introductory course in economics covering basic micro and macro \nconcepts to a three-course series providing the student with an \nunderstanding of the economic environment in which international \nbusiness operate, the added complexity of managing across international \nborders, and the opportunity to pursue independent research culminating \nin a Senior Paper. The course work requires a great deal of reading and \nwriting. \n\nA Minor in International Economics consists of the following 15 hours \nof coursework: \n\n MGMT 2200 \n\n ECON 2200 \n\n ECON4410 \n\n ECON 4420 \n\n ECON 4440 \n\nTo declare a minor in International Economics, the student must meet \nthe following criteria: \n\n1. Have a GPA of 2.75/4.00 or better. \n\n2. Complete courses in the minor with a grade of 'C or better. \n\n3. Only ECON 2200 may be transferred into the minor; all other \ncourses in the minor must be completed at LaGrange College. \n\n\n\n142 \n\n\n\nCourse Descriptions \n\nNote that most courses have prerequisites and, generally, 2200-level \ncourses are introductory. Prerequisites are shown after the course \ndescription. \n\nAll major and minor courses must be completed with a grade of 'C or \nbetter. \n\nTo take any course other than MGMT 2200, ACCT 2211 or ECON \n2200, students must have a GPA of at least 2.5/4.0. \n\nAccountancy (ACCT) \n\nACCT 2211 Principles of Financial Accounting. (3) \n\nFall and Spring \nThis is a foundation level accounting course which introduces the \nterminology, principles, and practices of financial accounting for \ncorporations. The course's major focus is the accounting cycle and \npreparation of financial statements. \n\nPrerequisites: ENGL 1 101, MATH 1 101 \n\nACCT 3301 Intermediate Financial Accounting I. (3) Spring \nThis course focuses on the decision-making implications of information \nprovided to external stakeholders including investors, creditors, customers, \nand regulators, and regulation theory and practice as applied to \naccountancy. Topics include regulation of accountancy procedures for \nexternal reporting, current problems in reporting financial position, income \ndetermination, and an integration of current professional pronouncements. \nPrerequisite: ACCT 221 1 \n\nACCT 3302 Intermediate Financial Accounting II. (3) Fall \nContinuation of Intermediate Financial Accounting I. \nPrerequisite: ACCT 3301 \n\nACCT 3311 Principles of Managerial Accounting. (3) Fall \nA study of the uses of accounting for planning and control, including \nanalysis and interpretation of data, and use of cost information for business \npolicy implementation. Active learning projects will be emphasized. \nPrerequisite: ACCT 22 11 \n\nACCT 3354 Financial Statement Analysis. (3) Spring \nThis course focuses on the structure and analysis of financial statements \nprepared in accordance with US GAAP, providing students with a \nframework for using financial statement data in a variety of valuation and \nbusiness analysis contexts. \nPrerequisite: ACCT 3301 \n\n143 \n\n\n\nACCT 4401 Auditing and Accounting Ethics and Liability. \n\n(3) Fall \nThis course focuses on the legal and ethical environment in which the \naccounting professional practices and in which financial statements are \nprepared and presented. Students will consider the conflict between \nprofit motive and accurate and complete financial reporting, examining \nthe participation in the financial reporting process by internal \naccountants, internal auditors, other business managers, and the \nindependent auditors engaged to attest to the accuracy and completeness \nof management's financial statements. These conflicts will be discussed \nin relation to the business's responsibility to employees, investors, and \nother stakeholders. Traditional auditing practices will also be studied to \ndetermine the efficiency and the effectiveness of such methods. \nPrerequisite: ACCT 3301 \n\nACCT 4410 Federal Income Taxation. (3) Spring \nThis course introduces students to U.S. Federal income tax concepts and \nprinciples and the application of such concepts to business operating, \ninvesting, and financing activities. Ethical and legal issues confronting \ntax practitioners are discussed throughout the course. Students engage \nin tax research utilizing professional databases and gain expertise in \ntechnical writing. \nPrerequisite: ACCT 221 1 \n\nACCT 4415 Cost Accounting. (3) Fall \n\nThis course focuses on the decision making implications of information \nprovided to organization managers. Concepts from economics, statistics, \nand psychology emphasize the use of quantitative techniques to manage \nuncertainty and risk. Topics include planning and control techniques, \nconstruction of static and flexible budgeting, and product costing \nmechanisms. \nPrerequisite: ACCT 331 1 \n\nACCT 4420 Advanced Federal Income Taxation. (3) Fall \nThis course examines continues the study of Federal Income Taxation \nfrom ACCT 4410 and addresses more advanced federal taxation \nissues. Topics that will be covered include the taxation of entities and \ntheir owners, including the taxation implications of formations, \ndistributions, reorganizations, liquidations and other business \ntransactions. Return preparation, planning, research, and compliance \nissues are also integrated throughout the course. \nPrerequisite: ACCT 4410 \n\n\n\n144 \n\n\n\nACCT 4430 Advanced Accounting. (3) Spring \nThis is an intensive course that integrates the disciplines of accounting, \nfinance, and taxation with respect to selected complex business \ntransactions. Topics will include: business combinations, goodwill, \ninventory costing, property exchanges and advanced stockholders' \nequity transactions. \nPrerequisite: ACCT 3302 \n\nACCT 4440 Accounting Information Systems. (3) Spring \nThis course is an introduction to the systems, procedures, and processes \nmanagement employs to control operating activities and information \nreporting systems. \nPrerequisite: ACCT 2211 \n\nACCT 4454 Financial Statement Analysis. (3) Spring \nThis course focuses on the structure and analysis of financial statements \nprepared in accordance with US GAAP, providing students with a \nframework for using financial statement data in a variety of valuation \nand business analysis contexts. \nPrerequisite: ACCT 3301 \n\nACCT 4460 Internship in Accounting. (1-6) On demand \nThis course represents a unique opportunity for a qualified student to \nexpand his/her understanding of the practical applications of accounting \nconcepts by entering into a specific \"help rendered learning \naccomplishment\" contract with a cooperating area enterprise. The \ncontract will specifically identify the student's obligations and duties, \nthe nature and extent of the host enterprise's commitment to assist the \nstudent in further extending his/her knowledge of enterprise operations, \nand the basis on which the student's learning accomplishments will be \nmeasured. No more than 12 credit hours may be applied toward the student's \ngraduation requirements. \nPrerequisites: Accountancy major with demonstrated superior \n\ncapabilities and prior approval of the contract by \n\nthe department faculty \n\nACCT 4480 Special Topics in Accounting. (3) On demand \nA series of special topic courses will provide students with exposure to \nissues and concepts not covered in their regular course work. Most \ntopics will include work with \"real-world\" organizations. \nPrerequisites: ACCT 221 1 and consent of instructor \n\n\n\n145 \n\n\n\nACCT 4488 Research and Current Topics in Accounting. \n\n(3) Spring \nThis course provides a conceptual understanding of the accounting \nprocess and the background skills to do research in the authoritative \naccounting literature. Students will gain proficiency using FARS. \nCurrent topics in accounting will be researched and discussed. Technical \nwriting abilities will be stressed. \nPrerequisite: ACCT 3301 \n\nEconomics (ECON) \n\nECON 2200 Principles of Economics. (3) Fall and Spring \nAn introduction to the science of economics and its analytical tools. \nThis course is devoted to providing the student with a thorough \nunderstanding of the basic principles of a) microeconomics: the study of \nthe economic behavior of individual households and firms and the \ndetermination of factor prices, and b) macroeconomics: the study of the \ndetermination of the aggregate levels of income, output, employment \nand prices and the examination of fiscal and monetary policy. \nPrerequisites: ENGL 1101, MATH 1101 \n\nECON 3310 Managerial Economics. (3) On demand \n\nFocuses on the use of microeconomic principles using mathematical and \n\nstatistical tools to make/analyze business decisions. \n\nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1, MATH 1 1 14 \n\nECON 4410 International Economic Environment. (3) Spring \nA comprehensive study of the economic forces affecting global \ncommerce, including economic geography, trading patterns, capital \nflows  FDI and portfolio investments  and economic and political \nrisk factors. The course is designed to provide the student with an \nunderstanding of the macro-economic environment in which \ninternational businesses operate. \n\nPrerequisite: Management major with Junior standing \n\nECON 4420 Managing Across International Borders. (3) Fall \nA study of the socioeconomic complexity in which international \nmanagers live and work. The course will seek to help students of \ninternational management grasp some of the essentials of doing business \nin a global economy  the opportunities and threats inherent in a cross- \ncultural environment and their impact on both the individual manager, \nthe transaction, and the business organization. \nPrerequisite: ECON 4410 \n\n\n\n146 \n\n\n\nECON 4440 Special Topics in International Economics. (3) Spring \nThis class will explore 3-4 international topics in depth through \nindependent research, group discussion and debate, oral presentations \nand written reports. Chosen topics are likely to vary from year to year. \nPrerequisites: ECON 4420 \n\nFinance (FNCE) \n\nFNCE 3353 Corporate Finance. (3) Spring \nThis course focuses on various methods used by corporate managers to \nevaluate alternative investment opportunities, including discounted \npayback, internal rate of return, discounted cash flow and economic \nvalue added analysis. Additionally, the course focuses on the methods \nused to finance corporate investments in assets, including capital \nstructure, cost of capital, and the impact of leverage. \nPrerequisite: ACCT 221 1 \n\nFNCE 3354 Business Performance Analysis. (3) On demand \nA comprehensive survey of the basic tools and models used in \ncontemporary financial statement analysis. \nPrerequisite: ACCT 221 1 \n\nFNCE 3357 Investments. (3) On demand \nThis course provides students with an introduction to the tools for \nanalyzing the potential returns and risks of individual securities and how \nto combine them efficiently into portfolios. The subject matter will be \npresented primarily from the viewpoint of the individual investor. The \ncourse will also examine the market equilibrium pricing of capital \nassets, risk-adjusted evaluations of portfolio performance, the efficiency \nof the capital allocation process in security markets, the formulation of \ninvestment policies and strategies, and other investment-related topics. \nPrerequisites: ECON 2200, FNCE 3353 \n\nManagement (MGMT) \n\nMGMT 1101 Contemporary Business Issues. (3) On demand \nStudents will experience an introduction to current business topics using \nactive learning and ethical reasoning skills. Students will be exposed to \na variety of situations and cases that will encourage thinking like a \nbusiness person. \n\n\n\n147 \n\n\n\nMGMT 2200 Foundations in Business. (3) Fall and Spring \nThis course will serve as an integrative introduction to the functional \nareas of business. Projects based on current business dilemmas will \nemphasize the need for constant research and innovation required to \naddress problems students will encounter in the business world. \nPotential decisions will be evaluated in the context of reducing risk and \nmaximizing returns to a variety of stakeholders. Creative and critical \nthinking, problem solving, and ethical decision making will be stressed. \nSuggested Prerequisites: ENGL 1101, MATH 1101 \n\nMGMT 3312 Business Communication. (3) Fall and Spring \nThis course provides an opportunity for students to practice all forms of \nbusiness communication including: written documents and reports, oral \npresentations, phone, e-mail, meetings, etc. Particular consideration will \nbe given to audience analysis, appropriate medium, cultural and gender \nissues, feedback, and biases affecting communication. \nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1 \n\nMGMT 3351 Legal and Ethical Environment of Business. (3) Fall \nThis course addresses the legal and ethical implications of business \ndecisions. Topics may include business formation, employment \ndiscrimination, contracts, workplace safety, business torts, and antitrust \nissues. Cost-benefit analysis will be used as a tool to evaluate business \ndecisions in light of existing legal rules and social responsibility. \nEthical decision making will be stressed in every part of the course. \nStudents will further develop the mindset necessary to make decisions in \nan ethical manner. \n\nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1 \n\nMGMT 3370 Management and Organizational Behavior. (3) \n\nFall and Spring \nA study of the science and art of management with special emphasis on \nmotivating and leading individuals in an organization. \nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1 \n\nMGMT 3372 Operations Management. (3) Fall \nA study of the application of the science of management in the \noperations management environment. Primary emphasis placed on the \ntheories, principles, and tools that improve the efficiency and \neffectiveness of the operations manager. \nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1 \n\n\n\n148 \n\n\n\nMGMT 3374 Interpersonal Relations in Organizations. (3) \n\nOn demand \nA study of human interaction in the organization context. Topics to be \ncovered include self-concept, frames of reference, values and attitudes, \nbarriers and breakdowns in communications. \nPrerequisite: MGMT 3370 or consent of instructor \n\nMGMT 3376 Managing Human Resources. (3) On demand \nThe study of the basic principles and functions of effective personnel \nadministration and human resource management. Extensive use is made \nof the case method of study. Students gain experience looking at \npersonnel problems, individually and as members of groups. \nPrerequisite: MGMT 3370 or consent of instructor \n\nMGMT 3377 Career Management. (3) On demand \nThis course is designed to help guide students through the process of \npreparing for a career. Topics to be covered include experiences and \nactivities that enhance employability, resume preparation, cover, and \nthank you letter development, identifying skills needed for a job, \nquestion and answer preparation, and effective interviewing techniques. \nPrerequisite: declared business or accountancy major \n\nMGMT 3385 Management Information Systems. (3) On demand \nThis course is designed for future managers who need to understand and \ncritically evaluate the role and potential contribution of information \ntechnology for their organizations, and understand and effectively apply \nvarious computerized support systems to make better decisions. \nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1 \n\nMGMT 3388 Research Methods. (3) On demand \nFocuses on the survey research process and the analysis of data. Covers \ntopics such as problem definition, research design, sampling techniques, \nquestionnaire development, data collection methods and data analysis. \nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1, MATH 1 1 14 \n\nMGMT 3393 Cultural Aspects of International Business. (3) \n\nSpring \n\nThis course explores Hofstede's Dimensions of Culture and examines \ncultural identities as expressed through business practice, with the \nobjective to understand the impact of cultural intelligence in the global \narena. Students will analyze real world case studies to develop strategies \nfor effective global management. \nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1 \n\n\n\n149 \n\n\n\nMGMT 4401 Entrepreneurship. (3) On demand \nA study of the application of the science of management to the \ndevelopment and management of the small business enterprise. \nOpportunities, characteristics, and problems with the small business will \nbe evaluated. Students will be required to develop a business plan for a \nsmall business and when possible students will be given an opportunity \nto work on special projects with small businesses in the community. \nThe class requires active participation by students in and out of \nthe classroom. \n\nPrerequisites: ACCT or FNCE 3354, MGMT 3370, MRKT 3380 \n\nMGMT 4410 Business Modeling. (3) Spring \nA look at managerial problem solving from a modeling perspective. \nProblems are represented both visually and mathematically so that \nappropriate analysis can be performed. Analytical tools including \nmanagement science methods, optimization, and simulation will be \ncovered. Interpretation of analyses in the form of business \ncommunication will be emphasized. \nPrerequisite: MGMT 3372 \n\nMGMT 4420 Business Intelligence. (3) Fall \nThis course is designed for future managers who need to understand \nhow organizational data can be converted to actionable information \nthrough the use of data warehouse, data mining, and data visualization \ntechnologies. The design of information system and database structures \nrequired to implement business intelligence systems will be covered. \nPrerequisite: MGMT 4410 \n\nMGMT 4430 Applied Business Analysis. (3) Spring \nA comprehensive look at the application of various business analysis \ntechniques in all functional areas of a business. A simulated \nenvironment will provide students an opportunity to create various \ndecision support and forecasting systems and use the resulting output to \nmanage a large enterprise. Risk-benefit and stakeholder analysis will be \nused to analyze policy implications of proposed decisions. \nPrerequisite: MGMT 4420 \n\n\n\n150 \n\n\n\nMGMT 4440 Management Simulation. (3) On demand \nThis is the capstone course for majors in business. It incorporates the \nuse of a computer-based simulation in an effort to integrate all of the \nfunctional areas of business into one comprehensive course. Students \nare required to work in groups as managers of a simulated company and \nmake the necessary marketing, finance, economic, accounting, and \nmanagement decisions to run their company effectively. The student's \ngrades are a function of individual and group performance. \n\nPrerequisites: Senior standing, completion of all course requirements \nin major, or consent of instructor \n\nMGMT 4460 Internship in Business. (1-3) On demand \nThis course represents a unique opportunity for a qualified student to \nexpand his/her understanding of the practical applications of enterprise \noperations by entering into a specific \"help rendered learning \naccomplishment\" contract with a cooperating area enterprise. The \ncontract will specifically identify the student's obligations and duties, \nthe nature and extent of the host enterprise's commitment to assist the \nstudent in further extending his/her knowledge of enterprise operations, \nand the basis on which the student's learning accomplishments will be \nmeasured. No more than 6 credit hours may be applied toward the student's \ngraduation requirements. \n. Prerequisites: Business major with demonstrated superior \n\ncapabilities and prior approval of the internship \n\ncontract by department faculty. \n\nMGMT 4483 Special Topics in Management. (3) On demand \nA series of special topic courses providing students with exposure to \nissues and concepts not covered in their regular course work. \nPrerequisites: Senior standing and consent of instructor \n\nMarketing (MRKT) \n\nMRKT 3380 Principles of Marketing. (3) Fall and Spring \nThis course is an introduction to the principles of marketing \nmanagement and the role of marketing in a contemporary society, in \nbusiness enterprises, and in a non-profit organization. Considers the \nplanning, operation and evaluation of marketing and promotional efforts \nnecessary to the effective marketing of consumer and industrial \nofferings. During the course the students will be tasked with the \nassignment of developing and presenting a marketing plan for a local \nbusiness. \n\nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1 \n\n\n\n151 \n\n\n\nMRKT 3381 Advanced Marketing. (3) On demand \nProvides training in marketing decision making. Uses case studies \nsimulating actual business settings to help students develop analytical \nabilities and sharpen their communication skills. Covers topics that \nrange from techniques used to analyze a market to the development of a \ntotal marketing strategy. \nPrerequisite: MRKT 3380 \n\nMRKT 4484 Special Topics in Marketing. (3) On demand \nA series of special topic courses providing students with exposure to \nissues and concepts not covered in their regular course work. \nPrerequisites: Senior standing, MRKT 3380, and consent of instructor \n\n\n\n\n152 \n\n\n\nCHEMISTRY \n\nIntroduction \n\nChemistry is often referred to as the central science, because chemical \nconcepts are used throughout the other sciences. Therefore, in addition \nto being a major in its own right, the study of chemistry is a part of \nmany curricula. The Chemistry Department focuses its introductory \nchemistry course as an element in a liberal education, a service to other \ndepartments, and the beginning of a comprehensive study of chemistry. \nThe department offers B.A. and B.S. majors as well as a minor which \ncan lead to a variety of future occupations. Students with a major in \nchemistry have gone on to traditional pursuits such as graduate school in \nchemistry or biochemistry, pharmacy, medical school and law school \n(patent law and corporate law), as well as becoming laboratory \ntechnicians and salespersons for chemistry and related industries. \n\nThe B.A. degree offers a broad background in chemistry while allowing \nample time for extensive coursework in other fields. The B.A. is \nappropriate for those interested in one of the medical or law-related \nprofessions, teaching, or for students desiring the broadest possible \neducation with an emphasis in natural science. The B.S. program is \ndesigned for those going on to graduate school in a chemically related \nfield (chemistry, biochemistry, molecular biology, chemical physics, \nenvironmental science, or forensics) or those seeking employment as \nchemists after graduation. The B.S. degree is generally more highly \nvalued at professional schools. While the B.S. degree is more \ndemanding of a student's time, there is sufficient time for electives \noutside the sciences. \n\nLearning Objectives \n\nThe specific objectives for the respective degrees are as follows: \n\nThe Bachelor of Science Degree \n\nStudents who earn the B.S. degree with a major in chemistry will be \nappropriately competent in the following areas: \n\n Atomic and molecular structure and chemical bonding \n\n The language of chemistry: verbal, written, numerical and graphical \npresentation of chemical concepts \n\n Equilibria and stoichiometry \n\n Periodic relationships \n\n Thermochemistry \n\n\n\n153 \n\n\n\n Chemistry laboratory skills, including data organization and analysis \n\n Recognition, structure, and reactivity of the major organic \nfunctional groups \n\n Experimental synthesis and characterization of organic compounds \nby physical and instrumental methods \n\n Volumetric and gravimetric analytical theory and practice \n\n Analytical instrumentation theory and practice \n\n Thermodynamics \n\n Chemical dynamics \n\n Quantum mechanics and spectroscopy \n\n Either advanced inorganic chemistry, advanced organic chemistry, \nor biochemistry \n\n Knowledge of the research process in chemistry \n\nStudents earn these competencies by pursuing the following Bachelor of \nScience curriculum in chemistry: \n\nGeneral Chemistry 1101,1 102 8 semester hours \n\nOrganic Chemistry 2201, 2202 8 semester hours \n\nAnalytical Chemistry 225 1 4 semester hours \n\nPhysical Chemistry 3301 , 3302 8 semester hours \n\nJunior Seminar, Chemistry 3371 2 semester hours \n\nSenior Seminar, Chemistry 447 1 2 semester hours \nInstrumental Analysis 445 1 \nChemistry Elective (3000 or 4000 level) \n\n\n\n4 semester hours \n4 semester hours \n\n\n\nAdditionally, a research experience is required. This should be taken \nbetween the junior and senior years or during the first semester of the \nsenior year. This may be done on campus, in industry, or in a research \nuniversity summer program. Students may elect to earn 4900 credit for \nthis required activity. \n\nSupporting required courses include the following: \n\nMathematics 222 1 , 2222 8 semester hours \n\nPhysics 1 1 2 1 , 1 1 22 8 semester hours \n\nA Computer Science programming - . , \n\nr r b to 3 semester hours \n\ncourse \n\n154 \n\n\n\nThe scheduling of the B.S. curriculum is important as the Physical \nChemistry sequence (3301-3302) alternates years with Analytical \nChemistry (2251) and Instrumental Analysis (4451). To be prepared to \ntake the physical chemistry sequence, students should take calculus during \nthe first year and physics during the sophomore year. It is highly \nrecommended that students take general chemistry during their first \nyear. The following would be typical sequences of courses for the B.S. \nchemistry degree: \n\nFall Spring \n\nFirst Year CHEM 1101 CHEM 1 1 02 \n\n\n\nMATH 2221 \nSecond Year CHEM 2201 \n\n\n\nMATH 2222 \nCHEM 2202 \nPHYS 1122 \n\n\n\nPHYS 1121 \n\nJunior and Senior Year Sequence depends on which year Physical \nChemistry and Analytical Chemistry are being offered \n\n\n\nThird Year \n\n\nCHEM 3301 \n\n\nCHEM 3302 \nCHEM 3371 \n\n\nFourth Year \n\n\nCHEM 2251 \n\n\nCHEM 4451 \n\n\n\n\nComputer Programming \n\n\nCHEM 4471 \n\n\n\n\nChemistry Elective or \n\n\nChemistry Elective \n\n\nOR: \n\n\n\n\n\n\nThird Year \n\n\nCHEM 2251 \n\n\nCHEM 4451 \nCHEM 3371 \n\n\nFourth Year \n\n\nCHEM 3301 \n\n\nCHEM 3302 \n\n\n\n\nComputer Programming \n\n\nCHEM 4471 \n\n\n\n\nChemistry Elective or \n\n\nChemistry Elective \n\n\n\nAssessment of Learning Objectives \n\nStudents who earn the B.S. degree will have demonstrated their \nattainment of the specific objectives by appropriate scores on the current \nAmerican Chemical Society (ACS) Examinations on the following three \ntopics: General, Organic, and Physical. The students will additionally \nattain an appropriate score from one of the following examinations: \nAnalytical, Instrumental, Inorganic, or Biochemistry. The passing score \nwill be at or above the 40 th percentile of the national norms for these \nexams or at an appropriate level, as determined by the Chemistry \n\n\n\n155 \n\n\n\nDepartment, based on the accumulated data of the performance of \nLaGrange College students on these exams. The results which are in the \nbest interest of the students will be used. These exams will be given at \nthe end of the appropriate courses and will be offered to students up to \nthree additional times prior to the time of the student's scheduled \ngraduation. The student must attempt a retest at least once a semester \nuntil successful completion of the exam. In the event that a student \nneeds to repeat an exam for the second, third, or final time, evidence of \npreparation must be presented. Reexamination cannot be scheduled \nearlier than two weeks following a previous examination. \n\nThe Bachelor of Arts-Chemistry \n\nStudents who earn the B.A. degree with a major in chemistry will be \nappropriately competent in the following areas: \n\n Atomic and molecular structure and chemical bonding; \n\n The language of chemistry: verbal, written, numerical, and \ngraphical presentation of chemical concepts; \n\n Equilibria and stoichiometry; \n\n Periodic relationships; \n\n Thermochemistry; \n\n Chemistry laboratory skills, including data organization and \nanalysis; \n\n Recognition, structure ,and reactivity of the major organic functional \ngroups; \n\n Experimental synthesis and characterization of organic compounds \nby physical and instrumental methods; \n\n Either advanced inorganic chemistry, advanced organic chemistry, \nor biochemistry. \n\nStudents earn these competencies by pursuing the following courses \nrequired for the Bachelor of Arts curriculum in chemistry: \n\nGeneral Chemistry 1 101, 1 102 8 semester hours \n\nOrganic Chemistry 2201 , 2202 8 semester hours \n\nAnalytical Chemistry 225 1 4 semester hours \n\nPhysical Chemistry 3301, 3302 8 semester hours \n\nJunior Seminar, Chemistry 3371 2 semester hours \n\nSenior Seminar, Chemistry 4471 2 semester hours \n\nChemistry Electives 4 semester hours \n\n\n\n156 \n\n\n\nRequired supporting courses include the following: \n\nPhysics 1101, 1102, or 1121, 1122 8 semester hours \nMath 1 1 2 1 or 222 1 3 or 4 semester hours \n\nThe scheduling of the courses for the B.A. in chemistry can be \nsomewhat flexible. The following are possible sequences to fulfill the \nrequirements for the major. \n\n\n\n\n\nFall \n\n\n\n\nSpring \n\n\nFirst Year \n\n\nCHEM 1101 \nMATH 2221 \n\n\n\n\nCHEM 1102 \n\n\nSecond Year \n\n\nCHEM 2201 \n\n\n\n\nCHEM 2202 \n\n\n\n\nPHYS 1101 or \n\n\n1121 \n\n\nPHYS 1102 or 1122 \n\n\nJunior and Senior Year Sequence depends on \nChemistry and Analytical Chemistry are bein \n\n\nwhich year Physical \nI offered. \n\n\nThird Year \n\n\nCHEM 3301 \n\n\n\n\nCHEM 3302 \nCHEM 3371 \n\n\nFourth Year \n\n\nCHEM 2251 \n\n\n\n\nChemistry Elective \nCHEM 4471 \n\n\nOR: \n\n\n\n\n\n\n\n\nThird Year \n\n\nCHEM 2251 \n\n\n\n\nChemistry Elective \nCHEM 3371 \n\n\nFourth Year \n\n\nCHEM 3301 \n\n\n\n\nCHEM 3302 \nCHEM 4471 \n\n\n\nAssessment of Learning Objectives \n\nStudents who earn the B.A. degree will have demonstrated their \nattainment of the specific objectives by appropriate scores on the current \nAmerican Chemical Society (ACS) Exams for (1) General Chemistry \nand (2) Organic Chemistry. The passing score will be at or above the \n40 th percentile of the national norms for these exams or at an appropriate \nlevel, as determined by the Chemistry Department, based on the \naccumulated data of the performance of LaGrange College students on \nthese exams. The results which are in the best interest of the students \nwill be used. These exams will be given at the end of the appropriate \ncourses and will be offered to students up to three additional times prior \n\n\n\n157 \n\n\n\nto the time of the student's scheduled graduation. The student must \nattempt a retest at least once a semester until successful completion of \nthe exam. In the event that a student needs to repeat an exam for the \nsecond, third, or final time, evidence of preparation must be \npresented. Reexamination cannot be scheduled earlier than two weeks \nfollowing a previous examination. \n\nThe Bachelor of Arts-Biochemistry \n\nStudents who earn the B.A. with a major in biochemistry will be \nappropriately competent in the following areas: \n\n Atomic and molecular structure and chemical bonding \n\n The language of chemistry: verbal, written, numerical, and \ngraphical presentation of chemical concepts \n\n Equilibria and stoichiometry \n\n Periodic relationships \n\n Thermochemistry \n\n Physical measurements of chemical systems \n\n Chemistry laboratory skills, including data organization and analysis \n\n Recognition, structure, and reactivity of the major organic \nfunctional groups \n\n Experimental synthesis and characterization of organic compounds \nby physical and instrumental methods \n\n In-depth study of biological molecules and metabolism \n\n Techniques of biotechnology. \n\nStudents earn these competencies by pursuing the following courses \nrequired for the Bachelor of Arts-Biochemistry: \n\nGeneral Chemistry 1 101, 1 102 8 semester hours \n\nOrganic Chemistry 2201, 2202 8 semester hours \n\nBiophysical Chemistry 3311 4 semester hours \n\nJunior Seminar, Chemistry 3371 2 semester hour \n\nBiochemistry, Chemistry 442 1 , 4422 8 semester hours \n\nSenior Seminar, Chemistry 4471 2 semester hours \n\nMath 1 1 14 or 1 1 2 1 3 semester hours \n\nPhysics 1 1 1 , 1 1 02 8 semester hours \n\nSuggested but not required Biology 8 semester hours \n\n158 \n\n\n\nAssessment of Learning Objectives \n\nStudents who earn the B.A. with a major in biochemistry will have \ndemonstrated the attainment of the specific objectives by appropriate \nscores on the current American Chemical Society (ACS) Exams for (1) \nGeneral Chemistry, (2) Organic Chemistry and/or (3) Biochemistry. The \npassing score will be at or above the 40 th percentile of the national \nnorms for these exams or at an appropriate level, as determined by the \nChemistry Department, based on the accumulated data of the \nperformance of LaGrange College students on these exams. The results \nwhich are in the best interest of the students will be used. These exams \nwill be given at the end of the appropriate courses and will be offered to \nstudents up to three additional times prior to the time of the student's \nscheduled graduation. The student must attempt a retest at least once a \nsemester until successful completion of the exam. In the event that a \nstudent needs to repeat an exam for the second, third, or final time, \nevidence of preparation must be presented. Reexamination cannot be \nscheduled earlier than two weeks following a previous examination. \n\nThe scheduling for the B.A. degree in biochemistry is flexible. The \nfollowing is a proposed schedule to meet the requirements for the \ndegree. This degree provides a flexible yet strong program for the pre- \nhealth professional requirements. \n\n\n\nFirst Year \n\n\n\nSecond Year \n\n\n\nFall \n\n\n\nCHEM1101 \n\n\n\nSpring \n\nMATH 1121 or \nMATH 1114 \n\nCHEM 1102 \n\n\n\nThird Year CHEM 2201 \n\nPHYS 1101 \n\nFourth Year CHEM 4421 \n\n\n\nCHEM 2202 \nPHYS 1102 \nCHEM 3371 \nCHEM 4422 \n\n\n\nCHEM 33 \n\n\n\nCHEM 4471 \n\n\n\n159 \n\n\n\nA suggested schedule to meet the Pre Health Professional Requirements \nand earn a B.A. degree in biochemistry is the following: \n\n\n\nFirst Year \n\n\n\nSecond Year \n\n\n\nThird Year \n\n\n\nFall \n\nCHEM 1101 \nBIOL 1101 \nCHEM 2201 \nPHYS 1101 \nMATH \nCHEM 3301 \n\n\n\nFourth Year \n\n\n\nCHEM 4421 \n\n\n\nSpring \n\nCHEM 1102 \nBIOL 1102 \nCHEM 2202 \nPHYS 1102 \nMATH \n\nMolecular Biology \nCHEM 3371 \nMCAT, PCAT, \nDAT, etc. \nCHEM 4422 \nCHEM 4471 \n\n\n\nThe Molecular Biology and Biochemistry course could be switched during \nthe third and fourth year depending on the interest of the student. \n\nDeclaration of Major \n\nBefore declaring a major in chemistry, a student must successfully (C or \nbetter) complete the introductory sequence (CHEM 1 101, 1 102). A student \nmay declare a major after one term of chemistry with permission of the \nchair of the department. \n\nMinor \n\nA minor in chemistry shall consist of CHEM 1 101, 1 102, 2201, 2202 and two \nadditional chemistry courses from the following: CHEM 2251, 3301, 3302, \n3311, 442 1 , 4422, 443 1 , 445 1 . Students must demonstrate proficiency in \ngeneral chemistry by passing the ACS General Chemistry Examination as \nstated above. \n\nChemistry Awards \n\nThe CRC Freshman Chemistry Award is awarded annually on Honors Day \nto the student with the most outstanding achievement in the CHEM 1 101, \n1 102 General Chemistry sequence. \n\nThe A.M. Hicks Award for outstanding achievement in organic chemistry \nis awarded annually on Honors Day to the student taking organic chemistry \nwho has attained the most outstanding record. The award is made in honor \nof Dr. A. M. Hicks who was a long time faculty member and chair of the \ndepartment. \n\n160 \n\n\n\nCourse Descriptions (CHEM) \n\nChemistry is a laboratory science and the department views the \nlaboratory experience as an essential component of those courses with \nan associated laboratory. Consequently, students must achieve a passing \ngrade in both the lecture and laboratory portions of the course to obtain a \npassing grade in the course. \n\nCHEM 1101 General Chemistry I. (3 hrs, lee, 3 hrs. lab per week) (4) \n\nFall \nA study of the foundations of chemistry including stoichiometry, atomic \nstructure and periodicity, molecular structure and bonding models, \nand thermochemistry. \n\nPrerequisite: MATH 1 101 or placement in 2105 or higher. \n\nCHEM 1 102 General Chemistry II. (3 hrs. lee, 3 hrs. lab per week) (4) \n\nSpring \nA continuation of CHEM 1 101; a study of the gas, liquid, and solid \nphases, chemical thermodynamics, kinetics, equilibria, acid/base \nequilibria, oxidation-reduction reactions and electrochemistry. \nPrerequisites: CHEM 1 101, MATH 1 101 or placement in 2105 \n\nor higher. \n\nCHEM 2201 Organic Chemistry I. (3 hrs. lee, 3 hrs. lab per \n\nweek) (4) Fall \nA study of the fundamentals of organic chemistry with respect to the \nbonding, structure, nomenclature and reactivity of various classes of \norganic compounds including aromatic compounds. \nPrerequisite: CHEM 1102 \n\nCHEM 2202 Organic Chemistry H. (3 hrs. lee, 3 hrs. lab per week) (4) \n\nSpring \nA continuation of CHEM 2201 including spectroscopy, synthesis, \ncarbonyls, and biomolecules. \nPrerequisite: CHEM 2201 \n\nCHEM 2251 Analytical Chemistry. (3 hrs. lee, 3 hrs. lab per week) (4) \n\nFall of even years \nA study of the theory and practice of volumetric and gravimetric \nquantitative analysis, chemical equilibrium, and acid/base chemistry. \nPrerequisite: CHEM 1102 \n\n\n\n161 \n\n\n\nCHEM 330 1 Physical Chemistry: Thermodynamics and Chemical \nKinetics. (3 hrs. lea, 3 hrs. lab per week) (4) \n\nFall of odd years \nA study of the basic principles of physical chemistry including the \nproperties of gases, kinetic theory of gases, thermodynamics, \nthermochemistry, changes of state, phase rules, electrochemistry, and \nchemical dynamics \n\nPrerequisites: CHEM 2202 or permission of instructor, MATH \n\n2221, PHYS 1 102 or PHYS 1 122 \n\nCHEM 3302 Physical Chemistry: Chemical Dynamics and Quantum \nMechanics. (3 hrs. lec^ 3 hrs. lab per week) (4) \n\nSpring of even years \nThe study of basic principles of physical chemistry focusing on gas \nkinetics, chemical dynamics, quantum mechanics, and atomic and \nmolecular spectroscopy. This course is co-listed as PHYS 3302. \nPrerequisites: MATH 2222, PHYS 1 102 or PHYS 1 122 \n\nCHEM 331 1 Biophysical Chemistry. (3 hrs. lee. per week) (3) Fall \nAn overview of thermodynamics, dynamics and quantum chemistry. \nPrerequisites: CHEM 2202 or permission of instructor, MATH \n\n1 1 14 or MATH 2105 or placement in MATH 2221. \n\nPhysics 1101 is a prerequisite (preferred) or may be \n\ntaken as a corequisite. \n\nCHEM 3371 Junior Seminar (2 hrs. class per week) (2) Spring \nA course that acquaints the student with the chemical literature as well \nas presentation and discussion of scientific data and information. In \naddition, students will explore career opportunities, prepare a portfolio, \nand develop career plans. Note: Course is graded on a pass/no credit \nbasis. \n\nPrerequisite: Junior standing \n\nCHEM 4421 Biochemistry I. (3 hrs. lee, 3 hrs. lab per week) (4) \n\nFall \nAn introductory course in the principles of biochemistry, with emphasis \non the structure and function of biomolecules, membrane structure and \nfunction and an introduction to metabolism and bioenergetics. \nPrerequisite: CHEM 2202 or permission of instructor. \n\nCHEM 4422 Biochemistry II . (3 hrs. lee, 3 hrs. lab per week) (4) Spring \nA continuation of CHEM 4421 with emphasis on cellular metabolism, \nfundamentals of molecular genetics, and current topics in biochemistry. \nPrerequisite: CHEM 4421 \n\n\n\n162 \n\n\n\nCHEM 4431 Inorganic. (3 hrs. lee. per week) (3) On demand \nAn in-depth examination of atomic and molecular structure. Symmetry \nconcepts are introduced and used. \n\nPrerequisite: CHEM 3301 or consent of the instructor. \n\nCHEM 445 1 Instrumental Analysis. (3 hrs. lee, 3 hrs. lab per week) (4) \n\nSpring of odd years \nA study of instrumentation and advanced analytical techniques. \n\nCHEM 4471 Senior Seminar. (2 hrs. class per week) (2) Spring \nA capstone course which is thematic. Emphasis is on integration of the \nstudent's experience in chemistry and the presentation of chemical \nliterature in seminar and written form. \nPrerequisite: Senior standing \n\nCHEM 4800 Special Topics. (1-4 hours) On demand \n\nA special topics course that may be designed to provide the student with \n\nexposure to topics and concepts not covered in the regular course \n\nofferings. \n\nCHEM 4900 Independent Study. \n\nThis course can vary and may be used to satisfy the research \nrequirement for the B.S. major and provide research experience for B.A. \nmajors. \n\n\n\n\n163 \n\n\n\nCOMPUTER SCIENCE \n\nIntroduction \n\nThe Computer Science Department at LaGrange College has several \ngoals. With the goal of computer literacy for our general student \npopulation, courses are offered to acquaint students with microcomputer \napplications and networks. For students who want further study in \ncomputer science, the following options are available: \n\nA minor in computer science \n\nB.A. degree in computer science \n\nB.A. degree in computer science with a concentration in business \n\nB.S. degree in computer science \n\nLearning Objectives \n\nGraduates from the B.A. and B.S. degree programs at LaGrange College \nshould be able to do each of the following: \n\n Write programs in a reasonable amount of time that work \ncorrectly, are well documented, and are readable. \n\n Determine whether or not they have written a reasonably \nefficient and well-organized program. \n\n Know which general types of problems are amenable to \ncomputer solution and the various tools necessary for solving \nsuch problems. \n\n Assess the implications of work performed either as an \nindividual or as a member of a team. \n\n Understand basic computer architectures. \n\n Pursue in-depth training in one or more application areas or \nfurther education in computer science. \n\nIn addition, students in the B.S. degree program should be able to do \nresearch, be able to convey technical ideas in a clear writing style, and \nhave the mathematical background necessary for scientific problem- \nsolving. Students in the B.A. degree program with a concentration in \nbusiness should have the knowledge of the functional areas of business \nnecessary for working in that environment. \n\nAll of the 1000-level or above courses in computer science, \nmathematics, and business that are required for the B.A. or B.S. degree \nor the minor must be completed with a grade of C or better. \n\n164 \n\n\n\nThe computer science curriculum at LaGrange College is based on the \nrecommendations of the A. CM. (Association for Computing \nMachinery). In addition, our students have the opportunity to take \ncourses that will make them more attractive in the job market. These \ncourses include programming languages (such as Python, COBOL, \nVisual Basic, and Java), PC support and troubleshooting (including an \nA+ course), database administration (Oracle), network administration, \nand web programming (including XML, XHTML, HTML, CSS, \nJavaScript, and Adobe web applications). \n\nAssessment of learning objectives \n\nThe accomplishment of these objectives will be demonstrated by \nthe following: \n\n1 . Satisfactory performance on a programming test. This test will be \nbased on the concepts learned in CSCI 1990 and 2990 and must \nbe taken at the end of the semester in which the student completes \nCSCI 2990. The test will be offered once at the end of every \nsemester in which CSCI 2990 is offered. The test must be \nsatisfactorily completed by the end of the semester in which the \nstudent reaches senior status, but under no circumstances will a \nstudent be allowed to take the test more than four times prior to \nand including that semester. If the test has not been completed \nsatisfactorily by that time, the student will not be allowed to \ncontinue in either the B.A. or the B.S. degree programs in \ncomputer science. \n\n2. Satisfactory performance by the student in delivering a \npresentation at a regularly scheduled Computer Science \nDepartment seminar. This presentation will be developed with the \napproval of and possible input from the computer science faculty. \nIf the student does not arrive at the scheduled time for the seminar \nor does not perform satisfactorily in the seminar, the department \nreserves the right to impose additional requirements to substitute \nfor the seminar. A student who fails to fulfill these requirements \nwill not be allowed to graduate. \n\n\n\n165 \n\n\n\n3. Satisfactory completion of an assessment portfolio to be kept on \neach computer science major. The purpose of this portfolio will \nbe to aid in assessing the professional development of each \nstudent and the growth of the student's programming skills as the \nstudent progresses through the computer science curriculum. Each \nportfolio will include the programming test described in item (1) \nabove, a program selected by the instructor from CSCI 3250, \nthree additional examples of the student's work, a copy of the \nstudent's resume, material from the departmental seminar \npresentation made by the student and described in item (2), a copy \nof the student's web page, and a personal information sheet \n(including forwarding address and phone number, e-mail address, \nand plans after graduation). The three examples of the student's \nwork mentioned above must be approved for inclusion by faculty \nconsensus. Maintaining the portfolio is the responsibility of the \nstudent. Additional information about the portfolio is available \nfrom the department. \n\n4. Attendance at Computer Science Department seminars. Each \nstudent will be required to attend at least 50% of these seminars \neach semester. A student who fails to attend 50% of the seminars \nwill be required to submit a short written report for each seminar \nunder the 50% missed. Details concerning such written reports are \navailable from the department. Failure to attend 50% of the \nseminars and submit such reports will result in the student not \nbeing certified as a computer science graduate. \n\nCareer Opportunities \n\nStudents who complete the computer science major have a wide range of \nemployment opportunities. These include positions in programming, PC \nsupport and troubleshooting, database administration, network \nadministration, and web programming. Graduates of the computer \nscience degree program at LaGrange College have secured positions as \nI.T. department managers, I.T. security specialists, systems analysts, \ndatabase administrators, webmasters, web designers, PC support \nspecialists, as well as other positions. Companies employing these \ngraduates include Milliken and Co., Interface, Duracell, Hitachi, Walt \nDisney World (I.T. security), Chick-Fil-A (I.T. department), WestPoint \nStevens, Total Systems Services, BellSouth, Texas Instruments, General \nMotors, and others. \n\nIn addition, a number of graduates have gone on to graduate school in \nareas such as computer science, computer engineering, electrical \nengineering, and management information systems. \n\n166 \n\n\n\nCourse Requirements \n\nCore requirements for all students pursuing a minor, B.A., or B.S. \nin Computer Science \n\n(12 semester hours) \n\nCSCI 1990 \n\nCSCI 2990 \n\nOne of the following: CSCI 2500 or 2850 \n\nCSCI 3000 or 3250 \nRequirements for the minor in Computer Science \n\n(6 additional hours): \n\nTwo additional CSCI courses at the 3000-level or above \n\n(excluding internship credit) \nRequirements for the B.A. Degree \n\n(27 additional hours) \n\nCSCI 3050 \n\nCSCI 3250 \n\nCSCI 3700 \n\nFive additional CSCI courses at the 3000-level or above \n\n(excluding internship credit) \n\nMATH 1121 \nRequirements for the B.A. with a concentration in Business \n\n(36 additional hours) \n\nCSCI 3990 \n\nSix additional CSCI courses at the 3000-level or above \n\n(excluding internship credit) \n\nMATH 1121 \n\nThe five courses required for a minor in business management: \n\nACCT 221 1, ECON 2200, MRKT 3380, MGMT 2200, and \n\nMGMT 3370. \nRequirements for the B.S. Degree \n\n(38 additional hours) \n\nCSCI 3050 \n\nCSCI 3250 \n\nCSCI 3990 \n\nCSCI 4100 \n\nCSCI 4250 \n\nCSCI 4900 \n\nFour additional CSCI courses at the 3000-level or above. \n\nMATH 2221 \n\nMATH 2222 \n\nIn addition, PHYS 1 101/1 102 or 2121/2122 are required as the \n\nlaboratory science courses in the Core Program. \n\n\n\n167 \n\n\n\nCourse Descriptions (CSCI) \n\nCSCI 1610 Introduction to Editing and System Languages. (2) \n\nOn demand \nThis course is designed to assist and familiarize the student with the \nUNIX operating system. The course is designed for computer science \nstudents and for those who need to learn a UNIX-like operating system. \n\nCSCI 1700 Microsoft Office and Information Systems. (4) \n\nOn demand \nAn introduction to information systems software. Microsoft Office \nProfessional will be the primary software utilized. There are four \nseparate one-hour components to this class (Word, Excel, PowerPoint, \nand Access), and all four do not have to be taken. \n\nCSCI 1990 Introduction to Algorithmic Design. (3) Fall, Spring \nProblem solving and algorithmic design using the language Java or \nPython. Structured programming concepts, debugging and documentation. \n\nCSCI 2050 PC Maintenance and Troubleshooting. (3) \n\nOn demand \nA study of basic computer hardware, how to install hardware \ncomponents, and how to diagnose hardware problems. In addition, the \ncourse will include a study of the basics of Windows and DOS \nnecessary for maintaining computer hardware. The course is designed \nto begin to prepare students for A+ certification, as well as for the \nbenefit of those who just wish to upgrade and diagnose hardware and \noperating system problems on their own computers. \nPrerequisite: CSCI 1990 or consent of instructor \n\nCSCI 2500 Visual Basic. (3) \n\nFall Semester in odd-numbered years \nThe study of Visual Basic, an event-driven (as opposed to \nprocedural) language. \nPrerequisite: CSCI 1990 or consent of instructor \n\nCSCI 2850 COBOL Programming I. (3) On demand \nThe study of COBOL, a language used primarily in business data \nprocessing applications. Emphasis on information retrieval problems. \nTeam project required. \n\nPrerequisite: CSCI 1990 or consent of instructor \n\nCSCI 2860 COBOL Programming II. (3) On demand \nAdvanced programming concepts with a strong emphasis on ISAM files \nand interactive programming. \nPrerequisite: CSCI 2850 \n\n\n\n168 \n\n\n\nCSCI 2900 Advanced Java Programming. (3) On demand \nAdvanced programming in Java, including the Java utilities package, bit \nmanipulation, collections, database connectivity, servlets, and JSP. \nPrerequisite: CSCI 3990 or consent of instructor \n\nCSCI 2990 Algorithmic Design. (3) Spring \nA continuation of CSCI 1990. Further development of techniques in \nJava for program design, program style, debugging and testing, \nespecially for larger programs. Introduction to algorithmic analysis. \nIntroduction to the basic aspects of string processing, recursion, internal \nsearch/sort methods, and simple data structures. Programming using \ngraphical user interfaces. \nPrerequisite: CSCI 1990 \n\nCSCI 3000 Introduction to Computer Systems. (3) Fall \n\nsemester in odd-numbered years \nComputer structure and machine language, assembly language \nprogramming. Addressing techniques, macros, file I/O, program \nsegmentation and linkage, assembler construction, and interpretive routines. \n\nCSCI 3050 Introduction to Computer Organization. (3) Spring \n\nsemester in even-numbered years \nBasic logic design, coding, number representation and arithmetic, \ncomputer architecture, and computer software. \nPrerequisite: CSCI 1990 \n\nCSCI 3150 Introduction to File Processing. (3) On demand \nConcept of I/O management (fields, keys, records, and buffering). File \norganization, file operations, and data structures. Time and storage \nspace requirements. Data security and integrity. \nPrerequisite: CSCI 3000 or 3250 or consent of instructor \n\nCSCI 3250 Data Structures. (3) Fall semester in even- \nnumbered years \nReview of basic data structures such as stacks, queues, lists, and trees. \nGraphs and their applications. Internal and external searching and \nsorting. Memory management. \n\nPrerequisite: CSCI 2990 or consent of instructor \n\nCSCI 3310 Organization of Programming Languages. (3) \n\nOn demand \nAn introduction to the structure of programming languages. Language \ndefinition structure, data types and structures, control structures and data \nflow. Run-time consideration, interpretative languages, lexical analysis \nand parsing. \n\nPrerequisite: CSCI 3000 or consent of instructor \n\n169 \n\n\n\nCSCI 3350 Digital Computer Architecture. (3) On demand \nStructures for the central computer are studied; arithmetic logic units, \nmachine language features, information transfer, memory hierarchy, \nchannels, etc. \n\nPrerequisite: CSCI 3050 \n\nCSCI 3400 Computer Networks L (3) Fall Semester in odd- \nnumbered years \nAn introduction to networks with particular emphasis on the TCP/IP \nprotocols used on the Internet. \n\nPrerequisite: CSCI 1990 or consent of instructor \n\nCSCI 3450 Computer Networks II. (3) Spring Semester in \n\neven-numbered years \nA continuation of CSCI 3400. \nPrerequisite: CSCI 3400 \n\nCSCI 3500 Web Programming. (3) Fall Semester in \n\nodd-numbered years \nThe study and practice of the planning, construction, and programming \nof web pages using HTML, CSS, SSI, and CGI. Graphics, sound, \nvideo, and animation will also be discussed. \nPrerequisite: CSCI 1990 or consent of instructor \n\nCSCI 3700 Discrete Mathematical Structures in Computer \nScience. (3) Spring Semester in even-numbered years \nAn introduction to the mathematical tools for use in computer science. \nThese include sets, relations, and elementary counting techniques. \nAlgebra and algorithms, graphs, monoids and machines, lattices and \nBoolean algebras, groups and combinatorics, logic and languages will \nalso be involved. \nPrerequisites: MATH 1121, 2221, or consent of instructor \n\nCSCI 3990 Object-Oriented Programming. (3) On demand \nObject-oriented programming and design in the language Java. \nPrerequisites: CSCI 1990 and 2990 \n\nCSCI 4050 Database Management Systems Design. (3) \n\nSpring Semester in odd-numbered years \nIntroduction to database concepts using SQL and Oracle. Data \nmodels, normalization, data description languages, query facilities. \nFile organization, index organization, file security, and data integrity \nand reliability. \nPrerequisite: CSCI 1990 \n\n\n\n170 \n\n\n\nCSCI4100 Numerical Methods. (3) On demand \nIntroduction to numerical analysis with computer solution. Taylor \nseries, finite difference calculus, interpolation, roots of equations, \nsolutions of linear systems of equations, matrix inversion, least-squares, \nnumerical integration. \nPrerequisites: MATH 1121, 2221, or consent of instructor \n\nCSCI 4150 Advanced Program Design. (3) On demand \nA formal approach to techniques in software design and development. \nIncludes structured programming concepts, organization and \nmanagement of software development. A large-scale software project \nwill be developed by students working in teams. \nPrerequisite: CSCI 3250 \n\nCSCI 4200 Theory of Programming Languages. (3) \n\nOn demand \nReview of grammars, languages, and their syntax and semantics. \nScanners, parsers, and translation. \nPrerequisite: CSCI 3310 \n\nCSCI 4250 Algorithms. (3) On demand \n\nA study of problems and their algorithmic solution. Algorithms will be \nchosen from areas such as combinatorics, numerical analysis, systems \nprogramming, and artificial intelligence. Domain independent techniques \nwill also be included. \nPrerequisite: CSCI 3250 \n\nCSCI 4300 Computer Graphics. (3) On demand \nAn overview of graphical concepts and applications on the computer. \nThese include programming graphics, graphical manipulation software, \nanimation, web graphics, and graphics in multimedia presentations. \nPrerequisite: CSCI 3000 or consent of instructor \n\nCSCI 4500 Operating Systems. (3) On demand \nA course in systems software that is largely concerned with operating \nsystems. Such topics as process management, device management, \nand memory management are discussed, as are relevant issues associated \nwith security and protection, networking, and distributed operating \nsystems. \nPrerequisite: CSCI 3000 or consent of instructor. \n\n\n\n171 \n\n\n\nCSCI 4510 - 4520 - 4530 Special Topics. (3) On demand \nThis series of courses will provide the student with material not covered \nin the courses above. Topics such as telecommunications, \nmicrocomputer interfacing, artificial intelligence, automata theory, \nsurvey of modern languages, fourth-generation languages, operating \nsystems, and object-oriented design will be covered. \nPrerequisite: Determined by topic \n\nCSCI 4700 Research in Computer Science. (1-3) \n\nOn demand \nResearch project or paper in computer science. Designed for those \nstudents who need it to fulfill a research component of the B.S. degree in \ncomputer science. Student must present a course description in writing \nto the department chairman to be approved by the end of pre-registration \nduring the semester prior to enrolling for the course. \n\nCSCI 4900 Formal Languages. (3) On demand \nAn introduction to the basic theoretical models of computability. Finite \nautomata, Turing machines, computability, decidability, and Godel's \nincompleteness theorem. \nPrerequisite: CSCI 3250, 33 10, or 3700 or consent of instructor \n\nCSCI 4950 Independent Study. (3) On demand \n\n\n\n172 \n\n\n\nCORE PROGRAM \nINTEGRATIVE CURRICULUM \n\nLearning Objectives \n\nThe principal outcomes of the LaGrange College Core Curriculum are to \nassist students to: \n\n1. gather, interpret, and evaluate information to make decisions and \nsolve problems appropriately; \n\n2. communicate clearly, both orally and in writing; \n\n3. interpret and evaluate the influence of historical, cultural, scien- \ntific, and religious developments upon human experience; and \n\n4. establish personal values and apply them in service to the \ncommunity. \n\nCourse Descriptions (CORE) \n\nCORE 1101* First-Year Cornerstone. (3) \n\nA course designed to enhance the valuing and decision-making proc- \nesses emphasizing Christian influences on ethical behavior. Students \nuse skills of comparison, contrast, analysis, and synthesis of multiple \nperspectives as they examine an issue of common concern. The course \nemphasizes active learning, small group problem solving, and service \nlearning, including reflection on these experiences. \n\nCORE 1 102* First- Year Orientation. (1) \n\nThis extended orientation course will improve students' academic suc- \ncess and ease the transition into college life. First year students will de- \nvelop study skills, time management, understand the services offered by \nthe college such as career development and selection of major, academic \nsupport, and understand the traditions and policies of LaGrange College. \n\n* Transfer students with 30 or more hours may be waived from the \nCORE 1 101/1 102 requirement. \n\n\n\n173 \n\n\n\nCORE 1120 Problem Solving. (3) \n\nIndividual and small-group problem solving geared toward real-life situa- \ntions and nontraditional problems. The course will focus on a number of \nproblem solving strategies, such as: draw a diagram, eliminate possibilities, \nmake a systematic list, look for a pattern, guess and check, solve an easier \nrelated problem and sub-problems, use manipulatives, work backward, act \nit out, unit analysis, use algebra and finite differences, and others. Diver- \ngent thinking and technical communication skills of writing and oral presen- \ntation will be emphasized. \nPrerequisite: MATH 1 101 or higher \n\nCORE 1140 Computer Applications. (1) \n\nMathematical techniques and computer methods will be used in \nthe development of quantitative reasoning skills. These techniques and \nmethods will be examined in the context of examples taken from business \nand economics. The applications of spreadsheets and graphing will be \nused. \nPrerequisite: MATH 1101 or higher \n\nCORE 2001 Humanities I. (3) \n\nThis course is the first of a two-course sequence focusing on our cultural \nheritage with an emphasis on the impact of the Judeo-Christian tradition as \nit relates to all knowledge. The period from the emergence of human his- \ntory to 1660 is covered in this course. Students confront primary and sec- \nondary source materials to gain an historical consciousness. \nPrerequisites: ENGL 1101, 1102. \n\nCORE 2002 Humanities II. (3) \n\nThis course is the second of a two-course sequence focusing on our cultural \nheritage with an emphasis on the impact of the Judeo-Christian tradition as \nit relates to all knowledge. The period from 1660 to the present is covered \nin this course. Students confront primary and secondary source materials \nto gain an historical consciousness. \nPrerequisite: CORE 2001. \n\nCORE 3001 The American Experience. (3) \n\nThis course focuses on the social structure, economics, politics, and culture \nof the United States. We will explore many of the cultural inconsistencies \nof the American way of life, including the idealizing of \"equality,\" \n\"freedom,\" and \"equal opportunity,\" while simultaneously oppressing and \ndenying opportunities to persons of color, women, the poor or \n\"underclass,\" and others who exist on the margins of mainstream Amer- \nica. The course examines many of the common myths of American soci- \nety, especially the myths of meritocracy, freedom, and justice for all. \nPrerequisites: CORE 2001 and CORE 2002. \n\n174 \n\n\n\nEDUCATION \n\nIntroduction \n\nThe Department of Education offers several teacher preparation \nprograms: Bachelor of Arts programs at the Early Childhood \n(PK - 5th) level; a Master of Arts in Teaching program for both the \nHigh School and Middle Grades level; a post-baccalaureate certification \nprogram for Early Childhood. The Master of Education in Curriculum \nand Instruction program is designed for those who already have a \nteaching certificate. \n\nThe education curriculum at LaGrange College serves four basic purposes: \n\n1 . to provide for the development of those professional \nunderstandings and abilities which are essential for the \nteaching profession; \n\n2. to provide planned and carefully guided sequences of field \nexperiences (this requires that all students meet with their advisors \nbefore making any work plans); \n\n3. to provide initial preparation programs in Early Childhood \neducation at the undergraduate level, and a Master of Arts in \nTeaching initial preparation program for middle and high school \ngrades, all of which are fully accredited by the Southern \nAssociation of Colleges and Schools and the Georgia Professional \nStandards Commission; \n\n4. to provide a program for certified teachers that leads to the Master \nof Education degree in Curriculum and Instruction. \n\nTeacher Certification \n\nThe education department offers a variety of programs that are approved \nby the Georgia Professional Standards Commission and lead to \ncertification in Georgia. Candidates desiring to be certified upon \ncompletion of their programs should plan to work closely with their \nadvisors since certification requirements are subject to change. \n\nUpon successful completion of approved initial preparation programs in \nB.A. Early Childhood, the M.A.T. Middle Grades, and Secondary \nprograms, and qualifying scores on the Georgia Competency \nExamination (GACE) requirements, candidates are eligible to receive \nInitial Clear Renewable Certificates. \n\n\n\n175 \n\n\n\nAdmission to Undergraduate Teacher \nEducation \n\nThe following are required for entrance into an undergraduate program: \n\n GACE Basic Skills Examination requirement or exemption \n\n EDUC 1 199 - Foundations of Education (grade of \"C\" or better) \n\n GPA of 2.5 or better \n\n Submission of application to program \n\n Background check to ensure that no criminal record or discharge \nfrom the armed services would prevent teacher certification \n\n Successful interview with Chair of the Education Department \n\nAfter interviewing with Chair of the Education Department, candidates \nmay be admitted conditionally if the results of the GACE Basic Skills \nexamination are pending, or if one of the other criteria falls marginally \nshort of the minimum requirements. \n\nCandidates who have been conditionally admitted because they have not \nsatisfied the GACE requirement, must show proof that they have taken \nthe test within the last four weeks or are scheduled to take it by the end \nof the semester. Those who fail to show proof will not be registered for \nthe following semester. \n\nIf a junior has not satisfied the GACE Basic Skills Assessment \nrequirement by senior year registration in March, the candidate will be \ndropped from the Education Department and can only be reinstated once \nthe Education Department has received official passing scores. \n\nThe candidate will not be permitted to enroll in education courses during \nsenior year on a conditional basis and will result in being dropped from \nthe teacher education program. Admissions requirements are listed in \nthe Education Department Student Handbook. \n\nAdmission decisions may be appealed to the Academic Dean. After \nadmission to the program, a review occurs each semester for each \ncandidate to determine retention in the teacher education program. \n\nAll Education pre-service teachers have extensive field experiences each \nsemester. They are in schools for a minimum of 7 hours each week \nprior to student teaching. Student teaching takes place in Troup County. \n\nAny transfer and/or pre-approved transient credits must completely \nsatisfy a program requirement by the course syllabus and appropriate \nGeorgia Professional Standards Commission rules. \n\n\n\n176 \n\n\n\nCore Program Requirements \n\nAll candidates planning to complete approved programs of Teacher \nEducation must complete the CORE program requirements. \n\nLearning Objectives \n\nApproved Program in Early Childhood Education \n\nCandidates completing the Early Childhood Education Major will: \n\n develop a thorough understanding of the social, intellectual, \nphysical, and emotional development of the child; \n\n identify the nature of learning and behaviors involving the child; \n\n construct a curriculum appropriate to the needs of the child; \n\n utilize existing knowledge about parents and cultures in dealing \neffectively with children; \n\n gain a thorough knowledge of the fundamental concepts of \nappropriate disciplines and how to relate them to the child; \n\n identify and implement differentiated teaching strategies in lessons \ndesigned for elementary students; \n\n understand diagnostic tools and approaches for assessing students \nat all levels and how to remediate learning problems in the various \ndisciplines; \n\n develop their maximum potential through the provision of a \nsuccession of planned and guided experiences. \n\nAssessment of Learning Objectives \n\nThe Georgia Professional Standards Commission requires that the \nEducation Department use technology to show that all candidates have \nmet specific standards for teaching certification. To cover the cost of \nthe software used for individual candidate performance, portfolio \ndevelopment, and data collection, a $100 subscription fee is assessed in \nthe fall junior course EDUC 3342 Child Development and Practicum. \n\n\n\n177 \n\n\n\nProgram of Study \n\nEarly Childhood majors begin their program of study during the spring \nsemester of their sophomore year. The course EDUC 1 199 Foundations \nof Education is a prerequisite for unconditional admittance and must be \ntaken before or during the spring semester of the candidate's sophomore \nyear. Because Early Childhood Education is a cohort program, it is \nimperative that interested students declare their intent to become early \nchildhood certification candidates by following the above admission to \nteacher education procedures before spring registration in the fall of \ntheir sophomore year. \n\n\n\n\n178 \n\n\n\nPrerequisite \n\n\nEDUC 1199 \n\n\nFoundation in Education \n\n\n3 \n\n\nSpring \nSophomore \n\n\nEDUC 4459 \n\n\nSpecial Needs/Exceptional \nChildren \n\n\n3 \n\n\n\n\nMATH 3101 \n\n\nFundamentals of Mathematics I \nfor Teachers \n\n\n3 \n\n\nFall Junior \n\n\nEDUC 3342 \n\n\nChild Development \n\n\n3 \n\n\n\n\nEDUC 3354 \n\n\nTheories of Reading Instruction \n\n\n3 \n\n\n\n\nEDUC 3356 \n\n\nIntegrating Specialty Areas \n\n\n3 \n\n\n\n\nEDUC 4449 \n\n\nClassroom Technology \n\n\n3 \n\n\n\n\nMATH 3102 \n\n\nFundamentals of Mathematics II \nfor Teachers \n\n\n3 \n\n\nInterim \nJunior \n\n\nEDUC 4460 \n\n\nDiversity in Elementary \nClassroom \n\n\n3 \n\n\nSpring \nJunior \n\n\nEDUC 3319 \n\n\nMath Methods \n\n\n3 \n\n\n\n\nEDUC 3355 \n\n\nFundamentals of Reading \nInstruction \n\n\n3 \n\n\n\n\nEDUC 4456 \n\n\nLanguage Arts Methods \n\n\n3 \n\n\n\n\nEDUC 4457 \n\n\nSocial Studies Methods \n\n\n3 \n\n\nFall Senior \n\n\nEDUC 3317 \n\n\nScience Methods \n\n\n3 \n\n\n\n\nEDUC 4356 \n\n\nDiagnosis/Remediation of \nProblems in Reading \n\n\n3 \n\n\n\n\nEDUC 4360 \n\n\nCurriculum \u0026 Accountability \n\n\n3 \n\n\n\n\nEDUC 4480 \n\n\nSenior Seminar \n\n\n3 \n\n\nSpring \nSenior \n\n\nEDUC 4490 \n\n\nStudent Teaching \n\n\n12 \n\n\n\n179 \n\n\n\nSenior Capstone Experience in Early Childhood \nEducation \n\nThe purpose of the Senior Capstone for Early Childhood Education \nMajors is to learn how research is used to synthesize curriculum \ndevelopment, learning theories, instruction, assessment and professional \nresponsibilities through an in-depth study of a topic or issue germane to \nearly childhood education. Learning how to become a reflective \nresearch-based practitioner is facilitated by the professor through \nspecific instructional experiences and assignments. \n\nJuniors enrolled in the fall course EDUC 3342 Child Development and \nPracticum will submit a comprehensive research or project proposal that \nincludes the research and focus questions to be investigated, a thorough \nliterature review and the selection of the method(s) for data collection. If \ndeemed required by the professor of record, the student must submit a \ncompleted Human Subjects in Research application to IRB for approval. \n\nSeniors enrolled in the fall course EDUC 4480 Senior Seminar will \npresent their completed research or project as evidence which shows that \nthe early childhood education teacher candidate has built connections to \nreal world issues through the application of knowledge, skills, tools, and \nideas. \n\nACCEPTANCE INTO STUDENT TEACHING \n\nBefore a candidate can begin student teaching, all program coursework \nshould be completed with at least a cumulative 2.5 GPA. Upon approval \nof the Department Chair, a candidate may take up to three additional \ncredit hours during student teaching so long as the coursework does not \nmaterially interfere with the candidate's student teaching responsibilities \nand time obligations. \n\nCertification Requirements \n\nTo be eligible for certification recommendation, teacher candidates must \nhave successfully completed program courses. Candidates must \nsuccessfully complete fieldwork assignments and receive satisfactory \nratings on all Teacher Performance Observation Instruments (TPOI) and \nDispositions Evaluations or show evidence of successfully completing a \nProfessional Development Plan. In addition to the above, candidates \nmust have a passing score on the GACE Basic Skills Examination and \nhave completed Opening School Experience. \n\n\n\n80 \n\n\n\nArtifacts collected when a candidate applies for admission to student \nteaching include GPA, Opening School Experience Journals and Logs, \nLesson Plan Rubrics, Professional Development Plans (if used), Teacher \nCandidate Evaluations, and Disposition Evaluations from all field \nexperiences. \n\nProgram Completion Artifacts collected at the time of graduation \ninclude transcripts, GPA, Lesson Plan Rubrics, Documentation of \nStudent Learning: Senior Teacher Work Sample, Professional Logs, \nTeacher Candidate Evaluations, Disposition Evaluations, PDPs (if \nneeded), and Content Portfolios. In addition, candidates must take and \npass appropriate GACE tests to be recommended for teacher \ncertification in Georgia. GACE scores are collected from all candidates \nseeking initial certification. \n\nAfter completing an initial program, graduates are asked to respond to a \nsurvey based on Georgia Professional Standards Commission Standards \nand the Georgia Framework Domains. The survey is designed to elicit \nresponses regarding candidates' perceptions of their preparation at \nLaGrange College. Employers of LaGrange College graduates are also \ncontacted and asked to complete a brief survey for each LC graduate \nwhom they supervise. The survey based on the Georgia Framework \nDomains asks employers to rate candidates on job performance. \n\nCombined B.A. and M.A.T Program of Study \n\nUndergraduate students who meet the admission requirements for the \nM.A.T (passing GACE Basic Skills or a combined SAT score of more \nthan 1000) and those who have a GPA of 3.0 or higher in their \nundergraduate studies have the opportunity to participate in a Combined \nB.A. and M.A.T. program of study after the completion of 90 semester \nhours. Once accepted, candidates may take entering cohort graduate \ncourses the Summer Semester following their junior year of study. \nUpon gaining senior status, candidates may take one three credit \ngraduate course during the Fall, Interim, and Spring Semesters only if \nenrolled with twelve undergraduate credits. \n\n\n\n181 \n\n\n\nProgram of Study \n\nFirst Summer EDUC 6040 Foundation in Curriculum and 3 \n\nSemester I Instruction (after 90 credit \n\nhours) \n\nEDUC 5000 Summer Field Experience 3 \n\n\n\nFirst Summer \nSemester II \n\n\nEDUC 6020 \n\n\nEducational Technology \n\n\n3 \n\n\nFirst Fall Semester \n\n\nEDUC 5060 \n\n\nSecondary/Middle Grades \nExceptional Child \n\n\n3 \n\n\nInterim \n\n\nEDUC 5040 \n\n\nAffirming Diversity \n\n\n3 \n\n\nFirst Spring \nSemester \n\n\nEDUC 5020 \nOR \nEDUC 5090 \n\n\nMethods of Teaching \n\nOR \n\nFoundations of Reading \n\nTheories \n\n\n3 \n\n\nSecond Summer \nSemester I \n\n\nEDUC 6030 \n\n\nProblems of Reading \n\n\n3 \n\n\n\nSecond Summer EDUC 6010 Assessment and Accountability 3 \nSemester II \n\n\n\nSecond Fall EDUC 5700 Internship I \n\nSemester (formal observations) \n\n\n\nSecond Spring \nSemester \n\n\n\nEDUC 5020 Methods of Teaching \nOR OR \n\nEDUC 5090 Foundations of Reading \nTheories \n\nEDUC 5700 Internship II \n\n(formal observations) \n\n\n\n182 \n\n\n\nCourse Descriptions (EDUC) \n\nEDUC 1199 Foundation in Education. (3) Fall and Spring \nAn introduction to teaching and learning. This course addresses \nteacher behavior, teacher roles, teacher ethics and experiences, \nhistorical perspectives, philosophical foundations, approaches to \ncurriculum development, the politics of education, school governance, \nschool funding and legal issues, school environments, and living and \nlearning in a diverse society. Prerequisite for admission to education \nprogram and education classes. This course includes an initial school \nvisitation experience. \n\nMATH 3101 Fundamentals of Mathematics I for Teachers. (3) \n\nSpring \nA study of topics in mathematics designed for future elementary and \nmiddle school teachers who are not getting a concentration in \nmathematics. Topics include problem solving, number systems and the \nrelationships between these systems, understanding multiplication and \ndivision, including why standard computational algorithms work, \nproperties of arithmetic, and applications of elementary mathematics. \nPrerequisite: MATH 1101 or higher \n\nMATH 3102 Fundamentals of Mathematics II for Teachers. (3) \n\nFall \nA study of topics in mathematics designed for future elementary and \nmiddle school teachers who are not getting a concentration in \nmathematics. Topics include numbers and operations, algebra, \ngeometry, data analysis, statistics, probability, and measurement. \nTechnology will be used when appropriate. \nPrerequisite: MATH 3101 \n\nEDUC 3317 Science Methods. (3) Fall \n\nThis course addresses science content, process skills, attitudes, and real- \nworld applications that are developmentally appropriate for science and \ninstruction. Effective teaching strategies that incorporate integrated and \ninterdisciplinary approaches, technology, literature, multicultural \neducation, and the Georgia QCC objectives are combined with theories \nof learning. Field experience required. \n\n\n\n183 \n\n\n\nEDUC3319 Math Methods. (3) Spring \nThe math methods course focuses on a constructivist approach to \nteaching and learning with emphasis on problem-solving, NCTM \nstandards, and QCC objectives. The course stresses mental \nmathematical exercises and activities with manipulatives that promote \nmathematical confidence in children. There is an extensive field \nexperience that involves a semester relationship with exemplary math \nteachers. Coursework involves implementation of the tenets that \nunderlie the conceptual framework of the Education Department. \n\nEDUC3342 Child Development Practicum. (3) Fall \nA study of the principles of growth and development from conception \nthrough twelve years of age. Specific attention will be given to the \ninfluences of family on physical maturation, cognitive development, \nsocial skills, and personality development. Major contributions from \nthe leading authorities in the field will be emphasized during the study \nof each area of development. A nursery and preschool field experience \nis required. \n\nEDUC 3354 Theories of Reading Instruction. (3) Fall \nDifferent theories of reading instruction will be the focus for this course. \nSpecial emphasis will be on children's literature and its role in \nsuccessful reading programs. Other topics include: reading process, \nprinciples of reading instruction, and emergent literacy. IRA standards \nand Georgia QCC objectives will provide a basis for lesson plans and \nfield experiences in local schools. \n\nEDUC 3355 Fundamentals of Reading Instruction. (3) Spring \nA study of word recognition strategies with emphasis on phonics. \nTeaching techniques for vocabulary and comprehension, reading in \ncontent areas, and interrelatedness of reading and writing will also be \naddressed. Standards from IRA and Georgia QCC objectives will be \nused in combination with various approaches to effective instruction in \nplanning effective lessons for experiences in local schools. \n\nEDUC 3356 Integrating Specialty Areas into Classroom \n\nInstruction (3) Fall \nThis course teaches the early childhood certification candidate how to \nintegrate the arts, health and physical education into instruction. \nThrough collaboration with college faculty, elementary classroom \nteachers and specialty area teachers, candidates will understand, and use \nthe content, functions, and achievements of dance, music, theater, and \nthe several visual arts as primary media for communication, inquiry, and \ninsight among elementary students; use the major concepts in the subject \n\n\n\n184 \n\n\n\nmatter of health education to create opportunities for student \ndevelopment and practice of skills that contribute to good health; and \nknow, understand, and use human movement and physical activity as \ncentral elements to foster active, healthy life styles and enhanced quality \nof life for elementary students. \n\nEDUC 4356 Diagnosis and Remediation of Problems in Reading. \n\n(3) Fall \nThe focus of this course is the identification and correction of reading \nproblems in elementary school students. Special attention is given to \ntesting and teaching materials for corrective work including reading \ninventories, formal and informal assessment, and computer programs. A \nvariety of assessment techniques, IRA standards, and technology will be \nincorporated throughout the course. \n\nEDUC 4360 Curriculum and Accountability in Elementary \n\nGrades. (3) Fall \nThis course addresses the practical aspects of curriculum development \nalong with the role of preparation and its contribution to successful \nclassroom management. A variety of assessment techniques, use of \nGeorgia QCC objectives, technology, and portfolio development are \namong other key areas that are studied. EDUC 4360 Curriculum and \nAccountability in the Elementary Grades is taken in conjunction with \nEDUC 4480 Senior Seminar. \n\nEDUC 4449 Classroom Technology for Elementary Grades. (3) \n\nFall \nClassroom technology is a 3 semester-hour course offered to early \nchildhood and middle grades education majors during the fall and spring \nsemesters. This course will meet the expected performances found in \nthe Georgia Technology Standards for Educators. It is designed to teach \n(a) Global Communication Skills (b) Application Skills and (c) \nIntegrative Strategies. All students will be responsible for designing a \nprofessional web site and electronic portfolio that will contain evidence \nof their expertise in classroom technology. The evidence will be aligned \nwith the Georgia Technology Standards. \n\nEDUC 4456 Language Arts Methods. (3) Spring \n\nThis course provides a thematic approach to methods for teaching \n\nlanguage arts in the elementary grades. Major topics include oral and \n\nwritten language, reading and writing workshop, spelling, and grammar. \n\nGeorgia QCC objectives, NCTE and IRA standards will be used in \n\ndeveloping instructional resources and units. Field experience is \n\nrequired. \n\n\n\n185 \n\n\n\nEDUC 4457 Social Studies Methods. (3) Spring \nThe interdisciplinary nature of social studies will be the focus for the \nstudy of curriculum, methods, technology, and professional sources. An \nemphasis will be on planning for and developing resources for \ninstruction, including the development of a unit with emphasis on the \nNCSS standards and Georgia QCC objectives for a chosen grade level. \nThis course includes a field experience component. \n\nEDUC 4459 Special Needs and Exceptional Children. (3) Spring \nA study of identification and diagnostic techniques for teachers related \nto areas of exceptionality among students and of alternative styles of \nteaching to meet special needs. The introduction to the Student Support \nTeam (SST) process, the writing of eligibility reports and Individual \nEducation Plans (IEP) will be explored. The psychological and \nbehavioral characteristics of exceptional children will be studied. The \nimportance of transition and other forms found within the exceptional \nchildren's categories will be identified. Weekly field experience in the \nexceptional children's areas will be provided. \n\nEDUC 4460 Diversity in the Elementary Classroom. (3) Interim \nThis course addresses a variety of issues in diversity including \npsychological, physiological, and social conditions of different students. \nVarious issues of equality and equal opportunity are also examined as \nwell as strategies for working with children at risk. This course includes \na field experience in diverse school settings outside of Troup County. \n\nEDUC 4480 Senior Seminar. (3) Fall \n\nSenior seminar is taken in conjunction with the curriculum course for \nearly childhood the semester prior to student teaching. Senior education \nmajors work closely with a local school for eight hours each week \nsupervised by college faculty. \n\nEDUC 4490E Early Childhood Student Teaching. (12) \n\nFall and Spring \nThis course provides a full-day teaching experience for a minimum of \nthirteen weeks. Pre-service teachers will be assigned to diverse public \nschools and will gradually assume responsibility for working with \ngroups and individuals. They will participate in classroom teaching \nand observation, planning and evaluation conferences, and other school \n-related experiences with guidance provided by the cooperating teacher \nand college supervisor gradually assuming total responsibility for the \nclass. \n\n\n\n86 \n\n\n\nENGLISH \n\nIntroduction \n\nThe Department of English Language and Literature offers a wide range \nof courses to meet a variety of needs and demands: \n\nintroductory and advanced courses in composition and literary \nstudies; \n\nBritish and American literature survey and period courses; \n\ngenre studies including non-English works in translation; \n\nlanguage and theory courses; \n\nsingle-author courses; \n\ncreative writing and nonfiction writing courses. \n\nLearning Objectives of Composition courses \n\nThe primary goal of courses in composition and literature is to help \nstudents become competent readers and writers by providing them with \nchallenging texts and ample opportunities to practice their skills of \ncritical thinking and expression. Toward this end, the English faculty has \nset the following four objectives. All students completing the core \ncurriculum will demonstrate: \n\n proficiency in expository writing with Standard American English \ngrammar, punctuation, and usage; \n\n proficiency in critical reading; \n\n the ability to assimilate, organize, and develop ideas logically and \neffectively; \n\n an understanding of the rudiments of research-based writing, \nincluding accurate and ethical citation and MLA documentation. \n\nLearning Objectives of English Major Courses \n\nAll students completing the baccalaureate program in English will be \nprepared to pursue careers in which a broad knowledge of literature and \na proficiency in critical reading, critical thinking, and expository writing \nare important. They also will be prepared to pursue graduate studies in \nEnglish and in other professional areas, such as law, medicine, or \n\n\n\n187 \n\n\n\njournalism. In addition, students who wish to prepare for a career in \nteaching may do so by completing a major in English. For each of these \nendeavors, English majors will demonstrate: \n\nan extensive knowledge of the development of British literature and \nAmerican literature from their origins to the present; \n\na capacity for interpreting literature, reading critically, and expressing \nliterary ideas, both in oral discussion and in written work; \n\nan ability to bring informed critical and analytical judgment to bear \non the study of literary issues, both in oral discussion and in written \nwork; \n\na mastery of the techniques of literary research and the use of MLA \nstyle; \n\na knowledge of Standard American English grammar, punctuation, \nand syntax; \n\na knowledge of Standard American English usage. \n\nREQUIREMENTS FOR A MAJOR IN ENGLISH \n\nBefore declaring English as a major, students must complete the CORE \ncomposition classes (ENGL 1101 and 1 102) with no grade lower than a C. \n\nEnglish majors are required to take 40 semester hours in English language \nand literature above the 1000 level. \n\nEnglish Major \n\nIntroductory Course ( 1 required) \n\nENGL 2200 (1-hour course) \n\nSurvey Courses (3 required) \n\nENGL 2204, 2205, 2206, 2207 \n\nLanguage/Theory Courses (1 required) \nENGL 3300, 3302 \n\nWriting Courses (1 required) \n\nENGL 3303, 3306, 3308, 3310 \n\nGenre Courses (2 required) \n\nENGL 3315, 3335, 3345, 3355, 4440, 4450, 4460 \n\nBritish Literature Courses (2 required) \n\nENGL 3320, 3330, 3340, 3350, 3360 \n\nAmerican Literature Courses (2 required) \nENGL 3375, 3380, 3385 \n\n188 \n\n\n\nSingle-Author Courses (1 required) \nENGL 4410, 4420, 4430 \n\nCapstone Course (1 required) \nENGL 4495 \n\nTotal: 40 semester hours \n\nRequirements for a Minor in English \n\nThe English Department offers two minors: English Minor with \nLiterature Concentration and English Minor with Writing Concentration. \nThe requirements of each minor are as follows: \n\nEnglish Minor: Literature Concentration \n\nSurvey Courses (2 required) \n\nENGL 2204 or 2205, 2206 or 2207 \n\nLanguage Courses ( 1 required) \nENGL 3300, 3302 \n\nGenre Courses (1 required) \n\nENGL 3315, 3335, 3345, 3355, 4440, 4450, 4460 \n\nBritish Literature Courses (1 required) \n\nENGL 3320, 3330, 3340, 3350, 3360 \n\nAmerican Literature Courses ( 1 required) \nENGL 3375, 3380, 3385 \n\nTotal: 18 semester hours \n\nEnglish Minor: Writing Concentration \n\nTheory Course ( 1 required) \nENGL 2210 \n\nSurvey Courses (1 required) \n\nENGL 2204, 2205, 2206, 2207 \n\nLanguage Courses (1 required) \nENGL 3300, 3302 \n\nCreative Writing Courses (1 required) \nENGL 3306, 3308 \n\nNonfiction Writing/Genre Courses (2 required) \nENGL 3303, 3310,3315 \n\nTotal: 18 semester hours \n\n\n\n189 \n\n\n\nAssessment of Learning Objectives \n\nSuccess in achieving the objectives of the English major will be \ndemonstrated in the following ways: \n\n completion of each major course with a grade of C or better; \n\n completion of an entrance and an exit examination; \n\n satisfactory performance on the senior thesis and its presentation. \n\nStudents are required to take the ETS Major Field Achievement Test in \nLiterature while enrolled in ENGL 2200 and again while enrolled in \nENGL 4495. Scores will be compared to measure progress. Students \npreparing for graduate study in English or law are encouraged to take the \nGRE or the LSAT. \n\nAwards \n\nThe English Department gives the following awards to outstanding \nEnglish majors during the annual Honors Day program: \n\n the Walter D. Jones Award for Excellence in Composition and \nScholarship \n\n the Murial B. Williams Award for Excellence in Literary Studies \n\n the Francis Marion Chalker Medlock Prize for Poetry \n\nThe Jones award is given to the student whose paper written for a major \ncourse is judged as outstanding by an impartial panel of reviewers. The \nWilliams award is given to the student who is deemed by the English \nfaculty to demonstrate the highest standards of scholarship and who \ncontributes the most to the advancement of literary studies among \nEnglish majors at LaGrange College. The Medlock Prize is awarded to \nthe student who has demonstrated a love of and appreciation for poetry \nand who shows great promise as an aspiring poet. \n\nIn addition, each spring at Honors Day, the Department of English \nrecognizes the most outstanding essay(s) composed for a Rhetoric and \nComposition course (ENGL 1101 or 1 102) during the current academic \nyear. The winning essay(s) are published in the next year's edition of the \nLaGrange College Handbook of Rhetoric \u0026 Composition. \n\n\n\n190 \n\n\n\nSigma Tau Delta \n\nSigma Tau Delta is the international English honor society. The Society \nstrives to confer distinction upon students who have demonstrated high \nachievement in English language and literature. Qualifications for \nmembership in this prestigious society are as follows: \n\n declaration of English major or minor; \n\n successful completion of ENGL 1101, 1 102, and at least one \nEnglish course at the 3000 level or above; \n\n overall GPA of at least 3.0; \n\n English GPA of 3.5. \n\nWriting Center \n\nThe Department of English Language and Literature maintains a Writing \nCenter, which serves the college community by providing advice and \nsupport for student writers. Currently located on the ground floor of \nBanks Library, the Writing Center will move to the new Lewis Library \nduring the 2008-2009 academic year. The center is directed by Dr. Laine \nScott, who trains students to serve as peer writing consultants. The hours \nof the center fluctuate each semester and are always posted at the center \nitself. \n\nThe Scroll and LC Writing Contest \n\nSince 1922, The Scroll has been LaGrange College's journal of creative \narts. Published each spring, the magazine features the best of fiction, \ndrama, poetry, essays, and artwork by the students and faculty of the \nCollege. \n\nThe LC Writing Contest is an annual event sponsored by the English \nDepartment, the Writing Center, and The Scroll. It is open to all LC \nstudents. First and second prizes are awarded to best entries in \nfiction/drama, poetry, and essay. Winners are announced at Honors Day \nand included in the annual Scroll. \n\n\n\n191 \n\n\n\nAdvanced Placement \n\nMost LaGrange College students will take Rhetoric and Composition I \nand II (ENGL 1101 and 1 102) during their first year. Some students will \nreceive credit for one of these courses based on the Advanced Placement \nTest. \n\n Students who earn a score of 4 or 5 on the AP Test in English \nLanguage and Composition will receive three hours of credit for \nRhetoric and Composition I [English 1 101]. \n\n Students who earn a score of 4 or 5 on the AP Test in English \nLiterature and Composition will receive three hours of credit for \nRhetoric and Composition II [English 1 102]. \n\n Students who earn a score of 4 or 5 on both tests must choose which \ncourse they prefer to exempt. Only one exemption is allowed. \n\n Only the AP Tests in English Language or English Literature are \naccepted for credit in the LaGrange College English program. \n\nHonors English \n\nThe honors sections of ENGL 1 101 and 1 102 are open to students whose \nstandardized test scores and other placement criteria indicate they would \nbenefit from more challenging readings and writing assignments. \nEnrollment in each honors section is limited to 15 students, and \nparticipation is based upon placement criteria or recommendation from \nthe English faculty of LaGrange College. LC transcripts will reflect \nparticipation in an honors-level course. \n\nInternational Students \n\nInternational students must enroll in a 1000-level English course during \neach semester that they spend at LaGrange College until they have \nsatisfactorily completed both courses in the Rhetoric and Composition \nsequence (ENGL 1101 and 1102). \n\nTransient Credit \n\nNo transient credit will be accepted for courses in first year Rhetoric and \nComposition (ENGL 1 101 or 1 102). \n\n\n\n192 \n\n\n\nCourse Descriptions (ENGL) \n\nENGL 1101 Rhetoric and Composition I. (3) Every fall and \nspring \n\nIntroduction to expository writing, emphasizing the essay form, the \nwriting process, and rhetorical modes of thesis development. Some \nstudents may be invited to join an honors section of ENGL 1101. \nPrerequisite to all higher-numbered English courses. \n\nENGL 1102 Rhetoric and Composition II. (3) Every fall and \nspring \n\nIntroduction to critical thinking and writing about literature, \nemphasizing reading strategies, analytic writing, research techniques, \nand modes of documentation. Some students may be invited to join an \nhonors section of ENGL 1 102. Prerequisite: ENGL 1 101. \nPrerequisite to all higher-numbered English courses. \n\nENGL 2200 Introduction to Literary Studies. (1) Every fall \nIntroduces students to the academic discipline of English. Focuses on \ncritical issues (past and present) involved in literary studies. This course \nis a prerequisite for English majors for any 3000- or 4000-level course. \nPrerequisites: ENGL 1101 \u0026 1 102. Required of all English majors . \n\nENGL 2204 British Literature I. (3) Fall 2008 (every other fall) \nA survey of British Literature from the Anglo-Saxon period through the \neighteenth century. Short critical essays required, at least one with \ndocumentation. \n\nENGL 2205 British Literature II. (3) Spring 2009 (every other \n\nspring) \n\nA survey of British literature from the Romantics through the Modern/ \n\nPostmodern period. Short critical essays required, at least one with \n\ndocumentation. \n\nENGL 2206 American Literature I. (3) Fall 2009 (every other \n\nfall) \n\nA survey of American Literature from the Colonial period through \n\nAmerican Romanticism. Short critical essays required, at least one with \n\ndocumentation. \n\n\n\n193 \n\n\n\nENGL 2207 American Literature II. (3) Spring 2010 \n\n(every other spring) \nA survey of American literature from Realism and Naturalism through the \nModern/ Postmodern period. Short critical essays required, at least one \nwith documentation. \n\nENGL 2210 Introduction to Peer Tutoring. (3) Every spring \nThis course prepares undergraduates to work as peer tutors in a writing \ncenter. Students will practice tutoring as they learn about reading and \nresponding to the writing of others. Required of all minors in the writing \nconcentration , but students from all majors, as well as undeclared \nmajors, are encouraged to enroll. \n\nPrerequisites: ENGL 1 101 \u0026 1 102 and permission of the instructor. \n\nPrerequisite to 3000-level or 4000-level courses: ENGL 1101, 1102, and \nfor English majors, ENGL 2200 \n\nENGL 3300 History of the English Language. (3) Spring 20 1 \nIntroduction to principles of linguistics; a survey of the origins and \ndevelopment of English, and a study of its structure. \n\nENGL 3302 Advanced Grammar. (3) Fall 2008 \n\nA survey of the basic logic and grammatical structure of English, from \n\nmorpheme to word, phrase and clause, to sentence. \n\nENGL 3303 Advanced Composition. (3) In rotation \nThis course is open to all students, regardless of major, who are interested \nin strengthening their written expression beyond the level of \"functional.\" \nThe focus will be on producing nonfiction prose that is exemplary for its \nclarity and finesse. \n\nENGL 3306 Creative Writing Workshop (poetry). (3) Spring 2009 \nAn advanced course in imaginative writing. Professional models studied, \nbut student writing emphasized. \n\nENGL 3308 Creative Writing Workshop (fiction). (3) Spring 2010 \nAn advanced course in imaginative writing. Professional models studied, \nbut student writing emphasized. \n\n\n\n194 \n\n\n\nENGL 3310 Art of Argumentation. (3) Fall 2009 \nThis course presents the fundamentals of effective persuasion, including \nthe three appeals (logical, emotional, ethical), logical fallacies, inductive \nand deductive reasoning, and evaluation of evidence. Students from all \nmajors, as well as undeclared majors, are encouraged to enroll. \n\nENGL 3315 Readings in Literary Journalism. (3) In rotation \nThis course consists of a survey of literary journalism, a form of creative \nnonfiction that blends elements of fictional narrative and factual \nreporting. \n\nENGL 3320 Medieval Literature. (3) In rotation \n\nA survey, mostly in Middle English, of English literature to about 1500. \n\nENGL 3330 Renaissance Literature. (3) Spring 2009 \nRenaissance English literature to about 1675, excluding Shakespeare. \n\nENGL 3335 Development of Drama. (3) In rotation \n\nAn examination of the development of drama, excluding Shakespeare, \n\nfrom its beginnings up through the 1 8 th century. \n\nENGL 3340 Enlightenment Literature. (3) In rotation \n\nSelected Restoration, Neoclassical, and Pre-Romantic English literature, \n\nexcluding the novel. \n\nENGL 3345 The Rise of the Novel. (3) In rotation \n\nA study of the rise of the novel with an emphasis on selected works of \n\nthe late seventeenth-century and eighteenth-century, including novels in \n\ntranslation. \n\nENGL 3350 English Romanticism. (3) In rotation \n\nA study of selected major nineteenth-century British prose and poetry, \n\nwith emphasis on lyric verse. \n\nENGL 3355 The Nineteenth-Century Novel. (3) Fall 2009 \nA study of the selected 19 th century novels, including novels in \ntranslation. \n\nENGL 3360 Victorian Literature. (3) In rotation \n\nA study of selected major Victorian prose and poetry, with emphasis on \n\nTennyson, Browning, and the Pre-Raphaelites. \n\n\n\n195 \n\n\n\nENGL 3375 American Romanticism. (3) In rotation \n\nMajor American Romantic writers of the United States through \n\nWhitman and Dickinson. \n\nENGL 3380 American Realism and Naturalism. (3) Fall 2008 \n\nMajor American writers of the Realistic and Naturalistic movements in \n\nthe United States. \n\nENGL 3385 Southern Literature. (3) In rotation \n\nA study of major Southern writers from about 1815 to the present. \n\nENGL 4410 Chaucer. (3) Fall 2008 \n\nA survey of Chaucer's work. Consideration will also be given to \n\nChaucerian influence and criticism. \n\nENGL 4420 Shakespeare. (3) Fall 2009 \n\nThe development of Shakespeare's art, as reflected in selected individual \n\nplays or groups of plays. \n\nENGL 4430 Milton. (3) In rotation \nSelected poetry and prose of Milton. \n\nENGL 4440 Modern / Contemporary Fiction. (3) Spring 2009 \nA study of selected contemporary fiction writers and their novels or \nshort stories, including works in translation. \n\nENGL 4450 Modern / Contemporary Poetry. (3) In rotation \nA study of selected contemporary poets and their poems, including \nworks in translation. \n\nENGL 4460 Modern / Contemporary Drama. (3) In rotation \n\nA study of contemporary playwrights and their plays, including works in \n\ntranslation. \n\nENGL 4495 Senior Thesis and Presentation. (3) Every spring \nEnglish majors will write and present orally an original research project \nbased on a significant topic in language or literature. Required of all \nEnglish majors . Prerequisite: Senior standing. \n\nENGL 4499 Independent Study/Research. (3) On demand \n\n\n\n196 \n\n\n\nHEALTH AND PHYSICAL EDUCATION \n\nIntroduction \n\nThe curriculum in the Department of Health and Physical Education is \ncomposed of two programs. The physical education activities program \noffers a selection of physical skill classes designed to promote health, \nphysical skill development and to promote lifetime fitness. The minor \nprograms offer courses that are designed for students who may be \ninvolved in some facet of physical education or coaching as a career \npath. Coaching at all levels, health/fitness promotion and sports \nmanagement are all potential employment areas. \n\nLearning Objectives \n\nThe activities program strives to provide classes for student to gain skill \nin activities that carry-over into later life thus providing an avenue for \nlifetime fitness. The two minor programs provide knowledge and skill \nin teaching and coaching areas which will be beneficial in career \nchoices and/or leisure pursuits. \n\nAssessment of learning objectives \n\n satisfactorily complete all course work requirements \n\n maintain a minimum 2.5 cumulative GPA \n\n current certification in Community First Aid/CPR. \n\nRequired hours for the physical education \nminor and for the coaching minor \n\nThere are two minor programs; one in physical education and one in \ncoaching. The department will guide the student in selecting courses \nthat best meet the student's aims and plans. Fifteen (15) semester hours \nare required for each minor. \n\nPhysical Education minors must take HPED 225 1 - Introduction to \nPhysical Education \n\nCoaching minors must take HPED 3310 Coaching Theory and Methods. \n\nThe remaining 12 semester hours for either minor can be selected from \n\nthe following courses: \n\nHPED 1 154 First Aid: Responding to Emergencies \n\nHPED 2202 Sports Statistics \n\nHPED 2251 Introduction to Physical Education \n\n\n\n197 \n\n\n\nHPED 3302 Organization and Administration of Physical \n\nEducation and Recreation \nHPED 3305 Sports Psychology \nHPED 3310 Coaching Theory and Methods \nHPED 3312 Principles of Strength, Conditioning and Nutrition for \n\nAthletes \nHPED 3313 Leadership in Physical Education and Athletics \nHPED 3332 Prevention and Care of Athletic Injuries/Illness \nHPED 3390 Seminar and lab Practice in Physical Education \n\nCourse Descriptions (HPED) \n\nHPED 1153 Camp Leadership and Program. (3) On demand \nA study of camping in an organized setting and of the leadership skills \nnecessary for the implementation of the camp program. \n\nHPED 1154 First Aid: Responding to Emergencies. (3) Fall, \n\nSpring \n\nThis course focuses on the identification of emergency situations and \n\nselection of correct response. Certification in American Red Cross \n\nstandard first aid and adult, child and infant rescue breathing and \n\ncardiopulmonary resuscitation are earned upon successful completion of \n\nthe course. \n\nHPED 1155 Lifeguard Training. (3) Spring \n\nCompetencies in swimming and life guarding techniques, swimming \n\nspeed and endurance are developed in this course. American Red Cross \n\nlifeguard training and cardiopulmonary resuscitation for the professional \n\nrescuer certifications are the result of successful completion of this \n\ncourse. \n\nPrerequisites: Current Standard First Aid Certification; \n\nPassing of the following practical exams on the first \nday of class; 500 yd. continuous swim (crawl, breast \nstroke and sidestroke); treading water for two \nminutes with legs only and retrieving a brick from the deep \n\nend of the pool. \n\nHPED 1156 Water Safety Instructor. (3) Spring. \nA course which focuses on the development of competencies in \nswimming stroke and instructional techniques. Students who \nsuccessfully complete this course earn certification in Red Cross WSI, \nenabling them to teach all levels of the Learn to Swim Program, Basic and \nEmergency Water Safety courses. \n\n\n\n198 \n\n\n\nHPED 2202 Sports Statistics. (3) On demand \n\nTechniques of recording sports statistics and maintaining scorebooks are \n\nthe focus of this class. \n\nHPED 2251 Introduction to Physical Education. (3) On demand \nA survey course of the career choices available in physical education. \nOpportunities to talk with and observe professionals in various sub- \nspecializations are provided. \n\nHPED 3302 Organization and Administration of Recreational \nand Physical Education Programs. (3) On demand \nA study of the organization and administration of instructional, intramural, \nand interscholastic activity programs. Special emphasis is placed on the \nselection, purchase, and care of safe equipment and facilities as well as on \nthe legal requirements for providing and maintaining safe programs and facilities. \n\nHPED 3305 Sports Psychology. (3) Spring \n\nA study of human behavior in the context of the sporting experience and \nhow performance is affected by the interactions of the coach, athletes and \nthe environment. Emphasis is on motivation, personality, attributions, \ndisengagement from sport, aggression, leadership, and communication patterns. \n\nHPED 3306 Techniques of Sports Officiating. (3) Spring \nThis course focuses on techniques of officiating athletic events. \nKnowledge of the rules of selected sports and extensive practical \nofficiating in selected sports form the basis of this course. \n\nHPED 3310 Coaching Theory and Methods. (3) On demand \nAnalysis of teaching skills and techniques of the different interscholastic \nsports in high schools. \n\nHPED 3312 Principles of Strength Conditioning and Nutrition \n\nfor Athletes. (3) Fall \nThis course focuses on the examination of proper techniques, concepts, and \napplications of exercise science. Nutritional principles as these relate to \nathletic performance also are included. \n\nHPED 3313 Leadership in Physical Education and Athletics. \n\n(3) Spring \nA study of the leadership skills necessary to implement and conduct \nphysical activity programs and functions. \n\nHPED 3320 Methods in Health and Physical Education in \n\nthe Elementary School. (3) Fall \nA study of the objectives, materials, activities, and curricula appropriate for \nelementary school physical education and health. Supervised observation \nand practical experiences in the elementary schools are provided. \n\n199 \n\n\n\nHPED 3331 Personal Health Issues. (3) On demand \nThis course allows students to explore basic health issues and principles \nin depth. Topics include fitness, diet and weight control, nutrition, \nhuman sexuality, stress management, death education, aging, and \ndrug and alcohol education. \n\nHPED 3332 Prevention and Care of Athletic Injuries/Illnesses. (3) \n\nSpring \nThis course focuses on common injuries and illnesses occurring in \nathletics. Topics include, but are not limited to, heat exhaustion, heat \nstroke, abdominal injuries, injury management, emergency triage, \nanatomical instability, blood borne pathogens, and mechanics of injury. \n\nHPED 3333 Yoga for Wellness. (3) Fall, Winter \nA study of the effects that yoga has on all aspects of the human body, \nincluding physical, mental, and spiritual. Topics will include breathing \ntechniques, asanas, fasting, meditation, and different disciplines of yoga. \nThere will also be a physical component of this course. \n\nHPED 3334 Advanced Yoga with Martial Arts Training. (3) \n\nFall and Spring \nThis advanced course will build on the foundation that the yoga for \nwellness course established. Advanced Yoga with Martial Arts Training \nwill emphasize mental focus, body organization, alignment, technique, \nand core development. This advanced yoga course with martial arts \ntraining is designed to bring the student eye to eye with their greatest \nobstacles, which are perceived physical and mental limitations. This \ncourse is one pathway to cultivating the mind/body clarity and power that \nleads to developing the will. \n\nHPED 3340 Karate: Techniques and Philosophy (3) On demand \nA study on the interrelation between training and philosophy in \nkarate. Students will learn karate techniques and examine the \nphilosophy of modern karate. Participants will be required to observe \nhow the philosophy influences the essences of training and how the \ntraining affects the spirits of philosophy. Physical activity is required. \n\nHPED 3352 Physiology of Exercise. (3) On demand \nThe effects of exercise on the major systems of the human body, \nincluding cardio respiratory, neuromuscular, glandular, and digestive are \nthe focus of this course. Effects of heat, altitude, and ergogenic aids on \nthe human body during exercise also are included. \nPrerequisites: BIOL 1 148- BIOL 1 149 \n\n\n\n200 \n\n\n\nHPED 3390 Seminar and Lab Practice in Physical Education. (3) \n\nFall, Spring \nThis course provides supervised leadership experiences in various \nphysical education or athletic settings. Seminar discussions focus on \ncommon issues and concerns. \nPrerequisites: Junior or Senior standing and completion of 6 hours of \n\nHPED courses \n\nHPED 4400 Internship in Physical Education and Coaching. (3) \n\nInterim \nDirected observation and participation in physical education, coaching, \nand/or supervisory situations. \nPrerequisites: Junior or Senior standing, recommendation by the \n\ndepartment chair in health and physical education \n\nPhysical Education Activities (PEDU) \n\nThe physical education activity program is designed to provide \nopportunities for learning or enhancing those skills necessary to \nparticipate in leisure time activities throughout the life cycle. Special \nemphasis also is given to activities which improve one's physical fitness \nand condition. All courses carry one semester hour of credit and \ncount toward the hours needed for graduation. \n\nPEDU 1102 Beginning Archery. (1) Fall, Spring \n\nBasic competencies in archery techniques and safety with experiences in \n\ntarget shooting. \n\nPEDU 1103 Badminton. (1) Spring \n\nIntroduction to the skills, strategies, and rules of badminton. \n\nPEDU 1104 Basketball. (1) On demand \n\nBasic competencies in the techniques, strategies, and rules of basketball. \n\nPEDU 1105 Jogging. (1) Fall, Spring \n\nParticipation in progressive running programs designed to increase \n\ncardiovascular endurance. \n\nPEDU 1107 Bowling. (1) On demand \n\nIntroduction to the basic skills and rules of bowling. Course conducted \n\nat local bowling lanes. \n\nPEDU 1108 Physical Conditioning. (1) Fall, Spring \nBasic assessment, maintenance, and improvement of over-all \nphysical fitness. \n\n\n\n201 \n\n\n\nPEDU 1109 Beginning Golf. (1) Fall, Spring \n\nIntroduction to the basic skills, strategies, and rules of golf. Field trips \n\nto city golf courses. \n\nPEDU 1111 Softball. (1) Fall \n\nBasic competencies and knowledge of rules and strategies of Softball. \n\nPEDU 1112 Beginning Tennis. (1) Fall, Spring \nIntroduction to the basic skills, strategies, and rules of tennis. \n\nPEDU 1114 Volleyball. (1) Fall, Spring \n\nBasic competencies in the techniques, strategies, and rules of volleyball. \n\nPEDU 1116 Personal Fitness. (1) Spring \n\nIntroduction to diet and weight control techniques as well as assessment \n\nand maintenance of personal fitness. \n\nPEDU 1120 Karate. (1) On demand \n\nBasic competencies and skills in karate techniques. \n\nPEDU 1121 Bicycling. (1) On demand \n\nIntroduction to the basic equipment, safety, and techniques of cycling \n\nincluding training and racing strategies. Weekend field trips. \n\nPEDU 1122 Weightlifting/Plyometrics. (1) Fall, Spring \nIntroduction to exercises that are geared toward increasing speed, power, \nand jumping ability. A basic overview of the physiological factors \ninvolved in the exercises will be included. \n\nPEDU 1123 Beginning Swimming. (1) Spring \n\nIntroduction to the aquatic environment with emphasis on competence in \n\nprimary swimming and safety skills and stroke readiness. \n\nPEDU 1124 Intermediate/Advanced Swimming. (1) On demand \nDevelopment and refinement of key swimming strokes. Introduction to \nturns, surface dives, and springboard diving. \nPrerequisite: PEDU 1 123 or equivalent skills \n\nPEDU 1130 SCUBA. (1) Fall, Spring \n\nDevelop competencies in safe diving techniques and practices as well as \nsafe use of SCUBA diving equipment. PADI open Water Diver \nCertification available upon completion of course and optional trip for \ncheckout dives. \nPrerequisite: PEDU 1 124 or equivalent intermediate swimming skills \n\n\n\n202 \n\n\n\nPEDU 1156 Canoeing. (1) Fall, Spring \n\nFundamental canoeing skills emphasized. Field trips to lake facilities \nand overnight camping experience are provided to give extensive \nopportunities for recreational canoeing. \n\nPEDU 1158 Backpacking. (1) Spring \n\nIntroduction to basic equipment, safety, and techniques of trail camping. \n\nExtensive field trips to state and national trails are provided. \n\nPEDU 1159 Sailing. (1) On demand \n\nBasic sailing competencies and understanding with experiences in \n\nfundamental racing strategy. Field trips to lake facilities are provided. \n\nPEDU 1160 Snow Skiing. (1) Spring \n\nIntroduction to basic techniques, safety, and equipment of snow skiing. \n\nField trip to area ski facilities is included. \n\nPEDU 1161 Rhythmic Aerobics. (1) Fall, Spring \nA conditioning course in which exercise is done to musical \naccompaniment for the purpose of developing cardiovascular efficiency, \nstrength and flexibility. \n\nPEDU 1162 Hiking, Orienteering, and Camping. (1) Fall, Spring \nIntroduction to basic techniques of tent camping, map, and compass \nwork. Field trips to nearby campgrounds and forest lands. \n\nPEDU 1164 Water Aerobics. (1) Fall, Spring \nDevelopment of cardio respiratory endurance, flexibility, body \ncomposition, and muscle endurance/tone through vigorous water \nexercise. The resistance of the water makes this course an excellent \nchoice for the beginner as well as the well-conditioned athlete, and for \nthe swimmer as well as the non-swimmer. \n\nPEDU 1 165 Aqua Fitness. (1) On demand \nDevelopment and/or maintenance of cardiovascular fitness through \nvarious aquatic activities including water jogging, circuit training, and \nwater resistance training. Students will learn to use various aquatic \nequipment to implement their personal training. \nPrerequisite: PEDU 1 123 or equivalent beginning swimming skills \n\nPEDU 1166 Scottish Country Dance. (1) Fall, Spring \nIntroduction to, and dancing folk dances of Scotland. Learn figures \nand steps of reels, jigs, and strathspey. Opportunity to attend workshops \nsponsored by the Atlanta Branch of The Royal Scottish Country \nDance Society. \n\n\n\n203 \n\n\n\nHISTORY \n\nIntroduction \n\nThe faculty of the Department of History believe that all persons, \nwhatever their selected role in life, require an understanding of their past \nin order to prepare for their future, The faculty firmly believes that the \nliberal arts preparation, which encompasses courses from the discipline \nof history, provides the student with the most appropriate educational \nbackground for life by integrating knowledge from the broadest range of \ndisciplines. The objective of the Department of History is to provide \nstudents at LaGrange College with knowledge of the historical forces \nwhich have shaped civilization as we know it. \n\nLearning Objectives \n\nTo achieve the objective set forth above the faculty seeks to: \n\n provide students with a basic understanding of the historical forces \nwhich have contributed to the development of civilization \n\n develop in students an understanding and appreciation of his/her \ncivilization which is a part of the world community. \n\nThe faculty of the department believes that students who select to \ncomplete a major course of study in history should have the foundation \nknowledge and understanding of the discipline, developed by classroom \ninstruction and individual study, necessary to provide them with the \nopportunity to: \n\n pursue graduate study within the discipline \n\n pursue a professional degree in a selected field of study \n\n pursue employment as a teacher in pre-collegiate education \n\n seek employment in a field such as government, entry level historic \ndocumentation and preservation, social or historic entry level \nresearch, or a field where their liberal arts preparation can be \nbeneficially utilized. \n\nGraduates of the Department of History may be found pursuing careers \nin business, law, education, politics and government, broadcasting, \njournalism, the ministry and other fields of endeavor. In all of these \nendeavors our graduates have found that their education has provided a \nfoundation for their careers and for their growth in life. \n\n\n\n204 \n\n\n\nThe Department of History offers the following major in history: \n\nA. Prerequisite Courses: \n\nHIST 1 101 and 1 102 World Civilization \n\nHIST 1 1 1 1 and 1 1 12 United States History \n\nThese are prerequisite courses for the major. \n\nPrerequisite courses can be met by AP, CLEP tests, or by transfer credit. \n\nWe strongly encourage the history major to pursue the widest possible liberal \narts preparation by the careful selection of courses from the core \nprogram structure. \n\nB. Two courses from: \n\nHIST 3307 Social and Intellectual History of the United \n\nStates \n\nHIST 3308 American Diplomatic History \nor \n\nHIST 3310-3311 Constitutional History of the United States \nTwo courses from: \n\nHIST 3301 Greco-Roman world \n\nHIST 3302 Middle Ages \n\nHIST 3320 Renaissance and Reformation \nTwo courses from: \n\nHIST 3372 Europe 1660-1870 \n\nHIST 3374 Europe 1 870 - the Present \n\nRequired courses: \n\nHIST 2000 Research Methods in History \n\nHIST 4490 Senior History Seminar \n\nC. An additional nine semester hours of 3000 and 4000 level history \ncourses are required. The total major course requirements are \n33 semester hours credit beyond 1000 level courses. \n\n\n\nAssessment of Learning Objectives \n\nSuccess in achieving the objectives established for the major will be \ndemonstrated as follows: \n\n successful completion of each major course with a grade of C or better \n\n successful completion of the Research Methods in History course \n\n\n\n205 \n\n\n\n successful completion of the senior history seminar and defense of \nthe senior thesis before the students and faculty of the department \n\n successful completion of a major field examination during their \nsenior year. \n\nThose wishing to major in history are encouraged to declare their major \nduring the beginning of the spring semester of their sophomore year. \n\nUpper level courses in history, those numbered 3000 or above (with the \nexception of HIST 4490), are available to all students who have \nsuccessfully completed prerequisites. \n\nMinor \n\nThe minor in history consists of TWELVE hours of history courses \nsuccessfully completed with no lower than a grade of \"C.\" At least six \nof those hours must be at or above the 3000 level. \n\nCourse Descriptions (HIST) \n\nHIST 1101 World Civilization I. (3) Fall, Spring \n\nSurvey course on the development of world civilization up to 1660. \n\nHIST 1102 World Civilization II. (3) Fall, Spring \n\nSurvey course on the development of world civilization from 1660 to \n\nthe present. \n\nHIST 1111 History of the United States to 1865. (3) Fall \nEmphasis on the Colonial, Revolutionary, early national, and Civil \nWar periods. \n\nHIST 1112 History of the United States, 1865 to the Present. \n\n(3) Spring \nEmphasis on Reconstruction, liberal nationalism, New Deal, and \npostwar periods. \n\nHIST 2000 Research Methods in History. (3) Interim only \nThis course is required of all sophomore history majors. It will \nacquaint the student with the basic components of historical \nmethodology and research. \n\nHIST 3301 Greco-Roman World. (3) Fall \nA study of Greco-Roman civilization from its birth in ancient \nGreece through the collapse of the western Roman empire in the fifth \ncentury A.D. \n\n\n\n206 \n\n\n\nHIST 3302 The Middle Ages, 350-1350. (3) Spring \n\nThis course offers a comprehensive study of the development of medieval \n\ncivilization from the late fifth century to the late fourteenth century. \n\nHIST 3305 Islamic World to 1500. (3) On demand \nThis course will examine the development of Islam, its growth and \ndiversification from its birth in seventh century c.e. Arabia through the \nOttoman conquest of Constantinople in 1453. \n\nHIST 3306 History of the South. (3) On demand \n\nEmphasis on the antebellum, Civil War, Reconstruction, and New South periods. \n\nHIST 3307 Social and Intellectual History of the United States. \n\n(3) Fall \nA review of ideas and patterns of thought, the role of social, ethnic, and \nracial groups, and the major institutions of American society. \n\nHIST 3308 American Diplomatic History. (3) Fall \nEmphasis on the procedure for developing foreign policy as well as \ndiplomatic history. \n\nHIST 3310 Constitutional History of the United States to 1900. (3) \n\nFall \nAn analysis of fundamental constitutional development from 1776 to present. \nPrerequisites: HIST 1 1 1 1 and HIST 1112 \n\nHIST 3311 Constitutional History of the United States 1901 to \n\nthe Present. (3) Spring \nAn analysis of fundamental constitutional development from 1901 to the present. \n\nHIST 3312 Economic History of the United States. (3) On demand \nAmerican economic development from colonial times to the present. \n\nHIST 3315 Georgia History. (3) Summer/On demand \nA study of Georgia History from the pre-colonial period to the present with \nemphasis on the historical, social, economic and political development of \nthe State. \n\nHIST 3320 The Renaissance and the Reformation, 1350-1600. (3) \n\nFall \nThis course offers a detailed study of the civilization of Renaissance and \nReformation Europe. Primary focus will be placed on the artistic and \nreligious achievements of the period 1350 to 1600. \n\nHIST 3330 The Medieval Church and Papacy. (3) Spring \nThis course will examine the institutional and cultural history of the \nmedieval church, with special emphasis on the role of the papacy, and its \nimpact on medieval civilization. \n\n207 \n\n\n\nHIST 3340 Medieval Kings and Queens. (3) Fall \n\nA survey of medieval kings and queens and their influence on the \n\ndevelopment of medieval civilization. \n\nHIST 3341 Russia to 1856. (3) Fall \n\nA comprehensive survey of the Russian historical development from the \n\nappearance of the Kievan State in the 9 th century through the Crimean War. \n\nHIST 3342 Russia 1856 to the Present. (3) Spring \nAn examination of the Imperial Russian state. \n\nHIST 3350 Renaissance and Renascences. (3) Spring \n\nAn examination of the great cultural revivals from the age of Charlemagne \n\nto the age of Michelangelo. \n\nHIST 3361 History of England to 1689. (3) Fall \n\nA political, economic, social, and cultural history ofEnglandfiom55 B.C. to 1689. \n\nHIST 3362 History of England from 1689 to Present. (3) \n\nSpring \nA political, economic, social and cultural history of England from 1689 to present \n\nHIST 3372 Europe 1660-1870. (3) Fall \n\nA comprehensive survey of European history from the reign of Louis XIV through \n\nthe rise of the modem German state in 1 870. \n\nHIST 3374 Europe 1870 to the Present. (3) Spring \n\nA comprehensive survey of European history from the Bismarckian Era to \n\nthe present. \n\nHIST 3378 European Diplomatic History:1890 to the Present. (3) \n\nOn demand \nA detailed examination of European international relations from 1 890, the \nend of the Bismarkian system to the present. \n\nHIST 4416 Twentieth Century America. (3) On demand \nAn intensive study of the United States during the twentieth century. \n\nHIST 4478 Contemporary Europe. (3) On demand \n\nAn examination of European history focusing on major issues since 1945. \n\nHIST 4490 Senior History Seminar. (3) Spring \n\nA study of historiography and research methods and materials. \n\nPrerequisites: Senior History Major or permission of the professor \nand the Chair of the Department. This course may only be attempted \ntwice. \n\n\n\n208 \n\n\n\nLATIN AMERICAN STUDIES AND \nMODERN LANGUAGES \n\nIntroduction \n\nLatin American Studies is a growing program at LaGrange College. It is \nan interdisciplinary program that introduces the student to the cultural \ndiversity and richness of Latin America and its people. Due to the \nincreasing presence and importance of Latinos in the United States, a \nminor in Latin American Studies enhances one's career opportunities and \neffectiveness in such fields as business, government, health care, \njournalism, law, and social work. \n\nLearning Objectives \n\nWhile the minor in Latin American Studies currently requires 6 hours of \nSpanish language study, students are encouraged to take more Spanish \ncourses in order to develop basic conversational fluency. In addition, study \nabroad is strongly encouraged because it provides the student with total \ncultural immersion. At present the College offers only a minor in Latin \nAmerican Studies; yet, the hope is to expand and to be able to provide a \nmajor in the near future. \n\nA minor in Latin American Studies consists of the following 1 8 hours of \ncourse work: \n\nSpanish courses 6 hrs. \n\nLAST 1 104 Latin American Culture 3 hrs. \n\nLAST 2000 Introduction to Latin American Studies 3 hrs. \n\nLAST 3110 Special Topics or Spanish 3110 3 hrs. \n\nElective in either LAST or Spanish 3 hrs. \n(3000 level or above) \n\nAssessment of Learning Objectives \n\nSuccess in achieving the objectives of all majors \u0026 minors in this \ndepartment will be demonstrated in the following ways: \n\n Completion of each major/minor course with a grade of C or better; \n\n Completion of exit survey. \n\n\n\n209 \n\n\n\nCourse Descriptions (LAST) \n\nLAST 1104 Introduction to Latin American Culture. (3) \n\nA study of the art, literature, history, and anthropology of Latin America \n(fulfills LANG 2000 requirement). \n\nLAST 1199 Latin American Travel Seminar. (1-9) \n\nA travel-study seminar which provides valuable educational experience \nthrough close contact with the contemporary life and civilization of a \nselected Latin American country. Basic academic preparation in the \nhistory and customs of the target culture is undertaken before departure. \nPrerequisites: SPAN 1 101, SPAN 1 102, and SPAN 2103 or \n\npermission of instructor and chair of Latin \n\nAmerican Studies \nLAST 2000 Introduction to Latin American Studies. (3) \nAn interdisciplinary approach to the people, culture, development, and \nidentity of Latin America. Attention will be given to such topics as art, \nclass, economics, gender, history, literature, music, politics, race, and religion. \n\nLAST 3001 Survey of Latin American Literature I. (3) \n\nA general survey of contemporary Latin American literature. \n\nLAST 3002 Survey of Latin American Literature II. (3) \n\nFocuses on the works of a current major Latin American writer or \nwriters. \n\nLAST 3110 Special Topics. (3) \n\nA study of selected topics from a specific discipline. Since the focus of \nthis course changes frequently, this course may be repeated for credit. \n\nLAST 3210 States and Politics in Latin America (3) \n\nA comparative study of political systems in Latin America. Topics \nconsidered include: Basic comparative political theory, modern history \nof Latin American societies, politics of selected Latin American states, \nand the interaction of economic and political factors in Latin America. \n\nLAST 3930 Intercultural Communications. (3) \n\nA study of the cultural risks confronting the business manager in an \ninternational environment. This course will survey the differences in \nvalues and codes of behavior among a number of cultures with the \nprimary focus being on Latin America. This course will give the student \nthe opportunity to learn how to read and respond to the organizational \nculture of regulators, business associates, and customers across cultural \nborders. \n\n\n\n210 \n\n\n\nSpanish \n\nAs the Latino population increases in the United States, the ability to speak \nSpanish is becoming an asset if not a necessity in the market place. This \nneed is already occurring in such diverse fields as business, education, \nhealth care, law, and social work. In order to better prepare our students to \nmeet this growing need in their future fields, we offer a major and minor in \nSpanish. While not required, study abroad is strongly encouraged for both \nour majors and minors to improve language fluency and cultural \nawareness. \n\nA major in Spanish consists of a total of 36 hours. Thirty of these hours \nare in Spanish courses above 1 102. Required courses are as follows: \n\nSPAN 2103 Intermediate Spanish I 3 hrs. \n\nSPAN 2105 Intermediate Spanish II 3 hrs. \n\nSPAN 2106 Introduction to Hispanic Literature 3 hrs. \n\nSPAN 3000 Spanish Conversation and Composition I 3 hrs. \n\nSPAN 3001 Spanish Conversation and Composition II 3 hrs. \n\nSPAN 3002 Hispanic Culture and Civilization 3 hrs. \n\nSPAN 4000 Latin American Literature 3 hrs. \n\nSPAN 4001 Peninsular Spanish Literature 3hrs. \n\nTwo electives in Spanish courses at the 3000 level or above. The \nremaining six hours of the major consist of two Latin American Studies \nelectives. \n\nA minor in Spanish consists of 18 hours. Eighteen of these hours are in \nSpanish courses above Spanish 1 102. Required courses are as follows: \n\nSPAN 2103 Intermediate Spanish I 3 hrs. \n\nSPAN 2 105 Intermediate Spanish II 3 hrs. \n\nSPAN 2106 Introduction to Hispanic Literature 3 hrs. \n\nSPAN 3000 Spanish Conversation and Composition 3 hrs. \n\nSPAN 3001 Spanish Conversation and Composition II 3 hrs. \n\nPlus: \n\nOne Spanish elective at the 3000 level or above 3 hrs. \n\nCourse Descriptions (SPAN) \n\nSPAN 1101 Elementary Spanish I. (3) \n\nA course for beginners with intensive practice in pronunciation, essentials \nof grammar, and reading of simple prose. \n\n\n\n211 \n\n\n\nSPAN 1102 Elementary Spanish II. (3) \n\nA continuation of Spanish 1 101. \nPrerequisite: Spanish 1101 \n\nSPAN 2103 Intermediate Spanish I. (3) \n\nA review of grammar and syntax with practice in reading selected texts. \nPrerequisite: Spanish 1 102 or permission of instructor \n\nSPAN 2105 Intermediate Spanish II. (3) \n\nA continuation of Spanish 2103. \nPrerequisite: SPAN 2103 or permission of instructor \n\nSPAN 2106 Introduction to Hispanic Literature. (3) \n\nAn introductory course designed to introduce the intermediate level \nlanguage student to reading and analyzing short literary works in \nSpanish. \nPrerequisite: SPAN 2103 or permission of the instructor \n\nSPAN 2199 Latin American Seminar. (1-9) \n\nA travel-study seminar which provides valuable educational experience \nthrough close contact with the contemporary life and civilization of a \nselected Spanish-speaking country. Basic academic preparation in the \nhistory and customs of the target culture is undertaken before departure. \nPrerequisites: SPAN 1 101, SPAN 1 102, and SPAN 2103 or \n\npermission of instructor and chair of Latin American Studies \n\nSPAN 3000 Spanish Conversation and Composition I. (3) \n\nA course stressing practice in speaking and writing Spanish. Not open \nto students fluent in Spanish. \nPrerequisite: SPAN 2105 or permission of instructor \n\nSPAN 3001 Spanish Conversation and Composition II. (3) \n\nA continuation of Spanish 3000. Not open to students fluent in Spanish. \nPrerequisite: SPAN 3000 or permission of instructor \n\nSPAN 3002 Hispanic Culture and Civilization. (3) \n\nThis course provides an overview of Spain's and Latin America's \ncultures and civilizations. \nPrerequisite: SPAN 2106 or permission of instructor \n\nSPAN 3110 Special Topics. (3) \n\nThe further development of Spanish language skills by focusing on a \nvariety of professions or fields of study. Since the focus of this course \nchanges frequently, this course may be repeated for credit. \nPrerequisite: SPAN 2103 or permission of instructor \n\n\n\n212 \n\n\n\nSPAN 4000 Latin American Literature. (3) \n\nAn advanced course designed to introduce the student to Latin \nAmerica's major literary movements and writers. \nPrerequisite: SPAN 2106 or permission of instructor \n\nSPAN 4001 Peninsular Spanish Literature. (3) \n\nAn advanced course designed to introduce the students to Spain's major \nliterary movements and writers. \nPrerequisite: SPAN 2106 or permission of instructor \n\nSPAN 4002 Latin American Women Writers. (3) \n\nThis course will introduce the student to major contemporary Latin \nAmerican and Latina women writers. Writers and works to be studied will \nchange periodically. \nPrerequisite: SPAN 4000 or SPAN 4001 or permission of instructor \n\nModern Languages \n\nThe program in Modern Language is administered by the department of \nLatin American Studies. Courses are taught in Spanish, French, \nGerman, and other modern languages (under the LANG label). As for \nJapanese, please refer to the Japanese minor. \n\nMinor in French \n\nFor students wishing to develop their general understanding of French \nand the Francophone world, and/or wish to concentrate in a particular \narea of French language study. The French minor consist of 18 credits \n(12 additional credits beyond the intermediate level). \n\nRequired courses : 15 credits \n\nFREN2103 Intermediate French I 3 credits \n\nFREN2105 Intermediate French U 3 credits \n\nFREN 3000 French Conversation 3 credits \n\nFREN 3001 Advanced Grammar and Composition 3 credits \n\nFREN 3002 French Civilization or \n\nFREN 3003 French Literature (every other year) 3 credits \n\nThe remaining 3 hours can come from any 3000 level French course \nlisted below: \n\nFREN 3004 Francophone Culture and Literature (On demand) \nFREN 3110 Special Topics: \n\n\n\n213 \n\n\n\nTopics will change, so students may take for repeat credit. \nFREN 3110 Business French (On demand) \n\nFREN 3110 Translation and Reading in French (On demand) \nFREN 3110 French Philosophers (On demand) \n\nTotal credits: 18 credits \n\nFrench (FREN) \n\nFREN 1101 Beginning French I. (3) \n\nA course for beginners with intensive practice in pronunciation, \nessentials of grammar, and reading of simple prose. \n\nFREN 1102 Beginning French II. (3) \n\nA continuation of French 1101. \nPrerequisite: FREN 1101 or permission of instructor \n\nFREN 2103 Intermediate French I. (3) \n\nA continuation of French 1 102 with additional readings. \nPrerequisite: FREN 1 102 or permission of instructor \n\nFREN 2105 Intermediate French II. (3) \n\nA systematic and thorough review of French grammar with emphasis on \nthe production of speech. Not open to students fluent in French. \nPrerequisite: FREN 2103 or permission of instructor \n\nFREN 2199 Francophone Travel Seminar. (1-9) \n\nA travel-study seminar composed of preliminary academic preparation \nfollowed by contact with the target culture through travel in the selected \nFrench-speaking country. \nPrerequisite: FREN 1101, FREN 1 102, and FREN 2103 or \n\npermission of instructor and chair of Latin \n\nAmerican Studies \n\nFREN 3000 French Conversation. (3) \n\nThe goal of this course is to help students improve their \n\n(1) vocabulary \n\n(2) aural comprehension: listening skills \n\n(3) oral production: speaking skills \nPrerequisite: FREN 2105 or permission of instructor \n\n\n\n214 \n\n\n\nFREN 3001 Advanced Grammar and Composition. (3) \n\nThe objective of this course is to allow the participants to improve their \ncomposition skills in French. The course has three major components: \ngrammar review and refinement; reading and analysis of various kinds of \ntexts, both literary and journalistic; a variety of composition assignments \ninvolving such techniques as description, analysis, persuasion, and \nmanaging complicated chronologies. The participants can expect to \nimprove their command of French grammar, to increase their vocabulary, \nand to develop appropriate strategies for writing good compositions. \nPrerequisite: FREN 2105 or permission of instructor \n\nFREN 3002 French Civilization: Making and Identity of France. (3) \n\nConcentrating on political and social history, rather than \"high culture,\" \nthis course is designed to introduce you to the great moments and great \npersonages who have defined France and what it is to be French across the \ncenturies. Some high points include Roman Gaul, the Carolingian \nRenaissance, St. Louis and the high Gothic Period, Jeanne d'Arc and the \nHundred Years' War, Renaissance and Reform, Louis XIV and Versailles, \nthe Revolution, Napoleon, Revolution and Restoration in the 19th century, \nFrance at war in the 20th century. \n\nFREN 3003 Introduction to French Literature. (3) \n\nAn introduction to representative writers from the Middle Ages to the \nRevolution. Attention will be paid to the changing social and cultural \ncontexts in which the literature was produced; emphasis will be on \nenduring humanistic values. \nPrerequisite: FREN 2105 or permission of instructor \n\nFREN 3004 Francophone Literature and Culture. (3) \n\nAs a four skills course, this FREN 3004 class seeks to improve the reading, \nwriting, speaking, and listening skills of students studying French \nparticularly with the goal of preparing those students who wish to go on for \nupper division French. The four skills mentioned will be integrated into \nthe body of the course and will be developed simultaneously. \nPrerequisite: FREN 3002 or FREN 3003 \n\nFREN 3110 Special Topics. (3) \n\nTopics will change so students may repeat for credit \n\nPrerequisite: FREN 2103 or permission of instructor \n\nTranslation and Reading in French \n\nTranslation and Reading skills. This course concentrates exclusively on the \ncultivation of reading and translation abilities in the French language. \nClasses are in English and all work is from French to English. \n\n\n\n215 \n\n\n\nBusiness French \n\nThe trend of internationalizing business and services forces companies \nto cope with cultural differences inside a company and when sending \nexecutives and their families abroad. In a foreign country there are more \nthan language barriers to overcome. Methods which work at home can \nlead to failure abroad. Likewise, the most competent manager can \ndamage an operation if not properly prepared for his or her stay in the \nhost country. This course is designed to help you cross cultural \nboundaries, whether you are planning on living abroad as a student, an \nintern, or an employee. It is not meant to be a technical business course, \nbut rather a course that will help you understand what culture shock is \nand how you can prepare yourself for it. \n\nFrench Philosophers \n\nAn introduction to French philosophers and the different philosophical \ncurrents that have shaped French thought and the world at large. \n\nGerman (GERM) \n\nGERM 1101 Beginning German I. (3) \n\nA course for beginners with intensive practice in pronunciation, \nessentials of grammar, and reading of simple prose. \n\nGERM 1102 Beginning German II. (3) \n\nA continuation of German 1 101. \nPrerequisite: GERM 1101 or permission of instructor \n\nGERM 2103 Intermediate German I. (3) \n\nContinuation of the development of proficiency in listening and \nspeaking, while expanding the reading and writing skills using materials \nof a literary or cultural nature; grammar review included. \nPrerequisite: GERM 1 102 \n\nGERM 2104 Intermediate German II. (3) \n\nA continuation of German 2103. \nPrerequisite: GERM 2103 \n\nOther Languages and Culture (LANG)* \n\nLANG 1101 Beginning Language I. (3) Fall 2006 \n\nA course for beginners with intensive practice in oral communications, \n\npronunciation, essentials of grammar, and where possible, reading of simple \n\nprose. \n\n\n\n216 \n\n\n\nLANG 1102 Beginning Language II. (3) Spring 2007 \nA continuation of LANG 1 101. \nPrerequisite: LANG 1101 or equivalent \n\nLANG 1199 Language Travel Seminar. (1-9) \n\nA travel-study seminar which provides further preparation in the target \nlanguage and culture through travel in a country which speaks the \nlanguage. Academic work is determined by the course instructor. \nPrerequisites: LANG 1101, LANG 1 102, and LANG 2103 or consent \nof instructor and chair of Latin American Studies \n\nLANG 2000 Culture and Civilization of a Selected Country. (3) \n\nA survey of the civilization and culture of one of the major societies of \nthe world. The course examines the culture's social and political \ndevelopment, its customs and traditions, and its contributions to the \nglobal community in terms of art, music, and literature. (LAST 1 104 can \nfill this requirement.) \n\nLANG 2103 Intermediate Language I. (3) \n\nA continuation of LANG 1 102 \nPrerequisite: LANG 1 102 or equivalent \n\nLANG 2105 Intermediate Language II. (3) \n\nAn intensive review of the language grammar with emphasis on the \nproduction of speech. Not open to students fluent in the language. \n*Note: These courses are available so that a language other than French, \nGerman, or Spanish may be available from time-to-time. \n\n\n\n217 \n\n\n\nMinor in Japanese studies \nIntroduction \n\nLaGrange College entered into a cooperative international exchange \nagreement with Seigakuin University of Tokyo, Japan in 2003. Students \nwho wish to complete a minor in Japanese Studies will complete \nsuccessfully at least two semesters of Japanese language study at \nLaGrange College and at least 6 hours of study at Seigakuin University. \nIn most cases students will spend one semester at Seigakuin University. \nThe Japanese Studies Program Director will advise students who wish to \nstudy at Seigakuin University. \n\nLearning Objectives \n\nThe exchange agreement between LaGrange College and Seigakuin \nUniversity states that its intent \"is to promote international friendship \nand world peace by encouraging students and faculty from each \ninstitution to develop friendships within and learn more about the \nculture of the other country.\" In addition, the agreement will allow each \nstudent to have an extensive international experience and learn Japanese \nlanguage in a total immersion environment. \n\nAssessment of Learning Objectives \n\nProgram goals are assessed by meeting the following criteria: \n\n Successful completion of at least two semesters of Japanese study at \nLaGrange College with an overall average of B or above. \n\n Admission to the Seigakuin exchange program after review by the \nProgram Director and the selection committee. \n\n Completion of at least 6 hours of study at Seigakuin University with \ngrades of C- or above in each class. \n\nProgram Overview \n\n1. Courses Offered at LaGrange College. \n\nJAPN 1 101: Beginning Japanese I \nJAPN 1 102: Beginning Japanese II \nJAPN 2103: Intermediate Japanese I \nJAPN 2105: Intermediate Japanese II \n\n\n\n218 \n\n\n\nStudents must successfully complete at least 1101 and 1 102 with a grade \nof B or better before they can study abroad. It is recommended that \nstudents complete at least the third semester of Japanese with a grade of \nB or better. \n\n2. Courses at Seigakuin University \n\n Seigakuin University has exchange relationships with several \ninternational universities and offers a slate of courses each semester \nthat serves their needs. These courses are of three types: \n\n Courses taught in English and about Japanese history and culture \n\n Courses taught in simplified Japanese (i.e., using a limited number \nof Kanji) \n\n Courses taught in Japanese for regular Japanese Seigakuin students, \nbut that allow international students to turn in papers and exams \nwritten in English \n\nCourses will cover a broad range of topics, including Japanese language, \nhistory, culture, and economy. In consultation with the Japan Studies \nminor advisor, students will select a slate of courses from the Seigakuin \nschedule during the pre-registration period at LaGrange College. The \nstudent will register for several sections of this course: \n\nJAPN 3000: Special Topics in Japanese Studies: [Subtitle Varies \nAccording to Course Topic] (variable credit) \n\nIn consultation with the LaGrange College Registrar and the Academic \nDean, the Japan Studies advisor will establish correct hours earned and \nwill develop course subtitles that best describe the contents of each \ncourse. Course credits will be transferred to LaGrange College if the \nstudent receives a course grade of C- or higher. \n\nSelection of Students \n\nParticipation of LC students in the exchange program is necessarily \nlimited and competitive. Each year the Japanese Studies Director will, in \nconsultation with a selection committee of faculty and staff, select those \nstudents who are best prepared to pursue studies in Japan and who will \nbest represent the college. Criteria for selection include: \n\n Japanese language skills, based on semesters in Japanese completed \nand grades earned; \n\n ability to articulate clear goals for participating in the program; \n\n\n\n219 \n\n\n\n the maturity to handle the stresses of living in a foreign country; \n\n character that represents the mission and values of LaGrange \nCollege. \n\nStudying overseas requires a great deal of paperwork and planning. \nStudents who wish to study at Seigakuin University should consult with \nthe Japanese Studies program advisor as soon as they begin to consider \nstudying abroad. Students must contact the program advisor no later than \nthe beginning of the semester before they wish to study abroad. For \nexample, students who wish to study in Japan in the fall term must \ninitiate contact with the program advisor no later than the beginning of \nthe prior spring term. Students who wish to study in Japan in the spring \nterm must initiate contact no later than the beginning of the prior fall \nterm. \n\nWhile the Program Director will advise students through the application \nprocess, the preparation ultimately is the student's own responsibility. \n\nCourses Descriptions (JAPN) \n\nJAPN 1101 Beginning Japanese L (3) \n\nA course for beginners with intensive practice in listening and speaking, \nessentials of grammar, and writing of Japanese Kana and simple Kanji. \n\nJAPN 1 102 Beginning Japanese II. (3) \n\nA continuation of JAPN 1 101. \nPrerequisite: JAPN 1101 \n\nJAPN 2103 Intermediate Japanese I. (3) \n\nStudy of advanced grammar, reading of texts, and more complex Kanji. \nPrerequisites: JAPN 1 101 and 1 102 \n\nJAPN 2105 Intermediate Japanese II. (3) \n\nA continuation of JAPN 2103. \n\nPrerequisites: JAPN 1101, 1102, 2103 \n\nJAPN 3000 Special Topics in Japanese Studies, (variable credit) \n\nCourses will cover a broad range of topics, including Japanese language, \nhistory, culture, and economy. While a student at Seigakuin University, \nstudents will enroll at LaGrange College for several sections of this \ncourse. Students will work with the Japanese Minor Program Director to \nselect appropriate credits and subtitles for the courses. \n\nPrerequisites: JAPN 1101 and 1 102 with a grade of B or above \nand admission to the Seigakuin exchange program. \n\n\n\n220 \n\n\n\nMATHEMATICS \n\nIntroduction \n\nThe Mathematics curriculum at LaGrange College provides a solid \nundergraduate mathematics foundation. Along with the broad-based \ngeneral education curriculum, the Mathematics department seeks to \nprepare mathematics majors for careers in industry or teaching, or for \ngraduate study in mathematics. \n\nLearning Objectives \n\nTo be accepted as a major in the Mathematics Department, a student \nmust have completed Mathematics 2221, have an overall GPA of 2.25 or \nbetter, and a GPA of 2.5 or better in all mathematics courses numbered \n2221 or higher. Students can pursue the Bachelor of Arts degree with a \nmajor in mathematics or a Bachelor of Science degree with a major in \nmathematics. Students who pursue the Bachelor of Arts degree have \nmore options in selecting their courses. This is the liberal studies \ndegree in mathematics. A more in-depth degree is earned by students in the \nBachelor of Science program. \n\nThe Bachelor of Arts Degree \n\nThis degree requires a minimum of 40 semester hours in mathematics \ncourses, as follows: \n\nMATH 222 1 Analytic Geometry and Calculus I (4) \n\nMATH 2222 Analytic Geometry and Calculus II (4) \n\nMATH 2223 Analytic Geometry and Calculus III (4) \n\nMATH 2224 Differential Equations (3) \n\nMATH 3316 Probability Theory (4) \n\nMATH 3335 Linear Algebra (3) \n\nMATH 3380 Discrete Mathematics (3)* \n\nOR MATH 3382 Combinatorial Design Theory (3)* \n\nMATH 4333 Modern Algebra I (3)** \n\nOR MATH 4343 Analysis I (3)** \n\nMATH 4350 Senior Capstone (3) \n\n* One of these courses must be taken. The other may be used to satisfy \n\none of the additional courses in the next listing. \n\n** One of these courses must be taken. The other may be used to satisfy \n\none of the additional courses in the next listing. \n\n\n\n221 \n\n\n\nplus 3 additional courses \n\nMATH 2261 \n\nMATH 3305 \n\nMATH 3306 \n\nMATH 3317 \n\nMATH 3340 \n\nMATH 3342 \n\nMATH 3380 \n\nMATH 3382 \n\nMATH 4333 \n\nMATH 4334 \n\nMATH 4343 \n\nMATH 4344 \n\nMATH 4410 \nORCSCI 4100 \n\nMATH 4495 \n\nMATH 4496 \n\nMATH 4499 \n\n\n\nselected from: \nCalculus Applications \nNumber Theory \nCollege Geometry \nMathematical Statistics \nHistory of Mathematics \nComplex Variables \nDiscrete Mathematics \nCombinatorial Design Theory \nModern Algebra I \nModern Algebra II \nAnalysis I \nAnalysis II \nNumerical Analysis \nNumerical Analysis \nIndependent Study \nIndependent Study \nSpecial Topics in Mathematics \n\n\n\n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n\n\n\nA programming course in Computer Science is required, as approved by \nadvisor. \n\nBachelor of Science Degree \n\n\n\nThis degree requires \ncourses, as follows: \nMATH 2221 \nMATH 2222 \nMATH 2223 \nMATH 2224 \nMATH 3316 \nMATH 3335 \nMATH 3342 \nMATH 3380 \nOR MATH 3382 \nMATH 4333 \nMATH 4343 \nMATH 4350 \n\n\n\na minimum of 46 semester hours in mathematics \n\nAnalytic Geometry and Calculus I (4) \n\nAnalytic Geometry and Calculus II (4) \n\nAnalytic Geometry and Calculus III (4) \n\nDifferential Equations (3) \n\nProbability Theory (4) \n\nLinear Algebra (3) \n\nComplex Variables (3) \n\nDiscrete Mathematics (3)* \n\nCombinatorial Design Theory (3)* \n\nModern Algebra I (3) \n\nAnalysis I (3) \n\nSenior Capstone (3) \n\n\n\n*One of these courses must be taken. The other may be used to satisfy \none of the additional courses in the next listing. \n\n\n\n222 \n\n\n\nplus 3 additional courses selected from: \n\nMATH 2261 Calculus Applications (3) \n\nMATH 3305 Number Theory (3) \n\nMATH 3306 College Geometry (3) \n\nMATH 3317 Mathematical Statistics (3) \n\nMATH 3340 History of Mathematics (3) \n\nMATH 4334 Modern Algebra II (3) \n\nMATH 4344 Analysis II (3) \n\nMATH 4410 Numerical Analysis (3) \n\nOR CSCI 4100 Numerical Analysis (3) \n\nMATH 4495 Independent Study (3) \n\nMATH 4496 Independent Study (3) \n\nMATH 4499 Special Topics in Mathematics (3) \n\nA programming course in Computer Science is required, as approved by \nadvisor. Physics 2121 and 2122 are recommended. \n\nAssessment of Learning Objectives \n\nAssessment of the objectives of the mathematics program is based on \nthe following: \n\n completion of each major course with a grade of \"C\" or better, \n\n successful completion of a standardized examination at the \nconclusion of MATH 4350 during the senior year. \n\nA survey will be sent to recent graduates of the program during the fall \nterm of each year. The results of these surveys will be considered and \nmay result in changes to improve the program. \n\nMinor \n\nA minor in mathematics consists of the following courses: MATH 2221, \nplus five additional courses selected from MATH 2222, 2223, 2224, \n2261, 3305, 3306, 3316, 3317, 3335, 3342, 3380, 3382, 4333, 4334, \n4343, 4344, 4350, 4410, 4495, 4496, and 4499. At least two of the six \ncourses must be at the 3000 or 4000 level. \n\nCourse Descriptions (MATH) \n\nMATH 0100 Basic Mathematics. (3) Fall, Spring \n\nAn introduction to algebra. Topics include instruction in real numbers, \n\ngraphs, algebraic expressions, equations, and polynomials. \n\n\n\n223 \n\n\n\nMATH 1101 College Algebra. (3) Fall, Spring \nA study of sets, real numbers, operations, order, inequalities, polynomial \nfactoring, functions, graphs, exponents, first- and second-degree \nequations, and systems of equations. \nPrerequisite: MATH 0100 or satisfactory score on mathematics \nplacement test \n\nMATH 1114 Introduction to Statistics. (3) Fall, Spring \nAn introduction to probability and statistics. Topics include descriptive \nstatistics, probability, normal probability, confidence intervals, \nhypothesis testing, and linear regression. \nPrerequisite: MATH 1 101 or 2105 or 2221 \n\nMATH 1117 Quantitative Methods. (3) On demand \nA study of finite mathematical models with an emphasis on the \nquantitative skills required to solve applications related to business. \nPrerequisite: MATH 1 101 or 2105 or 2221 \n\nMATH 1121 A Survey of Calculus. (3) Fall, even years \nAn intuitive introduction, using technology, to the concepts and \napplications of calculus. Topics include functions and graphing, \ntangents to a curve, differentiation and integration, maxima, minima, \nand area under a curve. \nPrerequisite: MATH 1 101 or 2105 or satisfactory score on \n\nmathematics placement test. \n\nNote: Not open to students who have credit for \n\nMATH 2221 \n\nMATH 2105 Precalculus. (4) Fall, Spring \nA study of calculus-oriented algebra and trigonometry. Topics include \nsimplifying algebraic expressions, solving equations, exponential and \nlogarithmic functions, applications of functions, graphs, and the \ntrigonometric functions. \nPrerequisite: MATH 1101 or satisfactory score on mathematics \nplacement test \n\nMATH 2221 Analytic Geometry and Calculus I. (4) Fall, Spring \nAn introduction to differentiation and integral calculus. Topics include \nlimits, differentiation and applications, integration, and the calculus of \nexponential and logarithmic functions. \nPrerequisite: MATH 2105 or 1 121 (and permission of instructor) or \nsatisfactory score on mathematics placement test. \n\n\n\n224 \n\n\n\nMATH 2222 Analytic Geometry and Calculus II. (4) Fall, Spring \nA continuation of Math 2221. Topics include the applications of \nintegration, the calculus of inverse trigonometric functions, techniques \nof integration, indeterminate forms, improper integrals, sequence and \nseries, and the parametric equations, and the polar coordinates. \nPrerequisite: MATH 2221 \n\nMATH 2223 Analytic Geometry and Calculus III. (4) Fall \nA continuation of Math 2222. Topics include vectors and vector-valued \nfunctions of several variables, multiple integration, and vector analysis. \nPrerequisite: MATH 2222 \n\nMATH 2224 Differential Equations. (3) Spring \nAn introduction to differential Equations. Topics include study of first \nand second order differential equations, first-order system, linear \nsystem, Laplace transforms, and numerical methods. \nPrerequisite or Co-requisite: MATH 2223 \n\nMATH 2261 Calculus Applications. (3) Interim (On demand) \nA study of applications which can be solved using calculus. The course \nwill utilize technology, in the form of graphing calculators, a software \npackage (such as Mathematica or Maple), or both. \nPrerequisite: MATH 2222 \n\nMATH 3001 Mathematical Applications for Teachers. (3) \n\nOn demand \nA study of topics in graph theory, linear programming, scatterplots, least \nsquares regression, topics in coding theory, exponential growth and \ndecay, number patterns, symmetry and tilings. \nPrerequisite: MATH 1101 or higher. \n\nNote: Open only to Early Childhood Education Majors \n\nMATH 3002 Geometry for Teachers. (3) On demand \nA study of conditional statements, angles, congruent figures, parallel \nlines, similar figures, transformations, trigonometric ratios, and two- and \nthree-dimensional figures. \nPrerequisite: MATH 1101 or higher \n\nNote: Open only to Early Childhood Education Majors \n\nMATH 3003 History of Mathematics for Teachers. (3) \n\nOn demand \nAn historical development of mathematical concepts. \nPrerequisite: MATH 1101 or higher \n\nNote: Open only to Early Childhood Education Majors \n\n\n\n225 \n\n\n\nMATH 3004 Probability and Statistics for Teachers. (3) \n\nOn demand \nA study of basic probability and statistics and its applications with an \nemphasis on the skills required to organize and analyze data as it relates \nto the education field. \nPrerequisite: MATH 1101 or higher \n\nNote: Open only to Early Childhood Education Majors \n\nMATH 3006 A Survey of Mathematics for Teachers. (3) \n\nOn demand \nA study of problem solving techniques selected from the spectrum of \nmathematical knowledge required of middle grades teachers. \nPrerequisite MATH 1101 or higher \n\nNote: Open only to Early Childhood Education Majors \n\nMATH 3101 Fundamentals of Mathematics I for Teachers. (3) \n\nSpring \nA study of topics in mathematics designed for future elementary and \nmiddle school teachers who are not getting a concentration in \nmathematics. Topics will include problem solving, number systems and \nthe relationships between these systems, understanding multiplication \nand division, including why standard computational algorithms work, \nproperties of arithmetic, and applications of elementary mathematics. \nPrerequisite: MATH 1101 or higher \n\nNote: Open only to Early Childhood Education Majors \n\nMATH 3102 Fundamentals of Mathematics II for Teachers. (3) \n\nFall \nA study of topics in mathematics designed for future elementary and \nmiddle school teachers who are not getting a concentration in \nmathematics. Topics include numbers and operations, algebra, \ngeometry, data analysis, statistics, probability, and measurement. \nTechnology will be used when appropriate. \nPrerequisite: MATH 1101 or higher \n\nNote: Open only to Early Childhood Education Majors \n\nMATH 3305 Number Theory. (3) On demand \nAn introduction to number theory. \nPrerequisite: MATH 2221 \n\nMATH 3306 College Geometry. (3) Interim (On demand) \nA study of the concepts of plane Euclidean geometry, with an \nintroduction to coordinate geometry and non-Euclidean geometries. \nPrerequisite: MATH 2221 \n\n\n\n226 \n\n\n\nMATH 3316 Probability Theory. (4) Spring \nAn Introduction to probability theory. Topics include random variables, \nmethod of enumeration, conditional probability, Baye's theorem, \ndiscrete distributions (binomial distribution, and Poisson distribution), \ncontinuous distributions (uniform distribution, exponential distribution, \ngamma distribution, chi-square distribution, and normal distributions), \nMultivariate distributions. \nPrerequisite: MATH 2222 \n\nMATH 3317 Mathematical Statistics. (3) On demand \nAn introduction to the mathematical theory of statistics. Topics include \nestimation and maximum likelihood estimates, sampling distributions, \nconfidence intervals, and hypothesis testing. \nPrerequisite: MATH 3316 \n\nMATH 3335 Linear Algebra. (3) Spring \nAn introduction to linear algebra and matrix theory. \nPrerequisite: MATH 1 1 2 1 or 222 1 \n\nMATH 3340 History of Mathematics. (3) Interim (On demand) \nAn historical development of mathematical concepts. \nPrerequisite: MATH 2221 or permission of instructor \n\nMATH 3342 Complex Variables. (3) Spring, even years \nAn introduction to complex variables. Topics include complex numbers, \nAnalytic functions, elementary functions, complex integration, series \nrepresentations for analytic functions, residue theory, and conformal \nmapping. \nPrerequisite: MATH 2223 \n\nMATH 3380 Discrete Mathematics. (3) Fall, even years \nAn introduction to discrete mathematics. Topics include set theory, \ncombinatorics, recurrence relations, linear programming, and \ngraph theory. \nPrerequisite: MATH 2221 \n\nMATH 3382 Combinatorial Design Theory. (3) Fall, odd years \nA study of techniques used for constructing combinatorial designs. \nBasic designs include triple systems, Latin squares, and affine and \nprojective planes. \nPrerequisite: MATH 2221 \n\nMATH 4333 Modern Algebra I. (3) Fall, odd years \nAn introduction to modern abstract algebra. \nPrerequisite: MATH 2222 \n\n\n\n227 \n\n\n\nMATH 4334 Modern Algebra II. (3) On demand \n\nA continuation of Modern Algebra I. \nPrerequisite: MATH 4333 \n\nMATH 4343 Analysis I. (3) Fall, even years \nAn introduction to Analysis. \nPrerequisite: MATH 2223 \n\nMATH 4344 Analysis II. (3) On demand \nA continuation of Analysis I. \nPrerequisite: MATH 4343 \n\nMATH 4350 Senior Capstone. (3) Fall \n\nA study of problem solving techniques selected from the spectrum of \nMathematics course work required to complete a mathematics major at \nLaGrange College. Topics come from a variety of areas, including algebra, \ntrigonometry, geometry, calculus, discrete mathematics, probability and \nstatistics, and mathematical reasoning and modeling. \nPrerequisite: Senior standing and permission of instructor \n\nMATH 4410 Numerical Methods. (3) On demand \nAn introduction to numerical analysis with computer solutions. Topics \ninclude Taylor series, finite difference, calculus, roots of equations, \nsolutions of linear systems of equations, and least-squares. \nPrerequisite: MATH 2222 and CSCI 1990 \n\nMATH 4495 Independent Study in Mathematics I. (Variable) \n\nOn demand \n\nThis course allows students to pursue a special problem or topic beyond \n\nthose encountered in any formal course. \nPrerequisites: Minimum prerequisites are outlined in the LaGrange \nCollege Bulletin. Additional prerequisites will be \ndetermined by the instructor, based on the material to be studied. \n\nMATH 4496 Independent Study in Mathematics n. (Variable) \n\nOn demand \n\nThis course allows students to pursue a second special problem or topic \n\nbeyond those encountered in any formal course. \nPrerequisites: Minimum prerequisites are outlined in the LaGrange \nCollege Bulletin. Additional prerequisites will be \ndetermined by the instructor, based on the material to be studied. \n\nMATH 4499 Special Topics in Mathematics. (Variable) \n\nOn demand \nA course offered at the junior/senior level focusing on a specialized topic \nfrom the field of mathematics. A prerequisite may be required. \n\n\n\n228 \n\n\n\nMUSIC \n\nIntroduction \n\nThe Department of Music is committed to developing technically \nskilled, technologically astute, performance-ready musicians within a \nchallenging and nurturing learning environment that encourages \ncreativity, artistry, scholarship, and musical excellence. Our program \nsize allows us to focus attention on each student as an individual, \nhelping each one grow into a well-rounded, intelligent, and confident \nmusician. We offer the Bachelor of Arts and the Bachelor of Music, as \nwell as a minor in Music. The B.A. in Music provides a broad study of \nmusic while allowing ample time for extensive coursework in a related \nminor. The B.M., a professional music degree, demands more courses \nwithin the music department and is offered in three areas of study: \nCreative Music Technologies, Performance (Voice, Piano, Organ, \nGuitar, Percussion), and Church Music. \n\nLearning Objectives \n\n To equip music majors with the necessary musical knowledge and \nperformance skill required to obtain successful careers in music \nand/or entrance into graduate study in music. \n\n To develop well-rounded musicians whose personal development \nand artistry demonstrate intelligence, confidence, initiative, and \ncreativity. \n\n To provide culturally enriching experiences for the college and \ncommunity which heighten aesthetic awareness and appreciation of \nthe musical arts. \n\nFacilities and Resources \n\nThe Department of Music is located on the Callaway Campus and is \nhoused in the Callaway Educational Building. Our facilities include the \nCallaway Auditorium (a 740-seat concert hall), Callaway Recital Hall, \ninstructional and rehearsal space, student practice rooms, theory lab, \nkeyboard lab, composition lab, edit/mix suite, video editing suite, and \ntwo recording studios. Most laboratories are 24/7 facilities and enjoy a \ngreat deal of student use and creative productivity. \n\n\n\n229 \n\n\n\nGeneral Information for Music Majors \n\nAcceptance into the Department of Music is granted by a music faculty \ncommittee to those students who have submitted an application and \ncompleted an audition/interview. Please inquire about audition dates, \nusually held in early spring. Incoming students who have not auditioned \nor interviewed before the committee prior to the beginning of the fall \nsemester should contact the Chair of the Department before enrolling in \nmusic courses. Admission of all new music students to the Department \nof Music, first-year students and transfers, is provisional in nature and \nwill be evaluated at the end of the first year of study (see Entry \nRequirements for Music Majors below). \n\nThe Bachelor of Music degree is designed for students who are \npreparing for professional careers in music and/or graduate study in \nmusic. The curricula leading to this degree are based on a philosophy \nthat recognizes the need for rigorous study in all aspects of music. Each \nprogram of study requires a heavy concentration of music \ncourses/experiences, and many courses are sequential. Therefore, \npotential music majors are strongly encouraged to begin taking music \ncourses in their first year. The Chair of the Department of Music can \nprovide you with advisement and a four-year suggested course guideline. \n\nThe music faculty provides incoming students with a Music Majors \nHandbook containing departmental policies and further details about \nrequirements for music majors. \n\nMusic Scholarships \n\nTalent-based scholarships are available for incoming first-year students \nas well as transfer students. Audition dates for scholarships are held \nannually in the spring. Applicants to the Creative MusicTechnologies \ndegree track must present two or three original compositions and/or \narrangements on manuscript or any recorded format. Applicants to all \nother degrees should be prepared to present two selections of contrasting \nstyles. \n\nEnsembles \n\nVarious ensembles are available by audition for both music majors and \nnon-majors. Our ensembles represent the College and Department of \nMusic in public performances throughout the academic year, both \nlocally and abroad. Ensembles are open to talented students by audition \nonly. Those interested may audition at the beginning of each semester. \n\n\n\n230 \n\n\n\nMusic Minor \n\n\n\n\n\n\nTo obtain a minor in Music, \n\n\nstudents must complete the following \n\n\ncourses: \n\n\n\n\n\n\nMUSI 1101 and 1102 \n\n\nTheory 1-2 \n\n\n4 hours \n\n\nMUSI 11 13 and 1114 \n\n\nEar Training 1-2 \n\n\n4 hours \n\n\nMUSI 11 10 and 1111 \n\n\nLiterature \u0026 Language \n\n\n\n\n\n\nof Music 1-2 \n\n\n2 hours \n\n\nMUSI 1103 \n\n\nPiano 1 \n\n\n1 hour \n\n\nMUSI 3301 (or MUSI 3302 \n\n\n) Music History 1 (or 2) \n\n\n3 hours \n\n\nMusic Electives \n\n\n\n\n3 hours \n\n\n\n\nTotal: \n\n\n17 hours \n\n\n\nEntry Requirements for Music Majors \n\nIn addition to fulfilling the general requirements for admission to \nLaGrange College, students desiring to major in music must complete an \naudition/interview before the music faculty prior to enrolling in music \ncourses and take the Music Theory Placement Exam. The results of this \nexam will be used to determine the appropriate level of music theory \ninstruction. \n\nExit Requirements for Music Majors \n\n Students must earn a grade of \"C\" or better in all music courses. \n\n All music majors must take the Theory Competency Exam upon \ncompletion of MUSI 2202 and MUSI 2214 and must receive a \nminimum score of 80 percent in each section. A detailed \ndescription of this exam is included in the Music Majors Handbook. \n\n All music majors must take the Piano Proficiency Exam \ndemonstrating keyboard skill, receiving a \"Pass\" on each of the \nexam's criteria. Further details about this exam are included in the \nMusic Majors Handbook. \n\n All music majors must present either a capstone presentation or a \npublic recital featuring their talent (according to the degree \nrequirements). Recital requirements vary between the different \nprograms of study. Consult the Music Majors Handbook for \nspecific guidelines. \n\n All music majors must attend at least 80 percent of departmentally \nsponsored concerts and events each semester of study. \n\n\n\n231 \n\n\n\nMusic Core \n\nThe following courses are common to all Music Majors and are referred \nto as the Music Core. A student testing out of Piano Class 1-3, or those \nwhose primary applied instrument is piano or organ must take an \nadditional 3 hours of music electives to substitute for these classes. \nTheory 1 and Ear Training 1 fulfills the Fine Arts elective requirement \nand is counted as part of the Common Core Program above. \n\nMUSI 1 1 1 \u0026 1 1 1 1 Literature \u0026 Language \n\nof Music 2 hours \n\nMUSI 1101,1 102, 2201, 2202 Music Theory 1-4 8 hours \n\nMUSI 1 1 13, 1 1 14, 2213, 2214 Ear Training 1-4 8 hours \n\nMUSI 1 103, 1 104, 2203 Piano Class 1-3 3 hours \n\nMUSI 3301, 3302 Music History 1 \u0026 2 6 hours \n\nTotal: 27 hours \n\nBachelor of Arts in Music \n\nThis program of study provides the student with a broad, liberal arts \nbased music education. The major consists of course work in four areas \nof study: 1) academic, 2) performance, 3) music electives, and 4) \ncapstone presentation. The academic areas include music theory and \nmusic history. The performance component is comprised of Piano Class \n(1-3) and applied lessons or ensemble. The music electives consist of \nMUSI courses and may not be counted in the academic or performance \nareas. MUSI 4486 Special Topics may be taken multiple times for \ncredit. The capstone presentation should be a senior-level investigation \nof a topic approved by the music faculty and may take the following \nforms: a) recital, a 30-minute public performance; b) lecture-recital, the \nstudent presents a combination lecture and recital totaling 20-30 \nminutes; or c) lecture, a 20-30 minute presentation of research on some \nmusic topic appropriate to the student's interests and abilities. The \nsuccessful capstone project should bring together each facet of the \nstudent's music education, and thus should be completed in the student's \nfinal semester. The student is encouraged to choose a complementary \nminor area of study, including (but not limited to) English, Philosophy, \nHistory, or Theater. The student must adhere to all entrance/exit \nrequirements common to all Music Majors. \n\n\n\n232 \n\n\n\nIn addition to the other degree requirements, students complete the \nfollowing Music courses: \n\nMusic Core 27 hours \nMUSI 1 105, 1 106 (or 1 107, 1 108) \n\nApplied Lessons or Ensemble 6 hours \n\nMUSI 4488 Capstone Presentation 1 hour \n\nMusic Electives 12 hours \n\nBachelor of Music in Creative Music Technologies \n\nThis program of study prepares the student for an entry-level position in \nthe music industry or continued study at the graduate level. Students of \nthis program typically come from backgrounds that include \nperformance, song writing, composition, electronic and/or computer \nmusic. The course work prepares students for a wide variety of \nactivities, such as film/video scoring, multimedia, electro-acoustic \nconcert and studio applications, music printing, digital audio and video \nediting, 5.1 audio editing and mixing, and MIDI applications of every \nsort. \n\nInternships allow students to tailor their academic work to their specific \ncareer goals and gain valuable experience with industry professionals. \nInternships may be repeated for credit. \n\nIn addition to the other degree requirements, students complete the \nfollowing Music courses: \n\n\n\nsic Core \n\n\n\n\n\n\n27 hours \n\n\nMUSI 1105, \n\n\n1106 \n\n\nApplied Instrument \n\n\n3 hours \n\n\nMUSI 1211, \n\n\n2210,2211,3210,3211,4210 \n\n\n\n\n\n\n\n\nComposition 1-6 \n\n\n6 hours \n\n\nMUSI 1107, \n\n\n1108 \n\n\nEnsemble \n\n\n2 hours \n\n\nMUSI 2310 \n\n\n\n\nOrchestration \n\n\n2 hours \n\n\nMUSI 2390 \n\n\n\n\nAudio Engineering \n\n\n3 hours \n\n\nMUSI 3369 \n\n\n\n\nMusic Technology \n\n\n3 hours \n\n\nMUSI 3352 \n\n\n\n\nJazz Theory \u0026 Popular Practice \n\n\n2 hours \n\n\nMUSI 3384 \n\n\n\n\nJunior Recital \n\n\n1 hour \n\n\nMUSI 3366 \n\n\n\n\nBasics of Conducting \n\n\n3 hours \n\n\nMUSI 4470 \n\n\n\n\nInternship \n\n\n1 hour \n\n\nMUSI 4484 \n\n\n\n\nSenior Recital \n\n\n1 hour \n\n\nMusic Electives \n\n\n\n\n4 hours \n\n\n\n233 \n\n\n\nBachelor of Music in Performance \n(Voice, Piano, Organ, Guitar, Percussion) \n\nThis program of study is designed for students seeking careers as \nprofessional classical performers and/or studio teachers. Students admitted \nto this program of study must possess exceptional talent in their principal \napplied area, and instrumental and keyboard majors must demonstrate \nprevious training. The curriculum couples rigorous scholarship with \nnumerous performance opportunities, thus adequately preparing students \nfor graduate study in performance. \n\nIn addition to the other degree requirements, students complete the \nfollowing Music courses: \n\n\n\nVocal Majors \n\n\nTrack: \n\n\n\n\n\n\nMusic Core \n\n\n\n\n\n\n27 hours \n\n\nMUSI 1105, \n\n\n1106 \n\n\nApplied Voice \n\n\n8 hours \n\n\nMUSI 1107, \n\n\n1108 \n\n\nChoir \n\n\n8 hours \n\n\nMUSI 2239 \n\n\n\n\nDiction for Singers \n\n\n\n\n\n\n\n\n(may be repeated for credit) \n\n\n3 hours \n\n\nMUSI 3384 \n\n\n\n\nJunior Recital \n\n\n1 hour \n\n\nMUSI 3366 \n\n\n\n\nBasics of Conducting \n\n\n3 hours \n\n\nMUSI 4484 \n\n\n\n\nSenior Recital \n\n\n1 hour \n\n\nMUSI 4480 \n\n\n\n\nOpera Workshop \n\n\n3 hours \n\n\nForeign Language \n\n\n(Non-Music Required) \n\n\n6 hours \n\n\nInstrumental Majors \n\n\n; Track: \n\n\n\n\nMusic Core \n\n\n\n\n\n\n27 hours \n\n\nMUSI 1105, \n\n\n1106 \n\n\nApplied Instrument \n\n\n8 hours \n\n\nMUSI 1107, \n\n\n1108 \n\n\nEnsemble \n\n\n8 hours \n\n\nMUSI 3366 \n\n\n\n\nBasics of Conducting \n\n\n3 hours \n\n\nMUSI 3352 \n\n\n\n\nJazz Theory \u0026 Popular Practice \n\n\n2 hours \n\n\nMUSI 3384 \n\n\n\n\nJunior Recital \n\n\n1 hour \n\n\nMUSI 4484 \n\n\n\n\nSenior Recital \n\n\n1 hour \n\n\nMusic Electives \n\n\n\n\n6 hours \n\n\n\n234 \n\n\n\nBachelor of Music in Church Music \n\nThrough a broad interdenominational curriculum, the degree in Church \nMusic prepares future leaders for music ministry in the church. The course \nof study affirms both the rich heritage of the sacred musical tradition and \ncontemporary worship styles practiced in many churches today. This \ndegree is also appropriate for those students pursuing graduate study in \nchurch music at the seminary/graduate school level. \n\nThe required internships provide an opportunity for students to practice \ntheir craft in a real- world environment. Students are expected to provide \ntheir own transportation to and from the internship site. Because the \ninternship experience offers valuable interaction with professionals and \nspiritual mentoring, students are encouraged to enroll for as many \ninternship credit hours as their schedule permits. Internship may be \nrepeated for credit. \n\nIn addition to the other degree requirements, students complete the \nfollowing Music courses: \n\n\n\nMusic Core \n\n\n\n\n\n\n27 hours \n\n\nMUSI 1105, \n\n\n1106 \n\n\nApplied Instrument \n\n\n8 hours \n\n\nMUSI 1107, \n\n\n1108 \n\n\nEnsemble \n\n\n8 hours \n\n\nMUSI 3331 \n\n\n\n\nChristian Hymnody \n\n\n3 hours \n\n\nMUSI 3366 \n\n\n\n\nBasics of Conducting \n\n\n3 hours \n\n\nMUSI 4470 \n\n\n\n\nInternship \n\n\n1 hour \n\n\nMUSI 4484 \n\n\n\n\nSenior Recital \n\n\n1 hour \n\n\nMusic or Religion \n\n\nElectives \n\n\n9 hours \n\n\n\nCourse Descriptions (MUSI) \n\nMUSI 1100 Music Fundamentals. (3)* Fall and Spring \n\nProvides an introduction to elementary music theory, including scales, key \nsignatures, staff notation, clefs, rhythm, meter, intervals, and general \nmusic terminology. \n\nMUSI 1101 Theory 1. (2)* Fall \n\nThis course is designed to provide the student with the basics of music \ntheory, including: scales, key signatures, intervals, triads, beginning voice \nleading, harmony, figured bass, basic reductive and hierarchic graphing \ntechniques. Some lab time will be devoted to internet music resources and \nnotation using FINALE. Other topics will include basic MAC computer \nskills especially as they pertain to music theory and CAI in music theory. \nMust be taken with MUSI 1113. \n\nPrerequisite: MUSI 1 100 or passing score on Theory Placement Exam \n\n\n\n235 \n\n\n\nMUSI 1102 Theory 2. (2) Spring \n\nContinuation of MUSI 1101. This course is designed to provide the \nstudent experience with intermediate-level music theory topics, \nincluding: phrase structure, non-chord tones, voice leading, harmony, \nfigured bass, basic reductive and hierarchic graphing techniques. Some \nlab time will be devoted to internet music resources and notation using \nFINALE. Other topics will include basic MAC computer skills, \nespecially as they pertain to music theory and CAI in music theory. \nMust be taken with MUSI 1114. \nPrerequisite: MUSI 1101 \n\nMUSI 1103 Piano 1. (1) Spring \n\nBeginning instruction in piano for music majors with no previous \n\nkeyboard training. Development of basic reading skills. \n\nMUSI 1104 Piano 2. (1) Fall \n\nContinuation of Piano 1 with additional emphasis on sight-reading. \nPrerequisite: MUSI 1 103 or permission of Chair \n\nMUSI 1105-1106 Applied Lessons. (1-2) Fall, Spring \nIndividual instruction in the student's choice of instrument or voice to \ndevelop technical proficiency, repertoire knowledge, and performance \nskills. May be repeated for credit. \n\nPrerequisite: Audition and authorization by the Chair \nSection A - Voice \n\nSection B - Piano (Classical and Jazz) \nSection C - Organ \n\nSection D - Guitar (Classical, Jazz and Bass) \nSection E - Percussion \nSection F - Brass \nSection G - Composition \nSection H - Strings \n\nMUSI 1107-1108 Ensemble. (1) Fall, Spring \n\nPerformance organization(s) providing ensemble experience. May be \n\nrepeated for credit. \n\nPrerequisite: Audition \nSection A  Concert Choir \nSection B  Jazz Combo 1 \nSection C  Jazz Combo 2 \nSection D  Guitar Ensemble \nSection E  Chamber Choir \n\n\n\n236 \n\n\n\nMUSI 1109 Beginning Classical Guitar. (1) Fall, Spring \n\nBasic techniques of Classical guitar taught in a classroom setting, intended \nfor non-music majors. The course includes fundamentals of reading music \nand understanding elementary music theory. In addition, students will \nstudy examples of simple folk music and music for worship. A selection \nof the most useful guitar chords, suitable for beginners, and basic \naccompaniment patterns will be taught to allow the students to accompany \ntheir singing. Students will need to own an acoustic guitar and plan for \ndaily practice time. \n\nMUSI 1110 Literature and Language of Music 1. (1) Fall \n\nThis course will acquaint students with the appropriate language needed \nfor a precise discussion of music and the literature that corresponds to \nmusical evolution since notation developed. Students will learn to \ndistinguish between related genres, i.e., opera and oratorio, concerti and \nconcerto grossi. Moreover, they will learn to recognize musical styles and \nbe able to place music in the most likely historical period based on stylistic \nobservations. Although not a survey course, it will incorporate musical \nhistorical perspectives and highlight those important composers who have \nchanged the direction of music or perfected a certain style. The course will \nalso have a strong listening component, thereby encouraging more \ndiscriminate listening. \n\nMUSI 1111 Literature and Language of Music 2. (1) Spring \n\nContinuation of MUSI 1110, this course will place a great emphasis on \nlistening to and talking about different musical styles and prominent \ncomposers who exemplify those styles. Score study will be an \nimportant component. \n\nMUSI 1112 Music Survey. (3)* Fall, Spring \n\nA broad survey of music aimed at developing aesthetic awareness and \n\ncritical analysis of music from diverse styles and genres. \n\nMUSI 1113 Ear Training 1. (2)* Fall \n\nThis course is designed to provide the student with basic sight singing and \nlistening skills. Some lab time will be devoted to internet music resources \nand notation using FINALE. Other topics will include basic MAC \ncomputer skills especially as they pertain to music theory and CAI in \nmusic theory and ear training. Must be taken with MUSI 1101. \nPrerequisite: MUSI 1 100 or passing score on Theory Placement Exam \n\nMUSI 1 1 14 Ear Training 2. (2) Spring \n\nContinuation of MUSI 1114. Must be taken with MUSI 1 102. \nPrerequisite: MUSI 1 101 and MUSI 1113 \n\n\n\n237 \n\n\n\nMUSI 1211 Composition 1. (1) Spring \n\nScore preparation, performance, and recording of works created by the \nstudent. This is a seminar class; therefore, peer evaluation and \ncommentary is part of the classroom experience. At least one work \nmust be offered in the recital given by the composition class at the end of the \nterm. \nPrerequisite: MUSI 1 102 and MUSI 1113 \n\nMUSI 2201 Theory 3. (2) Fall \n\nContinuation of MUSI 1 102. This course is designed to provide the \nstudent with more advanced knowledge of music theory, including: \nbasic reductive and hierarchic graphing techniques, chromatic harmony, \nmodulations, form (binary, ternary, and variations), advanced voice \nleading, and advanced part writing. Some lab time will be devoted to \ninternet music resources and notation using FINALE. Other topics will \ninclude basic MAC computer skills, especially as they pertain to music \ntheory and CAI in music theory. Must be taken with MUSI 2213. \nPrerequisite: MUSI 1 102 and MUSI 1114 \n\nMUSI 2202 Theory 4. (2) Spring \n\nContinuation of MUSI 2201 . This course is designed to provide the \nstudent with more advanced knowledge of music theory, including: \nreductive and hierarchic graphing techniques, advanced chromatic \nharmony, modulations, sonata and rondo form, advanced voice leading, \nadvanced part writing, and introductory 20 th century compositional \ntechniques. Some lab time will be devoted to internet music resources \nand notation using FINALE. Other topics will include basic MAC \ncomputer skills, especially as they pertain to music theory and CAI in \nmusic theory. Must be taken with MUSI 2214. \nPrerequisite: MUSI 2201 and 2213 \n\nMUSI 2203 Piano Class 3. (1) Spring \n\nContinuation of MUSI 1 104 with emphasis on transposition and chord \naccompaniment. Upon completion of this course, the student should be \nprepared for the Piano Proficiency Exam. May be repeated for credit. \nPrerequisite: MUSI 1104 \n\nMUSI 2210 Composition 2. (1) Fall \n\nScore preparation, performance, and recording of works created by the \nstudent. This is a seminar class, therefore, peer evaluation and \ncommentary is part of the classroom experience. At least one work \nmust be offered in the recital given by the composition class at the end \nof the term. \nPrerequisite: MUSI 1211 \n\n\n\n238 \n\n\n\nMUSI 2211 Composition 3. (1) Spring \n\nScore preparation, performance, and recording of works created by the \nstudent. This is a seminar class, therefore, peer evaluation and \ncommentary is part of the classroom experience. At least one work \nmust be offered in the recital given by the composition class at the end \nof the term. \nPrerequisite: MUSI 2210 \n\nMUSI 2213 Ear Training 3. (2) Fall \n\nContinuation of MUSI 1114. This course is designed to provide the \nstudent with a more advanced knowledge, sight singing, and listening \nskills. Some lab time will be devoted to internet music resources and \nnotation using FINALE. Other topics will include basic MAC computer \nskills, especially as they pertain to music theory and CAI in music \ntheory and ear training. Must be taken with MUSI 2201. \nPrerequisite: MUSI 1 102 and MUSI 1114 \n\nMUSI 2214 Ear Training 4. (2) Spring \nContinuation of MUSI 2213. Must be taken with MUSI 2202. \nPrerequisite: MUSI 2201 and MUSI 2213. \n\nMUSI 2239 Diction for Singers. (1) Fall and Spring \nTrains students in the use of the International Phonetic Alphabet to \npronounce foreign language art songs. Practice in transcribing English, \nItalian, French, and German art songs and applying the rules of correct \npronunciation. May be repeated for credit. \n\nMUSI 2310 Orchestration. (2) Fall \nTechniques of scoring for string, brass, woodwind, percussion \ninstruments and MIDI instruments. \nPrerequisite: MUSI 1 102 and MUSI 1114 \n\nMUSI 2390 Audio Engineering. (3) Spring \nClassroom instruction in digital and analog audio engineering. \nRecording console operation, microphone placement and usage, mixing, \ntape based and hard disc recording, mastering, CD burning and \ntroubleshooting. \n\nMUSI 3210 Composition 4. (1) Fall \n\nScore preparation, performance, and recording of works created by the \nstudent. This is a seminar class, therefore, peer evaluation and \ncommentary is part of the classroom experience. At least one work \nmust be offered in the recital given by the composition class at the end \nof the term. \nPrerequisite: MUSI 221 1 \n\n\n\n239 \n\n\n\nMUSI 3211 Composition 5. (1) Spring \n\nScore preparation, performance, and recording of works created by the \nstudent. This is a seminar class, therefore, peer evaluation and \ncommentary is part of the classroom experience. At least one work \nmust be offered in the recital given by the composition class at the end \nof the term. \nPrerequisite: MUSI 3210 \n\nMUSI 3301 Music History 1. (3) Fall \nThe study of the western classical tradition, from earliest antiquity \nthrough Bach. Emphasis on musical analysis and criticism. \nPrerequisite: MUSI 1 102 or permission of instructor \n\nMUSI 3302 Music History 2. (3) Spring \n\nMusic of the Classical, Romantic, and Modern eras, including the music \nof African Americans. Course will emphasize historical analysis and \ncriticism, aural identification, and research. \nPrerequisite: MUSI 1 102 or permission of instructor \n\nMUSI 3331 Christian Hymnody. (3)* as needed \nA survey of Christian hymnody in the English-speaking world from its \nroots in the early Christian Church to present day practices in worship. \nThe study of selected hymns and hymn writers associated with a number \nof different Christian traditions will be included. \n\nMUSI 3352 Jazz Theory and Popular Practice. (2) Fall \nTheoretical foundations of the Jazz tradition, and consideration of \nrelated contemporary style; blues, fusion, rock, gospel, and current \npopular idioms. Aural skills emphasized, with keyboard harmony \nstudies oriented to realizing technical comprehension of the material. \nPrerequisite: MUSI 2202 \n\nMUSI 3366 Basics of Conducting. (3) Fall \nConducting techniques, score reading, rehearsal techniques for choral \nand/or instrumental ensembles. \nPrerequisite: MUSI 2202 \n\nMUSI 3369 Music Technology. (3) Fall \n\nBasic studio techniques, music sequencing, music printing, synthesizers, \nstudio operation. \nPrerequisite: MUSI 2390 Audio Engineering \n\nMUSI 3384 Junior Recital. (1) Fall and Spring \nA 30-minute public performance of the student's creative work and/or \ntalent presented during the junior year. \nPrerequisite: Successful completion of the Pre-Recital Hearing \n\n\n\n240 \n\n\n\nMUSI 4210 Composition 6. (1) Fall \nContinuation of MUSI 3211. A projects course. \nPrerequisite: MUSI 3211 \n\nMUSI 4413 Business of Music Industry. (3) \n\nThe study of basic issues pertaining to the music industry: music \ncopyrights, music synchronization, musical mechanical licensing, \nstandard music contracts, royalties, artists' advances and contracts, \nbuyouts. Introduction to the major licensing organizations, i.e., ASCAP, \nBMI, SESAC, and the National Academy of Recording Arts \u0026 Sciences, \nthe professional society of musicians. \n\nMUSI 4460 Production Project. (3) January Term \nA special projects course with hands-on participation and teamwork \nrequired. Each project is unique; specific content will be publicized in \nthe semester preceding the course offering. \n\nMUSI 4470 Internship. (1) Fall, January, Spring \nA supervised, practical \"real world\" experience in a professional off- \ncampus environment. May be repeated for credit. \n\nMUSI 4480 Opera Workshop. (3) Fall, January, or Spring Term \nStaged and directed performances of complete compositions and/or \nexcerpts from operatic literature of several styles and periods. \nPrerequisite: Audition. \n\nMUSI 4484 Senior Recital. (1) Fall, Spring \nA one-hour public performance of the student's creative work and/or \ntalent presented during the senior year. \nPrerequisite: Successful completion of the Pre-Recital Hearing. \n\nMUSI 4486 Special Topics. (3) Fall or Spring, alternate years \nClass instruction for musical topics of a highly specialized nature. The \ncontent of this course will change based upon the expertise of the \ninstructor and the needs of the students. May be repeated for credit. \n\nMUSI 4488 Capstone Presentation. (1) \n\nThe capstone presentation is a senior level investigation of some music- \nfaculty approved topic and may take the following forms: 1) recital, a \n30-minute public performance; 2) lecture-recital, where the student \npresents a combination lecture and recital totaling at least 20-30 \nminutes; or 3) lecture, a 20-30 minute presentation of research on some \nmusic topic appropriate to the student's interests and abilities. \n\n* Denotes courses in Music that may satisfy Fine Arts requirement in \nCore Curriculum. \n\n\n\n241 \n\n\n\nNursing \nIntroduction \n\nThe Bachelor of Science in Nursing (BSN) curriculum consists of two \nplans of study. The basic program prepares graduates for entry into \nprofessional nursing practice and confers eligibility for initial licensure \nas a registered professional nurse (RN). A degree-completion option is \ndesigned for licensed RNs who wish to earn the BSN degree. \n\nThe curriculum provides professional nursing education within a heritage \nof Christian faith and liberal arts learning. The nursing major, grounded \nin an ethic of caring, encourages independent thought, appreciation for \nthe discovery of excellence, and commitment to supporting the health of \nindividuals and society. BSN studies establish a sound foundation for \nprofessional nursing practice, graduate study, and continuing progress \ntoward personal and professional goals. Faculty and students serve as \nresources for the College and community in nursing education, service, \nand research. Opportunities for collaborative study with students of other \nmajors and clinical experience with varied health care providers \nemphasize the interdisciplinary nature of nursing practice. As \nprofessional nurses, graduates will be able to assist individuals, groups, \nand communities in meeting health care goals. \n\nThe BSN program is approved by the Georgia Board of Nursing and is \naccredited by the National League for Nursing Accrediting Commission, \n61 Broadway-33 rd Floor, New York, NY 10006; Sharon Tanner, Ed.D., \nRN, Executive Director; 1-800-669-1656 ext. 153; sjtanner@nlnac.org \n\nLearning Objectives \n\nGraduates of the Bachelor of Science in Nursing program will be able to: \n\n Practice nursing from a knowledge and research base utilizing skills \nof critical thinking, and communication, with the ability to expand \nknowledge and skills through lifelong learning. \n\n Engage in nursing practice based in a value system consistent with \nprofessional standards of nursing and the philosophy of the nursing \nprogram, characterized by caring and valuing of self and others. \n\n Participate in transitions of health recognizing the opportunities and \nlimitations imposed by historical, sociocultural, spiritual, legal, \nethical, political, economic, and environmental contexts. \n\n\n\n242 \n\n\n\n Assume the role of professional nurse, accountable as provider of \ncare, manager, collaborator, educator, learner, and resource for \nindividuals, families, groups, and communities in promoting and \nrestoring health and well-being. \n\nAdmission to the BSN Program \n\nStudents may declare the intent to pursue a nursing major at any \ntime. However, application for admission to the upper-division program \nis made during the sophomore year. Nursing studies begin at the junior \nlevel with the exception of Nutrition (NURS 3305) which may be \ncompleted prior to admission to the nursing program. Admission \nrequirements are as follows: \n\nA completed Application for Admission to Nursing. An application \nform is available from the College Admissions office and in the office of \nthe Department of Nursing. \n\nCompletion of a sufficient number of credits in Common Core and other \nrequired courses to permit an uninterrupted progression in the nursing \nmajor. \n\nAll applicants will be administered the Assessment Technologies \nInstitute (ATI) Test of Essential Skills (TEAS) as part of the screening \nprocess for admission. The TEAS is an exam of academic preparedness \nthat covers Reading, Math, Science and English Language Usage. \n\nA grade of C or higher is required in anatomy, physiology, \nmicrobiology, and English composition courses. A student is allowed \none attempt to repeat one of these courses. A subsequent failure in this \ncourse or any other of these prerequisite courses will render the student \nineligible to enter the nursing program. A limit of five years applies to \ncompletion of anatomy, physiology, and microbiology courses. \n\nA cumulative overall GPA of 2.5 or higher at the time of entry into the \nnursing program, including all courses completed or attempted at any \ninstitution. \n\nAn interview with a member of the nursing faculty may be required. An \napplicant may request an interview if desired. \n\nApplicants are required to provide a current urine drug screen and a \ncriminal background check. These documents must accompany the \nApplication for Admission to Nursing. \n\nAn applicant who has completed any program of study leading to \nlicensed employment in the health care area (such as registered or \npractical nursing, emergency medical technician) must present the \nlicense in person. \n\n243 \n\n\n\nUnlicensed students enrolled in the nursing program may not be \nemployed by any health care agency in the capacity of licensed nursing \npersonnel. They shall not represent themselves in any practice setting as \nnursing students unless engaged in planned programmatic learning \nactivities which are part of the nursing curriculum. \n\nAdmission to the BSN Completion Option \n\nThe BSN Completion Option is open to Registered Nurses who have \ngraduated from an Associate Degree or Diploma program in Nursing \nand who hold a valid license to practice as a Registered Nurse. \nCurrent Georgia RN licensure is required prior to entering a clinical \nnursing course. \n\nIn addition to RN licensure, the general admission requirements above \napply to RN applicants, with the following exceptions: \n\n RN students who enter the nursing sequence on a full-time basis \nmust have completed all Common Core requirements and all \nrequired non-nursing courses through the junior level. \n\n No time limit applies to the completion of anatomy, physiology, or \nmicrobiology courses. \n\n Thirty (30) previously earned Associate or Diploma nursing \nsemester credits may be accepted toward the BSN degree, subject to \nthe terms of the Georgia RN-BSN Articulation Agreement (the \ncomplete Agreement is available in the office of the Department of \nNursing). These 30 semester credit hours represent previously \ncompleted nursing courses in Adult Health, Child Health, Maternal \nHealth, and Mental Health and are not intended to equal the actual \nnumber of previously earned nursing credits. Normally, no more \nthan 30 hours of Associate Degree or Diploma nursing course \ncredits may be applied toward fulfilling any requirements of the \nBSN degree. \n\n Twenty-four (24) additional nursing course credits must be earned \nat the upper division level (3000 and 4000 courses). Up to 9 of \nthese credits may be earned through challenge examinations on a \none-attempt basis. A minimum of one year of nursing practice \nexperience within the past three years is required for eligibility for \nchallenge examinations. \n\n\n\n244 \n\n\n\nMatriculation Requirements \n\n An accepted student must possess a level of physical and emotional \nhealth sufficient to enable him/her to meet nursing program \nrequirements and the standards of professional nursing practice. \n\n Prior to beginning the first clinical nursing course, a medical \nexamination is required which documents the student's level of \nhealth and immunization including current documentation of the \nHepatitis series and TB skin test. \n\n Professional liability insurance (purchased on a group basis through \nthe College) and basic cardiopulmonary resuscitation (CPR) \ncertification is required prior to beginning the first nursing course \nand must be continued throughout all clinical nursing courses. \n\nCurriculum \n\nNursing courses are offered in a 4-1-4 semester sequence during the \njunior and senior years of study. The total BSN curriculum can be \ncompleted in four academic years (8 semesters) and includes 46 credit \nhours in the Common Core, 19 credit hours in other required and \nelective courses, and 58 credit hours in nursing courses. Included in \nthese hours are two elective and one required interim courses which \ncompose 9 hours of required interim hours. Selected courses required \nfor the BSN degree may fulfill certain Common Core Requirements; \nthese and other required non-nursing courses are: \n\nBIOL 1 148 and BIOL 1 149 Human Anatomy and \n\nPhysiology* \n\nMATH 1101 College Algebra* \n\nCORE 1 120, 1 140 Problem Solving/Computer \n\nApplications \n\nPS YC 1 1 1 Introduction to Psychology* \n\nPSYC 3302 Human Growth and \n\nDevelopment* \n\nENGL 1101,1102 Rhetoric and Composition* \n\nBIOL 3320 Microbiology * \n\nCORE 3001 American Experience \n\n*These courses are prerequisite to entering the nursing courses. \n\n\n\n245 \n\n\n\nFall: \n\n\n\nSpring: \n\n\n\nFall: \n\n\n\nJunior Year \n\nNURS 3305 Nutrition and Health* \n\n(may be completed in advance) \n\nNURS 3310 Health Promotion I: A Focus on Aging \n\nNURS 33 1 1 Health Assessment Across the Life-Span \n\nNURS 3312 Conceptual Foundations of Nursing \n\nNURS 3400 Health Restoration I: A Psychiatric Mental \nHealth Focus \n\nNURS 3331 Pharmacology in Nursing* \n\nNURS 3330 Health Promotion II: Mother, Child and \nFamily \n\nNURS 3350 Health Restoration II: Adult Health Focus \n\nSenior Year \n\nNURS 4430 Health Restoration IE: Adult Health Focus \n\nNURS 443 1 Research in Nursing* \n\nNURS 4440 Health Promotion HI: A Community Focus* \n\nSpring: \n\nNURS 4432 Senior Capstone in Nursing* \n\nNURS 4433 Health Restoration IV: Advanced Concepts \n\nNURS 4450 Leadership \u0026 Role Transition \n\nNursing courses designated above by an asterisk are required of RN \nstudents enrolled in the BSN-completion option. RN students also \ncomplete two RN only courses: \n\nJunior Level NURS 3313 Transitions: A Seminar for \n\nRegistered Nurses (Fall) \n\nSenior Level NURS 4460 Transitions \u0026 Leadership for \n\nRegistered Nurses (Spring) \n\nInformation regarding the program length and costs is provided to the \nNational League for Nursing Accrediting Commission and is available \nfrom that organization at 61 Broadway, 33 rd Floor, NY 10006, \n800-669-1656 Ext. 153. \n\n\n\n246 \n\n\n\nProgression \n\n1 . A grade of C (75%) or higher is required for successful completion \nof all nursing courses. Course syllabi and the BSN Student \nHandbook detail requirements for achieving a passing grade of C or \nbetter. A grade of D, F, or WF is a failing grade. \n\n2. A minimum cumulative GPA of 2.0 must be maintained throughout \nthe period of enrollment in nursing courses. A nursing major whose \nGPA falls below 2.0 will be placed on departmental probation and \nhas one semester in which to raise the GPA to 2.0 or higher. Failure \nto achieve a 2.0 in one semester will result in withdrawal from the \nnursing program. A 2.0 GPA is required for entrance into senior \nlevel courses. \n\n3. Students earning a D or F in any nursing course may repeat the \ncourse one time. The course may be repeated, and if the student \npasses, he/she is eligible to continue the nursing program. However, \nany other failure in that or any other nursing course will result in \ndismissal from the program. \n\n4. All Common Core and other required non-nursing courses, with the \nexception of American Experience, and an interim elective must be \n\n, completed prior to beginning the senior level nursing courses. \n\n5. Students who fail a course in the first semester of the program must \ncompete for readmission with the next year's applicant pool. \n\n6. Any student who fails clinically will not be allowed to continue in \nthe nursing program. \n\n7. Students must successfully complete all Junior-level clinical \ncourses before proceeding to Senior-level clinical courses. \n\n8. The faculty of the Department of Nursing reserve the right to \ndismiss at any time a student whose health, conduct (academic \ndishonesty, professional conduct), general attitude, clinical \nperformance, or scholastic standing make it inadvisable to retain the \nstudent in the program. Students are expected to display qualities \nthat are desirable in professional persons. \n\n\n\n247 \n\n\n\nProgression in BSN Completion Option \n\nIn addition to the guidelines above, the following policies apply to \nprogression in the BSN Completion Option: \n\n A valid Georgia RN license must be maintained throughout \nenrollment in clinical nursing courses. \n\n Credit for completion of NUR 3311 (Health Assessment) may be \nearned by successful completion of a standardized examination and \ndemonstration of clinical competence. Credit for NUR 3331 \n(Pharmacology) and NUR 3305 (Nutrition) may be earned through \nsuccessful completion of standardized examination. Should a passing \nscore not be achieved on the first attempt the student is required to \ncomplete the course. \n\n All previously earned ADN or Diploma nursing credits will be \nplaced in escrow when the RN student enters the nursing program. \nUpon satisfactory completion of 6 credit hours of BSN nursing \ncourses, the escrowed credits will be transferred to the student's \npermanent academic record. Should the RN student not be \nsuccessful in the initial 6 hours of nursing course's, the previously \nearned nursing credits will not be applied toward the BSN degree. \n\nAssessment of Learning Objectives in the Major \n\nIn order for students and faculty to monitor learning progress and to \nprovide for evaluation of the educational program, periodic assessment \nmeasures are used. All assessments are program, course, or College \nrequirements. Students are provided information as to the scheduling and \ncost of each assessment. \n\n Academic Profile. Prior to graduation, students are required to \ncomplete the Academic Profile. This student inventory is designed to \ndetermine the extent to which students have achieved the objectives \nof the curriculum of the Core Program. \n\n Standardized Exams. ATI achievement exams are administered at \nintervals throughout the nursing program. These tests are required \nwithin selected nursing courses. \n\n\n\n248 \n\n\n\n Assessment in the Major. Standardized testing through Assessment \nTechnologies Institute (ATI) with course specific tests will be used in \neach course as 5% of the course grade. Those students scoring below \nthe \"cut score\" for each test will be required to remediate using ATI \nstudy materials. The GN Comprehensive Predictor Exam will be \nused in the last semester as an exit exam that must be passed in order \nto graduate. Students will be provided with study materials and a \npractice exam before their first Predictor Exam and students will have \ntwo opportunities to remediate and retake the exam if they fail the \nfirst one. RN students complete an essay-type examination. \n\nCourse Descriptions (NURS) \n\nCourse credit hours and corresponding clock hours are shown in \nparentheses. One class clock hour/week equals one credit hour; three \nlaboratory or practice clock hours/week equal one credit hour. \n\nNURS 3305 Nutrition and Health. (1) Fall \nAn introduction to nutrition concepts and current dietary trends, \nfocusing on health promotion. Nutrients are explored with regard to \nsources, dietary requirements, and health implications. Student interests \nare incorporated. \n\nPrerequisite: None. \n\nNURS 3310 Health Promotion I: A Focus on Aging. (4) Fall \n(2 hrs. class 6 hrs. lab/clinical per week) \n\nA foundation course to introduce and develop concepts, practices and \nprocesses of health promotion in professional nursing, emphasizing the \nneeds of the elderly. The skills of communication, problem solving, and \ncritical analysis in nursing are included. \n\nPrerequisite: Admission to BSN program. \n\nCorequisites: NURS 331 1, NURS 3400 \n\nNURS 3311 Health Assessment Across the Life-Span.(4) Fall \n(3 hr. class, 3 hrs. lab per week) \n\nA study of the health assessment process applied to persons of all ages, \nwith emphasis on building knowledge and skill in data acquisition, \norganization, and interpretation. \n\nPrerequisite: RN status or Corequisite: NURS 3310, NURS 3400 \n\n\n\n249 \n\n\n\nNURS 3312 Conceptual Foundations of Nursing. (2) Fall \n(2 hrs. class per week) \n\nAn introduction to professional nursing practice and the varied roles of \nthe nurse in multiple practice settings. Conceptual bases of the \nprofessional nursing role is explored. \n\nPrerequisite: Admission to BSN program. \n\nCorequisites: NURS 3305, NURS 3310, NURS 3311 \n\nNURS 3313 Transitions: A Seminar for Registered Nurses. (2) Fall \n(2 hrs. class per week) \n\nA study of varied perspectives and conceptual bases of the professional \nnursing role. The research process and research significance in nursing \npractice is introduced. \n\nPrerequisite: Admission to BSN program, RN status. \n\nNURS 3330 Health Promotion II: Mother, Child and Family. \n\n(4 hrs. class, 6hrs. lab/clinical per week) (6) Spring \nA course designed to provide the student with an understanding of \nnursing care for mother, infant, and family and selected women's health \nissues. Emphasis is placed on the nurse's role in promoting the health of \nmother, infant and family. Physical, developmental, and psychosocial \nchallenges to health are examined. \n\nPrerequisites: NURS 3310, NURS 3311, NURS 3312, NURS 3400 \n\nCorequisites: NURS 3331, NURS 3350 \n\nNURS 3331 Pharmacology in Nursing. (4) Spring \n(4 hrs. class per week) \n\nPharmacologic concepts and skill essential for nursing practice, \nincluding the basic science of drugs, determination of dosage, nursing \nimplications, and medication administration techniques. \n\nPrerequisites: NURS 3310, 331 1, 3400 \n\nCorequisites: NURS 3330, 3350 \n\nNURS 3350 Health Restoration II: Adult Health Focus. \n\n(5) Spring \n\n(3 hrs. class, 6 hrs. lab/clinical per week) \n\nThe foundation course in nursing care of individuals and families who \nare experiencing challenges to health, emphasizing understanding and \nskill in health restoration. \n\nPrerequisites'. NURS 3310, NURS 331 1, NURS 3312, NURS 3400 \n\nCorequisites: NURS 3331, NURS 3330 \n\n\n\n250 \n\n\n\nNURS 3400 Health Restoration I:A Psychiatric Mental Health \nFocus. (4) Fall \n(3 hrs. class, 3 hrs. lab/clinical per week) \n\nCourse provides the student with a foundation in psychiatric and mental \nhealth nursing with a focus on therapeutic communication, influences \naffecting mental health and illness, and nursing care for mental health \nmaintenance and restoration. \n\nPrerequisites: Admission to BSN Program \nCorequisites: NURS 3310, NURS 331 1, NURS 3312 \n\nNURS 4430 Health Restoration III: Adult Health Focus. (7) Fall \n(3 hrs. class, 12 hrs. lab/clinical per week) \n\nA study of advanced nursing care relevant to acutely ill patients with \ncomplex health problems. Learning experiences emphasize \ncollaboration and critical analysis necessary in providing and \ncoordinating care. \n\nPrerequisites: NURS 3331, NURS 3350, NURS 3340, NURS 3400 \n\nCorequisites: NURS 4431 NURS 4440 \n\nNURS 4431 Research in Nursing. (3) Fall \n(3 hrs. class per week) \n\nA course designed to assist students in developing a sense of inquiry, \nincluding research designs, sampling strategies, data analysis methods, \nand the use of research in clinical nursing practice. \nPrerequisites: NURS 3312 or NURS 3313 \n\nNURS 4432 Senior Capstone in Nursing. (3) Spring \n(3 hrs. class per week) \n\nA seminar to assist students in synthesizing learning related to the roles \nand practices of professional nurses, exploring the health care system \nand the legal-ethical, sociopolitical, cultural, and professional issues \ninfluencing contemporary nursing. \n\nPrerequisites: All Junior-Level Nursing \u0026 Senior Fall Courses \n\nCorequisites: NURS 4450, NURS 4460 \n\nNURS 4433 Health Restoration IV: Advanced Concepts. \n\n(5) Spring \n\n(3 hrs. class, 6 hrs. lab/clinical per week) \n\nThis course is the third of a three-course sequence. This course provides \nopportunities for analysis and synthesis of content and concepts \ncontained in previous nursing courses. The primary focus of this course \nis clients with complex health care needs. \n\nPrerequisites: All Junior level courses; NURS 4430 \n\nCorequisites: NURS 4432, NURS 4450 \n\n\n\n251 \n\n\n\nNURS 4440 Health Promotion III: A Community Focus. (4) Fall \n(3 hrs. class, 3 hrs. lab/clinical per week) \n\nA course directed toward the knowledge and skills necessary to the \npractice of community health nursing. Emphasis is placed on the \npromotion and protection of the health of individuals and groups within \nthe context of community. A research project is completed focusing on \na problem or issue in community health. \n\nPrerequisites: All Junior-level Nursing courses \n\nCorequisites: NURS 4430, NURS 4431 \n\nNURS 4450 Leadership \u0026 Role Transition. (6) Spring \n\n(2 hrs. class per week, 180 total hours clinical \npractice) \n\nA course to facilitate the transition to professional practice. Leadership \nand management roles assumed in clinical practice and increasing \nautonomy in patient care are guided through preceptorial experiences. \n\nPrerequisites: All Junior-Level Nursing Courses and NURS 4405, \nNURS 4330, NURS 4430, NURS 4431 \n\nCorequisites: NURS 4432, NURS 4433 \n\nNURS 4460 Transition \u0026 Leadership for Registered Nurses. \n(2 hrs. class per week, 108 total hours clinical \npractice) (4) Spring \nA clinical practicum to facilitate RN transition to professional practice. \nPrinciples of leadership are examined as they relate to Nursing Practice \nfor the RN. \n\nPrerequisite: All nursing courses \nCorequisites: NURS 4432, NURS 4433 \n\nNURS 4495 Independent Study in Nursing. (Variable) \n\nOn demand \nFor students meeting requirements, the opportunity to pursue special \ninterests beyond those in the formal course of study. \n\nPrerequisite: Completion of 2/3 nursing major, 3.0 GPA, \n\nand permission. \n\n\n\n252 \n\n\n\nThe Oikos Program \nA Minor Program in Sustainability \n\nIntroduction \n\nThe Oikos Program is an interdisciplinary minor program on the theme \nof sustainability. The program is sponsored by the departments of \nBiology, Political Science, Religion, and Sociology \u0026 Anthropology. \nOikos is the Greek word for \"house.\" It is the root word for both ecology \nand economics, and thus points to the dual aspects of ecological and \nsocial and responsibility that are central to the sustainability theme. The \nuniting theme across disciplines is how we might contribute to a just, \nsustainable, and peaceful future. \n\nLearning Objectives \n\n Using the expertise unique to each academic discipline, students \nwill explore the root causes of injustice, ecological degradation, and \nsocial conflict. \n\n Students will explore creative responses to these realities and will \nimagine possibilities for future social policy. \n\n Students from various disciplines will form a coherent learning \ncommunity around a common theme. \n\n Oikos students will engage in genuine servant leadership: i.e.; \nunderstand the systemic roots of social problems and engage in \ntransformation of the world in which they live. \n\nAssessment of Learning Objectives \n\nMastery of the Oikos curriculum is demonstrated by the following: \n\n Completion of each course with a grade of C- or better and a GPA \nof 2.0 or better in the minor. \n\n Successful completion and defense of a senior research project that \nexplores an Oikos theme in great depth. (See discussion on OIKS \n4000 below.) \n\nProgram Overview \n\nThe advisor for the program is the Oikos Program Director. The Oikos \nminor requires successful completion of the 5 courses described below \n(16 hours in total) with a grade of C- or better in each course and a GPA \nof 2.0 or better in the minor. \n\n253 \n\n\n\nCourse Descriptions \n\nSOCI 1320 Oikos Seminar on Social Justice (3) Spring 2008 \n\nAn introduction to issues of diversity and social justice in the United \nStates. The course provides students with theoretical frameworks for \nunderstanding the dynamics and intersections of oppression and an \nopportunity to expand their awareness of various forms of oppression. \nPrerequisites: none \n\nRLGN 2320 Religion, Violence, and Social Change (3) \n\nAn examination of models of non-violent social change that are \ngrounded in religious faith commitments. The course will focus on the \nChristian faith tradition but will work comparatively with figures and \nmovements from Hinduism, Buddhism, Judaism, and Islam. The course \nwill include practice in the skills of peace-building that are guided by \nthe principles of restorative justice. \nPrerequisites: none \n\nPOLS 2320 \n\nor Seminar on Ecological Sustainability and Policy (3) \n\nSOCI 2320 \n\nA survey of sustainability as a political, economic and socio-cultural \npart of our lives. The course is divided into three major segments. First, \nit assays how our lives are conducted and considers the ecological cycles \nand processes that make life possible. Second, it examines the ground \nsolutions to the issue of a sustainable lifestyle and attempts to implement \nthis goal. Finally, it surveys the arena of ecological politics in order to \nengage the issue of how can we achieve this as a society. \nPrerequisites: none \n\nBIOL 3334 General Ecology (4) \n\nor \nBIOL 3370 Toxicology (4) \n\nGeneral Ecology is an introduction to the basic principles and concepts \nof ecology with emphasis on environmental sampling, analysis, and \ncharacterization. Toxicology is an introduction to the principles of \ntoxicology and the cellular, physiological, and ecological effects of \ntoxicants, with an emphasis on the environmental and physiological \neffects of toxicants relating to the nervous system, cardiovascular \nsystem, and respiratory systems. \n\nPrerequisites: The prerequisites for BIOL 3334 are BIOL 1 101, \n\n1 10 1L, and BIOL 1 102, 1 102L. The prerequisites for \nBIOL 3370 are BIOL 1 101, 1 10 1L, and BIOL 1 102, \n1 102L or BIOL 1 148 and 1 149. \n\n\n\n254 \n\n\n\nOIKS 4000 Capstone Research Project (3) \n\nA research project and presentation that explores in great depth an issue \nat the intersection of peace and nonviolence, social justice, and \necological sustainability. When the student is completing a major that \nalready requires a senior research project, the student will generally \nregister for the departmental capstone course instead of OIKS 4000. The \nstudent will work out a common topic in consultation with the Oikos \nprogram director and the faculty member who teaches the capstone \ncourse in the student's major. In those rare cases in which the student is \nearning a major that does not require a senior project, or if the student \ncannot develop a topic that is acceptable to his or her major advisor, the \nstudent may register for OIKS 4000 instead of a departmental capstone \ncourse. In this case the student will choose a topic in consultation with \nthe Oikos program director. \n\nPrerequisite: Completion of all other Oikos courses with a grade of \n\"C-\" or better and a GPA of 2.0 or higher in the minor, or \npermission of the Oikos Program Director. \n\n\n\n\n255 \n\n\n\nPhysics \nIntroduction \n\nWhy study physics? Physics is crucial to understanding the world \naround us, the world inside us, and the world beyond us. It is the most \nbasic and fundamental science. Physics encompasses the study of the \nuniverse from the largest galaxies to the smallest subatomic particles. \nPhysics challenges our imaginations and leads to great discoveries that \nchange our lives. The computer that you are using and the laser that \nreads your CDs were developed as a result of basic physics research. \nAre you curious about how the world works? \n\nThe physics curriculum at LaGrange College serves two basic purposes: \n\n1) An introduction to the physical sciences, oriented towards \ndeveloping problem solving, and analytical reasoning skills \nsuitable for the core requirements of the College. \n\n2) Provides courses that support programs in mathematics, chemistry, \nbiology, computer science, dual-degree in engineering, education, \nand preparation for health professional schools including medicine, \ndentistry, veterinary science, pharmacy, and physical therapy. \n\nPhysics Courses Required for the Minor \nConcentration \n\nA minor in Physics requires at least 16 credit hours, with at least a C \naverage. The required courses include: General Physics I and II \n(PHY2121 and 2122), Introduction to Modern Physics (PHYS3201). \nand Physical Chemistry: Chemical Dynamics and Quantum Mechanics \n(PHYS3302). \n\nCourse Descriptions (PHYS) \n\nPHYS 1101 Introductory Physics I. \n\n(3 hrs. lee, 3 hrs. lab per week) (4) Fall \nA non-calculus-based introduction to elementary kinematics, dynamics, \nenergy, momentum, fluids, and thermodynamics. Physics is a science of \nmeasurement, testing, and experimentation - inquiry based laboratories \nmake physics come to life! \nPrerequisite: MATH 2105 \n\n\n\n256 \n\n\n\nPHYS 1 102 Introductory Physics II. \n\n(3 hrs. lee, 3 hrs. lab per week) (4) Spring \nA continuation of Physics 1101 and an introduction to sound and waves, \nelectric and magnetic fields, electric circuits, light and optics, and \nnuclear physics. Physics is a science of measurement, testing, and \nexperimentation - inquiry based laboratories make physics come to life! \nPrerequisite: PHYS 1101 \n\nPHYS 2121 General Physics I. \n\n(3 hrs. lee, 3 hrs. lab per week) (4) Fall \nA calculus-based introduction to particle dynamics, energy and \nmomentum conservation, rotational dynamics, fluid mechanics, \nthermodynamics, and kinetic theory of gases. Physics is a science of \nmeasurement, testing, and experimentation - inquiry based laboratories \nmake physics come to life! \nPrerequisite: MATH 2222 \n\nPHYS 2122 General Physics II. \n\n(3 hrs. lee., 3 hrs. lab per week) (4) Spring \nA continuation of Physics 2121 covering wave mechanics, electricity \nand magnetism, electric circuits, light and optics. Physics is a science of \nmeasurement, testing, and experimentation - inquiry based laboratories \nmake physics come to life! \nPrerequisites: PHYS 2121 \n\nPHYS 3201 Introduction to Modern Physics \n\n(3hrs. lee, 3 hrs. lab per week) (4) Fall \nDuring the early twentieth-century, two momentous theories were \nproposed: the theory of relativity and the quantum theory. This course \nwill introduce these theories and supporting experimental evidence, as \nwell, many of the theories that were developed in the twentieth-century. \nTopics to be studied include: the Birth of Modern Physics, Special \nRelativity, Quantum Theory, Atomic Physics, General Relativity, and \nCosmology. The laboratories involve experiments that explore the \nquantum nature of matter and energy. \n\nPrerequisites: PHYS 1 102 or PHYS 2122 with a grade of C or higher, \n\nCorequisite: MATH 2223 \n\nPHYS 3302 Physical Chemistry: Chemical Dynamics and \nQuantum Mechanics. \n(3 hrs. lee, 3 hrs. lab per week) (4) \n\nSpring of even years \nA study of basic principles of physical chemistry focusing on gas \nkinetics, chemical dynamics, quantum mechanics, and atomic and \nmolecular spectroscopy. This course is co-listed as CHEM 3302. \nPrerequisites: MATH 2222, PHYS 1 102 or PHYS 2122 \n\n257 \n\n\n\nPolitical Science \nIntroduction \n\nThe political science program is designed to provide students with the \nknowledge and skills they will need to become active, useful citizens in \nmodern democratic polities. For students who concentrate in political \nscience or who take only occasional courses, this means that the political \nscience program will develop your capacity to understand political \norganizations and political processes, to analyze the forces affecting \npolitical decisions, and to form judgments about your obligations and \nrights as a citizen. It also means that the political science program will \nprovide you with the skills necessary to begin a career in business, public \nservice, consulting, or journalism or to continue your education in \ngraduate studies or law school. \n\nLearning Objectives \n\nStudents majoring in political science at LaGrange College will acquire \nbasic knowledge of these areas: \n\n the values, processes, and institutions that affect collective decision \n-making and contemporary politics in the United States, \n\n the comparative analysis of the values, processes, and institutions \nthat affect collective decision-making and contemporary politics in \nother countries, \n\n the relations between and among states, especially those affecting \ninternational conflict and international cooperation, \n\n the ethical dimensions of public policy issues, political practices, \nand constitutional and legal questions. \n\nStudents majoring in political science at LaGrange College will also \nacquire the basic skills necessary to comprehend and perform modern \npolitical analysis. These include: \n\n ability to analyze the foundations of and differences between \nnormative and empirical inquiry, \n\n knowledge of the basic elements of research design and methods in \nnormative, empirical, and historical studies of politics, \n\n knowledge of basic data management and analysis and of the use of \ncomputers in political research, \n\n ability to convey findings in both written and oral presentations. \n\n\n\n258 \n\n\n\nCourse of Study \n\nThe Department of Political Science offers both a major and minor \ncourse of study in political science. \n\nFor a Major in Political Science \n\nDemand Sequence for the Program in Political Science (POLS) \n\n\n\nPOLS 1101 \n\nOR \nPOLS 1102 \nPOLS 2210 \nPOLS 2220 \nPOLS 3300 \nPOLS 4430 \n\n\n\nU.S. Government \n\nIntroduction to Political Science \n\nComparative Politics \n\nInternational Relations \n\nResearch Methods in Political Science \n\nSenior Seminar in Political Science \n\n\n\nStudents majoring in political science must also complete an additional \n1 8 semester hours of elective courses chosen from among the three and \nfour thousand level courses listed for the program in this catalog. At \nlease one of these courses must be in the field of American politics and \npublic policy (POLS 3310, 331 1, 3312, 3313, 3314, or 3315) and one in \nthe fields of international relations (POLS 3320, 3321, 3322, 3323) or \ncomparative politics (POLS 3350, 3351, 3352, 3353). Political science \ninternships (POLS 4400) can earn up to a full semester (12 hours) of \ncredit toward graduation, but usually only three (3) hours will be \ncredited toward completion of the major. This limit can be waived by \nthe Department under special circumstances. Completing the full \nsemester program in the Capital Hill Internship Program can be \nsubstituted for the required completion of POLS 4430 with approval of \nthe Department. Completion of the interim term Capital Hill Internship \nProgram earns elective credit only. \n\nFor a Minor in Political Science \n\nDemand Sequence for the Program in Political Science (POLS) \n\n\n\nPOLS 1101 \n\nOR \nPOLS 1102 \nPOLS 2210 \nPOLS 2220 \n\n\n\nU.S. Government \n\nIntroduction to Political Science \nComparative Politics \nInternational Relations \n\n\n\n259 \n\n\n\nStudents minoring in political science must also complete an additional \n6 semester hours of elective courses chosen from among the three and \nfour thousand level courses listed for the program in this catalog. In the \nminor course of study, political science internships cannot substitute for \nelective course credit. \n\nAssessment of Learning Objectives \n\nAssessment of the objectives of the program in political science is based \non successful completion of each major course with a grade of \"C-\" or \nbetter, successful completion of required overall credit hours with a 2.0 \naverage, and successful completion of POLS 4430: Senior Seminar in \nPolitical Science or the full semester program in the Capital Hill \nInternship Program. To enroll in POLS 4430 students must have \ncompleted POLS 1 101, or 1 102, 2210, 2220, and an additional nine (9) \nsemester hours of elective courses in the political science program. In \nspecial circumstances, these requirements may be waived by permission \nof the faculty of the program. \n\nSpecial Opportunities \n\nLaGrange College is a charter member of the United Methodist College \nWashington Consortium that sponsors the Capital Hill Internship \nProgram in Washington, D.C., for students of political science and other \ndisciplines. The program in political science also supervises a variety of \ninternships in local and state government and in Georgia's legal \ncommunity. Students interested in pursing one of these opportunities \nshould consult with the program faculty. The program also includes \nservice learning opportunities in several of its courses. Again, students \nshould consult with program faculty concerning these courses prior \nto registration. \n\nCourse Descriptions (POLS) \n\nPOLS 1101 United States Government. (3) \n\nAn introduction to political science through an analysis of the political \nsystem of the United States. Topics considered include: basic concepts \nof political science, federalism, civil liberties and civil rights, basic \ngovernmental institutions, elections and public opinion, political parties \nand groups, and domestic and foreign public policy. \n\nPOLS 1102 Introduction to Political Science. (3) \n\nAn introductory course which focuses on the nature of the discipline of \npolitical science and which deals with the way political scientists study \npolitics through an overview of the major topics of the discipline. \n\n\n\n260 \n\n\n\nPOLS 2210 Comparative Politics. (3) \n\nAn introduction to comparative analysis of political systems. Topics \nconsidered include: basic concepts of comparative theory, modern \npolitical history in developed and developing areas, the interaction of \npolitical and economic factors in developed and developing areas, \npolitics and state institutions in selected countries, and comparative \naspects of domestic and foreign public policy. \n\nPOLS 2220 International Politics. (3) \n\nAn introduction to the interaction of nation-states in the global \nsystem. Topics considered include: war and power, economic and \nsocial interdependence, and problems specifically associated with \ndeveloping nations. \n\nPOLS 2320 Seminar on Ecological Sustainability and Policy (3) \n\nA survey of sustainability as a political, economic and socio-cultural \npart of our lives. The course is divided into three major segments. First, \nit assays how our lives are conducted and considers the ecological cycles \nand processes that make life possible. Second, it examines the ground \nsolutions to the issue of a sustainable lifestyle and attempts to implement \nthis goal. Finally, it surveys the arena of ecological politics in order to \nengage the issue of how can we achieve this as a society. \n\nPOLS 3300 Research Methods in Political Science. (3) \n\nA study of basic social science research methods as applied in political \nscience. Topics considered include: research design and data collection, \nmeasurement and causality, fitting models to data with various methods, \ngraphic analysis, and the use of statistical software. (This course is cross \n-listed as SOCI 3900.) \n\nPOLS 3310 State and Local Government. (3) \n\nA study of state and local government in the United States. Topics \nconsidered include: the political cultures and social environments of \nAmerican states and communities, political processes in states and \ncommunities, the structure of state and local political institutions, and \npolicy issues facing states and communities. \n\nPOLS 3311 Congress and the Presidency. (3) \n\nA study of the institutional interactions of the executive and legislative \nbranches of the United States government. Topics considered include: \nthe President and policymaking, Congress and policymaking, \ninstitutional constraints on executive and legislative policymaking; \nforeign policy, civil rights policy, economic policy and budgeting, and \nsocial welfare policy. \n\n\n\n261 \n\n\n\nPOLS 3312 Public Administration and Public Policy. (3) \n\nAn introduction to the study of public administration and public policy. \nTopics considered include: theoretical approaches to the study of public \nadministration, the historical and constitutional basis for public \nadministration in the United States, the organization and management \nof public institutions, the social, political, and legal environments of \npublic institutions, the role of political processes in public \nadministration, the analysis and evaluation of public policy, and the \nethical basis of public administration. \n\nPOLS 3313 American Judicial Institutions. (3) \n\nA study of judicial institutions in the United States. Topics considered \ninclude: the functions of legal and judicial institutions, the structure and \npowers of national and state court systems, the legal profession, judicial \nselection, judicial procedure, court administration, and policy formation \nby judicial institutions. \n\nPOLS 3314 American Constitutional Law: Institutions. (3) \n\nAn introduction to the study of constitutional law as it applies to \ngovernment institutions in the United States. Topics considered include: \nbasic concepts of constitutional analysis, historical development of \npresent legal institutions and regimes, judicial policy decisions in \ndifferent areas of law, and the social, political, and economic factors \naffecting those decisions. \n\nPOLS 3315 American Constitutional Law: Civil Liberties and \nCivil Rights. (3) \n\nAn introduction to the constitutional liberties and rights accorded \nAmerican citizens. Topics considered include: basic concepts of \nconstitutional analysis, historical development of present legal \ninterpretations and regimes, judicial decisions in different areas of law, \nthe social, political, and economic factors affecting those decisions, and \ntheir effect on governing in the United States. \n\nPOLS 3320 Analysis of Foreign Policy. (3) \n\nAn introduction to how structures, institutions, outside actors, and \npolitical culture produce American foreign policy. Topics covered \ninclude: recent history of U.S. foreign relations, the roles played by both \nthe President and the Congress, the roles, functions and structures of \nU.S. State Department, the Defense Department, intelligence agencies \nand the National Security Council, the policy making process and the \nmeasurement of outcomes, roles played by the public, interest groups, \nand other actors. Current major foreign policy issues will be discussed \nand examined as case studies. \n\n\n\n262 \n\n\n\nPOLS 3321 International Political Economy. (3) \n\nA study of international economics and trade through the analysis of the \nfactors influencing past and present changes. Topics covered include: \ncurrent and past international finance systems and mechanisms of \nexchange, the role of the state and other actors, an examination of \ncomparative advantage, various strategies states employ such as import \nsubstitution or export promotion, the nature and impact of formal and \ninformal barriers to trade, the GATT and WTO, the problems, failures, \nsuccesses and prospects of the international economic system and its \nimpact on domestic politics. \n\nPOLS 3322 International Organizations. (3) \n\nA study of the current international system. Topics covered include: the \nnature of \"systems\", the recent history of global affairs and the evolution \nof the international system to its present state, selected theoretical \nanalyses of international systems, the nature, roles and functions of the \nvarious actors in the system, how advances in technology have \nfundamentally changed the world, and the evolving roles of both states \nand supranational institutions. \n\nPOLS 3323 International Conflict. (3) \n\nA study of the conditions that produce war and peace in international \nrelations. Topics considered include: an examination of recent conflicts \nin the international system, theories concerning the potential sources and \ndeterminants of war with an emphasis on the theory of realism and \ncompeting theories, and theories of war settlement and potential sources \nof future interstate tension. \n\nPOLS 3340 Themes in Political Philosophy. (3) \n\nAn introduction to the basic ideas of political philosophy. Topics \nconsidered include: the social and historical context of political theory; \nthe development of major ideas in political philosophy; critical analysis' \nof theoretical arguments; and the relation of political theory to \ncontemporary politics. (This course is cross-listed as PHIL 3420.) \n\nPOLS 3341 Modern Political Theory. (3) \n\nAn overview of liberalism, communism, and fascism, the three primary \npolitical ideologies that have shaped the twentieth century. \n\nPOLS 3350 The Politics of Development. (3) \n\nA comparative study of the political systems in developing countries. \nTopics considered include: basic comparative political theory, modern \nhistory of developing societies, and an overview of theories explaining \neconomic and political change in developing countries. \n\n\n\n263 \n\n\n\nPOLS 3351 States and Politics in Developed Areas (3) \n\nA comparative study of the political systems of developed societies. \nTopics considered include: basic comparative theory, modern history of \ndeveloped societies, political systems of selected states, and the \ninteraction of political and economic factors in developed societies. \n\nPOLS 3352 States and Politics in Latin America (3) \n\nA comparative study of political systems in Latin America. Topics \nconsidered include: basic comparative political theory, modern history \nof Latin American societies, politics of selected Latin American states, \nand the interaction of economic and political factors in Latin America. \n(This course is cross-listed as LAST 3210) \n\nPOLS 3353 States and Politics in Africa. (3) \n\nA comparative study of political systems in Africa. Topics considered \ninclude: basic comparative political theory, modern history of African \nsocieties, politics of selected African states, and the interaction of \neconomic and political factors in Africa. \n\nPOLS 4400 Political Science Internship, (credit may vary) \n\nA supervised internship opportunity for students to work for approved \npublic or private organizations. \n\nPOLS 4410 Selected Topics in Political Science. (3) \n\nThis course examines particular issues related to topics in political \nscience selected by program faculty. \n\nPOLS 4420 Directed Study in Political Science. (3) \n\nA supervised course of independent study available to selected students. \nThe course provides an opportunity for close cooperation between \nprogram faculty and students on research projects and presentations. \n\nPOLS 4430 Senior Seminar in Political Science. (3) \n\nA seminar course on a major subject of national or international concern \nbased on individual research and assigned readings. \n\n\n\n264 \n\n\n\nPsychology \nIntroduction \n\nThe goal of this department is to teach the science of psychology. \nStudents will become acquainted with basic principles of behavior and the \nresearch methods necessary to understand them. \n\nLearning Objectives \n\nA student who graduates from LaGrange College with a major in \npsychology will: \n\n Recognize the importance of an EMPIRICAL approach in \nattempting to understand behavior, \n\n Be familiar with the concepts, terms, and explanatory principles \ncharacteristic of major psychological theorists and be able to \nevaluate them critically, \n\n Be able to identify and discuss examples of the major \"types\" \nof learning, to wit: classical, operant, observational, and \ninformation processing, \n\n Be familiar with generalizations regarding physiological correlates \nof behavior, \n\n Be familiar with the major historical developments in psychology, \n\n Be familiar with the terminology of the current edition of the \nDiagnostic and Statistical Manual of the American Psychiatric \nAssociation (DSM-IV-TR), \n\n Be able to describe how clinicians of different theoretical \norientations (e.g., psychoanalytic, humanistic, cognitive, behavioral, \nand physiological) explain and treat psychological disorders, \n\n Be able to list and discuss the various objective and projective \npersonality assessment techniques including the Rorschach , \n\nthe Thematic Apperception Test, the MMPI, the NEO-PI-R, and \nthe MBTI, \n\n Recognize the basic philosophical (e.g., What is personality?) and \nmethodological issues (e.g., How do we quantify and measure \npersonality?) in psychological research, \n\n Be familiar with the sections of an APA style research report \nincluding the kinds of information typically found in each, \n\n\n\n265 \n\n\n\n Be familiar with the standard procedures for summarizing data \n(including construction of frequency tables), the calculation of \nmeasures of central tendency (means, medians, and modes), the \ncalculation of measures of dispersion (range, variance, and standard \ndeviation), and correlation coefficients, \n\n Be familiar with the logic of hypothesis testing including the \nstatement of research and statistical hypotheses, the notion of Type I \nand Type II errors, the power and efficiency of a statistical test, and \nthe major inferential techniques used in psychology (especially \nt-test, analysis of variance, and chi-square), \n\n Recognize the concepts and principles of psychology as \nexemplified in everyday situations. \n\nMajor Requirements \n\nA major in psychology consists of 37 semester hours (12 courses) \nbeyond the introductory course (PSYC 1101). (See note 4 below) \nTwenty- five of these hours come from the following categories: \n\nMethods (Both Required - See note 1 below) \n\nPSYC 2298, PSYC 2299 \nExperimental Content (Select Two) \n\nPSYC 4455, PSYC 4465, PSYC 4470 \nSocial/Personality/Development Content \n(Select Three  See note 2 below) \n\nPSYC 3321, (PSYC 3302 or PSYC 3358), PSYC 3350, PSYC 4460 \nAdvanced Special Topics (Required - See note 3 below) \n\nPSYC 4480 Senior Capstone \n\nNotes: \n\n1. Since this department views psychology as a research-based \ndiscipline, it is strongly recommended that the student complete \nPSYC 2298 and PSYC 2299 as soon as possible. \n\n2. Students may take either PSYC 3302 or PSYC 3358 but not both to \nsatisfy this requirement. If a student takes both, one course counts \ntoward the 12 hours of major electives. \n\n3. PSYC 4480 will be offered once per year during January term and \nwill involve advanced study of a specialized topic. Topics will \nvary from year to year. \n\n4. PSYC 1 101, Introduction to Psychology, is the prerequisite to all \n2000 level and above psychology courses. Some courses have \nother prerequisites. \n\n\n\n266 \n\n\n\nMajor Electwes \n\nAn additional 12 hours of major courses will be selected by the student. \nA student may select any 3000 or 4000 level psychology course beyond \nthose counted in the required areas. A maximum of two of these \ncourses, ANTH 2000, SOCI 2500, BIOL 1 148, BIOL 3373, BIOL 3374, \nand BIOL 3384, may be applied toward the major with the approval of \nthe advisor. \n\nMinor \n\nA minor in psychology consists of PSYC 1101 and five additional \ncourses with the approval of the chair of the department. Any course \nthat is listed in the current bulletin as counting toward the major in \npsychology also counts toward the minor. The exception is that a \nmaximum of two of the major courses offered outside the psychology \ndepartment may be counted toward the minor (i.e., at least four of the \ncourses for the minor must be taken in the psychology department). \n\nAssessment of Learning Objectives \n\nThe accomplishment of the psychology objectives by students majoring \nin Psychology will be demonstrated by obtaining an acceptable score on \nthe Area Concentration Achievement Test (ACAT) in psychology. \nNormally, this test will be given during the student's final semester \nat LaGrange College. \n\nCareer Options \n\nStudents who complete the major in psychology have a wide variety of \ncareer options. Psychology is a very broad field that overlaps many \ndifferent areas. Some of the jobs taken by recent psychology graduates \ninclude management and supervisory positions in business and industry \nand positions in community and state service agencies. A psychology \nmajor also serves as good preparation for advanced study in law, social \nscience, counseling, and psychology. \n\nMiscellaneous \n\nNo course with a grade below \"C-\" may be applied toward the major in \npsychology. The only exception is PSYC 4000 in which a grade of Pass \nmust be obtained. Additionally, a student must maintain a \"C\" average \n(2.0) in the major in order to graduate. \n\n\n\n267 \n\n\n\nCourse Descriptions (PSYC) \n\nPSYC 1101 Introduction to Psychology. (3) Fall, Spring \nA survey of major topics in psychology including research methods, basic \nneuroanatomy, learning, perception, personality and abnormal behavior. \nPrerequisite to all other psychology courses \n\nPSYC 2298 Behavioral Statistics. (3) Fall \n\nIntroduction to the measurement of behavior and quantitative methods of \ndata analysis emphasizing parametric statistics and their application to the \nbehavioral sciences. May be taken simultaneously with PSYC 1 101. \n\nPSYC 2299 Research Methods. (4) Spring \n\nA survey of various types of research design, including the strengths and \nweaknesses of each. The laboratory includes practice in designing and \nconducting experiments, as well as analysis and reporting of results. \nPrerequisites: PSYC 2298 and PSYC 1101 \n\nPSYC 3302 Human Growth and Development. (3) Spring 2009 \nA study of human life beginning with conception. Important \ndevelopmental phenomena are considered in the light of major \ntheories of development. \n\nPSYC 3304 Educational Psychology. (3) Fall 2008 \nApplication of psychological principles and research to the teaching/ \nlearning process. Major topics include behavioral and cognitive \napproaches to learning, classroom management, and test construction \nand interpretation. \n\nPSYC 3321 Social Psychology. (3) Fall \n\nA course dealing with behavior as affected by social influences. Major \ntopics include social perception, social communication (verbal and \nnonverbal), altruism, attitudes, aggression, and prejudice. Also, applied \nareas such as forensic psychology are considered. \n\nPSYC 3330 History and Systems of Psychology. (3) On demand \nA study of the historical background of psychology, with emphasis upon \nthe major schools of thought. \n\nPSYC 3341 Human Sexuality. (3) Spring 2009 \nThis course involves a multidisciplinary examination of human sexual \nbehavior and intimate relationships. Typical topics considered include \nmale and female sexual response, gender roles, sexual disorders and \ndysfunctions, gender identity, legal and cross-cultural aspects of human \nsexuality, sexual orientation, and relationship issues related to sexuality. \nMay be taken simultaneously with PSYC 1101. \n\n\n\n268 \n\n\n\nPSYC 3350 Abnormal Psychology. (3) Spring \n\nA survey of the causes, characteristics, current theories, and treatment of \n\npsychological disorders. \n\nPSYC 3351 Introduction to Counseling. (3) Spring 2009 \nAn introduction to counseling approaches, methods, and assessment \ntechniques. Emphasis is placed on individual counseling. \n\nPSYC 3357 Psychology of Religion. (3) On demand \nPsychological interpretation of religious experience and growth. \n\nPSYC 3358 Psychology of Aging. (3) On demand \nHuman aging is examined from physiological (e.g. sensory and \ncardiovascular changes), psychological (e.g. memory and intellectual \nchanges) and sociological (e.g. adjusting to retirement) perspectives. \nAlso, death and disorders associated with aging such as Alzheimer's \nDisease are explored. \n\nPSYC 3380 Special Topics in Psychology. (3) Fall 2008 \nA course offered at the sophomore/junior level focusing on a specialized \ntopic from the field of psychology. \nPrerequisites: A prerequisite may be required. \n\nPSYC 4000 Internship in Psychology. (3) On demand \nThis course requires 120 hours of supervised experience (observation, \nwork, etc.) in a local agency or office and selected readings. \nApplication for internship must be submitted in the term or semester \nprior to placement. Students are then selected on a competitive basis for \nenrollment. Grading is on a Pass - No Credit basis. \nPrerequisite: Major in psychology with junior or senior standing and \npermission of department \n\nPSYC 4400 Individual Research. (3) On demand \nUnder supervision of a faculty member, the student will develop a \nproject on a topic that is psychological in nature. The emphasis will be \non analyzing and synthesizing scientific literature with the goal of \nproducing a literature review and/or research proposal. A successful \nproposal may lead to data collection and analysis. The result of the \nproject will be a paper written in APA style. \nPrerequisites: PSYC 2298 and PSYC 2299 \n\nPSYC 4455 Cognitive Psychology. (3) Spring 2009 \nAn information processing analysis of topics in perception, thinking, \nlearning, and memory. \nPrerequisites: PSYC 2298 and PSYC 2299 or consent of professor. \n\n\n\n269 \n\n\n\nPSYC 4460 Psychology of Personality. (3) Fall \nA critical study of major personality theories, principles and instruments \nof assessment, and relevant empirical research. \nPrerequisites: PSYC 2298 and PSYC 2299 or consent of professor \n\nPSYC 4465 Biological Psychology. (3) Spring 2010 \nNeuroanatomy and neurophysiology will be explored and will provide a \nfoundation for examining biological aspects of various behaviors (e.g., \nsensory processes and sleep). Also, the psychopharmacology of selected \ndrugs and genetic influences on behavior will be considered. \nPrerequisites: PSYC 2298 and PSYC 2299 or consent of professor \n\nPSYC 4470 Behavior Analysis and Its Applications. (3) Spring \nA survey of principles, research findings, and applications of classical, \noperant, and observational learning. \nPrerequisites: PSYC 2298 and PSYC 2299 or consent of professor \n\nPSYC 4480 Special Topics in Psychology: Senior Capstone. \n\nInterim \nA course offered at the junior/senior level focusing on a specialized topic \nfrom the field of psychology. \nPrerequisites: A prerequisite may be required. \n\n\n\n\n270 \n\n\n\nRELIGION AND PHILOSOPHY \n\nIntroduction \n\nAs a field of inquiry within the liberal arts, the study of religion affords \nall students an opportunity to hone the critical thinking and \ncommunication skills that are an asset to any profession. Students who \nare considering church-related vocations also may tailor their courses \neither to prepare for such careers directly after completion of the degree \nor to provide a foundation for graduate study in religion or theology. \n\nThe Religion and Philosophy Department offers two major plans of \nstudy: the religion and philosophy major, and the religion major with a \nconcentration in church leadership. The department also offers three \nminor programs: religion, church leadership, and philosophy. \n\nLearning Objectives \n\nThe courses offered in the Religion \u0026 Philosophy Department seek to \nachieve the following academic goals: \n\nScholarly analysis of received religious and philosophical traditions \n\nDeep engagement with a variety of contemporary perspectives on \nthese traditions \n\nCreativity in formulating responses to these traditions \n\nTheoretical understanding and practice of servant leadership \n\nDevelopment of skills in undergraduate research and writing \n\nThe faculty in the department also believes that students who complete \na major course of study in Religion \u0026 Philosophy should have the \nfoundational knowledge and skills to: \n\n Pursue seminary or graduate study \n\n Perform as a professional in a field of ministry \n\nAssessment of Learning objectives \n\nSuccess in achieving the objectives of the Religion \u0026 Philosophy major \nwill be demonstrated in the following ways: \n\n Successful completion of all major courses with a grade of C- or \nbetter and earning an overall major GPA of 2.0 or better. \n\n Satisfactory completion and defense of the Senior Project or Paper. \n\n\n\n271 \n\n\n\nThe Religion and Philosophy Major \n\nThe Religion and Philosophy Major is a traditional liberal arts study of \nthe field. It is especially suited for those with a general interest in \nreligion and philosophy or those who wish to prepare for graduate study \nof Religion. \n\nThe major consists of 1 1 courses in addition to the exploratory course in \nReligion that is taken as part of the core (RLGN 1 101-05), yielding a \ntotal of 12 courses. The Religion major must include at least 2 courses \nin each of these areas: Biblical Studies, Historical Studies, and Ethics \nand Theological Studies. The major also requires at least one course in \nthe area of Philosophy. In addition, all Religion \u0026 Philosophy majors \nwill complete a senior thesis or project. Thus, of the 12 courses required \nfor a Religion major, at least 8 courses must conform to the following \nguidelines: \n\n Biblical Studies (2 courses). Minimum requirement is one course in \nOld Testament and one course in New Testament at the 2000-level \nor above. Courses: 21 10, 2111, 2120, 2121, 31 10-3160. \n\n Historical Studies (2 courses). Courses: 1 104 (if not taken for the \ncore), 2210-2230, 3210-3220. \n\n Ethics and Theological Studies (2 courses). Courses: 1 105 (if not \ntaken for the core), 2310, 3310-3350. \n\n Philosophy (1 course). Courses: any of the philosophy courses, \nwhich are listed under Area IV in the course listing below. \n\n Senior Thesis or Project (1 course). Course 4620 is normally taken \nin the fall of the senior year. The student should choose a project \ndirector from within the department and work with this director to \nrefine a topic in the semester prior to which the student enrolls for \nthe course. Thus, most students should select a topic and project \ndirector by the end of the spring semester of the junior year. \n\nStudents are free to choose any other religion or philosophy department \ncourses for the remaining 4 courses. Internships may be taken for up to \n1 full course of credit, with permission of the department chair. At least \n6 courses in the major must be numbered at the 2000-level or above. \n\n\n\n272 \n\n\n\nThe Religion \u0026 Philosophy Major with a \nConcentration in Church Leadership \n\nThe Church Leadership Concentration is designed to prepare students \nfor future careers in church service. Many of our graduates take \npositions in Christian Education or Youth Ministry directly after \ngraduation. Others enroll in seminaries as a preparation for ordained ministry. \n\nLaGrange College is one of only nine colleges in the nation that is \nauthorized by the United Methodist Church to offer certification \nprograms in Youth Ministry and Christian Education. United Methodist \nstudents who complete our Church Leadership program fulfill all of the \neducational requirements needed for professional certification in these fields. \n\nThe major consists of 1 1 courses in addition to the exploratory course in \nReligion that is taken as part of the core (RLGN 1 101-05), yielding a \ntotal of 12 courses. The Church Leadership concentration requires \nsuccessful completion of the following courses: \n\n Biblical Studies (1 course). Courses: 1 102 or 1 103 (if not taken \nfor the core requirement), 21 10, 21 1 1, 2120, 2121, 31 10-3160. \n\n Historical Studies (1 course). Courses: 1 104 (if not taken for the \ncore), 2210-2230, 3210-3220. \n\n , Ethics and Theological Studies (1 course). Courses: 1105 (if not \n\ntaken for the core), 2310, 3310-3350. \n\n Philosophy (1 course). Courses: any of the philosophy courses, \nwhich are listed under Area IV in the course listing below. \n\n Church Leadership and Youth Ministry (4 courses). Courses: 35 10 \n-3560. \n\n Internship (1 course). Course: 3550, scheduled in consultation \nwith the Church Leadership Program Director. \n\n Senior Thesis or Project (1 course). Course 4620 is normally taken \nin the fall of the senior year. The student should choose a project \ndirector from within the department and work with this director to \nrefine a topic in the semester prior to which the student enrolls for \nthe course. Thus, most students should select a topic and project \ndirector by the end of the spring semester of the junior year. \n\nAt least two of the courses in Areas I-III must be at the 2000-level or \nabove. In addition, students seeking certification in Christian education \nby the United Methodist Church must complete United Methodist \nStudies (3210). Students who do not seek United Methodist certification \nmay choose any religion department course for the remaining to fulfill \nthe remaining course requirements for the major. \n\n\n\n273 \n\n\n\nThe Religion \u0026 Philosophy Major with Honors \n\nStudents who maintain a 3.5 grade point average in departmental \ncourses and who receive \"A\" grades on their senior theses or projects \nmay graduate with honors. \n\nThe Religion \u0026 Philosophy Minor \n\nA minor in religion requires completion of 3 courses in addition to the \nexploratory religion core requirement: 4 courses in all. At least 2 \ncourses must be at the 3000-level or above. \n\nThe Church Leadership Minor \n\nA minor in Church Leadership consists of 4 courses in addition to the \nexploratory religion core requirement: 5 courses in all. The minor \nincludes at least two courses taken at the 3000-level or above in Area I, \nII, III, IV, or VI. In addition, the minor includes at least 2 courses taken \nin Area V (Church Leadership). \n\nThe Philosophy Minor \n\nNo major program currently is offered in philosophy. A minor consists \nof 4 courses in Area IV, of which at least 2 courses must be taken at the \n2000-level or above. \n\nThe Church Music Program \n\nThe church music program is administered through the music department \nin cooperation with the Religion and Philosophy department. See the \nMusic Department section of the catalogue for a program description. \n\nCourse Descriptions (RLGN \u0026 PHIL) \n\nCore Exploratory Courses: \nExplorations of the Christian Faith \n\nRLGN 1101 Introduction to Christianity. (3) Spring 2008 \n\nAn introduction to the Christian tradition of faith through a study of its \n\ncentral symbols, sacred texts, and practices. \n\nRLGN 1102 Jewish Origins in Context. (3) Every term \nA study of the Hebrew bible, commonly called by Christians the Old \nTestament, in the context of the ancient near eastern world. The course \nalso will ask students to reflect on the impact of the Hebrew bible on \nWestern civilization and its implications for the contemporary world. \n\n\n\n274 \n\n\n\nRLGN1103 New Testament Writings in Context. (3) Every term \nA study of the New Testament writings in the context of Greco-Roman \ncivilization. The course also will ask students to reflect on the impact of \nChristian scriptures on Western civilization and consider their \nimplications for the contemporary world. \n\nRLGN 1104 Dialogue with World Faith Traditions. (3) \n\nFall 2007 \nThe course will place the insights of the Christian faith in dialogue with \nthose of major living world religions. \n\nRLGN 1105 Christian Ethics and Contemporary Social \n\nIssues. (3) Spring 2008 \nA study of contemporary ethical issues in the light of the moral \ntraditions central to the Christian faith. The course will examine such \nissues as marriage and family, war and peace, racism, abortion, and the \nenvironment. Servant leadership component. \n\nReligion and Philosophy Departmental Courses \nArea I: Biblical Studies \n\nRLGN 2110 Introduction to Biblical Hebrew I. (3) \n\nA beginning course designed to teach the fundamentals of Biblical \nHebrew. \nPrerequisite: None \n\nRLGN 2111 Introduction to Biblical Hebrew II. (3) \n\nA continuation of RLGN 2110. \nPrerequisite: RLGN 21 10 \n\nRLGN 2120 Introduction to Hellenistic Greek I. (3) Fall \nA beginning course designed to teach the fundamentals of Hellenistic or \nKoine Greek, which includes the language of the New Testament. \nPrerequisite: None \n\nRLGN 2121 Introduction to Hellenistic Greek II. (3) Spring \nA continuation of RLGN 2120. \nPrerequisite: RLGN 2120 \n\nRLGN 2130 Readings in New Testament Greek. (3) \n\nSelected readings from New Testament texts with some attention to \ndeveloping intermediate Greek grammar. \nPrerequisite: RLGN 2120 and 2121 \n\nRLGN 3110 The Law. (3) \n\nA detailed study of the first five books of the Old Testament. \nPrerequisite: RLGN 1 102, or permission of professor \n\n\n\n275 \n\n\n\nRLGN 3120 The Prophets. (3) \n\nA detailed study of prophetic movements in Israel and of the individual \nprophets, their historical background, lives, messages, and contributions to \nthe religious life of Israel. \nPrerequisite: RLGN 1 102, or permission of professor \n\nRLGN 3130 The Writings. (3) \n\nAn examination of wisdom, apocalyptic and poetic literature of the Old \nTestament. \nPrerequisite: RLGN 1 102, or permission of professor \n\nRLGN 3140 The Life and Teachings of Jesus. (3) \n\nA study of the message of Jesus within the context of the synoptic gospels \nand its application to contemporary society. \nPrerequisite: RLGN 1 103, or permission of professor \n\nRLGN 3150 The Apostolic Age. (3) Spring 2008 \nAn examination of the origin and expansion of the early Christian Church, \nwith studies in the Epistles and the Acts of the Apostles. \nPrerequisite: RLGN 1 103, or permission of professor \n\nRLGN 3160 The Gospels. (3) Fall 2007 \n\nAn examination of one of the four canonical gospels with emphasis on the \nhistorical context, history of interpretation, and modern appropriations of \nthe text. \nPrerequisite: RLGN 1 103, or permission of professor \n\nArea II: Historical Studies \n\nRLGN 2210 Early Church History. (3) \n\nA survey of the history of the Christian Church from the close of the \nApostolic age to the end of the Middle Ages. \nPrerequisite: None \n\nRLGN 2220 Modern Church History. (3) Fall \nA history of the Christian Church from the reformation era to the modern \nperiod. \nPrerequisite: None \n\nRLGN 2230 Race and Religion in America. (3) Spring \nThis course will examine the role that religion played and continues to play \nin American race relations and racial identities. The course will emphasize the \nhistory and the theorists of the civil rights contemporary era. \nPrerequisite: None \n\nRLGN 3210 United Methodist Studies. (3) Fall 2007 \nA survey of the history, theology, and polity of the United Methodist Church. \nPrerequisite: A religion core course \n\n276 \n\n\n\nRLGN 3220 A History of Christian Political Thought. (3) \n\nA study of the impact of the Christian theorists and the institutions of the \nChurch on the development of political theory in the West. \nPrerequisite: A religion core course \n\nArea III: \nTheology, Ethics, and the Social Scientific Study of Religion \n\nRLGN 2320 Religion, Violence, and Social Change. (3) \n\nAn examination of models of non-violent social change that are \ngrounded in religious faith commitments. The course will focus on the \nChristian faith tradition but will work comparatively with figures and \nmovements from Hinduism, Buddhism, Judaism, and Islam. The course \nwill include practice in the skills of peace-building that are guided by \nthe principles of restorative justice. \nPrerequisite: None \n\nRLGN 3310 Contemporary Christian Thought. (3) Fall \nA survey of the development of Christian thought, with particular \nattention to the nineteenth and twentieth centuries. \nPrerequisite: A religion core course \n\nRLGN 3320 The Ethics of Sexuality, Marriage, and Gender. (3) \n\nA study of the moral issues related to sexuality, gender roles, and family \nlife. Topics will vary per offering, but may include ethical reflection on \nsuch topics as the meaning and purpose of sexuality, gender roles, pre- \nmarital and extra-marital sexuality, homosexuality, and family structure. \n(This course is cross-listed as WMST 3320.) \nPrerequisite: A religion core course \n\nRLGN 3340 Sociology of Religion. (3) \n\nA sociological analysis of the interplay between religion and culture. \nPrerequisite: A religion core course \n\nRLGN 3350 Psychology of Religion. (3) \n\nPsychological interpretation of religious experience and growth. \nPrerequisite: A religion core course \n\nArea IV: Philosophy \n\nPHIL 1410 Introduction to Philosophy. (3) Spring 2008 \nA survey of major philosophical themes and figures that were formative \nin Western civilization. \nPrerequisite: None \n\n\n\n277 \n\n\n\nPHIL 2410 Moral Philosophy. (3) Fall \n\nA study of the major philosophical understandings of morality and the \ngood life. \nPrerequisite: None \n\nPHIL 2420 Ancient and Medieval Philosophy. (3) Fall 2007 \nA historical survey of classical and medieval philosophy. \nPrerequisite: None \n\nPHIL 2430 Modern Philosophy. (3) \n\nA historical survey of the philosophies of the Renaissance through the \npost-modern era. \nPrerequisite: None \n\nPHIL 2440 Elementary Logic. (3) \n\nAn introduction to the logic of propositions with attention to the \nstructure and evaluation of informal arguments. The rhetoric of \npersuasion and its use of logic and emotions also will be discussed. \nPrerequisite: None \n\nPHIL 3410 Philosophy of Religion. (3) \n\nAn investigation of problems related to philosophical reflection on \nreligious thought and experience. \n\nPrerequisite: At least one prior course in philosophy or \npermission of professor \n\nPHIL 3420 Themes in Political Philosophy. (3) \n\nAn introduction to the basic ideas of political philosophy. Topics \nconsidered include the social and historical context of political theory, \nthe development of major ideas in political philosophy, critical analysis \nof theoretical arguments, and the relation of political theory to \ncontemporary politics. (This course is cross-listed as POLS 3340.) \nPrerequisite: None \n\nPHIL 3430 Bioethics. (3) Spring 2008 \n\nA study of the ethical issues raised by the practice of nursing, medicine, and \n\nbiomedical research. \n\nPrerequisite: None \nPHIL 4410 Selected Topics in Philosophy. (3) Spring \n\nA seminar course on a major subject of concern in philosophy based on \nindividual research and assigned readings. \n\nPrerequisite: At least one prior course in philosophy or \npermission of professor \n\n\n\n278 \n\n\n\nArea V: Church Leadership Courses \n\nRLGN 3510.Christian Education in the Local Church. (3) Fall 2007 \nA study of issues confronting those participating in a local church \nsetting. Required of all students in the Internship. \nPrerequisite: A religion core course \n\nRLGN 3520 Christian Worship. (3) \n\nThe study and practice of Christian worship in its historical and \ncontemporary contexts. Topics will include the theology of worship, \nsacraments, liturgy, and the place of music in worship. \nPrerequisite: A religion core course \n\nRLGN 3540 Youth Ministry. (3) \n\nThe study and practice of ministry to persons from adolescence through \nyoung adulthood. \nPrerequisite: A religion core course \n\nRLGN 3560 Congregational Leadership. (3) Spring 2008 \nThe study of the leadership styles and skills necessary for leadership of a \nreligious institution. Topics may include congregational dynamics, \nleading institutional change, working with volunteers, avoiding burnout, \nand racial and gender issues in leadership. \nPrerequisite: A religion core course \n\nRLGN 3550 Internship. (1-6) As scheduled \n\nSupervised participation in the local church setting. May be repeated for \ncredit up to 6 hours. \nPrerequisite: Two courses from Area V \n\nArea VI: Capstone and Other Courses \n\nRLGN 4610 Selected Topics in Religion. (3) Spring \nA seminar course on a major subject of concern based on individual \nresearch and assigned readings. \nPrerequisite: Permission of professor \n\nRLGN 4620 Senior Thesis or Project. (3) As scheduled \nA directed study normally taken in the fall of the senior year. The \nstudent should choose a project director from within the department and \nwork with this director to refine a topic in the semester prior to which \nthe student enrolls for the course. Thus, most students should select a \ndirector and topic by the end of the spring semester of the junior year. \nPrerequisite: Application to Religion Department Chair \n\n\n\n279 \n\n\n\nSOCIOLOGY \u0026 ANTHROPOLOGY \n\nIntroduction \n\nThe mission of the Sociology department is to equip students with \nan entry-level knowledge of sociological concepts, theories, and \nresearch strategies. \n\nDescription of Major \n\nSociology is the study of human social relationships and institutions. \nSociology's subject matter is diverse, ranging from crime to religion, \nfrom the family to the state, from the divisions of race and social class to \nthe shared beliefs of a common culture, and from social stability to \nradical change in whole societies. Unifying the study of these diverse \nsubjects of study is sociology's purpose of understanding how human \naction and consciousness both shape and are shaped by surrounding \ncultural and social structures. \n\nAnthropology is the holistic and comparative study of human practice \nand behavior. Anthropology, a sister discipline to sociology, has \ntraditionally focused on the investigation and analysis of human action \nthrough the lens of culture and by means of ethnographic fieldwork. Its \ninitial subject matter was the study of small-scale, non-industrial groups \nprimarily outside the developed world. Through a four field (cultural/ \nsocial anthropology, physical anthropology, linguistics and archeology) \napproach, anthropologists strove to make relevant generalizations about \nhuman behavior and society. In the last forty years, the scope and focus \nof anthropology has broadened and, now, anthropologists investigate all \naspects of life in the industrialized world as well. Anthropology \nprovides a global perspective on life and today, with its global focus, \nanthropology offers preparation for effective living in a rapidly \nchanging world that is complementary to the sociological perspective. \n\nDegrees Offered: We currently offer a major in Sociology. \n\nThe department requires a minimum cumulative GPA of 2.25 to declare \na major in Sociology. \n\n\n\n280 \n\n\n\nLearning Objectives \n\nStudents majoring in Sociology will acquire a basic knowledge of the \nfollowing areas: \n\n the \"sociological imagination,\" or ability to link individual \nbiography with history and culture; \n\n the difference between micro- and macro-level groups and \nprocesses, and the interconnections among them; \n\n the importance and necessity of theory in the process of learning; \n\n the strengths and weaknesses of various research methods, and the \nappropriateness of each for various research questions; \n\n the social bases and biases of what constitutes knowledge or \nconventional wisdom; \n\n the opportunities as well as constraints that are imposed on us by \nsocial structure. \n\nRequirements for the Sociology Major \n\nSociology majors are required to complete the following courses, \ntotaling 30 semester hours. All courses for the major must be completed \nwith a grade of \"C\" or higher. The only exception is as follows: \n\nOne grade of \"C-\" will be allowed to count toward the major so long as \nit does not occur with any of the following three courses: \n\nMath Statistics \n\nResearch Methods \n\nDevelopment of Sociological Thought \n\nThese courses must be satisfied with a grade of \"C\" or higher. Under no \ncircumstances will a \"D\" grade count toward the major. \n\nFoundation (15 hours) \n\nSOCI 1 000 Principles of Sociology \n\nSOCI 2000 Social Problems and Policy \n\nSOCI 3000 Social Change \n\nSOCI 4000 Development of Sociological Thought \n\nSOCI 4200 Social Inequality \n\nResearch (6 hours) \n\nMATH 1114 Introduction to Statistics \n\nSOCI 3900 Research Methods in Social Science \n\n\n\n281 \n\n\n\nElectives/Substantive Component (9 hours) \n\nStudents may complete the major by electing 3 other courses from the \nfollowing list, two of which must be at the 3000-level or higher: \n\nMarriages and Families \n\nSociology of Childhood \n\nSociology of Religion \n\nCriminology \n\nGender \u0026 Society \n\nSociology of Education \n\nSpecial Topics in Sociology/Anthropology \n\nIntroduction to Anthropology \n\nCultural and Social Anthropology \n\nIntroduction to Latin American Culture \n\nRace \u0026 Religion in America \n\nIntroduction to Women's Studies \n\n\n\nSOCI 2500 \nSOCI 3300 \nSOCI/RLGN 3340 \nSOCI 3400 \nSOCI 3500 \nSOCI 3600 \nSOCI/ANTH 3800 \nANTH 1000 \nANTH 2000 \nLAST 1104 \nRLGN 2230 \nWMST1101 \n\n\n\nOne appropriate Interim course may count towards the elective \nrequirement, with approval of the department chair. \n\nRequirements for the Sociology Minor \n\nA minor in sociology consists of five courses, two of which must be at \nthe 3000-level or higher. \n\nAH students planning to minor in sociology must take the following: \n\nSOCI 1 000 Principles of Sociology \n\nSOCI 2000 Social Problems and Policy \n\nSOCI 3000 Social Change \n\nStudents must choose two courses from the following list: \n\n\n\nSOCI 2500 \nSOCI 3300 \nSOCI/RLGN 3340 \nSOCI 3400 \nSOCI 3500 \nSOCI 3600 \n\n\n\nMarriages \u0026 Families \nSociology of Childhood \nSociology of Religion \nCriminology \nGender \u0026 Society \nSociology of Education \n\n\n\nSOCI/ANTH 3800 Special Topics in Sociology or Anthropology \n\n\n\n282 \n\n\n\nAssessment of Learning Objectives \n\nMastery of the curriculum for a major in Sociology is measured by: \n\n Completion of all major requirements with a \"C\" or higher in every \ncourse (One grade of \"C-\" may count towards the major, so long as \nthe grade is not awarded in any of the following courses: Statistics, \nResearch Methods, and/or Development of Sociological thought. \nThese courses must, in all cases, be completed with a grade of \"C\" \nor higher). \n\nCourse Descriptions (SOCI \u0026 ANTH) \n\nSOCI 1000 Principles of Sociology. (3) Fall and Spring \nA study of the fundamental concepts and principles of the discipline, with \nemphasis on socialization, social institutions, social interaction, social \nstratification and inequality, as well as mechanisms of social control. \nFamiliarization with the distinction between macro- and micro-level \nsociological processes will be emphasized. \n\nSOCI 1320 Oikos Seminar on Social Justice (3) Spring 2008 \n\nAn introduction to issues of diversity and social justice in the United \nStates. The course provides students with theoretical frameworks for \nunderstanding the dynamics and intersections of oppression and an \nopportunity to expand their awareness of various forms of oppression. \nPrerequisites', none \n\nSOCI 2000 Social Problems and Policy. (3) Spring \nUsing a special topics approach, this course provides the most current \nassessment of social problems and the policies created in an attempt to \nremedy these social ills. \n\nSOCI 2320 Seminar on Ecological Sustainability and Policy (3) \n\nOn demand \nA survey of sustainability as a political, economic and socio-cultural part \nof our lives. The course is divided into three major segments. First, it \nassays how our lives are conducted and considers the ecological cycles and \nprocesses that make life possible. Second, it examines the ground solutions \nto the issue of a sustainable lifestyle and attempts to implement this goal. \nFinally, it surveys the arena of ecological politics in order to engage the \nissue of how can we achieve this as a society. \nPrerequisites: none \n\n\n\n283 \n\n\n\nSOCI 2500 Marriages and Families. (3) Fall \nThis course offers a multi-disciplinary perspective on contemporary \nmarriages, families, and other intimate relationships. Students will \nbecome familiarized with competing models and theories on family \nrelationships. In addition, the course explores cross-cultural variation in \nfamily systems as well as diversity and change within the American \npopulation. Topics to be covered include: mate selection, sexuality, \nmarital structure, marital happiness, divorce, parenting, and alternative \nfamily forms. \n\nSOCI 3000 Social Change. (3) Fall \n\nAn analysis of the sources, patterns, and consequences of social and \ncultural change. The roles of socio-economic, political, technological \nand other factors in processes of change at institutional and societal \nlevels are investigated. \n\nSOCI 3300 Sociology of Childhood. (3) On demand \n\nA sociological analysis of current issues confronting America's children \n\nand a consideration of sociological perspectives on children and \n\nchildhood. \n\nSOCI 3340 Sociology of Religion. (3) On demand \n\nA sociological analysis of the interplay between religion and culture. \nPrerequisite: A religion core course \n\nSOCI 3400 Criminology. (3) On demand \n\nA multi-disciplinary examination of criminal behavior and corrections, \nwith an emphasis on competing theories regarding the origins and \nincidence of criminality. The course will explore the history of laws and \nthe criminal justice system, as well as various categories of crime. \nSpecial attention will be given to the social forces underlying criminal \nand deviant behavior. \n\nSOCI 3500 Gender \u0026 Society. (3) On demand \n\nStudents will become aware of the gendered society in which we live, \nthe norms, values, and patterns of communication associated with each \ngender and how these affect personal life choices and social status. \nSpecifically, students will become aware of how our basic social \ninstitutions, such as the economy, the family, education, religion, and \nthe political system are gendered institutions with differing ideals and \nexpectations for women and men. \n\n\n\n284 \n\n\n\nSOCI 3600 Sociology of Education. (3) On demand \n\nThis course will examine, from a sociological perspective, the structure and \nprocess of education in contemporary society, and its effects. The primary \nfocus will be on U.S. public education. Topics include the contribution of \nsociology to understanding education and teaching; the relationship of \neducation to other social institutions such as families and religion; the \neffects of socio-demographic variables on learning outcomes, etc. \n\nSOCI/ANTH 3800 Special Topics in Sociology or Anthropology. \n\n(3) On demand \nThis course will involve in-depth exploration into a unique topic in either \nSociology or Anthropology. The course content will rotate from year to \nyear. Students may repeat the course for credit so long as the topic changes \nand with departmental approval. \n\nSOCI 3900 Research Methods in Social Science. (3) Fall \n\nA study of basic social science research methods. Topics considered \ninclude research design and data collection, measurement and causality, \nfitting models to data with various methods, graphic analysis, and the use \nof statistical software. \n\nSOCI 4000 Development of Sociological Thought. (3) Spring \n\nThis course is an introduction to the development and current state of \nsociological theory. It focuses on the most influential figures in the \ndevelopment of sociological theory and their legacy in contemporary sociology. \nPrerequisites: SOCI 1000 and a minimum of four other SOCI \n\ncourses successfully completed. Senior status \n\npreferred. \n\nSOCI 4200 Social Inequality. (3) Fall \n\nThis course will examine social inequality, a topic which is at the core of \nsociological analysis and research. The classical perspectives on inequality \nwill be examined, as well as the contemporary extensions of these \napproaches. Particular attention will be paid to class, race, and gender as \nseparate and as intersecting axes of inequality. \n\nPrerequisite: SOCI 1000, with a grade of \"C\" or higher. \n\n\n\n285 \n\n\n\nSOCI/ANTH 4500 Sociology/Anthropology Internship. (3-6 hours) \n\nOn demand \nThis course requires 120 hours of supervised experience (per 3 credit \nhours) in a local agency or office, selected readings, as well as an oral \npresentation given in one of the SOCI/ANTH courses. Applications for \ninternships must be submitted to the department chair in the term or \nsemester prior to placement. Students may select a graded or Pass/No \nCredit option. Course may be repeated twice (for 3 hours credit) for a \nmaximum of 6 hours credit. This course will not count towards the \nmajor in Sociology. \n\nPrerequisites: Completion of SOCI 1000 with a grade of \"C\" or \n\nhigher as well as at least two other courses with the \n\nSOCI or ANTH prefix with grades of \"C\" or \n\nhigher. \n\nANTH 1000 Introduction to Anthropology. (3) On demand \n\nAn introduction to the scientific study of the origin, the behavior, and \nthe physical, social, and cultural development of humans. \n\nANTH 2000 Cultural and Social Anthropology. (3) \n\nOn demand \nA study of modern anthropological theory through directed readings of \nclassic ethnography with special emphasis upon recent advances and \ntrends in research. \n\n\n\n\n286 \n\n\n\nTHEATRE ARTS \n\nIntroduction \n\nThe Department of Theatre Arts offers a pre-professional training \nprogram emphasizing the practical aspects of theatre and the importance \nof process. It is the belief of the faculty that the training process must \nprepare students for the real world of theatre. Faculty teaching in the \nTheatre Arts program are experienced, working professionals. With the \nbelief that theatre is both an art form and a business, the curriculum \nprovides a strong undergraduate foundation in theatre performance, \ndesign, production and literature. \n\nOffering a B.A. in Theatre Arts, majors must successfully complete 24 \ncommon core hours designed to foster an appreciation for, and an \nunderstanding of each area of theatre. In addition, students must \ncomplete 18 additional track courses in their area of interest: \nperformance, technical, design or a combination of the three, to \ncomplete the theatre arts degree composed of a total of 42 major hours. \n\nLearning Objectives \n\nThe following objectives are established as a basis for the training \nprogram in Theatre Arts. Upon application for graduation, the Theatre \nArts major will be expected to: \n\n understand the basic theoretical concepts behind each of the four \nmajor areas within the discipline: performance, design, production and \nliterature; \n\n have an extensive artistic vocabulary in their specific area of \nconcentration; \n\n have the technical knowledge pertaining, but not limited to the \nstudent's chosen area of concentration; \n\n demonstrate an understanding of auditioning and/or portfolio \npresentation; \n\n be knowledgeable of viable avenues of employment and sources \nnoting such information; \n\n have an understanding of opportunities for graduate studies and \nemployment in theatre and the performing arts. \n\n\n\n287 \n\n\n\nAssessment of Learning Objectives \n\nLearning objectives are assessed in the following manner: \n\n examinations, graded performances auditions and graded projects in \nthe four major areas within each discipline's; \n\n specific areas of concentration; performance, design and technical \nproduction; \n\n audition critiques for all departmental productions; \n\n upperclassmen scholarship audition interviews ; \n\n exit interviews. \n\nGraduation Requirements for the \nTheatre Arts Major \n\nA student pursuing a major in Theatre Arts must meet all of the \nfollowing criteria on an ongoing basis: \n\n satisfactory completion of all degree requirements as outlined in the \ncatalogue; \n\n participation in all departmental productions and activities, \nincluding auditions, production crews, work calls and production \nstrikes as assigned by faculty; \n\n attendance at all scheduled departmental meetings and activities. \n\nAdmission to the Theatre Arts Major \n\nIn order to be admitted and to continue as a Theatre Arts major, a \nstudent must meet the following criteria: \n\n overall grade point average of 2.5 or better. Scholarship recipients \nmust maintain a 3.0 grade point average or better; \n\n writing proficiency - a grade of \"C\" or better in English 1 101 , 1 102; \n\n theatrical proficiency - a grade of \"C\" or better in all Theatre \nArts courses; \n\n prognosis for success - evaluation during Theatre courses pertinent \nto: \n\n1) attendance \n\n2) attitude \n\n3) cooperation \n\n4) oral and written skills \n\n5) enthusiasm and dedication to the Theatre Arts program; \n\n288 \n\n\n\n Transfer students wishing to continue as a Theatre Arts major \nmust provide evidence of all of the above plus the following: \n\n1) past participation in departmental productions; \n\n2) acceptance as a major is subject to approval by a majority of \nthe LaGrange College Theatre Arts faculty. \n\nA student that does not meet all of the above criteria each semester may \nbe placed on probation. After the probationary period, the student will \nbe re-evaluated by the Theatre Arts faculty. If it is determined that the \nstudent has failed to meet the above criteria satisfactorily, the student \nmay be removed as a major. \n\nRequirements for the Theatre Arts Major \n\nA total of 42 semester hours are required for the Theatre Arts Major. \nCORE COURSE REQUIREMENTS (24 hours): \n\n\n\nTHEA 1101 \n\n\nDrama Survey I \n\n\n3 \n\n\nTHE A 1102 \n\n\nDrama Survey II \n\n\n3 \n\n\nTHEA 1180 \n\n\nStagecraft \n\n\n3 \n\n\nTHEA 1184 \n\n\nActing I \n\n\n3 \n\n\nTHEA 2110 \n\n\nIntroduction to Design \n\n\n3 \n\n\nTHEA 2330 \n\n\nScript Analysis \n\n\n3 \n\n\n\nTwo Theatre Arts Electives 6 \n\nCommon core hours 24 \n\nTRACK COURSE REQUIREMENTS \n\nPerformance Track (18 hours) \n\nTHEA 2200/01 Stunts/Fights for Stage, \n\nTV and Film I 3 \n\nTHEA 2205 Movement for the Actor 3 \n\nTHEA 2210 Voice and Diction 3 \n\nTHEA 2351 Acting II 3 \n\nTHEA 445 1 Auditioning 3 \n\nOne Theatre Arts Elective 3 \n\nTotal Performance Track Hours 18 \n\n\n\n289 \n\n\n\nTechnical Track (18 hours) \n\n\n\nARTD1151 \n\n\nBasic Drawing \n\n\n3 \n\n\nTHEA 2283 \n\n\nStage Management \n\n\n\n\nOr \n\n\n\n\n\n\nTHEA 3420 \n\n\nTheatre Management \n\n\n3 \n\n\nTHEA 3360 \n\n\nScenic Design \n\n\n3 \n\n\nTHEA 3370 \n\n\nDirecting \n\n\n3 \n\n\nTwo \n\n\nTheatre Arts Electives \n\n\n6 \n\n\nTotal Technical Track Hours \n\n\n11 \n\n\nign Track (18 hours) \n\n\n\n\nARTD 1152 \n\n\nBasic Drawing \n\n\n3 \n\n\nARTD 1153 \n\n\n3-D Design \n\n\n3 \n\n\nARTD 2211 \n\n\nLife Drawing \n\n\n3 \n\n\nTHEA 3360 \n\n\nScenic Design \n\n\n\n\nOr \n\n\n\n\n\n\nTHEA 3381 \n\n\nLighting Design \n\n\n\n\nOr \n\n\n\n\n\n\nTHEA 3385 \n\n\nCostume Design \n\n\n3 \n\n\nTHEA 3370 \n\n\nDirecting \n\n\n3 \n\n\nOne \n\n\nTheatre Art or \n\n\n\n\n\n\nArt \u0026 Design Elective \n\n\n3 \n\n\n\nTotal Design Track Hours \n\n\n\n18 hrs. \n\n\n\nTheatre Arts Major Hours \n\n\n\n42 \n\n\n\nRequirements for the Theatre Arts Minor \n\nA minor in Theatre Arts consists of 18 semester hours: at least one \ncourse in Drama Survey, at least one course at the 1000 level, and 4 \nother courses selected in consultation with your minor advisor. \n\n\n\n290 \n\n\n\nCourse Descriptions (THEA) \n\nTHEA 1101 Drama Survey I. (3) * \n\nA survey of the discovery of theatre beginning in ancient Greece \ncontinuing through the rise of Realism. Students will study theatre as a \ndeveloped art form through reading, viewing and discussing plays \nrepresenting diverse eras of history. \nDrama Survey II may be taken independently of Drama Survey I. \n\nTHEA 1102 Drama Survey II. (3) * \n\nA survey of the discovery of theatre from the rise of Realism through \ncontemporary drama. Students will study theatre as a developed art \nform through reading, viewing and discussing plays representing diverse eras of \nhistory. \nDrama Survey II may be taken independently of Drama Survey I. \n\nTHEA 1180 Stagecraft. (3)* \n\nA course designed to provide the student with theoretical and working \nknowledge of technical theatre. An emphasis is placed on the \nfundamental techniques and processes used in theatre productions. \nStudents will work on a departmental production. \n\nTHEA 1184 Acting I. (3)* \n\nA course designed to introduce students to the fundamentals of acting \nfor the stage. Course will include achievement of a simple objective, \nself and sensory awareness, relaxation, concentration and beginning \nscene and text analysis. \n\nTHEA 2110 Introduction to Design. (3) * \n\nA course designed to introduce students to the fundamental elements of \nthe design process, with emphasis on script analysis and visual communication. \nPrerequisites'. Basic Drawing highly recommended for Design and \nTechnical Track Majors \n\nTHEA 2200 Stunts /Fights for Stage, TV and Film I. (3) * \n\nA performance course covering basic stage movement, acrobatics, \nfaints, falls, flips, kicks, slapstick comedy, hand-to-hand combat, and \nstage weapons when applicable. \n\nTHEA 2201 Stunts/Fights for Stage, TV and Film II. (3) * \n\nA continuation of THEA 2200, adding period weaponry such as, but not \nlimited to quarterstaff, broadsword, rapier, dagger, food fights, etc. \nfor the stage. \n\n\n\n291 \n\n\n\nTHEA 2205 Movement for the Actor. (3) * \n\nA course designed to develop body awareness by exploring movement \nconnected to impulse and instinct, focusing on integration of the mind, \nbody and spirit. \n\nTHEA 2210 Voice and Diction. (3) \n\nTo introduce students to the process of voice production, methods of \nLinklater's freeing the voice with emphasis on relaxation and breathing, \nand applicable techniques for working with text. \n\nTHEA 2280 Advanced Stagecraft. (3) \n\nAs an advanced study of stagecraft, students will apply the principles of \nstagecraft to rigorous practical assignments intent on developing fine \ncraftsmanship skills. This project based course will provide opportunity \nfor woodworking, metal work and technical design. \nPrerequisite: THEA 1 180 \n\nTHEA 2283 Stage Management. (3) \n\nA course designed to provide student with introduction to, and basic \ntraining in, the area of stage management. \n\nTHEA 2286 Makeup for the Stage. (3)* \n\nA study in the theories and application of stage makeup. Topics may \ninclude corrective, old age and character makeup, as well as prosthetics. \n\nTHEA 2330 Script Analysis. (3) \n\nA study of major genres of dramatic literature designed to provide the \ndirector, actor, designer, dramaturge and/or technician with basic \nguidelines for text analysis. Students will develop and utilize skills to \nthoroughly analyze text. \n\nTHEA 2351 Acting II. (3) \n\nA continuation of THEA 1 184 which explores further character \ndevelopment through advanced scene work and improvisational \nexercises. \nPrerequisite: THEA 1184 \n\nTHEA 3272 Creative Dramatics. (3) On demand \nA course which introduces methods of creating, designing and utilizing \ndrama to enhance teaching skills and foster the educational \ndevelopment of students. \n\nHighly recommended for early childhood and secondary \n\neducation majors \n\n\n\n292 \n\n\n\nTHEA3305 Period Styles of Acting. (3) \n\nA course designed to introduce students to period styles of acting and \nmovement which may include: Greek, Elizabethan, Comedy of Manners, \nFarce, Realism and the Theatre of the Absurd. \nPrerequisites: THEA 1 184, THEA 235 1 \n\nTHEA 3310 Playwriting/Screenwriting. (3) \n\nA course designed to stimulate critical and creative thinking through the \ncreation of original material. Students will be guided in the completion \nof writing a play/screenplay. \nPrerequisite: THEA 2330, grade B or better in ENGL 1 101 \u0026 1 102, \nor consent of instructor \n\nTHEA 3345 Musical Theatre. (3) \n\nA practical study of techniques and styles of musical theatre. \nPrerequisite: THEA 1184 \n\nTHEA 3360 Scenic Design. (3) \n\nAn advanced study of the Scenic Design process. Students will apply \nthe principles of design to scenery through intense practical \nassignments. Emphasis is placed on communication through Drafting, \nRenderings and Models. \nPrerequisite: THEA 2110 \n\nTHEA 3370 Directing. (3) \n\nA course designed to introduce students to the director's role in \ninterpreting, choosing, rehearsing and staging a play. Course includes \ndirection for performance of a short play. \nPrerequisites: THEA 1 184, THEA 2110, THEA 2330 \n\nTHEA 3381 Lighting Design. (3) \n\nAn advanced study of the Lighting Design process. Students will apply \nthe principles of design to lighting through intense practical \nassignments. Emphasis is placed on communication through Rendering, \nMagic Sheets, and Lighting Plots. \nPrerequisite: THEA 21 10 \n\nTHEA 3385 Costume Design. (3) \n\nA course that acquaints the student with the basic skills needed to design \ntheatrical costumes, which includes patterning and cutting/draping. \nPrerequisite: THEA 21 10 \n\nTHEA 3420 Theatre Management/Arts Management. (3) \n\nA course which introduces the fundamentals of Arts management. \nCourse will investigate and navigate through the conflicting issues, \nstrategies and opportunities in management in the Arts. \n\n\n\n293 \n\n\n\nTHEA4451 Auditioning. (3) \n\nA course designed for developing audition techniques and examining \nguidelines for audition procedures with emphasis on practical auditions, \nresume, headshots, selection of audition material and compilation of an \naudition portfolio. \nPrerequisite: THEA 1 184, THEA 2351 \n\nTHEA 4470-2 Special Topics. (1-3) \n\nA series of courses designed to provide students with advanced \nmaterial/study in either performance or design tracks. \nPrerequisite: Consent of instructor \n\nTHEA 4484 Senior Thesis. (3) \n\nA course in which senior Theatre Arts majors bring their training and \nemphasis into focus. Senior thesis projects may be track-specific \nspecial projects in acting, design, directing, stage-managing or \nplaywriting. \nAll proposals must be approved by the Department Chair and are \nsubject to scheduling and faculty supervisory commitments. \n\n* Denotes courses in Theatre Arts that may satisfy Fine Arts \nrequirement in the Core Curriculum. \n\n\n\n\n\n\n294 \n\n\n\nWOMEN'S STUDIES \n\nIntroduction \n\nWomen's Studies is an interdisciplinary field of study which \ncomplements a liberal arts education by drawing upon a variety of \ndisciplines to gain a critical awareness of the female experience. \nIn developing this awareness and in presenting its diversity, courses \nexplore gender as well as race, ethnicity, culture, age, and social class \nas categories of analysis. While exploring these issues, the courses \nalso promote the development of skills in critical thinking, speaking, \nand writing. Courses focus on women's past and present roles in \nculture, politics, the family, the arts and sciences, health care business, \nand religion. \n\nLearning Objectives \n\nA minor in Women's Studies consists of twelve semester hours: Three \nof which must be WMST 1 101: Introduction to Women's Studies. Of \nthe remaining nine hours, six must be taken at the 3000 level. This \nflexibility coupled with the interdisciplinary nature of the field, permits \nstudents to design a minor which best reflects their academic and future \ncareer interests. (Only cross-listed courses taken during or after the fall \nof 2000 may be applied to the minor in Women's Studies.) \n\nCourse Descriptions (WMST) \n\nWMST 1101 Introduction to Women's Studies. (3) \n\nThis course will provide a better understanding of the female experience \nand the evolution of women's roles within one's own culture and that of \nothers. In developing this understanding emphasis will be placed on the \ngreat diversity of women's individual lives by considering such factors \nas race, age, marital, and class status. \n\nCross-Listed Courses \nWMST 3500/SOCI 3500: \n\nGender \u0026 Society. \nWMST 3110/LAST 3110: \n\nSpecial Topics/Latin American Women Writers. (3) \nWMST 2500/SOCI 2500: \n\nMarriages and Families. (3) \nWMST 3345/ENGL 3345: \n\nThe Rise of the English Novel. (3) \n\n\n\n295 \n\n\n\nWMST 3320/RLGN 3320: \n\nThe Ethics of Sexuality, Marriage, and Gender. (3) \nWMST 3340/ENGL 3340: \n\nRestoration and Eighteenth Century English Literature. (3) \nWMST 4400: \n\nAdvanced Library Research in the Social Sciences \n\nand Humanities. (2) \nPHIL 4410: \n\nPhilosophical Theory: Gender and Sexuality (3) \nWMST 4478: \n\nWomen in Ministry (3) \nWMST 4500: \n\nAdvanced Library Research in the Sciences. (2) \n\nAlso, Interim term courses are offered in Women 's Studies. \n\n\n\n\n296 \n\n\n\nFaculty \n\n\n\nDavid OkiAhearn (1995) \n\nAssociate Professor of Religion and Philosophy; Chair of the \nReligion Department; Chair of the Oikos Program \nB.A., Austin College; M.Div., Southern Methodist University; \nPh.D., Emory University \n\nToni P. Anderson (1999) \n\nProfessor of Music; Chair of the Music Department \n\nB.M., Lamar University; M.M., New England Conservatory of \n\nMusic; Ph.D., Georgia State University \n\nElizabeth Appleby (2006) \n\nAssistant Professor of Latin American Studies and Modern \n\nLanguages \n\nB.A., Seton Hill College; J.D., M.A., University of Pittsburgh; \n\nPh.D., Ohio State University \n\nTerry Austin (2006) \n\nAssistant Professor of Chemistry and Physics \nB.S., Ph.D., University of Florida \n\nKim Barber Knoll (1995) \n\nProfessor of Theatre Arts; Division Chair of Fine and \nPerforming Arts; Chair of the Theatre Department \nB.S., University of Tennessee; M.F.A., U. of California at Los \nAngeles \n\nLinda A. Mason Barber (2006) \nAssistant Professor of Nursing \nB.S., University of Florida; M.S.N., University of South Florida \n\nDavid M. Barrett (2003) \n\nAssociate Professor of Business \n\nB.S.M.E., Tufts University; M.B.A., Georgia State University; \n\nPh.D., Georgia State University \n\nCharlene Baxter (1976) \n\nAssistant Professor; Librarian for Public and Technical Services \nA.B., West Georgia College; M.L.S., George Peabody College \nfor Teachers \n\n\n\n297 \n\n\n\nCindiBearden(2001) \n\nAssociate Professor of Business \n\nB.S., Jacksonville State University; Master of Accountancy, \n\nUniversity of Alabama, Certified Public Accountant \n\nJon Birkeli (1987) \n\nEly R. Callaway, Sr. Professor in International Business; \n\nChair of the Business Department \n\nA.B., Lenoir-Rhyne College; Ph.D., University of South Carolina \n\nSandra Blair (2000) \n\nAssistant Professor of Nursing \n\nB.S.N., LaGrange College; M.S.N., Georgia State University \n\nFrank W. Brevik (2006) \n\nAssistant Professor of English \n\nB.S., Troy State University; M.A., University of Manchester; \n\nPh.D., University of Louisiana at Lafayette \n\nMarcia Langham Brown (1996) \nProfessor of Art and Design; \nChair of the Art and Design Department \nB.F.A., Guilford College; M.F.A., University of Georgia \n\nJoseph J. Cafaro( 1984) \n\nProfessor of History; Chair of the History Department \n\nA. A., Manatee Junior College; B.A., Florida Atlantic University; \n\nM.A., Ph.D., Florida State University \n\nDavid M. Cason (2008) \n\nAssistant Professor of Education \n\nA.A., Gordon College; B.S., LaGrange College; \n\nM.S.Ed., Troy State University; Ph.D., Georgia State University \n\nAngela N. Cauthen (2006) \n\nAssociate Professor of Biology \n\nB.S., Shorter College; Ph.D., University of Georgia \n\nSusan R. Cody (2002) \n\nAssociate Professor Sociology \n\nB.A., Jacksonville University; M.A., University of Florida; \n\nPh.D., University of Florida \n\nJohn Granger Cook (1994) \nProfessor of Religion \n\nB.A., Davidson College; M.Div., Union Theological Seminary; \nPh.D., Emory University \n\n\n\n298 \n\n\n\nDavid Alan Crowe (2007) \n\nAssistant Professor of Education \nB.S.E., M.Ed., Ph.D., Auburn University \n\nLisa Crutchfield (2008) \n\nAssistant Professor of History \n\nB.A., James Madison University; M.A., Murray State University; \n\nPh.D., College of William and Mary \n\nMary Lou Dabbs (1999) \n\nAssistant Professor; Electronic Resources Librarian \n\nB.A., Florida Presbyterian College; M.Ln., Emory University \n\nKarie Davis-Nozemack (2007) \n\nAssistant Professor of Business Law and Taxation \n\nB.A., Emory University; M.Tx., Georgia State University; \n\nJ.D., Washington and Lee School of Law \n\nNina Dulin-Mallory (1989) \nProfessor of English \n\nB.A., Clemson University; M.Ed., LaGrange College; \nPh.D., Auburn University \n\nSteven Earl Edwards (1992) \nProfessor of Theatre Arts \n\nB.A., Texas Wesleyan University; M.A., University of Arkansas; \nPh.D., Texas Tech University \n\nJon M. Ernstberger (2008) \n\nAssistant Professor of Mathematics \nB.S., M.S., Murray State University; \nPh.D., North Carolina State University \n\nCharles H.Evans (1981) \nProfessor of Psychology \nB.S., M.S., Ph.D., University of Georgia \n\nGordon Jeffrey Geeter (1990) \n\nAssistant Professor of Health and Physical Education \nA.S., Andrew College; B.S., Tennessee Wesleyan College; \nM.S.S., United States Sports Academy \n\nF. Stuart Gulley ( 1996) \n\nPresident; Assistant Professor of Religion \n\nB.A., Vanderbilt University; M.Div., Emory University; \n\nPh.D., Georgia State University \n\n\n\n299 \n\n\n\nHeather A. Haas (2001) \n\nAssociate Professor of Psychology \n\nB.S., Rocky Mountain College; M.S., University of St. Andrews; \n\nPh.D., University of Minnesota \n\nMelvin H. Hall (2002) \n\nAssociate Professor of Chemistry \n\nB.S., Cuttington University College; M.A., University of California \n\nat Berkeley; Ph.D. Auburn University \n\nCeliaG. Hay (1996) \n\nAssociate Professor of Nursing; Chair of the Nursing Department \n\nA.D., Piedmont Hospital School of Nursing; \n\nM.S., Georgia State University; Ph.D., Georgia State University \n\nB. Joyce Hillyer (1995) \nProfessor of Education \nA.S., Southern Union State Junior College; \nB.S., M.Ed., Ed.D., Auburn University \n\nJohn C. Hurd( 1974) \nProfessor of Biology \nB.S., Alabama College; M.S., Ph.D., Auburn University \n\nSeok Hwang (2005) \n\nAssistant Professor of Mathematics \n\nB.S., Yeungnam University; M.A., Ph.D., University of Wisconsin \n\nKipton E. Jensen (2008) \n\nAssistant Professor of Religion and Philosophy \n\nB.A., University of Nebraska; M.A., University of Kentucky; \n\nPh.D., Marquette University \n\nLee E.Johnson (1990) \n\nFuller E. Callaway Associate Professor of Music \nB.A., Auburn University; M. M., Indiana University \n\nDorothy M. Joiner (2001) \n\nLovick Corn Professor of Art History \n\nB.A., St. Mary's Dominican College; M.A. Emory University; \n\nPh.D., Emory University \n\nDonald Jolly (1961) \n\nProfessor of Mathematics \n\nB.S., University of Southern Mississippi; M.S., University of \n\nIllinois; Ph.D., Auburn University \n\n(Retired from full-time teaching in 1995) \n\n\n\n300 \n\n\n\nBill Kovack (2006) \n\nAssistant Professor of Business \nB.A., Michigan State University; \nM.B.A., Michigan State University \n\nCharles P. Kraemer (1978) \n\nProfessor of Psychology; Chair of the Psychology Department; \n\nDirector of Undergraduate Research \n\nB.A., LaGrange College; M.S., Ph.D., University of Georgia \n\nJohn D.Lawrence (1970) \n\nFuller E. Callaway Professor of Art and Design \n\nB.F.A., Atlanta College of Art; M.F.A., Tulane University \n\nTracy L. R. Lightcap (1991) \n\nProfessor of History and Political Science; \n\nChair of the Political Science Department \n\nA.B., University of the South; M.A., University of South Carolina; \n\nPh.D., Emory University \n\nAlvin B. Lingenfelter (2003) \n\nAssistant Professor of Religion \n\nB.A., Mississippi College; M.Div., Duke Divinity School \n\nDonald R. Livingston (2001) \n\nAssociate Professor of Education; \n\nChair of the Education Department \n\nB.S., Drexel University; M.Ed., West Chester University; \n\nEd.D., Georgia Southern University \n\nSharon M. Livingston (2006) \n\nAssistant Dean for Academic Affairs; M.Ed. Thesis Advisor \nB.S., Drexel University; M.S. A., West Chester University; \nPh.D., Georgia State University \n\nSarah Beth Mallory (1993) \n\nAssociate Professor of Biology, Director of the Interim Term \n\nand Core Curriculum; Chair of the Biology Department \n\nB.S., M.S., University of Georgia; Ph.D., Auburn University \n\nGreg A. McClanahan (1988) \n\nInterim Vice President for Academic Affairs and Dean; \nProfessor of Mathematics; Chair of the Mathematics Department \nB.S., M.S., Auburn University; Ph.D., Clemson University \n\n\n\n301 \n\n\n\nWilliam J. McCoy, IV (1991) \n\nProfessor of Chemistry/Physics; Chair of the Chemistry and Physics \n\nDepartments \n\nB.S., Yale University; Ph.D., University of North Carolina \n\nLinda H. McMullen ( 1999) \n\nAssistant Professor of Organizational Leadership; \n\nDirector of the Evening College \n\nB.S., Geneva College; M.S., Geneva College \n\nWalter Y. Murphy (1980-1996) \n\nA.B., Emory University; M.Div., Emory University; \nLL.D., Bethune-Cookman College; D.D., LaGrange College \n\nFrancis A. O'Connor (1997) \n\nAssociate Professor of Latin American Studies; \n\nChair of Sociology and Anthropology Department \n\nB.A., University of Pennsylvania; M.A., Idaho State University; \n\nPh.D., University of Iowa \n\nAnna Odem (2007) \n\nAssistant Professor of Nursing \n\nA.D.N, LaGrange College; M.S.N., Georgia State University; \n\nC.F.N.P., American Academy of Nurse Practioners \n\nDebbie Ogle (2003) \n\nAssistant Professor of Music \n\nB.S., University Montevallo; M.M., University of Alabama \n\nRichard Hank Parker (2008) \n\nVisiting Assistant Professor of Chemistry and Physics \nB.S., M.S., Auburn University; Ph.D., University of Florida \n\nWilliam G. Paschal (1994) \nProfessor of Biology \nB.S., Saint Joseph's College; \nPh.D., Indiana University School of Medicine \n\nVicki T. Pheil (2007) \n\nDirector of Field Placement, Education Department \nB.A., M.Ed., LaGrange College \n\nLoren L. Pinkerman (1998) \n\nAssistant Professor; Director of Banks Library \n\nB.A., Westmar College; M.A.T., Colorado State University; \n\nM.L.S., Indiana University \n\n\n\n302 \n\n\n\nAmanda R. Plumlee ( 1996) \n\nProfessor of Latin American Studies and Modern Languages; \nChair of the Latin American Studies and Modern Languages \nDepartment; Chair of Women's Studies \nB.S., UTC of Chattanooga; M.A., Ph.D., University of Tennessee \n\nMelinda Pomeroy-Black (2005) \nAssistant Professor of Biology \nB.A., Rhodes College; M.S., Virginia Tech; Ph.D., Virginia Tech \n\nMargaret Reneke (1999) \n\nAssociate Professor of Art and Design \n\nB.F.A., University of Georgia; \n\nM.F.A., Virginia Commonwealth University \n\nFay A. Riddle (1980) \n\nProfessor of Computer Science; \n\nChair of the Computer Science Department \n\nB.S., H. Sophie Newcomb College of Tulane University; \n\nM.S., Ph.D., University of Florida \n\nArthur Robinson (1998) \n\nAssistant Professor; Public Services Librarian \n\nB.A., Trinity College; M.L.S., Ph.D., Indiana University- \n\nBloomington \n\nLydia W. Rosencrants (1999) \n\nBoatwright Associate Professor of Accountancy; \n\nChair of the Accountancy Department \n\nB. S., University of Richmond; Ph.D., Michigan State University \n\nMaranahA. Sauter(1983) \n\nProfessor of Nursing; Division Chair of Professional Programs \nA.A., B.S., Georgia Southwestern College; M.S., Georgia State \nUniversity; Ph.D., Medical College of Georgia \n\nLaine Allison Scott (1998) \n\nAssociate Professor of English \n\nB.A., The College of William \u0026 Mary; M.A., Middlebury College; \n\nM.A., Salisbury State University; Ph.D., University of Alabama \n\nBailey Brooks Shelhorse, Jr. (1968) \n\nProfessor of Mathematics and Computer Science \nA.B., LaGrange College; M.A., Louisiana State University; M.Ed., \nWashington State University; M.S., University of Evansville; \nPh.D., Georgia State University \n\n\n\n303 \n\n\n\nKevin L.Shirley (1998) \n\nAssociate Professor of History; \n\nDivision Chair of Humanities and Social Sciences \n\nB.A., M.A. (history), M.A. (religion), Ph.D., Florida State \n\nUniversity \n\nJackC. Slay, Jr. (1992) \n\nDean of Students, Professor of English \nB.A., M.A., Mississippi State University; \nPh.D., University of Tennessee \n\nTimothy N. Taunton (1984) \nProfessor of Art and Design \nB.A., University of Arkansas-Little Rock; \nM.F.A., Louisiana State University \n\nBrenda W. Thomas (1989) \n\nProfessor of English; Chair of the English Department \nA.B., Samford University; M.A., Auburn University; \nPh.D., Georgia State University \n\nCharles A. Thompson (2001) \n\nAssociate Dean and Director of LaGrange College at Albany \nB.A., Gustavus Adolphus College; M.A., Wichita State University; \nPh.D. University of Missouri \n\nNathan Tomsheck (2004) \n\nAssistant Professor of Theatre Arts \n\nB.F.A., Whitworth College; M.F.A., Yale School of Drama \n\nGinger Truittt (2006) \n\nAssistant Professor of Nursing \n\nB.S.N., LaGrange College; M.S.N., State University of West \nGeorgia \n\nJohn A. Tures(2001) \n\nAssociate Professor of Political Science \n\nB.A., Trinity University; M.S., Marquette University; \n\nPh.D., Florida State University \n\nMitchell Turner, (2002) \n\nAssociate Professor of Music \n\nB.S., Georgia Southern University; M.M., University of Georgia; \n\nPh.D., University of Georgia \n\n\n\n304 \n\n\n\nJohn M.Williams (1989) \nProfessor of English \nB.A., M.A., Auburn University; Ph.D., Georgia State University \n\nPhillip R. Williamson (1969) \n\nAssociate Professor of Health and Physical Education; \nChair of the Health and Physical Education Department \nB.S., M.S., Troy State University \n\nAnthony Wilson (2004) \n\nAssociate Professor of English \n\nB.A., Oglethorpe University; M.A., Ph.D., Vanderbilt University \n\nMargie Yates (2005) \n\nAssistant Professor of Education \n\nB.X., University of Georgia; M. Ed., Columbus State University; \n\nPh.D., Auburn University \n\nCarol M. Yin (1991-1994, 1996) \nProfessor of Mathematics \nB.S., M.A.M., Ph.D., Auburn University \n\nKuo-chuan Yin (1994) \n\nProfessor of Mathematics \n\nB.S., National Chung Hsing University; M.S., Ph.D., Auburn University \n\n\n\nAdjunct Faculty \n\nEthyl L. Ault \n\nInstructor of Education \n\nM.Ed., Georgia State University \n\nMichael Bishop \n\nWriter in Residence \n\nB.A., University of Georgia; M.A., University of Georgia; \n\nHonorary Doctorate, LaGrange College \n\nLinda Buchanan \n\nInstructor of Education \n\nB.A., George William College; M.A., Eastern Kentucky; \n\nPh.D., Georgia State University \n\nPatricia Callaway \n\nInstructor of Music \n\nB.A., Emory, M.M., State University of West Georgia; \n\nD.M.A, University of Georgia \n\n305 \n\n\n\nStacey L. Ernstberger \n\nInstructor of Mathematics \nB.S., Murray State University; \nM.S., North Carolina State University \n\nTakemi Kapamaya \n\nInstructor of Modern Foreign Language \n\nB.A., Kyoto Sangyo University; M.A., Himeji Dokkyo University \n\nGeorge Mann \n\nInstructor of Applied Classical Piano \n\nB.M., University of Cincinnati; \n\nM.M., Conservatory of Music, University of Cincinnati \n\nMelina Lorenz Moyer \nInstructor of Biology \nB.S., Purdue University; M.S., Southern Illinois University \n\nChristiane B. Price \n\nInstructor of Modern Foreign Language \n\nM.A., Freie Universitat; Ph.D., Emory University \n\nTracy Clahan Riggs \n\nInstructor of Theatre Arts \n\nB.F.A., Catholic University; M.F.A., Florida Atlantic University \n\nPhil Snyder \n\nInstructor of Ear Training and Applied Classical Guitar \nB.M., M.M., D.M.A., University of Georgia \n\nThomas P. Steele \n\nInstructor of Religion \n\nB.A., Newberry College; M. Div., Lutheran School of Theology; \n\nD. Min., McCormick Theological Seminary \n\nPamela Tremblay \n\nInstructor of Cornerstone and Physical Education \n\nA.B.J, University of Georgia; M.Ed., Ed.S., State University of \n\nWest Georgia \n\nWilliam Walsh \n\nInstructor of English \n\nA.B., Georgia State University \n\nM.F.A., Vermont College \n\n\n\n306 \n\n\n\nPresident Emeritus \n\nWalter Y. Murphy (1980-1996) \n\nA.B., Emory University; M.Div., Emory University; \nLL.D., Bethune-Cookman College; D.D., LaGrange College \n\nRetired Faculty Members \n\nProfessors Emeritus \n\nNancy Thomas Alford, B.S., M.S. (1969-2007) \n\nSybil L. Allen, B.S., M.Ed., Ed.D. (1976-1994) \n\nRoland B. Cousins, B.S., M.S., D.B.A. (1990-2005) \n\nSue M. Duttera, Ph.D. (1986-2002) \n\nLuke K. Gill, Jr., B.B.A., M.S.W., J.D. (1971-2002) \n\nS. G. Hornsby, B.S.Ed., M.A., Ph.D. (1966-2005) \n\nSandra K. Johnson B.A., M.Ed., Ed.D. (1983-2005) \n\nRichard Donald Jolly, B.A., M.S., Ed.D. (1961-1995) \n\nEvelyn B. Jordan, A.A, B.S., M.Ed., Ed.D. (1977-2001) \n\nCharles Franklin McCook, A.B., S.T.B., S.T.M., Ph.D. (1961-1994) \n\nFrederick V. Mills, A.B.,S.T.B., M.Th., M.A., Ph.D. (1967-2007) \n\nMaynard L. Reid, B.S.E., M.S.E., Ed.D (1973-1995) \n\nJohn L. Shibley, B.S., M.S., Ph.D. (1950-1986) \n\nAssociate Professors Emeritus \n\nJulia B. Burdett, A.A., B.A., M.P.E., M.S.W. (1974-1997) \n\nPatrick M. Hicks, B.S., M.S. (1958-1998) \n\nJennifer S. Harrison, Baccalaureate, M.Ed., Ph.D. (1995-2005) \n\nAssistant Professors Emeritus \n\nMartha M. Estes, B.A., M.A. (1982-1991) \nMarvin D. Johnson, B.A., M.A. (1995-2006) \n\nBoard of Trustees \n\nOfficers \n\nChairman William M. Hodges \n\nVice Chairman Richard W. Story \n\nSecond Vice Chairman F. Stuart Gulley \n\nSecretary Nancy N. Durand \n\nTreasurer Phyllis D. Whitney \n\n\n\n307 \n\n\n\nMembers \n\nCindy Autry, Columbus, Georgia Ex Officio \n\nGeorge W. Baker, Jr., LaGrange, Georgia 2010 \n\nA. Quillian Baldwin, Jr., LaGrange, Georgia 2009 \n\nAmos T. Beason, LaGrange, Georgia 2012 \n\nJ. Barry Bennett, LaGrange, Georgia Alumni Trustee \n\nJ. Kennedy Boatwright III, LaGrange, Georgia 2010 \n\nJames F. Bruce, Jr., LaGrange, Georgia 2012 \n\nH. Speer Burdette III, LaGrange, Georgia 201 1 \n\nEdward C. Callaway, Pine Mountain, Georgia 201 1 \n\nJanet Gipson Caswell, Atlanta, Georgia 2012 \n\nDonald L. Chambers, Jr., Social Circle, Georgia Ex Officio \n\nRobert B. Copeland, LaGrange, Georgia 2009 \n\nGeorge W. (Buddy) Darden, Marietta, Georgia 2009 \n\nG. Lindsey Davis (Bishop), Atlanta, Georgia Ex Officio \n\nE. Malone Dodson, Alpharetta, Georgia 2011 \n\nNancy N. Durand, LaGrange, Georgia ...2010 \n\nGarnett J. Giesler, LaGrange, Georgia 2009 \n\nEdmund C. Glover, West Point, Georgia 2010 \n\nElizabeth C. Harris, Cartersville, Georgia 2011 \n\nScott D. Hawkins, Atlanta, Georgia 2009 \n\nSGA President, Aaron Hill Ex Officio \n\nWilliam M. Hodges, Atlanta, Georgia 2010 \n\nPat H. Holder, LaGrange, Georgia 2011 \n\nJohn S. Holle, LaGrange, Georgia 201 1 \n\nWayne Hunter, LaGrange, Georgia 2010 \n\nRobert L. Johnson, West Point, Georgia 2009 \n\nJared T. Jones, LaGrange, Georgia 2012 \n\nHarold A. Lawrence Jr., LaGrange, Georgia Ex Officio \n\nKathy R. McCollum, Augusta, Georgia 2011 \n\nPolly C. Miller, Columbus, Georgia 2011 \n\nMarie T. Moshell, Columbus, Georgia 2010 \n\nH. Andrew Owen, Jr., Atlanta, Georgia 2009 \n\nJoe Frank Ragland, Jr., LaGrange, Georgia 2012 \n\nPeggy Cobb Schug, Charlotte, North Carolina 2010 \n\nCharles W. Smith, LaGrange, Georgia 2009 \n\nEdward D. Smith, LaGrange, Georgia Ex Officio \n\nNancy K. Stevens, LaGrange, Georgia 2012 \n\nRichard W. Story, Gainesville, Georgia 201 1 \n\nStanley E. Thomas, Newnan, Georgia 2009 \n\nGeorge F. Wheelock, III, Birmingham, Alabama 2012 \n\nDeedee G. Williams, West Point, Georgia 2012 \n\nAlmonese Brown Clifton Williams, Atlanta, Georgia 2010 \n\nRicky Wolfe, LaGrange, Georgia 2012 \n\nHoward J. Wright, LaGrange, Georgia Ex Officio \n\n308 \n\n\n\nAlumni Representatives \n\nJ. Barry Bennett, LaGrange, Georgia \n\nConsultants \n\nLinda R. Buchanan, Vice President and Dean for Student Life and \nRetention \n\nF. Stuart Gulley, President \n\nGreg McClanahan, Interim Vice President for Academic Affairs and Dean \n\nNina Dulin-Mallory, Faculty Representative \n\nWalter Y. Murphy, President Emeritus \n\nRichard Dana Paul, Vice President for Enrollment Management \n\nB. David Rowe, Vice President for Advancement \n\nPhyllis D. Whitney, Executive Vice President for Administration \n\nLegal Counsel \n\nDaniel W. Lee, LaGrange, Georgia \n\nPresident's Advisory Council \n\nRay C. Anderson, Atlanta, Georgia \nCarolyn M. Bernard Becker, Athens, Georgia \nSamuel G. Candler, Atlanta, Georgia \nJ. Philip Cleaveland, LaGrange, Georgia \nLovick P. Corn, Columbus, Georgia \nWilliam B. Fackler, Jr., LaGrange, Georgia \nCharles L. Foster, Jr., LaGrange, Georgia \nClifford C. Glover, West Point, Georgia \n\nG. Sanders Griffith III, Columbus, Georgia \nCharles D. Hudson, LaGrange, Georgia \n\nL. Bevel Jones III, Decatur, Georgia \nJ. Smith Lanier II, West Point, Georgia \n\nC. Stephen Lynn, Nashville, Tennessee \nWalter Y. Murphy, LaGrange, Georgia \nHoward R. Park, LaGrange, Georgia \nS. Cliff Rainey, LaGrange, Georgia \nJohn W. Stewart, Jr., LaGrange, Georgia \n\n\n\n309 \n\n\n\nAdministrative Officers and Staff \nPresident's Cabinet \n\nFrank Stuart Gulley (1996) - President \n\nB.A., Vanderbilt University; M.Div., Emory University; Ph.D., \nGeorgia State University \n\nQuincy D. Brown (1997) - The Elizabeth Walker Lanier Campus \nMinister and Director of Servant Leadership \nB.S., DeVry Institute of Technology; M.Div., Emory \nUniversity; D.Min., Interdenominational Theological Center \n\nLinda R. Buchanan (1997) - Vice President and Dean for Student Life \nand Retention \n\nB.S., George Williams College; M.S., Eastern Kentucky \nUniversity; Ph.D., Georgia State University \n\nGreg A. McClanahan (1988) -Interim Vice President for Academic \nAffairs and Dean \nB.S., M.S., Auburn University; Ph.D., Clemson University \n\nRichard Dana Paul (2007) - Vice President for Enrollment Management \nB.A., Maryville College; M.Ed., Westminster College \n\nB. David Rowe (2000) - Vice President for Advancement \n\nB.S., Southwestern University; M.Div., Emory University; \nPh.D., Georgia State University \n\nPhyllis D. Whitney (1998) -Executive Vice President for \nAdministration \nB.S., M.A., Murray State University \n\n\n\n310 \n\n\n\nAdministrative Staff \n\n\n\nRebecca Anderson (2000) \nWendy Amos (2006) \n\nCharlene Baxter (1976) \nEva Beaulieu (2006) \nDavid Beard (2005) \nJackie Belcher (2000) \nJames Blackwood (1997) \n\nMarcus Blandingburg (2006) \nLaura Breyfogle (2007) \nDawn Briggs (2000) \n\nQuincy D.Brown (1997) \n\nSusan Brown (1999) \nAndy Brubaker (2008) \nLinda R.Buchanan (1997) \n\nDialleo Burks (2006) \nMatthew Burns (2008) \nBecky Carter (1999) \n\nKaren Clark (2004) \nJennifer Claybrook (1999) \nAustin P. Cook, HI ( 1981) \nEmily Cummings (2007) \nMary Lou Dabbs (1999) \n\n\n\nSecretary, Social and Behavioral Sciences \n\nAdministrative Assistant, LaGrange \nCollege at Albany \n\nLibrarian for Public \u0026 Technical Services \n\nAssistant Athletic Trainer \n\nWebmaster \n\nFinancial Aid Counselor \n\nDirector of Information Technology, \nChief Security Officer, Informational \u0026 \nInstructional Technology \n\nGraduate Assistant, Football Coach \n\nLibrary Assistant \n\nAdministrative Assistant, Lamar Dodd Art \nCenter \n\nThe Elizabeth Walker Lanier Campus \nMinister, Director of Servant Leadership \n\nSwimming Coach \n\nDirector of Alumni and Parent Relations \n\nVice-President and Dean for Student Life \nand Retention \n\nGraduate Assistant, Football \n\nAdmission Counselor \n\nAccounts Receivable Specialist, Business \nOffice \n\nDevelopment Writer \n\nSoftball Coach, Volleyball Assistant Coach \n\nPostmaster \n\nAssistant Coach, Women's Basketball \n\nElectronic Resources Librarian, Library \n\n\n\n311 \n\n\n\nStacey Davis (2005) \nSandra Dennis (1972) \nRob Dicks (2001) \nLyndsey Dodd (2005) \nMarion Edwards (2004) \nBilly Ehlers (2006) \nSean Englert (2006) \nVickie Evans (2005) \n\nRory Favor (2006) \nBrandon Fetner (1999) \n\nG. Jeffrey Geeter (1990) \nDiana Goldwire (2001) \n\nJason Goodner (2001) \n\nRyan Grice (2006) \nF. Stuart Gulley ( 1996) \nRon Hamilton (2003) \nSusan A. Hancock (1975) \nTracy Harden (2004) \nDean Hartman (2000) \nWarren Haynes (1998) \nLisa Heath (2008) \nWyleneHerndon(1979) \nJimmy G. Herring (1974) \nKenneth Hoats (2007) \nKevin Howard (1999) \nPatti Hoxsie (2000) \n\n\n\nSerials Assistant, Library \n\nHuman Resources Coordinator \n\nAthletic Trainer \n\nAdmission Counselor \n\nBishop in Residence \n\nPool Supervisor \n\nResidence Director, Boatwright Hall \n\nAdministrative Assistant, Manget \nBuilding \n\nGraduate Assistant, Football \n\nDatabase Administrator, Information \nTechnology \n\nMen's and Women's Soccer Coach \n\nDirector of Career Development, \nInternational Student Advisor \n\nAssistant Director of LaGrange College at \nAlbany \n\nAssistant Baseball Coach \n\nPresident \n\nAssistant Director for Media Relations \n\nSecretary, Alumni and Family Relations \n\nReceptionist, Admission Office \n\nDirector of Communications \u0026 Marketing \n\nMen's Basketball Coach \n\nResident Director, Pitts Hall \n\nParking \n\nRegistrar \n\nCounselor \n\nHead Baseball Coach \n\nAssistant Controller, Business Office \n\n\n\n312 \n\n\n\nJanet Hughes (2004) \n\nJohn Hughes (2002) \nMelissa Hunt (2004) \nJohn Hurston (2007) \nMark Isenhour (2007) \nStacy Jackson (2000) \nAmber Johnson (2007) \nLoriKnopp(1998) \nJennifer Knox (2005) \n\nTony Kunczewski (2005) \nSusan A. Laforet ( 1994) \n\nAnita Laney (1974) \nSharon Livingston (2006) \nKristen Lockman (2006) \nDale Lomax (2006) \nCynthia Mayfield (2006) \n\nKirbyH. McCartney (1983) \n\nGreg A. McClanahan (1988) \n\nLinda McGill (2000) \nPatricia A. McKay (1998) \n\nLinda H. McMullen ( 1999) \nCarolyn McNearney (2000) \n\n\n\nAssistant to Vice President of \nAdvancement \n\nSports Information Director \n\nBookstore \n\nResident Director, Hawkins Hall \n\nWomen's Basketball Coach \n\nAssistant Director of Publications \n\nAdmission Counselor \n\nSecretary, Division of Nursing \n\nOffice Administrator, Graduate \nRecruitment Counselor \n\nAssistant Coach, Football \n\nSecretary, Division of Natural Sciences \nand Mathematics \n\nBookstore Director \n\nAssistant Dean for Academic Affairs \n\nAssistant Coach, Women's Soccer \n\nAssistant Coach, Men's Basketball \n\nAdministrative Assistant, Communication \nand Marketing \n\nAdministrative Assistant, Student \nDevelopment Office; Resident Director, \nHawkes Hall \n\nInterim Vice President for Academic Affairs \nand Dean \n\nSwitchboard Operator/Receptionist \n\nAdministrative Assistant, Registrar's \nOffice \n\nDirector, Evening College \n\nAdministrative Assistant, Vice President \nfor Academic Affairs and Dean \n\n\n\n313 \n\n\n\nTiffany Mixon ( 1999) \n\nBrandon Mobley (2000) \nTodd Mooney (2005) \nLisa Morgan (1991) \n\nJack L. Morman, Sr. (1992) \nLaura Lynn Morris (2008) \nSharon Newton (2000) \n\nMonica Parker (2008) \nDana Paul (2007) \n\nCharles Peek (2006) \nVicki Pheil (2007) \nLoren Pinkerman (1998) \nMartha W.Pirkle (1994) \n\nKathy Pirrman (2000) \nMarty Pirrman (1999) \n\nKeita Placid (2006) \nKatie Porter (2008) \nKenya Rainey (2007) \nMichele Raphoon (2005) \nMichelle Reeves (1998) \nCarla Rhodes (2005) \nLee Richter (1993) \nBrenda T.Riley (1989) \nArthur Robinson (1998) \n\n\n\nSupport Manager, Information \nTechnology \n\nSystems Analyst, Information Technology \n\nHead Coach, Football \n\nAssistant to Library Director, Circulation \nManager \n\nPool Operations Manager \n\nAdmission Counselor \n\nAdministrative Assistant, Career \nDevelopment Center and Counseling \n\nFinancial Aid Counselor \n\nVice President for Enrollment \nManagement \n\nCross Country Coach \n\nDirector, Field Placement, Education \n\nDirector, William and Evelyn Banks Library \n\nSenior Director of Development and \nCollege Relations \n\nApplication Coordinator, Admission \n\nAssistant Vice President for \nAdministration and Controller \n\nGraduate Assistant, Men's Soccer \n\nCareer and International Advisor \n\nAdministrative Assistant, Evening College \n\nDepartmental Assistant, Theatre \n\nAssistant Director, Financial Aid \n\nExecutive Secretary to the President \n\nGolf Coach \n\nSecretary, Division of Business \n\nPublic Services Librarian, Library \n\n\n\n314 \n\n\n\nTammy Rogers (1992) \n\nRebecca Roth (2006) \nDavid Rowe (2000) \nCynthia Saines (2006) \nAnn Sellman (2002) \nDavid Shonts (2005) \nJack Slay (1992) \nSylvia Smith (1985) \nBeth Spencer (2008) \nNancy Spradlin (2001) \nRonald Stafford (2005) \n\nEva Stephen (2005) \nBarbara Storie (1992) \n\nMichael Thomas (2007) \nCharles Thompson (2001) \n\nEmma S. Trammell (1992) \nPamela Tremblay (1998) \nGlenda Turner (1993) \nDarlene R. Weathers (1988) \nMary Weiss (2005) \nPhyllis D.Whitney (1998) \n\nDavid Wiggins (2003) \nJennifer Wiggins (2006) \nChastity Williams (2007) \n\n\n\nDirector of Stewardship and Leadership \nDevelopment \n\nDirector of Development \n\nVice President for Advancement \n\nAssistant Registrar \n\nAdministrative Assistant, Music Dept. \n\nAssistant Coach, Football \n\nDean of Students \n\nDirector of Financial Aid \n\nAdvancement Services Coordinator \n\nAccounting Assistant, Business Office \n\nNetwork Manager, Information \nTechnology \n\nData Manager, Education Department \n\nSecretary, Athletics/ Health, Physical \nEducation and Recreation \n\nAdmission Counselor \n\nAssociate Dean and Director of LaGrange \nCollege at Albany \n\nInformation Specialist, Admission Office \n\nDirector of Counseling \n\nResident Director, Candler Hall \n\nManager, Campus Bookstore \n\nLeadership Secretary \n\nExecutive Vice President for \nAdministration \n\nAcquisitions Assistant, Library \n\nLibrary Assistant \n\nHelpdesk Technician, Information \nTechnology \n\n\n\n315 \n\n\n\nPhillip Williamson ( 1 969) Athletic Director \n\nSandra Williamson (1999) Accounts Payable Specialist, Business \n\nOffice \n\n\n\nJoan Wilson (2001) \nMary Wilson (1994) \n\n\n\nAdministrative Assistant, Development \nOffice \n\nResident Director, Henry Hall \n\n\n\n\n316 \n\n\n\nIndex \n\n\n\nA \n\nAbbreviations, Course 1 16 \n\nAcademic \n\nCalendar 5 \n\nCounseling 63 \n\nDivisions 1 14 \n\nForgiveness 77 \n\nHonors 80 \n\nPolicies 66 \n\nPrograms 91 \n\nStanding/Probation 75 \n\nAcceleration 71 \n\nAccreditation 14 \n\nAdjunct Faculty 305 \n\nAdministration 311 \n\nAdmission and Enrollment 23 \n\nAdvanced Placement 71 \n\nAdvising 69 \n\nAlbany Campus 15 \n\nAppeals 65 \n\nApplication, Admission 23 \n\nArt and Design 117 \n\nAssessment in the Major 100 \n\nAssociate Degree 17 \n\nAthletic Programs 58 \n\nAttendance, Class 70 \n\nAuditing, Charges 29 \n\nAwards and Recognition 109 \n\nB \n\nBiology 126 \n\nBoard of Trustees 307 \n\nBusiness and Accountancy . 133 \n\nC \n\nCalendar, Academic 5 \n\nCampus Buildings 16 \n\nCareer Development Center.... 62 \n\nChaplain 60 \n\nCharges and Fees 29 \n\nChemistry 153 \n\n\n\nCollege Level Examination \n\nProgram (CLEP) 71,94 \n\nCommunity Service Orgs 54 \n\nComputer Science 164 \n\nConduct 48 \n\nCore Program 91, 173 \n\nCounseling 63 \n\nCourse Repetition 71 \n\nCredit Balances 32 \n\nCredit By Examination and \n\nExemption 94 \n\nCredit through USAFI and \n\nService Schools 72 \n\nCultural Enrichment 81 \n\nD \n\nDean's List 80 \n\nDeclaration of Major 100 \n\nDegree Requirements 78 \n\nDegrees Offered 98 \n\nDentistry 101 \n\nDepartments 112 \n\nDirectory 2 \n\nDivisions, Academic 114 \n\nE \n\nEducation 175 \n\nEndowed Lectureships 109 \n\nEngineering 102 \n\nEnglish 187 \n\nEvening College 15 \n\nEvening College Degrees 108 \n\nF \n\nFaculty 297 \n\nFederal Tax Credits 31 \n\nFees 30 \n\nFinancial Aid 35 \n\nStudent Policies 40 \n\nSources 41 \n\n\n\n317 \n\n\n\nLC Academic Scholarships.... 41 \n\nFine Arts Scholarships 42 \n\nGrants and Scholarships 43 \n\nLoans 45 \n\nFinancial Information 29 \n\nForeign Languages (See Latin \nAmerican Studies) \n\nFraternities 56 \n\nFraud, Suspected 47 \n\nFrench 215 \n\nG \n\nGerman 218 \n\nGrade and Credits 74 \n\nGraduate Degrees 108 \n\nGraduation Requirements 82 \n\nH \n\nHarassment Policy 49 \n\nHealth and \nPhysical Education 197 \n\nHealth Services 62 \n\nHistory of the College 12 \n\nHistory 204 \n\nHolidays (See Academic Calendar) \n\nHome Schooled Students 25 \n\nHonor Code 66 \n\nHonor Societies 57 \n\nHOPE Scholarship 44 \n\nHousing Requirements 53 \n\nI \n\nIndependent Study 100 \n\nInformation Technology \n\nCampus Network 87 \n\nCell phone and Pager Policy 89 \n\nData Security 89 \n\nEmail accounts 85 \n\nPersonal Web Pages 86 \n\nRemote Access 88 \n\nResponsible Use Policy 83 \n\nStudent Computer \n\nConfigurations 86 \n\nUser Account 84 \n\nUser Awareness 89 \n\n\n\nWireless Network 87 \n\nInterdisciplinary Major 99 \n\nInternational Students and \n\nStudies 28,64,72 \n\nInternship (consult indiv. depts..) \n\nInterim Program 95 \n\nIntramural Sports 59 \n\nJ \n\nJapanese Studies 220 \n\nJoint Enrollment 12 \n\nJournalism 103 \n\nL \n\nLaGrange College \n\nAt Albany 15 \n\nCampus 16 \n\nEvening College 15 \n\nMission 12 \n\nHistory 13 \n\nLatin American Studies and \n\nModern Languages 211 \n\nLaw 104 \n\nLibrary 16 \n\nLoad, Course 78 \n\nLoans 45 \n\nM \n\nMajors 98, 107 \n\nMathematics 223 \n\nMedicine (M.D.) 104 \n\nMinors 101, 107 \n\nMission Statement 12 \n\nMusic 229 \n\nN \n\nNursing 242 \n\nNon-degree student 13 \n\nNon-traditional student ( See \nEvening College Bulletin) \n\nO \n\nOikos Program 253 \n\nOptometry 105 \n\n\n\n318 \n\n\n\nOrganizations, Student 57 \n\nHonorary 57 \n\nReligious 57 \n\nService 57 \n\nSpecial Interests 57 \n\nOrientation 68 \n\nOverload, Course 78 \n\nP \n\nPayment of Charges 29 \n\nPetition, Graduation 82 \n\nPharmacy 105 \n\nPhysical Therapy 105 \n\nPhysics 256 \n\nPlacement, Course 93 \n\nPolitical Science 258 \n\nPre-Professional Programs .101 \n\nPresident's Cabinet 310 \n\nProbation, Academic 75 \n\nPsychology 265 \n\nPublications, Student 56 \n\nR \n\nReadmission 13 \n\nRefund Policy 33 \n\nRegistration and Advising 69 \n\nReligion and Philosophy 271 \n\nReligious Life 57, 60 \n\nRequirements: \n\nAdmission 26 \n\nBachelor Degrees 78 \n\nGraduation 82 \n\nResidency 79 \n\nResidence Halls 18-23 \n\nResidence Programs 53 \n\nRetired Faculty Members 307 \n\nRoom and Board 30 \n\nS \n\nSAT 28 \n\nService Clubs 57 \n\nService Organizations 54 \n\nScholarships 41 \n\nSexual Harassment 49 \n\nSocial Code 48 \n\n\n\nSociology and \nAnthropology 282 \n\nSororities, Social 56 \n\nSpanish 213 \n\nStaff 311 \n\nStatus \n\nFull-time 78 \n\nPart-time 78 \n\nStudent \n\nClassification 78 \n\nConduct and Honor Code 48, 66 \n\nDevelopment 52 \n\nEmployment 46 \n\nGovernment 55 \n\nGrade Appeals 76 \n\nHealth 62 \n\nHousing 53 \n\nLife 48 \n\nOrganizations 55 \n\nPublications 56 \n\nRepayment Policy 34 \n\nResidency Requirements 79 \n\nSuspension 49, 67, 75 \n\nT \n\nTeacher Education and \n\nCertification 175 \n\nTeaching Fellows Program 96 \n\nTesting \n\nACT 25 \n\nSAT 25 \n\nCLEP 71,93 \n\nTheatre Arts 289 \n\nTime Restrictions: \n\nMajor 100 \n\nCore Program 94 \n\nFinancial Aid 38 \n\nTranscripts 82 \n\nTransfer \n\nAdmission 26 \n\nCredit 38 \n\n\n\n319 \n\n\n\nTransient \n\nAdmission 13 \n\nCredit 72,79 \n\nTuition and Fees 29 \n\nTutoring Center 61 \n\nV \n\nVehicle Registration 64 \n\nVeterinary Medicine 106 \n\nW \n\nWithdrawal 70 \n\nWomen's Studies 295 \n\nWork Opportunities 46 \n\nWriting Center 61, 191 \n\n\n\n\n320 \n\n\n\nH \n\n\n\n3\u003e 'r+- '\u0026 \u003c^ \n\n\n\n^ 'Z \n\n\n\nQ H O ?? \n\no w is  \n\nto ^ ^ "},{"id":"gaoc_gaocia_oglethorpeuniver0406ogle","title":"Oglethorpe University Bulletin, 2004-2006","collection_id":"gaoc_gaocia","collection_title":"Oglethorpe University collections in the Internet Archive","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, DeKalb County, 33.77153, -84.22641","United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798"],"dcterms_creator":["Oglethorpe University (Atlanta, Ga.)"],"dc_date":["2004"],"dcterms_description":["Oglethorpe University course bulletin of 2004-2006. The bulletin contains information on courses, majors, and student activities."],"dc_format":["application/pdf","image/x-djvu","text/plain"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["Oglethorpe University Bulletin, 2004-2006, Oglethorpe University, 2004"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Private universities and colleges--Georgia--Atlanta"],"dcterms_title":["Oglethorpe University Bulletin, 2004-2006"],"dcterms_type":["Text"],"dcterms_provenance":["Philip Weltner Library. Archives"],"edm_is_shown_by":null,"edm_is_shown_at":["https://archive.org/details/oglethorpeuniver0406ogle"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":null,"dcterms_extent":null,"dlg_subject_personal":null,"iiif_manifest_url_ss":"https://iiif.archive.org/iiif/3/oglethorpeuniver0406ogle/manifest.json","dcterms_subject_fast":null,"fulltext":"Digitized by the Internet Archive \n\nin 2011 with funding from \n\nLyrasis IVIembers and Sloan Foundation \n\n\n\nhttp://www.archive.org/details/oglethorpeuniver0406ogle \n\n\n\n\nOGLETHORPE . \n\nUNIVERSITY \n\n\n\nMake a Life. Make a Living. Make a Difference. \n\n2004-2006 BULLETIN \n\nfor the \n\nTraditional Undergraduate Program \n\nand \n\nMaster of Arts in Teaching  Early Childhood Education \n\n\n\nFor evening undergraduate and MBA programs for working adults, please see \nthe University College Bulletin. \n\n\n\nOglethorpe Universit}' is accredited by the Commission on Colleges of the Southern \nAssociation of Colleges and Schools (1866 Southern Lane, Decatur, Georgia 30033-4097; \ntelephone (404) 679-4500) to award bachelor's degrees and master's degrees. The graduate \nteacher education program is approved by the Georgia Professional Standards Commission. \n\n\n\nOglethorpe makes no disdnction in its admission policies or procedures on grounds ot age, race, gender, \nreligious belief, color, sexual orientation, national origin, or disabilit)'. This Bulletin is published by the \nOffice of the Provost and Senior Vice President, Oglethorpe University'. The information included in it is \naccurate for the 2004-2006 academic years as of the date of publication, August 2004; however, the \nprograms, policies, requirements, and regulations are subject to change as circumstances may require. The \nlisting of a course or program in this Bulletin does not constitute a guarantee or contract that it will be \noffered during the 2004-2006 academic years. Final responsibilit}^ for selecting and scheduling courses and \nsatisfactorily completing curriculum requirements rests with the student. \n\n\n\n1 \n\n\n\nDirectory of Correspondence \n\n\n\nOglethorpe University, 4484 Peachtree Road, N.E., Atlanta, Georgia 30319-2797 \n\n(404) 261-1441 \nwww. Oglethorpe, edu \n\n\n\nGeneral College Policy \nAcademic Policy \n\n\n\nLarry D. Large \nPresident \n\nChristopher Ames \n\nProvost and Senior I ^ice President \n\n\n\nAdult Education Karen S. Carter \n\n(Evening Classes / MBA Program, MAT Program) Director of University College \n\n\n\nAlumni Reladons \n\nBusiness Affairs / Financial Planning \n\nCampus Safety \n\nEnrollment / Admission \nFundraising and Gifts \n\nPublic Information / Public Relations \n\nStudent Financial Aid / Scholarships \nStudent Records / Transcripts \n\n\n\nStudent Services (Residence Life, \n\nFood, Health, Counseling, Career Services) \n\n\n\nStudent Tuidon/Fees \n\nVisitors \n\n\n\nBarbara Bessmer Henry '85 \nDirector of A^lumni Relations \n\nJohn A. Boland III \n\nInterim T 7rf President for Business and Finance \n\nRus Drew \n\nDirector of CanTptis Safety / Assistant \n\nDean of Student Affairs \n\nDavid J. Rhodes \n\nVice President for Enrollment \n\nPeter A. Rooney \n\nI ^ice President for Development and \nAlumni Relations \n\nRebecca A. \\XTiicker \n\nExecutive Director of Marketing and \n\nPublic Relations \n\nPatrick N. Bonones \nDirector of Financial Aid \n\nSusan A. Bacher \nRegistrar \n\nTimothy Doyle \n\nT 7rf President for Student Affairs and \n\nDean of Students \n\nGeorgann Billetdeaux \nDirector of Finance \n\n\n\nOglethorpe Universit}' welcomes visitors to the campus throughout the year. To be sure of \nseeing a particular staff or faculty member, visitors are urged to make an appointment in advance. \nAdministrative offices are open from 8:30 a.m. to 5 p.m. on weekdays. In addition, appointments are \navailable on Saturday. AH of the offices of the L^niversit)' can be reached by calling Adanta (404) 261- \n1441 (switchboard). The Public Relations Office (404) 364-8446 is available for assistance. The \nAdmission Office can be reached directiy by calling (800) 428-4484 or (404) 364-830'' in the Adanta \ncalling area. \n\n\n\nTable of Contents \n\n\n\nAcademic Calendar 4 \n\nMission 7 \n\nHistory 11 \n\nCampus Facilities 17 \n\nAdmission 25 \n\nFinancial Assistance 35 \n\nTuition and Costs 51 \n\nStudent Affairs 57 \n\nAcademic Regulations and Policies 69 \n\nEducational Enrichment 81 \n\nThe Core Curriculum 93 \n\nPrograms of Study 99 \n\nBoard of Trustees 205 \n\nPresident's Advisory Council 208 \n\nNational Alumni Association Board of Directors 210 \n\nThe Faculty 212 \n\nUniversity Officers 217 \n\nIndex 226 \n\nMap 228 \n\n\n\nAcademic Calendar \n\n\n\nFaU Semester, 2004 \n\n\n\nSa-M \n\n\nAugust 21-23 \n\n\nSun \n\n\nAugust 22 \n\n\nMon \n\n\nAugust 23 \n\n\nTu \n\n\nAugust 24 \n\n\nTu \n\n\nAugust 31 \n\n\nMon \n\n\nSeptember 6 \n\n\nMon \n\n\nOctober 11 \n\n\nFri \n\n\nOctober 15 \n\n\nFri \n\n\nOctober 29 \n\n\nM-F \n\n\nNovember 8-12 \n\n\nFri \n\n\nNovember 12 \n\n\nW-Sun \n\n\nNovember 24-28 \n\n\nMon \n\n\nNovember 29 \n\n\nMon \n\n\nDecember 6 \n\n\nTu \n\n\nDecember 7 \n\n\nW-F \n\n\nDecember 8-10 \n\n\nM-Tu \n\n\nDecember 13-14 \n\n\n\nOrientation for New Students \n\nOpening of Residence HaUs for Returning Students \n\nRegistration for All Students \n\nFirst Day of Classes \n\nLast Day to Drop or Add a Course; \n\nEnd of Late Registration \nLabor Day Holiday \nColumbus Day Holiday \nMid-Term \n\nLast Day to Withdraw from a Course with a \"^)(\"' Grade \nPre-Registration for Spring Semester, 2005 \nWithdrawal from a Course with a \"WF\" After This Date \nThanksgiving Holidays \nClasses Resume \nLast Day of Classes \nReading/Preparation Day \nFinal Examinations \nFinal Examinations . \n\n\n\nSpring Semester, 2005 \n\n\n\nMon \n\n\nJanuary 10 \n\n\nTu \n\n\nJanuary 1 1 \n\n\nWed \n\n\nJanuary 12 \n\n\nMon \n\n\nJanuary 17 \n\n\nWed \n\n\nJanuary 19 \n\n\nWed \n\n\nFebruary 9 \n\n\nFri \n\n\nMarch 4 \n\n\nSat-Sun \n\n\nMarch 12-20 \n\n\nMon \n\n\nMarch 21 \n\n\nFri \n\n\nMarch 25 \n\n\nM-F \n\n\nApril 4-8 \n\n\nFri \n\n\nAprils \n\n\nWed \n\n\nApril 13 \n\n\nTu \n\n\nApril 26 \n\n\nWed \n\n\nApril 27 \n\n\nTh-F \n\n\nApril 28-29 \n\n\nM-W \n\n\nMay 2-4 \n\n\nSat \n\n\nMay 7 \n\n\n\nOpening of Residence Halls and Orientation \n\nOrientation and Registration \n\nFirst Day of Classes \n\nMartin Luther King Jr. Holiday \n\nLast Day to Drop or Add a Course; \n\nEnd of Late Registration \nOglethorpe Day Convocation \nMid-Term \nSpring Holidays \nClasses Resume \n\nLast Day to Withdraw from a Course with a \"W\" Grade \nPre-Registration for Summer and FaU Semesters, 2005 \nWithdrawal from a Course with a \"WF\" After This Date \nSymposium in the Liberal Arts \nLast Day of Classes \nReading/Preparation Day \nFinal Examinations \nFinal Examinations \nCommencement \n\n\n\nFaU Semester, 2005 \n\n\n\nSa-M August 27-29 Orientation for New Students \n\nSun August 28 Opening of Residence Halls for Returning Students \n\nMon August 29 Registration for All Students \n\nTu August 30 First Day of Classes \n\nMon September 5 Labor Day Holiday \n\nWed September 7 Last Day to Drop or Add a Course; \n\nEnd of Late Registration \n\nMon October 10 Columbus Day Holiday \n\nFri October 21 Mid -Term \n\nFri November 4 Last Day to Withdraw from a Course with a \"^X\"' Grade \n\nM-F November 14-18 Pre-Registration for Spring Semester, 2006 \n\nFri November 18 Withdrawal from a Course with a \"WT\" After This Date \n\nW-Su November 23-27 Thanksgiving Holidays \n\nMon November 28 Classes Resume \n\nMon December 12 Last Day of Classes \n\nTu December 13 Reading/Preparation Day \n\nW-F December 14-16 Final Examinations \n\nM-T December 19-20 Final Examinations \n\n\n\nSpring Semester, 2006 \n\n\n\nMon January 16 \n\n\n\nTu \n\n\nJanuary 17 \n\n\nWed \n\n\nJanuary 18 \n\n\nWed \n\n\nJanuary 25 \n\n\nWed \n\n\nFebruary 8 \n\n\nFri \n\n\nMarch 10 \n\n\nSat-Sun \n\n\nMarch 18-26 \n\n\nMon \n\n\nMarch 27 \n\n\nFri \n\n\nMarch 31 \n\n\nM-F \n\n\nApril 10-14 \n\n\nFri \n\n\nApril 14 \n\n\nWed \n\n\nApril 19 \n\n\nTu \n\n\nMay 2 \n\n\nWed \n\n\nMay 3 \n\n\nTh-F \n\n\nMay 4-5 \n\n\nM-W \n\n\nMay 8-10 \n\n\nSat \n\n\nMay 13 \n\n\n\nOpening of Residence Halls and Orientation; \n\nMartin Luther King Jr. Holiday \n\nOrientation and Registration \n\nFirst Day of Classes \n\nLast Day to Drop or Add a Course; \n\nEnd of Late Registration \nOglethorpe Day Convocation \nMid-Term \nSpring Holidays \nClasses Resume \n\nLast Day to Withdraw from a Course with a \"XX\"' Grade \nPre-Registration for Summer and FaU Semesters, 2006 \nWithdrawal from a Course with a \"WT\" After This Date \nSymposium in the Liberal Arts \nLast Day of Classes \nReading/ Preparation Day \nFinal Examinations \nFinal Examinations \nCommencement \n\n\n\nCourses also are offered during several summer sessions. For dates and course offerings, \ncontact the Registrar's Office. \n\n\n\nJuly 2004 \n\nS M T W T r \n\n\nS \n\n\nAMglHit2004 \n\nS M T W T F \n\n\ns \n\n\nS M T W T F $ \n\n\nOctober 2004 \nS M T W T F S \n\n\n1 2 \n\n\ni \n\n\n1 2 3 4 S 6 \n\n\n7 \n\n\n12 3 4 \n\n\n1 2 \n\n\n4 5 6 7 19 \n\n\n10 \n\n\n8 9 10 11 12 13 \n\n\n14 \n\n\n5 6 7 8 9 10 11 \n\n\n3 4 5 6 7 8 9 \n\n\nn 1? 13 14 15 n U \n\n\n15 16 17 18 19 20 \n\n\n21 \n\n\n12 13 14 15 16 17 18 \n\n\n10 11 12 13 14 15 16 \n\n\n18 19 20 21 22 23 24 \n\n\n22 23 24 25 26 27 \n\n\n28 \n\n\n19 20 21 22 23 24 25 \n\n\n17 18 19 20 21 22 23 \n\n\n25 n 27 2 29 30 \n\n\n31 \n\n\n29 30 31 \n\n\n\n\n26 27 28 29 30 \n\n\n24 25 26 27 28 29 90 \n\n31 \n\n\nNovember 2004 \nS M T W T f \n\n\nS \n\n\nDecember 2004 \n$ M T W T r \n\n\n$ \n\n\nianiMrv200S \nS M T Mr T r S \n\n\nFebruary 200S \n$ M T Mr T F S \n\n\n1 2 3 4 S \n\n\n6 \n\n\n12 3 \n\n\n4 \n\n\n1 \n\n\n12 3 4 5 \n\n\n7 8 9 10 11 12 \n\n\n13 \n\n\nS 6 7 8 9 10 \n\n\n11 \n\n\n2 3 4 S 6 7 8 \n\n\n6 7 8 9 10 11 12 \n\n\n14 IS 16 17 18 19 20 \n\n\n12 13 14 15 16 17 \n\n\n18 \n\n\n9 10 11 12 13 14 IS \n\n\n13 14 15 16 17 18 19 \n\n\n21 22 23 24 2S 26 27 \n\n\n19 20 21 22 23 24 \n\n\n25 \n\n\n16 17 18 19 20 21 22 \n\n\n20 21 22 23 24 2S 26 \n\n\n28 29 30 \n\n\n\n\n26 27 28 29 30 31 \n\n\n\n\n23 24 25 26 27 28 29 \n\n30 31 \n\n\n27 28 \n\n\nMarcii200S \n\n5 M T W T f \n\n\nS \n\n\nAp1i200S \n$ Ii T W T P \n\n\nS \n\n\nMay200S \nS M T W T F S \n\n\nJum200S \nS M T W T F S \n\n\n12 3 4 \n\n\nS \n\n\nI \n\n\n2 \n\n\n12 3 4 5 6 7 \n\n\n12 3 4 \n\n\n6 7 8 9 10 U \n\n\n12 \n\n\nJ 4 5 6 7  \n\n\n9 \n\n\n8 S to 11 12 13 14 \n\n\nS 6 7 8 9 10 11 \n\n\n13 14 IS 16 17 IS \n\n\n19 \n\n\n10 tl 11 13 14 IS \n\n\n16 \n\n\nIS 16 17 IB 19 20 21 \n\n\n12 13 14 IS 16 17 18 \n\n\n20 21 22 23 24 2S \n\n\n26 \n\n\n1? IS 19 20 21 22 \n\n\n23 \n\n\n22 23 24 2S 26 27 28 \n\n\n19 20 21 22 23 24 25 \n\n\n27 28 29 30 31 \n\n\n\n\n24 25 26 27 28 211 \n\n\n30 \n\n\n29 30 31 \n\n\n26 27 28 29 30 \n\n\nJuly ZOOS \n\nS M T W T F \n\n\nS \n\n\nAiifimzoos \n\n5 M T W T F \n\n\ns  \n\n\nStt|Mwnbw200S \n\nS M T Wr T F S \n\n\nOttOb6f aoo5 \n\nS M T W T F S \n\n\nt \n\n\n2 \n\n\n12 3 4 5 \n\n\n6 \n\n\ni 2 } \n\n\n1 \n\n\n3 4 5 6 7 8 \n\n\n9 \n\n\n7 8 9 10 11 12 \n\n\n13 \n\n\n4 5 6 7 8 9 10 \n\n\n2 3 4 5 6 7 8 \n\n\n10 11 12 II 14 15 \n\n\n16 \n\n\n14 tS 16 t? 18 19 \n\n\n?0 \n\n\n11 12 1) 14 15 16 17 \n\n\n9 10 U 12 13 14 15 \n\n\n17 18 19 20 21 22 \n\n\n2) \n\n\n21 22 23 24 25 26 \n\n\n27 \n\n\n18 19 20 21 22 23 24 \n\n\n16 17 18 19 20 21 U \n\n\n24 25 26 27 28 29 30 \n\n\n28 29 30 )1 \n\n\n\n\n25 26 27 28 29 10 \n\n\n2} 24 25 26 27 28 29 \n\n\nii \n\n\n\n\n\n\n\n\n\n\n30 31 \n\n\nNovm(Mr 200S \n$ M T W T f \n\n\nS \n\n\nOMember 2005 \nS M T W T F \n\n\nS \n\n\niMiMry200 \nS M T Mr T F S \n\n\nFebruary 200 \n\nS M T W T F S \n\n\n12 3 4 \n\n\n5 \n\n\n1 7 \n\n\n3 \n\n\n12 3 4 5 6 7 \n\n\n12 3 4 \n\n\n6 7 8 9 10 11 \n\n\n12 \n\n\n4 5 6 7 8 9 \n\n\n10 \n\n\n8 9 10 11 12 13 14 \n\n\n5 6 7 8 9 10 11 \n\n\n13 14 IS 16 17 18 \n\n\n19 \n\n\n11 12 13 14 15 16 \n\n\n17 \n\n\n15 16 17 18 19 20 21 \n\n\n12 13 14 15 16 17 18 \n\n\n20 21 22 23 24 2S \n\n\n26 \n\n\n18 19 20 21 22 23 \n\n\n24 \n\n\n22 23 24 2S 26 27 28 \n\n\n19 20 21 22 23 24 25 \n\n\n27 28 29 30 \n\n\n\n\n25 26 27 28 29 *0 \n\n\n31 \n\n\n29 30 31 \n\n\n26 27 28 \n\n\nMarch 2006 \n\u0026 M T W T f \n\n\nS \n\n\nAfMll2006 \nS M T W T F \n\n\nS \n\n\nMay 2006 \nS M T W T F S \n\n\nJune 2006 \nS M T W T F S \n\n\n1 2 3 \n\n\n4 \n\n\n\n\n1 \n\n\n12 3 4 5 6 \n\n\n12 3 \n\n\nS 6 7 8 9 10 \n\n\n11 \n\n\n2 3 4 S 6 7 \n\n\n8 \n\n\n7 8 9 10 U 12 13 \n\n\n4 5 6 7 8 9 10 \n\n\n12 13 14 IS 16 17 \n\n\n18 \n\n\n9 10 11 12 13 14 \n\n\nIS \n\n\n14 IS 16 17 18 19 20 \n\n\n11 12 13 14 IS 16 17 \n\n\n19 20 2t 22 23 24 \n\n\n25 \n\n\n16 17 18 19 20 21 \n\n\n22 \n\n\n21 22 23 24 25 26 27 \n\n\n18 19 20 21 22 23 24 \n\n\n26 27 28 29 30 31 \n\n\n\n\n23 24 25 26 27 28 \n\n)0 \n\n\n29 \n\n\n28 29 30 31 \n\n\n2$ 26 27 28 29 30 \n\n\n\nOGIFTHORi \n\n\n\nMission \n\n\n\n\nOglethorpe derives its institutional purpose from an awareness and appreciation of \nthe Universit)''s heritage and from an analysis of the needs of contemporary societ}'. The \ngoals of the educational program and of other component parts of the University,' are based \non this sense of institutional purpose. \n\nThe Oglethorpe Tradition \n\nOglethorpe University was established in 1 835 and named after General James Edward \nOglethorpe, the founder of Georgia. The Universit}' was patterned on Corpus Christi College, \nOxford, General Oglethorpe's alma mater. Although influenced by other conceptions of higher \neducation, Oglethorpe Universit}' has been shaped principally by the English tradition of \ncollegiate education, which many observers believe is the finest t}'pe produced by Western \ncivilization. \n\nBriefly stated, four characteristics have made this kind of college widely admired: \n\n1. Colleges in the English tradition emphasize broad education for intelligent leadership. \nThey recognize that this is a more useful undergraduate education for the able voung \nperson than technical training for a specific job. \n\n2. Colleges such as Oglethorpe stress the basic academic competencies  reading, writing, \nspeaking, and reasoning  and the fundamental fields of knowledge  the arts and \nsciences. These are essential tools of the educated person. \n\n3. Close relationships between teacher and student are indispensable to this t\\-pe of \neducation. A teacher is not merely a conveyor of information  the invention of the \nprinting press and advances in information technology have made that notion of \neducation obsolete. Rather, the most irnportant function of the teacher is to stimulate \nintellectual activity' in the student and to promote his or her development as a mamre \nperson. \n\n4. A collegiate education is far more than a collection of academic courses. It is a process \nof development in which campus leadership opportunities, residential life, athletics, \nformal and informal social functions, aesthetic experiences, and contact with smdents \nfrom other culmres, in addition to classroom exercises, all play important roles. \nVersatilit}^ and abilit)' to lead are important goals of this t^-pe of undergraduate \neducation. \n\nAnother aspect of Oglethorpe's tradition was contributed by Philip Welmer, President \nof the University from 1944 to 1953. Oglethorpe, he said, should be a coUege that was \n\"superlatively good.\" Only at a college with carefully selected students and facult}; he believed, \ncould young persons achieve their fiallest intellectual development through an intense dialogue \nwith extraordinary teachers. Thus, a commitment to superior performance is an important \nelement of the Oglethorpe tradition. \n\nPurpose: Education for a Changing Society \n\nWhile an institution may take pride in a distinguished heritage, it is also essential that its \neducational program prepare young people to function effectively in a complex and rapidly \ndeveloping societ}^, which places a premium on adaptabUit}'. People in positions of leadersliip must \nbe able to function effectively in changing circumstances. The broadly educated person, schooled \nin fundamental principles, is best equipped to exercise leadership in a world that is being \ntransformed by high technology and new information. Oglethorpe emphasizes the preparation of \nthe humane generalist - the kind of leader needed by a complex and changing societv'. \n\n\n\nThe location of the University in the dynamic cit}' of Atlanta offers unique \nopportunities for students to experience first-hand the relevance of their education to the exciting \nchanges that are a part of modern development. Students are encouraged to explore the \nconnections between their educational experiences on campus and the challenges that face a cit\\' \ntoday. Atianta offers a multitude of opportunities for students to see the process and result of \nchange and innovation in areas such as government, business, education, cultural affairs, artistic \nendeavors, international exchanges, transportation, recreation, medical services, science, and \ntechnology. \n\nOglethorpe University provides a superior education in the liberal arts and sciences and \nselected professional disciplines in a coeducational, largely residential, small-college environment \nwithin a dynamic urban setting. Oglethorpe's academically rigorous programs emphasize \nintellectual curiosiU', individual attention and encouragement, close collaboration among facult)' \nand students, and active learning in relevant field experiences. Oglethorpe is committed to \nsupporting the success of all students in a diverse communit}' characterized by civilit}', caring, \ninquiry, and tolerance. Oglethorpe's talented, self-reliant, and motivated graduates are prepared to \nmake a life and to make a living, to grow as life-long learners, and to be energetic and intelligent \ncontributors in a rapidly changing world. \n\nGoals \n\nEducators at Oglethorpe expect their graduates to display abilities, skills, intellectual \nattitudes, and sensitivities that are related to the University's purpose. The curriculum and \nextracurricular life are designed to develop the following: \n\n1 . The abiUt}^ to read critically - to evaluate arguments and the evidence, and to draw \nappropriate conclusions. \n\n2. The ability to convey ideas in writing and in speech - accuratel)', grammatically, and \npersuasively. \n\n3. Skill in reasoning logically and thinking analytically and objectively about important \nmatters. \n\n4. An understanding of the most thoughtful reflections on right and wrong and an \nallegiance to principles of right conduct, as reflected by Oglethorpe's Honor Code. \n\n5. The willingness and abilit}' to assume the responsibilities of leadership in public and \nprivate life, including skill in organizing the efforts of other persons on behalf of \nworthy causes. \n\n6. An inclination to continue one's learning after graduation from college and skill in \nthe use of books, information technology, and other intellectual tools for that \npurpose. \n\n7. A considered commitment to a set of career and life goals. \n\n8. An awareness of the increasingly international character of contemporary life and \nskill in interacting with persons of diverse cultural backgrounds. \n\n\n\nIn its dedication to a broad, comprehensive liberal education for each student, \nOglethorpe has created a common set of core courses that invites students to be thoughtful, \ninquisitive, and reflective about the human condition and the world surrounding them. These core \ncourses work together with students' experiences in advanced courses in their chosen disciplines \nto encourage the lifelong \"habit of mind\" that is extolled in John Henry Newman's \"The Idea of \na University.\" Students are thus urged to consider carefuUy what they see, hear, and read, to \nexamine questions from more than one point of view, and to avoid leaping quickly to conclusions. \n\nAH undergraduate programs also require the student to develop a deeper grasp of one \nor more fields of knowledge organized coherentiy as a major. The smdent's major may be pursued \nin a single field, such as biology, economics, or English, or it may cut across two or more \ntraditional fields (as an interdisciplinary or individually planned major). \n\nThe success of Oglethorpe alumni and students in their subsequent education, a wide \nvariety of careers, and community life attests to the soundness of this approach to education. \n\nOglethorpe University Vision \n\nOglethorpe University is a liberal arts institution with a 170-year tradition of excellence \nin teaching and learning. The University's location in Atianta offers world-class oppormnities in \nbusiness, government, and the arts and provides a powerful complement to Oglethorpe's small- \ncollege environment. \n\nThe University's promise to smdents that they will learn to \"make a life, make a li^'ing, \nand make a difference\" continues to be confirmed by the significant accomplishments of our \ngraduates. \n\nOur vision is to be known as the leading Uberal arts institution in the Southeast. \n\nWe will achieve this vision by building on our tradition of academic excellence both \ninside and outside of the classroom, energizing the campus experience, and connecting and \ncontributing to the community. \n\nOglethorpe University Promise \n\nOglethorpe promises a classic education in a contemporarv cit}\\ Oglethorpe students \nlearn to \"make a Life, make a living, and make a difference.\" Our graduates become community- \nleaders who are distinctive in their abilit}' to think, communicate, and contribute. \n\n\n\n10 \n\n\n\nHistory \n\n\n\n\nChartered in 1835 \n\nOld Oglethorpe University began in the early 1800s with a movement by Georgia \nPresbyterians to establish in their state an institution for the training of ministers. For generations, \nsouthern Presbyterian families had sent their sons to Princeton College in New Jersey, and the long \ndistance traveled by stage or horseback suggested the building of a similar institution in the South. \n\nOglethorpe University was chartered by the state of Georgia in 1835, shortiy after the \ncentennial observance of the state. The college was named after James Edward Oglethorpe, the \nfounder of Georgia. Oglethorpe University, which commenced actual operations in 1838, was thus \none of the earliest denominational institutions in the South located below the Virginia line. The \nantebellum college, which began with four faculty members and about 25 students, was located at \nMidway, a small community near MiUedgeviUe, then the capital of Georgia. \n\nDistinguished Alumni and Faculty \n\nThroughout its antebellum existence, the Oglethorpe curriculum consisted primarily of \ncourses in Greek, Latin, classical literature, theology, and a surprising variety of natural sciences. \nOglethorpe's president during much of this period was Samuel Kennedy Taknage, an eminent \nminister and educator. Other notable Oglethorpe faculty members were Nathaniel M. Crawford, \nprofessor of mathematics and a son of Georgia statesman William H. Crawford; Joseph LeConte, \ndestined to earn world fame for his work in geology and optics; and James Woodrow, an uncle of \nWoodrow Wilson and the first professor in Georgia to hold the Ph.D. degree. Oglethorpe's most \ndistinguished alumnus from the antebellum era was the poet, critic, and musician Sidney Lanier, \nwho graduated in 1860. Lanier remained as a tutor in 1861 until he, with other Oglethorpe cadets, \nmarched away to war. Shortly before his death, Lanier remarked to a friend that his greatest \nintellectual impulse was during his college days at Oglethorpe University. \n\nPeriods of Challenge \n\nOld Oglethorpe in effect \"died at Gettysburg.\" During the Civil War its students were \nsoldiers, its endowment was lost in Confederate bonds, and its buildings were used for barracks \nand hospitals. The school closed in 1862 and afterward conducted classes irregularly at the Midway \nlocation. In 1 870 the instimtion was briefly relocated in Georgia's postbellum capital of Atlanta, \nat the site of the present City Hall. Oglethorpe at this time produced several educational \ninnovations, expanding its curriculum to business and law courses and offering the first evening \ncollege classes in Georgia. The dislocation of the Reconstruction era proved insurmountable, \nhowever, and in 1872 Oglethorpe closed its doors for a second time. \n\nRelocation to North Atlanta \n\nOglethorpe University was rechartered in 1913, and in 1915 the cornerstone to die new \ncampus was laid at its present location on Peachtree Road in north Atianta. Present to witness the \noccasion were members of the classes of 1860 and 1861, thus linking the old and the new \nOglethorpe University. The driving force behind the LIniversity's revival was Dr. Thornwell Jacobs, \nwhose grandfather. Professor Ferdinand Jacobs, had served on the faculrv of Old Oglethorpe. \nThornwell Jacobs, who became the Oglethorpe president for nearly three decades, intended for \nthe new campus to be a \"living memorial\" to James Oglethorpe. The distinctive Gothic re\\nval \narchitecture of the campus was inspired by the honorary alma mater of James Oglethorpe, Corpus \nChristi College, Oxford. The coUegiate coat-of-arms, emblazoned with three boar's heads and the \ninscription Nescit Cedere (\"He does not know how to give up\"), replicated die Oglethorpe family \nstandard. For the college athletic teams, Jacobs chose an unusual mascot - a small, persistent \nseabird, which according to legend, had inspired James Oglethorpe while on board ship to Georgia \nin 1732. The Oglethorpe University nickname \"Stormy Petrels\" is unique in intercollegiate \nathletics. \n\n12 \n\n\n\nPeriods of Expansion \n\nAlthough Presbyterian congregations throughout the South contributed to the revival of \nOglethorpe University, the school never re-established a denominational affiliation. Since the early \n1920s Oglethorpe has been an independent nonsectarian co-educational higher educational \ninstitution. Its curricular emphasis continued in the liberal arts and sciences and expanded into \nprofessional programs in business administration and education. From the 1920s through the \n1940s, the institudon received major contributions from several individuals. Some of the most \nprominent benefactors were: John Thomas Lupton, Coca-Cola bottler from Chattanooga, \nTennessee; Atlanta business communit)' members Harry Hermance and Mrs. Robert J. Lowry; and \npublisher William Randolph Hearst. The latter gave to Oglethorpe a sizable donation of land. In \nthe early 1930s the Oglethorpe campus covered approximately 600 acres, including 30-acre Silver \nLake, which was renamed Lake Phoebe after the publisher's mother, Phoebe Apperson Hearst. \n\nDuring Thornwell Jacobs' tenure he launched several projects which brought national \nand even international repute to Oglethorpe Universit}'. In 1923 Jacobs discovered the tomb of \nJames and Elizabeth Oglethorpe in Cranham, England. For about a decade Oglethorpe Universin' \nwas involved in major college athletics, and the Stormy Petrels fielded football teams that defeated \nboth Georgia Tech and the University of Georgia. Perhaps Oglethorpe's most famous athlete was \nLuke Appling, enshrined in the Major League Baseball Hall of Fame. Dr. Jacobs in the 1930s \nbecame, however, one of the earliest and most articulate critics of misplaced priorities in \nintercollegiate athletics, and Oglethorpe curtailed development in this area. In the early 1930s \nOglethorpe attracted widespread attention witii its campus radio station, WJTL, named after \nbenefactor John Thomas Lupton. Oglethorpe's Universit}' of the Air was a notable experiment, \nwhich lasted about five years, that broadcast college credit courses on the air waves. Oglethorpe \nUniversit)' was one of the first institutions to confer honorary doctorates on national figures in \norder to recognize superior civic and scientific achievement. Among Oglethorpe's earlv honorarv \nalumni were Woodrow Wilson, Walter Lippman, Franldin Roosevelt, Bernard Baruch, Amelia \nEarhart, and David Sarnoff \n\nThe Crypt of Civilization \n\nPerhaps the best known of all of Jacobs' innovations was the Oglethorpe Crx-pt of \nCivilization, which he proposed in the November 1936 issue of Scientific American. This prototype \nfor the modern time capsule was an effort to provide, for posterit)-, an encvclopedic inventorv of \nlife and customs from ancient times through the middle of the 20\"^^^ century. The CrNpt, sealed in \nthe foundation of Phoebe Hearst Hall in 1940, is not to be opened untU 8113 A.D. It has been \nhailed by the Guinness hook of World Records as \"the first successful attempt to bury a record for \nfuture inhabitants or visitors to the planet Earth.\" \n\n\n\n13 \n\n\n\nThe Oglethorpe Idea \n\nIn 1944 Oglethorpe University began a new era under Philip Weltner, a noted attorney \nand educator. With a group of faculty associates, Dr. Weltner initiated an exciting approach to \nundergraduate education called the \"Oglethorpe Idea.\" It involved one of the earliest efforts to \ndevelop a core curriculum, with the twin aims to \"make a life and to make a living.\" The \nOglethorpe core, which was applauded by The New York Times, aimed at a common learning \nexperience for students with about one-half of every student's academic program consisting of \ncourses in \"Citizenship\" and \"Human Understanding.\" After World War II, Oglethorpe University- \nemphasized characteristics it had always cultivated, notably close personal relationships, in order \nto be, in Dr. Welmer's words, \"a small college superlatively good.\" From 1965 through part of \n1972 the institution was called Oglethorpe College. But the historical identity' of Oglethorpe \nUniversity was so strong that in 1972 the original chartered name was re-established. Oglethorpe \ncontinued toward its goals and in the late 1960s began a facilities expansion program, which \ncreated a new part of the campus, including a modern student center and residential complex. \n\nA Selective Liberal Arts College \n\nBy the 1980s, the Carnegie Foundation for the Advancement of Teaching had classified \nOglethorpe in the category of Liberal Arts I (after referred to as Baccalaureate Colleges - Liberal \nArts). These highly selective undergraduate institutions award more than half of their degrees in \nthe arts and sciences. By the 1990s, the University' was listed favorably in the Fiske Guide to Colleges, \nThe Princeton Rei'iew Student Access Guide, Barron's 300 Best Buys in College Education, National Kemw \nCollege Guide  America's Top Uheral Arts Schools and many other guides to selective colleges. \nOglethorpe is currentiy a member of the Annapolis Group, an organization of the 100 most \nselective liberal arts colleges. \n\nThe student body, while primarily from the South, has become increasinglv \ncosmopolitan; in a typical semester, Oglethorpe draws students from about 30 states and 30 \nforeign countries. The University has established outreach through its evening-weekend degree \nprograms: a graduate program in education and teacher certification; a graduate program in \nbusiness administration; and the Oglethorpe University Museum of Art. The Universit\\' is also \nhome to the Georgia Shakespeare Festival. \n\nEntering the 21** Century \n\nAs Oglethorpe University enters the 21*' century, it has demonstrated continued \nleadership in the development and revision of its core curriculum, with efforts funded bv the \nNational Endowment for the Humanities. The historic district of the 100-acre campus has been \ndesignated in the National Register of Historic Places. Enrollment is about 1 ,200 with the plans \nfor controlled growth to about 1,500. Oglethorpe remains on the forefront of educational \ninnovation, with a curriculum that features interactive learning. The University' uses a variety- of \neffective pedagogical techniques: perhaps most notable are the peer tutoring program, classroom \nlearning that is actively connected to contemporary experience through internships and other \nopportunities for experiential education, and a unique program in urban leadership that in\\-ites \nstudents to consider ways in which they can become communir\\' leaders for the future. Reflecting \nthe contemporary growth of the cit}' of Atianta, Oglediorpe has recentiv developed a distinctive \ninternational dimension. Students at the Universit}' may complement their campus programs with \nforeign studies at sister institutions in Argentina, China, Ecuador, France, Germanv, japan, \nMexico, Monaco, the Netherlands, and Russia. As Oglethorpe University- continues to grow, \nacademically and materially, it is ever mindful of its distinguished heritage and will still remain, in \nthe affectionate words of poet and alumnus Sidnev Lanier, a \"college of the heart.\" \n\n\n\n14 \n\n\n\nJ \n\n\n\nPresidents of the University \n\n\n\nCarlyle PoUock Beman, 1836-1840 \nSamuel Kennedy Talmage, 1841-1865 \nWiUiam M. Cunningham, 1869-1870 \nDavid WiUs, 1870-1872 \nThornweU Jacobs, 1915-1943 \nPhilip Welmer, 1944-1953 \nJames Whitney Bunting, 1953-1955 \nDonald Wilson, 1956-1957 \n\n\n\nDonald Charles Agnew, 1958-1964 \nGeorge Seward, Acting, 1964-1965 \nPaul Rensselaer Beall, 1965-1967 \nPaul Kenneth Vonk, 1967-1975 \nManning Mason Pattillo Jr., 1975-1988 \nDonald Sheldon Stanton, 1988-1999 \nLarry Denton Large, 1999- \n\n\n\n15 \n\n\n\nCampus Facilities \n\n\n\n\nOglethorpe University's facilities are generally accessible to physically impaired students. \nAll buildings on campus are equipped with either ramps or ground-floor entry. With the exception \nof Lupton Hall, the primary classroom and office buildings have elevators to all floors. \nAppointments with faculty members or administrators with inaccessible offices are scheduled in \naccessible areas. Only three classrooms are not accessible to those physically impaired. \\XTien \nappropriate, classes are reassigned so all classes are available to all students. All residence halls \ninclude accessible housing space. \n\nSmoking is prohibited in all campus buildings at Oglethorpe Universit}'. This includes \nclassrooms, offices, laboratories, meeting rooms, lounge areas, restrooms, corridors, stairu'eUs, the \nLibrary, the Field House, the Schmidt Center, the Student Center, and any other interior spaces in \nbuildings. An exception to the rule is provided for residents in the privacy of their residence haU \nrooms. \n\nConant Performing Arts Center \n\nThis new performing arts center, completed in 1997, is a four-story facilit\\' located \nadjacent to the Philip Weltner Library. It provides a permanent home for the Georgia Shakespeare \nFestival and for classes in theatre and music for Oglethorpe's undergraduate liberal arts students. \nIt houses a mainstage theatre with seating for 500, a lobby, rehearsal and dressing rooms, an area \nfor receptions, offices, and shipping and receiving facilities. \n\nDorough Field House \n\nThe Dorough Field House is the site of intercollegiate basketball and vollevbaU and \nlarge campus gatherings such as concerts and commencement exercises. Built in 1960, the \nstructure underwent major renovation in 1979. The building is named for the late R. E. Dorough, \na former Trustee of the University. \n\nEmerson Student Center \n\nThe Emerson Student Center is named in honor of William A. and jane S. Emerson, \nbenefactors of the University. As the hub of campus life, the Emerson Smdent Center houses the \ndining hall, the student association office, the student newspaper and yearbook offices, the student \npost office, a lounge, television area, and a snack bar/game room. The administrative offices of \nthe Vice President for Student Affairs, the Director of Residence Life, the Director of Campus \nSafety, the Center for Counseling and Health Services, and the Director of Musical Activities are \nalso located here. An outdoor swimming pool is adjacent to the building. \n\n\n\nGoodman Hall \n\n\n\nGoodman HaU was built in 1956 and renovated in 1970, when it was transformed from \na men's into a women's residence hall. In 1997 it was again renovated to pro^^de support ser\\ices \nfor students such as the Academic Resource Center, Career Ser\\aces, the Oglethorpe Cafe, and a \ncomputer laboratory. Also located in the building are the Universir\\-'s Information Technologv \nServices, the administrative offices of the program in Certified Financial Planning, and the \nadministrative offices of Universit}^ College, which offers programs for adult students: accelerated \nundergraduate, MBA, and MAT degrees. \n\n\n\n18 \n\n\n\nGoslin Hall \n\n\n\nGoslin Hall, named in honor of Dr. Roy N. Goslin, the late Professor Emeritus of \nPhysics, was completed in 1971 and houses the Division of Natural Sciences. Lecture halls and \nlaboratories for biology, chemistry, and physics are located in the building. A new physics \nlaboratory, made possible by a grant from the Olin Foundadon, was opened in 1979. All \nlaboratories were renovated in 1985 and again in 2001 when major reconstruction was completed \nin the interior of the building with the assistance of the Robert W. Woodruff Foundadon and \nother major foundations, as well as a bequest from Eugene W. Ivy '49. A computer laboratory is \nalso available for student use. \n\n\n\nHearst Hall \n\n\n\nPhoebe Hearst Hall was built in 1915 in the handsome neo-Gothic architecture that \ndominates the Oglethorpe campus. The building is named in honor of Phoebe Apperson Hearst, \nthe mother of William Randolph Hearst Sr. \n\nIt was renovated in the fall of 1972 as a classroom and facult}' office building. Most \nclasses, with the exception of science and mathematics, are held in this building, which is located \ndirectiy across from Lupton Hall. Newly equipped multi-media classrooms include the Georgia \nPower Model Classroom. \n\nThe dominant feature of the building is the beautiful Great Hall, the site of many \ntraditional and historic events at Oglethorpe. Located on the lower level of the building is the \nUniversit}^ Bookstore and the much-publicized Cr^^pt of Civilization. The capsule was sealed on \nMay 28, 1940, and is not to be opened until May 28, 8113. \n\n\n\nLupton Hall \n\n\n\nLupton Hall, built in 1920 and named in honor of John Thomas Lupton, was one of \nthe three original buildings on the present Oglethorpe Universit}' campus. Renovated in 1973 and \n1996, it contains primarily administrative offices, facult}' offices, classrooms, and an auditorium for \n300 persons. Administrative offices located in Lupton HaU include the President, Vice President \nfor Business and Finance, Provost and Senior Vice President, Vice President for Enrollment, Vice \nPresident for Development and Alumni Relations, Director of Admission, Director of Financial \nAid, and the Registrar. The cast-bell carillon in the Lupton tower has 42 bells, which chime the \nquarter hours. \n\n\n\nOglethorpe University Museum of Art \n\n\n\nOglethorpe University Museum of Art, occupying the entire third floor of die Philip \nWeltoer Library, opened in the spring of 1993 after extensive renovations of the previous \nOglethorpe University Art Galler}^ The museum, covering 7,000 square feet, has a comfortable, \nintimate environment that includes two spacious galleries, the Museum Gift Shop, and offices. It \nis considered an important cultural addition to Atianta's growing art scene, drawing thousands of \nvisitors each year. \n\n\n\n19 \n\n\n\nIn addition to the permanent collection, three exhibitions are held each year, which \nfeature artwork that is international, representational, often figurative and spiritual in nature. \nRecent exhibitions such as \"The Mystical Arts of Tibet: Featuring Personal Sacred Objects of \nthe Dalai Lama\" and \"The Grand Tour: Landscape and Veduta Paintings, Venice and Rome in \nthe 18'^'^ Century\" have garnered national media attention and brought international art experts \nfrom around the world to lecture on campus. For museum hours and exhibit information, call \n(404) 364-8555. \n\nJ. Mack Robinson Hall \n\nNewly renovated in 2001, J. Mack Robinson HaU is a state-of-the-art classroom and \nfacult}' office building, which also houses art studios, a darkroom, video editing facilities, a slide \nlibrary and a resource center for study abroad. \n\nSteve Schmidt Sport and Recreation Center \n\nDedicated in 1995, the Schmidt Center is a 22,000 square-foot addition to Dorough \nField House. The Center has basketball. and volleyball courts, a running track, seven offices, a \nconference room, locker rooms, a weight room, racketbaU courts, a training room, and an entrance \nlobby. The facility is used primarily for recreation and intramural sports. The Center is named for \nStephen J. Schmidt, Oglethorpe University alumnus of the class of 1940 and long-time member \nof the Board of Trustees, who personally led the fund-raising effort for the addition. \n\nSheffield Alumni Suite \n\nThe Sheffield Alumni Suite, adjacent to the Great HaU in Hearst HaU, is named in honor of \nO.K. Sheffield, a graduate of the class of 1953, a loyal supporter, and member of the Board of \nTrustees. Over the years this suite of rooms has served as a parlor, office of the provost, \nclassroom, and meeting room. Today it provides an inviting space in which alumni, smdents, and \nfacult}? gather. Memorabilia is on display in the anteroom along with a portrait of its namesake. \n\nPhilip Weltner Library (Lowry Hall) \n\nLocated in Lowry Hall, the Ubrary functions as a gateway to research information and \nservices in support of the LIniversity's academic programs. The Ubrarv also serves as the \nUniversity Archives and supports the extracurricular interests of Oglethorpe's communitw \n\nThe Ubrary houses over 1 50,000 volumes consisting of books, reference materials, print \nperiodicals, audio-visual materials, and microfilm. Two areas of note include a coUection of more \nthan 1,600 DVDs and a juvenile Uterature coUection. In addition, the Ubrarv pro\\-ides campus- \nwide computer access to the catalog, research databases and resources, GALILEO (Georgia's \nVirtual Library), and more than 13,000 fuU-text periodical titles. Many of the Ubrarv's onUne \nresources are also available off campus. Ser\\'ices available to students include reference and \ninstruction, circulation, course reserves, interlibrarv-loan, and borrowing pri\\nleges at other \nconsortium (Atlanta Regional Consortium for Higher Education) Ubraries. A formal reading \natrium, private rooms, individual carrels, and a 24-hour lounge offer ample oppormnities for both \nquiet study and group work. Other equipment and facilities include computer workstations for \nUbrary research, an Information Technology Services computer laboratory, two small media \nviewing rooms, the larger Earl DoUve Theatre, a photocopier, and a microfilm/ fiche reader. More \ninformation about PhiUp Weltner Library and its ser^^ces can be found at the Ubrarv's Web site: \n\n20 \n\n\n\nhftp:l I library. Oglethorpe, edu. \n\nLowry Hall was built in 1927 and is on the National Register c;f Historic Places. The \nlibrary moved to its present location in 1972. A renovation in 1992 combined the building's \noriginal neo-Gothic exterior with a contemporary and gready expanded interior. y\\t that dme, the \nlibrary was named after Philip Weltner, who served as Universit)' President fnjm 1944 to 1953. \nThe Oglethorpe Museum of Art and the Learning Resources Center are also located in Lowry \nHall. \n\nTraer Residence Hall \n\nBuilt in 1969, Traer Hall is a three-story freshmen residence that houses 168 students. \nConstruction of the building was made possible thfough the generosit}' of the late Wayne S. Traer, \nOglethorpe Universit\\' alumnus of the class of 1928. The double occupancy rooms arranged in \nsuites, open onto a central plaza court}'ard. \n\nUpper Residence Quadrangle \n\nConstructed in 1968, these residences house both men and women. All rooms on the \nfirst and second floors are suites with private entrances and baths. Rooms on the third floor are \ntraditional residence hall floors with a common bathroom. \n\nNew Residence Hall \n\nOpened in the spring of 1996, the new residence hall is coed, non-smoking, and \naccommodates 73 students. It is designed as a more traditional facility with a central entrance. The \nrooms consist of two-, three-, and four-person suites off central hallways. \n\n\n\nGreek Row \n\n\n\nGreek Row consists of six houses devoted to two sororities  Chi Omega and Sigma \nSigma Sigma - and four fraternities  Chi Phi, Delta Sigma Phi, Kappa Alpha Order, and Sigma \nAlpha Epsilon. Each house feamres one-bedroom doubles with a shared bathroom and kitchen \nfacilities. The houses on Greek Row were constructed in 1994. \n\n\n\n21 \n\n\n\nComputer Facilities and Services \n\n\n\nEvery residence hall room, faculty office, and appropriate staff office has a connection \nto the Oglethorpe computer network and through that intranet, to the greater world of the \nInternet with all its resources. Access is also available to students through computers located in \nthe library, GosUn, and Goodman Halls. Through the OUNet users can also connect to the \nVoyager Library System, which provides access to the library's catalog and to Galileo, the Georgia \nLibrary Learning Online services of the University System of Georgia. The G7\\LILEO system \nprovides access to databases containing bibliographical information, summaries, and in manv \ncases, access to full text of articles and abstracts. \n\nE-mail and Computer Use Policy \n\nA policy has been established to ensure the proper use of Oglethorpe Universit\\-'s \ncomputer, network and telecommunication resources and services by its smdents, employees, \nindependent contractors, and other computer users. All individuals have the responsibilit}' to use \ncomputer resources in an efficient, effective, ethical, and lawful manner. The policy, rules, and \nconditions apply to all users of computer, network and telecommunication resources and services, \nwherever the users are located. Violations of this policy may result in suspension without notice \nof privileges to use the resources and services, disciplinary action, including possible termination, \nand/or legal action. \n\nOglethorpe Universit}' has the right, but not the dut)', to monitor any and all aspects of \nthe computer and network systems, including employee and smdent e-mail, to ensure compliance \nwith this policy. The University has the right to use information gained in this way in disciplinarv \nor criminal proceedings. The computers and computer accounts in use by employees and smdents \nare to assist them in the performance of their jobs and in attaining their educational goals. \nEmployees and students should not have an expectation of privacy in anything they create, send, \nor receive on their network-attached computers. The computer, netu'ork and telecommunication \nsystems belonging to Oglethorpe University are for University' business and educational purposes. \nAny other use in conflict with these purposes is not permitted. \n\nComputer users are governed by the following provisions, which applv to all use of \ncomputer and telecommunication resources and services. Computer and telecommunication \nresources and services include, but are not limited to, the following: host computers, file servers, \nworkstations, standalone computers, laptops, software, and internal or external communications \nnetworks (Internet, commercial online services, bulletin board systems, and e-mail systems) that \nare accessed directiy or indirectiy from Oglethorpe University's computer facilities. This policy \nmay be amended or revised periodically as the need arises. \n\nThe term \"users,\" as used in this policy, refers to all employees, smdents, independent \ncontractors, and other persons or entities accessing or using Oglethorpe Universit\\-'s computer, \nnetwork and telecommunication resources and services. \n\n1. Users must comply with all copyrights laws and fair use provisions, software licenses, \nand all other state and federal laws governing intellecmal propert\\'. Inappropriate \nreproduction and/or distribution of copyright music, movies, computer software, text, \nimages, etc. is strictiy prohibited. \n\n2. The electronic mail system shall not be used for \"broadcasting\" of unsolicited mail \n(unless authorized by the department chair or unit head) or for sending chain letters. \nFraudulent, harassing, obscene, or other unlawful material may not be sent by e-mail \nor other form of electronic communication or displayed on or stored in Oglethorpe \nUniversity's computers. \n\n\n\n22 \n\n\n\n3. Users should use the same care in drafting e-mail and other electronic documents as they \nwould for any other written communication. Anything created on the computer may, \nand likely will, be reviewed by others. \n\n4. Users may not install software onto their individual computers (facult)' and staff), lab \ncomputers or the network without first receiving express authorizadon to do so from \nInformation Technology Services. \n\n5. Users shall not forward e-mail to any other person or endt)- without the express \npermission of the sender. \n\n6. Users should not alter or copy a file belonging to another user without first obtaining \npermission from the owner of the file. The ability to read, alter or copy a file belonging \nto another user does not imply permission to read, alter or copy that file. \n\n7. The computer, network and telecommunication resources and services of Oglethorpe \nUniversity may not be used for the transmission, creation or storage of commercial \nactivity, personal advertisements, solicitations, promotions, destructive programs \n(viruses and/or self replicating code), political material, or any other unauthorized or \npersonal use. \n\n8. Users are responsible for safeguarding their passwords for the system. Individual \npasswords should not be printed, stored online, or given to others. Users are responsible \nfor all transactions made using their passwords. \n\n9. A user's abilit}' to connect to other computer systems through the network does not \nimply a right to connect to those systems or to make use of those systems unless \nspecifically authorized by the operators of those systems. \n\n10. Entry into a system, including the network system, by individuals not specifically \nauthorized or attempts to circumvent the protective mechanisms of any Universit}' \nsystem are prohibited. Deliberate attempts to degrade system performance or capabHitA', \nor attempts to damage systems, software or Intellectual propert}^ of others are \nprohibited. \n\n11. Any network activity that impedes the flow of network traffic or diminishes the \navaHabHit}^ of resources to other users is stricdy prohibited. \n\n12. Oglethorpe University' is not responsible for the actions of individual users. \n\nAntivirus Policy \n\nIn order to prevent virus problems from impacting the Oglethorpe Universit}- \ncomputing network, all computers which attach to the network must have up-to-date anti\\irus \nsoftware installed. Oglethorpe Universit}' currentiy uses the Symantec Anti-Virus product for \nfacult}' and staff, and any universit}^ personal computer which connects to the network is required \nto have this software installed. \n\nBeginning in the Fall Semester 2004, smdents who connect computers to the University- \nnetv\\'ork must have the Universit)''s managed antivirus software installed. The Universit}' wiU \nprovide this managed antivirus software at no additional cost to the student, and the student may \nuse this software as long as they are attending Oglethorpe Universit}'. Any exceptions to this policy \nmust be approved by the Information Technology Services. Students can install this software by \nfollowing the instructions in the Installing Symantec Antivirus section of the student handbook - \nThe O Book. \n\n\n\n23 \n\n\n\nWhile having antivirus software is important, the protection it affords is only as good as \nthe virus definitions which are loaded into it. New viruses are written and released daUv, and \nkeeping the definitions up-to-date is essential in protecting against new, rapidl^'-spreading viruses. \n\nAny computer which is found not to have antivirus software installed or which is not \nkept up-to-date will be disconnected from the network until the situation has been resolved. The \npotentially disruptive nature of certain viruses on a shared network can create problems for all \nusers on the network. Please refer to the Acceptable Use PoUcy in The O Book for additional \nbackground information about proper usage and stewardship of Oglethorpe computing and \ncommunication resources. \n\nUse of Oglethorpe's computer, network and telecommunication resources and services \nconstitutes acceptance of this E-mail and Computer Use Policy. \n\n\n\n24 \n\n\n\nAdmission \n\n\n\n\nI \n\n\n\n\nThe admission policy of Oglethorpe University is based on an individual selection \nprocess. Throughout its history, Oglethorpe has welcomed students from all sections of the \ncountry, as well as from abroad, as candidates for degrees. It is the polic}' of the Admission \nCommittee to select for admission to the University applicants who present strong evidence of \npurpose, maturity, scholastic ability, and probable success at Oglethorpe. Applicants wishing to \nenroU in the evening credit program may refer to a brief description of Universit}' College in the \nPrograms of Study section of this Bulletin or consult the University College Undergraduate and Graduate \nBulletin available from the University College Office (404) 364-8383. \n\nFreshman Applicants \n\nAdmission to the undergraduate division of the Universm^ may be gained by presenting \nevidence of successful completion of secondary school work in the form of results from the \nCollege Entrance Examination Board's Scholastic Assessment Test (SAT) or the results from the \nAmerican College Testing Program Assessment (ACT); and, by submitting a letter of \nrecommendation, and completing an application essay. \n\nArrangements to take the SAT or ACT may be made through a secondar}- school \nguidance counselor or by writing directiy to one of the testing agencies. For SAT write to College \nBoard, Box 592, Princeton, New Jersey 08540, or Box 1025, Berkele)^, CaHfornia 90701. For ACT \nwrite to American College Testing Program, P.O. Box 451, Iowa Cit\\', Iowa 52240. It is to the \napplicant's advantage to take one of the tests in the junior year of high school. \n\nApplicants should normally have or be in the process of completing a secondary school \nprogram including appropriate courses in English, social smdies, mathematics, and science. While \nan admission decision is typically based on a partial secondary school transcript, a final transcript \nmust be sent to the Admission Office by the candidate's school, showing exidence of academic \nwork completed and official graduation. \n\nThe Oglethorpe application contains a recommendation form and a list of other \nmaterials, which must be submitted by the applicant. No application wiU be considered and acted \nupon until the items indicated have been received. \n\nStudents may choose from either Early Action or Regular Decision admission. \n\nApplication Procedure \n\nAll correspondence concerning admission should be addressed to the Admission Office, \nOglethorpe Universit)?, 4484 Peachtree Road N.E., Atianta, Georgia 30319-2797 or \\na e-mail at \nadmission@oglethorpe.edu. Comprehensive admission information can also be found at \nwww.oglethorpe.edu/admission. After receiving an application form, the applicant should complete and \nreturn it with an application fee of $35. Students may also apply online. Links to application \nprocedures and the online application may be found at www.oglethorpe.edu I admission. \n\nEntering freshmen must submit the following: an application essay, official liigh school \ntranscripts, standardized test scores (SAT/ ACT), and a recommendation form completed by a \nhigh school counselor or teacher. Achievement tests, portfolios, or \\ideos are not required for \nadmission purposes but will be considered if submitted. Home Schooled applicants should \ncontact the Home School Advisor for portfolio requirements. Interviews and campus visits are \nstrongly recommended. If, upon review of an applicant's file, it is felt that further information \nwould be helpful (i.e. mid-year grades), die student wiU be notified. \n\n\n\n26 \n\n\n\nTransfer students must submit the cc^mpleted application form, essay and \nrecommendation form with the $35 application fee, official transcripts from each college attended, \nand certification of good academic standing at the most recent or present college. High school \ntranscript and test scores are also required if less than 24 semester hours of college credit have \nbeen completed. \n\nWhen a student has completed the application process, the Admission Committee will \nreview the application. If accepted, the student will be required to submit an enroUment deposit \nto reserve accommodations for the appropriate semester. Residence haU students submit a deposit \nof $300; commuters submit a deposit of $100. The deposit is refundable through May 1. \n\nEarly Action \n\nEarly Action allows students who have a strong interest in the University' to apply \nearly and receive a quick response. Completed applications with supporting materials must be \npostmarked by December 5. Notification letters will be mailed no later than December 20 \nunless the Admission Committee requires additional information. Early Action students who \nare admitted and indicate an interest in scholarships will be considered prior to Regular \nDecision candidates. (Please note that early action is non-binding). The deposit is \nrefundable through May 1. \n\nRegular Decision \n\nRegular Decision enables students to apply at any time. Applications will be reviewed on \na rolling basis beginning immediately after Early Action reviews (late December) and continuing \nas long as space in the class is available. Notification letters will typically be mailed within two \nweeks of completion unless additional information is needed. The deposit is refundable through \nMay 1. \n\nCampus Visit \n\nWhile not a requirement of the admission process, the candidate is urged to visit the \ncampus and explore the academic and leadership opportunities that encompass the Oglethorpe \ntradition of a collegiate education. Additional information may be obtained by contacting the \nAdmission Office (404) 364-8307 in the Atlanta caUing area or (800) 428-4484 from other \nlocations. Comprehensive campus visit information can be found at wiinv.oglethorpe.edu I admission. \n\n\n\nTransfer Students and Transfer Policies \n\n\n\nStudents who wish to transfer to Oglethorpe from other regionally accredited colleges \nare welcome to apply, provided they are in good standing at the last institution attended. They are \nexpected to follow regular admission procedures and will be notified of the decision of the \nAdmission Committee in the same manner that freshmen are notified. \n\nMost financial aid awards and scholarships are available to transfer students as well as \nfirst-time freshmen. \n\n\n\n27 \n\n\n\nThe same application information is required of the transfer student as for the entering \nfreshman, although high school records and test scores are not required of students having at least \n24 semester hours of transferable credit. \n\nTransfer students must submit transcripts of all current and previous college work. A \nseparate official transcript from each college attended must be received before any action will be \ntaken on the application. \n\nOglethorpe University will accept as transfer credit courses comparable to Universit}- \ncourses that are applicable to a degree program offered at Oglethorpe. Acceptable work must be \nshown on an official transcript and must be completed with a grade of \"C\" or better. Oglethorpe \ndoes not accept a \"D\" grade as transfer credit, unless a student has graduated from an accredited \njunior college, or a \"D\" grade is followed by a \"C\" grade or better in a normal sequence course \n(for example. General Biology I and II). \n\nFor transfer credit that may apply toward fulfillment of core curriculum requirements, \nplease see the Core Curriculum section of this Bulletin. \n\nTransfer students on probation or exclusion from another institution will not be \naccepted. \n\nTransfer students must have a minimum grade-point average of 2.8 (on a 4.0 scale) to \nbe considered for admission. \n\nTransfer students who have earned an associate degree at a regionally accredited junior \ncollege will be awarded two years of credit. Junior college graduates with strong academic records \nare encouraged to apply for admission. \n\nOglethorpe University wiU accept as many as 30 hours of United States Armed Forces \nInstitute (USAFI) credit. \n\nStudents who hold the R.N. credential from an appropriately accredited institution are \nawarded credit for their arts and sciences courses. To earn a bachelor's degree, the student must \ncomplete the core curriculum, a major, and other applicable requirements. \n\nResidency Requirement: Effective Fall Semester 2003, the maximum total number of \nsemester hours that may be transferred into Oglethorpe is 64. A minimum of 64 semester hours \nmust be earned through course work at Oglethorpe in order for an Oglethorpe degree to be \nawarded, with 52 of the last 64 hours earned in residence. \n\nCredits earned at post-secondary institutions accredited by the six regional accrediting \nbodies (for example. Southern, Middle States, New England, etc., Associations) will be accepted. \n\nCourses taken at schools accredited by national crediting bodies (for example, \nAssociation of Independent Schools and Colleges, American Association of Bible Colleges, etc.) \nmay be credited. In these cases, student transcripts will be evaluated on an indi\\idual basis. Actual \ncatalog course descriptions and relevant course syllabi should be pro\\aded bv the student. The \nRegistrar will determine whether or not courses are to receive transfer credit. \n\nCourses recognized by the American Council on Education (ACE) mav be credited bv \nthe Registrar. Programs not recognized by ACE wiU not be given credit. \n\nA maximum of 32 semester hours may be earned through College Level Examination \nProgram (CLEP) tests. Maximum credit for Advanced Placement tests (AP testing) is also 32 \nsemester hours. Please consult the section. Credit by Examination, on the following pages. \n\nIn all cases, only 64 semester hours earned outside of Oglethorpe through any oi tlie \nmeans described above may be applied toward an Oglethorpe degree. At least 64 semester hours \nmust be earned in course work taken at Oglethorpe, and at least half of the semester hours \nrequired for a major must be in course work taken at Oglethorpe. (Courses taken at Adanta \nRegional Consortium for Higher Education (ARCHE) institutions on a cross-registration basis \nand courses in an approved study abroad program also count as Oglethorpe courses.) \n\n\n\n28 \n\n\n\nTransfer students should note that only work completed at Oglethorpe is reflected in the \nOglethorpe grade-point average, and transfer work is not included in determination for Latin \nacademic honors. To be eligible for academic honors, the student must complete 68 or mtjre hours \nat Oglethorpe. \n\nInternational Students \n\nAdmission to Oglethorpe is open to qualified students from all countries. Students who \nare able to provide evidence of suitable academic background, adequate financial resources, and \nseriousness of purpose are eligible to apply. \n\nAll students from countries where English is not the native language must meet \none of the following requirements to be considered for admission: \n\n1. Complete level 109 from an ELS, Inc. language center. \n\n2. Score a minimum of 550 on the TOEFL - or 213 on the computer-based test (Test of \nEnglish as a Foreign Language). \n\n3. Score 480 or more on the verbal section of the Internafional Scholasdc Assessment \nTest. \n\n4. Have a combined 2.8 grade-point average with no grade below a \"C\" in two English \ncomposition courses from an AACRAO (American Association of Collegiate Registrars \nand Admissions Officers) accredited college or universit}'. \n\n5. Earn a grade of \"C\" or better in G.C.E. or G.S.C.E. examinations or their equivalent. \n\n6. All secondary transcripts must have a \"Document-by-Document\" evaluation and \n\"Grade-Point Average Equivalent.\" Post-secondary transcripts must have the same; or, \nif a student wishes to receive transfer credit for his or her previous course work, a \n\"Course-by-Course\" evaluation is required. Applications for evaluation are available in \nthe Office of Admission or by calling Joseph Silny and Associate, Inc. at (305) 666-0233. \n\nAn international student's secondary school credentials are subject to the acceptance \ncriteria stated for his or her country in the AACRAO world education series, governed by the \nNational Council on the Evaluation of Foreign Educational Credentials, 1717 Massachusetts \nAvenue, N.W., Washington, D.C. 20036. \n\nAH students from nations where EngUsh is the native language must have one of the \nfollowing to be considered for admission: \n\n1. A combined SAT score of 1000, with at least 500 on the verbal section. \n\n2. An ACT score of at least 21. \n\n3. Above-average scores on the \"A\" and/or \"O\" level examinations in British system \nschools or their equivalent in Northern Ireland or Scotiand. \n\nJoint Enrollment Students \n\nStudents who have attained junior or higher standing in their secondarv schools mav \napply for enrollment in suitable courses offered at the Universit}^ Admission to the joint \nenrollment program will depend upon an assessment by appropriate personnel of the smdent's \nsecondary school and by Oglethorpe admission personnel. \n\nIn general, the candidate must have the social maturit}' to benefit from a collegiate \nexperience and possess a \"B\" or liigher grade-point average along with a combined score of 1 140 \nor higher on the Scholastic Assessment Test or its equivalent. A student seeking admission should \nwrite or call the Joint Enrollment Counselor in the Admission Office at Oglethorpe to receive an \napplication. Normally no more than five courses mav be taken as a joint enrollment student. \n\n29 \n\n\n\nEarly Admission (Early Entrance) \n\n\n\nA gifted student of unusual maturit}' whose high school record shows excellent \nacademic performance through the junior year in a college preparatory program, and whose score \non a standardized assessment test is high, may submit his or her application for admission to the \nUniversity for enrollment after the junior year in high school. The candidate should have the \nsupport of his or her parents in writing submitted with the application. A strong recommendation \nfrom the high school is expected, and the candidate must come to campus for a personal inter^dew \nwith a senior admission officer. \n\n\n\nTransient Students \n\n\n\nTransient students may take any course offered by the Universit}', pro\\'ided that thev \nsecure permission from their current institution certifying that the institution will accept for \ntransfer credit the academic work done by the student at Oglethorpe. This permission is the \nresponsibility of the transient student. \n\nA letter of good standing or a current transcript must be sent to the Admission Office \nbefore a transient student can be accepted. \n\n\n\nSpecial Status Admission \n\n\n\nSpecial Status Admission is designed for students who wish to take a limited number of \npost-baccalaureate classes at Oglethorpe, or for non-traditional students who desire to begin \ncollege course work prior to being admitted to a degree-seeking program. \n\nStudents may be admitted to Oglethorpe's undergraduate day program as a special stams \ncandidate if they meet one of the following criteria: \n\n1. They are at least 25 years of age and at least five years removed from their last \neducational experience. \n\n2. They have graduated from another accredited college or university; \n\nUnder the program, students may enroll for a maximum of 16 semester hours. \nIndividuals desiring to enroll for additional courses must apply as regular, degree-seeking \ncandidates. \n\nTo apply for Special Status Admission, students must submit a completed application \nform, a $35 non-refundable application fee, and proof of their last educational experience or a \ncopy of their college diploma. \n\nSpecial status students are not eligible for financial assistance. \n\n\n\n30 \n\n\n\nHome-Schooled Students \n\n\n\nStudents who have completed high school graduation requirements in a home school \nmay be considered for admission if the following information is provided: \n\n1 . SAT or ACT scores. \n\n2. A portfolio recording all high school work completed (including courses studied, \ntextbooks, assignments, and extracurricular achievements). \n\n3. A personal interview with a senior admission officer. \n\n4. Two recommendations. \n\n5. A home school transcript (if applicable). \n\nMore information can be found at http:l I ivnnv.oglethorpe.edu, key word \"home school.\" \n\nRe-admission \n\nStudents in good academic standing who leave the Universit}' and return after a year's \nabsence or more should notify the Admission Office of intent to re-enroll. Students who apply \nfor re-activation or re-admission whether in good academic standing or not, are governed by the \ncurrent graduation requirements. Any exceptions are granted at the discretion of the Provost and \nSenior Vice President. \n\n\n\nCredit by Examination \n\n\n\nThere are three testing programs through which students may earn credit for required \nor elective courses. Any student who has questions about these examinations should consult the \nRegistrar. No more than 32 semester hours of credit will be accepted from each of the programs \ndescribed below. \n\nCollege Level Examination Program - CLEP \n\nWithin the CLEP testing program are two categories. The General Examinations cover \nthe areas of English Composition, Humanities, Mathematics, Natural Science, and Social Science \nand History. Oglethorpe Universitv does not award credit for the General Examinations in \nEnglish Composition, Natural Science, Mathematics, or Social Science and History. Minimum \nacceptable scores are 500 for each general area and 50 in each sub-total category. The Subject \nExaminations are designed to measure knowledge in a particular course. A minimum acceptable \nscore of 50 on a Subject Examination is required for credit. The Oglethorpe Registrar should be \ncontacted concerning which Subject Examinations may lead to credit at Oglethorpe. \n\nCLEP examinations normally are taken before the student matriculates at Oglethorpe. \nOnly under special circumstances will credit be awarded for an examination taken after the smdent \ncompletes his or her first semester at Oglethorpe University'. A maximum of four semester hours \nwill be awarded for each examination. A maximum of 32 semester hours may be earned with \nacceptable CLEP scores. \n\nAll students are required to take placement examinations in mathematics and foreign \nlanguages (if they plan to take a course in these areas or subjects) and are placed accordingly. \n\n\n\n31 \n\n\n\nAdvanced Placement and International Baccalaureate Programs \n\nThe University encourages students who have completed Advanced Placement \nexaminations of the College Entrance Examination Board to submit their scores prior to \nenrollment for evaluation for college credit. Please contact the Office of Admission or the \nRegistrar's Office for the appropriate course of action to be taken in order to receive credit for \nAP exams. The general policy of Oglethorpe toward such scores is the following: Academic credit \nwill be given in the appropriate area to students presenting Advanced Placement grades of 3, 4, \nor 5; neither credit nor exemption will be given for a grade of 2; maximum credit allowed to any \nstudent for Advanced Placement tests will be 32 semester hours. Specific policies are indicated in \nthe chart which follows. These are subject to change at any time. \n\nStudents who have studied in an approved International Baccalaureate Program (IB) are \nalso encouraged to apply for credit based on scores earned, and should contact the Office of \nAdmission or the Registrar's Office to learn how to receive credit for IB exams. Scores must be 5, \n6, or 7 on the Higher Level Exam to be considered for college credit. Sophomore standing may \nbe awarded to smdents who complete the IB diploma and obtain a total of 33 points or better for \nthe full program, assuming all examination scores are 4 or better, and no Higher Level Exam score \nis below 5. \n\nAll smdents are required to take placement examinations in mathematics and foreign \nlanguages (if they plan to take a course in these areas or subjects) and are placed accordingly. \n\nADVANCED PLACEMENT and INTERNATIONAL BACCALAUREATE \n\nCREDIT CHART \n\nAccepted Examination Grades (unless stated otherwise) \nAP: 3, 4, 5 / IB (Higher Level Exam): 5, 6, 7 \n\n\n\nAP Exam \n\n\n\nSemester \n\nHours \n\nAwarded \n\n\n\nCourse Equivalents \n\n\n\nArt \n\n\n\n\n\n\nStudio \n\n\n4 \n\n\nElective Credit \n\n\nHistor}' \n\n\n4 \n\n\nElective Credit \n\n\n\nBiology \n\nGrade 4 or 5 AP \n\nGrade 3 AP \n\n\n\nGEN 102 Natural Science: The Biological Sciences and \n(subject to placement) BIO 102 General Biolog\\- II \nGEN 102 Natural Science: The Biological Sciences \n\n\n\nChemistry \n\nGrade 4 or 5 AP \n\nGrade 3 AP \n\n\n\nCHM 101 General Chemistn' I (subject to placement exani) \nGEN 101 Natural Science: The Physical Sciences \n\n\n\nComputer Science' \n\n\n\nCSC 243 Principles of Computer Programming in C+ + \n\n\n\nEconomics \n\nMicroeconomics \nMacroeconomics \n\n\n\nECO 121 Introduction to Economics \nElective Credit \n\n\n\n32 \n\n\n\nEnglish \n\nLanguage and Composition \nGrade 4 or 5 AP, 6 or 7 IB 4 \nGrade 3 AP or 5 IB 4 \n\nLiterature and Composition \nGrade 4 or 5 AP, 6 or 7 IB 4 \nGrade 3 AP or 5 IB 4 \n\n\n\nElective Credit \n\nEssay wUl be evaluated by English facult)^ \n\nElective Credit \n\nEssay will be evaluated by English tacult\\' \n\n\n\nFrench \n\nLanguage \nLiterature \n\n\n\nERE 101, FRE 102 Elementan,- French I and II \nGeneral credit in French \n\n\n\nGerman \n\nLanguage \nLiterature \n\n\n\nGER 101, GER 102 Elementan,- German I and II \nGeneral credit in German \n\n\n\nGovernment' \n\n\n\nPOL 101 Introduction to American Politics \n\n\n\nHistory \n\nAmerican \nEuropean \n\n\n\nElective Credit \nElective Credit \n\n\n\nJapanese \n\n\n\nJPN 101, JPN 102 Elementar)- Japanese 1 and II \n\n\n\nLatin \n\n\n\nLAT 101, LAT 102 Elementan- Latin I and II \n\n\n\nMathematics* \n\nCalculus AB \nCalculus BC \nStatistics \n\n\n\nMAT 131 Calculus I \n\nMAT 131, MAT 132 Calculus I and II \n\nMAT 1 1 1 Statistics \n\n\n\nMusic' \n\nTheory \nAppreciation \n\n\n\nContent will be evaluated by music faculty- \nCOR 103 Music and Culture \n\n\n\nPhysics' \n\nPhysics B \nPhysics C \n\n\n\n10 \n\n4 \n\n\n\nPHY 101, PHY 102 General Physics I and II \nPHY 201, PHY 202 CoUege Physics I and II \nGEN 101 Natural Science: The Physical Sciences \n\n\n\nPsychology' \n\n\n\nPSY 101 Psychological Inquiry- \n\n\n\nSpanish \n\nLanguage \nLiterature \n\n\n\nSPN 101, SPN 102 Elementan,- Spanish I and II \nGeneral credit in Spanish \n\n\n\n1 . - . \n\nCredit for the IB exam will be determined through discussion with the faculr\\- within the \n\nappropriate academic field. Any exams not included in this chart should be brought to the attention \n\nof the Registrar, and the appropriate faculty members will determine credit. \n\n\n\n33 \n\n\n\n34 \n\n\n\nFinancial Assistance \n\n\n\n\nPrograms \n\nOglethorpe University offers a variety of strategies and resources to keep the net cost \nof an Oglethorpe education affordable. Both need-based aid and awards based on academic \nachievement are available. Students interested in financial aid should complete the Free \nApplication for Federal Student Aid (FAFSA). FAFSA is the approved needs-analysis form bv \nwhich students may apply for the following need-based programs: Federal Pell Grant, Federal \nSupplemental Educational Opportunity Grant, Federal Perkins Loan, Federal Work-Study, Federal \nStafford Loan, Leveraging Educational Assistance Program, and the Oglethorpe Need-based \nGrant. After a student submits the FAFSA to the federal processor, the school will receive from \nthe processor an Institutional Student Information Record (ISIR). Upon acceptance to the \nUniversity and receipt of the student's ISIR, Oglethorpe's financial aid professionals will prepare \na comprehensive financial aid package, which may include assistance from any one or more of the \nfollowing sources: \n\nJames Edward Oglethorpe Scholarships provide tuition, room and board for four \nyears of undergraduate study, if scholarship criteria continue to be met. Recipients are selected on \nthe basis of an academic competition held on campus in the spring of each year. Smdents must \nhave a combined SAT score of at least 1360 (ACT 31), a 3.75 or higher cumulative grade-point \naverage, and a superior record of leadership in extracurricular activities either in school or in the \ncommunit}'. For application procedures and deadlines, contact the Admission Office. \n\nOglethorpe Scholars Awards (OS A) (including Presidential Scholarships, Oxford \nScholarships, Universit}' Scholarships, and Lanier Scholarships) are based on achievement and \navailable to entering students with superior academic abilit}'. A fundamental aim of Oglethorpe \nUniversit}' is to prepare students for leadership roles in societ}'. One way of promoting this \npurpose is to give special recognition to students who demonstrate superior academic abilities as \nundergraduates. Scholarships range from $4,000 to $11,000. \n\nRecipients of funds from this program are expected to maintain specified levels of \nacademic achievement and make a significant contribution to the Oglethorpe communit}\". Each \naward is for one year but can be renewed on the basis of an annual evaluation of academic and \nother performance factors. \n\nOglethorpe Christian Scholarships are awarded to freshmen who are residents of \nGeorgia and who demonstrate active participation in their churches. Academic qualifications for \nconsideration include SAT scores of 1100 or higher and a senior class rank in the upper 25 \npercent. Awards range up to $1,500 per academic year. Recipients are required to maintain a 3.0 \ncumulative grade-point average and engage in a service project during the academic year. For \napplication procedures and deadlines, contact the Admission Office or the Office of Financial \nAid. \n\nGeorgia Tuition Equalization Grants (GTEG) are available for Georgia residents \nwho are full-time, degree-seeking students at Oglethorpe. The program was established by an act \not the 1971 Georgia General Assembly. The GTEG program helps to \"promote the private \nsegment of higher education in Georgia by providing non-repayable grant aid to Georgia residents \nwho attend eligible independent colleges and universities in Georgia.\" All students must complete \nan application and verify their eligibility for the grant. In the 2004-05 academic school year, this \ngrant is $900. Financial need is not a factor in determining eligibilit\\'. A separate application and \nproof of residency is required. \n\n\n\n36 \n\n\n\nHOPE Scholarships of $1,5UU per semester are available U) Gec^rgia residents who \nhave graduated from an eligible high school in 1996 or later, with at least a 3.0 grade-point average \nin specific core curriculum classes. Georgia residents who do not qualify under these guidelines \nbut have now attempted 30 or more semester hours with a 3.0 grade-pcjint average or higher may \nalso be eligible. The applicant must be a Georgia resident for one year prior to attendance at any \ncollege or universit}' in Georgia. Applicants must be registered as full-time, degree-seeking \nstudents at a participadng Georgia private college or university. Students entering the HOPE \nScholarship program for the first time after attempting 30 or 60 semester hours should be aware \nthat their grade-point average is calculated to include all attempted hours taken after high school \ngraduation. Recipients of the Scholarship are required to maintain a 3.0 or higher cumulative \ngrade-point average for reinstatement. For more informadon, contact the HOPE Scholarship \nProgram (770) 724-9000 or (800) 505-GSFC, or the Office of Financial Aid at (Oglethorpe \nUniversit}'. \n\nThe Leveraging Educational Assistance Program (LEAP) is one of the need-based \ngrants for qualified Georgia residents to enable them to attend eligible post-secondary institutions \nof their choice in the state. The grant awards are designed to provide only a portion of the \nstudent's resources in financing the total cost of a coUege education. A student should complete \nthe FAFSA for consideration. \n\nThe Federal PeU Grant is a federal aid program that provides non-repavable funds to \neligible students. Flligibilitv is based upon the results from the FAFSA. \n\nFederal Supplemental Educational Opportunity Grants (FSEOG) are awarded to \nundergraduate students with exceptional financial need. Priorit\\' is given to Federal Pell Grant \nrecipients and does not require repayment. \n\nOglethorpe Need-based Grants are available to full-time dav undergraduate students \nwho demonstrate financial need by completing the FAFSA. Oglethorpe Need-based Grants in \nconjunction with federal, state, private, or institutional assistance cannot exceed the student's \nfinancial need. \n\nFederal Work-Study Program (FWSP) permits a student to earn part of his or her \neducational expenses. The earnings from this program and other financial aid cannot exceed the \nstudent's financial need. Students eligible for this program work part time primarily on the \nOglethorpe campus. A Limited number of communit}' service positions are available at locations \nnear the campus. \n\nFederal Perkins Loans are long-term, low-cost educational loans to students who have \ndemonstrated need for such assistance. Priorit}- is given first to sophomore, junior, or senior \nstudents. Interest is charged at a five percent annual rate beginning nine months after the borrower \nceases to be at least a half-time student (a minimum course load of six semester hours). \nInformation regarding repayment terms, deferment and cancellation options is available in the \nOffice of Financial Aid. \n\nFederal Stafford (Subsidized and Unsubsidized) Loans are long-term loans \navailable through banks and other lending institutions. Students must submit the FAFSA and be \nattending at least half time to receive consideration. A separate Master Promissory Note (MPN) \nis also required. Information regarding repayment terms, deferment and cancellation options are \navailable in the Office of Financial Aid. \n\nFederal PLUS Loans are relatively long-term loans available through banks and other \nlending institutions. Parents desiring to seek a loan from this program should consult the various \nlenders indicated on the Oglethorpe Universit}^ Lender List for additional information. This Ust \nmay be found in the current \"Financial Aid Info Guide\" available in the Office of Financial .Aid. \n\n\n\n37 \n\n\n\nChoral Music Scholarships (Performance) are awarded annually to incoming students \npursuing any degree offered at Oglethorpe who demonstrate exceptional achievement in choral \nsinging or kej'board accompanying. Candidates must be nominated with a letter of \nrecommendation by the conductor of their choral ensemble on a special form obtainable from \nthe Director of Musical Activities at Oglethorpe. \n\nPlaymakers Scholarships (Performance) are awarded annually to current students who \nhave demonstrated exceptional ability in the area of dramatic performance and a strong \ncommitment to Oglethorpe's theatre program. Awards are based on abiUt}', not financial need. \n\nNote: Dual-degree students in art and engineering may not use Oglethorpe assistance \nto attend other institutions. \n\n\n\n38 \n\n\n\nAcademic Policies Governing Student Financial Aid \n\nApplicants for federal aid, state grants, or institutional need-based programs must be \nmaking sadsfactorv progress toward the completion of their degree requirements and be in good \nacademic standing with the Universit)' in order to receive financial aid consideration. Students \nmust meet at least the following requirements: \n\n1. Satisfactory Completion Ratio  Students must satisfactorily complete at least 75 \npercent of the cumulative course work attempted at Oglethorpe Universit}'. \nUnsatisfactorv grades that count against the student's progress are: \n\nD  If a \"C-\" or better is required for the major \n\nF  Failure \n\nFA  Failure bv Absence \n\nNG - No Grade \n\nW - Withdrew Passing \n\nWF - Withdrew Failing \n\nWX  Grade Withdrawn/ Freshman Forgiveness Policy \n\nI  Incomplete \n\nU  Unsatisfactory \n\nAU - Audit \n\n2. Repeated Courses  Courses that are being repeated will not be considered when \ndetermining financial aid eligibiUt}' unless a grade of at least a \"C\" is required to fulfill \nthe degree requirements. The student must notify the Office of Financial Aid if a course \nis being repeated. \n\n3. Good Academic Standing and Maximum Time Frames  Students must remain in \ngood academic standing by achieving the minimum cumulative grade-point average and \nbv completing their degree requirements within the maximum time frames Listed below: \n\n\n\nNumber of Hours \n\n\nMinimum Cumulative \n\n\nMaximum Years to \n\n\nEarned \n\n\nGrade-Point Average \n\n\nComplete Program * \n\n\n0-24 \n\n\n1.50 \n\n\n\n\n1 \n\n\n25-35 \n\n\n1.50 \n\n\n\n\n2 \n\n\n36-48 \n\n\n1.75 \n\n\n\n\n2 \n\n\n49-64 \n\n\n1.75 \n\n\n\n\n3 \n\n\n65-72 \n\n\n2.00 \n\n\n\n\n3 \n\n\n73-96 \n\n\n2.00 \n\n\n\n\n4 \n\n\n97-120 \n\n\n2.00 \n\n\n\n\n5 \n\n\n121-144 \n\n\n2.00 \n\n\n\n\n5 \n\n\n\n* Based upon full-time enrollment. The maximum time frame for students enrolled part \ntime will be pro-rated. Students who earn over 144 hours will not be eligible for financial \naid unless approved through the appeal process. \n\n4. Academic Standing Consistent with Graduation Requirements - Students who \nhave completed their second academic year (measured as a period of time, not grade \nlevel) must maintain at least a 2.0 cumulative grade-point average in order to be \nacademically consistent with Oglethorpe Universit}'s graduation requirements. \n\n\n\n39 \n\n\n\n5. Annual Review - The satisfactory progress requirements will be reviewed at the \ncompletion of each spring semester. If the student is not meeting these requirements, \nwritten notificadon will be sent to the student placing him or her on \"Financial ^-Vid \nProbation\" for the fall semester. The student may continue to receive aid during this \nprobationary period but will be encouraged to enroll in summer session courses at \nOglethorpe Universit}' in order to make up the deficiency. Any student who is not in \ncompliance with the requirements by the end of the fall probationar}' period will not be \neligible for financial aid for the spring or subsequent sessions until the requirements are \nmet or a written appeal is submitted and approved. \n\n6. Appeal Process - If significant mitigating circumstances have hindered a student's \nacademic performance and the student is unable to make up the deficiencies bv the end \nof the financial aid probationary period, the student may present those circumstances in \na written appeal to the Admission and Financial Aid Committee. Documentation to \nsupport the appeal, such as medical statements, should also be presented. The appeal \nshould be submitted to the Office of Financial Aid at least two weeks prior to the start \nof the semester for which the student wishes to receive consideration. The student will \nbe notified in writing if the appeal has been approved or denied. \n\nApplication Procedure \n\nStudents applying for the Georgia Tuition Equalization Grant and HOPE Scholarship \nprograms for the first time must submit a Georgia Tuition Equalization Grant Application which \nmay be obtained from the Georgia Student Finance Commission Web site at irmi'.gsfc.org. The \napplication may also be completed online at that site. \n\nSmdents meeting the requirements for an Oglethorpe Scholars Award (OSA) are \nconsidered for such based on their admission application. Students applying for an Oglethorpe \nChristian Scholarship must complete the appropriate scholarship application, which mav be \nobtained from the Admission Office. \n\nThe application procedures for the Federal Pell Grant, Federal Supplemental \nEducational Opportunity Grant, Federal Perkins Loan, Oglethorpe Need-based Grant, Federal \nStafford Loan, Federal Work-Study Program, and Leveraging Educational Assistance Program are \nas follows: \n\n1. Apply and be admitted as a regular degree-seeking student. \n\n2. Complete the Free Application for Federal Student Aid (FAFSA) after January 1 , but no \nlater than May 1 . Students should keep a copy of the FAFSA before submitting it to the \nfederal processor. The original FAFSA may be filed electronically at \nhttp: 1 1 mmv.fafsa.ed.gov or mailed to the processor using the paper form. Oglethorpe's \nFederal Code is 001586. \n\n3. Once the FAFSA has been received and processed by the federal processor, an \nInstitutional Student Information Record (ISIR) will be sent to the Office of Financial \nAid. \n\n4. Keep copies of all federal income tax returns, etc. as these documents may be required \nin order to verify the information provided on the FAFSA. \n\n5. Complete Oglethorpe's Financial Aid Application, which is available from the Office of \nFinancial Aid. \n\n\n\n40 \n\n\n\n6. New students who are offered employment through the Federal Work-Study Program \nmust complete the Student Employment Application form. This form will be sent as \nneeded. \n\n7. If eligible for a Federal Stafford Loan or Federal PLUS Loan, a Master Promissory Note \n(MPN) must be completed. Contact the Office of Financial Aid for more information. \n\nFederal Aid Eligibility Requirements \n\n1. Demonstrate financial need (exception: Federal Unsubsidized Stafford Loan and Federal \nPLUS Loan programs). \n\n2. Have a high school diploma or a General Education Development (GED) certificate or \npass an independendy administered test approved by the U.S. Department of Education. \n\n3. Be enrolled as a regular degree-seeking student in an eligible program. \n\n4. Be a U.S. citizen or eligible noncitizen. \n\n5. Generally, have a social security number. \n\n6. Register with Selective Service, if required. \n\n7. Must not owe a refund on any grant or loan; not be in default on any loan or have made \nsatisfactory arrangements to repay any defaulted loan; and not have borrowed in excess \nof the loan limits, under Tide IV programs, at any institution. \n\n8. Make satisfactory academic progress. Refer to the Academic Policies Governing Student \nFinancial Aid. \n\n9. May not be a member of a religious community', societ}', or order who by direction of \nhis or her community, societ}' or order is pursuing a course of study at Oglethorpe, and \nwho receives support and maintenance from his or her community, societ}', or order. \n\nPayment of Awards \n\nAll awards, except Federal Work-Study earnings, and some Federal Stafford Loans, and \nFederal PLUS Loans, are disbursed to students by means of a direct credit to their account. \nFinancial aid disbursements are made on a semester-by-semester basis only; disbursement of all \nawards is dependent upon final approval by the Director of Financial Aid. Only when a student's \nfde is complete can aid be credited to the account. \n\nRenewal of Awards \n\nRenewal FAFSA information is provided to students by the U.S. Department of \nEducation. Students must meet the eligibilit}' requirements indicated above and file the \nappropriate applications for each program. The preferred deadline for receipt of a completed \nfinancial aid file is May 1. Applicants whose files become complete after this time will be \nconsidered based upon availability' of funds. \n\nFor renewal of the Oglethorpe Scholars Award, all smdents must maintain a cumulative \ngrade-point average consistent with good academic standing. A 3.2 or higher grade-point average \nis required for renewal of a James Edward Oglethorpe scholarship. \n\n\n\n41 \n\n\n\nStudents who fail to meet the cumulative grade-point average requirement may attend \nOglethorpe's summer school program in order to make up deficiencies. Courses taken elsewhere \nwill not affect the cumulative grade-point average at Oglethorpe. \n\nIn addition to the cumulative grade-point average requirement, students must earn at \nleast 24 semester hours during the current academic year. Students who are deficient in the \nnumber of hours required might attend summer school at Oglethorpe. Students also have the \nopfion of submitting a written appeal to the Admission and Financial Aid Committee. \n\nStudents who meet the scholarship renewal criteria will have their awards automatically \nrenewed for the next academic year. \n\nEndowed Scholarships \n\nOglethorpe Scholars may receive special recognition of their outstanding achievement \nby being named as an endowed or annual scholar. Selection of this honoran,' designation is based \nupon the criteria outlined below: \n\nThe Ivan Allen Endowed Scholar: Funding was established by a grant from The \nAllen Foundation, Inc., of Atianta, in memory of Ivan Allen Sr., who was a Trustee of the \nUniversity for many years and General Chairman of the first major fundraising campaign. The \nIvan AUen family and Foundation are long-time benefactors of the Universit}-. Ivan Allen \nScholars must be from the Southeast, have at least a 3.2 grade-point average, leadership ability \nand demonstrated financial need. \n\nThe Marshall A. and Mary Bishop Asher Endowed Scholar: Funding was \nestablished by the Asher family in 1988. The late Mr. and Mrs. Asher were both alumni (classes of \n1941 and 1943 respectively) and both served for many years as Trustees of the Universit\\; The \nscholarship is awarded to a superior student in science. \n\nThe Keith Baker Endowed Scholarship: Funding was established by former smdents \nin honor of Professor Keith Baker, a valued member of the Oglethorpe accounting facult\\- from \n1983 to 1999. This scholarship is awarded annually to a junior majoring in accounting. The smdent \nmust demonstrate a strong academic record, active campus and communit\\' involvement, relevant \nwork experience, and aspirations for a career in the field of accounting. \n\nThe Bank of America Scholars Program: This endowed scholarship program was \nestablished in 1999 by Bank of America, formerly NationsBank, and is awarded to students \nmajoring in business or computer science. \n\nThe Earl Blackwell Endowed Scholar: Earl Blackwell, distinguished publisher, \nplaywright, author, and founder of Celebrit}' Services, Inc., headquartered in New York, \nestablished this scholarship for deserving students with special interest in English, journalism, or \nthe performing arts. Mr. Blackwell was a 1 929 graduate of the University. \n\nThe Class of 1963 Endowed Scholar: Funding was established through the efforts of \nthe class of 1963. The intention of this scholarship is \"to give to others, so thev too can be \nenriched by an Oglethorpe education.\" \n\nThe Miriam H. and John A. Conant Endowed Scholar: Funding was established bv \nMrs. Miriam H. \"Bimby\" and Mr. John A. Conant, long-time benefactors of Oglethorpe and both \nrecipients of Oglethorpe Honorary Doctor of Humane Letters degrees. Mrs. Conant served as a \nTrustee of the Universit)' from 1981 until her death in January 2003. Scholarsliips are awarded \nannually to superior students with leadership abilit}'. \n\n\n\n42 \n\n\n\nThe Michael A. Corvasce Memorial Endowed Scholar: Funding was established by \nDr. and Mrs. Michael Corvasce of Hauppauge, New York, and friends in memory of Michael \nArchangel Corvasce, class of 1979. The scholarship recipient is selected from the three pre- \nmedical students who have the highest cumulative grade-point average through their junior years \nand plan to attend an American medical school. This scholarship, which perpetuates Michael \nArchangel Corvasce's interest in Oglethorpe and medicine, takes into consideration the moral \ncharacter of the candidates as well as their academic qualifications. \n\nThe Estelle Anderson Crouch Endowed Scholar: This funding is the first of three \nscholarships given by Mr. John W. Crouch, class of 1929 and a former Trustee of the Universit}' and \nwas established in memory of Mrs. Estelle Anderson Crouch, the mother of John Thomas Crouch, \nclass of 1965. Mrs. Crouch died in 1960. It is awarded annually without regard to financial need to \nstudents who have demonstrated high academic standards. \n\nThe Katherine Shepard Crouch Endowed Scholar: Funding was given in memorv of \nMrs. Katherine Shepard Crouch by Mr. John W. Crouch and is awarded annually based upon \nacademic achievement. \n\nThe Cammie Lee Stow Kendrick Crouch Endowed Scholar: This is the third \nscholarship endowed by Mr. Crouch and is awarded annually based upon academic achievement \nin memory of Mrs. Cammie Lee Stow Kendrick Crouch. Mr. and Mrs. Crouch were classmates at \nOglethorpe and graduates in the class of 1929. \n\nThe Karen S. Dillingham Memorial Endowed Scholar: Funding was provided by \nMr. and Mrs. Paul L. Dillingham in loving memory of their daughter. Mr. Dillingham is a former \nTrustee and served for several years as a senior administrator of the Universit}-. The scholarship \nis awarded each year to an able and deserving student. \n\nThe R. E. Dorough Endowed Scholar: Funding was established by a gift from Mr. \nDorough's estate. Scholarships from this fund are awarded to able and deserving students based \non the criteria outlined in his will. Mr. Dorough was a former Trustee of the Universit\\^. \n\nThe William A. Egerton Memorial Endowed Scholar: Initial funding was \nestablished in 1988 by alumni Franklin L. Burke '66, Robert B. Currey '66, and Gary C. Harden \n'69 who encouraged other alumni and friends to assist in establishing this endowed scholarship \nfund in memory of Professor Egerton, a highly respected member of the facult}' from 1956 to \n1978. The scholarship is awarded to a smdent with strong academic record and demonstrated \nleadership skills who is majoring in business administration. \n\nThe Ernst \u0026 Young Endowed Scholar (formerly Ernst \u0026 Whinney): Funding was \nestablished in 1981 through the efforts of Murray D. Wood, a former vice chairman at Ernst \u0026 \nWhinney and by a gift from the accounting firm of Ernst \u0026 Whinney of Cleveland, Ohio. \nScholarship preference will be given to superior students who are majoring in accounting. \n\nThe Henry R. \"Hank\" Frieman Endowed Scholar: Funding was established by Mr. \nFrieman, class of 1936. An outstanding athlete during his days at Oglethorpe, Mr. Frieman spent \na career in coaching. He is a member of the Oglethorpe Athletic Hall of Fame. This scholarship \nis awarded annually based on academic achievement, leadership qualities, demonstrated need, and \na special interest in sports. \n\nThe Charles A. Frueauff Endowed Scholar: Funding was established by grants from \nthe Charles A. Frueauff Foundation of Littie Rock, Arkansas. Scholarship preference is given to \nable and deserving smdents from middle-income families who do not quaUfi,' for governmental \nassistance. The criteria for selection also include academic abiHt}' and leadership potential. \n\nThe Lu Thomasson Garrett Endowed Scholar: Funding was established in honor of \nLu Thomasson Garrett, class of 1952, a former Trustee of the University', and a recipient of an \nOglethorpe Honorary Doctor of Humane Letters degree. Preference for awarding scholarships \nfrom this fund is given to students who meet the criteria for an Oglethorpe Scholars Award and \nare majoring in education or business administration. \n\n43 \n\n\n\nThe Georgia Power Company Endowed Scholar: Funding was established bv a grant \nfrom the Georgia Power Company of Atlanta. The fund will provide scholarship support for able \nand deserving students from Georgia. Georgia Power Scholars must have at least a 3.2 grade-point \naverage, leadership abiUt}' and must demonstrate financial need. \n\nThe Goizueta Endowed Scholar: Established by grants from the Goizueta \nFoundation, this endowment provides need-based scholarships for Hispanic smdents who reside \nin the United States. Participation in high school extracurricular activities and an evaluation of the \nsmdent's potential to succeed at Oglethorpe is considered. \n\nThe Walter F. Gordy Memorial Endowed Scholar: Funding was established in 1994 \nwith a bequest from the Estate of William L. Gordy, class of 1925. Walter Gordy was also an \nalumnus of Oglethorpe, class of 1924. The scholarship fund was increased in 1995 with a bequest \nfrom the Estate of Mrs. William L. (Helene) Gordy. Scholarships from this fund are awarded at \nthe discretion of the University. \n\nThe Bert L. and Emory B. Hammack Memorial Scholar: This is one of three \nscholarships established by gifts from Mr. Francis R. Hammack, a member of the class of 1927 \nand brother of Bert L. and Emory B. Hammack. This scholarship, established in 1984, is awarded \nannually to a senior student majoring in science or mathematics, who is a native of Georgia and \nwho had the highest academic grade-point average of all such students who attended Oglethorpe \nUniversity in his/her previous undergraduate years. \n\nThe Francis R. Hammack Scholar: Established in 1990, this fund is the second \nendowed financial assistance program created by Mr. Hammack, a member of the class of 1927. \nIt is to be awarded annually to a needy but worthy student who is a native of Georgia, a junior \nclass member majoring in English, and has attended Oglethorpe University' in his/her prexious \nundergraduate years. \n\nThe Leslie U. and Ola Ryle Hammack Memorial Scholar: Funding of this third \ngift was established in 1985 by Francis R. Hammack, class of 1927, in memory of his parents. It \nis awarded annually to a junior class student working toward the Bachelor of Business \nAdministration degree, who is a native of Georgia and who had the highest academic grade-point \naverage of all such students who attended Oglethorpe Universit\\' in his/her previous \nundergraduate years. \n\nThe Harold Hirsch Foundation Endowed Scholarship: Established in 1981 by the \nHarold Hirsch Foundation with the intent of assisting non-traditional age smdents, this scholarship \nis awarded annually to students enrolled in the Universit\\? College program. \n\nThe Ira Jarrell Endowed Scholar: Funding was established in 1975 to honor the late \nDr. Jarrell, former Superintendent of Atianta Schools and a 1928 graduate of Oglethorpe. It is \nawarded annually in the fall to a new student who is a graduate ot an Atianta public high school \nstudying teacher education. Should there be no eligible applicant, the award may be made to an \nAtianta high school graduate in any field, or the Universit}' may award the scholarship to any \nworthy high school graduate requiring assistance while working in the field of teacher education. \n\nThe Nancy H. Kerr Endowed Scholarship: Funding was established by Margaret \nO.Y. Chin, class of 1987, in honor of former Oglethorpe Universit}' Professor of Psychology and \nProvost Nancy H. Kerr. Scholarships are awarded annually to student(s) who demonstrate \nsuperior academic achievement, leadership potential, and active communit}^ involvement. \n\nThe Mary Jane Stuart Kohler Memorial Scholarship Fund: The Fund was \nestablished by family and friends in memory of Mrs. Kohler, a 1990 graduate. The scholarship is \nawarded to a junior or senior female student who demonstrates strong involvement in campus life, \na positive outiook coupled with diligence and commitment to all she undertakes, and at least a 3.0 \ngrade-point average. \n\n\n\n44 \n\n\n\nThe Lowry Memorial Scholar: Established by a bequest from Emma Markham Lowry \nin 1923, awards are made to students who \"desire an education but are unable to secure the same \nbecause of a lack of funds.\" \n\nThe Vera A. Milner Endowed Scholar: Funding was established by Belle Turner \nLynch, class of 1961 and a Trustee of Oglethorpe, and her sisters, Virginia T Rezetko and Vera \nT. Wells, in memory of their aunt, Vera A. Milner. The scholarship is awarded annually to a fuU- \ntime student planning to study at Oglethorpe for the degree of Master of Arts in Teaching in \nEarly Childhood Education. Eligibility may begin in the undergraduate junior year at Oglethorpe. \nQualifications include a grade-point average of at least 3.25, a Scholastic Assessment Test or \nGraduate Record Examinadon score of 1100, and a commitment to teaching. \n\nThe Virgil W. and Virginia C. MUton Endowed Scholar: Funding was established \nthrough the gifts of their five children. Mr. Milton was a 1929 graduate of Oglethorpe Universit}' \nand a former chairman of the Board of Trustees. He received an Honorary Doctor of Commerce \ndegree from Oglethorpe in 1975. This scholarship is awarded based on the applicant's financial \nneed, academic achievement, and leadership ability. \n\nThe Dr. Keiichi Nishimura Endowed Scholar: Funding was established by his \nfamily in memory of Dr. Keiichi Nishimura, a Methodist minister who served in the poor areas \nof Tokyo for over 50 years. The scholarship is awarded to able and deserving international \nstudents and is based on financial need, academic achievement, and leadership potential. \n\nThe Oglethorpe Christian Endowed Scholar: Funding was established by a grant \nfrom an Adanta foundation which wishes to remain anonymous. The fund also has received grants \nfrom the Akers Foundation, Inc., of Gastonia, North CaroUna; the Clark and Ruby Baker \nFoundation of Adanta; and the Mary and E. P. Rogers Foundation of Atlanta. Recipients must be \nlegal residents of Georgia and have graduated from Georgia high schools. High school applicants \nmust rank in the top quarter of their high school classes and have Scholastic Assessment Test \nscores of 1100 or more; upperclassmen must have a grade-point average of 3.0. Applicants must \nsubmit a statement from a local minister attesting to their religious commitment, active \ninvolvement in a local church. Christian character, and promise of Christian leadership and \nservice. The Oglethorpe Christian Scholarship Committee interviews applicants. \n\nThe Oglethorpe Memorial Endowed Scholar: Funding was established in 1994 by \ncombining several existing scholarship funds created over the previous tu'o decades. This fund \nalso allows persons to establish memorials with amounts smaller than would otherwise be \npossible. The following are honored in the Oglethorpe Memorial Endowed Scholarship Fund: \n\nAllen A. and Mamie B. Chappell \n\nDondi Cobb Memorial \n\nLenora and Alfred Glancy Foundation \n\nGolden Petrel Memorial \n\nDiane K. Gray \n\nP D. M. Harris \n\nWilliam Randolph Hearst \n\nAnna Rebecca Harwell HUl and Frances Grace Harwell \n\nGeorge A. HoUoway Sr. \n\nElliece Johnson Memorial \n\nRay M. and Mary Elizabeth Lee Foundation \n\n\n\n45 \n\n\n\nThe Manning M. Pattillo Jr. Endowed Scholar: Funding was established in 1988 by \nthe Oglethorpe Nadonal Alumni Associadon from gifts received from many alumni and friends. \nDr. Pattillo was Oglethorpe's 13* president, serving from 1975 until his retirement in 1988. In \nrecognition of his exemplary leadership in building an academically strong student body and a \ngifted faculty, the scholarship is awarded to an academically superior smdent with demonstrated \nleadership skills. \n\nThe E. Rivers and Una Rivers Endowed Scholar: Funding was established by the \nlate Mrs. Una S. Rivers to provide for deserving students who qualify for the Oglethorpe \nScholars Award. \n\nThe Fred C. Robey Endowed Scholar: Funding was established by Fred C. Robey, a \n1997 graduate of Oglethorpe University. This scholarship is awarded based upon financial need \nto students enrolled in University College. \n\nThe J. Mack Robinson Endowed Scholar: Funding was established by Adanta \nbusinessman J. Mack Robinson. It is awarded to a deserving student who meets the general \nqualifications of the Oglethorpe Scholars Award. Preference is given to students majoring in \nbusiness administration. \n\nThe John P. Salamone Endowed Scholar: This scholarship was established bv Ben \nSalamone in honor of his son, John P. Salamone, a graduate of the class of 1986 who died in the \nWorld Trade Center attack on September 11, 2001. The scholarship is awarded annuallv to a \nstudent leader from New Jersey, New York, or Connecticut who is involved, or demonstrates the \npotential to be involved, in campus activities such as the intramural program, the athletic program, \netc. Preference is given to a male student from New Jersey. \n\nThe Steve and Jeanne Schmidt Endowed Scholar: Funding was established bv jVIr. \nand Mrs. Schmidt to support an outstanding student based upon high academic achievement and \nleadership in student affairs. Mr. Schmidt, class of 1940, is a former Chairman of the Board of \nTrustees and a recipient of an Oglethorpe Honorary Doctor of Laws degree. Mrs. Schmidt is a \nmember of the class of 1942. \n\nThe Timothy P. Tassopoulos Endowed Scholar: Funding was established in 1983 by \nS. Truett Cathy, founder of Chick-fil-A Inc., in honor of Timothy P. Tassopoulos, a 1981 graduate \nof Oglethorpe University. This scholarship is awarded to individuals who demonstrate academic \nachievement and leadership abilit}'. \n\nThe Dr. Heyl G. and Ruth D. Tebo Endowed Scholar: Funding was established bv \nDr. and Mrs. Tebo in 1994 to support Georgia residents majoring in chemistry, biology or other \nsciences. Preference is given to students who plan to do graduate smdy in medicine, dentistry or \nother specialties in the health sciences field. Dr. Tebo is an alumnus of Oglethorpe, class of 1937. \n\nThe J. M. TuU Scholar: Funding was established by a gift from the |. M. Tull \nFoundation in 1 984. Scholarships are awarded annually to superior smdents with leadership abilit}- \nas weU as financial need. \n\nThe United Technologies Corporation Endowed Scholar: Funding was established \nby a grant from the United Technologies Corporation, Hartford, Connecticut. The fund proxides \nscholarship support for able and deserving students who are majoring in science or pursuing a pre- \nengineering program. United Technologies Scholars must have at least a 3.2 grade-point average \nand leadership ability, as well as financial need. \n\n\n\n46 \n\n\n\nThe Charles Longstreet Weltner Memorial Endowed Scholar: Funding was \nestablished in 1993 by former United States Senator Wychc Fowler Jr., his longtime friend and \ncolleague. An alumnus of the class of 1948 and trustee of Oglethorpe Universit}', Charles \nWeltner was Chief Justice of the Supreme Court of Georgia at the time of his death in 1 993. He \nwas the recipient of the \"Profile in Courage\" award in 1991 and a recipient of an Oglethorpe \nHonorary Doctor of Humane Letters degree. He was a tireless advocate for equal rights for \nminorities and, while serving in the United States House of Representatives, was the only \ncongressman from the Deep South to vote for the Civil Rights Act of 1964. Weltner Scholarships \nare awarded annually to selected Oglethorpe students who are residents of the State of Georgia \nwith financial need, satisfactory academic records, and, to the extent allowed by law, of African- \nAmerican descent. At the donor's request, the amount of the scholarship award to any recipient \nis to be no more than one-half of fuU tuition in order to encourage student recipients to work \nto provide required additional funds. \n\nThe L. W. \"Lefty\" and Frances E. Willis Endowed Scholar: Funding was \nestablished by the family of the late L. W. \"Lefty\" Willis, class of 1925. Preference will be given \nto outstanding students who are pursuing a pre-engineering program. This award is based on \nacademic achievement, leadership abiUt}', and financial need. \n\nThe Vivian P. and Murray D. Wood Endowed Scholar: Funding was established by \ngifts from Mr. and Mrs. Murray D. Wood. Mr. Wood is a former vice chairman of the Board of \nTrustees and former chairman of Oglethorpe University's Campaign for Excellence. Scholarship \npreference is given to superior students who are majoring in accounting. \n\nThe David, Helen, and Marian Woodward Endowed Scholar: Funding was \nestablished by grants from the David, Helen, and Marian Woodward Fund of Atianta to provide \nassistance to students who meet the criteria for an Oglethorpe Scholars Award. The award is based \nupon superior academic achievement, leadership potential, and financial need. \n\nThe Louise H. Woodbury Endowed Scholar: Funding was established by the late \nMrs. Louise H. Woodbury. Scholarship preference is given to a worthy student in need. \n\nAnnual Scholarships \n\nThe BCES Foundation Urban Leadership Scholar: Funding is provided annuaUv \nfor a sophomore, junior, or senior who is enrolled in the Rich Foundation Urban Leadership \nProgram. \n\nFirst Families of Georgia (1733 to 1797) Annual Scholar: Funding is awarded to an \nacademically superior senior majoring in history. First Families of Georgia is a society- whose \nmembers are able to document their descent from early settiers of the State of Georgia. \n\nThe Wilson P. Franklin Annual Scholar: Funding is awarded to a deser\\'ing student. \nMr. Franklin, class of 1939, established this scholarship with a gift in 1995. \n\nThe Mack A. Rikard Annual Scholar: Funds were established in 1990 by Mr. Mack \nA. Rikard, class of 1937 and a former Trustee of the University. He received an honorary Doctor \nof Commerce degree from Oglethorpe in 1 992. Funds are awarded to able and deserving students \nwho meet certain criteria. The criteria are flexible, with consideration being given to a number of \nfactors, including without limitation academic achievement, leadership skills, potential for success, \nevidence of propensity for hard work, and a conscientious application of abilities. Recipients must \nbe individuals born in the United States of America and are encouraged, at such time in their \nbusiness or professional careers when financial circumstances permit, to pro\\ide from their own \nfunds one or more additional scholarships to worthy Oglethorpe students. \n\nThe Lettie Pate Whitehead Foundation Scholar: Grants have been made annually \nfor a number of years to Christian women from the Southeastern states who are deser\\ing and in \nneed of financial assistance. \n\n47 \n\n\n\nEndowed Professorships and Lecture Series \n\n\n\nFrances I. Eeraerts Professor of Foreign Language: This professorship was \nestablished in 1 997 by a bequest from the estate of Miss Eeraerts, a non-traditional student who \ngraduated in 1976. \n\nMilner Professor of Education: The Milner Professorship was established in 1988 by \nthe Vera A. Milner Charitable Trust. The trustees of the Milner Trust, Belle Turner Lynch, class \nof 1961, Virginia Turner Rezetko, and Vera Turner Wells, created the professorship in honor of \ntheir aunt. Vera A. Milner. The holder of the professorship is a scholar in early childhood \neducation. \n\nManning M. Pattillo Jr. Professor of Liberal Arts: This professorship was \nestablished in 1991 through the generosit}' of Miriam H. and John A. Conant and the John H. and \nWilheknina D. Harland Charitable Foundation in honor of Dr. Pattillo, the 13* president of \nOglethorpe from 1975 to 1988. The professorship honors the work of an outstanding faculty- \nmember. A new Pattillo Professor is chosen every two years. \n\nThe Mack A. Rikard Chair in Business Administration and Economics and \nLecture Series: The Mack A. Rikard Chair supports a scholar in business administration or \neconomics, advancing Mr. Rikard's own interest in the free enterprise system. The chair also \ncoordinates the Rikard Lecture Series, aimed at helping college students understand current issues \nin business. Established in 1991 by Mr. Rikard, a 1937 alumnus and an honorary degree recipient, \nthe lectures bring to campus guest speakers who are recognized leaders in their professions. The \nseries is intended to foster in students a particular appreciation of economics. \n\n\n\nEndowed Prize Funds \n\n\n\nThe Lu Thomasson Garrett Annual Award for Meritorious Teaching: This prize \nwas created in 1994 through the generosit}' of Mr. and Mrs. David (Lu La Thomasson) Garrett. \nThe late Mrs. Garrett was a 1952 graduate, an Oglethorpe honorary degree recipient, and member \nemerita of the Board of Trustees. The prize is awarded annually to an outstanding faculr\\' member \nselected by a committee of his or her peers. \n\nThe Anne Rivers Siddons Award: This fund was endowed by Anne Rivers Siddons, \nthe celebrated novelist, former member of the Board of Trustees, Oglethorpe honorarv degree \nrecipient, and daughter of L. Marvin Rivers, a 1928 graduate. The prize is awarded annuaUv to a \ngraduating senior majoring in English who has submitted the best work of short fiction. \n\n\n\nSpecial Purpose Named Endowed Funds \n\n\n\nThe Herman Daughtry Fund: This fund was established in 1980 by a gift from the \nDaughtry Foundation. It provides support for professional travel and scholarship bv the President \nand for special projects relating to the Office of the President. \n\nThe Grenwald Faculty Salary Endowment: This fund was established in 1991 bv a \nbequest from Edward S. Grenwald. Mr. Grenwald was a law professor before coming to Adanta \nto engage in the private practice of law. He served as a member of the Oglethorpe Universin' \nBoard of Visitors and of the Board of Trustees. The fund is part of the Universirv s permanent \nendowment and, at Mr. Grenwald's request, used primarily for the enhancement of facult\\- salaries. \n\nThe Eugene W. Ivy Endowment Fund: Established bv planned gifts from Mr. l\\-\\\\ a \n1949 graduate of Oglethorpe, the Fund provides unrestricted income to the Universin\". \n\n\n\n48 \n\n\n\nThe National Endowment for the Humanities Core Curriculum Endowment: In \n\n1996, Oglethorpe Universit}' was awarded a challenge grant in the amount of 5300,000, which \nenabled the University to raise a total of $1.1 million for an endowment to support the Core \nCurriculum and library purchases for the Core. \n\nThe Cemal and Armagan Ozgorkey Entrepreneurial Endowment Fund: Created \nin 2001 by Cemal, class of 1984, and Armagan, class of 1985, Ozgorkey, the fund supports \nentrepreneurial acdvities in the Division of Economics and Business Administradon. Such \nacdvities include residencies by guest entrepreneurs and business plan competidons. \n\nThe Pattillo Faculty Lounge Endowment Fund: Created in 2000 by the PatdUo \nFamily Foundation in honor of Manning M. PatdUo Jr., the 13\"^^ president of Oglethorpe, this \nfund provides a permanent source of funds to maintain and improve the Facult}' Lounge on the \nthird floor of Hearst Hall. \n\nThe Garland Pinholster Fund for Academic and Athletic Excellence: The fund \nwas established in 1995 by friends and admirers in honor of Mr. Pinholster, who served as Athletic \nDirector and Head Basketball Coach from 1956 to 1966. Mr. Pinholster received an honorary \nDoctor of Humane Letters from Oglethorpe in 2004. The fund provides incremental funding \nbeyond the Athletic Department's normal operating budget. \n\nThe Rich Foundation Urban Leadership Program Endowment: Established in \n1996 by the Rich Foundation, this endowment provides funding for the Rich Foundation Urban \nLeadership Program, a certificate program that challenges its participants to pursue their \nleadership potential while utilizing the cit}' of Atianta as a living laboratory. \n\nThe Philip Weltner Endowment: This fund was created in 1981 by memorials to Dr. \nPhilip Weltner, the sixth president of Oglethorpe. Earnings from the fund support instruction in \n\"human understanding, citizenship, and communit}' service,\" three of the pillars of the \nOglethorpe curriculum during the Weltoer years, 1944 to 1953. \n\nStudent Emergency Loan Funds \n\nThe Olivia Luck King Student Loan Fund provides short-term loans to enrolled \nsmdents from Georgia. Her husband, Mr. C. H. King of Marietta, Georgia, established the fund \nin memory of Mrs. King. Mrs. King was a member of the class of 1942, and Mr. King received \nhis master's degree from Oglethorpe in 1936. \n\nThe David N. and Lutie P. Landers Revolving Loan Fund pro\\ades short-term \nloans for needy and deserving students. The fund was established by a bequest from the estates \nof Mr. and Mrs. Landers of Atianta. \n\nThe Steve Najjar Student Loan Fund provides short-term loans and financial \nassistance to deserving Oglethorpe smdents. The fund was established in memory of Mr. Najjar, \nwho, with his aunt \"Miss Sadie\" Mansour, operated the Five Paces Inn, a family business in the \nBuckhead section of Atianta. The Five Paces Inn was a popular establishment for Oglethorpe \nsmdents for many years. A number of Oglethorpe alumni, especially students in the late 1950s and \nearly 1960s, established this fund in Mr. Najjar's memory. \n\n\n\n49 \n\n\n\n50 \n\n\n\nTuition and Costs \n\n\n\n\nFees and Costs \n\n\n\nThe fees, costs, and dates listed below are for 2004-05. Financial information for 2005- \n06 will be available in early 2005. \n\nThe tuition charged by Oglethorpe University represents only 63 percent of the actual \nexpense of educating each student, the balance coming from endowment income, gifts, and other \nsources. Thus, every Oglethorpe undergraduate is the beneficiary of a hidden scholarship. At the \nsame time, 90 percent of the students are awarded additional financial assistance in the form of \nscholarships, grants, and loans from private, governmental, or institutional sources. \n\nThe tuition is $10,450 per semester. Room and board (subject to size and location) is \n$3,550 per semester. Students who desire single rooms are assessed $4,455 for room and board. \n\nThe tuition of $10,450 is applicable to all students taking 12-17 semester hours. These \nare classified as full-time smdents. Students taking less than 12 semester hours are referred to the \nsection on Part-Time Fees. Students taking more than 17 hours during a semester are charged \n$410 for each additional hour. Payment of tuition and fees is due three weeks prior to registration \neach semester. Failure to make the necessary payments will result in the cancellation of the \nstudent's registration. Students receiving financial aid are required to pay the difference between \nthe amount of their aid and the amount due by the deadline. Students and parents desiring \ninformation about various payment options should request the pamphlet \"Payment Plans.\" New \nstudents who require on-campus housing for the fall semester are required to submit an advance \ndeposit of $300 of which $200 is a damage deposit for the room and $100 is an advance deposit \napplied to student fees. New commuting students are required to submit an advance deposit of \n$100. Such deposits are not refundable. However, the deposit is credited to the student's account \nfor the faU semester. \n\nUpon payment of the room and board fees, each student is covered by a Student \nAccident and Sickness Insurance Plan. Coverage begins on the day of registration. Full-time \nstudents residing off campus may purchase this insurance for $139 per year. International \nstudents, students participating in any intercollegiate sport and students participating in intramural \nfootball or basketball are required to have this medical coverage or its equivalent. (Insurance rates \nare subject to change.) \n\nIn addition to tuition and room and board charges, students mav be required to \nsubscribe to the following: \n\n1. Damage Deposit: A $200 damage deposit is required of all resident students. The \ndamage deposit is refundable at the end of the academic year after any charge for \ndamages is deducted. Room keys and other University propert^\" must be returned and \nthe required checkout procedure completed prior to issuance of damage deposit \nrefunds. Smdents who begin in the spring semester also must pav the $200 damage \ndeposit. \n\n2. Graduating Senior: Degree completion fee of $95. \n\n3. Science Laboratory Fee: An $85 fee is assessed for each laboratorv course taken. \n\n4. Art Fee: A $65 fee is assessed on certain art courses. Courses requiring a fee will be \nnoted in the semester class schedule. \n\n\n\n52 \n\n\n\nFuU-Time Fees - 2004-05 \n\n\n\nFull-time on-campus student: \nFaU, 2004 \n\nTuition $10,450 \n\nRoom \u0026 Board 3,550 \n\nDamage Deposit 200 \n\nActivity Fee 50 \n\nAdvance Deposit 100 \n\nFull-time commuting student: \nFaU, 2004 \n\nTuition $10,450 \n\nActivity Fee 50 \n\nAdvance Deposit 100 \n\n\n\nSpring, 2005 \n\nTuition $10,450 \n\nRoom \u0026 Board 3,550 \n\nDamage Deposit  \n\nAcdvity Fee 50 \n\nAdvance Deposit  \n\n\n\nSpring 2005 \n\nTuition $10,450 \n\nActivity Fee 50 \n\nAdvance Deposit - \n\n\n\nThese schedules do not include the extra cost of single rooms, books and supplies \n(approximately $700 per year), or travel and personal expense. All fees are subject to change. \nPlease inquire with the Business Office for a complete Fee Schedule and for 2004-2005 fees. \n\nPart-Time Fees - 2004-2005 \n\nStudents enrolled part-time in day classes during the fall or spring semesters will be \ncharged $855 per credit hour. This rate is applicable to those students taking 11 semester hours or \nless. Students taking 12 to 17 hours are classified full-time. Please inquire with the Business \nOffice for a complete Fee Schedule. \n\nInstitutional Refund Policy \n\nThe establishment of a refund policy is based on the Universit}''s commitment to a fair \nand equitable refund of tuition and other charges assessed. VCTiile the Universit}' advances this \npolicy, it should not be interpreted as a policy of convenience for students to take Ughtiy their \nresponsibilit}' and their commitment to the Universit}'. The UniversiU' has demonstrated a \ncommitment by admitting and providing the necessary programs and expects students to \nreciprocate that commitment. \n\nIf a student must withdraw from a course or from the Universit}^, an official withdrawal \nform must be obtained from the Registrar's Office and correct procedures followed. The date that \nwiU be used for calculation of a refund for withdrawal or Drop/Add will be the date on which the \nRegistrar receives the official form signed by aU required personnel. AH students must follow the \nprocedures for withdrawal and Drop/Add in order to receive a refund. Students are reminded that \naU changes in their academic programs must be cleared through the Registrar; an arrangement \nwith an instructor will not be recognized as an official change of schedule. \n\nThis policy has direct implications for students recei\\'ing benefits from the \\'^eterans \nAdministration and other federal agencies as these agencies must be notified when a student \nwithdraws or otherwise ceases to attend class. This may result in a decrease in payments to the \nstudent. See Drop and Add and Withdrawal from the Universit)' in the Academic Regulations and \nPolicies section of this B////eti/i. \n\n\n\n53 \n\n\n\nSince the University does not retain the premium for insurance coverage, it will not be \nrefunded after registration day. Since room and board services are consumed on a daily basis, \nduring the period when tuition is to be refunded on a 100 percent basis, the room and board \nrefund wiU be prorated on a daily basis. After the 100 percent tuition refund period, room and \nboard refunds revert to the same schedule as tuition refunds. All other fees except the advanced \ndeposit are subject to the refund schedule as established by the Business Office. \n\nReturn of Title IV Funds Policy \n\nIf a smdent completely withdraws from Oglethorpe Universit}' during the first 60 \npercent of the payment period and has received federal student financial assistance, the school \nmust calculate the amount of federal funds the student \"did not earn.\" This process is required \nto determine if the school and/or the student must return funds to the federal programs. \n\nThe percentage \"not earned\" is the complement of the percentage of federal funds \n\"earned.\" If a student withdraws completely before completing 60 percent of the payment period, \nthe percentage \"earned\" is equal to the percentage of the payment period that was completed. If \nthe smdent withdraws after completing 60 percent of the payment period, the percentage earned \nis 100 percent. If the smdent has received more federal assistance than the calculated amount \n\"earned,\" the school, or the student, or both, must remrn the unearned funds to the appropriate \nfederal programs. \n\nThe school must remrn the lesser of: the amount of federal funds that the smdent does \nnot earn; or, the amount of instimtional costs that the student incurred for the payment period \nmultiplied by the percentage of funds \"not earned.\" The smdent must remrn (or repay, as \nappropriate) the remaining unearned federal funds. An exception is that smdents are not required \nto remrn 50 percent of the grant assistance received that is their responsibilitjf to repay. \n\nIt should be noted that the Institutional Refund Policy and the federal Return of \nTitle IV Funds Policy (R2T4) are separate and distinct. Smdents who completely withdraw after \nOglethorpe's refund period has passed and before the 60 percent point of the payment period mav \nowe a balance to the University previously covered by federal aid. The withdrawal date used in the \nR2T4 calculation varies depending on the individual smdent's simation. Smdents receiving federal \nassistance are advised to consult the Office of Financial Aid before initiating the withdrawal \nprocess to see how these new regulations will affect their eligibilit}^ \n\nSmdent financial aid refunds must be distributed in the following order by federal \nregulation: \n\n1 . Federal Unsubsidized Stafford Loans \n\n2. Federal Subsidized Stafford Loans \n\n3. Federal Perkins Loan Program \n\n4. Federal PLUS loans \n\n5. Federal Pell Grant Program \n\n6. Federal SEOG Program \n\n7. Other federal aid programs \n\n\n\n54 \n\n\n\nFinancial Obligations \n\n\n\nA student who has not met all financial obligations to the Universit)' will not be aUowed \nto register for courses in subsequent academic sessions; he or she will not be allowed to receive a \ndegree from the Universit}^; and requests for transcripts will not be honored. \n\nOglethorpe University retains the right to assess finance charges and /or late fees when \na student's account is past due. In the event a student defaults on pavment of his or her account, \nOglethorpe retains the right to turn the account over to a third-part}' collection agency. Any cost \nof collections will be the responsibilit}' of the student. \n\n\n\n55 \n\n\n\n56 \n\n\n\nStudent Affairs \n\n\n\n\nOrientation \n\n\n\nOglethorpe University provides entering students with the opportunit}' to make a \nsuccessful adjustment to college. The University community's tradition of close personal \nrelationships results in an orientation program that fosters the development of these relationships \nand provides much needed information about the University. \n\nThroughout orientation information is disseminated which acquaints smdents with the \nacademic program and the extracurricular life of the campus communit}-. To supplement the \nstudent's orientation experience, the course Fresh Focus is required for all entering first vear \nstudents during the first semester. For a description of Fresh Focus, please see the Educational \nEnrichment section of this Bulletin. \n\nBeginning in Summer 2004, Oglethorpe University will schedule one-day sessions to \nfamiliarize smdents with the Oglethorpe campus and facilitate the transition to college life. The \nOffice of Student Affairs, in collaboration with the Office of Admission and the Provost and \nSenior Vice President, organizes both the summer orientation sessions and fall orientation to \ncelebrate the induction of students into the Oglethorpe community. \n\n\n\nInternational Student Services \n\n\n\nThe Office of Admission in Lupton Hall and the Office of Smdent Affairs, which is \nlocated in the Emerson Student Center, work together to meet the needs of international smdents. \nThrough a specially designed orientation program and ongoing contacts, the new international \nsmdent is assisted in the process of adjustment to life at an American college. Special tours, host \nfamily programs, and social occasions are available to ensure that smdents can benefit fuUv from \ncross-culmral experiences. The International Smdent Advisor helps smdents with questions related \nto their immigration stams. \n\n\n\nHousing and Meals \n\n\n\nThe residence halls are available to all full-time day smdents. There are single gender and \nco-ed residence halls. A housing staff of Resident Assistants and housing professionals supervise \neach residential area. All freshmen not living at home with a parent or legal guardian are required \nto live on campus. Beginning in the Fall 2005 Semester, all sophomores not li^^ng at home with \na parent or legal guardian are required to live on campus. \n\nAll smdents living in the residence halls are required to participate in a Universit\\' meal \nplan. Meals are served in the Emerson Smdent Center. Nineteen meals are served each week and \nthree different meal plan options are available. Two of these options include flex dollars which \nmay be used at the Oglethorpe Cafe in Goodman Hall. No breakfast is served on Samrdav, \nSunday, or holidays. Instead, a brunch is served from mid-morning until early afternoon. An \nevening meal is also served on these days. \n\nIn addition to the residence halls, there are six Greek houses that accommodate some \nmembers of four fraternities and two sororities. \n\n\n\nHealth Services \n\n\n\nThe Center for Counseling and Health Services is staffed by a registered nurse, a part- \ntime clinic physician, and a licensed psychologist. The center operates on a regular schedule \nduring weekdays when classes are in session and provides basic first aid and limited medical \nassistance for students. \n\n58 \n\n\n\nIn the event additional or major medical care is required, or for emergencies, the \nstudent-patient will be referred to medical specialists and hospitals in the area with which the \nhealth service maintains a working relationship. \n\nWhen it is determined that a student's physical or emodonal health is detrimental to his \nor her academic smdies, group-Living situation, or other reladonships at the Universit}' or in the \ncommunity, the student will be required to withdraw. Re-admission to the Universit}' will be \ncontingent upon acceptable verification that the student is ready to return. The final decision will \nrest with the University. \n\nAll resident students subscribe to a Student Accident and Sickness Insurance Plan \nprovided through the Universit)'. Full-time students Living off campus may purchase this \ninsurance. International smdents and students participating in aU intercollegiate sports and \nintramural football are required to enroll in the Insurance Plan or have equivalent coverage. A \nbrochure is available at the Center for Counseling and Health Services that describes the coverage \nprovided by the plan. \n\nCounseling and Personal Development \n\nCounseling and referrals for professional services are available to students experiencing \na variet)' of personal or social problems. The Center for Counseling and Health Services, staffed \nby a licensed psychologist and assistants, offers individual and group therapy. Special outreach and \nconsultation programs are conducted on campus to provide information and promote \ndevelopment in leadership skills, interpersonal relationships, sexual abuse, eating disorders, and \nsubstance use, among others. The center also offers assistance to students encountering academic \ndifficulties. Time management, test anxiety and stress reduction, and study skills are programs \ndesigned to tackle such issues. \n\nStudent Rights and Responsibilities \n\nAmong the enumerated rights of Oglethorpe Universit}' students are freedom of \nexpression and peacefiil assembly, the presumption of innocence and procedural fairness in the \nadministration of discipline, and access to personal records. \n\nAs members of the Oglethorpe communit}?, students are responsible for maintaining \nhigh standards of conduct and respecting the privacy and feelings of others and the propert}- of \nboth smdents and the Universit}'. Smdents are expected to display behavior that is not disruptive \nof campus life or the surrounding communit}'. They represent the Universit}' off campus and are \nexpected to act in a law-abiding and mature fasliion. Those whose actions show that thev have not \naccepted this responsibility may be subject to disciplinary action as set fordi in the Universit}''s \nsmdent handbook. The O Book. \n\nThe O Book \n\nThe O Book is the smdent's guide to Oglethorpe Universit}'. It contains thorough \ninformation on the history, customs, traditional events, and ser^'ices of the Universit}; as well as \nUniversity regulations. It also contains the full texts of the Oglethorpe Universit}' Honor Code, \nthe E-mail and Computer Use Policy and the Constimtion of the Oglethorpe Smdent Association. \nThis handbook outlines the policies for recognition, membership eligibUit\\', and leadership \npositions for campus student organizations and publications. \n\n\n\n59 \n\n\n\nStudent Role in Institutional Decision Making \n\n\n\nStudent opinions and views play a significant role in institutional decisions affecting their \ninterests and welfare. A comprehensive standardized student opinion survey is administered to \nstudents annually. In addition there is the Core Survey administered in core courses, as well as the \nCourse Assessment in all courses and the Advising Assessment which all students are asked to \ncomplete. Students serve on key academic committees such as the Commencement Committee, \nthe Core Curriculum Committee, the Experiential Education Committee, the Round Tables \nCommittee, and the Teacher Education Council. \n\nParticularly important is the role of elected student government representatives in this \nprocess. The president along with selected other officers of the Oglethorpe Student Association \nmeet regularly each semester with the University's senior staff to discuss smdent body concerns. \nAt least twice each year student government representatives meet with the Campus Life \nCommittee of the Board of Trustees. In addition, the Oglethorpe Student Association \ncollaborates with the President of the University and the senior staff in sponsoring periodic \"town \nmeetings\" to which all students are invited. \n\n\n\nOglethorpe Student Association \n\n\n\nThe Oglethorpe Student Association is the guiding body for student life at Oglethorpe \nUniversity. The O.S.A. consists of three elected bodies: an executive council, composed of a \npresident, two vice presidents, parliamentarian, secretary, treasurer, and presidents of the four \nclasses; the senate, chaired by a vice president, and composed of four senators from each class; \nand, the programming board, chaired by a vice president and composed of the freshman class \npresident, one senator from each class, and three elected representatives from each class. All three \nbodies meet regularly and the meetings are open to the public. The O.S.A. administers a student \nactivity fee that is assessed to all full-time day students. Additional information can be obtained \nfrom the O.S.A. Office or the Student Center Office located on the lower level of the Emerson \nStudent Center. The address is Oglethorpe Student Association, 3000 Woodrow \\Xav, N.E., \nAdanta, GA 30319-2797. \n\n\n\nStudent Organizations \n\n\n\nValuable educational experience may be gained through active participation in approved \ncampus activities and organizations. All students are encouraged to participate in one or more \norganizations to the extent that such involvement does not deter them from high academic \nachievement. Smdents are encouraged especially to join professional organizations associated \\nth \ntheir interests and goals. \n\nEligibility for membership in student organizations is limited to currendv enrolled \nstudents. To serve as an officer of an organization, a student must be enrolled full time and mav \nnot be on academic or disciplinary probation. \n\n\n\n60 \n\n\n\nRecognized Student Organizations \n\n\n\nAlpha Chi  National Academic Honorary \nAlpha Phi Omega - National (Coed) \n\nService Fraternity \nAlpha Psi Omega  Drama Honorary \nAmnesty International \nAtlanta YAD: Jewish Student Union \nBeta Omicron Sigma - Business Honorary \nBlack Student Caucus \nLe Cercle Fran^ais  French Club \nChi Alpha Sigma - National CoUege Athlete \n\nHonor Society \nCircle K \n\nCoUege Democrats \nCollege Republicans \nECOS  Environmentally Concerned \n\nOglethorpe Smdents \nFellowship of Christian Athletes \nFeminist Majority Alliance \nFilm Club \nInternational Club \nInterfraternity Council \nOglethorpe Ambassadors \nOglethorpe Dancers \nOglethorpe YAD Jewish Student \n\nOrganization \nOmicron Delta Kappa  National \n\nLeadership Honorary \nOrder of Omega  Greek Honor Society\" \nOU Cheerleaders \nOU Dancers \nOUTlet - Smdents Against Homophobia \n\n\n\nPanhellenic Council \n\nPhi Alpha Theta - National History \n\nHonorary \nPhi Beta Delta  Honor Society for \n\nInternational Scholars \nPhi Delta Epsilon  International Medical \n\nSociety \nPhi Eta Sigma  Freshman Academic \n\nHonorary \nThe Playmakers  Oglethorpe University \n\nTheatre \nPsi Chi - National Psychology Honorary \nPsychology and Sociology Club \nRho Delta \n\nRho Lambda  Panhellenic Honorary \nSigma Pi Sigma  National Physics \n\nHonorary \nSigma Tau Delta  National English \n\nHonorary \nSigma Zeta  National Science Honorary \nSociety of Physics Smdents (SPS) \nThaUan Society  Philosophical Discussion \n\nGroup \nThe Stormy Petrel Smdent Newspaper \nThe Tower  Literary Magazine \nThe Yamacraiv  Yearbook \nUltimate Frisbee \nUniversity Accounting Society \nUniversity Chorale \nUniversity Singers \n\n\n\n61 \n\n\n\nFraternities and Sororities \n\n\n\nThe Greek community at Oglethorpe is made up of four fraternities and three \nsororities. The fraternities are Chi Phi, Delta Sigma Phi, Kappa Alpha Order, and Sigma Alpha \nEpsilon. The sororities are Alpha Sigma Tau, Chi Omega, and Sigma Sigma Sigma. \n\nThese organi2ations contribute positively to campus life by providing a variet}' of \nleadership, service, and social opportunities for students. Membership in these organizations is \nvoluntary and subject to guidelines established by the Interfraternity Council, the Panhellenic Council, \nand the Assistant Director for Residential Services and Greek Affairs. The fraternit\\' and sorority \nrecruitment process takes place early in the fall semester. \n\n\n\nAthletics \n\n\n\nAt Oglethorpe University the students who participate in intercollegiate athletic \ncompetition are considered to be smdents first and athletes second. The Universit}' is an active \nmember of the Southern CoUegiate Athletic Conference (SCAC) and Division III of the National \nCoUegiate Athletic Association (NCAA). Members of Division III may not award financial aid \n(other than academic honor awards) to any student-athlete, except upon a showing of financial \nneed by the recipient. Oglethorpe provides a program of Oglethorpe Scholars Awards, which is \ndescribed in the Financial Assistance section of this bulletin. Many students who are interested in \nsports and are superior academically do qualify for this form of assistance. \n\nThe University offers intercollegiate competition in basketball, basebaU, soccer, cross- \ncountry, tennis, golf, and track and field for men; and in soccer, basketball, volleyball, cross- \ncountry, tennis, golf, and track and field for women. The Stormy Petrels compete against other \nSCAC schools, including Trinity University, MiUsaps College, Rhodes College, The University' of \nthe South, Southwestern University, Hendrix CoUege, Centre College, DePauw University', and \nRose-Hulman Institute of Technology. The Petrels also challenge teams from schools outside the \nSCAC, such as Emory University and Washington and Lee University. \n\n\n\nIntramural and Recreational Sports \n\n\n\nIn addition to intercollegiate competition, an array of intramural and recreational sports \nis offered. There are opportunities for aU students to participate in physically and inteUecmaUv \nstimulating activities. Four competitive team sport seasons are offered in which men and women \ncan compete in flag football, volleyball, basketball, wiffle ball, and ultimate frisbee. There are also \nseveral short seasons or tournaments in soccer, softball, field hockey, lacrosse, bocce, chess, and \nsand volleyball. In addition, aerobics, weight training, dance and fencing classes are also offered at \nthe Steve Schmidt Sport and Recreation Center. \n\n\n\nCultural Opportunities on Campus \n\n\n\nThere are numerous cultural opportunities for students outside die classroom, such as \nconcerts, theatrical productions, and lectures by visiting scholars. The Mack A. Rikard lect\\ires \nexpose students to leaders in business and other professions. The University Singers perform \nseveral times during the year, including seasonal events, often featuring guest artists. The \nOglethorpe Universit}' Museum of Art, on the third floor of Philip Welmer Library, sponsors \nexhibitions as well as lectures on associated subjects and occasional concerts in the museum. The \nPlaymakers, Oglethorpe University Theatre, also stage four productions each year in die Conant \nPerforming Arts Center. Two annual events, the Oglethorpe Night of the Arts and International \n\n\n\n62 \n\n\n\nNight, provide a showcase for campus talent. The former presents student literary, musical, and \nvisual arts talent. The latter features international cuisine and entertainment. The Georgia \nShakespeare Festival, located permanently on the Oglethorpe campus, has a summer and fall \nschedule of performances that is also a valuable cultural asset to the Oglethorpe communit}'. \n\nOpportunities in Atlanta \n\nOglethorpe is located eight miles from downtown Adanta and just two miles from the \ncity's largest shopping center. A nearby rapid transit station makes transportation quick and \nefficient. This proximity to the Southeast's most vibrant cit}' offers students a great variet\\' of \ncultural and entertainment oppormnities. There are numerous excellent restaurants and clubs in \nnearby Buckhead. Downtown Adanta offers major league professional baseball, football, ice \nhockey, and basketball to sports fans as well as frequent popular concerts. The Adanta Symphony \nOrchestra performs from September through May in the Woodruff Arts Center. The Adanta \nBallet and the Adanta Opera perform periodically at the Fox Theater which also presents musical \ntheater and various concerts. The Alliance Theatre Company and many smaller companies present \nproductions of contemporary and classical plays. The High Museum of Art hosts major traveling \nexhibitions in addition to its permanent collection. The Office of Student Affairs sponsors a series \nof field trips called AdantOUrs to museums, theater and dance programs, and places of cultural \nand historical interest in the metropolitan Adanta area. \n\nPolicy on Discriminatory and Sexual Harassment \n\nOglethorpe Universit)- values the dignit}' of the individual, human diversity-, and an \nappropriate decorum for members of the campus communit}'. Harassing behavior interferes with \nthe work or smdy performance of the individual to whom it is addressed. It is indefensible when \nit makes the work, study or living environment hostile, intimidating, injurious or demeaning. \n\nIt is the policy of the Universit}' that smdents and employees be able to work, smdv, \nparticipate in activities and live in a campus community free of unwarranted harassment in the \nform of oral, written, graphic or physical conduct which personally frightens, intimidates, injures \nor demeans another individual. Discriminatory harassment directed against an individual or group \nthat is based on race, gender, religious belief, color, sexual orientation, national origin, disabilit}' or \nage is prohibited. Discriminatory harassment is defined as unwelcome oral, written, or physical \nconduct directed at the characteristics of a person or group such as negative name calling and \nimitating mannerisms, slurs, graffiti, or the physical act of aggression or assault upon another \nwhich interferes with the individual's employment or education, or creates an intimidating, hostile \nor offensive employment or educational environment. \n\nIn addition, sexual harassment of a student bv another student, of a smdent by an \nemployee, of an employee by a smdent, or of an employee by another employee will not be \ntolerated and is prohibited. Any unwelcome sexual advance, requests for sexual favors, ^'erbal or \nphysical conduct of a sexual nature, or any verbal conduct that might be construed as a sexual slur \nthat: 1) interferes with performance or creates a hostile, offensive, or intimidating en^^ronment \nand/or 2) is an expressed or implied condition imposed bv a faculty' member for evaluation or \ngrading a student, or by an employee for evaluating job performance or advancement of a \nsubordinate or colleague, wiU be viewed as misconduct. \n\n\n\n63 \n\n\n\nGrievance Procedures \n\nOglethorpe University has adopted an internal grievance procedure providing for the \nprompt and equitable resolution of complaints alleging any action prohibited by regulations under \nTide VI, Tide VII, Tide IX, Section 504, the Age Discrimination Act, and the Americans with \nDisabilities Act. The following Universit}' officials have been designated to respond to allegations \nregarding violation of any of these regulations: the Vice President for Student Affairs (Mr. \nTimothy Doyle, Emerson Student Center, (404) 364-8336), the Provost and Senior Vice President \n(Dr. Christopher Ames, Lupton Hall, (404) 364-8317), the Director of Human Resources (Ms. \nCarol E. Carter, Lupton Hall, (404) 364-8325), or the University Psychologist and Director of the \nCounseling Center (Dr. Bonnie L. Kessler, Emerson Student Center, (404) 364-8456). \n\nComplaints alleging misconduct as defined in this poHcy on discriminatorv and sexual \nharassment should be reported within 90 days of the alleged offense. Complainants may seek \ninformal or formal resolution. All complainants must complete a written Discriminator}' \nHarassment Incident Report which may be obtained from any of the aforementioned officials. \n\nComplainants are encouraged to explore informal resolution before fULng a formal \ncomplaint. Informal resolution focuses on communication, education, and resolution while \nformal procedures focus on investigation and discipline. Informal complaints will be resolved \nwithin 15 working days with a written resolution given to each of the parties involved. If the \nsituation results in an impasse, the complainant will be given a notice of impasse within 15 \nworking days from the fiHng of the incident. If a notice of impasse is given and the complainant \nwishes to file a formal written complaint, the complainant must do so within 30 working days of \nthe date of notice of impasse unless a waiver in filing time is requested. \n\nWTien a formal complaint is filed an investigation will be initiated. The alleged harasser \nwill be given 10 days to provide a signed response to the requesting official. A copy wlU be \nprovided to the complainant. If the alleged harasser falls to respond, the presumption wUl be \nmade that the allegation(s) in the complaint are true. A written determination will be issued to the \ncomplainant within 60 working days of the receipt of the formal written complaint. If the \nprocedure requires an extension of time, the complainant wiU be informed in writing of the \nreasons, the status of the investigation, and the probable date of completion. \n\nIf the complainant disputes the findings or is dissatisfied with the recommendations, the \ncomplainant may request reconsideration of the case to the president, Larry D. Large, in writing \nwithin 45 working days of receipt of the written determination. Complainants also have the right \nto fde with the appropriate state or federal authorities under Tide VI, Tide VII, Tide IX, Section \n504, the Age Discrimination Act, and the Americans with Disabilities Act. \n\nCases that may require disciplinary action wiU be handled according to the established \ndiscipline procedures of the Universit}'. Smdent organizations in \\'iolation of this policy may be \nsubject to the loss of Universit}' recognition. Complainants shall be protected from unfair \nretribution. \n\nNothing in this policy statement is intended to infringe on the indi\\Tidual rights, freedom \nof speech, or academic freedom provided to members of the Oglethorpe communitv The \nscholarly, educational, or artistic content of any written or oral presentation or inquiry shall not \nbe limited by this policy. Accordingly, this provision wiU be liberally construed but should not be \nused as a pretext for violation of the policy. \n\n\n\n64 \n\n\n\nHonors and Awards \n\n\n\nThese awards are presented at Commencement or at the Honors and Awards \nConvocation: \n\nDonald C. Agnew Award for Distinguished Service: This award is presented \nannually by members of the Oglethorpe Student Associadon and is chosen by that body to honor \nthe person who, in their opinion, has given disdnguished service to the Universit}'. Dr. Agnew \nserved as President of Oglethorpe University? from 1 957 to 1 964. \n\nAlpha Chi Award: This is an annual award made to the member of the sophomore \nclass who best exemplifies the ideals of Alpha Chi in scholarship, leadership, character, and \nservice. \n\nAlpha Phi Omega Service Award: This award is presented by Alpha Phi Omega \nfraternit}' to the student, faculty; or staff member who best exemplifies the organization's three- \nfold purposes of leadership, friendship, and service. \n\nAlpha Psi Omega Rookie Award: This award is presented annuaUv to the outstanding \nnew member of The Playmakers. \n\nArt Awards of Merit: These are presented to students who have displayed excellence \nin photography, sculpture, painting and drawing. \n\nLeo BUancio Award: This award, created in memory of Professor Leo Bilancio, a \nmember of the Oglethorpe history facult}' from 1958 to 1989, was established by the Oglethorpe \nStudent Association and is presented to a graduating senior who has been an outstanding student \nof history. \n\nMary Whiton Calkins and Margaret Floy Washburn Awards: Outstanding seniors \nmajoring in psychology are honored with these awards. \n\nChiaroscuro Juried Art Show Awards: These awards are presented to the artists who \nsubmit the best drawings, sculpture, photographs, and paintings to the annual student art show \nsponsored by Chiaroscuro, a club that supports the arts on campus. \n\nThe Chanda Creasy Music Prize (University Singers of the Year): Given annually \nto one male and one female member who, in the opinion of the conductor, has made invaluable \ncontributions to the organization and whose musical achievements and commitment has been of \nthe highest order. The award is a cash prize, a personal plaque, plus their names listed on a master \nplaque in the University Singers rehearsal room. \n\nDeans' Award for Outstanding Achievement: This award is presented annually to a \ncampus club, organization, or society which, in the opinion of the Vice President for Student \nAffairs and the Provost and Senior Vice President, has contributed most to Universit)' life. \n\nFinancial Executives Institute Award: This award is presented annually by the \nAdanta Chapter of The Financial Executives Institute to students who have demonstrated \nleadership, superior academic performance, and potential for success in business administration. \n\nGeorgia Society of Certified PubUc Accountants Certificate of Academic \nExcellence: This award is presented annually to the accounting major who has the highest overall \ngrade-point average. \n\nIntramural Sports Awards: These awards are presented to the leading teams and \nindividual athletes in men's and women's intramural competition. \n\nSidney Lanier Prize: This award is given yearly to the student, or students, submitting \nexcellent poetry to campus publications. \n\n\n\n65 \n\n\n\nLeConte Award: The most outstanding student graduating with a major in one of the \nnatural sciences or mathematics, as determined by the faculty in the Division of Natural Sciences, \nis recognized with this award. \n\nLeader in Action Award: The Leader in Action Award is presented to the student who \nbest exemplifies the ideals of the Rich Foundation Urban Leadership Program. \n\nCharles M. MacConnell Award: This award honors a former member of the faculty \nand is presented by the sophomore class to the senior who, in the judgment of the class, has \nparticipated in many phases of campus life without having received full recognition. \n\nMetropolitan Atlanta Phi Beta Kappa Alumni Association Award: This award is \ngiven to the outstanding graduating senior in the Honors Program. \n\nThe James Edward Oglethorpe Awards: Commonly called the \"Oglethorpe Cups,\" \nthese are presented annually to the man and woman in the graduating class who, in the opinion of \nthe faculty, have excelled in both scholarship and service. \n\nOglethorpe Poet Laureate: This award was first instituted by Mrs. Idalee Vonk, wife \nof former President Paul Vonk, and is an honor that is bestowed upon a freshman, sophomore, \nor junior who presents the best written work to The Tower for competition. \n\nOmicron Delta Kappa Emerging Leader Award: This award is made by Omicron \nDelta Kappa to the student in the freshman class who most fully exemplifies the ideals of this \norganization. \n\nOrder of Omega Outstanding Sophomore Award: This award is presented by the \nOrder of Omega, a national Greek honor society', to the sophomore who best exemplifies the \nprinciples of Greek life. \n\nOutstanding Male and Female Varsity Athletes of the Year Award: These awards \nare made annually to the outstanding male and female students participating in varsit}' sports. \n\nOutstanding Improvement in French Studies: This award honors the student who \ndemonstrates excellence and dedication in French studies. \n\nOutstanding Mathematics/Computer Science Senior Award: This award \nrecognizes the most exceptional senior majoring in either mathematics or mathematics and \ncomputer science. \n\nOutstanding Politics Senior Award: This award is given annually to die graduating \nsenior who, in the judgment of the facult}', does the most sophisticated work in upper-level classes \nwithin the discipline. \n\nOutstanding Sociology Senior Aw^ard: The outstanding senior majoring in sociologv \nis honored with this award. \n\nPattillo Leadership Award: The President of the Universirv presents this prize to a \ngraduating student who has excelled in leadership accomplishments. The award is named for the \n13* President of Oglethorpe Universit}', Manning M. Pattillo Jr. \n\nPhi Beta Kappa Faculty Group Award: This award is presented by the faculty- and \nstaff members of Phi Beta Kappa to the graduating student who, in their judgment, has \ndemonstrated outstanding scholarly qualities. \n\nPhi Eta Sigma Freshman Scholarship Award: This award is presented annually to die \nfull-time freshman student with the highest grade-point average by Phi Eta Sigma, a national \nscholastic honor societ}' for freshmen. \n\nPublications Awards: Notable contributors to The Tower, The Stormy Petrel and The \nYamacraw are recognized with these awards. \n\n\n\n66 \n\n\n\nResident Assistant of the Year: This award is presented annually to an exemplary \nstudent who organizes outstanding educational and social programs for dormitory residents and \nbuilds a sense of community in the residence halls. \n\nAnne Rivers Siddons Award: This award is given each year to the graduating senior \nmajoring in English who is judged to have written the best piece of short tlction. \n\nThe Warren Valine Music Prize (University Singers Most Valuable Member): \nGiven annually to the student who is considered by the members of the Singers to be their most \nvaluable member, the award is a cash prize, a personal plaque, plus the winner's name listed on a \nmaster plaque in the Universit}- Singers rehearsal room. \n\nCharles Longstreet Weltner Award: Sponsored by the -Stormy Petrel Bar Association \nin honor of Chief Justice Charles L. Weltner, class of 1948, this award is presented annuaUy to a \nstudent who demonstrates analytical and persuasive skills and an appreciation for the elements of \ncivic leadership, as determined through a competitive essay and interview process. \n\nSally Hull Weltner Award for Scholarship: This award is presented to the smdent in \nthe graduating class who has the highest grade-point average on work completed at Oglethorpe \namong the students graduating with academic honors. \n\nWho's Who in American Colleges and Universities: This honor is given in \nrecognition of the merit and accomplishments of smdents who are formally recommended by a \ncommittee of students, facult\\', and administrators, and who meet the requirements of the \npublication IVho 's Who Among Students in American Colleges and Universities. \n\n\n\n67 \n\n\n\n68 \n\n\n\nAcademic Regulations \nand Policies \n\n\n\n\nAcademic Advising \n\n\n\nEach student consults with a member of the faculty' in preparing course schedules, \ndiscussing completion of degree requirements and post-graduation plans, and inquiring about any \nother academic matter. The student's advisor in the first year is the instructor of the Fresh Focus \nsection, which the student has selected prior to initial enrollment. The facult}' advisor is each \nstudent's primary point of contact with the University. \n\nTo change advisors a student must complete the following procedural steps: \n\n1. Ask the proposed \"new\" facult}' advisor for permission to be added to the facult}' \nmember's advisee list. \n\n2. Ask the current advisor to send the student file to the facult}' member who has agreed \nto be the smdent's new advisor. \n\n3. Ascertain that the new advisor has received the file and has sent an Advisor Change \nnotice to the Registrar's Office. \n\nThis is the only method for changing academic advisors. \n\nWhen the smdent decides or changes a major field, he or she should change ad\\isors, if \nnecessary, to a facult}' member who has teaching responsibilities in that major field. \n\n\n\nPreregistration and Registration \n\n\n\nSchedule planning and course selection for all students is done online in consultation \nwith each student's academic advisor. New students select courses with their facult}- ad\\'isor during \nsummer orientation or the official registration period that precedes the first day of classes of each \nsemester. Returning students should make appointments to consult with their academic ad^-isors \nfor course selection during preregistration week  in November for the following spring semester \nand in April for the following summer sessions and fall semester. \n\nFull-time students wishing to participate in the Atlanta Regional Consortium for Higher \nEducation (ARCHE) Cross Registration program (see Cross Registration below) also should select \ncourses during the preregistration weeks. \n\n\n\nCross Registration \n\n\n\nOglethorpe Universit}' is a member of the Adanta Regional Consortium for Higher \nEducation (ARCHE), a consortium of the 19 instimtions of higher education in the greater \nAdanta area. Through the Consortium, full-time Oglethorpe students may enroll on a space- \navailable basis in courses at any other member institution. The student need not be admitted to \nthe other institution and completes all procedures, including payment of tuition, at Oglethorpe. \nBecause of instimtional deadlines, students should complete forms for cross registration during \nOglethorpe's designated preregistration week. \n\nCourses taken at Consortium institutions on a cross-registration basis count as \nOglethorpe courses for residence requirements. While grades earned through Consortium courses \nare not tabulated in grade-point averages, courses with grades of \"C\" or higher count toward \ngraduation requirements. \n\nInterested students should consult the Registrar for program details. \n\n\n\n70 \n\n\n\nDrop and Add \n\nStudents who find it necessary to change their schedule bv dropping or adding \ncourses must do so by completing a Drop/Add form from the Registrar's Office. This form \nmust be returned to the Registrar's Office during the Drop/Add period as printed in the \nsemester's Schedule of Classes. \n\nWithdrawal from a Course \n\nFrom the conclusion of the Drop/Add period through mid-semester or the middle of \na summer session, changes in schedule constitute a withdrawal. The academic advisor, the \ninstructor, and the Office of Financial Aid must approve withdrawals on the appropriate form \nfrom the Registrar's Office. \n\nSmdents withdrawing from a course may do so through the 9* week, or two weeks after \nthe published mid-semester date with a \"W\" For two weeks between the 9* and 11''\"' weeks, the \ngrade \"W\" or \"WF\" may be given at the discretion of the instructor. Students withdrawing after \nthe Friday that falls on the 11* week will receive a grade of \"WF.\" Only m the case of medical \nemergency or hardship may students appeal a grade of \"WF\": a physician's letter should be \nsubmitted to the Provost and Senior Vice President. \n\nStudents should note that any change of academic schedule is not official until it is filed \nin the Registrar's Office. The date the change is received in the Registrar's Office will be the official \ndate for the change. \n\nIf a student misses six consecutive class days in any course, the instructor wiU notify the \nRegistrar's Office and it will be assumed that the student has unofficially withdrawn from the \ncourse. This does not eliminate the student's responsibiHt}' stated above concerning official \nprocedure for withdrawal. \n\nPlease see Institutional Refund Policy in the Tuition and Costs section of this Btil/etin. \n\nWithdrawal from the University \n\nSmdents who must withdraw from the University during a semester are required to \ncomplete the appropriate withdrawal form, which is available in the Registrar's Office. The Office \nof Financial Aid must also sign approval. The date the completed withdrawal form is submitted \nto the Registrar will be the official date for withdrawal. \n\nIn the case of an emergency deparmre from the campus for which withdrawal forms \nhave not been executed, the Registrar's Office may verify that the student has left campus as a \nresult of an emergency and notify instructors. \n\nFor absences of a year or more, see Re-admission in the Admission section of this \nBulletin. \n\nClass Attendance \n\nRegular attendance at class sessions, laboratories, examinations, and official University- \nconvocations is an obligation which all students are expected to fulfill. \nFacult}' members set attendance policies in their course syllabi. \n\n\n\n71 \n\n\n\nGrading \n\nFaculty members submit mid-semester reports to the Registrar's Office on class rolls \nindicating Satisfactory or Unsatisfactory (\"S\" or \"U\"). These mid-semester reports are not part of \nthe student's permanent record. \n\nFaculty members submit letter grades at the end of each semester. These grades become \npart of the student's official record. Once entered, a grade may not be changed except by means \nof an officially executed Change of Grade form. \n\nA smdent's cumulative grade-point average (GPA) is calculated by dividing the number \nof semester hours of work the smdent has attempted at Oglethorpe into the total number of \nquality points earned. \n\nThe letter grades used at Oglethorpe are defined as follows: \n\n\n\nGrade \n\nA \nA- \n\n\nMeaning \n\nSuperior \n\n\nQuality Points Numerical Equivalent \n4.0 93-100 \n3.7 90-92 \n\n\nB+ \n\n\n\n\n3.3 87-89 \n\n\nB \n\n\nGood \n\n\n3.0 83-86 \n\n\nB- \n\n\n\n\n2.7 80-82 \n\n\nC+ \n\n\n\n\n2.3 77-79 \n\n\nc \n\nC- \n\n\nSatisfactory \n\n\n2.0 73-76 \n1.7 70-72 \n\n\nD+ \n\n\n\n\n1.3 67-69 \n\n\nD \n\n\nPassing \n\n\n1.0 60-66 \n\n\nF \n\n\nFailure \n\n\n0.0 59 and below \n\n\nFA \n\n\nFailure: Excessive Absences* \n\n\nW \nWF \n\nwx \n\n\nWithdrew Passing** \nWithdrew FaUing* \nGrade Withdrawn/ \n\n\n\n\n\n\nI \nIP \n\n\nFreshman Forgiveness \n(see below) \nIncomplete*** \nIn Progress \n\n\nPolicy \n\n\n\n\n\n\nS \n\nu \n\nAU \n\n\nSatisfactory**** \nUnsatisfactory* \nAudit (no credit) \n\n\n70 or liigher \n\n\n\n\n\n\nNotes: \n\n\n* _ \n\n\nGrade has same effect as an \"F\" on the GPx\\. \n\n\n\n\n** _ \n\n\nGrade has no effect on the GPA; no credit awarded. \n\n\n\n\n*** _ \n\n\nGrcidp has 'sflmp pffpct as an \"F\" nr\\ the GPA Tf a stnidenf \n\n\n\nis unable to complete the work for a course on time for \nreasons of healdi, family tragedy, or other circumstances \nthe instructor deems appropriate, the grade \"I\" may be \nassigned. If the student completes the work within 30 days \nof the last day of fmal examinations (of the semester in \nquestion), die instructor will evaluate the work and turn in \n\n\n\n72 \n\n\n\na revised grade. Any \"I\" not changed by the professor \nwithin 45 days of the last day of final examinations will \nautomatically be changed to a grade of \"F.\" \n****  Grade has no effect on the GPA; credit is awarded. \n\nOnly work completed at Oglethorpe is reflected in the Oglethorpe grade-point average. \n\nGood Academic Standing, Probation, and Academic Dismissal \n\nTo be in good academic standing students must achieve the cumulative grade-point \naverages specified below in relation to the number of semester hours they have completed. \n\nCumulative GPA Required \nSemester Hours Completed for Good Standing \n\n0-35 1.50 \n\n36-64 1.75 \n\n65 and above 2.00 \n\nStudents who fail to achieve good standing are placed on probation. \n\nSmdents who do not achieve good standing for two consecutive semesters (poor \nperformance in summer sessions excluded) are subject to dismissal from the Universit}' for \nacademic reasons. However, successful completion of summer classes taken at Oglethorpe may \nbe used to achieve good academic standing. \n\nNew students, freshmen, or transfer students who fail all courses during their first \nsemester at Oglethorpe are subject to dismissal, unless the student received a \"W\" in all courses \nor had to withdraw from all courses for medical reasons. \n\nStudents who have been dismissed for academic reasons may be readmitted after an \nabsence of one spring or fall semester upon petition to the Provost. Students readmitted by petition \nmust achieve good standing by the end of their second semester as readmitted students or be \nsubject to permanent dismissal. (See also Re-activation Policy below.) \n\nRe-activation Policy \n\nStudents in good academic standing who leave the Universit}' and return after a year's \nabsence or more should notify the Admission Office of intent to re-enroU. Smdents who apply \nfor re-activation or re-admission whether in good academic standing or not, are governed by the \ncurrent graduation requirements. Any exceptions are granted at the discretion of the Provost and \nSenior Vice President. \n\nRepetition of Courses \n\nCourses may be repeated only if an unsatisfactory grade (\"D,\" \"F,\" \"FA,\" or \"\\XT\") was \nreceived in the course. When a course is repeated, both grades are calculated into the smdent's \ngrade-point average, but no additional semester hours of credit are earned. \n\n\n\n73 \n\n\n\nFreshman Forgiveness Policy \n\n\n\nBeginning in Fall Semester 2001, during a student's freshman and sophomore years at \nOglethorpe, a single \"F\" per semester will be removed from the student's transcript if in the \nfollowing semester the student earns a 2.0 grade-point average. For purposes of this policy, a \nsemester is defined as 12 or more semester hours at Oglethorpe. A form requesting removal of \nthe \"F\" may be obtained from the Registrar's Office. It must be signed and approved by the \nstudent's academic advisor and returned to the Registrar. \n\n\n\nCourse Substitutions \n\n\n\nRequests for course substitutions for students with documented disabilities are handled \non a case-by-case basis. The Learning Resources Director will present the student's request to the \nAcademic Program Committee. The petition should state the specific accommodation requested \nand a rationale. The petition must be presented to the Committee no later than the last regular \nmeeting of the semester prior to when the course would be taken. See the Learning Resources \nCenter in the Educational Enrichment section of this Bulletin. \n\n\n\nSatisfactory/Unsatisfactory Option \n\n\n\nAfter 32 semester hours are earned at Oglethorpe a student in good academic standing \nmay register to take two courses (in addition to internships and Science Seminar) on a \nSatisfactory/Unsatisfactory basis. These courses cannot be taken in the same semester and cannot \nbe used to satisfy proficiency requirements, core requirements, or the student's major or minor. \nThe student must register for the Satisfactory/Unsatisfactory designation by the end of the \nDrop/Add period after which the Satisfactory/Unsatisfactory designation cannot be changed. \nSatisfactory is defined as a \"C-\" or better. \n\n\n\nFinal Examinations \n\n\n\nFinal examinations, up to four hours in length, generally are given in courses at the end \nof each semester or session. The Final Examination Schedule is made up in the Registrar's Office \nand is printed in each semester's Schedule of Classes. (Final examinations in the summer are held \non the last day of each session.) Final examinations must be given at the assigned date and time. \n\nNo final examinations may be administered during the last scheduled class meeting of \nthe semester or during the reading period prior to the first day of scheduled final examinations. If \nspecial arrangements are needed for individual students, facult}- members must inform their \nDivision Chair. (Regular course tests may not be given on the last day of classes or be scheduled \non the reading day.) \n\nNo student help is to be used for t}'ping or grading examinations. \n\n\n\n74 \n\n\n\nGrade Appeal Policy \n\n\n\nIf a student believes that a course grade has been assigned in a capricious or prejudicial \nmanner, he or she may appeal the grade through the following steps: \n\n1. The student submits a written appeal to the instructor clearly stating the reasons for \nbelieving that the grade was assigned in a capricious or prejudicial manner. \n\n2. The instructor changes the grade or replies in writing, explaining why the extant grade \nis appropriate. \n\n3. If the student is not satisfied with the explanation, he or she may submit the written \nappeal and response to the appropriate Division Chair, \"who asks two faculd,' members \nwith suitable experience in appropriate disciplines to serve with the Division Chair as a \nruling committee. If the instructor is a Division Chair, the senior facultv member in the \nDivision will serve in place of the Chair. The ruling committee receives aU written \nmaterials relevant to the case and may request additional information. If the ruling \ncommittee rules in favor of the instructor, written notification is given both to the \ninstructor and to the student and there is no further appeal. If the committee rules in \nfavor of the student, the Chair advises the instructor to reconsider the grade. If the \ninstructor refuses to change the grade, the ruling committee may submit a written \nrecommendation for a grade change to the Provost and Senior Vice President, whose \nfinal decision wiU be based on a review of the materials that have been submitted and \nthe process that has been followed. \n\nThe entire process must be initiated within 30 days of the first day of classes in the \nsemester immediately following the assignment of the grade and must be completed by the end \nof that semester. \n\n\n\nAuditing Courses \n\n\n\nRegularly admitted Oglethorpe students may register for courses on an \"audit\" basis. A \nstudent who audits a course may attend it for enrichment but is not required to take course \nexaminations or complete other course requirements. In order to audit a course, an admitted \nstudent must request an Audit form from the Registrar's Office and submit it to the instructor of \nthe course he or she intends to audit. If the class is not closed, the instructor may accept the \nstudent as an audit by returning the signed form to the Registrar's Office. The grade awarded for \na class taken on an audit basis is \"AU,\" and no credits or quaUtv points are earned. \n\nStudents may register to take courses on an audit basis only during the Drop/Add \nperiod as printed in the semester Schedule of Classes. The fees for auditing courses are published \nby the Business Office. \n\n\n\nDean's List \n\n\n\nSmdents who earn a semester grade-point average of 3.5 or higher carrying 12 semester \nhours or more during the fall or spring semester, or during the summer sessions, are placed on the \nDean's Academic Honors List. \n\n\n\n75 \n\n\n\nGraduation Requirements \n\n\n\nTo earn a baccalaureate degree from the University the following requirements \nmust be met: \n\n1. Completion of a minimum of 128 semester hours and a cumulative grade-point average \nof 2.0 or higher on Oglethorpe course work. No more than four semester hours earned \nin Seminar for Student Tutors or Team Teaching for Critical Thinking are permitted to \ncount toward the 128-semester hour requirement. (Students who entered prior to fall \n1998 must have completed a minimum of 120 semester hours.) \n\n2. Completion at Oglethorpe of 52 of the last 64 semester hours of course credit \nimmediately preceding graduation. Courses taken at Atlanta Regional Consortium for \nHigher Education institutions on a cross-registration basis (with prior approval of the \nfaculty advisor) and courses in an approved study abroad program (with prior approval \nof the Director of Study Abroad) also count as Oglethorpe courses for the purpose of \nmeeting this residency requirement. \n\n3. Satisfaction of core requirements and major field or dual degree requirements (see \nappropriate disciplinary headings for descriptions). Completion at Oglethorpe of at least \nhalf the semester hours for each major. \n\n4. Submission of an application for graduation to the Registrar's Office by mid-October \nprior to completion of degree requirements the following December, May, or August. \n\n5. Satisfaction of all financial and other obligations to the Universit}' and pavment of a \ndegree completion fee. \n\n6. Participation in assessments of competencies gained and curricular effectiveness bv \ncompleting standardized or other tests and surveys. \n\n7. Formal facult}' and Board of Trustees approval for graduation. \n\n\n\nGraduation Exercises \n\n\n\nGraduation exercises are held once a year at the close of the spring semester in Ma}'. \nDiplomas are awarded at the close of the spring semester during commencement and at the close \nof the summer and fall semesters. Students must have completed all graduation requirements in \norder to participate in graduation exercises. An exception wiU be allowed for a student who has \ncompleted all graduation requirements except for a maximum of tw^o courses totaling no more \nthan 12 semester hours. Students completing requirements at the end of summer or fall are \nencouraged to participate in the following spring graduation exercises. \n\n\n\nDegrees with Latin Academic Honors \n\n\n\nUndergraduate degrees with Latin academic honors are awarded as follows: cum laude for \na cumulative grade-point average of 3.5 or higher; magna cum laude for 3.7 or higher; and summa cum \nlaude for 3.9 or higher. To be eligible for Latin academic honors, students entering fall 1998 or \nthereafter must have completed 68 or more semester hours in residence at Oglethorpe. Students \nentering prior to faU 1998 must have completed 65 semester hours in residence at Oglethorpe to \nbe considered for Latin academic honors. \n\nTransfer work is not included in the determination for Latin academic honors. \n\n\n\n76 \n\n\n\nDegrees with Honors Thesis \n\n\n\nPlease see the Honors Program in the Educational Enrichment section of this \nBulletin. \n\n\n\nDouble Major Policy \n\n\n\nA student may earn a double major subject to the following conditions: \n\n1 . The student must meet all requirements of both majors. \n\n2. The student may count no more than three of the courses taken to meet the major \nrequirements of one of the fields toward meeting the major requirements of the \nother field. \n\n3. The transcript wiU List both majors. In case both majors result in the same degree, that \ndegree wUl be awarded. \n\n4. In case the two majors result in different degrees, the student will receive only one \ndegree, that being the student's choice of the two degree designations. \n\n\n\nEarning a Second Add-On Major \n\n\n\nStudents who have been awarded an Oglethorpe baccalaureate degree may return to \nearn a second major within that degree at the University. Upon completion of the requirements, \nthe second major wLU be entered on the student's record and transcript. No diploma will be \nawarded when the second major is within the degree already awarded. The requirements are: \n\n1. Completion of an additional 32 semester hours of which a minimum of 16 must be \ncompleted at Oglethorpe. \n\n2. Maintenance of a 2.0 or higher cumulative grade-point average. \n\n3. Completion of a major other than the major(s) completed at the time the first degree \nwas awarded, subject to the first two conditions listed above under the Double Major \nPolicy. \n\n\n\nEarning a Second Baccalaureate Degree \n\n\n\nStudents who have completed a baccalaureate degree may be awarded a second and \ndifferent baccalaureate degree. Upon completion of the requirements, the student's record and \ntranscript will reflect the conferring of a second degree and a diploma will be awarded. \n\nFor students who earned their first baccalaureate degree at Oglethorpe, the same \nrequirements listed above under Earning a Second Add-On Major apply. \n\nFor students who have earned their first baccalaureate degree at another institution, this \ndegree is treated as transfer credit. Up to a maximum of 80 semester hours may be accepted at \nOglethorpe. The requirements for the second degree are: \n\n1. Satisfaction of Oglethorpe core requirements. \n\n2. Completion of a minimum of 48 semester hours at Oglethorpe. \n\n3. Maintenance of a 2.0 or higher cumulative grade-point average. \n\n4. Completion of a major other than the major(s) completed at the time the first degree \nwas awarded. \n\nAll transfer policies stated in the section of this Bulletin entitied Transfer Students and \nTransfer Policies apply. \n\n77 \n\n\n\nStudent Classification \n\n\n\nFor administrative and other official and extra-official purposes, undergraduate students \nare classified according to the number of semester hours successfully completed. Classification is \nas follows: to 32 hours  freshman; 33 to 64 hours  sophomore; 65 to 96 hours  junior; 97 \nhours and above  senior. \n\n\n\nNormal Academic Load \n\n\n\nTwo semesters  fall and spring  constitute the regular academic year, and two sessions \nare offered in the summer. \n\nWhile courses of one to five semester hours credit are offered each semester, a full-time \nacademic program at Oglethorpe consists of no less than three regular 4-semester hour courses \neach semester or a minimum of 12 semester hours. Generally four courses are taken, giving the \nstudent a total of 16-18 semester hours, with a maximum of 18 hours allowed as part of the \nregular fuU-time program. This includes any cross-registered courses. \n\nStudents may take up to four academic courses and one additional 1 -hour course as part \nof a regular load without special permission, even if the total hours exceed 18. An academic \ncourse is defined for these purposes as a 4-hour course, a 5-hour laboratory science, or a 4-hour \nscience lecture with accompanying 1 -hour laboratory. \n\nA smdent whose academic load exceeds 18 hours as a result of taking five academic \ncourses, an internship, or multiple additional 1-hour courses must obtain overload permission. \nSuch overloads are allowed for students with 1) junior standing and 2) a minimum grade-point \naverage of 3.5, unless the overload is due to internship hours, otherudse a 3.0 grade-point average. \nA request form may be obtained from the Registrar's Office and requires signed approval bv the \nstudent's advisor and the Provost and Senior Vice President. \n\nDuring the summer a student wiU be permitted to take no more than eight hours in any \n5-week session (nine hours if one of the courses is a 5-hour laboratory science course). Thus, a \nstudent will be limited to a maximum of two 4-hour courses, plus one hour of Applied Instruction \nin Music, in a 5-week session or to a load of one 4-hour course and one 5-hour combination of \ncourse and accompanying laboratory. Or, to a maximum of one 4-hour course in a 5-week session \nwhile simultaneously enrolled in a maximum of two 3-hour courses in an 8-week session. The \nstudent should be cautioned that these maximum limits represent course loads that are \napproximately 50 percent greater than the ceUing of 18 hours during the regular academic year. \nSuccessful completion of such a load will require a correspondingly greater effort on the part of \nthe smdent. \n\n\n\nCourse Level \n\n\n\nIn the Programs of Study section of this bulletin, disciplines and majors are listed \nalphabetically. Respective courses under each are designated by a prefix that identities the \ndiscipline and a three-digit number. The first digit indicates the level of the course: 1 = freshman \nlevel, 2 = sophomore level, 3 = junior level, and 4 = senior level. (A 5 or 6 t\\-picallv denotes a \ngraduate-level course.) Higher-level courses in a discipline are t\\picallv designed to bmld upon die \ncontent of lower-level courses in that discipline and other specified prerequisite courses. \n\nThe number of hours refers to the semester hours of college credit per semester, which \nare earned by the successful completion of the course. \n\n\n\n78 \n\n\n\nAccess to Student Records \n\n\n\nTo comph' with the Family Educational Rights and Privacy Act (FERPA) of 1974, \ncommonly called the Buckley Amendment, Oglethorpe Universit}' informs students of their rights \nunder this act in the student handbook, The O Book. Three basic rights are covered by this act: 1) \nthe student's right to have access to personal records, 2) the right of a hearing to challenge the \ncontent of a record, and 3) the right to withhold or give consent for the release of idendf}'ing \ndirectory data. Additional information may be obtained from The O Book and from the Registrar. \n\n\n\nOglethorpe Honor Code \n\n\n\nPersons who come to Oglethorpe Universit}' for work and smdy join a communit}' that \nis committed to high standards of academic honest}^ The Honor Code contains the \nresponsibilides we accept by becoming members of the community. \n\nThe students and faculty of Oglethorpe University expect each other to be truthful in \nthe academic endeavor they share. Faculty assume students complete work honesdy and act \ntoward them in ways consistent with that assumption. \n\nOglethorpe welcomes all who accept our principles of honest behavior. We believe that \nthis Code will enrich our years at the University and allow us to begin practicing the honorable, \nself-governed lives expected of societ}''s leaders. \n\nStudents pledge that they have completed assignments honesdy by attaching the \nfollowing statement to each test, paper, overnight work, in-class essay, or other work designated \nby the professor: \n\nI pledge that I have neither given nor received any unauthorized aid on this assignment. \nSigned \n\nIt will be the responsibility of the smdent to provide these pledges bv either attaching \nthem on a separate sheet or typing them as part of the assignment. The instructor also should \nremind the class to sign the pledge. The pledge serves as an affirmation of the student's and the \ninstructor's belief in the principles .of the Honor Code. Assigned work should not be considered \ncomplete without the pledge. \n\nSince it is assumed that students act according to their pledge, facult}' abstain from any \npractices whose purpose is to ascertain that students have been dishonest unless tiiere is a \ncompelling reason to believe that cheating has taken place. Instructors should invite their own \nsmdents to discuss with them actions or policies that appear to be at variance with the assumption \nof honest}'. \n\nAH credit courses offered by the Universit}- are covered by the Honor Code, and all cases \nof suspected academic dishonesty will be handled in accordance with its provisions. It is the \nresponsibiUt}' of facult}' members to make clear how the Code applies to specific courses and to \nfollow its procedures. Alternative ways of dealing with cases are not to be used. The Judicial \nReview Board is the final arbiter in all disputes concerning the Honor Code. For a complete text \nof the Honor Code, please see The O Book, the student handbook. \n\n\n\n79 \n\n\n\n80 \n\n\n\nEducational \nEnrichment \n\n\n\n\nFirst- Year Experience \n\n\n\nOglethorpe University's faculty and student affairs staff work together to coordinate \nacademic offerings and student services in order to create a first-year experience that is \nwelcoming, suppordve, and challenging. This integrated program is committed to encouraging \nfirst-year students to succeed. \n\nMajor features of this first-year experience include the course Fresh Focus, the freshman \nadvising program, a two-semester core course in humanities, programs in the residence halls, the \ntutoring services of the Academic Resource Center, disability services in the Learning Resource \nCenter, and a coordinated intervention process for assisting students in trouble. \n\nFOG 101. Fresh Focus 1 hour \n\nThis class, required for all entering first-year students, is a group-oriented course \ninvolving upper-class students and faculty. Students select a class from among numerous topics \nwith experiential and interactive as well as academic features. The faculty instructor serves as the \nstudent's academic advisor during his or her first semester. The first meeting of each group of \nstudents is during fall orientation, and continues thereafter twice weekly for the first half of the \nsemester to pursue their chosen topic and share related experiences. During the same period new \nstudents will also attend occasional workshops on aspects of leadership, health and wellness, \ncareers, skills for academic success, and open houses in the academic divisions. Graded on a \nsatisfactory/unsatisfactory basis. \n\nFOC 201. Team Teaching for Critical Thinking 1 hour \n\nUpper-class student mentors assist faculty instructors in planning and teaching the \nspecial topics sessions of Fresh Focus or other freshman-level courses. They participate in training \nmeetings prior to the beginning of the course, communicate with entering freshmen over the \nsummer, attend all classes in their Fresh Focus section, and assist with the ad\\'ising of freshmen \nthroughout their first year. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Permission \nof the instructor. \n\n\n\nSophomore Choices \n\n\n\nSmdents in their second, third, and fourth semesters of college are encouraged to \nparticipate in Sophomore Choices. This seminar is designed to introduce students to a model for \ncareer decision making that is useful throughout Ufe. Informational interviewing and \\'isits to \nAdanta workplaces allow students to learn about particular occupations or career fields of interest \nand to begin to make career connections in the community. These experiences mav help students \nas they select courses, majors and minors, and internships. \n\nCHO 101. Sophomore Choices 1 hour \n\nDuring this six-week career exploration seminar, students complete interest and \npersonality assessments, learn how to find information about different careers, and develop \ninterviewing, networking, and resume-writing skills. Students then conduct informational \ninterviews with professionals in their fields of interest. Graded on a satisfactory/unsatisfactory \nbasis. \n\n\n\n82 \n\n\n\nMaking a Life and Making a Living \n\n\n\nIn the liberal arts environment, students gain a broad education with essential \ncommunicadon and critical thinking skills. Students do not learn generally how to communicate \nthose skills to potential employers or graduate schools. Oglethorpe, however, makes a \ncommitment to helping students reap the life-long benefits of their education. Sophomore \nChoices is a career decision-making class designed to help students begin planning their careers \nand includes resume writing and informational interviewing. Senior Transitions picks up where \nSophomore Choices leaves off and teaches the skills necessary to implement the career decision. \n\nSEN 401. Senior Transitions 1 hour \n\nTliis course is designed to prepare students for a successful transition to life after \ncollege. A successful career requires effective, informed planning. Topics will include industry and \nemployer research, job searching, interviewing, networking, salary negotiation and more. A special \nfocus will be designed for students considering graduate school. Students will leave the course \nwith a spotiess resume, cover letter samples, fine-tuned interview skills, and a plan for landing a \njob or graduate school acceptance. Graded on a satisfactory/unsatisfactory basis. \n\nSEN 402. Personal Financial Education 2 hours \n\nThis course is designed to prepare students for a successful transition to life after \ncollege. The course will focus on fmancial planning and education. It will cover topics such as \nemployer benefits, money management, debt reduction, tax return preparation, insurance, large \nasset purchases, and investing. Graded on a satisfactory/unsatisfactory basis. \n\n\n\nAcademic Resource Center  Tutoring \n\n\n\nThe Academic Resource Center provides group and individual tutoring and other \nacademic activities for all students, free of charge. The ARC services include helping smdents to \nprepare for papers and examinations, as well as arranging enriching group smdy and research for \nstudents who are already doing well in core classes and other courses. The student tutors often \nwork closely with the facult}' teaching the classes in which they are tutoring, meeting regularly to \nplan and provide individual and small-group help for students who need it, and to increase \ninteractive and collaborative educational experiences both in and outside Oglethorpe's classrooms. \n\nARC 201. Seminar for Student Tutors 1 hour \n\nPeer tutors at the Academic Resource Center spend two hours per week assisting other \nstudents, individually or in groups, with course material, papers, and preparation for examinations. \nIn addition, they occasionally participate in support and training meetings with the ARC director \nand with instructors of the courses in which thev tutor. They discuss how to work with texts in \ndifferent disciplines, encourage study group members to help each other learn, and foster student \nengagement with and assimilation of course content. Graded on a satisfactory/unsatisfactory \nbasis. Prerequisites: Permission of the instructor and Associate Provost for Smdent Achievement. \n\n\n\n83 \n\n\n\nDisability Programs and Services \n\n\n\nIt is the policy of Oglethorpe to ensure that all universit}^ goods, services, facilities, \nprivileges, advantages and accommodations are meaningfully accessible to qualified persons with \ndisabilities in accordance with the Americans with Disabilities Act (ADA) of 1990, Section 504 of \nthe Rehabilitation Act of 1973 and other pertinent federal, state and local disability anti- \ndiscrimination laws. \n\nOglethorpe will provide persons with disabilities an equal opportunit}' to participate in and \nbenefit from programs and services as afforded to other individuals. This is done in the most integrated \nsetting appropriate to the needs of the individual with a disabilit}'^. \n\nWhere readily achievable, architectural and communication barriers will be removed. \nNew structures will comply fully with all accessibility requirements. Alterations will comply to the \nmaximum extent feasible. Oglethorpe will make available auxiliary aids and services, as appropriate \nto the individual and required by the ADA, at no cost to the individual, provided that such \nauxiliary aids and services do not require significant difficulty or expense. \n\nOglethorpe does not discriminate against any person who is related to or associated with \na person with a disability. Oglethorpe wiU comply with any federal, state or local laws that provide \nindividuals with disabilities greater protection, and take other actions necessary to ensure equal \noppormnity for persons with disabilities. \n\nThis policy applies to the goods, services, privileges, advantages and accommodations \noffered by Oglethorpe either directiy or through contractual, licensing or other arrangements. This \npolicy is neither exhaustive nor exclusive. \n\nReasonable accommodations will be made on an individualized basis. It is the \nresponsibility of persons with disabilities, however, to seek available assistance, register for \nservices and establish their needs. \n\n\n\nLearning Resources Center \n\n\n\nThe Learning Resources Center (LRC) provides individualized services at no additional \ncost for students with learning disabilities and attention deficit disorders. This program ensures \nthat these students have an opportunity to participate fully in the Oglethorpe experience. Students \nmust meet established University' admission requirements and program technical standards. \nQualified students must submit comprehensive professional documentation that meets the \nestablished criteria for accepting evaluations. Students approved for ser\\'ices are pro^^ded \nappropriate accommodations and academic adjustments. Students without documented \ndisabilities who are experiencing learning difficulties may participate in LRC skills-building \ncourses, workshops, and seminars as appropriate. \n\nThe LRC is located in the Weltner Library 24-Hour Room. The Learning Resources \nDirector acts as Uaison and referral between the student with a disabilit)' and faculty members. \nAcademic Resource Center tutors, and other campus programs. For additional information \\'isit \nthe LRC Web site at www.oglethorpe.edu, key word: \"Ire.\" \n\n\n\n84 \n\n\n\nExperiential Education \n\n\n\nOglethorpe University strives to provide valuable learning experiences outside of the \ntraditional classroom setting. Experiential Education, under the support of Career Services, offers \nthree primary programs: Exploration Atianta, Exploration Week, and Internships. A variety of \nadditional services, including volunteer opportunities, service learning, and career-related \nprograms are also available. \n\nExploration Atlanta utilizes local resources to enhance Oglethorpe's traditional \nacademic courses. Students select topics from a series of one-day programs providing indepth \nexamination of various career fields and industries. This non-credit program occurs each year \nduring spring semester. In small seminars, students discuss topics of interest, meet- industry \nprofessionals and visit related organizations. Exploration Atianta allows students to work closely \nwith faculty and colleagues and provides an outiet for continued research in a particular discipline. \nStudents can choose one or several topics of interest from the mini-courses which change each \nyear. \n\nExploration Week provides students with a concentrated look at an individual area of \nsmdv that is enriched by first-hand experience. This week involves chaperoned travel to locations \noutside Atianta to visit sites, meet professionals, learn about careers and take part in educational \nactivities. Activities may be enhanced by assignments, readings and pre-trip preparations for \nstudents designed by the educator leading the group. \n\nInternships provide practical experience to complement the academic program, as well \nas give students the opportunity to solidif\\\" career decisions, gain work experience, and provide a \nser\\'ice to the community in their fields of interest. More than half of college students nationwide \ncomplete internships, making the experience an essential credential for competition in the current \njob market. \n\nInternships are available in a large variety of local businesses and organizations \nrepresenting most academic majors and potential career fields. Oglethorpe students have recendy \ncompleted internships at The Carter Center, CNN, Georgia Pacific, Atlanta Magatiiue, Zoo Atianta, \nthe Atianta History Center, and the Georgia State Legislature, to name only a few. In addition to \nthese Atianta-based internships, Oglethorpe maintains resources and affiliations for nationwide \noppormnities, such as the Washington Center in D.C. \n\nInternships are available in most majors for students who: 1) demonstrate a clear \nunderstanding of goals they wish to accomplish in the experience and 2) possess the necessary \nacademic and personal background to accomplish these goals. Sophomores, juniors, and seniors \nwith a minimum grade-point average of 2.0 qualify to apply for internships. Transfer students \nmust complete one semester at Oglethorpe prior to participation. Every internship requires a \nstatement of objectives and academic requirements, in addition to related academic assignments, \ndeveloped in consultation with the student's internship faculty supervisor. Upon successfial \ncompletion of the internship, the student is awarded academic credit (graded on a \nsatisfactory/unsatisfactory basis) in recognition of the learning value of the experience. Students \nmay apply for 1-16 semester hours of internship credit toward their degree, with approval from \ntheir academic advisor and the Experiential Education Committee. Students seeking more than \nfour semester hours must submit an appeal form to the Career Services Office indicating why the \ninternship exceeds the normal number of hours and outlining additional projects in which the \n\n\n\nI \n\n\n\n85 \n\n\n\nstudent will participate. Students desiring academic credit must register for the internship before \nthe end of the Drop/Add period of the semester in question. Students who wish to engage in \ninternships on a voluntary basis do not need to apply for academic credit; however, they should \nfollow the same basic internship guidelines. \n\nStudents who are interested in an internship should first consult with their facult}^ \nadvisor and then visit the Career Services Office in Goodman Hall. \n\nCareer Services \n\nThe Career Services Office provides resources to assist students in making responsible \ndecisions and strategies regarding career options and job search plans. These resources include a \nCareer Library with information available from books, a computer, and videotapes on \noccupations, the job search, and prospective employers. The Myers Briggs Tj.-pe Indicator and \nStrong Interest Inventory personality and career assessment tests are also available to students in \nan easily accessible online version. Both tests provide suggestions about environment and work \nstyle preferences as well as industries and job titles for further exploration. Other job search \nprograms are available to explore options and employers that match individual career interests. \nWorkshops on resume writing, interviewing and job search techniques are presented each \nsemester to prepare smdents for the workplace. \n\nIn addition, a number of prospective employers send recruiters to the campus each vear \nfor the purpose of conducting on-campus interviews. Current information on permanent, \nsummer, and part-time job opportunities is made available to students and alumni in the Career \nLibrary. Resume referrals to employers are made for those students who register for the serA-ice \nthrough ivmv.PetrelTfL4K.com. \n\nHonors Program \n\nAH students at Oglethorpe Universit}' are encouraged to attain academic and personal \nexcellence through an active investment in their education. The Universit}' offers an Honors \nProgram for those students who demonstrate the potential and desire to further challenge \nthemselves intellectually, both within and beyond the classroom setting. Students in the Honors \nProgram wiU develop their own independent project, while learning how their interests relate to \nrelevant disciplinary discourse, other academic disciplines, and the world beyond academia. The \nHonors Program allows smdents to forge closer relations with peers and faculty- from various \ndisciplines who have different interests, but share a common enthusiasm for learning, while \ndeveloping their own interests and initiative. \n\nThe seven-semester program is organized in two phases, the first consisting of \ninterdisciplinary seminars led by rwo facult}' members from disparate academic disciplines. These \nseminars are built around the interests of the students, who are equal parmers in directing die \ncontent of the seminars and the central questions which inform them. The second phase focuses \non developing an original independent research project under the close supervision of a faculty- \nmentor. This phase culminates in the production of an honors thesis (or project), which is \npresented in the spring semester of the senior year at the annual Oglethorpe Symposium in the \nLiberal Arts. \n\nAcademic honors earned through the Honors Program are recognized at \ncommencement exercises, on the student's diploma, and on the student's transcript of grades. \n\n\n\n86 \n\n\n\nSCHEDULE FOR HONORS PROGRAM \n\n\n\nYEAR \n\n\n\nFALL SEMESTER \n\n\n\nSPRING SEMESTER \n\n\n\nRecruitment/ Application. \nFreshman Social activities. \n\nInformational activities. \n\n\n\nSeminar led by tvvTj facult}- frcjm \ndisparate disciplines. Graded A-F. \nHON 201. Honors Seminar. 1 hour \n\n\n\nSeminar led by two faculty \nSophomore from disparate disciplines. \nGraded A-F \nHON 201. Honors Seminar.. 1 hour \n\n\n\nSeminar led by tu'o facult)' from \ndisparate disciplines. Graded A-F. \n\nHON 201. Honors Seminar. 1 hour \n\n\n\nDevelopment of Honors Project \nJunior prospecms and reading Ust. \n\nInitial reading. Attend research \n\nskills sessions. Graded S/U \n\nHON 301. Honors 1 1 hour \n\n\n\nRefinement of prospectus. \n\nHonors Project Research. Prospectus \n\nmust be approved by select facult\\' to \n\ncontinue. Graded S/U. \n\nHON 302. Honors II 1 hour \n\n\n\nProject research and preparation \nSenior of initial draft of thesis. Critique \nby reading committee. \nGraded A-R \nHON 401. Honors III 4 hours \n\n\n\nPreparation of final draft of thesis. \nDefense. Presentadon of Honors \nwork. \n\nHON 402. Honors IV. hours \n\n\n\nEach fall semester informational programs are held to acquaint prospective participants \nwith the feamres and requirements of the Honors Program. Interested students should then apply \nfor admission to the program. A grade-point average of 3.3 is required to participate in the first \nseminar. A grade-point average of 3.3 must be maintained to continue in the Honors Program. \nStudents may apply for admission to the program at any time prior to the fall semester of the \njunior year. \n\nThe first phase of the program, intended to be taken in the freshman and sophomore \nyears, consists of a minimum of two 1 -semester hour seminars (HON 201). Smdents are \nexpected, encouraged, and enabled to take the lead in the seminars. Students carry out research \nrelevant to the topic, write extensivelv in connection with the seminar, and make frequent \npresentations of their findings to the seminar. This phase focuses on scholarship in breadth and \ncommunication to persons whose interests may be outside one's own area of interest and \nexpertise. Students practice and refine many of the skills and techniques necessary for the second \nphase of the Honors Program. Note that students who elect to enter the Honors Program later \nin their careers must still take these two seminars at some point. \n\nThe second phase of the Honors Program, in the junior and senior vears, focuses on \nscholarship in depth and the effective communication of the results of that scholarship to persons \nin the field of study, as weU as those outside it. During the fall semester of the junior vear, the \nsmdent secures a thesis supervisor and enrolls in HON 301. Honors I. Honors I carries credit of \n1 -semester hour graded on a satisfactory/unsatisfactory basis, with the grade to be determined by \nthe Honors Program Director in consultation with the facult}' super\\'isor. Satisfactory completion \nof Honors I is required to continue the program. \n\n\n\n87 \n\n\n\nIn the spring of the junior year the student enrolls in HON 302. Honors II, a 1 -semester \nhour credit course, graded on a satisfactory/unsatisfactory basis, in which the honors project is \nfurther refined and researched. Upon successfiil completion of Honors II, the student enrolls in \nHON 401. Honors III during the fall semester of the senior year. This is a 4-semester hour credit \ncourse in which research of the thesis topic is to be completed. A first draft of the thesis must be \nsubmitted to the student's reading committee by the end of this semester. The reading committee \nprovides the student with feedback, including recommended revisions. \n\nAfter successful completion of Honors III, the student enrolls in HON 402. Honors IV, \na required course which carries no academic credit, during the spring semester of the senior year. \nStudents are encouraged to submit their theses to appropriate competitions or for publication. The \nfinal draft of the thesis is presented to the reading committee at least one week prior to the end of \nclasses. At the reading committee's discretion the student may be asked to make a formal defense of \nthe thesis. The faculty supervisor, in consultation with the reading committee and the Honors \nProgram Director, determines whether Honors is to be awarded by the first day of the final \nexamination period. \n\nHON 201. Honors Seminar 1 hour \n\nThis seminar, led by faculty members from two disparate disciplines, will consider a \nquestion, problem, proposition, text, period of time, project, etc. The focus of the seminar wUl \nbe student research, writing, and presentation. An interdisciplinary approach will be emphasized. \nSeminars have included: Self Reference  Artificial Intelligence, Literature and Societs', Science \nand Postmodernism, Moderns Confront the Classics: Hobbes and Thucydides, Evolutionan,' \nPsychology, Creativity, Politics and Theatre, An Intimate History of Humanit}', and Gender and \nDiscourse. Graded with a letter grade \"A-F.\" Prerequisite: Application and admission into the \nHonors Program. \n\nHON 301. Honors I 1 hour \n\nIn this course, with the aid of a facult)' supervisor, the student selects and begins to \nresearch a thesis topic. A preliminary prospectus is developed along with a reading Ust. The \nstudent attends a series of research skills sessions. Graded on a satisfactory/unsatisfactory basis. \nPrerequisites: Permission of the Honors Program Director, permission of the facult\\' super\\asor, \na 3.3 overall grade-point average, and a 3.5 grade-point average in the field in which the honors \nresearch is to be done. \n\nHON 302. Honors 1 1 hour \n\nIn this course the student continues to research in order to refine the prospectus of the \nhonors project. The prospectus and related materials are submitted to a select group of facults^ \nwho must approve the student's preparedness to continue the program. Graded on a \nsatisfactory/unsatisfactory basis. Prerequisite: Satisfactory grade in HON 301. \n\nHON 401. Honors III 4 hours \n\nUnder continued direction of the facult}^ supervisor, research of the thesis topic is \ncompleted in this course. Preparation of a first draft is submitted to the student's reading \ncommittee. Graded with a letter grade \"A-F.\" Prerequisite: Satisfactory grade in HON 302. \n\nHON 402. Honors IV hours \n\nRevisions are made and a final draft of the thesis is submitted to the smdent's reading \ncommittee. A formal defense of the thesis may be scheduled. An appropriate oral presentation of \nthe honors work also wiU be required in an academic setting. Prerequisite: Minimum grade of \"C\" \nin HON 401. Grade of \"I\" for HON 401 is not acceptable. \n\n\n\nOglethorpe University Students Abroad (OUSA) \n\nOglethorpe University fosters and supports the concept that international study, travel, and \nglobal explorations remain a vital part of a rigorous academic education. Through a growing global \nnetwork of partnerships, agreements, and for-credit, short-term trips sponsored by the university, \nOglethorpe offers an exciting array of opportunities for international education. Oglethorpe University \nStudents Abroad (OUSA) consists of four divisions: \n\nInternational Exchange Partnerships \n\nOglethorpe University offers unique opportunities to students for one semester or one \nyear of study at partnership colleges and universities in Latin America, China, France, Germany, \nJapan, the Netherlands, and Russia. Most of the student exchanges at these institutions will cost \nthe student what he or she pays for tuition at Oglethorpe. \n\nIndependent Study Abroad \n\nNumerous oppormnities exist for any qualified smdents to study at other, non- \npartnership universities of the student's choice throughout the world, in science, economics, social \nsciences, languages, art, communications, the liberal arts, and business. The OUSA Director will \nhelp advise and direct each student in selecting the appropriate university abroad. Financial \nresources and stipends are available for academic study in some countries. \n\nStudents Abroad \n\nThis division of OUSA creates, organizes, and directs short-term, for-credit academic \nstudy trips abroad during the months of December, March, May, and the summer. Oglethorpe \nprofessors develop these trips as intensive explorations of culture, cuisine, music, historical and \npolitical institutions, art, archaeology, and business. Standard destinations include Ital\\', France, \nSpain, Switzerland, Austria, England, Greece, Turkey, Central and Latin America, China, and \nRussia. Students who elect to do so receive credit for their participation, which includes note- \ntaking, photographing, field documentation, journaUng, and a research project to be completed \nafter returning from the trips as independent work with the professor. \n\nAssociate Student Programs for Special Study Abroad \n\nThis division of OUSA manages special links to prominent universities and institutions \nabroad with whom Oglethorpe has developed a special relationship. At present, Oglethorpe has \ncreated the following special programs at these universities: \n\nOxford University, Oxford, England: Through the Washington International Studies \nCouncil, students who wish to study at Oxford University for a semester or a year may do so as \nregistered visiting smdents with university privileges, and live with British smdents in the center of \nOxford. Applications and eligibility requirements can be obtained in the Office of the OUSA \nDirector. \n\nUmbra Institute, Perugia, Italy: Smdents who wish to smdv in Italy for a semester or \na year may do so at this English-speaking, liberal arts instimte, where they can take courses in \nItalian language, history, and politics. Applications and materials may be obtained in the Office of \nthe OUSA Director. \n\n\n\n89 \n\n\n\nStudents who desire to explore a culture, examine archaeological ruins, witness political \ndecisionmaking firsthand, research museums throughout the world, document ecological \nproblems, study in an internadonal setting, or sharpen language skills should seriousty investigate \nparticipating in any of the four divisions of OUSA. \n\nOglethorpe academic advisors and the OUSA Director serve as primary consultants for \nstudents who seek any study abroad experience. Students who wish to apply for financial \nassistance should contact the Director of Financial Aid early in the pursuit of a study abroad \nprogram to determine what available funds exist. Specific deadlines and itineraries for short-term \ntrips appear throughout the year in student e-mail, the student newspaper, and fliers throughout \nthe campus. \n\nNote: Every student attending an Oglethorpe approved semester or year abroad will receive \ncredit for one semester of the junior year core  either Historical Perspectives on the \nSocial Order I or II  the smdent may choose. \n\nRich Foundation Urban Leadership Program \n\nOglethorpe University's Rich Foundation Urban Leadership Program challenges \nstudents to develop their leadership abilit)' throughout their college years, and awards the \nCertificate of Urban Leadership at graduation. Through a balance of academic courses, \nworkshops, and various on- and off-campus experiences, it prepares graduates to meet the \nchallenges of responsible citizenship in local, national and international communities. Students \ngain a broad understanding of leadership concepts, theories, and applications. They are \nencouraged to consider their education in light of the demands of leadership in their own lives as \nwell as in their communities. \n\nThe program takes fuU advantage of the extraordinary resources of the Atianta \nmetropolitan area. A major economic force in the Southeast, Atianta is rich with exceptional \nlearning opportunities in the realms of politics, business, the arts, information technologv, \nentertainment, and community service. Few selective universities are able to combine a rigorous \nliberal arts education with the resources and opportunities of a world-class citv'. \n\nThe following curriculum encompasses the four required courses designed specitlcaUv \nfor the Rich Foundation Urban Leadership Program \n\nPOL 350. Special Topics in Politics: Moral and Political Leadership 4 hours \n\nIn tliis course, the Uves of a number of leaders are examined and a series of questions \nare addressed. In what did or does their greatness consist? With what issues or moral dilemmas \ndid they wrestie? What challenges did they face? How did they understand and perhaps overcome \nthe constraints of their situation? Upon what moral, intellectual, and \"characterological\" resources \ncould they rely? What were their strengths? What were their weaknesses? Prerequisite: Permission \nof the instructor. \n\nULP 303. The New American City 4 hours \n\nThe purpose of this course is to examine the problems and prospects of politics and \npolicymaking in the new American city and its environs. Consideration will be given to the \npolitical and sociological significance of a number of the factors that characterize this new \ndevelopment, including extremes of wealth and poverty, the mix of racial and ethnic groups, \nand the opportunities and challenges provided by progress in transportation and technologv. \nOffered annually. \n\n\n\n90 \n\n\n\nULP 304. Community Issues Forum: Principles into Practice 4 hours \n\nThis course is taught as a weekly seminar focusing on a particular community issue and \naccompanied by an issue-related, off-campus internship. Together with facult)-, students analyze \nissues confronting stakeholders, collaborate on solutions, and present findings derived from their \ninternship assignments. Students have interned with the state legislature, local and state chambers \nof commerce, community' food banks, arts organizations, corporations, non-profit organizations, \nand a number of other communit}' groups. Topics covered in previous years include: communit}^ \ndevelopment, education, transportation, health care, and the environment. Prerequisite: \nPermission of the instructor. \n\nUrban Leadership Elective 4 hours \n\nWith the approval of the Rich Foundation Urban Leadership Program Director and the \nacademic advisor, the student selects an appropriate course to satisfy the fourth course \nrequirement of the program. Ideally, the elective course will be part of the student's major or \nminor, or in an area of vocational interest. The principal objective of the elective requirement is \nto look for intellectual or applied leadership in the student's chosen field or profession. \n\nIn addition to the required academic course work, students demonstrate leadership on \nand off campus by their participation in University, civic, and communit}' endeavors in Atianta. \nSmdents organize and participate in conferences, workshops, and symposia on and off campus. \nAt the end of each semester, smdents submit a brief memo to the director detailing their \nleadership challenges and opportunities that semester. In the final semester, students prepare a \npaper reflecting on their leadership experiences during college. The final portfolio contains written \nwork drawn from the student's leadership courses and experiences. \n\nAdmission to the Rich Foundation Urban Leadership Program is competitive. \nStudents may apply in the freshman, sophomore, or junior year. The director and a selection \ncommittee evaluate candidates on the basis of commitment to leadership-related study, the \ndesire for leadership understanding and application, extracurricular participation, academic \nrecord, and other experience. \n\n\n\n91 \n\n\n\n92 \n\n\n\nThe Core Curriculum \n\n\n\nX \n\n\n\n\nHistory of the Core Curriculum \n\n\n\nOglethorpe initiated its \"core curriculum,\" in the academic year 1944-45, making it one \nof the first core programs in the United States. In his explanatory brochure about the program, \nOglethorpe President Philip Weltner presented a new liberal arts curriculum with the twin aims \nof equipping students to \"make a Ufe and make a living.\" Each student would devote one half of \nhis or her college course work to the common intellectual experience of the core, while the \nstudent would devote the other half to his or her major area of study. In outlining his new plan \nand his philosophy of education. President Weltner anticipated some of the ideas featured in \nGeneral Education in a Free Society, Harvard University's 1945 statement stressing an emphasis \non liberal arts and a core curriculum. \n\nThe idea of a core curriculum was at that time so revolutionary in higher education that \nnews of the Oglethorpe Plan appeared in The New York Times in the spring of 1945. Dr. Weltner \ntold The Times: \"We are trying to develop keen.. .appreciation and understanding. Instead of \ndividing our courses into separate schools, we are giving the students a good liberal and general \neducation which can become the basis of hundreds of vocations.\" \n\nDr. Weltner's core curriculum for the Oglethorpe students of the 1940s reflected the \nconcerns of the war era: the core consisted of a series of courses under the headings \n\"Citizenship\" and \"Human Understanding.\" As the concerns of the war era receded and the post- \nwar information explosion ensued, the Oglethorpe core underwent extensive revision in the \n1960s, with its required courses coming to resemble much more closely traditional courses in the \ndisciplines. Gradually this core came to focus on those courses representing competencies that a \nwell-educated generaUst ought to have upon graduating from coUege. \n\nWith the support of a major grant from the National Endowment for the Humanities, \nthe Oglethorpe core curriculum underwent substantial revision in the early 1990s to reflect a new \nidea about core curriculum and its purpose. Rather than an attempt to define what every student \nshould know or a list of basic competencies every student should have, the new Oglethorpe core \naimed at providing a common learning experience for all students. Since the early 1990s the core \ncurriculum has undergone further scrutiny and refinement. Beginning in 1998, Oglethorpe \nimplemented a sequence of new interdisciplinary year-long courses. These sequences, which \nextend over all four years of a student's collegiate career, feature the reading of a number of \nprimary texts common to all sections of the courses and frequent writing assignments. Each \ncourse in the sequence builds upon the body of knowledge studied in the pre\\ious covirse. \nCourses in the fine arts and in mathematics complement these sequences. The program explicidv \ninvites students to integrate their core learning and to consider knowledge gained from smdv in \nthe core as they approach study in their majors. In developing this curriculum, the facults' has \nrenewed its commitment to the spirit of Dr. Weltner's original core: \"We must never for an instant \nforget that education to be true to itself must be a progressive experience for the learner, in which \ninterest gives rise to inquiry, inquiry is pursued to mastery, and mastery here occasions new \ninterests there.\" \n\nAs every student's second major, the core continues to urge students to pursue links \namong the various areas of study and to appreciate the value of intellectual inquiry. A National \nEndowment for the Humanities Challenge Grant, wWch Oglethorpe received in 1996, helped to \ncreate an endowment for the core curriculum, guaranteeing that faculty have the resources to keep \nthe core vital and central to learning at Oglethorpe. As facult)' work together through frequent \nconversation about the content and goals of their core courses to pro\\dde an integrated approach \nto learning, one is reminded of the pledge Dr. Weltner made over half a century ago in outlining \nthe core: \"Oglethorpe University insists that die object is not to pass a subject; the object is to take \nand keep it.\" \n\n\n\n94 \n\n\n\nLiberal Education and the Core Curriculum \n\n\n\nOglethorpe University is committed to providing a comprehensive liberal arts education \nfor all of its students. We aim to produce graduates who are broadly educated in the fundamental \nfields of knowledge and who know how to integrate knowledge in meaningful ways. The \nUniversity's core curriculum is the clearest expression of this commitment. As an interdiscipUnarv \nand common learning experience, the core curriculum provides for students throughout their \nacademic careers a model for integrating information and gaining knowledge. The sequencing of \nthe core courses means that all Oglethorpe students take the same core courses at the same point \nin their college careers, thereby providing an opportunity for students to discuss important ideas \nand texts both inside and outside the classroom. In this way, the core curriculum aims to create a \ncommunit)' of learners at Oglethorpe University. \n\nStaffed by facult)^ from a wide variet}' of disciplines, the program seeks to teach students \nthe following aptimdes and skills: \n\n1 . The abiUt}' to reason, read, and speak effectively, instilled through frequent and rigorous \nwriting assignments and the reading and discussion of primary texts. \n\n2. An understanding as well as a critical appreciation of how knowledge is generated and \nchallenged. \n\n3. The ability to reflect upon and discuss matters fundamental to understanding who we \nare and what we ought to be. This includes how we understand ourselves as individuals \n(Core I) and as members of societ}' (Core 11), how the study of our past informs our \nsense of who we are as human beings (Core III), and the ways in which the practice of \nscience informs our understanding of ourselves and the world (Core I\\^. \n\nIn addition to the seven integrated and sequenced core courses, Oglethorpe University \nstudents take two additional courses that have been designed to help them develop an appreciation \nand understanding of fine arts and mathematics. Students earning a Bachelor of Arts degree also \nstudy a foreign language. \n\nThe core curriculum provides only a beginning for the investigation of significant \nquestions and issues. The program is designed to foster in students a love of learning and a desire \nto learn, to think, and to act as reflective, responsible beings throughout their lives. \n\nFreshman Year - Core I \n\nCOR 101. Narratives of the Self I \nCOR 102. Narratives of die Self II \n\nSophomore Year - Core II \n\nCOR 201. Human Namre and the Social Order I \nCOR 202. Human Namre and the Social Order II \n\nJunior Year - Core III \n\nCOR 301. Historical Perspectives on the Social Order I \nCOR 302. Historical Perspectives on the Social Order II \n\nSenior Year - Core IV - One of the following: \n\nCOR 401. Science and Human Namre: Biological Sciences \nCOR 402. Science and Human Namre: Physical Sciences \n\n\n\n95 \n\n\n\nFine Arts Requirement - One of the following: \nCOR 103. Music and Culture \nCOR 104. Art and Culture \n\nMathematics Requirement \n\nCOR 203. Great Ideas of Modern Mathematics \n\nForeign Language Requirement \n\nAH students undertaking and earning a Bachelor of Arts degree will be required to take \nat least one semester of a foreign language at the second-semester elementary-level or higher. \nStudents who graduated from a secondary school where the language instruction was not English \nhave satisfied the foreign language requirement. \n\nCOR 101, COR 102. Narratives of the Self I, II 4 plus 4 hours \n\nThe first-year course sequence investigates narratives of the self vVmong the topics that \nstudents wiU consider are a variety of fictional and philosophical constructions of the self, the \nrelationships of memory to personal identity, and the disjunction or harmony between public and \nprivate selves. The authors considered in the courses may include Homer, Socrates, St. Augustine, \nMontaigne, Shakespeare, Descartes, Cervantes, Lao Tsu, Nietzsche, and Toni Morrison. \n\nCOR 103. Music and Culture 4 hours \n\nThe appreciadon of music begins with an understanding of the creative process as a \nmeans of self-expression and the artist's relationship to the world. Using primary sources, guest \nlecturers, and artists, this course examines the st\\4es, trends, and developments of Western and \ninternational music from early civilizations through the 20* century. Study and discussion begin \nto develop an understanding of how music and the cultural arts reflect and affect societal trends \nand values. \n\nCOR 104. Art and Culture 4 hours \n\nThrough the study of art this course will help students understand the basic chronology \nof Western culture, lay the groundwork for broad cultural Uteracv, and look at how art retlects the \nhuman condition. The course explores content, formal elements, and historical context of the art \nof Western and non-Western cultures from ancient to modern times. Four basic themes wUl \nprevail: Art and Religion, Art and Power, Art and Nature, and Art and the Personal. \n\nCOR 201, COR 202. Human Nature and the Social Order I, II 4 plus 4 hours \n\nThe sophomore course sequence focuses on the relationship between individuals and \ncommunities, examining the extent to which the \"good Ufe\" can be pursued within die confmes \nof any social order. These courses investigate issues such as the nature of human excellence and \nvirtue, the character of justice, the origins and sources of social order, and the stams and \nlegitimacy of political power. How can we obtain an accurate description of humans as social \nbeings? What is the good societ}?, and how may it be realized? Students in this course are in\\'ited \nto become more thoughtful, self-conscious, and self-critical members and citizens of the society- \nand polity in which they live. Authors such as Aristotie, Locke, Smith, Tocquevdlle, Marx, and \nWeber are read. \n\nCOR 203. Great Ideas of Modern Mathematics 4 hours \n\nThis course explores several major modern matiiematical developments and helps \nstudents to understand and appreciate the unique approach to knowledge wliich characterizes \nmathematics. The mode of inquiry employed is reason. This is not to be confused widi the \napproach used, for example, in the natural or social sciences. It is, rather, reason divorced from \n\n96 \n\n\n\nanything empirical. As T. H. Huxley remarked, \"Mathematics is that study which knows nothing \nof observation, nothing of experiment, nothing of induction, nothing of causation.\" The course \nwill be organized around three or four major mathematical ideas that have emerged since the time \nof Newton. These ideas will be drawn from such fields as calculus, set theory, number theory, \nprobabilit)' theory, modern algebra, logic, topology, and non-Euclidean geometry. \n\nCOR 301, COR 302. Historical Perspectives on the Social Order I, II 4 plus 4 hours \n\nThe junior year sequence constitutes an historical examination of human experience in \nresponse to some of the themes and issues raised in the first two years of the core. Drawing on \na variety of perspectives from both the humanities and the social sciences, the course strives to \nreconstruct the histories of significant periods in human history. The first semester focuses on \nthe rise and fall of civilizations from antiquit}' through the Renaissance. The second semester \nconcentrates on the problems of modernity, such as the rise of the modern state, nationalism, \nrevolution, and globalization. Both courses examine the ways in which significant moments have \nbecome essential parts of our historical consciousness, enshrined in myth, and religion, tradition, \nculture, and institutions. Through careful analysis of current scholarship and original sources, \nstudents are invited to consider the complex relationship between history, cultural traditions, and \nthe social and political institutions derived from them. \n\nCOR 401. Science and Human Nature: Biological Sciences 4 hours \n\nThe senior year course deals with the way scientific methodologies inform current \nthinking on the nature of the human organism. Starting from basic genetic and psychological \nunderstandings, it emphasizes how evolutionary mechanisms may be seen as contributing to the \norigins of uniquely human behaviors. Elements of DNA structure as it applies to information \nstorage and transmission, the regulation of gene expression and the mechanics of protein \nsynthesis, mutation and its centralit^' in producing variation, sexual reproduction and how the laws \nof probabUit}' apply to biological systems, sex determination, \"altruistic\" behavior, and kin \nselection are among the topics explored. \n\nCOR 402. Science and Human Nature: Physical Sciences 4 hours \n\nModern western society is largely science-dominated, and the consideration of science \nand its role in society is essential for any educated person. This core course investigates the \npractice of science by focusing specifically on scientific revolutions. It is during such periods of \nupheaval that we can most clearlv see how science is actually practiced. WTiat causes a new idea to \nchallenge the scientific status quo? What determines whether the new idea will be accepted, or \nnot? When seeking new explanations for natural events, what guides the scientist's search? The \ngoal of this course is to equip the student with the necessary tools and background to seek \nanswers to these questions, and others, for such questions are increasingly a part of each of our \nlives if we live those lives reflectively. \n\n\n\n97 \n\n\n\nCore Equivalencies for Transfer Students \n\nCore credits for transfer students are determined by two things: a student's specific \ncourse work and the total semester hours transferred in by the student. No core credit is given for \nAdvanced Placement or College Level Examination Program course work. Other credit is often \ngiven, however for Advanced Placement and International Baccalaureate course work; please see \nAdvanced Placement and International Baccalaureate Programs in the Admission section of this \nBulletin. \n\n\n\nTransfer Hours \n\n\nCourse Credits \n\nfrom Previous Colleges \n\n\nCore \nEquivalents \n\n\n1-14 \n\n\nMusic Appreciation or Music History \nArt Appreciation or Art History \n\n\nCOR 103 \nCOR 104 \n\n\n1 5 and over \n\n\nWriting Course \n\nLiterature or philosophy course \n\n\nCOR 101 \nCOR 102 \n\n\nOver 30 \n\n\nCourse in history, politics, sociology, \nanthropology, philosophy* or economics. \n\n\nCOR 201 \n\n\nOver 45 \n\n\nTwo courses in history, politics, sociology, \nanthropology, philosophy* or economics. \n\n\nCOR 201 and \nCOR 202 \n\n\n\n* Note: If a philosophy course is used to exempt COR 102, the same course cannot be applied \nto COR 201 or 202. \n\nGreat Ideas of Mathematics, Historical Perspectives on the Social Order I, II, Science \nand Human Nature: Biological Sciences, and Science and Human Namre: Physical Sciences cannot \nbe fulfilled by transfer credit. \n\nCore Credits Through Study Abroad or as a Transient Student \n\nEvery student attending an Oglethorpe approved semester or year abroad wall receive \ncredit for one semester of the junior year core  either Historical Perspectives on the Social Order \nI or II  the smdent may choose. \n\nOnce a student enrolls at Oglethorpe, core credit may not be earned through study as a \ntransient student at other institutions; for example, no summer school credit from another \nuniversity. \n\n\n\n98 \n\n\n\nPrograms of Study \n\n\n\n\nDegrees \n\nOglethorpe University offers six degrees: Bachelor of Arts, Bachelor of Science, \nBachelor of Arts in Liberal Studies, Bachelor of Business Administration, Master of Arts in \nTeaching - Early Childhood Education, and Master of Business Administration. The Bachelor of \nArts, Bachelor of Science, and Master of Arts in Teaching  Early Childhood Education degrees \nare offered in the traditional program and described in this publication. (For a discussion of the \nother three degrees, please see University College at the end of this section or refer to the University \nCollege Bulletin, available from the University College Office.) Under certain conditions it is also \npossible for a student to receive a dual degree in art, a dual degree in engineering, a dual degree in \nenvironmental studies, or a degree under the Professional Option. See the Index for the sections \nwhere these degrees are discussed. \n\nUndergraduate Major Programs and Requirements \n\nCompletion of a major program is required for all baccalaureate degrees. The student's \nacademic advisor assists with the student's selection of a major. The student declares the major \nselected on the course registration form completed each semester. Students must have declared a \nmajor by the end of the second semester of the sophomore year. \n\nA major is an orderly sequence of courses in: 1) a particular discipline, 2) a combination \nof two disciplines, or 3) a defined interdisciplinary field. A major must include a minimum of 32 \nand a maximum of 64 semester hours of required course work, exclusive of all hours used to \nsatisfy core requirements. Exceptions may be granted in special circumstances by a vote of the \nappropriate faculty committee. At least half of the semester hours required for the major must be \nin course work taken at Oglethorpe University. Each major includes a substantial component of \nadvanced courses which have specified prerequisites. A major may require for successful \ncompletion a cumulative grade-point average in the major field which is higher than the 2.0 \ncumulative grade-point average required for graduation. Alternativel}', the requirements for the \nmajor may state that only courses in which a \"C-\" or higher grade is received mav be used in \nsatisfaction of the major's requirements. The student is responsible for ensuring the fulfillment of \nthe requirements of the major selected. Specific requirements for each of the majors may be \nfound listed below in alphabetical order. Please note that no course that is counted to fulfill a \nmajor requirement for one degree may be used toward the requirements of another degree. \nFor the Bachelor of Arts degree the following majors are offered: \n\nAmerican Studies \n\nArt - Dual Degree \n\nArt History \n\nBusiness Administration and Behavioral Science \n\nCommunication and Rhetoric Studies \n\nEconomics \n\nEngineering  Dual Degree \n\nEnglish \n\nEnvironmental Studies  Dual Degree \n\nFrench \n\nHistory \n\nIndividually Planned Major \n\nInternational Studies \n\nInternational Studies with Asia Concentration \n\n\n\n100 \n\n\n\nPhilosophy \nPolitics \n\nPsychology \nSociology \n\nSociology with Social Work Concentration \nSpanish \nStudio Art \nTheatre \nFor the Bachelor of Science degree the following majors are offered: \nAccounting \nBiology \nBiopsychology \nBusiness Administration \n\nBusiness Administration and Computer Science \nChemistry \nEconomics \nMathematics \n\nMathematics and Computer Science \nPhysics \n\nUndergraduate Minor Programs and Requirements \n\nA minor consists of at least 16 semester hours of course work beyond any core \nrequirements in that discipline. A minimum of 12 semester hours of a minor must be in course \nwork taken at Oglethorpe. Minor programs are available in the fields Usted below. Specific \nrequirements for each minor may be found in the respective disciplines, that follow in \nalphabetical order: \n\n\n\nAccounting \n\nAmerican Studies \n\nArt History \n\nBiology \n\nBusiness Administration \n\nCommunication and Rhetoric Studies \n\nChemistry \n\nComputer Science \n\nEconomics \n\nEnglish \n\nFrench \n\nHistory \n\nIndividually Planned Minor \n\nJapanese \n\n\n\nMathematics \n\nMusic \n\nPhilosophy \n\nPhysics \n\nPolitics \n\nPsychology \n\nSociology \n\nSpanish \n\nStudio Art \n\nTheatre \n\nWomen's and Gender Studies \n\nWanting \n\n\n\n101 \n\n\n\nAcademic Departments \n\n\n\nOrganizadon of Oglethorpe's disciplines is by division, each with its own division chair. \nThe nine divisions are as follows: \n\nDivision I Philosophy, Communication and Rhetoric Studies, and the Fine Arts \n\nDivision II History, Politics, and International Studies \n\nDivision III Natural Sciences \n\nDivision IV Behavioral Sciences \n\nDivision V Economics and Business Administration \n\nDivision VI Education  Undergraduate and Graduate \n\nDivision VII English Language and Comparative Literature \n\nDivision VIII Foreign Languages \n\nDivision IX Mathematics and Computer Science \n\n\n\nAccounting \n\n\n\nAccounting is the language of business. Accounting provides quantitative information, \nprimarily financial in nature, about economic entities that is intended to be useful in making \neconomic decisions. Accounting students become acquainted with the sources and uses of \nfinancial information and develop the analytical ability necessary to produce and interpret such \ninformation. The students learn to observe economic activity; to select from that acti\\4t\\' the \nevents which are relevant to a particular decision; to measure the economic consequences of those \nevents in quantitative terms; to record, classify, and summarize the resulting data and to \ncommunicate the information in various reports and statements to the appropriate \ndecisionmakers. \n\nAccounting students gain the conceptual foundation and basic skills to begin a career in \naccounting. There are many attractive career fields including public accounting, industry, \ngovernment, and non-profit organizations. Accounting provides an excellent educational \nbackground for anyone going into business. With the skills gained from accounting, the student \nwiU have an appropriate background for such related careers as financial ser\\aces, computer \nscience, management, industrial engineering, law and others, or the abiUt}' to pursue graduate \neducation. Internships are available to give preparation to students for careers after graduation. \nThe major in accounting wiU assist the student to prepare for several qualifying examinations in \naccounting and finance such as Certified Public Accountant (CPA), Certified Management \nAccountant (CMA), and Certified Financial Analyst (CFA). \n\nMajor \n\nStudents pursuing a Bachelor of Science degree must complete the following \nrequirements with a grade of \"C-\" or higher: \n\nACC 230 Financial Accounting \n\nACC 231 Managerial Accounting \n\nACC 332 Intermediate Accounting I \n\nACC 333 Intermediate Accounting II \n\nACC 334 Cost and Managerial Accounting \n\nACC 335 Income Tax Accounting: Individuals \n\nACC 435 Advanced Accounting \n\nACC 437 Auditing \n\nBUS 110 Business Law I \n\nBUS 260 Principles of Management \n102 \n\n\n\nBUS 310 Corporate Finance \n\nBUS 350 Marketing \n\nBUS 469 Strategic Management \n\nECO 121 Introduction to Economics \n\nECO 221 Intermediate Microeconomics \n\nMAT 111 Statistics \n\nMAT 121 AppUed Calculus \n\nNote: All upper level (300 and 400) accounting courses must be taken at Oglethorpe unless \nspecial permission is given by a member of the accounting facult\\'. \n\nIn addition, the student must satisfy the Computer Applications Proficiency \nRequirement. This can be done in one of three ways: 1) by assessment of skills with the student's \nacademic advisor, 2) by successful completion of Introduction to Computer Applications \nSoftware, or 3) by successful performance on the computer proficiency examination. \n\nBeginning in 1998, new eligibility requirements adopted by the Georgia State Board of \nAccountancy require at least 150 semester hours of college study to qualifv' to take the CPA \nexamination. Included within the content of this minimum education standard is the requirement \nto complete at least 30 semester hours of accounting courses beyond Financial Accounting and \nManagerial Accounting and at least 24 semester hours of education in business administration. \nFor those students whose objective is to qualif}' to take the CPA examination, it is recommended \nthat the following courses be included in these additional required semester hours: \n\nACC 336 Income Tax Accounting: Corporations, Partnerships, Estates, \nand Trusts \n\nACC 436 Accounting Control Systems \n\nACC 438 Accounting Theory \n\nBUS 111 Business Law II \n\nMinor \n\nStudents desiring to minor in accounting must complete five courses: Financial \nAccounting and Managerial Accounting, and three of any of the following with a grade of \n\"C-\" or higher: \n\nACC 332 Intermediate Accounting I \n\nACC 333 Intermediate Accounting II \n\nACC 334 Cost and Managerial Accounting \n\nACC 335 Income Tax Accounting: Individuals \n\nACC 435 Advanced Accounting \n\nACC 230. Financial Accounting 4 hours \n\nThis course is a study of generally accepted accounting principles (GAAP) and other \naccounting concepts with emphasis on their application in the financial statements of business \nenterprises. The measurement and reporting of assets, liabilities, and owners' equit\\' is stressed, \nalong with the related measurement and reporting of revenue, expense, and cash flow. \nPrerequisite: Sophomore standing or above or approval by the Director of Accounting Studies. \n\n\n\n103 \n\n\n\nACC 231. Managerial Accounting 4 hours \n\nThis course is a study of the use of accounting information by managers and decision \nmakers within an economic enterprise. Cost analysis for purposes of planning and control is \nemphasized. Prerequisite: ACC 230. \n\nACC 332. Intermediate Accounting I 4 hours \n\nThis course covers financial accounting topics at an intermediate level. The topics \ncovered are similar to Financial Accounting, but in greater depth. The standards promulgated by \nthe Financial Accounting Standards Board are considered and evaluated. The theoretical \nfoundations of accounting are emphasized. Prerequisite: ACC 231. \n\nACC 333. Intermediate Accounting II 4 hours \n\nThis is a continuation of Intermediate Accounting I with emphasis on advanced topics \nsuch as capitalized leases, pension costs, inter-period income tax allocation and accounting \nchanges. Prerequisite: ACC 332. \n\nACC 334. Cost and Managerial Accounting 4 hours \n\nThis course provides an introduction to the financial information required for the \nmanagerial activities of planning, directing operational activities, control, and decision making. \nThe course includes the study of the analytical techniques and methodologies used to generate \naccounting information and the managerial use of accounting information. The topics include \ncost behavior and estimation, costing of products and services, cost-volume-profit analysis, \nbudgeting, relevant cost analysis, performance evaluation, and pricing decisions. Prerequisite: \nACC 231. \n\nACC 335. Income Tax Accounting: Individuals 4 hours \n\nThis course provides an overview of the federal income tax system primarily as it relates \nto individuals. The study of the federal tax law provides the necessary tax background for a variet}' \nof accounting, financial, and managerial careers. Prerequisite: ACC 231. \n\nACC 336. Income Tax Accounting: Corporations, Partnerships, \n\nEstates, and Trusts 4 hours \n\nThis course is a study of the federal income tax laws and related accounting problems \nof corporations and parmerships, with some consideration of estates and trusts. Consideration \nwill be given to the role of taxation in business planning and decision making and the \ninterrelationships and differences between financial accounting and tax accounting. Prerequisite: \nACC 335. \n\nACC 430. Personal Financial Education 2 hours \n\nThis course is designed to prepare students for a successftil transition to life after college. \nThe course wiU focus on financial planning and education. It wiU cover topics such as emplo^er \nbenefits, money management, debt reduction, tax remrn preparation, insurance, large asset \npurchases, and investing. Graded on a satisfactory/unsatisfactory basis. \n\nACC 433. Independent Study in Accounting 1-4 hours \n\nSupervised research on a selected topic. Prerequisite: Submission of a proposed outline \nof study that includes a schedule of meetings and assignments approved bv the instructor, die \ndivision chair, and the Provost and Senior Vice President prior to registration. \n\n\n\n104 \n\n\n\nI \n\n\n\nACC 434. Internship in Accounting 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning opportunit)^ to \nqualified students. The internship generally requires the student to obtain a faculty supervisor in \nthe relevant field of study, submit a learning agreement, work 30 hours for every hour of academic \ncredit, keep a written journal of the work experience, have regularly scheduled meetings with the \nfaculty supervisor, and write a research paper dealing with some aspect of the internship. Written \nwork should total five pages of academic writing for every hour of credit. An extensive list of \ninternships is maintained by the Career Services Office, including opportunities at \nPricewaterhouseCoopers, Ernst and Young, Deloitte and Touche, Georgia Pacific, and Miller, Ray, \nand Houser. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the \nfaculty supervisor and qualification for the internship program. \n\nACC 435. Advanced Accounting 4 hours \n\nThis course is a study of business combinations and the related problems of \nconsolidating the financial statements of affiliated corporations. The accounting problems related \nto international business are also covered and governmental accounting is introduced. \nPrerequisite: ACC 333. \n\nACC 436. Accounting Control Systems 4 hours \n\nThis course is an in-depth study of the application of information systems concepts to \nthe accounting environment. Emphasis is on the processing of data in a computerized \nenvironment as well as the controls that are necessary to assure accuracy and reUabiUt}' of the data \nprocessed by an accounting system. Practical implications of accounting information system \ndesign and implementation will be investigated through the use of cases and projects. \nPrerequisites: ACC 231 and CSC 240. \n\nACC 437. Auditing 4 hours \n\nThis course is a study of auditing standards and procedures, including the use of \nstatistical and other quantitative techniques, and preparation of audit working papers, reports, and \nfinancial statements. Emphasis is placed upon the criteria for the establishment of internal \ncontrols and the effect of these controls on examinations and reports. Prerequisites: ACC 333 and \nMAT 111. \n\nACC 438. Accounting Theory 4 hours \n\nThis course covers the principles and concepts of accounting at an advanced theoretical \nlevel. The emphasis is on critical analysis of the ideas on which accounting practice is based along \nwith an appreciation for the intellectual foundations for those ideas. Prerequisite: ACC 333. \n\nACC 439. Special Topics in Accounting 4 hours \n\nAn intense study of diverse accounting topics under the direct super\\'ision of an \naccounting faculty member. Prerequisite: Permission of the instructor. \n\n\n\n105 \n\n\n\nAllied Health Studies \n\n\n\nStudents who plan to attend schools of nursing, physical therapy, occupational therapy, \nmedical technology, or other allied health fields should plan their programs at Oglethorpe with the \nassistance of the faculty member serving as the Allied Health Advisor. The name of this advisor \ncan be obtained at the Registrar's Office. \n\nPreparation for admission to an allied health education program typically follows one of \ntwo models. In the first model, students are admitted to an allied health program after completing \na group of required courses in specific academic areas during two years of college study. For \nstudents pursuing this option, a minimum of 64 semester hours credit earned at Oglethorpe and \nsuccessful completion of the allied health education program in an accredited professional school \nare required to earn the Bachelor of Arts degree with an individually planned major. (See the \ndescription of the individually planned major below.) The second model, which has become \ncommon practice in fields such as physical therapy, requires students to earn a bachelor's degree \nbefore being admitted to the allied health program. The degree awarded upon completion of the \nallied health program is t}^ically a master's or doctoral degree. Students interested in this option \nmay find that one of the majors regularly offered at Oglethorpe fulfills the admission \nrequirements for the allied health program. In other cases, an individually planned major can be \ndesigned to meet the admission requirements of the allied health program. \n\nStudents who are exploring careers in allied health fields can find additional information \nabout them at \"Health Professions Links\" at http://wipw.naahp.org and at \"Careers in Allied \nHealth\" at http:/ / wiviv. ama-assn. org/ ama/pub/ category/ 2322. html. \n\n\n\nAmerican Studies \n\n\n\nThe interdisciplinary major in American studies is designed to provide students with the \nopportunity to develop a systematic and in-depth understanding of American culture. Bv \ncombining American studies courses and courses from relevant disciplines (history, literature, the \narts, economics, and the social sciences), students may explore the relationships of diverse aspects \nof American life. Students also are able to pursue their special interests within American culture \nby developing an \"area of concentration\" that provides a specific focus for much of the work \ncompleted in fulfillment of major requirements. \n\nIn addition to introducing students to the field of American studies, the major is \ndesigned to help students refine their fundamental intellectual skills, especially their writing and \nspeaking skills. Skills of this sort wUl serve the student well long after many specific facts, \npostulates, and theories have been forgotten. In short, as is consistent with Oglethorpe's stated \ninstitutional purpose, the American studies program seeks to prepare humane generalists - \nindividuals who possess those basic qualities so necessary for leadership in a rapidly changing \nworld. The degree awarded is the Bachelor of Arts. \n\nMajor \n\nRequirements of the major include completion of the following seven courses: \nECO 223 United States Economic History \nENG 303 American Poetry \nHIS 130 United States History to 1865 \nHIS 330 Between Worid Wars: The United States, 1 920- 1 945 \nHIS 331 The Age of Affluence: The United States Since 1945 \n\n\n\n106 \n\n\n\nSOC 202 The American Experience (to be taken in the freshman or \n\nsophomore year) \nOne semester of a foreign language at the second semester elementary- \nlevel or higher \nCompletion of five of the following courses also is required: \nCRS 340 Writing for Business and the Professions \nECO 421 Money and Banking \nECO 424 Labor Economics \nECO 425 Public Finance \nEDU 101 Introduction to Education \n\nENG 312 Special Topics in Literamre and Culture: Literature in the 1920s \nENG 314 Special Topics in Major British and American Authors \nHIS 430 The American Civil War and Reconstruction \nHIS 431 History of United States Foreign Relations \nPOL 201 Constitutional Law \nPOL 302 American Political Parties \nPOL 303 Congress and the Presidency \nPOL 304 African- American Politics \nPOL 311 United States Foreign Policy \nSOC 201 The Family \nULP 303 The New American City \n\nMinor \n\nRequirements for the minor include completion of The American Experience (to be \ntaken in the freshman or sophomore year) and three of the following five courses: \nECO 223 United States Economic History \nENG 303 American Poetry \nHIS 130 United States History to 1865 \nHIS 330 Between World Wars: The United States, 1920-1945 \nHIS 331 The Age of Affluence: The United States Since 1945 \n\nArt \n\nThe Art Department at Oglethorpe Universit\\' offers a stimulating and rigorous \nprogram of study in studio and art history. The curriculum is designed to be an integral part of \nthe liberal arts experience for majors and non-majors alike. Students may choose from a -wide \nrange of studio courses offered at the introductory through the advanced level, including dra\\\\ing, \npainting, figure drawing, photography (both traditional darkroom and digital), printmaking, two- \ndimensional design, color theory, anatomy, and figure sculpture. Art history courses cover a wide \narray of time periods and culmres from ancient to modern art, with an interdisciplinary approach \nwhich stresses aesthetic and historical context. The Art Department curriculum prepares students \nfor a wide array of options, including graduate school and careers in a variet}' of art-related fields. \n\nIn keeping with the concept of the liberal arts education, the Art Department's \ncurriculum is designed to give smdents the tools needed to express themselves, think clearly, and \nhelp find their places in the world. The curriculum is unique in the Southeast for its emphasis on \nmastering the concepts and skills necessary to draw, paint, and sculpt the human figure. Color \ntheor}^, perspective, anatomy, and art history are integrated to this goal. In addition, students are \nexposed to a wide range of mediums, including drawing, painting, printmaking, sculpmre, and \nphotography. \n\n107 \n\n\n\nThe wide range of courses, as mentioned above, is open at the introductory' level to all \nstudents regardless of major or minor. Introductory-level courses emphasize the development of \nperception (learning to see); cognitive skills (application of theories to visual phenomena); a sense \nof aesthetics (organization of the parts for the larger whole); and technical skills (facilit}' in \nmanipulating tools). \n\nMany courses are offered at the intermediate and advanced levels as well, in some cases \nunder the \"Special Topics\" heading. Intermediate-level courses build upon introductor}'-level \ncourse material, undertaking more complex thought processes and approaches, while advanced- \nlevel courses emphasize individual inquiry and original thinking. \n\nStudio Art Major \n\nStudio courses are designed to provide students with a rigorous and stimulating \nfoundation in visual language and thinking. Courses emphasize the development of perception \nand visual acuity, cognitive skills, a sense of aesthetics, and facility in manipulating a variet}- of \nartistic approaches and media. The curriculum prepares students to go on to graduate school in \nstudio or other fields such as education, art therapy, graphic design or medical illustration. \n\nStudents majoring in studio art must complete eight studio courses, two upper-level art \nhistory courses, and one foreign language course at the second semester elementary-level or \nhigher, for a total of 11 courses and 44 semester hours. Requirements for the studio major include \ntwo drawing courses; three painting courses; Anatomy For the Artist and Figure Drawing; \nIntroduction to Photography; Modern Art History; either Introduction to Figure Sculpture, \nIntroduction to Printmaking, or Ways of Seeing; and one other upper-level art history course. The \ndegree awarded is the Bachelor of Arts. \n\nThe Scientific Illustration Track with Biological Science Emphasis and the Scientific \nIllustration Track with Physical Science Emphasis are two programs which enable the student to \ncombine art major requirements and specific science courses. These programs fulfill admission \nrequirements for graduate school programs in medical and scientific illustration. The degree \nawarded is the Bachelor of Arts. \n\nArt History Major \n\nThe art history major provides students with an intellecmal, aesthetic, and historical \nfoundation for the study of all visual arts, including architecture, sculpture, painting, photography, \nand nascent media. The courses which make up the art history major have been designed to be \nintegrally related to the liberal arts experience, complementing other courses and majors wliich are \nalready offered at Oglethorpe by providing comparative historical, cultural, and philosophical \nreference points, while at the same time functioning as a rigorous, free-standing discipline. The \ncurriculum prepares students to go on to graduate school in art history and for careers such as \nmuseum work, education, and art consulting. \n\nStudents majoring in art history must complete a minimum of six art liistory courses \n(one of which must be Modern Art History), two smdio courses (in any tVk'o different media), up \nto two courses from the list below, and one foreign language course at the second semester \nelementary-level or higher, for a total of 1 1 courses and 44 semester hours. i\\ll art history courses \nhave COR 104 Art and Culture as a prerequisite. The degree awarded is the Bachelor of Arts. \n\n\n\n108 \n\n\n\nCompletion of two or more of the following courses is required (others may be added \nat the discretion of the Art Department): \n\nCRS 101 Theories of Communication and Rhetoric \n\nCRS 390 Special Topics in Communication and Rhetoric Studies: Media, \nCulture and Societ}'* \n\nENG 101 Ancient Literature \n\nENG 102 Medieval and Renaissance Literature \n\nPHI 301 Philosophy of Art (Aesthetics) \n\nPHI 321 Special Topics in Philosophy: Japanese Aesthetics* \n\nSOC 305 Film and Societ\\' \n\nWGS 301 Introduction to Women's Studies Theory \n\nWGS 302 Introduction to Women's Studies-History \n\nTwo semesters of foreign language (in addition to the foreign language \n\nrequirement for the Bachelor of Arts degree) \n* contingent on these Special Topics courses being offered again. \n\nMinor \n\nFor a minor in art, students may have a concentration in studio or art history. For both \nareas of concentration students must complete a total of five courses and 20 semester hours. \nStudents with a concentration in studio must take four studio courses and one upper-level art \nhistory course. Students may take up to three of these studio courses in one discipline (for \nexample, photography, drawing, painting, etc.) or in four different disciplines. At least two of these \nstudio courses must be in separate disciplines. \n\nFor a concentration in art history, students must take four upper-level art history courses \nand one studio course. \n\nART 101. Introduction to Drawing 4 hours \n\nThis course is an introductory-level studio course which will focus on mastering the \nfundamentals of drawing. Working from observation in line and value, students will develop an \nunderstanding of form and shape; volume and flatness; spatial relationships; the basics of \nperspective and composition, and the materials and techniques of drawing. \n\nART 102. Introduction to Painting 4 hours \n\nThis course is an introductory-level studio course which will focus on understanding and \nmastering the fundamentals of painting. Working from observation, this includes developing an \nunderstanding of color and color relationship; form and shape; volume and flatness; the basics of \ncomposition, and the materials and techniques of oil painting. \n\nART 103. Introduction to Figure Sculpture 4 hours \n\nWorking from the life model, students will convey their understanding of the \nhuman form in clay. Planar structure, volume, proportion, and major anatomical landmarks \nwill be covered. \n\nART 109. Introduction to Photography 4 hours \n\nLaboratory exercises, in-class lecmres, critiques and assignments are designed to develop \nan understanding of all aspects of photography, including composition and self expression. \nEmphasis will be on development of technical skills and a personal direction in photography. \nPrerequisite: A fuUy manual camera - to be brought to the first class meeting. \n\n\n\n109 \n\n\n\nART 110. Ways of Seeing 4 hours \n\nThis course systematically breaks down the vocabularies of art to their component \nelements, studying how these elements work together to form visual language. Problems in color \nand composition will be undertaken in a variety of media, including ink, acrylic, and photography. \n\nART 111. Anatomy For the Artist and Figure Drawing 4 hours \n\nThis course focuses on both the scientific and the aesthetic exploration of the human \nbody. Drawing from the life model, students will study form and function of the skeletal and \nmuscular systems, along with proportion and surface landmarks. A variet}' of approaches to \ndrawing and drawing materials will be covered. \n\nART 201. Intermediate Drawing 4 hours \n\nThis course explores drawing as a tool for perception and a means of self-expression. \nStudents will undertake advanced problems in drawing which build upon concepts and techniques \ncovered in Introduction to Drawing. These include problems involving the surface of the picture \nplane and the ground plane, arrangements of elements in static and dynamic compositions and \nvalue pattern. Prerequisite: ART 101 or ART 111. \n\nART 202. Intermediate Painting 4 hours \n\nStudents will build upon experiences in Introduction to Painting and undertake more \ncomplex formal and personal issues in their work. They will be expected to master a wide range \nof visual vocabularies and approach painting from a variety of aesthetic points of view. Imager}', \nrealism, abstraction, expressionism, and narration will be explored as smdents begin to develop \nindividual direction in their own work. Prerequisite: ART 102. \n\nART 203. Intermediate Figure Sculpture 4 hours \n\nWorking from the Life model, this level of sculpture builds upon conceptual and \npercepmal skills honed in Introduction to Figure Sculpmre. Students are expected to approach \nsculpting the human form from a variety of aesthetic points of view, including realism, \nabstraction, and expressionism. Prerequisite: ART 103. \n\nART 205. Special Topics in Studio 4 hours \n\nSmdio exercises, in-studio lecmres, outside assignments, and critiques are designed to \ndevelop a basic understanding of various media, including printmaking and various specialties of \nartists-in-residence. \n\nART 250. Special Topics in Art History 4 hours \n\nAn in-depth analysis of specific historical art periods will stress how major artists and \ntrends were influenced by their times. Discussion of important events and ideas of significant \nindividuals of the period will serve to provide the necessary background for a thorough \ncomprehension of social and inteUecmal sources of art. Prerequisite: COR 104. \n\nART 260. Ancient Art History 4 hours \n\nThis course wiU cover the art and archaeology of the area around the Mediterranean Sea \nbefore the fall of Rome, commonly called the \"ancient world.\" The course will examine the \nmythology and religion of each culmre, using primary sources such as artifacts and ancient \nliterature. Cultures covered will include Mesopotamia, Eg^.'pt, Bronze Age Crete, Greece, and \nRome. Prerequisite: COR 104. \n\n\n\n110 \n\n\n\nART 300. Italian Renaissance Art History 4 hours \n\nThis course explores the paintings, sculpture, and architecture of Italy from 1300 to \n1650 C.E. Chronological in format, this course enables students to analyze and understand the \nprinciple styles, methods, and contexts of Italian art and its intrinsic value in the study of \nEuropean art. Prerequisite: COR 104. \n\nART 302. Advanced Painting 4 hours \n\nStudents wiU build upon prior experiences in Intermediate Painting and be guided to set \nparameters for individual inquiry in their work. Emphasis will be on personal imagery and control \nof formal issues to express the students' ideas. Each student will be expected to develop ideas and \nthemes in a cohesive body of work. Prerequisite: ART 202. \n\nART 305. Advanced Special Topics in Studio 4 hours \n\nThis is an advanced level of Special Topics in Studio such as sculpture, photography, \ndrawing, printmaking, etc. Prerequisite: ART 205. \n\nART 310. Northern Renaissance and Baroque Art History 4 hours \n\nThis course will cover the art of Northern Europe from the late Gothic through the \nBaroque period (the late 14* to the end of the 17* century). A range of media and styles will be \nexplored such as illuminated manuscripts, architecture, printmaking, and painting, including the \nwork of Durer, Rembrandt, and Vermeer. Prerequisite: COR 104. \n\nART 320. 18* and 19* Century European Art History 4 hours \n\nThis course focuses on the major artists and movements of the 18* and 19* centuries \nin Europe, beginning with the late Baroque and progressing through the Rococo, the \nNeoclassical, Romantic, Realist, Impressionist, and the Pre-Raphaelite, as well as Expressionism, \nand Art Nouveau Movements. Students will analyze the major paintings, architecture, and \nsculpture of each period as reflections of the political, social, and religious realities of the time. \nPrerequisite: COR 104. \n\nART 330. Far Eastern Art History - India, China, Tibet, and Japan 4 hours \n\nThis course wiU explore the paintings, sculpture, and architecture of India, Cliina, \nTibet, Japan, and other Eastern cultures. Chronological in format, this course will enable students \nto analyze and understand principle st}des, methods, and cultural contexts of Eastern art. This \ncourse will compare and contrast Eastern and Western approaches and attitudes toward art. \nPrerequisite: COR 104. \n\nART 340. The Art of the Americas, Africa, Oceania, and Others 4 hours \n\nThis course will look at how non-western and often pre-technological people around the \nworld use visual arts. How does their art express what is important to them? What does it share \nwith Western art? Some anthropology findings and the idea of \"the primitive\" will be explored. \nBoth living and extinct cultures will be studied. Prerequisite: COR 104. \n\n\n\nIll \n\n\n\nART 350. Modern Art History 4 hours \n\nAn in-depth analysis of the art of the 19* and 20* centuries, stressing how major \ntrends and major artists were influenced by their dmes, this course wiU begin with the advent of \nthe Industrial Revolution and continue to the present. It will focus on the art and ideas of \nIngres, Manet, Monet, Van Gogh, Gauguin, Cezanne, Picasso, Matisse, DaU, and Warhol. \nPrerequisite: COR 104. \n\nART 400. Independent Study in Art History 1-4 hours \n\nSupervised research on a selected topic in art history. Prerequisite: Submission of a \nproposed outline of study that includes a schedule of meetings and assignments approved by the \ninstructor, the division chair, and the Provost and Senior Vice President prior to registration. \n\nART 405. Independent Study in Studio 1-4 hours \n\nSupervised studio art on a selected topic. Prerequisite: Submission of a proposed \noutline of study that includes a schedule of meetings and assignments approved by the instructor, \nthe division chair, and the Provost and Senior Vice President prior to registration. \n\nART 410. Internship in Art 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning opporttinit\\^ to \nqualified smdents. The internship generally requires the student to obtain a facult}' supervisor in \nthe relevant field of study, submit a learning agreement, work 30 hours for every hour of academic \ncredit, keep a written journal of the work experience, have regularly scheduled meetings with the \nfaculty supervisor, and write a research paper dealing with some aspect of the internship. Written \nwork should total five pages of academic writing for every hour of credit. An extensive list of \ninternships is maintained by the Career Services Office, including opportunities at the High \nMuseum of Art, Nexus Contemporary Art Center, Atianta International Museum, and \nVespermann Gallery. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of \nthe faculty supervisor and qualification for the internship program. \n\nArt  Dual Degree \n\nSmdents seeking a broadly based educational experience invoking the t\\pes of \nprograms generally found at a college of arts and sciences as well as the specialized training \noffered by a professional college may wish to consider the dual degree program in art. Oglethorpe \nUniversity and The Atianta College of Art offer a joint program for students interested in a career \nin the visual arts. The dual degree program requires enrollment at Oglethorpe for two vears \nfollowed by enrollment at The Atianta College of Art for another two years and one summer. \n\nThe student is required to complete Fresh Focus, all of the core curriculum at \nOglethorpe (including Art and Culture), a foreign language course at the second semester \nelementary-level or higher, and three courses in studio electives. Upon successful completion of \nthese courses, the smdent enrolls at The Atianta College of Art and completes 75 credit hours in \nstudio and art history courses. Placement in studio courses is dependent on a portfolio re\\-iew. \n\n\n\n112 \n\n\n\nUpon compledon of the joint program, the student receives the degree of Bachelor of \nArts from Oglethorpe and the degree of Bachelor of Fine Arts from The Atlanta College of Art. \nStudents participating in the dual degree program must meet the entrance requirements of both \ninstitutions. Dual degree smdents are advised at Oglethorpe by a facult}' member in the field of \nvisual arts. \n\nNote: Dual-degree students in art may not use Oglethorpe financial aid assistance to attend \nother institutions. \n\nBiology \n\nThe curriculum in biology provides a foundation in both classical and contemporary \nbiological concepts and prepares the student for continuing intellectual growth and professional \ndevelopment in the life sciences. These goals are achieved through completion of a set of courses \nthat provide a comprehensive background in basic scientific concepts through lectures, \ndiscussions, writing, and laboratory work. The program supplies the appropriate background for \nemployment in research institutions, industry, and government; the curriculum also prepares \nsmdents for graduate school and for professional schools of medicine, dentistry, veterinary \nmedicine, and the like. Students planning to attend graduate or professional schools should \nrecognize that admission to such schools is often highly competitive. Completion of a biology \nmajor does not ensure admission to these schools. \n\nA grade of \"C-\" or higher must be obtained in each freshman- and sophomore-level \nscience or mathematics course that is required for this major or minor; these courses are \nnumbered 100 through 300 in each discipline. A grade-point average of 2.0 or higher is required \nin all courses required for the major. \n\nStudents who are interested in medical Hlustration are encouraged to consider the \nScientific Illustration Tracks that are offered within the art major. \n\nMajor \n\nThe requirements for a major in biology are as follows beginning with these four courses \nin sequence: General Biology I and\" II, Genetics, and Microbiology. \n\nOne set of paired courses chosen from the following three sets must be completed: \nBiochemistry and Molecular Biology and Biotechnology or \nComparative Vertebrate Anatomy and Human Physiology or \nEcology and Special Topics in Biology: Conservation Ecology \nThree upper-level courses chosen from Cell Biology, Embryology, Evolution, Animal \nBehavior, and Vascular Plants; or, any of the paired courses above not used to fulfill the paired \ncourse requirement must be completed. \n\nAdditionally, Biology Seminar I: Oral Presentations, Biology Seminar II: Biological \nLiteramre, General Chemistry I and II (with laboratories). Organic Chemistry I (with laborator}-); \neither Organic Chemistry II (with laboratory) or Elementary Quantitative Analysis (with \nlaboratory); General Physics I and II (with laboratories); and Statistics must be completed. The \ndegree awarded is the Bachelor of Science. \n\n\n\n113 \n\n\n\nAll introductory level science courses (General Biology I, General Chemistr}^ I (with \nlaboratory). General Physics I (with laboratory), College Physics I (with laboratory) have the same \nmathematics prerequisite. There are three ways that students can fulfill this mathematics \nrequirement: 1) by completing Precalculus at Oglethorpe with a grade of \"C-\" or higher; 2) by \nsuccessfully completing the precalculus mathematics placement examination (Placement \nExamination Two at http: 1 1 petrelnet.oglethorpe.edu I dmsion9 1) [a graphing calculator is required for \nthe placement test]); or 3) by achieving a score of 3, 4, or 5 on the Advanced Placement Calculus \nAB or BC Examination. \n\nMinor \n\nThe requirements for a minor in biology are General Biology I and II, Genetics, and \nMicrobiology. Students minoring in biology are not exempt from the prerequisites for the biology \ncourses and thus also wiU complete General Chemistry I and II (with laboratories) and Organic \nChemistry I (with laboratory and either Organic Chemistry II (with laboratory) or Elementan,- \nQuantitative Analysis (with laboratory). \n\nBIO 101, BIO 102. General Biology I, II 5 plus 5 hours \n\nAn introduction to modern biology, these courses include the basic principles of plant \nand animal biology, with emphasis on structure, function, evolutionary relationships, ecology, and \nbehavior. Lecture and laboratory. Prerequisites: Precalculus in high school or MAT 103, BIO 101 \nmust precede BIO 102 and it is recommended that the courses be completed in consecutive \nsemesters. Smdents who are majoring in biology must earn a grade of \"C-\" or higher in BIO 101 \nbefore taking BIO 102. \n\nBIO 201. Genetics 5 hours \n\nAn introduction to the study of inheritance. The classical patterns of MendeUan \ninheritance are related to modern molecular genetics and to the control of metabolism and \ndevelopment. Lecture and laboratory. Prerequisites or corequisites: BIO 102, CHM 102, CHM \n201, and CHM 201L. A grade of \"C-\" or higher must be earned in each of the prerequisite \ncourses. \n\nBIO 202. Microbiology 5 hours \n\nAn introduction to the biology of viruses, bacteria, algae, and fungi. Consideration is \ngiven to phylogenetic relationships, taxonomy, physiology, and economic or pathogenic \nsignificance of each group. Lecture and laboratory. Prerequisites: BIO 201, CHM 201, and CHM \n201L with a grade of \"C-\" or higher in each course. \n\nBIO 251. Biology Seminar I: Oral Presentations 1 hour \n\nThis course is offered in the faU as a component in a two-semester \"capstone\" sequence \nfor biology majors. The two-part experience is designed to introduce students to the mechanics \nand inteUecmal components of the practice of being a scientist. This course will cultivate the \nskills of the framing, researcliing, preparation and presentation of a public address on a topic of \nbiological interest. Recommended for smdents with junior or senior standing. \n\n\n\n114 \n\n\n\nBIO 252. Biology Seminar II: Biological Literature 1 hour \n\nThis course is offered in the spring as a component in a two-semester \"capstone\" \nsequence for biology majors. The two-part experience is designed to introduce students to the \nmechanics and intellectual components of the practice of being a scientist. This course serves as \nan introduction to researching, locating, interpreting and presenting information from the \nprofessional scientific literature. Recommended for students with sophomore or junior standing. \n\nBIO 301. Comparative Vertebrate Anatomy 5 hours \n\nAn intensive study of the structural aspects of selected vertebrate t}'pes. These \norganisms are smdied in relation to their evolution and development. The laboratory involves \ndetailed examination of representative vertebrate specimens . Prerequisites: BIO 102, BIO 201, \nCHM 201, and CHM 201L. Completion of BIO 201 or CHM 201 and coregistration in the other \nmay be acceptable with the permission of the instructor. A grade of \"C-\" or higher must be \nearned in each of the prerequisite courses. \n\nBIO 302. Human Physiology 5 hours \n\nA detailed analysis of human functions that deals primarily with the interactions \ninvolved in the operation of complex human systems. Lecture and laboratory. Prerequisites: BIO \n201, CHM 201, and CHM 201L. A grade of \"C-\" or higher must be earned in each of the \nprerequisite courses. \n\nBIO 310. Special Topics in Biology 1-5 hours \n\nAdvanced course and laboratory work, including independent studies, in various areas \nof biology. Approval by the student's facult}' advisor and the chairperson of the department is \nrequired for off-campus activities. Prerequisite: Permission of the instructor. \n\nBIO 313. Embryology 5 hours \n\nA course dealing with the developmental biology of animals. Classical observations are \nconsidered along with more recent experimental embryology in the framework of an analysis of \ndevelopment. In the laboratory, living and prepared examples of developing systems in \nrepresentative invertebrates and vertebrates are considered. Prerequisites: BIO 202, CHM 201, \nand CHM 201L. A grade of \"C-\" or higher must be earned in each of the prerequisite courses. \n\nBIO 315. Animal Behavior 5 hours \n\nThis course considers the function, development, and evolution of animal behavior, \nincluding the physical and physiological bases of behaxdor, behavioral genetics, social beha\\aor and \nbehavioral ecology. The laboratory component applies the issues addressed in lecmre in a hands- \non interactive and field-oriented setting. An integrated speakers series is part of the interactive \nintellectual environment cultivated by the course. Lecmre and laboratory. Offered biennially. \nPrerequisites: BIO 102 and PSY 101. A grade of \"C-\" or higher must be earned in each of the \nprerequisite courses. \n\n\n\n115 \n\n\n\nBIO 316. CeU Biology 5 hours \n\nAn in-depth consideration of cell ultrastructure and the molecular mechanisms of cell \nphysiology. Techniques involving the culturing and preparation of cells and tissues for \nexperimental examination are carried out in the laboratory. Prerequisites: BIO 202, CHM 201, and \nCHM 201 L. A grade of \"C-\" or higher must be earned in each of the prerequisite courses. \n\nBIO 326. Vascular Plants 5 hours \n\nThe biology of vascular plants is considered at levels of organization ranging from the \nmolecular through the ecological. Studies of anatomy and morphology are pursued in the \nlaboratory, and an independent project concerning plant hormones is required. Offered spring \nsemester of even-numbered years. Prerequisites: BIO 202, CHM 201, and CHM 201L. A grade of \n\"C-\" or higher must be earned in each of the prerequisite courses. \n\nBIO 413. Biochemistry 5 hours \n\n7\\n introduction to the chemistry of Hving systems, this course will investigate the \nsynthesis, degradation, and functions of various molecules within living organisms. Central \nmetabolic pathways and enzyme reaction mechanisms also will be studied. Lecttire and laboratory. \nPrerequisites: BIO 102, CHM 201, and CHM 201 L with a grade of \"C-\" or higher in each course; \nrecommended Prerequisite: CHM 310. \n\nBIO 414. Molecular Biology and Biotechnology 5 hours \n\nThis course is an introduction to the theory and practice of molecular bioscience. Topics \ncovered include the principles and processes of molecular biology, DNA isolation and \ncharacterization, restriction enzyme analysis, cloning, construction and selection of recombinants \nmade in vitro and preparation and analysis of gene libraries. Lecture and Laboratory. Prerequisites: \nBIO 202, CHM 201, CHM 201 L, and BIO 413 with a grade of \"C-\" or higher in each course. \n\nBIO 416. Evolution 4 hours \n\nA course dealing with the various biological disciplines and their meaning in an \nevolutionary context. Also, a consideration of evolutionary mechanisms and the various theories \nconcerning them. Prerequisites: BIO 202, CHM 201, and CHM 201L. A grade of \"C-\" or higher \nmust be earned in each of the prerequisite courses. \n\nBIO 423. Ecology 5 hours \n\nThis course investigates the features of the environment that dictate where an organism \nlives and what densit}' its population can achieve. The course takes a quantitative approach to these \ntopics and uses both laboratory and field-based examples to Ulustrate concepts. Laboratory \nsections involve several off-campus field trips. Prerequisites: Permission of the instructor or a \ngrade of \"C-\" or higher in BIO 202, CHM 201, and CHM 201L. \n\nBiopsychology \n\nBiopsychology is the study of the biological bases of behavior, including the molecular \nand cellular basis of neural functioning and how systems of neurons relate to beha\\ior. By its \nnature, the field of biopsychology is an interdisciplinary field of smdy that encompasses biology, \nchemistry, and psychology. The field is broad and researchers may find themselves smd\\ing the \nbrain from a chemical, cellular, genetic, developmental, behavioral, cognitive, or social behavioral \nperspective. A graduate with a Bachelor of Science in biopsychology could pursue entry-level \n\n\n\n116 \n\n\n\npositions in academic or private research settings, sales positions in the biotechnology industry, or \nexplore alternative careers such as policy development or science writing. In addition, the major \nprovides the training necessary to be competitive when applying to various graduate programs in \nneuroscience and related disciplines. \n\nThe major consists of 1 1 required courses (some with associated laboratories) and four \nelectives. There is no minor in biopsychology. Courses taken to complete this major may not be \nused to fulfill the requirements of a minor in a related field. Due to the breadth of electives \noffered students should consult with their advisor to create a coherent program of study that is \nbest suited to each student's goals. Pre-medical students should consult with the pre-medical \nadvisor concerning additional course work required to apply to medical school. \n\nGeneral Biology I and II, General Chemistry I and II, and General Chemistry \nLaboratory I and II have as prerequisites fulfillment of one of the following with a grade of \n\"C-\" or better: 1) high school calculus, 2) AP calculus, or 3) precalculus taken at the college level. \nA grade of \"C-\" or higher must be obtained in each freshman- and sophomore-level required \ncourse (100-level and 200-level). A grade-point average of 2.0 or higher is required in all required \ncourses and electives for the major. The degree awarded is the Bachelor of Science. \n\nMajor \n\nRequirements of the major include completion of the following courses: \n\nBIO 101 General Biology I \n\nBIO 102 General Biology II \n\nBIO 201 Genetics \n\nBIO 202 Microbiology \n\nCHM 101, lOlL General Chemistry I with laboratory \n\nCHM 102, 102L General Chemistry II with laboratory \n\nCHM 201, 201 L Organic Chemistry I with laboratory \n\nMAT 1 1 1 Statistics \n\nPSY 101 Psychological Inquiry \n\nPSY 301 Research Methods \n\nPSY 309 Behavioral Neuroscience \nEach student must also complete four electives from the following options. At least one \nelective must be a biology course or Organic Chemistry II with laboratory. \n\nBIO 301 Comparative Vertebrate Anatomy \n\nBIO 302 Human Physiology \n\nBIO 315 Animal Beha\\aor * \n\nBIO 316 CeU Biology \n\nBIO 413 Biochemistry \n\nBIO 414 Molecular Biology and Biotechnology \n\nCHM 202, 202L Organic Chemistry II with laboratory \n\nPSY 201 Developmental Psychology \n\nPSY 203 Learning and Conditioning \n\nPSY 302 Advanced Experimental Psychology \n\nPSY 306 Abnormal Psychology \n\nPSY 307 Cognitive Psychology \n\nPSY 308 Sensation and Perception \n\nPSY 403 Drugs, the Brain, and Behavior \n\n*Note: This course will not serve as the one biology elective by itself. \n\n\n\n117 \n\n\n\nBusiness Administration \n\n\n\nBusiness Administration prepares stxidents for careers in the business world. Business \nteaches not only knowledge and use of business terminology but introduces all the major \ndisciplines of a business entity. Throughout the curriculum there is a major emphasis on critical \nthinking, strategic thinking, leadership, problem solving, managerial skills, and communication \nskills. Business students study all functional areas of business to enable them to have an appropriate \nfoundation for related careers in advertising, financial services, banking or securities trading, \nmarketing, management, or to pursue graduate education. Internships are available to prepare \nstudents for careers after graduation. \n\nIn addition to preparing students for business careers and graduate school, the program \nin business administration is a good alternative for other careers. Students gain administrative skills \nand methods of kiquiry that are applicable in governmental and non-profit organizations. Since \nmuch legal practice involves business and a knowledge of business terminology and institutions, \nthis major is an excellent background for the smdy and practice of law. \n\nMajor \n\nStudents pursuing a Bachelor of Science degree must complete the following \nrequirements with a grade of \"C-\" or higher: \n\nACC 230 Financial Accounting \n\nACC 231 Managerial Accounting \n\nBUS 219 Management Science \n\nBUS 260 Principles of Management \n\nBUS 310 Corporate Finance \n\nBUS 350 Marketing \n\nBUS 469 Strategic Management \n\nECO 121 Introduction to Economics \n\nECO 221 Intermediate Microeconomics \n\nECO 222 Intermediate Macroeconomics \n\nMAT 1 1 1 Statistics \n\nMAT 121 AppUed Calculus \nIn addition, the student must satisfy the Computer Applications Proficiency \nRequirement. This can be done in one of three ways: 1) by assessment of skills with the student's \nacademic advisor, 2) by successful completion of Introduction to Computer Applications \nSoftware, or 3) by successful performance on the computer proficiency examination. \n\nFinally, three additional advanced-level courses must be successfully completed at \nthe 300 or 400 level in accounting, business administration, economics, and/or computer \nscience. These courses may be taken in a specific functional area as a concentration or taken \nin different areas. \n\nA concentration may be earned in the areas of finance, international business smdies, \nmanagement, or marketing. Each concentration requires that the student take at least nine credit \nhours of course work at the 300, 400, or MBA level in that area. For a course to be included as \npart of a student's concentration, it must be approved by the smdent's advisor. \n\nStudents who wish to take MBA-level courses as part of their concentration must have \n1) at least junior standing, 2) a cumulative grade-point average of 2.8, and 3) written permission \nfrom the MBA director. In addition, there must be sufficient space availabilit}' for undergraduate \nstudents. A student may take no more than six credit hours of the concentration at the MBA level. \n\n\n\n118 \n\n\n\nMinor \n\nA minor in business administration is designed to provide the student with an \nelementary foundation in the major disciplines within business administration. It is a useful minor \nfor students who wish to prepare for an entry-level position in business while pursuing another \nmajor outside of business administradon. It is also useful for those who wish to continue work \nafter graduation toward a Master of Business Administration degree at Oglethorpe or elsewhere. \nThe requirements for a minor are the successful completion with a grade of \"C-\" or higher in each \nof the following courses: \n\nACC 230 Financial Accounting \n\nACC 231 Managerial Accounting \n\nBUS 260 Principles of Management \n\nBUS 310 Corporate Finance \n\nBUS 350 Marketing \n\nECO 121 Introduction to Economics \n\nBUS 110. Business Law 1 4 hours \n\nThis course is designed to give the student an awareness of a Limited area of those \naspects of the law which will be needed in day-to-day dealings with the problems of business. \nSpecial emphasis is placed upon the law of contracts, negotiable instruments, agency, and a study \nof the Uniform Commercial Code as it applies. \n\nBUS 111. Business Law II 4 hours \n\nThis course is a study of partnerships, corporations, sales, bailments, securit}' devices, \npropert}', bankruptcy, and trade infringements. Prerequisite: BUS 110. \n\nBUS 219. Management Science 4 hours \n\nAn introduction to operations research, model building, optimization, linear \nprogramming, inventory models, and simulation. Major techniques and models of quantitative \nanalysis as appUed to business are studied. Prerequisites: CSC 240, MAT 111, and MAT 121. \n\nBUS 260. Principles of Management 4 hours \n\nThis course is an introduction to the principles of management and administration. It \nincludes the study of leadership, conflict resolution, decision making, and the general functions of \nmanagement in large and small organizations. Students wiU use computers extensively to do active \nresearch, and wiU learn spreadsheet and graphical tools to aid in the development of their \ndecision-making skills. \n\nBUS 310. Corporate Finance 4 hours \n\nThis course is a study of the basic principles of organizational finance and its relation \nto other aspects of business management and to the economic environment within which the firm \noperates. Attention is given to basic financial concepts, techniques of financial analysis, sources of \nfiinding, asset management, capital budgeting, capital structure, cost of capital, time value of \nmoney, and financial decision making under conditions of uncertainty Prerequisites: ACC 231, \nECO 121, and MAT 111. \n\nBUS 350. Marketing 4 hours \n\nThis course is concerned with the policies and problems involved in the operation of \n\nmarket institutions. It will examine broad principles and concepts involved in the operation of \n\nmarket planning, market segmentation, consumer behavior, and product management, pricing, \n\ndistribution, and promotion of goods and services. Aspects of global marketing, current \n\nmarketing topics, and ethical and social responsibUit)' issues in marketing are addressed. \n\nPrerequisites: ACC 231 and ECO 121. \n\n^ 119 \n\n\n\nBUS 351. Retailing 4 hours \n\nThis course is designed to acquaint tlie student with one aspect of the marketing \nactivity of distribution known as retailing. The course will involve looking at all the activities \nnecessary to sell goods and services to the final consumer. This will include an examination of \nsuch retail topics as consumer markets and behavior, retail site location, retail store operations \nand management, pricing and communication decisions, merchandising, decision analysis and \nevaluation, and the regulatory, technological and ethical environments in which retailing operates. \nPrerequisite: BUS 350. \n\nBUS 352. Marketing Communications 4 hours \n\nPrinciples, concepts, and practices relating to the various kinds of communications \nemployed to disseminate information about products and services to potential buyers are topics \nin this course. Communication methods to be studied include advertising, personal seUing, sales \npromotion, and pubUc relations. The behavioral aspects of both messages and media will be \nexplored. Prerequisite: BUS 350. \n\nBUS 362. Human Resources Management 4 hours \n\nIn this course students will explore the perspectives and challenges of Human \nResources Management within the context of the emerging global economy. The class will look \nat traditional HRM topics such as selection and compensation and also at how students can \nmanage their own human resource potential. Prerequisite: BUS 260. \n\nBUS 370. International Business 4 hours \n\nThis course is designed to acquaint the student with the problems encountered in \nconducting business outside one's own country and to provide a basis for evaluating the impact \non business activities of changing economic, political, and cultural factors. Cases will be used \nthroughout the course to give the student experience with the problems and advantages of doing \nbusiness across national frontiers. A cultural diversit)' simulation game also will be used. \nPrerequisite: BUS 260. \n\nBUS 410. Advanced Corporate Finance 4 hours \n\nAs a continuation of Corporate Finance, topics in this course will include capital \nbudgeting, intermediate and long-term funding, current asset management, working capital \nmanagement, and dividend policy. Case studies will be used to emphasize actual business \nsituations and to focus on the comprehensive financial management of the firm. Prerequisite: \nBUS 310. \n\nBUS 411. Investments 4 hours \n\nAn introduction to tlie environment in which investment decisions are made. Topics \nexplored wiU include efficient markets, the capital asset pricing model, term structure of interest rates, \nrisk versus return, and performance measures. Although the emphasis will be on stocks and bonds, \nother investments will be discussed. Prerequisite: BUS 310. \n\nBUS 450. Consumer Behavior 4 hours \n\nThis course is designed to develop and enhance an understanding of how and why \nindividuals, groups, and organizations select, secure, use, and dispose of products and die impact \nthis has on consumers and society. The course is interdisciplinarv, drawing upon the fields of \neconomics, marketing, psychology, and sociology. Ethical and legal as well as international aspects \nof consumer behavior are explored in the course. Prerequisite: BUS 350. \n\n120 \n\n\n\nBUS 451. Direct Marketing 4 hours \n\nThis course is designed to introduce the student to the specialized field of interactive \nmarketing which uses all media to effect a measurable consumer response. Topics to be explored \ninclude direct marketing planning, mailing lists and databases, selecting the appropriate media for \nthe message, techniques for creating and producing direct response campaigns, and managing the \ndirect marketing operation. Prerequisite: BUS 350. \n\nBUS 456. Marketing Research 4 hours \n\nThis course is designed to explore topics such as the t\\pes of research, the research \nprocess, research design, sampling procedures, data collection methods, data analysis, and \npreparation and presentation of research findings. A research project and presentation of findings \nis usually required in the course. Prerequisites: BUS 350, CSC 240 or equivalent, and MAT 111. \n\nBUS 461. Total Quality Management 4 hours \n\nThis course will explore major systematic approaches to Total Qualit\\' Management. \nStudents will examine quality management from a \"profound knowledge\" perspective (Deming, \nPirsig, Goldratt), and will learn how to understand qualit}' as a concept for achieving effective \nmanagement within a firm, and in one's own life. Prerequisites: BUS 260 and MAT 111. \n\nBUS 469. Strategic Management 4 hours \n\nThis course is the capstone integration course for the business program. Students learn \nintegrative thinking skills and strategic management tools through both the reading of conceptual \nwork and the extensive use of the case studies. This course must be taken in residence in order to \nfulfill the requirements for a degree in this major. Prerequisites: BUS 260, BUS 310, and BUS 350. \n\nBUS 490. Internship in Business Administration 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning opportunity' to \nqualified students. The internship generally requires the student to obtain a facult}' supervisor in \nthe relevant field of study, submit a learning agreement, work 30 hours for every hour of academic \ncredit, keep a written journal of the work experience, have regularly scheduled meetings with the \nfacult}' supervisor, and write a research paper dealing with some aspect of the internship. Written \nwork should total five pages of academic writing for every hour of credit. An extensive list of \ninternships is maintained by the Career Services Office, including opportunities at Office Depot, \nthe Metro Adanta Chamber of Commerce, SunTrust Bank and the Atianta Thrashers. Graded on \na satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and \nqualification for the internship program. \n\nBUS 494. Independent Study in Business Administration 1-4 hours \n\nSupervised research on a selected topic in business administration. Prerequisite: \nSubmission of a proposed outline of study that includes a schedule of meetings and \nassignments approved by the instructor, the division chair, and the Provost and Senior \\^ice \nPresident prior to registration. \n\nBUS 495. Special Topics in Business Administration 4 hours \n\nAn intense study of diverse business topics under the direct supervision of a business \nadministration faculty member. Prerequisite: Permission of the instructor. \n\n\n\n121 \n\n\n\nBusiness Administration and Behavioral Science \n\nBusiness administration and behavioral science provides students with the knowledge \nand skills of the behavioral sciences as they may apply to the business world. Students majoring \nin business and behavioral science will be prepared for careers in human resources or institutional \nadministration such as hospitals. The major also prepares students to pursue graduate studies in \nbusiness, applied psychology, or organizational behavior. \n\nMajor \n\nStudents pursuing a Bachelor of Arts degree must complete the following requirements \nwith a grade of \"C-\" or higher: \n\nACC 230 Financial Accounting \n\nACC 231 Managerial Accounting \n\nBUS 260 Principles of Management \n\nBUS 350 Marketing \n\nMAT 1 1 1 Statistics \n\nPSY 204 Social Psychology \n\nPSY 303 Psychological Testing \n\nSOC 302 The Sociology of Work and Occupations \n\nOne semester of a foreign language at the second semester \n\nelementary-level or higher \nTwo of the following behavioral science courses: \n\nPSY 202 Organizational Psychology \n\nPSY 203 Learning and Conditioning \n\nPSY 205 Theories of Personality \n\nPSY 301 Research Methods \n\nSOC 308 Culture and Society \nTwo of the following business administration courses: \n\nBUS 110 Business Law I \n\nBUS 219 Management Science \n\nBUS 310 Corporate Finance \n\nBUS 352 Marketing Communications \n\nBUS 362 Human Resources Management \n\nBUS 456 Marketing Research \n\nBUS 461 Total Quality Management \n\nBUS 495 Special Topics in Business Administration: Entrepreneursliip \nand Innovation \n\nECO 221 Intermediate Microeconomics \n\nECO 222 Intermediate Macroeconomics \n\nECO 424 Labor Economics \nIn addition, the student must satisfy the Computer Applications Proficiency \nRequirement. This can be done in one of three ways: 1) by assessment of skills with the student s \nacademic advisor, 2) by successful completion of Introduction to Computer Applications \nSoftware, or 3) by successful performance on the computer proficiencv examination. \n\n\n\n122 \n\n\n\nBusiness Administration and Computer Science \n\nBusiness involves the collection, storage, analysis, and reporting of large volumes of \ndata. By combining business and computer science courses, students learn ways in which \ncomputer systems can assist in carrying out the accounting, finance, marketing, and management \nfunctions of business. Business administration and computer science majors learn innovative \napproaches to administration that would be impractical without the computational capacity of the \ncomputer. \n\nStudents pursuing a Bachelor of Science degree must complete the following \nrequirements with a grade of \"C-\" or higher: \n\nACC 230 Financial Accounting \n\nACC 231 Managerial Accounting \n\nBUS 260 Principles of Management \n\nBUS 310 Corporate Finance \n\nBUS 350 Marketing \n\nBUS 469 Strategic Management \n\nCSC 243 Principles of Computer Programming in C++ or \n\nCSC 244 Principles of Computer Programming in Java \nCSC 344 Principles of File Processing in COBOL \nECO 121 Introduction to Economics \nMAT 1 1 1 Statistics \nMAT 121 AppUed Calculus \nCompletion of three of the following courses also is required: \n\nCSC 240 Introduction to Computer Applications Software or \n\nCSC 243 Principles of Computer Programming in C++ or \nCSC 244 Principles of Computer Programming in Java \nCSC 342 Introduction to Data Structures in Ada \nCSC 440 Principles of Object-Oriented Programming Using C++ \nCSC 441 Assembly Language and Computer Architecture \nCSC 442 Special Topics in Computer Science \nIn addition, the student must satisfy the Computer AppUcations Proficiency \nRequirement. This can be done in one of three ways: 1) by assessment of skills with the student's \nacademic advisor, 2) by successful completion of Introduction to Computer Applications \nSoftware, or 3) by successful performance on the computer proficiencv examination. \n\n\n\n123 \n\n\n\nChemistry \n\nThe chemistry program covers four general areas of chemistry: inorganic, organic, \nphysical, and analytical. The first half of a student's chemistry curriculum involves courses which \npresent the fundamentals of the various areas. The second half of the curriculum consists of \nadvanced courses which cover specialized topics in chemistry. In addition to factual knowledge \nabout chemistry, the student gains an understanding about the scientific method and a systematic \napproach to research. A large portion of the chemistry curriculum includes laboratory courses. \nThese courses teach the techniques and skills used in chemical experimentation. \n\nA student who has completed the Bachelor of Science program in chemistry has several \ncareer options. These options include technical or analytical work in a chemical laboratory and \nnon-research positions in the chemical industry such as sales or marketing. Another option is to \nenter a graduate or professional school. Graduates interested in doing chemical research should \npursue the M.S. or Ph.D. degrees. Those interested in professions such as medicine or dentistn,-, \nwould enter the appropriate professional school after receiving the Bachelor of Science degree. \nLastiy, the chemistry major is an excellent preparation for careers as diversified as patent law and \nteaching. \n\nA grade of \"C-\" or higher must be obtained in each freshman- and sophomore -level \nscience course that is required for this major or minor; these courses are numbered 100 through \n300 in each discipline. A grade-point average of 2.0 or higher is required in all courses required \nfor the major. \n\nSmdents who are interested in scientific illustration are encouraged to consider the \nScientific Illustration Tracks that are offered within the art major. \n\nMajor \n\nThe requirements for a major in chemistry are as follows: General Chemistry I and II, \nOrganic Chemistry I and II, Elementary Quantitative Analysis, Instrumental Methods of \nChemical Analysis, Physical Chemistry I and II, Inorganic Chemistry, Advanced Organic \nChemistry, and Organic Spectroscopy. Each requirement has a respective laboratory which must \nbe taken concurrentiy with the course. The degree awarded is the Bachelor of Science. \n\nMinor \n\nThe requirements for a minor in chemistry are as follows: General Chemistry I and II \n(with laboratories). Organic Chemistry I and II (with laboratories). Elementary Quantitative \nAnalysis (with laboratory), and one additional lecture course in chemistry. \n\nCHM 101, CHM 102. General Chemistry I, II 4 plus 4 hours \n\nAn introduction to the fundamental principles of chemistry, including a smdv of the \ntheories of the structure of atoms and molecules and the nature of the chemical bond; the \nproperties of gases, liquids, and solids; the rates and energetics of chemical reactions; the \nproperties of solutions; chemical equilibria; electro-chemistry, and the chemical beha\\'ior of \nrepresentative elements. Prerequisites: MAT 102 and MAT 103 with a grade of \"C-\" or higher in \neach course. Corequisites: CHM lOlL and CHM 102L. A grade of \"C-\" or higher must be earned \nin CHM 101 before taking CHM 102. \n\n\n\n124 \n\n\n\nCHM lOlL, CHM 102L. General Chemistry Laboratory I, II 1 plus 1 hour \n\nThe laboratory course is designed to complement CHM 101 and CHM 102. Various \nlaboratory techniques will be introduced. Experiments wiU demonstrate concepts covered in the \nlecture material. Corequisites: CHM 101 and CHM 102. \n\nCHM 201, CHM 202. Organic Chemistry I, II 4 plus 4 hours \n\nAn introductory course in the principles and theories of organic chemistry. The \nstructure, preparation, and reactions of various functional groups wiU be investigated. Emphasis \nwill be on synthesis and reaction mechanisms. Prerequisites: CHM 101 and CHM 102 with a grade \nof \"C-\" or higher in each course. Corequisites: CHM 201L and CHM 202L. A grade of \"C-\" or \nhigher must be earned in CHM 201 before taking CHM 202. \n\nCHM 201L, CHM 202L. Organic Chemistry Laboratory I, II 1 plus 1 hour \n\nThe laboratory course is designed to complement CHM 201 and CHM 202. Various \ntechniques, such as distillation, extraction, and purification, are smdied in the first semester. The \nsecond semester involves synthesis and identification of a variet}' of organic compounds. \nCorequisites: CHM 201 and CHM 202. \n\nCHM 301, CHM 302. Physical Chemistry I, II 4 plus 4 hours \n\nA systematic study of the foundations of chemistry. Particular attention is paid to \nthermodynamics, including characterization of gases, liquids, solids, and solutions of electrolytes \nand nonelectrolytes; the First, Second, and Third Laws; spontaneity and equilibrium; phase \ndiagrams and one- and two-component systems; electrochemistry; and an introduction to the \nkinetic theory and statistical mechanics. Additionally, both phenomenological and mechanistic \nkinetics are presented, as is a brief introduction to quantvim mechanics. Prerequisites: MAT 233, \nCHM 202, and PHY 102 with a grade of \"C-\" or higher in each course. \n\nCHM 301L, CHM 302L. Physical Chemistry Laboratory I, II 1 plus 1 hour \n\nIntended to complement the physical chemistry lecture courses, these courses provide \nthe smdent with an introduction to physico-chemical experimentation. Corequisite: CHM 301, \n302. \n\nCHM 310. Elementary Quantitative Analysis 4 hours \n\nAn introduction to elementary analytical chemistry, including gravimetric and volumetric \nmethods. Emphasis is on the theory of analytical separations, solubility, complex, acid-base, and \nredox equilibria. Intended for both chemistry majors and those enrolled in pre-professional \nprograms in other physical sciences and in the health sciences. Prerequisite: CHM 201 with a \ngrade of \"C-\" or higher. \n\nCHM 310L. Elementary Quantitative Analysis Laboratory 1 hour \n\nAnalyses are carried out in this course which illustrate the methods discussed in CHM \n310. Corequisite: CHM 310. \n\n\n\n125 \n\n\n\nCHM 422. Instrumental Methods of Chemical Analysis 4 hours \n\nA discussion of the principles and applications of modern instrumentation used in \nanalytical chemistry. Methods discussed are primarily non-optical, including an overview of \nelectrochemistry; potentiometric methods, including use of pH and other ion meters; \nelectrogravimetry; coulometry; polarography; amperometry; and gas- and liquid-chromatography. \nCourse is offered on alternate years. Prerequisite: CHM 310 with a grade of \"C-\" or higher. \n\nCHM 422L. Instrumental Methods Laboratory 1 hour \n\nThis laboratory accompanies CHM 422 and will consider the practical applications of \nmodern instrumentation in analytical chemistry. Corequisite CHM 422. \n\nCHM 424. Advanced Organic Chemistry 4 hours \n\nA discussion of selected reactions and theories in organic chemistry. Emphasis is placed \non reaction mechanisms and reactive intermediates encountered in organic synthesis. Prerequisite: \nCHM 202 with a grade of \"C-\" or higher. \n\nCHM 424L. Advanced Organic Chemistry Laboratory 1 hour \n\nIntended to complement Advanced Organic Chemistry, this course will investigate \ngeneral reactions and mechanistic principles in organic synthesis. The study will require the multi- \nstep synthesis of various organic molecules. Corequisite: CHM 424 \n\nCHM 432. Inorganic Chemistry 4 hours \n\nA study of the principles of modern inorganic chemistry, including atomic structure; \nmolecular structure; ionic bonding; crystal structures of ionic solids, a systematic study of the \nbehavior of inorganic anions; coordination chemistry, including structure and mechanisms of \naqueous reactions; and acids and bases. Course is offered on alternate years. Prerequisite or \ncorequisite: CHM 302. \n\nCHM 432L. Inorganic Chemistry Laboratory 1 hour \n\nIntended to complement Inorganic Chemistry, this course provides experience in the \nmethods of preparation and characterization of inorganic compounds. Corequisite: CHM 432 \n\nCHM 434. Organic Spectroscopy 4 hours \n\nA course dealing with several spectroscopic methods as applied to organic molecules. \nThe principles and interpretation of ultra-violet, visible, infrared, mass, and nuclear magnetic \nresonance spectra wiU be studied. Course is offered on alternate years. Prerequisite: CHM 202 \nwith a grade of \"C-\" or higher. \n\nCHM 434L. Organic Spectroscopy Laboratory 1 hour \n\nStudents enrolled in this course use various spectrometers for qualitative and \nquantitative analysis. Corequisite: CHM 434 \n\nCHM 490. Special Topics in Chemistry 1-5 hours \n\nAdvanced topics wiU be offered in the following fields: Organic Chemistry, Organic \nQualitative Analysis, Biochemistry, Theoretical Chemistr)', and Advanced Inorganic Chemistry. \nPrerequisite: Permission of the instructor. \n\n\n\n126 \n\n\n\nCHM 499. Independent Study in Chemistry 1-5 hours \n\nThis course is intended for students of senior standing who wish to do independent \nlaboratory and/or theoretical investigations in chemistry. Prerequisite: Submission of a proposed \noutline of study that includes a schedule of meetings and assignments approved by the instructor, \nthe division chair, and the Provost and Senior Vice President prior to registration. \n\nCommunication and Rhetoric Studies \n\nThe program in communication and rhetoric studies prepares students to become \ncritically reflective citizens and practitioners in professions, including journalism, public relations, \nlaw, politics, broadcasting, advertising, public service, corporate communications, and publishing. \nStudents learn to perform effectively as ethical communicators  as speakers, writers, readers, and \nresearchers who know how to examine and engage audiences, from local to global situations. \nMajors acquire theories, research methods, and practices for producing as well as judging \ncommunication of all kinds  written, spoken, visual, and multi-media. The program encourages \nstudents to understand messages, audiences, and media as shaped by social, historical, political, \neconomic, and cultural conditions. Smdents have the opportunity to receive hands-on experience \nin a communication field of their choice through an internship. A leading center for the \ncommunications industry, Adanta provides excellent opportunities for students to explore career \noptions and apply their skills. \n\nThe major in communication and rhetoric studies consists of at least nine courses (36 \nsemester hours) in the discipline. All majors must complete a minor course of study to connect \ntheir field to a related body of knowledge and to enhance career possibilities. Smdents are \nencouraged to broaden their knowledge and skills through this required minor in such areas as art, \nphilosophy, psychology, business administration, politics, and international smdies. The degree \nawarded is the Bachelor of Arts. \n\nMajor \n\nThe following courses are required: \n\nCRS 101 Theories of Communication and Rhetoric \n\nCRSllO Public Speaking I \n\nCRS 390 Advanced Topics in Communication and Rhetoric Studies \n\nOne year of a foreign language at the first-year college level (or the \n\nequivalent determined through testing) \nTwo courses selected from the following: \n\nCRS 221 Persuasive Writing \n\nCRS 240 Journalism \n\nCRS 340 Writing for Business and the Professions \nFour courses selected from the following list with at least three of them bearing the \nCRS designation. Advanced Topics in Communication and Rhetoric Studies may be taken more \nthan once. \n\nCRS 1 1 1 PubHc Speaking II \n\nCRS 220 Investigative Writing \n\nCRS 250 Broadcasting and the New Electronic Media \n\nCRS 380 Independent Study in Communication and Rhetoric Studies \n\nCRS 390 Advanced Topics in Communication and Rhetoric Studies \n\nCRS 401 Internship in Communication and Rhetoric Studies \n, ENG 230 Creative Writing \n\nENG 231 Biography and Autobiography \n\nENG 331 Writing Prose, Fiction, and Nonfiction \n\n127 \n\n\n\nWRI 381 Independent Study in Writing \n\nWRI 391 Special Topics in Writing \nMinor \n\nA student may take a communication and rhetoric studies minor or writing minor, but \nnot both. The minor consists of 20 semester hours. (For the requirements of the writing minor, \nplease see the description of the writing minor in alphabetical order below.) \nThe following course is required: \n\nCRS 101 Theories of Communication and Rhetoric 1 \n\nOne course selected from the following: \n\nCRS 221 Persuasive Writing \n\nCRS 240 Journalism \n\nCRS 340 Writing for Business and the Professions \nThree courses selected from the following. Advanced Topics in Communication and \nRhetoric Studies may be taken more than once. \n\nCRS 110 PubHc Speaking I \n\nCRS 111 PubUc Speaking II \n\nCRS 220 Investigative Writing \n\nCRS 240 Journalism \n\nCRS 250 Broadcasting and the New Electronic Media \n\nCRS 340 Writing for Business and the Professions \n\nCRS 390 Advanced Topics in Communication and Rhetoric Smdies \n\nCRS 401 Internship in Communication and Rhetoric Studies \n\nWRI 391 Special Topics in Writing \n\nCRS 101. Theories of Communication and Rhetoric 4 hours \n\nThis gateway course to the major is designed to establish a broad understanding of \nvarious theories used in communication and rhetoric studies. Students wiU learn theories about \nmessages themselves as well as the various contexts in which they occur: interpersonal \ncommunication, public communication, mass communication, intercultural and gendered \ncommunication, and organizational communication. The ethical implications of these theories wiH \nalso be considered. \n\nCRS 110. Public Speaking 1 4 hours \n\nThis course is designed to develop and enhance students' abiLit\\' to communicate \neffectively to any audience. Students wiU deliver both prepared and impromptu speeches. Thev will \ngive humorous and inspirational speeches as well as informational speeches focusing on \norganization and the use of visual aids. Students develop all the tools necessary to effectively \ncommunicate  their voice, their gestures, their body language, and their eye contact. They will \nreceive timely written and oral feedback from the instructor. Speeches wiU be videotaped and \ncritiqued. The goal is to become a more polished and confident speaker. \n\nCRS 111. PubUc Speaking II 4 hours \n\nThis course develops communication skills gained in Public Speaking I. Smdents will \nlearn to convey their messages directiy, confidendy, and persuasively. Students will practice \ndelivering persuasive speeches for a varietv of occasions from the classroom to the boardroom. \nThey will learn to make the closing argument to the jury, to tleld the difficult interN-iew question, \nto close the sale, to give the congratulatory toast, and to deliver the inspirational speech. Speeches \nwUl be videotaped and critiqued. Prerequisite: CRS 1 10. \n\n\n\n128 \n\n\n\nARC 201. Seminar for Student Tutors 1 hour \n\nPeer tutors at the Academic Resource Center spend two hours per week assisting other \nstudents, individually or in groups, with course material, papers, and preparation for examinations. \nIn addition, they participate in support and training meetings with the ARC directors and with \ninstructors of the courses in which they tutor. They discuss how to work with texts in different \ndisciplines, encourage study group members to help each other learn, and foster student \nengagement with and assimilation of course content. Graded on a satisfactory/unsatisfactory \nbasis. Prerequisites: Permission of the instructor and Associate Provost for Student Achievement. \n\nCRS 220. Investigative Writing 4 hours \n\nThis expository writing course is designed to develop research and writing skills. \nEmphasis will be on learning a wide range of library and Internet-based research techniques and \npurposefully presenting information to a variety of audiences in appropriate format and style. \nStudents wiU be asked to define their own investigative projects and to analyze and revise their \nown writing. This course is recommended for freshmen and sophomores. Prerequisite: COR 101. \n\nCRS 221. Persuasive Writing 4 hours \n\nThis course is designed to develop sophisticated strategies of persuasion for analyzing \nand generating arguments responsive to targeted audiences in a variety of contexts, including civic, \nprofessional, and academic. Students will learn both classical and contemporary strategies of \npersuasion. Emphasis will be on presenting clear, coherent, and logical arguments. Students wiU \nbe asked to define their own projects within assigned contexts. Students will evaluate their own \nand others' writing to enable the revision process. This course is open to sophomores, juniors, \nand seniors only. It is offered in the fall semester. Prerequisites: COR 101 and COR 102. \n\nCRS 240. Journalism 4 hours \n\nThis course teaches the fundamentals of journalistic news writing and reporting. From \ninterviews to the Internet, students will learn how to gather information from a variet\\' of sources \nand write stories using different t\\\"pes of leads, endings, and structures. Thev wiU also engage in a \ncritique of today's journalistic practices. This course is offered in the fall semester. Prerequisites: \nCOR 101 and COR 102. \n\nCRS 250. Broadcasting and the New Electronic Media 4 hours \n\nThis course is designed to introduce students to the economic, regulatory, and creative \nforces that affect the broadcast industry. The course will raise theoretical questions and practical \nconcerns about the different t}\"pes of media (TV, radio, and the Internet) that deal with the \nelectronic transmission of information. The focus wiU be on industry trends and on current issues \nfacing these media industries. This course is offered in the fall semester. \n\nCRS 340. Writing for Business and the Professions 4 hours \n\nThis course is for students who have mastered the basic skills and insights of writing \nand who wish to improve their abilit}' to write clear, concise, persuasive prose designed for \naudiences in business and the professions. Students are required to write a variety of texts, such \nas proposals, progress reports, recommendation reports, and manuals. Other elements of the \ncourse may include oral presentations. Prerequisite: CRS 220, CRS 221, or permission of the \ninstructor. \n\n\n\n129 \n\n\n\nCRS 380. Independent Study in Communication and Rhetoric Studies 1-4 hours \n\nSupervised independent communications project. Prerequisites: Submission of a \nproposed outline of study that includes a schedule of meetings and assignments approved by the \ninstructor, the division chair, and the Provost and Senior Vice President prior to registration. The \nstudent must be pursuing a major in communication and rhetoric studies. \n\nWRI 381. Independent Study in Writing 1-4 hours \n\nSupervised independent writing project. Prerequisites: Submission of a proposed \noutline of study that includes a schedule of meetings and assignments approved by the instructor, \nthe division chair, and the Provost and Senior Vice President prior to registration. The student \nmust be pursuing a minor in writing or a major in communication and rhetoric smdies. \n\nCRS 390. Advanced Topics in Communication and Rhetoric Studies 4 hours \n\nThis advanced course will examine selected topics in rhetoric, communication, or media \nsmdies, such as Global Media, Civic Literacy, Global Culmre and Rhetoric, Rhetoric of Human \nRights, Gendered Communication and Rhetoric, Media Culture and Societ}', Political Rhetoric, and \nMass Media Effects. Prerequisite: CRS 101 or permission of the instructor. This course may be \ntaken more than once. \n\nWRI 391. Special Topics in Writing 4 hours \n\nSmdy of a selected topic in the field of writing, such as Public Relations Writing, \nScientific and Technical Writing, Oral History, and The Art of the Essay. The topic will varv from \nyear to year and may be offered by communication and rhetoric studies facult}' or English facult\\\\ \nPrerequisite for special topics taken with communication and rhetoric smdies facult}': CRS 101 or \npermission of the instructor. \n\nCRS 401. Internship in Communication and Rhetoric Studies 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning oppormnirv to \nqualified students. The internship generally requires the student to obtain a facult\\' supervisor in \nthe relevant field of study, submit a learning agreement, work 30 hours for every hour of academic \ncredit, keep a written journal of the work experience, have regularly scheduled meetings with the \nfaculty supervisor, and write a research paper dealing with some aspect of the internship. An \ninternship for the writing minor must be writing intensive. Written work should total five pages of \nacademic writing for every hour of credit. An extensive list of internships is maintained bv the \nCareer Services Office, including oppormnities at CNN, Fox 5, WSB-TS-^, Green Olive Media, and \nThe A.tlanta journal Constitution. Students are strongly encouraged to do multiple internships, but \nonly 4 semester hours can be applied as elective credits to the major. Graded on a \nsatisfactory/unsatisfactory basis. Prerequisites: Permission of the facult\\' supervisor and \nqualification for the internship program. \n\n\n\n130 \n\n\n\nComputer Science \n\n\n\nMinor \n\nA minor in computer science consists of five computer science courses, one of which \nmust be Principles of Computer Programming in Java or Principles of Computer Programming \nin C++, and no more than two of which may be below the 300 level. Internship in Computer \nScience may not be used as one of the five courses in a computer science minor. \n\nCSC 240. Introduction to Computer Applications Software 4 hours \n\nThis course introduces the student to the major t}pes of computer applications \nsoftware, including word processing, electronic spreadsheets, database management, graphics, and \npresentation software. A predominant emphasis is on the construction of significant applications \nsystems, including integrating various applications, transferring data among applications, and \ncustom programming. The student wUl use microcomputer software such as Microsoft Office \nProfessional, which includes Word, Excel, Access, PowerPoint, and Visual BASIC. \n\nCSC 243. Principles of Computer Programming in C++ 4 hours \n\nThis course introduces the student to the fundamental techniques of problem solving \nand algorithm construction within the context of the C++ programming language. The student \nwill design and complete several substantial programming projects, most having significant \nmathematical content. Topics include data types, control structures, file manipulation, functions, \nparameters, structures, unions, classes, arrays, dynamic data structures, abstract data t)fpes, \nobject-oriented programming, and separate compilation units. Prerequisite: MAT 102 or bv \nexamination. \n\nCSC 244. Principles of Computer Programming in Java 4 hours \n\nThis course introduces the student to the fundamental techniques of problem solving \nand algorithm construction within the context of the Java programming language. The student \nwill design and implement several substantial programming projects, most having signitlcant \nmathematical content. Topics include data types, control structures, file manipulation, functions, \nparameters, classes, arrays, dynamic data structures, object-oriented programming, separate \ncompilation units, HTML, and World Wide Web programming. Prerequisite: MAT 102 or by \nexamination. \n\nCSC 342. Introduction to Data Structures in Ada 4 hours \n\nThis courses uses Ada language constructs to introduce the student to the important \nconcepts of static and dynamic data representation, which, along with effective algorithm \ndevelopment, are essential components of successful computer program development. Topics \ninclude arrays, records, files, pointers, linked Usts, stacks, queues, priority queues, sets, trees, b- \ntrees, strings, abstract data types, sorting and searching techniques, and implementation \nprocedures. Prerequisite: CSC 243 or CSC 244. \n\n\n\n131 \n\n\n\nCSC 344. Principles of File Processing in COBOL 4 hours \n\nThis course provides an accelerated introduction to the COBOL language and to \nstandard techniques for managing data in computer files. Students will use COBOL to program \nsolutions to problems which arise predominandy, though not exclusively, in business environments. \nTopics include file creadon and updating, merging and searching, report generation, subprograms, \nseparate compilation units, interactive programming, sequential, indexed, and relative files, and \nelementary concepts of database management. Prerequisite: CSC 243 or CSC 244. \n\nCSC 440. Principles of Object-Oriented Programming Using C++ 4 hours \n\nThis course includes a comprehensive treatment of the C++ programming language, \nusing the object-oriented methodology. Fundamental C++ programming constructs will be \ndiscussed, including native types, control structures, functions, parameters, pointers, structures, \nunions, classes, file manipulation, arrays, dynamic data structures, and separate compilation units. \nIn addition, the student will study such important object-oriented notions as objects, constructors, \nparametric polymorphim, and exceptions. Prerequisite: CSC 243 or CSC 244. \n\nCSC 44L Assembly Language and Computer Architecture 4 hours \n\nThis course provides a concentrated introduction to assembly language programming \nfor the 8086/8088 family of microprocessors and to the architecture embodied in those \nprocessors. Special attention wtU be given to implementing the familiar control structures of a \nhigh-level language using assembly language's much more restricted instruction set, and to the \nproblems of decimal and floating point numeric representation, conversions, and computations. \nTopics include structured programming, control structures, object library maintenance, macro \nprogramming, interrupts, registers, buses, bit manipulation, memory management, input/output \nfile manipulation, strings, and interfacing with high-level languages. Prerequisite: CSC 243 or CSC \n244. \n\nCSC 442. Special Topics in Computer Science 4 hours \n\nThis course focuses on a variet}' of timely concepts and useful language emdronments. \nCurrent topics include artificial intelligence, machine simulators, compiler and assembler \nconstruction, computer-aided instruction, graphics, database management, computer architecture, \noperating systems, and systems programming. These topics may be examined in the context of \nlanguages such as Ada, assembly language, COBOL, C++, Forth, LISP, Logo, Pascal, Scheme, \nVisual BASIC, and applications software. Prerequisite: CSC 342 or CSC 344. \n\nCSC 443. Independent Study in Computer Science 1-4 hours \n\nSupervised research on a selected topic in computer science. Prerequisite: Submission \nof a proposed outline of study that includes a schedule of meetings and assignments approved bv \nthe instructor, the division chair, and the Provost and Senior Vice President prior to registration. \n\nCSC 446. Internship in Computer Science 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning opportimin\" to \nqualified students. The internship generally requires the student to obtain a faculty' supervisor in the \nrelevant field of study, submit a learning agreement, work 30 hours for ever\\- hour of academic credit, \nkeep a written journal of the work experience, have regularly scheduled meetings with the facult\\' \nsupervisor, and write a research paper dealing with some aspect of the internship. Written work \nshould total five pages of academic writing for every hour of credit. An extensive list of internships \nis maintained by the Career Services Office, including opportunities at Array Computer Technologies, \nthe Nwoko Group, and the Catapult Group. Graded on a satisfactor\\'/unsatisfactorv basis. \nPrerequisites: Permission of the facult}' supervisor and qualification for the internship program. \n\n132 \n\n\n\nEconomics \n\nEconomics is the study of decision making. Economics is used to examine individual \nbehavior, interactions, and the resulting social order. Basic economic principles govern all action. \nIt is valuable to go into negotiations in markets, as well as the voting booth, prepared with a clear \nunderstanding of the business strategies, government policies and decision outcomes that will \naffect society. Knowledge of how markets function is helpful to both business people and voters \nwho will make decisions about such market-related economic matters as taxes, interest ceilings, \nminimum wages, and public utility rates. A student majoring in economics will evaluate propert}' \nrights assessments, the incentives created, and resulting social order, replacing uninformed \nopinions about complex situations with disciplined thought. \n\nSmdents majoring in economics will be prepared to analyze complex problems and \ncommunicate their findings. The student will be introduced to the technical terminology of \nbusiness, analytical tools for problem solving, and communication methods, including business \nwriting and presentation. Internships are available to provide preparation for careers after \ngraduation. \n\nThe major provides an excellent foundation for careers in business, law, politics, as well \nas government and other not-for-profit entifies, or to pursue graduate studies in economics or \nbusiness administration. \n\nMajor \n\nStudents pursuing a Bachelor of Science degree must complete the following \nrequirements with a grade of \"C-\" or higher: \n\nACC 230 Financial Accounting \n\nACC 231 Managerial Accounting \n\nBUS 219 Management Science \n\nBUS 260 Principles of Management \n\nBUS 310 Corporate Finance \n\nBUS 350 Marketing \n\nBUS 469 Strategic Management \n\nECO 121 Introduction to Economics \n\nECO 221 Intermediate Microeconomics \n\nECO 222 Intermediate Macroeconomics \n\nMAT 1 1 1 Statistics \n\nMAT 121 AppUed Calculus \nIn addition, the student must also complete three additional electives in economics and \nsatisfy the Computer Applications Proficiency Requirement. This can be done in one of three \nways: 1) by assessment of skills with the student's academic advisor, 2) by successful completion \nof Introduction to Computer Applications Software, or 3) by successful performance on the \ncomputer proficiency examination. \n\n\n\n133 \n\n\n\nMajor \n\nStudents pursuing a Bachelor of Arts degree must complete the following requirements \nwith a grade of \"C-\" or higher: \n\nBUS 219 Management Science \n\nECO 121 Introduction to Economics \n\nECO 221 Intermediate Microeconomics \n\nECO 222 Intermediate Macroeconomics \n\nMAT 111 Statistics \n\nMAT 121 AppUed Calculus \n\nOne semester of a foreign language at the second semester \n\nelementary-level or higher \nIn addition the student must also complete four additional electives in economics and \nsatisfy the computer applications proficiency requirement. This can be done in one of three wa3's: \n1) by assessment of skills with the student's academic advisor, 2) by successful completion of \nIntroduction to Computer Applications Software, or 3) by successful performance on the \ncomputer proficiency examination. \n\nMinor \n\nStudents desiring to minor in economics must complete the following courses with a \ngrade of \"C-\" or higher: \n\nECO 121 Introduction to Economics \n\nECO 221 Intermediate Microeconomics \n\nECO 222 Intermediate Macroeconomics \nIn addition the smdent must complete two additional electives in economics. \n\nECO 121. Introduction to Economics 4 hours \n\nThis course is designed to familiarize the student with basic economic principles and \nconcepts. The student wiU be introduced to a few key economic principles that can be used in \nanalyzing various economic events. The materials will include a history of economic thought, \nmonetary and financial economics, and supply and demand analysis. \n\nECO 221. Intermediate Microeconomics 4 hours \n\nThis course develops the economic principles necessary to analyze and interpret the \ndecisions of individuals and firms with respect to consumption, investment, production, pricing, \nand hiring. The principles are used to understand the beha\\dor of business firms and public policy- \nmaking institutions. Prerequisites: ECO 121 and MAT 121. \n\nECO 222, Intermediate Macroeconomics 4 hours \n\nThis course examines the goals of economic policy and the poUcv instruments available \nto achieve those goals. Attention is given to both monetary and fiscal policy along widi the theory \nand measurement of national income, employment, and price levels, and the international \nimplications of economic policy. Prerequisite: ECO 121. \n\nECO 223. United States Economic History 4 hours \n\nThis course will study the origin and growth of the American economic system from \npre-colonial through the 20* cenmry. The course traces the development of the evolution of \nAmerican agricultural, commercial, manufacturing, financial, labor, regulatory, and technological \nsectors. Prerequisite: ECO 121. \n\n\n\n134 \n\n\n\nECO 323. International Economics 4 hours \n\nThis course is a study of international trade and finance. The microfoundations of the \ncourse will address why countries trade, why special interest groups fight international trade, \nregional specialization, international agreements on tariffs and trade, and national commercial \npolicies. The macrofoundations of the course will focus on exchange rates, balance of payments, \ninternational investments, and coordination and cooperation of international monetary and fiscal \npolicies. Prerequisite: ECO 121. \n\nECO 324. History of Economic Thought 4 hours \n\nTliis course is a study of the major writers and schools of economic thought, related to \nthe economic, political, and social instimtions of their times: the Medieval, Mercantilist, \nPhysiocrat, Classical, Marxist, Historical, Neoclassical, Institutionalist, Keynesian, and post- \nKeynesian schools. Prerequisite: ECO 121. \n\nECO 420. Economic Development 4 hours \n\nThis course is a study of the economic, social, and political factors that account for the \ncontrast between the economic stagnation in much of the world and the steadily rising incomes in \nthe United States, Europe, and Japan. General principles are applied to the development experience \nof selected countries in the historically less-developed world and the formerly centrally-planned \neconomies of Eastern and Central Europe. Prerequisites: ECO 221 and ECO 222. \n\nECO 421. Money and Banking 4 hours \n\nThis course will study the role of private financial institutions and the Federal Reserve \nSystem in the creation of the nation's money supply and the theory that links the money supply \nto the nation's inflation rate and output level. Additional topics are the international payments \nmechanism, capital flows, the determination of exchange rates, and the use of a common currency \nby several countries. Prerequisites: ECO 221, ECO 222, and proficiency in the use of spreadsheet \nsoftware. \n\nECO 423. Business Structure and Antitrust Law 4 hours \n\nThis course is a study of the structure of firms within a given industry, the corresponding \nstrategic decisions and conduct, and the United States' antitrust policy that is intended to facilitate \ncompetitive market goals across the economy. Topics will include competition, dominant firm and \ncartel theory, measurement of industry structure and performance, strategic behavior in pricing, \nadvertising and information, vertical integration, regulation, and law and international markets. \nPrerequisite: ECO 221 with a grade of \"C-\" or higher. \n\nECO 424. Labor Economics 4 hours \n\nThis course will be a comprehensive study of the cause and effect relationship between \nwork and income. It will examine labor market strucmres, human capital theory, union- \nmanagement relations, labor history, economic policy, and earning profiles by gender and race. \nPrerequisites: ECO 221 and ECO 222. \n\nECO 425. PubUc Finance 4 hours \n\nAn analysis of the impact of federal, state, and local government expenditures, \nrevenues, debt management, and budgeting on the allocation of resources, the distribution of \nincome, the stabilization of national income and employment, and economic growth. Topics \nwill include expenditure patterns, tax structure, benetlt-cost analysis, policy analysis, and \nmicroeconomic and macroeconomic theories of public expenditures and taxation. \nPrerequisites: ECO 221 and ECO 222. \n\n135 \n\n\n\nECO 426. Internship in Economics 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning opportunit}- to \nqualified students. The internship generally requires the student to obtain a facult\\' super\\'isor in \nthe relevant field of study, submit a learning agreement, work 30 hours for every hour of academic \ncredit, keep a written journal of the work experience, have regularly scheduled meetings with the \nfaculty supervisor, and write a research paper dealing with some aspect of the internship. Written \nwork should total five pages of academic writing for every hour of credit. An extensive list of \ninternships is maintained by the Career Services Office, including oppormnities at the Federal \nReserve Bank and Prudential Securities. Graded on a satisfactory/unsatisfactory basis. \nPrerequisites: Permission of the faculty supervisor and qualification for the internship program. \n\nECO 427. Independent Study in Economics 1-4 hours \n\nSupervised research on a selected topic. Prerequisite: Submission of a proposed outline \nof study that includes a schedule of meetings and assignments approved by the instructor, the \ndivision chair, and the Provost and Senior Vice President prior to registration. \n\nECO 428. Special Topics in Economics 4 hours \n\nAn intense study of diverse topics under the direct supervision of an economics facult}' \nmember. Prerequisite: Permission of the instructor. \n\nEducation \n\nGrounded in the Liberal arts tradition, the education program emphasizes strong \nacademic preparation of teachers who are lifelong learners. Teacher education at Oglethorpe \nUniversity is designed to challenge students to think critically about issues in education, to be \ninformed decision makers, and to become change agents in their schools. The program also has \nstrong connections to the Atianta community, both urban and suburban. Oglethorpe is committed \nto preparing teachers for the variety of settings and diverse populations of metropolitan schools. \n\nThe following courses are offered as corequisites to the Master of Arts in Teaching \nprogram. \n\nEDU 101. Introduction to Education 4 hours \n\nA study of the historical development, the philosophy, and the political and social issues \nunderlying the American educational system and the teaching profession. Pro\\asion is made for \nclassroom observation in public schools in the Atianta area. \n\nEDU 201. Educational Psychology 4 hours \n\nA study of learning theory and its application to such problems as classroom \nmanagement, the organization of learning activities, understanding individual differences, and \nevaluating teaching and learning. Emphasis is given to factors which facilitate and interfere with \nlearning. Prerequisite: PSY 101 with a grade of \"C\" or higher. \n\nEDU 401. The Exceptional Child 4 hours \n\nThis course is designed to assist regular classroom teachers in the identification and \neducation of children who have special needs. In addition to characteristics of special learners, \nstudents will study topics such as the referral process, educational approaches for use with special \nlearners, methods of diagnostic teaching, mainstreaming, and inclusion. Prerequisites: EDU 201 \nand admission to the Teacher Education Program. \n\n\n\n136 \n\n\n\nEducation  Master of Arts in Teaching  Early Childhood Education \n\nThe Master of Arts in Teaching  Early Childhood Education (grades P-5) Program at \nOglethorpe University' is based on a commitment to a broad Liberal arts background as the best \ncontent preparation for teaching and to preparing teachers for the diverse schools of the 21 ^^ \ncentury. The program offers both the Master of Arts in teaching degree and initial certification \nfor earlv childhood educators. Successful completion of the program is necessary to obtain \nrecommendation for a teaching certificate. \n\nAdmission \n\nApplication forms may be obtained from the Division of Education. To be admitted to \nthe graduate program, applicants must meet the following admission criteria: \n\n1. Completion of a bachelor's degree at a regionally accredited institution. Oglethorpe \nundergraduate students may be able to \"bridge\" into the Master of Arts in Teaching  \nEarly Childhood Education Program in the final semester of their senior year. \n\n2. A minimum undergraduate grade-point average of 2.8 from all college work. \n\n3. Prerequisites as follows: \n\n two courses in humanities (including English composition) \n\n two courses in social studies \n\n two courses in mathematics \n\n two courses in laboratory science \n\n two courses in the arts \n\n EDU 101 Introduction to Education, or equivalent \n\n EDU 201 Educational Psychology, or equivalent \n\n EDU 401 The Exceptional Child, or equivalent \n\n PSY 201 Child and Adolescent Psychology, or equivalent \n\n4. A passing score on all sections (reading, writing, and mathematics) of the Praxis I Pre- \nProfessional Skills Test (PPST) developed and administered by Educational Testing \nService. Applicants are exempt from this requirement if they have earned qualifying \nscores on any of these tests: \n\n SAT total score 1 000, with at least 480 verbal and 520 mathematical \n\n ACT total score 22, with at least 21 verbal and 22 mathematical \n\n GRE total score 1030, with at least 490 verbal and 540 quantitative \n\n5. A combined score of 1000 on the verbal and quantitative portions of the GRE, with a \nminimum of 500 on the verbal section. \n\n6. A 500- to 1000-word written statement describing experiences in working with children \nor youth as, for example, a tutor, camp counselor, day care worker, church school \nteacher, substitute teacher, or volunteer working with children. \n\n7. Three letters of recommendation, including one from a facult}' advisor, one from another \nuniversit}' professor, and one from a supervisor in a work or volunteer setting. \n\nNote: Admission to the graduate program does not imply acceptance as a candidate for the \nmaster's degree. See Admission to Candidacy below. \n\n\n\n137 \n\n\n\ni \n\nProgram Completion Requirements \n\nCandidates for the degree and initial certification must meet the following requirements: \n\n1. Maintain a cumulative grade-point average of 3.0 or higher for aU work taken at \nOglethorpe. \n\n2. Complete all courses in the Master of Arts in Teaching  Early Childhood Education \nProgram (48 semester hours) with a grade of \"C\" or higher. \n\n3. Complete 50 hours of field experience during fall and spring enrollment in the program \nand a semester-long student teaching experience  EDU 619 Student Teaching and \nCapstone Seminar. \n\n4. Pass the appropriate Praxis II tests prior to enrolling for EDU 619 Student Teaching and \nCapstone Seminar. \n\n5. Complete EDU 619 Student Teaching and Capstone Seminar successfully. In order to \nenroll, students must show proof of liabHit}' insurance and sign the \"Personal \nAffirmation,\" affirming their legal status and giving the Georgia Professional Standards \nCommission the right to perform a background check, if required. Smdent teaching \nplacement in some school districts may also require a background check and/or \nfingerprinting. \n\n6. Compile and successfully present an electronic professional portfolio. In this portfolio, \ncandidates must demonstrate their knowledge base for each of the 10 INTASC \nstandards. \n\nAdmission to Candidacy \n\nGraduate students must be admitted to candidacy before enrolling for EDU 619 Smdent \nTeaching and Capstone Seminar. The candidacy application must be filed with the Chair of the \nDivision of Education. Admission to candidacy may be given or denied following a careful re^'iew \nof all work of the smdent, including participation in field experience. Notice of action taken on \nthe candidacy application wUl be given in writing to the smdent. \n\nResidency Requirement \n\nAt least 30 semester hours of graduate work must be completed at Oglethorpe \n\nUniversit}'. \n\nTransfer Credit \n\nThe Master of Arts in Teaching  Early Childhood Education Program at Oglethorpe \nis unique in both conception and implementation. For this reason, only Limited transfer credit is \npossible. A maximum of six semester hours of credit may be transferred from another accredited \ngraduate instimtion subject to the following conditions: \n\n1 . Transfer credit may be awarded for courses that are comparable to Culmral Psychology \nand Assessing Teaching and Learning. Transfer credit cannot be accepted for other \ncourses. \n\n2. Determination of transfer credit is made by the Chair of the Division of Education in \nconsultation with the smdent's advisor and the facult\\' member who teaches tiiat course. \nThe smdent must present a catalog course description for the requested course. Work \nalready applied toward another degree cannot be accepted. \n\n3. Work must have been completed unthin the pre\\nous six \\'ears and must have been \napplicable toward a graduate degree at the instimtion where die credit was earned. \n\n\n\n138 \n\n\n\n4. Acceptance of transfer credit does not reduce the residency requirement. \n\n5. An official transcript showing the credits to be transferred must be on file in the \nRegistrar's Office. A copy of the transcript should be attached to the request. \n\n6. Under no circumstances may credit earned through correspondence or online courses \nbe applied toward satisfaction of graduate degree requirements. \n\nAdvisement and Registration \n\nUpon admission to the graduate program, each student is assigned to a member of the \nfacultv' of the Division of Education who serves as advisor to guide the student in planning the \nprogram of study. Registration dates for each semester are listed in the Academic Calendar in this \nBulletin. Preregistration occurs in November for the spring semester and in April for the summer \nand fall semesters. Students must meet with their advisors to plan for registration for courses. \n\nCourse Load \n\nA full-time course load for graduate smdents is 12 semester hours or three courses. \n\nTuition and Fees \n\nAn application fee (non-refundable) of $35 must accompany the application. Tuition is \ncharged on a per-course basis. AH fees are subject to change. Please direct inquiries regarding \ncurrent fees to the Business Office. An application for degree must be made by mid-October in \nthe Registrar's Office prior to completion of degree requirements the following December, May, \nor August, at which time a $95 degree completion fee is due. \n\nAcademic Standards \n\nCandidates for the master's degree must meet the following academic standards: \n\n1. The student's overall grade-point average for work in the graduate program must be 3.0 \nor higher. \n\n2. If in any case the candidate fails to maintain satisfactory academic and professional \nstandards, a review by the Teacher Education CouncU will determine the student's \ncontinuation in the program. \n\n3. Any smdent who falls below a 3.0 grade-point average or has a total of two course \ngrades of \"C\" or below will be placed on academic probation. A student who received \na third grade of \"C\" or less or who does not achieve a 3.0 grade-point average upon \ncompletion of three additional graduate courses will be dismissed from the program. \n\nEDU 601. Exploring Constructivist Teaching and Learning 4 hours \n\nThe purposes of this course, the first in the Master of Arts in Teaching program \nsequence, are to explore the historical and philosophical foundations of constructivist teaching \nand learning and to provide learners with pedagogical skills to plan, implement, and assess inquiry- \nbased instruction. Students will engage in regular and systematic reflection on their developing \nknowledge and then apply their knowledge in field-based classroom experiences in diverse \nsettings. \n\nEDU 602. Cultural Psychology 4 hours \n\nCulmral psychology is an interdisciplinary field benveen psychology and anthropology. \nIt focuses on the ways in which culmre and mind, and more specifically, culture and self, mutually \nconstitute each other. Therefore, cultural psychology primarily addresses how the mumal \nconstimtion of culture and self has implications for cross-culturaUv divergent psvchological \npatterns in cognition, emotion, motivation, moral reasoning, and psychopathologies. \n\n139 \n\n\n\nEDU 603. Assessing Teaching and Learning 4 hours \n\nThis course provides an introduction to the concepts and skills needed to develop \npaper-and-pencil and performance assessments for formative and summative classroom \nevaluation. Planning student evaluations, coordinating evaluations with objectives, item \ndevelopment, item analysis, relating evaluation to instruction, grading, and reporting achievement \noutcomes to smdents, parents, and school personnel are discussed. \n\nEDU 604. Technology of Teaching 4 hours \n\nThe purposes of this course are two: 1) to prepare prospective teachers to meet the \nGeorgia technology standards for educators, and 2) for these prospective teachers to learn to \nintegrate technology into meaningful learning experiences for the students they will teach. To \naccomplish these goals, students in the course will learn to use technology as a tool for designing \nand conducting learning projects in which inquiry is the means of investigation. \n\nEDU 611. Arts of Diverse Peoples 4 hours \n\nThis course provides future teachers with an appreciation and understanding of the arts \ndisciplines of music, visual art, dance, and theatre as a means to understand self, others, and the \nhuman condition. It also offers students an opportunity for personal inquiry experiences and skill \ndevelopment in the arts so that they feel prepared to incorporate study of the arts into their \nclassrooms. Students wUl engage in regular and systematic reflection on their developing \nknowledge base. Students will also apply their knowledge in field-based classroom experiences in \ndiverse settings. \n\nEDU 612. Literacy and Literature 4 hours \n\nThis course prepares students to be literacy teachers in diverse early childhood \nclassrooms. The course includes methods of literacy instruction and explorations in Uteramre \nfrom various cultural perspectives. Students will engage in regular and systematic reflection on \ntheir developing knowledge base and apply their knowledge in field-based classroom experiences \nin diverse settings. \n\nEDU 613. Studies of Diverse Cultures 4 hours \n\nThis course includes exploration of social studies content and methods for teacliing \nsocial studies in early childhood education. From a variet}- of perspectives, students will examine \nthe types of questions social scientists ask about human experience, institutions, and interactions. \nIn the course, prospective teachers will use appropriate methods of inquiry to investigate some of \nthose questions. They will engage in regular and systematic reflection on their developing \nknowledge base and then apply that knowledge in field-based classroom experiences in diverse \nsettings. \n\nEDU 614. Mathematical Inquiry 4 hours \n\nThe foundation for this course is that knowing mathematics is doing mathematics; \nthereby, students will be prepared to teach mathematics well. The focus is mathematics content: \nnumber systems, geometry, and an additional unit (from probabiIit\\V statistics, graph theory, or \nanother appropriate area). Methods, assessment, technology, and historical perspective are integral \nto this course. \n\n\n\n140 \n\n\n\nEDU 615. Inquiring Into Science 4 hours \n\nIn this course, stxidents will explore namre, content, and processes of science while \nexamining current best practices and issues in teaching science to children. Students will \nunderstand the role that inquiry plays in the development of scientific knowledge. Students will \nexplore relationships between science, technology, and other curriculum areas in a community of \ndiverse elementary learners. \n\nEDU 619. Student Teaching and Capstone Seminar 12 hours \n\nStudent teaching, a supervised internship semester in a diverse elementary public school \nclassroom, is the capstone experience in teacher preparation, the point at which theory and \npractice converge. The course includes 14 weeks of full-time participation and teaching in a public \nschool classroom with weekly seminar meetings for professional development. \n\nEDU 629. Advanced Special Topics in Education 1-12 hours \n\nAdvanced courses are offered to respond to topical needs of the curriculum. \n\nEngineering  Dual Degree \n\nOglethorpe is associated with the Georgia Institute of Technology, the Universit}' of \nFlorida, Auburn Universit}', Mercer University', and the Universit}' of Southern California in \ncombined programs of liberal arts and engineering. The programs require the student to complete \nthree years at Oglethorpe Universit}' and the final two years at one of these engineering schools. \nThe three years at Oglethorpe include core curriculum courses. General Chemistry I and II, \nCollege Physics I and II, Calculus I-III, a choice of Differential Equations or Linear Algebra and \na foreign language course at the second semester elementary-level or higher. The two years of \ntechnical education require the completion of courses in one of the branches of engineering. \n\nIn this combined plan, the two degrees which are awarded upon the successful \ncompletion of the program are the degree of Bachelor of Arts by Oglethorpe Universit\\' and the \ndegree of Bachelor of Science in Engineering by the engineering school. Because the required pre- \nengineering curricula of the five affiliated schools are slightiy different, the student is advised to \nconsult frequentiy with the facult\\' member serving as dual degree engineering program ad\\isor. \n\nEngineering is a difficult subject. Students can maximize their chances for success by \nstarting at Oglethorpe where the facult}''s primary concern is effective teaching and working \nclosely with students. Classes are small, and laboratories offer the opportunity for hands-on \nexperience with sophisticated equipment. This strong foundation gives the student an excellent \npreparation for professional school, resulting in more effective learning in advanced engineering \ncourses. As a liberal arts and sciences university, Oglethorpe stresses broad education for \nintelligent leadership. Here, the student will explore the fundamental fields of knowledge, further \nhis or her understanding of science and mathematics, and refine the abilities to read, write, speak, \nand reason with clarit}-. This preparation will serve the student well in any career but particularly \nso in the engineering field. With strong preparation in engineering plus a liberal arts education, the \nstudent will be ready for a variet}' of career positions. The dual degree engineering program \nprovides an education that is both broad and deep  a combination that uiU serve the graduate \nwell as career responsibilities increase. \n\nNote: Dual-degree students in engineering may not use Oglethorpe financial aid assistance to \nattend other instimtions. \n\n\n\n141 \n\n\n\nEnglish \n\nIn literature courses, students examine written works to determine their meaning, to \nreach judgments about their value, to explore their relation to Ufe, and to derive pleasure. To these \nends, students make written and oral analyses, supporting their conclusions with close examination \nof specific passages firom the works of literature being studied. In both literature and writing \ncourses, students learn to compose their generalizations and supporting details into a coherent \nstructure of thought and language. \n\nAn English major at Oglethorpe is excellent preparation for law school or anv other \nprofessional training that requires students to interpret written material and support their \nassertions with specific evidence. Given the expressed need in the business communit}- for people \nwho can communicate weU orally and on paper, the combination of an English major and courses \nin business administration or an accounting minor may be very attractive to prospective \nemployers. The course Writing for Business and the Professions focuses on the kinds of speaking \nand writing abilities graduates wUl need to get and keep jobs in personnel, sales, and management. \nOglethorpe graduates also work in public relations and editing, where they use their skill with \nwords - a major emphasis of every English course. They go into teaching, and sometimes work \nfor publishers, television stations, film-making companies, or computer firms. Thev write press \nreleases, training manuals, in-house newspapers, and news copy. \n\nTo help smdents bridge the gap between academic life and work experience, Oglethorpe \nplaces English majors in internships with area newspapers, publishing companies, public relations \nfirms, cultural associations, and radio and television stations. Such experiences enhance students' \nchances of finding the jobs they want after graduation. \n\nMajor \n\nStudents who major in English are required to take four period courses: Ancient Literamre, \nMedieval and Renaissance Literature, 18* and 19* Century Literature, and Modern and Contemporary- \nLiterature. Students also are required to take one writing course; Shakespeare or Chaucer; four electi\\'es \nfrom the upper-level (300) literature courses, and one semester of a foreign language at the second \nsemester elementary-level or higher. The degree awarded is the Bachelor of Arts. \n\nMinor \n\nStudents who minor in EngUsh are required to take a minimum of five literature courses. \nAt least three of these must be upper-level (300) courses. \n\nENG 100. Independent Study in Literature and Composition 1-4 hours \n\nSupervised study in specified genres or periods. Prerequisite: Submission of a proposed \noutiine of study that includes a schedule of meetings and assignments approved by the instructor, \nthe division chair, and the Provost and Senior Vice President prior to registration. \n\nENG 101. Ancient Literature 4 hours \n\nThis course will examine the literature of the ancient world. Although the primary focus \nwill be on Greek, Roman, and Hebrew culmre, non-Western materials may also be smdied. Wbrks \nand authors might include: Gilgamesh, Homer, Job, and Virgil. \n\nENG 102. Medieval and Renaissance Literature 4 hours \n\nThis course will examine the transition of the cultural world of Dante to that of \nShakespeare and Milton. Although the primary focus will be Western, non- Western works may \nalso be studied. Texts and authors might include: Chretien, Dante, The Tale of Genji, Chaucer, \nMontaigne, Shakespeare, Cervantes, and Milton. \n142 \n\n\n\nENG 103. 18'*^ and 19*'^ Century Literature 4 hours \n\nAuthors in this course might include: Defoe, Pope, Basho, Austen, Emerson, Twain, and \nGeorge Eliot. \n\nENG 104. Modern and Contemporary Literature 4 hours \n\nThis course will investigate the literature of the 20'^ century. Authors might include: T. \nS. EUot, Woolf, Lawrence, Frost, Morrison, and Marquez. \n\nENG 201. Chaucer 4 hours \n\nStudents wiU learn to read and appreciate the works of Geoffrey Chaucer, the first great \nEnglish poet, in his original language; to enjoy the rich and varied nature of his works; and to \nappreciate why he is called \"the Father of English.\" Prerequisites: COR 101, COR 102, and one \n100-level English course. \n\nENG 202. Shakespeare 4 hours \n\nThe plays and theatre of William Shakespeare. Offered in alternate years. Prerequisites: \nCOR 101, COR 102, and one 100-level EngUsh course. \n\nENG. 230. Creative Writing 4 hours \n\nThis course is an introduction to writing poetry and prose fiction. The smdent wiU be \nasked to submit substantial written work each week, keep a journal, and read published writers. \nMuch class time will be spent discussing student and published work. Prerequisites: COR 101 and \nCOR 102. \n\nENG 231. Biography and Autobiography 4 hours \n\nThis course is an introduction to biographical and autobiographical writing with practice \nin the personal narrative as well as other forms such as the profile and the interview. Students wdU \nsubmit substantial written work each week and keep a journal. The class will foUow a workshop \nformat, discussing the smdents' and published work. Prerequisites: COR 101 and COR 102. \n\nENG 300. The Bible as Literature 4 hours \n\nThis course will examine the Bible as a literary artifact and within an historical context. \nStudents will be particularly interested in the varied ways in which the Bible generates meaning. \nThese include archet\\pal repetition, the weaving together of historicaUv disparate texts, parable, \nand allegory. Prerequisites: COR 101, COR 102, and one 100-level English course. \n\nENG 301. Russian Literature 4 hours \n\nThis course will consist of Russian literature in translation, mostiy fiction, mostiv from \nthe 19* cenmry. Central to the course is Anna Karenina. In addition to Tolstoy, authors might \ninclude: Gogol, Dostoevski, and Chekhov. Prerequisites: COR 101, COR 102, and one 100-level \nEnglish course. \n\nENG 302. The Child in Literature 4 hours \n\nThis course will involve a wide-ranging studv of works which employ innocence, \nparticularly in childhood, in order to deepen the understanding of experience. Authors might \ninclude: Sophocles, Blake, Carroll, James, and Kat\"ka. Prerequisites: COR 101, COR 102, and one \n100-level English course. \n\n\n\n143 \n\n\n\nENG 303. American Poetry 4 hours \n\nThis course will consider the work of major American poets such as XXTiitman, \nDickinson, Frost, Eliot, and Williams. Prerequisites: COR 101, COR 102, and one 100-level \nEnglish course. \n\nENG 304. Images of Women in Literature 4 hours \n\nAn exploration of various stereotypical, archetypal, and reaUsdc images of women in \nUteramre. Prerequisites: COR 101, COR 102, and one 100-level English course. \n\nWGS 304. Women Poets 4 hours \n\nThis course is a survey of poetry by women, from ancient Chinese, Persian, and others \nin translation, to medieval Irish and Renaissance English, to 19* and 20* century Americans, as \nwell as Eastern Europeans and Ladn Americans in translation. Included will be several recent \npoets such as Gwendolyn Brooks, Adrienne Rich, and Mary Oliver in order to discover what \nthemes, images, and attitudes seem to emerge from the works. Prerequisites: COR 101 and COR \n102. \n\nENG 305. Chivabric Romance 4 hours \n\nThis course will explore the chivalric tales of \"knights and ladies' gentie deeds,\" paving \nparticular attention to models of heroism and temptation; tensions between holy and secular \nquests; dichotomies of masculine and feminine identity; and canons of moral and ethical beha\\tior. \nAuthors might include Marie de France, Chretien de Troyes, Arisoto, and Spenser. Prerequisites: \nCOR 101, COR 102, and one 100-level EngUsh course. \n\nENG 306. Special Topics in Drama 4 hours \n\nDrama as literature and genre, through survey and period studies. Prerequisites: COR \n101, COR 102, and one 100-level English course. \n\nENG 307. Milton 4 hours \n\nThis course will examine the major prose and poetry of John Milton and their place in \n1 7* century English culture. Works studied wiU include Areopagitica, Ij^ddas, Samson Agonistes, and \nParadise Lost Prerequisites: COR 101, COR 102, and one 100-level English course. \n\nENG 308. Special Topics in Poetry 4 hours \n\nThis course will focus on particular poets, movements, styles, or periods. Prerequisites: \nCOR 101, COR 102, and one 100-level EngUsh course. \n\nENG 309. The Literature of the City and the Country 4 hours \n\nThis course wiU concentrate on 1 9* and 20* century English and American literature in \norder to deepen the student's understanding and test the conceptions of the natural and the urban. \nAuthors might include Wordsworth, Dickens, Thoreau, Woolf, and Frost. Prerequisites: COR 101, \nCOR 102, and one 100-level English course. \n\nENG 310. Special Topics in Fiction 4 hours \n\nEnglish, American, and continental narrative prose will be examined in the context of \ntheme, period, or genre. Prerequisites: COR 101, COR 102, and one 100-level English course. \n\n\n\n144 \n\n\n\nENG311. Ulysses 4 hours \n\nThis course will focus on a thorough reading of Ulysses but might also examine other \nworks by James Joyce, such as Dubliners, A Portrait of the Artist as a Young Man, and selecdons from \nFinnegans Wake. Prerequisites: COR 101, COR 102, and one 100-level English course. \n\nENG 312. Special Topics in Literature and Culture 4 hours \n\nCourses relating literamre with aspects of social and inteUecmal history or a particular \nissue or theme. Possible offerings may include women in literature, American civ^ilization, African- \nAmerican (or other ethnic) literature, popular culture, the literature of a single decade, children's \nliterature, and myth and folklore in literature. Usually offered in alternate years. Prerequisites: COR \n101, COR 102, and one 100-level English course. \n\nENG 313. African-American Literary Traditions 4 hours \n\nThis course surveys African-American literature and literary history. It begins with a \nclose examination of the slave narrative and the African-American sentimental novel of the 19* \ncentury. An exploration is made of the literamre of the Harlem Renaissance, followed by works \nlike Ralph EUison's Invisible Man and Richard Wright's Native Son. Finally, civil rights era literature \nand works by authors such as Gloria Naylor and Alice Walker will be examined. Prerequisites: \nCOR 101, COR 102, and one 100-level English course, preferably Modern and Contemporary \nLiteramre. \n\nENG 314. Special Topics in Major British and American Authors 4 hours \n\nAn intensive study of between one and five British or American authors. Prerequisite: \nCOR 101, COR 102, and one 100-level EngUsh course. \n\nENG 315. Vision, Violence, and Community in Milton, Blake, \n\nWhitman, and Yeats 4 hours \n\nThis course will examine works by four major visionary poets. In the historical context \nof English civil war, the French Revolution, the American Civil War, and World War I and the \nIrish rebellions, they tried to envision for their culmres a restoration of communit}' between the \ntemporal and the eternal, the human and the divine. In times of fragmentation and crisis, each re- \ninvented a traditional mythology. A smdy will be made of their individual visions to those \ncollective myths and to personal struggles. Prerequisites: COR 101, COR 102, and one 100-level \nEnglish course. \n\nENG 330. Writing Poetry 4 hours \n\nIn weekly assignments students will try free verse and various forms in the effort to \ndiscover and to embody more and more truly what they have to say. Much time wiU be spent \nreading published poets, responding to student work in class, and tr\\ing to generate language that \nreveals rather than explains intangible \"meanings.\" Prerequisites: COR 101 and COR 102. \n\n\n\n145 \n\n\n\nENG 331. Writing Prose, Fiction, and Nonfiction 4 hours \n\nStudents will get instruction and substantial practice in writing fictional and nonfictional \nprose which aims at getting what Henry James called \"a sense of felt life\" onto the page. The class \nwill follow a workshop format with weeldy assignments, journal writing, extensive discussion of \nstudent work, and reading of published examples. Prerequisites: COR 101 and COR 102. \n\nENG 401. Internship in English 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning opportunit\\' to \nqualified students. The internship generally requires the student to obtain a faculty supervisor in \nthe relevant field of study, submit a learning agreement, work 30 hours for every hour of academic \ncredit, keep a written journal of the work experience, have regularly scheduled meetings vAth the \nfaculty supervisor, and write a research paper dealing with some aspect of the internship. Written \nwork should total five pages of academic writing for every hour of credit. An extensive list of \ninternships is maintained by the Career Services Office, including opportunities at Atlanta \nMagaf(ine, The Knight Agency, and Peachtree Publishers. Graded on a satisfactory/unsatisfactorv \nbasis. Prerequisites: Permission of the faculty supervisor and qualification for the internship \nprogram. \n\nEnvironmental Studies - Dual Degree \n\nThe Cooperative College Program coordinates the education of students at Oglethorpe \nUniversity with graduate programs in environmental studies and natural resources offered bv the \nNicholas School of the Environment at Duke Universit}'. This program pro^ades a unique \ncombination of liberal and professional education well suited for those desiring to enter the fields \nof environmental studies or natural resources. Participating Oglethorpe smdents are accepted into \neither of two degree programs at Duke: the Master of Environmental Management (MEM) or the \nMaster of Forestry (MF). The degree awarded is determined by the student's area of \nconcentration at Duke. The program accommodates a wide range of undergraduate backgrounds, \nand experience indicates that students majoring in one of the natural or social sciences, pre- \nengineering, economics, or business administration are best suited for it. Although some smdents \nmay prefer to complete the baccalaureate degree before undertaking graduate smdv at Duke, \nhighly qualified students can reach a satisfactory level of preparation with three vears of \ncoordinated undergraduate study at Oglethorpe; all final admission decisions rest with the \nNicholas School of the Environment. A Bachelor of Arts degree is awarded by Oglethorpe \nUniversit}' upon successful completion of one year of study at Duke; after four semesters at Duke, \nin which at least 48 semester units of credit are earned, these smdents may qualifi,' for one of the \nprofessional master's degrees. \n\nThere are six areas of concentration for the professional master's degree programs \noffered by the Nicholas School of the Environment: Coastal Environmental Management; \nEnvironmental Toxicology, Chemistry, and Risk Assessment; Resource Ecology; Resource \nEconomics and Policy; Water and Air Resources; and Forest Resource Management. The \nundergraduate course requirements are highly flexible for some areas of concentration; others are \nmore stringent. All of the programs have the following requirements: \n\n\n\n146 \n\n\n\n1. Completion of the Oglethorpe University core courses, including one semester of a \nforeign language at the second semester elementary-level or higher. \n\n2. Training in the natural sciences or social sciences related to the student's area of interest \nin namral resources and environmental science. \n\n3. Completion of at least one introductory course in calculus - either Applied Calculus or \nCalcvilus I. \n\n4. Completion of a statistics course that includes descriptive statistics, probability \ndistributions, hypothesis testing, confidence intervals, correlation, simple linear \nregression and simple ANOVAs. Statistics at Oglethorpe fulfills this requirement. \n\n5. A working knowledge of microcomputers for word processing and data analysis. \nIntroduction to Computer Applications Software fulfills this requirement, although \nstudents with extensive experience with computers may have other options. \n\nQualified students who have interests outside of the structured programs of the \nNicholas School of the Environment are permitted to design individual programs of study; all \nsuch individual programs are subject to approval by the Education Committee of the Nicholas \nSchool of the Environment. \n\nNote: Dual-degree students in environmental studies and natural resources may not use \nOglethorpe financial aid assistance to attend Duke University. \n\nForeign Languages \n\nIn order to study in any given foreign language, all students with previous study or \nexperience in that language must take a language proficiency examination or obtain permission of \nthe instructor during summer orientation or prior to fall registration. They will be placed in the \ncourse sequence according to their competence. Smdents are not eligible to enroU in elementary \nand intermediate courses in their primary language. \n\nPlease refer to specific foreign languages in alphabetical order in this section for \nrespective course offerings. \n\nFOR 201. Intermediate Special Topics in Foreign Language, Literature, \n\nand Culture 4 hours \n\nA course in which intermediate conversation or topical aspects of a literature and \nculture is explored. \n\nFOR 301. Advanced Special Topics in Foreign Language, Literature, \n\nand Culture 4 hours \n\nA course in which advanced conversation or topical aspects of a literature and culture \nis explored. \n\n\n\n147 \n\n\n\nFOR 425. Internship in Foreign Language 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning opportunit}- to \nqualified students. The internship generally requires the student to obtain a faculty supervisor in \nthe relevant field of study, submit a learning agreement, work 30 hours for even^ hour of academic \ncredit, keep a written journal of the work experience, have regularly scheduled meetings with the \nfaculty supervisor, and write a research paper dealing with some aspect of the internship. Written \nwork should total five pages of academic writing for every hour of credit. An extensive list of \ninternships is maintained by the Career Services Office, including opportunities at the Adanta \nHispanic Chamber of Commerce, Georgia Council for International Visitors, and the Georgia \nDepartment of Industry, Trade, and Tourism. Graded on a satisfactory/unsatisfactory basis. \nPrerequisites: Permission of the faculty supervisor and qualification for the internship program. \n\nFrench \n\nA student who chooses French as a major will gain valuable knowledge, not onlv about \nthe language, but also about the many unique and fascinating cultures represented in the French- \nspeaking world. Like all languages offered in our foreign language program, the French major is \ninformed by \"the five C's\": Communication, Cultures, Connections, Comparisons, and \nCommunities. These areas represent the defined goals of the National Standards for Foreign \nLanguage Learning. \n\nThe journey toward a French major begins with a thorough emphasis on reading, \nwriting, listening comprehension, and speaking. These essential skills prepare the student with the \nfoundations for communicating in diverse contexts in the French language. More advanced studv \nof French wiU enable the student to explore the treasures of French and Francophone prose, \npoetry, drama and cinema, in addition to the smdy of colorful and intriguing civilizations in \nFrance, Belgium, Switzerland, Africa and Quebec and wider French-speaking Canada. Through \ncourse offerings in French at Oglethorpe University, students become more informed about \nAmerica's French-speaking neighbors to the north and in the Caribbean to the south, in addition \nto becoming more functional global citizens. \n\nOnce students have reached an adequate level of proficiency in French, thev will be \nready to complement their classroom smdies with full-immersion smdy abroad oppormnities. As \nan invaluable component of the French major, students are required to study and live in a French- \nspeaking country for a semester during the academic year following the completion of an initial \nsequence of courses taken in the program. Most French majors choose to smdy at Oglethorpe's \npartner institution the Catholic University of Lille. In addition, for the adventurous smdent, there \nare many other creative smdy abroad options available, all of which can be discussed with smdent \nadvisors. Native speakers of French are invited to complete the 12-semester hour requirements of \nstudy abroad in courses at Oglethorpe or through cross registration at one of the Atianta Regional \nConsortium for Higher Education (ARCHE) instimtions. \n\nMany smdents who complete the French major at Oglethorpe go on to carrv out \ngraduate programs at other institutions in French and Francophone language and Hteramre, \nlinguistics, French culmral smdies, or International Relations. Other graduates from the program \nbecome French instructors or find oppormnities in corporate or non-profit organizations, where \nthey continue to apply their language skiUs and global experiences. Smdents are also in\\-ited to \ncombine a double major in French with other disciplines, a combination which greativ enhances \nsmdent marketabUit}' after graduation. . \n\n\n\n148 \n\n\n\nAll students with previous study or experience in French must take a language placement \nexamination. They will be placed in the course sequence according to their competence. Under no \ncircumstance should students with past experience in French place themselves in courses, \nespecially at the elementary level. Students are not eligible to enroll in elementary and intermediate \ncourses in their native languages. \n\nMajor \n\nStudents who major in French must first complete the following requirements: \nFRE 201 Intermediate French \nFRE 301 French Conversation and Composition \nFRE 302 French Lyric and Literary Prose \nStudents will then complete a semester in an approved study abroad program, which \nshould include a minimum of 12 semester hours. Returning students must complete three upper- \nlevel (300 or 400) courses in French. \n\nElementary Spanish I or equivalent as determined through the Spanish placement test \nis also required. It is recommended that this requirement be completed during the student's first \ntwo years. \n\nThe degree awarded is the Bachelor of Arts. \n\nMinor \n\nA minor in French consists of the following requirements: \n\nFRE 201 Intermediate French \n\nThree upper-level courses (300 or 400) \nCertain of these requirements may be met through an approved study abroad program. \n\nFRE 101, FRE 102. Elementary French I, II 4 plus 4 hours \n\nThis course is beginning college French, designed to present a sound foundation in \nunderstanding, speaking, reading and writing contemporary French. Prerequisite: None for FRE \n101; FRE 101 required for FRE 102, or placement by testing. \n\nFRE 201. Intermediate French\". 4 hours \n\nThis course involves further practice in developing oral and written skills. \nIntroduction to a variet}? of unedited French texts will be included. Prerequisite: FRE 102 or \nplacement by testing. \n\nFRE 301. French Conversation and Composition 4 hours \n\nThis course focuses on the development of oral skills through practice in group settings \nand individual class presentations combined with weekly writing assignments in French to be \nrevised on a regular basis. A study of st\\'le and grammatical forms used exclusively in the written \nlanguage completes the course work. Prerequisite: FRE 201 or placement bv testing. \n\nFRE 302. French Lyric and Literary Prose 4 hours \n\nSelected texts from French literature are studied as examples of prose, poetrv and \ndrama. Students will read original works from the French classical and modern periods. Taught in \nFrench. Prerequisite: FRE 301 or placement by testing. \n\n\n\n149 \n\n\n\nFRE 401. Special Topics in French Language, Literature, and Culture 4 hours \n\nTopical aspects of the literature and cultural phenomena associated with the French \nlanguage are explored in this course. Offerings will vary according to faculty and student interest. \nPrerequisite: FRE 301. \n\nFRE 402. The Modern French Republics and Their Institutions 4 hours \n\nA study of both political and cultural institutions in France from 1870 to the present \nwith emphasis on the traditions established by the new republican government in the 1 880s and \nthe creation in 1958 of the Fifth Republic under which France is currendy governed. Taught in \nFrench. Prerequisite: FRE 301. \n\nFRE 403. Franco-American Relations in Trade and Culture 4 hours \n\nThis course is an orientadon to French business and cultural communides and \nconsiderations of existing connections with their American counterparts. The course includes \nan introduction to business French. Guest lecturers are invited from the diplomatic and \nbusiness community in the wider Atianta area. Field trips are also organized to consulates, trade \noffices, and businesses. Taught in French. Prerequisite: FRE 301. \n\nFRE 404. Great French Actresses and Their Film Roles 4 hours \n\nThis course will smdy French film actresses and their roles in an attempt to understand \nbetter the simation of women in France during the last half of the 20* century. Readings from \nThe Second Sex by Simone de Beauvoir, written at the outset of the period in question, pro\\ade \na counterpoint to the cinematic fiction. Actresses studied may include Isabelle Adjani, Arletn; \nFanny 7\\rdant, Brigitte Bardot, Juliette Binoche, Sandrine Bonaire, Catherine Deneuve, IsabeUe \nHuppert, Miou-Miou, Romy Scheider, and Simone Signoret. The course is conducted in English. \nStudents may take the course as part of a French major or minor and complete readings, tests, and \nwritten work in French. Prerequisite: None for work in English, FRE 302 for work in French. \n\nFRE 405. The 19th-century French Realist Novel 4 hours \n\nThis course studies the 19*-century French realist novel by concentrating on three \n\"giants\" of the tradition. The course includes Balzac's Pere Goriof, Flaubert's Education Sentimentale \nand Zola's Germinal The smdy of one novel of each of these writers gives an over\\dew of the \nmajor Literary moments in the century following the French Revolution. The principal characters \nin each novel confront the particular challenges of each historical and social moment in 19^*^- \ncenmry France. The course thus allows students to obtain a complex notion of realism in an \nhistorical context along with greatiy enhanced vocabulary and language skills in French. Taught in \nFrench. Prerequisite: FRE 302. \n\nFRE 450. Independent Study in French 1-4 hours \n\nSupervised research on a selected topic. Prerequisite: Submission of a proposed outline \nof study that includes a schedule of meetings and assignments approved bv die instructor, \nthe division chair, and the Provost and Senior Vice President prior to registration. \n\n\n\n150 \n\n\n\nGeneral Science \n\n\n\nThe physical science and biological science courses are appropriate for students who \nhave a good background in algebra but a minimal one in other sciences. Students with excellent \npreparation in the sciences may elect one of the regular lecture-and-laboratorv courses in biology, \nchemistry, or physics. \n\nGEN 101. Natural Science: The Physical Sciences 4 hours \n\nThis topically-oriented course will examine the many facets of scientific investigation. \nThese include the underlying assumptions, the limitations, the provisional nature, and the power \nof the scientific process, as weO as the influences of science on other aspects of human activit}'. \nExperimentation is the hallmark of scientific investigation. As such, laboratory experimentation \nwill be a distinguishing feamre of this course. Course time devoted to experimentation in the \nlaboratory, as well as inside and outside the classroom, will intertwine with time devoted to \ndiscussion and lecture. Namral Science: The Physical Sciences will deal with a topic drawn from \nthe physical sciences. These will include, but not be limited to: Chemistry, Cosmology, Descriptive \nAstronomy, History of Science, Meteorology, Modern Scientific Perspectives of the Universe, and \nOceanography. Prerequisite: MAT 103 or bv examination. \n\nGEN 102. Natural Science: The Biological Sciences 4 hours \n\nThis course is designed to examine the many facets of scientific investigation. \nLaboratory experimentation will be an important feature, with course time devoted to \nexperimentation in the laboratory as well as the classroom. Rather than a survey of the entire field \nof biology, this effort will be directed toward specific topics such as, but not limited to: Cancer, \nCell Biology, Human Biology, Ecology, and Evolution. \n\nGEN 200. Internship in Science 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning opportunit}' to \nqualified students. The internship generally requires the student to obtain a facult\\\" supervisor in \nthe relevant field of study, submit n learning agreement, work 30 hours for every hour of academic \ncredit, keep a written journal of the work experience, have regularly scheduled meetings with the \nfacult\\' supervisor, and write a research paper dealing with some aspect of the internship. Written \nwork should total five pages of academic writing for every hour of credit. An extensive list of \ninternships is maintained by the Career Services Office, including oppormnities at Piedmont \nHospital, The Centers for Disease Control and Prevention, and Accura Analytical Laboratory. \nGraded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor \nand qualification for the internship program. \n\n\n\n151 \n\n\n\nGerman \n\nAll students with previous study or experience in German must take a language \nplacement examination during summer orientation or immediately prior to fall registration. They \nwill be placed in the course sequence according to their competence. Under no circumstances \nshould students with past experience in the language place themselves in courses, especially at the \nelementary level. Students are not eligible to enroll in elementary and intermediate courses in their \nprimary languages. \n\nGER 101, GER 102. Elementary German I, II 4 plus 4 hours \n\nThis course is beginning college German, designed to develop the abiHt)' to understand, \nspeak, read, and write contemporary German. Prerequisite: None for GER 101; GER 101 \nrequired for GER 102, or placement by testing. \n\nGER 201. Intermediate German 1 4 hours \n\nThis course will focus on practice in speaking and understanding German, accompanied \nby a review of grammar. Reading and discussion of short literary texts. Prerequisite: GER 102 or \nplacement by testing. \n\nGER 202. Intermediate German II 4 hours \n\nThis course is a continuation of Intermediate German I with practice in spoken \nGerman and added emphasis on writing. Reading materials include both contemporary topics and \nselections from literamre. Prerequisite: GER 201 or placement by testing. \n\nGER 301, GER 302. Special Topics in German Language, Literature, \n\nand Culture I, II 4 plus 4 hours \n\nTopical aspects of the literature and cultural phenomena associated with the German \nlanguage are explored in this two-semester sequence of courses. Prerequisite: GER 202. \n\nFor a listing of foreign instimtions and programs with which Oglethorpe has exchange \nagreements and affiliations, please see Oglethorpe University Smdents Abroad in the Educational \nEnrichment section of this Bulletin. Of particular interest to smdents of German is the \nOglethorpe exchange agreement with the University of Dortmund. \n\nGreek \n\n\n\nAJl students with previous study or experience in Attic Greek must take a language \nplacement examination during summer orientation or prior to fall registration. They will be placed \nin the course sequence according to their competence. Under no circumstances should smdents \nwith past experience in the language place themselves in courses, especiaUv at the elementary level. \n\nGRE 101, GRE 102. Attic Greek I, II 4 plus 4 hours \n\nThese courses wUl introduce students to the grammatical and syntactical elements of \nthe Attic dialect of 5* century Athens. Mastery of these materials will enable students to read \nworks written by Thucydides, Sophocles, Plato, Aristotie, and other ancient authors of tliis \nperiod. Knowledge of Attic Greek will also provide a foundation for those wishing to study \nHomeric epic or The New Testament. Prerequisite: None for GRE 101; GRE 101 for GRE 102, \nor placement by testing. \n\n\n\n152 \n\n\n\nHistory \n\nHistory bridges the disciplinary perspectives of the humanities and social sciences. At \nOglethorpe the causes, experience, and impact of important moments in the past are examined \nin order to explain, analyze, and assign contemporary significance to the movements and events \nthat have shaped human experience. History courses at Oglethorpe begin where traditional \nsurvey courses and textbooks leave off. Rather than simply viewing the parade of events, \nstudents consider the origins and implications of events, their impact on our values, assumptions, \nsocial relations, and world views. In this spirit students are invited to enter into dialogue with \nhistorians past and present. \n\nCourses are taught in a seminar format designed to promote lively interchange and \ninformed debate. Reading assignments draw on a wide range of historical methods and traditions, \nincluding perspectives from religion, philosophy, art, music, literature, and popular culture as well \nas politics, economics, and geography. These methods and perspectives inform independent \nstudent research. In their individual projects, students develop their own research agendas and \nlearn to master the techniques of historical research. Particular emphasis is placed on presentation \n both written and oral - of evidence, arguments, and conclusions. \n\nOglethorpe's location provides many opportunities for creative research as well as \ninternships. The experience and training of Oglethorpe history majors prepares them for post- \ngraduate study in a wide variet}' of academic disciplines, including histor)', archaeology, \nanthropology, politics, international studies, and social work, as well as careers in such fields as \neducation, law, journalism, public relations, art, theology, diplomacy, and public service. \n\nLower-level (100 and 200) courses are especially recommended for freshmen and \nsophomores; upper-level (300 and 400) courses generaUv require a research paper, may have \nprerequisites, and are primarily aimed toward juniors and seniors. \n\nMajor \n\nStudents majoring in history are required to take at least nine history courses. These \nmust cover the following geographic areas and time periods (a course can simultaneously satisfy \nboth one area and one time-period requirement): European, United States, and Latin American \nhistory; and ancient or medieval (before 1500), early modern (1500-1789), and modern (since \n1789) history. In addition, the student must also take one course in Asian Smdies, and at least one \nsemester of a foreign language beyond the first-year level, or demonstrate the equivalent \nproficiency. The degree awarded is the Bachelor of Arts. \n\nMinor \n\nTo complete a minor, four courses must be taken. \n\nHIS 110. The Vikings and the Anglo-Saxons 4 hours \n\nThis course will examine the meteoric rise of the Scandinavians from obscurity to \nbecome the terror of Europe in the 8* through the 11* centuries. For purposes of comparison, \na look also will be taken at the Vikings' more \"civilized\" cousms, the 7\\nglo-Saxons. VCTnile both \nmedieval and modern historians have tended to draw a thick line between these two cultures, this \ncourse will suggest that both represent aspects of a general political, economic, and cultural zone \nin the Northern Seas. \n\n\n\n153 \n\n\n\nHIS 130. United States History to 1865 4 hours \n\nA survey from Colonial times to 1865, concerned mainly with the major domestic \ndevelopments of a growing nation. \n\nHIS 131. United States History Since 1865 4 hours \n\nA survey from 1865 to the present, concerned with the chief events which explain the \ngrowth of the United States to a position of world power. \n\nHIS 201. Ancient Greece 4 hours \n\nThis course will examine the Greeks from their Minoan and Mycenaean antecedents \nthrough the rise of Macedonia in the mid-fourth century B.C.E. Students will investigate the \npolitical, social, economic, and cultural aspects of Greek civilization as well as an appreciation of \nthe Hellenic world's legacy. Specific topics include: the collapse of Mycenaean civilization and the \nproblem of a \"Dark Age;\" the rise, development and failure of the polls system; Greek contact \nwith eastern cultures; the political significance of hoplite warfare; the roles of women in various \nGreek poleis; and competing models of Greek political organization. \n\nHIS 202. Roman History 4 hours \n\nThis course wiU trace the history of Rome from its Italian precursors through the \nascension of Constantine. Topics will include political, religious, social, cultural, and economic \naspects of Rome's development, focusing on the origins, maturation, decline, and transformation \nof its civilization. \n\nHIS 210. The Age of Chivaky, 800-1450 4 hours \n\nThis course wiU cover the High and Later Middle Ages, from the later Carolingian \nperiod through the War of the Roses. The main focus wiU be on the evolution of state and societ\\' \nin northern and western Europe during these periods. Special attention wiU be given to such \nevents as the rise of feudal monarchies, the Investiture Contest, the Norman Conquests, the \nCrusades, and the Hundred Years' War. \n\nHIS 211. The Renaissance and Reformation 4 hours \n\nStudents will study the significant changes in European art, thought, and institutions \nduring the period from 1300 to 1550. The course will focus on critical readings of primary sources \nfrom this era. \n\nHIS 212. Early Modern Europe 4 hours \n\nThis course will examine the development of European societ\\' and politics from the \nend of the Reformation to the eve of the French Revolution. Special emphasis \\\\ill be placed on \nthe development of the modern state, the contest between absolutism and constitutionalism, and \nthe Enlightenment. \n\nHIS 213. The Age of Revolution - Europe and the Atlantic World \n\n1776-1849 4 hours \n\nThe \"old regime\" (serfdom, rule by monarchs and nobles, and a politically powerful \nchurch) and an agrarian way of life had prevailed in much of Europe and the New World since \nthe Middle Ages. From 1 776 on, however, a series of upheavals, such as the American and French \nrevolutions, the Napoleonic Wars, the Latin American Wars of Independence, and the European \nrevolutions of 1820-21, 1830-31, and 1848-49 had challenged the old order. This course studies \nthe events of this dramatic period, including the Industrial Revolution and the rise of \nromanticism, socialism, nationalism, and liberalism. \n\n154 \n\n\n\nHIS 214. The Age of Empire and Nationalism - Europe 1848-1914 4 hours \n\nThe six decades following the revolutions of 1848 were a period of remarkable power, \nprosperity, and creativity in Europe. New nation-states (Germany and Italy) were formed; old \nmultiethnic empires (Russia and Austria-Hungary) seemed rejuvenated; and Europeans acquired \nimmense colonial empires. Meanwhile, industrialization and modern science and art \nrevolutionized European life and thought. However, this fusion of culmral and economic \nmodernity with social and political conservatism concealed grave weaknesses that would lead, \nbeginning in 1914, to the upheavals of world war, communism, and fascism. \n\nHIS 215. The Age of World War - Europe 1914-1945 4 hours \n\nThis course examines the disasters that befell Europe in the three decades after 1914: \nWorld War I; the Russian Revolution; the lU-fated Treat}' of Versailles; the rise of Mussolini; the \nGreat Depression; the dictatorships of Hider and StaHn; the spread of fascism in the 1930s; and \nWorld War II. The course discusses the reasons for the failure of the international order to \nprevent two horrific military conflicts, and for the failure of moderate forces in many European \ncountries - including Russia, Germany, Italy, and Spain - to block the rise to power of violent and \nmillenarian political forces. \n\nHIS 216. Rise and Fall of the Third Reich 4 hours \n\nThe course examines the roots of National Socialism in Germany before World War I; \nthe reasons for the failure of the Weimar Republic in the 1920s, which ended in Hitier's coming \nto power; and the nature of Hitier's dictatorship, with its policies of totalitarian rule, world war, \nand genocide. \n\nHIS 240. Latin America to Independence 4 hours \n\nLatin American history from the origins of pre-Columbian civilizations to independence \nwin be examined by exploring: the origins and development of indigenous societies in \nMesoamerica and the Andes; the conquest and colonization of (what became) Spanish and \nPormguese America; the nature of colonial control; the response of indigenous populations to \ncolonial societ)'^, administration, and religion; and the developing tensions between Spaniards and \nCreole elites. The movement for independence, which arose from a variet\\' of issues, created bv \ncontrasting views and concerns of distant European authorit}' and local culmral identit\\', wiH be \nstudied. Finally, the major challenges that faced the newly emergent Latin American nations will \nbe considered. \n\nHIS 301. History of Christianity 4 hours \n\nThis course will examine the origins and development of Christianit}' through the \nmodern era. Special areas of interest include the structure and organization of the church, the \ndevelopment of liturgy and doctrine, and the counterpoint between orthodoxy and heresy. A \ncentral question will be the relationship between the \"three pillars\" of doctrine  revelation, \nreason, and tradition  and social pressures in the history of the church and doctrine. \n\nHIS 311. The Old Reich: German History to 1800 4 hours \n\nThe Holy Roman Empire of the German Nation has been derided by Voltaire as being \nnone of the above. At the same time, the Empire provided the primary political organization of \npre-Modern Germany, from the Middle Ages to the Napoleonic Wars. This course will survey the \ngeneral history of the Empire from the Renaissance to the end of the 18* cenmry. Special \nemphasis will be paid to questions of social, cultural and constitution history, in particular, the \ndevelopment of German identit}' and political culture in the Early Modern era. Prerequisite: HIS \n211, HIS 212, or HIS 213, or permission of the instructor. \n\n155 \n\n\n\nHIS 312. German History Since 1800 4 hours \n\nThis course is a survey of German history in the 19* and 20* centuries, focusing on \nthe unification of Germany in the 19* century, the Bismarckian state, the two world wars, the \nWeimar Republic, the Third Reich, and the division and subsequent reunification of Germanv \nafter World War II. \n\nHIS 320. Russia under the Tsars 4 hours \n\nThis course studies the thousand years from the formation of the Kievan state until the \nabolition of serfdom. It covers the Mongol invasion, the rise of Muscov}', the reign of Ivan the \nTerrible and the Time of Troubles, Imperial Russia's Westernization under Peter the Great, and \nits apogee under Catherine the Great and her grandsons. \n\nHIS 321. Russian History Since 1861 4 hours \n\nThis course studies Russian history from the abolition of serfdom, which began \nImperial Russia's last attempt to reform itself and stave off revolution, until the present. It also \ncovers the 1905 and 1917 revolutions, the rise of communism, the era of Lenin and Stalin, and \nthe fall of the communist system. \n\nHIS 330. Between World Wars: The United States, 1920-1945 4 hours \n\nDuring this period of war, prosperit}', and depression, the United States underwent \ndramatic economic, political, social, and cultural changes. The interwar years witoessed the \nemergence of the United States as a world power, an increasingly sophisticated women's \nmovement, the rise of mass production and mass consumption, and a variet}' of new challenges \nto social and economic policies. The Great Depression and the New Deal brought further \nchallenges to traditional liberal political and economic assumptions as the federal government \nintervened in nearly every aspect of American Ufe. World War II, then, again transformed the \nnation as it ushered in the \"age of affluence\" and cold wars in the international and domestic \nrealms. Prerequisites: HIS 130 and HIS 131 or permission of the instructor. \n\nHIS 331. The Age of Affluence: The United States Since 1945 4 hours \n\nAn interdisciplinary study of American life since World War II, this course will \nemphasize political, economic, and social developments. Foreign policy is considered principally \nwith respect to its impact on domestic affairs. \n\nHIS 335. Georgia History 4 hours \n\nThis course is a chronological examination of the history of Georgia from the Colonial \nperiod to the 20* century. Emphasis is given to Old and New South themes, higher education \ndevelopment with attention to the history of Oglethorpe, the transition from rural to urban life, \nand Georgia's role in contemporary American life. Prerequisites: HIS 130, HIS 131, or permission \nof the instructor. \n\nHIS 340. Dictatorship and Democracy in Latin America 4 hours \n\nThis course will examine the roots, character, and impact of authoritarian rule  and \nresulting resistance movements  in Latin America. Included will be a look at the caudillos who \ncompeted for power after independence, the Liberal dictatorships of the late 19* century, the \nDepression Dictators of the 1930s and Populist dictators of the 1940s and 1950s, and the rise \nof miHtary-bureaucratic dictatorships in the 1960s and 1970s. An understanding will be sought \nfor why almost all political orientations (Republicanism, Liberalism, nationalism. Populism, \nand Communism) offered up a dictator as their champion at some point in Latin American \nhistory and how Latin American nations have been able to make a transition to democracy. \n\n156 \n\n\n\nFinally, consideration will be given to how dictatorships affect the everyday lives and \nperceptions of the people living under them and in their aftermath. Prerequisite: HIS 240 or \npermission of the instructor. \n\nHIS 350. Special Topics in History 4 hours \n\nCourses offered to respond to topical needs of the curriculum. Prerequisite: Permission \nof the instructor. \n\nFRE 402. The Modern French Republics and Their Institutions 4 hours \n\nA study of both political and cultural institutions in France from 1870 to the present \nwith emphasis on the traditions established by the new republican government in the 1880s and \nthe creation in 1958 of the Fifth Republic under which France is currendy governed. Taught in \nFrench. Prerequisite: FRE 301. \n\nHIS 410. Ancient History and Ancient Historians 4 hours \n\nIn this course, the history of Greek and Roman civilizations will be studied through the \nwritings of several ancient historians. The methods used by ancient authors, their literary st\\'le, and \nthe relation of their works to the specific historical context in which they were written will be \nexamined. The course will focus on detailed analysis of specific historical events such as the 5*- \ncenmry Athens, the rise of the Roman Empire, and the Roman civil wars. Since the thematic focus \nand selection of readings will not always be the same, the course may be repeated for credit with \nthe permission of the instructor. \n\nHIS 411. The Fall of Rome and the Barbarians 4 hours \n\nThis course will examine the \"fall\" of the Roman Empire in late antiquit}' and the \nsubsequent rise of barbarian kingdoms in Europe. The primary issue will be to determine whether \nthe Roman Empire did in fact \"fall\" during this time, or whether the period actually marks a \ntransition, the birth of Europe. The role of Christianity in the transformation of Europe \nwill be a major focus of discussion, as well as other social, political, and economic issues. \nPrerequisite: Junior standing or permission of the instructor. \n\nHIS 412. Radical Religion and Revolution 4 hours \n\nThis course will examine the role of radical theologies in shaping a series of rebeUions \nand revolutions in the Middle Ages and the Early Modern era. Some of the conflicts studied wlU \ninclude the Hussite Revolution, The German Reformation, and the EngUsh Civil War. In addition, \nsome modern examples illustrating the connections between religion and revolutionary thought, \nin particular, liberation theology in Latin America and the current crisis in the Middle East will be \nconsidered. Prerequisite: Permission of the instructor. \n\nHIS 430. The American Civil War and Reconstruction 4 hours \n\nA course for advanced history students emphasizing the causes of conflict, the wartime \nperiod, and major changes that occurred. Prerequisites: HIS 130 and HIS 131. \n\nHIS 431. History of United States Foreign Relations 4 hours \n\nThis course is a study of major developments in American diplomacy from the end of \nthe Revolution until 1945. Prerequisite: at least one prior United States history course, or \npermission of the instructor. \n\n\n\n157 \n\n\n\nHIS 450. Independent Study in History 1-4 hours \n\nSupervised research on a selected topic. Prerequisite: Submission of a proposed outline \nof study that includes a schedule of meetings and assignments approved by the instructor, the \ndivision chair, and the Provost and Senior Vice President prior to registration. \n\nHIS 451. Internship in History 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning opportunit}- to \nqualified students. The internship generally requires the student to obtain a faculty supervisor in \nthe relevant field of study, submit a learning agreement, work 30 hours for every hour of academic \ncredit, keep a written journal of the work experience, have regularly scheduled meetings with the \nfaculty supervisor, and write a research paper dealing with some aspect of the internship. Written \nwork should total five pages of academic writing for every hour of credit. An extensive list of \ninternships is maintained by the Career Services Office, including opportunities at the Adanta \nHistory Center, the Atlanta Preservation Center, the Holocaust Center, and the Coosawattee \nFoundation archeological dig. Graded on a satisfactory/unsatisfactory basis. Prerequisites: \nPermission of the faculty supervisor and qualification for the internship program. \n\nIndividually Planned Major \n\nA student who wishes to pursue a course of study not included in one of the \navailable majors may petition to receive permission to complete an individually planned \nmajor. \n\nSuch a major must include at least nine courses beyond core requirements (excluding \ncourses with three or fewer semester hours) and including at least one semester of a foreign \nlanguage at the second semester elementary-level or higher. At least four courses of the major \nmust be completed in courses above the introductory level in one particular discipline. This \ndiscipline will be defined as the major's concentration. Graded course work in the major must have \na grade-point average of at least 2.0. Course work that is included in the individuallv planned \nmajor may not be counted toward a second major or a minor. \n\nTo apply for an individually planned major, the student, in consultation with his or her \nacademic advisor, must complete an application, available at the Registrar's Office, to be approved \nby the chairperson of the division in which the proposed major's concentration is included and \nthe Provost and Senior Vice President. This application should be submitted by the end of the \nsecond semester of the smdent's sophomore year. The application must specify the following: \n\n1. The major's coverage and definition. \n\n2. The observed or expected conceptual linkages among the concentration and the other \nsubject(s) included in the major. \n\n3. The expected outcomes of the completion of the major in terms of the student's \nintellectual growth and plans for graduate study or career. \n\nAfter the student has secured written approval from his or her academic ad^^sor, the \nchairperson of the division, and the Provost and Senior Vice President, the Provost and Senior \nVice President will fde the application in the Registrar's office. The Registrar will notih' the student \nand the student's advisor of the acceptance of the proposal. \n\nThe degree awarded upon successful completion of an approved individuallv planned \nmajor is Bachelor of Arts. \n\n\n\n158 \n\n\n\nIndividually Planned Minor \n\n\n\nA smdent who wishes to pursue a course of study not included in one of the available \nminors may petition to receive permission to complete an individually planned minor. \n\nSuch a minor must include five courses (excluding courses with three or fewer semester \nhours), of which at least two courses are in one discipline, which is the minor's concentration, and \nmust be at the 300 or 400 level. Of the other three courses included in the minor, another two \nmust also be at the 300 or 400 level. Graded work in the minor must have a grade-point average \nof at least 2.0. Course work that is included in the individually planned minor may not be counted \ntoward a major or another minor. \n\nTo apply for an individually planned minor, the student, in consultation with his or her \nacademic advisor, must complete an application, available at the Registrar's Office, to be approved \nby the chairperson of the division in which the proposed minor's concentration is included and \nthe Provost. This application should be submitted by the end of the second semester of the \nstudent's junior year. The application must specify the following: \n\n1. The minor's coverage and definition. \n\n2. The observed or expected conceptual linkages among the concentration and the other \nsubject(s) included in the minor. \n\n3. The expected outcomes of the completion of the minor in terms of the student's \nintellectual growth and plans for graduate study or career. \n\nAfter the student has secured written approval from his or her academic advisor, the \nchairperson of the division, and the Provost and Senior Vice President, the Provost and Senior \nVice President will file the application in the Registrar's Office. The Registrar will notify the \nstudent and the smdent's advisor of the acceptance of the proposal. \n\n\n\nInterdisciplinary Studies \n\n\n\nINT 301. Special Topics in Interdisciplinary Studies: 4 hours \n\nThese courses will focus on materials and topics that transcend the boundaries of \nspecific academic disciplines and are not offered on a regular basis. Such courses have included \nBioethics and Environmental Science. \n\nULP 303. The New American City 4 hours \n\nThe purpose of this course is to examine the problems and prospects of politics and \npolicymaking in the new American city and its environs. Consideration will be given to the political \nand sociological significance of a number of the factors that characterize this new development, \nincluding: the extremes of wealth and povert}^, the mix of racial and ethnic groups, and the \nopportunities and challenges provided by progress in transportation and technology. Offered \nannually. \n\nULP 304. Community Issues Forum: Principles into Practice 4 hours \n\nThis course is taught as a weekly evening seininar focusing on a particular communit}' \nissue and accompanied by an issue-related, off-campus internship. Together with communit}' \nleaders and facult}; students analyze issues confronting stakeholders, collaborate on solutions, and \npresent findings derived from their internship assignments. Students have interned with the state \nlegislature, local and state chambers of commerce, community food banks, arts organizations, \ncorporations, non-profit organizations, and a number of other communit^' groups. Topics covered \nin previous years include: education, transportation, health care, and the environment. \nPrerequisite: Permission of the instructor. \n\n159 \n\n\n\nINT 401. Internship in Interdisciplinary Studies 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning opportunity' to \nqualified students. The internship generally requires the student to obtain a faculty supervisor in \nthe relevant field of study, submit a learning agreement, work 30 hours for ever}' hour of academic \ncredit, keep a written journal of the work experience, have regularly scheduled meetings with the \nfaculty supervisor, and write a research paper dealing with some aspect of the internship. Written \nwork should total five pages of academic writing for every hour of credit. An extensive list of \ninternships is maintained by the Career Services Office. Graded on a satisfactorv/unsatisfacton' \nbasis. Prerequisites: Permission of the faculty supervisor and qualification for the internship \nprogram. \n\nInternational Studies \n\nInternational Studies is an interdisciplinary major that seeks to develop the skills and \nunderstanding essential for effective participation in the emerging global business, social and \npolitical environment. The major helps to prepare students for careers in government serxice, \ninternational commerce, banking and finance, the travel and convention businesses, poHtics and \nteaching. It also provides appropriate preparation for the professional study of business, law and \ninternational affairs. Students interested in masters programs in international affairs mav find it \nadvantageous to take additional courses in economics. Interested students should ask the Registrar \nto refer them to a faculty advisor who specializes in this major. The degree awarded is the Bachelor \nof Arts. \n\nRequirements of the major include successful completion of 11 courses, three of which \nmust be International Relations, United States Foreign Policy, and International Economics. \nCompletion of five courses selected from the following also is required: \n\nBUS 370 International Business \n\nECO 323 International Economics \n\nECO 420 Economic Development \n\nPRE 402 The Modern French Republics and Their Institutions \n\nFRE 403 Franco- American Relations in Trade and Culture \n\nHIS 215 The Age of World War - Europe 1914-1945 \n\nHIS 240 Latin America to Independence \n\nHIS 312 German History Since 1800 \n\nHIS 321 Russian History Since 1861 \n\nHIS 340 Dictatorship and Democracy in Latin America \n\nHIS 350 Special Topics in History * \n\nHIS 431 History of United States Foreign Relations \n\nHIS 450 Independent Study in History * \n\n\n\n160 \n\n\n\nINS 400 Independent Study in International Studies \n\nINS 401 Internship in International Studies \n\nPOL 211 War \n\nPOL 231 Asian Politics \n\nPOL 321 Political Development \n\nPOL 331 Comparative Politics of China and Japan \n\nPOL 350 Special Topics in Politics * \n\nPOL 361 European Politics \n\nPOL 411 War, Peace, and Security \n\nPOL 422 Seminar in Chinese Politics \n\nPOL 431 Seminar in Politics and Culture * \n\nPOL 450 Independent Study in Politics * \n\nSPN 305 Spanish for International Relations and Business \n\nSPN 410 The Development of Latin American Cultures \n\n*Note: Special topics and independent study courses fulfill the requirements of the major only \nwhen they have a substantial international component. This implies that the course deals \nwith the modern history, current situation or culture in a geographical area outside the \nUnited States or concerns some substantive issue that is international in scope, t}'pically \nregarding economics or securit}'. \n\nSmdents must complete two years of foreign language study or demonstrate the \nequivalent competence by examination. Students must also take one additional language course in \nwhich the foreign language is required for research, reading, or discussion. \n\nA study abroad experience is required. Note that no more than two courses may be \ncounted toward major requirements from a study abroad program. Foreign students may count \ntheir residence at Oglethorpe as their study-abroad experience. Please see Oglethorpe Universit}' \nSmdents Abroad in the Educational Enrichment section of this Bulletin. \n\nStudents who receive financial aid at Oglethorpe should contact the Director of \nFinancial Aid early in the pursuit of this major to determine available funding for the study \nabroad experience. \n\nNote: Students who graduated from a secondary school located abroad at which the language \nof instruction was not English have satisfied the foreign language requirement. They \nmay satisfy the smdy abroad requirement via their residency in the United States. \n\n\n\n161 \n\n\n\nInternational Studies with Asia Concentration \n\n\n\nLike the general international studies major, this is a major designed to develop skills \nuseful in cross-culturaUy oriented careers. Students achieve an Asia concentration by taking at least \nfour courses that focus on the culture, politics, history or literature of nations in Asia in addition \nto a selection of more general courses that cover fundamental issues of international studies. The \nspecialized knowledge that students gain through Asia-related course work helps to prepare them \nfor careers in fields such as government, finance, and travel in this economically growing and \nculturally rich area of the globe. Combined with the other components of the international studies \nmajor, the Asia concentration will assist students with the necessary background for entry into \ngraduate or professional schools in an Asian studies field. Students might go on to study in such \nareas as anthropology, politics, and international law or business. The degree awarded is the \nBachelor of Arts. \n\nRequirements of the major include successful completion of the following five courses: \n\nECO 323 International Economics or \n\nECO 420 Economic Development \n\nPOL 111 International Relations \n\nPOL 231 Asian PoUtics \n\nPOL 331 Comparative Politics of China and Japan \n\nPOL 431 Seminar in Politics and Culture (Japan/ Asian concentration) \nStudents must also take two of the following courses: \n\nJPN 301 Special Topics in Japanese Language, Literature, and Culmre I \n\nPOL 311 United States Foreign Policy \n\nAnother Asian studies course at Oglethorpe or at another institution \n\npre-approved by the smdent's advisor \nStudents must also take one of the following courses: \n\nBUS 370 International Business \n\nPRE 403 Franco-American Relations in Trade and Culture \n\nHIS 350 Special Topics in History * \n\nHIS 450 Independent Study in History * \n\nINS 400 Independent Study in International Studies \n\nINS 401 Internship in International Studies \n\nPOL 350 Special Topics in Politics * \n\nPOL 361 European Politics \n\nPOL 411 War, Peace, and Securit}' \n\nPOL 431 Seminar in Politics and Culture (with a different focus than \nthe one above) \n\nPOL 450 Independent Study in Politics * \n^ SOC 308 Culture and Societ}- \n\nAny course in 20*-centurv European history \n\n*Note: Special topics and independent study courses fulfill the requirements of the major onlv \nwhen they have a substantial international component. \n\n\n\n162 \n\n\n\nStudents must take at least one 400-level course. Students must demonstrate at least a \nsecond-3'ear competence in an Asian language or be able to use an Asian language for research and \nwriting in a class. A study abroad for one semester in an Asian nadon is strongly urged. Please see \nOglethorpe University Students Abroad in the Educational Enrichment section of this Bulletin. \nNote that no more than two courses may be counted toward major requirements from a study \nabroad program. Foreign students whose native language is Asian may consider their residence at \nOglethorpe as their study-abroad experience and their foreign language requirement satisfied. \n\nINS 400. Independent Study in International Studies 1-4 hours \n\nSupervised research on a selected topic. Prerequisite: Submission of a proposed outline \nof study that includes a schedule of meetings and assignments approved by the instructor, the \ndivision chair, and the Provost and Senior Vice President prior to registration. \n\nINS 401. Internship in International Studies 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning opportunit}' to \nqualified students. The internship generally requires the student to obtain a faculty supervisor in \nthe relevant field of study, submit a learning agreement, work 30 hours for every hour of academic \ncredit, keep a written journal of the work experience, have regularly scheduled meetings with the \nfaculty supervisor, and write a research paper dealing with some aspect of the internship. Written \nwork should total five pages of academic writing for every hour of credit. An extensive list of \ninternships is maintained by the Career Services Office, including opportunities at the Southern \nCenter for International Smdies, the Georgia Department of Industry, Trade, and Tourism, \nHispanic Chamber of Commerce, and the United States Department of State. Graded on a \nsatisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and \nqualification for the internship program. \n\nJapanese \n\nThe study of modern Japanese broadens the mind and provides insight into one of the \nworld's richest cultures. Oglethorpe's Japanese program embraces the \"five C's\" of foreign \nlanguage education outiined in the National Standards in Foreign Language Education: \ncommunication, cultures, connections, comparisons, and communities. \n\nOglethorpe's four-course Japanese sequence assumes no initial knowledge of the \nlanguage. The courses lead the student step by step toward communicative competence in the four \nbasic language skills: listening, speaking, reading, and writing. These skills are taught by means of \nmodel conversations, role plays, listening activities, and readings. Elementary classes present the \nfundamentals of the language through a sequence of units that focus on daily Ufe. A t\\pical \nconversation at the beginning level might be about making plans for the weekend or describing \none's family. Students are initially trained in the two phonetic kana scripts so that they are able to \nwrite in Japanese from the very beginning. Training in kanji characters begins in the second \nsemester. At the intermediate level students master more advanced vocabulary and grammatical \npatterns. The smdent also learns how to use the language appropriately in different social contexts. \nA conversation at this level might be about the student's career plans, while a tj'pical reading might \ndeal with changing attitudes toward marriage in japan. By the end of the four-course sequence, \nthe student will be able to express a broad range of ideas with confidence, will be capable of \nwriting short essays, and wUl know about 240 kanji characters. \n\nStudents who seek further training in Japanese can take advanced Japanese through \ncross registration at one of the Atianta Regional Consortium for Higher Education (ARCHE) \ninstitutions. FuU-immersion study abroad opportunities are available at Oglethorpe's sister schools \nin Japan, Seigakuin Universit}' and Otaru Universit}- of Commerce. \n\n163 \n\n\n\nGeneral interest courses taught in English on premodern and modern Japanese literature \nsupplement the language curriculum. These and other eligible courses can be taken in conjunction \nwith the language sequence toward fulfillment of the requirements for a minor in Japanese. The \ncombination of a Japanese minor with a major in any of the traditional liberal arts disciplines can \ngreatly enhance marketability following graduation, and can lead to career opportunities in fields \nas diverse as education, foreign service, and international commerce. \n\nStudents with previous study experience should take the Japanese placement \nexamination prior to registration. \n\nMinor \n\nA minor in Japanese consists of successful completion of Intermediate Japanese II and \ntwo culture courses, totaling 24 semester hours. At least one of the two years of language study \nmust be taken at Oglethorpe. The student may select two culture courses from the follo\\\\ing: \n\nJPN 301 JPN 302 Special Topics in Japanese Language, Literature, and \n\nCulture I, II \nPHI 321 Special Topics in Philosophy: Philosophical Issues and \n\nProblems  Philosophy of the Kyoto School \nPHI 321 Special Topics in Philosophy: Philosophical Issues and \nProblems Japanese Aesthetics \nOther courses offered at Oglethorpe as special topics courses, as well as certain courses \noffered at other colleges and through study abroad programs, may also qualif}'. \n\nStudy Abroad and Internships \n\nAlthough it is expected that at least half of the courses counted toward the minor must \nbe taken at Oglethorpe, all students of Japanese language and culture are strongly encouraged to \nspend at least one semester in Japan. Guidance in finding an appropriate program is provided bv \nthe Japanese department or the Oglethorpe University Students Abroad (OUSA) Director. Of \nparticular interest to students of Japanese is the Oglethorpe exchange agreement with Seigakuin \nUniversit)' in Tokyo and Otaru Universit}' of Commerce in Hokkaido. See also Oglethorpe \nUniversit}' Students Abroad in the Educational Enrichment section of this Bulletin. \n\nA student can also gain practical experience by pursuing internship opportunities in \nJapanese organizations and firms in and around Atianta. Credit for these activities is given when \nthe internship is completed in accordance with the objectives agreed upon with the facult\\' \nsupervisor. Credit is given toward the minor upon approval by the student's facult}^ ad\\dsor. The \nCareer Services Office has an extensive list of available internships. \n\nJPN 101, JPN 102. Elementary Japanese I, II 4 plus 4 hours \n\nThis is a one-year course sequence in beginning Japanese aimed at developing basic skills \nin speaking, reading, writing, and aural comprehension. The kaiia and kanji writing systems are \nintroduced. Prerequisite: None for JPN 101; JPN 101 for JPN 102, or placement bv testing. \n\nJPN 201. Intermediate Japanese 1 4 hours \n\nA continuation of elementary Japanese, the first semester of the second-year sequence \nfocuses on conversational skills and vocabulary building, and extends the student's proficiency in \nreading and writing. Aspects of the Japanese culture and society are also explored. Prerequisite: \nJPN 102 or permission of the instructor. \n\n\n\n164 \n\n\n\nJPN 202. Intermediate Japanese II 4 hours \n\nThis course consolidates and integrates the student's knowledge of basic grammatical \npatterns, and introduces advanced grammatical structures. Further practice in reading and writing \nprepares the student to pursue further study in areas related to his or her major. Audio-visual \nmaterials are used more extensively to supplement the main text. Prerequisite: JPN 201 or \npermission of the instructor. \n\nJPN 250. Introduction to Japanese Literature 4 hours \n\nThis course is designed to provide students with a survey of Japanese literature from \nclassical to modern times. Readings include selections from creation myths, court romances and \npoetic diaries, Buddhist folk tales, the haiku and travel writings of Basho, Saikaku's Five W^omen \nWho Loi'e^I Loi'e, the puppet drama Ta/e of the 47 Samurai, and modern works by Mori Ogai, Soseki \nNatsume, and Tanizaki Jun'ichiro. All readings are in English translation. \n\nJPN 301, JPN 302. Special Topics in Japanese Language, Literature, \n\nand Culture I, II 4 plus 4 hours \n\nTopical aspects of the literature and cultural phenomena associated with the Japanese \nlanguage are explored through readings in English in this course. \n\nJPN 350. Modern Japanese Literature 4 hours \n\nThis course is a survey of Japanese literature from 1890 to the present. The \ndevelopment of modern literature will be examined beginning with the early decades of \nmodernization, through militarization and defeat and ending with a consideration of \npostmodernist writing. Readings will include novels and short stories by Mori Ogai, Higuchi \nIchiyo, Tanizaki Jun'ichiro, Dazai Osamu, Oe Kenzaburo, and Murakami Haruki. Class discussions \nwill be supplemented by lectures on history and culture. All- readings will be in English translation. \n\nLatin \n\nAH students with previous study or experience in Latin must take a language placement \nexamination during summer orientation or prior to fall registration. They will be placed in the \ncourse sequence according to their competence. Under no circumstances should students with \npast experience in the language place themselves in courses, especially at the elementary level. \n\nLAT 101, LAT 102. Elementary Latin I, II 4 plus 4 hours \n\nThis course is beginning Latin, designed to present a foundation in classical Latin \ngrammar and syntax and to introduce students to Roman literature and histor}-. Prerequisite: \nNone for LAT 101; LAT 101 required for LAT 102, or placement bv testing. \n\nLAT 201, LAT 202. Special Topics in Latin Language, Literature, \n\nand Culture I, II 4 plus 4 hours \n\nAspects of the literature and cultural phenomena associated with the Latin language are \nexplored in this two-semester sequence of courses. Prerequisite: Permission of the instructor. \n\n\n\n165 \n\n\n\nMathematics \n\n\n\nDuring their course of study at Oglethorpe, mathematics majors move from a concrete, \nalgorithmic mode of reasoning in early courses to a more abstract, formal mode of reasoning in \nthe later capstone courses. The successful mathematics major will: \n\n Appreciate the inherent beauty and utilit}' of mathemadcs; \n\n Appreciate the interconnectedness of the various mathematical fields to one another \nand to outside disciplines; \n\n Communicate mathematical results in written, oral, formal, and informal fashions; \n\n Discern patterns; \n\n Read and create mathematical results in a self-directed fashion; \n\n Sharpen his or her problem-solving skills; and \n\n Understand the power and limitations of using technology to create mathematics. \nThrough tutoring, volunteer, and internship opportunities, mathematics majors can \n\nfurther strengthen their own understanding of mathematics and help others to do the same. \n\nUpon graduation, mathematics majors are ready to pursue graduate study, teacher \npreparation, or employment in industry. Oglethorpe graduates are especially well prepared to work \nin actuarial science, applied mathematics, operations research, statistical consulting, or a variet\\' of \ncareers in computing. \n\nMajor \n\nIn order to major in mathematics, a student must successfully complete the follo\\vdng \nmathematics courses with a grade of \"C-\" or higher: Calculus I, Calculus II, Calculus III, \nDifferential Equations, Discrete Mathematics, ProbabiUt}', Complex Analysis, Linear Algebra, \nAbstract Algebra, and Special Topics in Mathematics. Mathematics majors graduate with a \nBachelor of Science degree. \n\nMinor \n\nIn order to minor in mathematics, a student must successfully complete the following \nmathematics courses with a grade of \"C-\" or higher: Calculus I, Calculus II, Calculus III, and t\\x'0 \nadditional courses chosen from the list required for the major. \n\nNote: No student will be permitted to register for a mathematics course that is a prerequisite \nto a mathematics course for which the student has already received academic credit. \n\nMAT 102. College Algebra 4 hours \n\nThe objective of this course is to equip students with the algebra skills needed for \nStatistics and Applied Calculus. Topics include algebraic expressions, equations, inequalities, basic \nfunctions (polynomial, rational, exponential and logarithmic) and their graphs, die algebra of \nfunctions, inverse functions, and systems of equations and inequalities. \n\nMAT 103. Precalculus 4 hours \n\nThe objective of this course is to equip students with the skills needed for \nCalculus I. Topics include basic analytic geometr}', trigonometry (functions, equations, and \nidentities), complex numbers, polar coordinates, vectors in the plane, parametric equations, \nand transformation of coordinates. Prerequisite: MAT 102 with a grade of \"C-\" or higher \nor by examination. \n\n\n\n166 \n\n\n\nMAT 111. Statistics 4 hours \n\nThis course includes descriptive and inferential statistics with particular emphasis upon \nparametric statistics, rules of probability, interval estimation, and h}^othesis testing. Distributions \nthat will be discussed include the normal, chi-square, and t-distribution. Additional topics include \nanalysis of variance, regression and correlation analysis, goodness-of-fit, and tests for \nindependence. Prerequisite: MAT 102 with a grade of \"C-\" or higher or by examination. \n\nMAT 121. Applied Calculus 4 hours \n\nThis is the recommended calculus course for students in business, economics, and the \nsocial sciences. The goal of this course is to present calculus in an intuitive yet intellectually \nsatisfying way and to illustrate the many applications of calculus to the management sciences, \nbusiness, economics, and the social sciences. Topics include functions, the derivative, techniques \nof differentiation, applications of the derivative, the exponential and natural logarithm functions, \napplications of the exponential and natural logarithm functions, the definite integral, and \nfunctions of several variables. Prerequisite: MAT 102 with a grade of \"C-\" or higher or by \nexamination. \n\nMAT 131, MAT 132, MAT 233. Calculus I, II, III 4 plus 4 plus 4 hours \n\nThis is the recommended calculus sequence for students in mathematics, the phvsical \nsciences, and computer science. The objective of these courses is to introduce the fundamental \nideas of the differential and integral calculus of functions of one and several variables. Topics \ninclude limits, continuit}; rates of change, derivatives, the Mean Value Theorem, applications of \nthe derivative, curve sketching, related rates, maximization/minimization problems, area, \nintegration, the Fundamental Theorem of Calculus, inverse functions, logarithmic functions, \nexponential functions, techniques of integration, applications of integration to volumes and \nsurface area, conic sections, sequences, series, vectors, lines, planes, vector-valued functions, \ncurves, partial derivatives, multiple integrals, and vector fields. Prerequisite for MAT 131: MAT \n103 with a grade of \"C-\" or higher or by examination. Prerequisite for MAT 132: MAT 131 with \na grade of \"C-\" or higher or by examination. Prerequisite for MAT 233: MAT 132 with a grade \nof \"C-\" or higher. \n\nMAT 241. Differential Equations 4 hours \n\nThe objective of this course is to introduce the fundamental ideas of the theory of \nordinary differential equations and to consider some of the applications of this theory to the \nphysical sciences. Topics include equations of order one, applications of equations of order one, \nlinear differential equations, linear equations with constant coefficients, nonhomogenous \nequations, undetermined coefficients, variation of parameters, applications of equations of order \ntwo, and power series solutions. Prerequisite: MAT 233 with a grade of \"C-\" or fiigher. \n\nMAT 261. Discrete Mathematics 4 hours \n\nThis course may be considered a general introduction to advanced mathematics. As \nsuch, it will consider various methods and techniques of mathematical proof Topics are drawn \nfrom logic, set theory, functions, relations, combinatorics, graph theory, and boolean algebra. \nPrerequisite: MAT 132 with a grade of \"C-\" or higher. \n\n\n\n167 \n\n\n\nMAT 341. Probability 4 hours \n\nThis course provides a calculus-based stxidy of probability theory. Topics include set- \ntheoretic, axiomatic and combinatorial foundations, basic rules, conditional probabiHt}^, \nindependence, random variable theory, special discrete and continuous models, probabiHt}' plots, \nand joint distributions. Prerequisite: MAT 233 with a grade of \"C-\" or higher. \n\nMAT 351. Complex Analysis 4 hours \n\nThe objective of this course is to introduce the fundamental ideas of the theorv of \nfunctions of a complex variable. Topics include complex numbers, analytic functions, elementzTj \nfunctions, conformal mapping, complex integration, and infinite series. Prerequisite: MAT 233 \nwith a grade of \"C-\" or higher. \n\nMAT 362. Linear Algebra 4 hours \n\nThe objective of this course is to introduce the fundamental ideas of linear algebra. Topics \ninclude Hnear equations, matrices, determinants, vector spaces, inner products, linear transformation, \neigenvalues, and eigenvectors. Prerequisite: MAT 132 with a grade of \"C-\" or higher. It is \nrecommended that students take MAT 261 before taking this course. \n\nMAT 463. Abstract Algebra 4 hours \n\nThe objective of this course is to introduce the fundamental ideas of modern algebra. \nTopics include sets, mappings, the integers, groups, rings, and fields. Prerequisite: MAT 362 with \na grade of \"C-\" or higher. \n\nMAT 471. Special Topics in Mathematics 4 hours \n\nSelected topics in advanced mathematics are offered such as Real Analysis, Topology, Set \nTheory, Number Theory, Mathematical Statistics, Abstract vVlgebra II, and Differential Geometry. \nPrerequisites will depend on the topic but will include a minimum of MAT 233 with a grade of \n\"C-\" or higher and permission of the instructor. \n\nMAT 481. Independent Study in Mathematics 1-4 hours \n\nSupervised research on a selected topic. Prerequisite: Submission of a proposed outline \nof study that includes a schedule of meetings and assignments approved bv the instructor, \nthe division chair, and the Provost and Senior Vice President prior to registration. \n\nMAT 491. Internship in Mathematics 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning opportunity- to \nqualified students. The internship generally requires the student to obtain a faculty' super\\'isor in \nthe relevant field of study, submit a learning agreement, work 30 hours for everv hour of academic \ncredit, keep a written journal of the work experience, have regularlv scheduled meetings widi the \nfaculty supervisor, and write a research paper dealing with some aspect of the internship. Written \nwork should total five pages of academic writing for every hour of credit. An extensive list of \ninternships is maintained by the Career Services Office, including opportunities at the Lvnwood \nPark Community Center Education Program, Internal Revenue Ser\\ace, and various actuarial and \nconsulting firms. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the \nfaculty supervisor and qualification for the internship program. \n\n\n\n168 \n\n\n\nMathematics and Computer Science \n\n\n\nSince its inception as an academic discipline, computer science has been closely \nassociated with mathematics. Many of the field's pioneers are mathematicians by training. Indeed, \nmodern computer science would not be possible without the existence of a number of \nmathematical developments once thought to be entirely theoretical in namre. \n\nThe interdisciplinary major in mathematics and computer science is designed to acquaint \nstudents with the various linkages between computer science and mathematics and to enable \nstudents to understand more thoroughly their primary discipline, whether it is mathematics or \ncomputer science. Rigorous training in mathematical thinking will provide the computer science \nstudent with essential analytical tools and mental discipline, while the problem-solving skills that \nwill be sharpened in the process of developing algorithms for computer applications will prove to \nbe beneficial to students in mathematics. Students will become familiar with ways in which \nmodern computational tools have made possible work in mathematics that would otherwise be \nprohibitively laborious. Understanding of the many mathematical structures that are essential to \neffective development and utilization of processes in computer science will be enhanced. The \ndegree awarded is the Bachelor of Science. \n\nRequirements of the major include completion of the following courses, all with a grade \nof \"C-\" or higher: \n\nMAT 131 Calculus I \n\nMAT 132 Calculus II \n\nMAT 233 Calculus III \n\nMAT 241 Differential Equations \n\nMAT 261 Discrete Mathematics \n\nMAT 341 ProbabiHt)' \n\nCSC 244 Principles of Computer Programming in Java or \n\nCSC 243 Principles of Computer Programming in C+ + \n\nMAT 362 Linear Algebra \n\nMAT 463 Abstract Algebra \n\nCSC 342 Introduction to Data Structures in Ada \nCompletion of three of the following courses also is required: \n\nCSC 240 Introduction to Computer Applications Software or \n\nCSC 243 Principles of Computer Programming in C++ or \nCSC 244 Principles of Computer Programming in Java \n\nCSC 344 Principles of File Processing in COBOL \n\nCSC 440 Principles of Object-Oriented Programming in C++ \n\nCSC 441 Assembly Language and Computer Architecmre \n\nCSC 442 Special Topics in Computer Science \n\n\n\n169 \n\n\n\nMusic \n\nThe music curriculum includes courses in music history and theory, ensemble \nperformance, and applied lessons. \n\nMinor \n\nTo complete a minor in music a student must successfully complete the following: \n\nMUS 331 History and Theory of Music I \n\nMUS 332 History and Theory of Music II \n\nMUS 333 History and Theory of Music III \n\nMUS 334 History and Theory of Music IV \nA total of four semester hours of University Singers and/or Applied Instruction in \nMusic also must be taken and the completion of four hours of independent study in music. \n\nMUS 134. University Singers 1 hour \n\nThis is an auditioned, mixed-voice concert choir, which is the primary musical ensemble \nfor the study and performance of sacred and secular choral music. The Universit}- Chorale, an \nauditioned chamber choir, is chosen from members of the University Singers. Prerequisites: An \naudition and permission of the instructor. \n\nMUS 135. Beginning Class Voice 1 hour \n\nThis course is an introduction to the basics of singing which includes posture, breath \npressure, phonation, diction, tone, and intonation. A variety of easy vocal Literature will be studied \nand performed. Prerequisite: Permission of the instructor. \n\nMUS 136. Applied Instruction in Music 1 hour \n\nThe study and practice of techniques and literature on an individual basis. Prerequisite: \nPermission of the instructor. \n\nMUS 331. History and Theory of Music I 4 hours \n\nHistory and Theory of Music I examines music from the early beginnings to 1600 with \nanalysis of representative works. This course uses primary sources  listening and stud\\ing the \nmusic with the aid of selected scores and outlines, and reading and discussing comments by \ncomposers, performers, theorists, and other. The required Listening assignments are created to \nsupplement and enhance the classroom experience. Prerequisite: COR 103 or permission of the \ninstructor. \n\nMUS 332. History and Theory of Music II 4 hours \n\nHistory and Theory of Music II examines music from 1600 to 1800 with analysis of \nrepresentative works. This course uses primary sources  listening and stud)ing the music with the \naid of selected scores and outiines, and reading and discussing comments by composers, \nperformers, theorists, and other. The required listening assignments are created to supplement and \nenhance the classroom experience. Prerequisite: COR 103, MUS 331 or permission of the \ninstructor. \n\n\n\n170 \n\n\n\nMUS 333. History and Theory of Music III 4 hours \n\nHistory and Theory of Music III examines music from 1800 to 1900 with analysis of \nrepresentative works. This course uses primary sources  listening and studying the music with the \naid of selected scores and outUnes, and reading and discussing comments by composers, \nperformers, theorists, and other. The required listening assignments are created to supplement and \nenhance the classroom experience. Prerequisite: COR 103 or permission of the instructor. \n\nMUS 334. History and Theory of Music IV 4 hours \n\nHistory and Theory of Music IV examines music from 1900 to the present with analysis \nof representative works. This course uses primary sources  listening and studying the music with \nthe aid of selected scores and outlines, and reading and discussing comments by composers, \nperformers, theorists, and other. The required listening assignments are created to supplement and \nenhance the classroom experience. Prerequisite: COR 103, MUS 333, or permission of the \ninstructor. \n\nMUS 430. Special Topics in Music 4 hours \n\nThis course will be a study of a selected topic in music, such as African-American \nComposers, Basic Techniques of Conducting, Fundamentals of Music, Masterpieces of Choral \nLiterature, Music, Television, Films and Their Impact on Culture, Musics of Multicultural \nAmerica, Women in Music, and World Music. Prerequisite: COR 103 or permission of the \ninstructor. \n\nMUS 431. Independent Study in Music 1-4 hours \n\nThis course is supervised research on a selected project or paper. It provides students \nan opportunit}^ to study and analyze in depth a specific musical style, composer, work, etc. \nPrerequisite: Submission of a proposed outline of study that includes a schedule of meetings and \nassignments approved by the instructor, the division chair, and the Provost and Senior Vice \nPresident prior to registration. \n\nPhilosophy \n\nPhilosophy, in the broadest meaning of this term, is the attempt to think clearly about \nthe world and the place of human beings in it. This activit}' is a response to questions which arise \nbecause the various areas of human life, such as science, art, moralit}^, and religion, often do not \nseem to be intelligible in themselves or to fit with one another. A philosophical world \\aew, such \nas the philosophy of Plato or the philosophy of Descartes, represents an attempt to think through \nthese difficulties and to arrive at a single, coherent vision of how reaHt)' is and how human beings \nshould relate to it. \n\nThe study of philosophy is a noble and worthwhile activity in its own right for the \nenlightenment which it can provide about questions which should be of interest to everyone. It is \nimportant, however, that the philosophy major also be effective at imparting those general skills \nwhich are crucial for most professions. \n\nThe mission statement of Oglethorpe Universit}' states that Oglethorpe graduates should \nbe \"humane generaUsts\" with the intellectual adaptability which is needed to function successfully \nin changing and often unpredictable job situations. The plailosophy program at Oglethorpe \naccomplishes this goal by fostering those abilities of critical thinking and intellectual tlexibiUt}- \nrequired in virtually any professional career. Philosophy students learn how to read and understand \nabstract and often very difficult arguments. They also learn to think critically and independentiy, to \ndevelop their own views, and to express their insights in clear, articulate spoken and written prose. \nSuch skills are important for almost any profession and are especially useful for business and law. \n\n171 \n\n\n\nPhilosophy courses need not be taken in a rigid sequence. Any philosophy course should \nimprove a student's overall philosophical abilities and thereby strengthen the student's \nperformance in any subsequent philosophy course. The courses are, however, classified by the \ndifficulty of the reading involved and the amount of philosophical training and background which \nis advisable. \n\nMajor \n\nThe philosophy major consists of 10 courses in philosophy which must include the \nfollowing courses: Logic; Plato; Aristotle; Nietzsche; either Knowledge and Scepticism \n(Epistemology) or Philosophy of Mind; one course in non-Western phUosophv; and four \nadditional courses in philosophy. \n\nStudents majoring in philosophy are also required to take at least one semester of a \nforeign language at the second semester elementary-level or higher. Students who have attained \nsome proficiency in a foreign language may make use of this abiHt}^ by adding one semester hour \nof foreign language credit to certain philosophy courses. For example, a student might add one \nsemester hour of credit to the Nietzsche course by reading some parts of Nietzsche's writings in \nthe original German, or add one semester hour of credit to the Plato course by reading portions \nof Plato's dialogues in Greek. Most philosophy courses at Oglethorpe are suitable for such foreign \nlanguage supplementation. Credit for such extra sttidy will be arranged between the student and \nthe instructor. The degree awarded is the Bachelor of Arts. \n\nMinor \n\nThe philosophy minor consists of any five courses in philosophy, which must include \nLogic; either Plato or Aristotie; and three additional courses in philosoph}'. \n\nLevel I courses are suitable for students who have no background in philosophy and may serve \nas an introduction to the study of philosophy. \n\nPHI 101. Significance of Human Life  Western Responses 4 hours \n\nThis course introduces the student to Western philosophy through the question of \nwhether human life as a whole has any ultimate meaning or significance outside of indi^ndual \ndesires. This question will be considered by studying Eccksiastes, The Book of Job, the phUosophv of \nSocrates in Plato's Euthjphro, Apolog)/, and Crito, Lucretius,' On the Nature of Things, and Hume's \nDialogues Concerning Natural Religion. \n\nPHI 102. Significance of Human Life  Eastern Responses 4 hours \n\nHere the student is introduced to non-Western philosophy through a study of some \nAsian responses to the question of human significance. Students will study four thinkers who are \ndifferent from one another but who are all important in the Asian intellectual tradition. By \nstudying these four in some depth, students wiU be able to contrast their own Western \nphilosophical background with something quite different from it. Students are encouraged but not \nrequired to take PHI 101 and PHI 102 as a two-semester sequence. \n\n\n\n172 \n\n\n\nPHI 103. Logic 4 hours \n\nThis course is an introduction to both logical thinking and thinking about logic. It is \ndivided into three parts: informal logic (a study of logical fallacies in thinking), formal logic (a \nprimer to develop Uterac}' in symbolic logic), and the philosophy of logic (exactly what is logic?). \n\nLevel II courses are for students who have some philosophical background, to the extent of at \nleast one Level I course. \n\nPHI 202. Contemporary Ethical Theory 4 hours \n\nIn this course, smdents wiU read several contemporary works concerning the namre of \nthe ethical. Works will be drawn from both the analytic and the Continental traditions and an \neffort will be made to put the two traditions into dialogues with each other. \n\nPHI 204. Plato 4 hours \n\nThis course is a study of the philosophy of Plato through a reading of his major \ndialogues. In addition to the \"Socratic\" dialogues, readings will include the Phaedo, Phaedrus, \nSymposium, Republic, and Timaeus. \n\nPHI 205. Aristotle 4 hours \n\nThis course is a study of the philosophy of Aristotie through a reading of his major \nworks. Readings wiU include portions of the Ljjgic, Physics, DeAnima, Metaphysics, and Nicomachean \nEthics. \n\nPHI 301. Philosophy of Art (Aesthetics) 4 hours \n\nThis course will attempt to trace the philosophic underpinnings of the movement within \nart toward non-representational art. The course begins with Kant's third Critique and includes \nreadings by Hegel, Heidegger, Derrida, and several others. Students will also read several works by \nartists themselves, including Kandinsky, Francis Bacon, and Anselm Kiefer. \n\nPHI 302. Knowledge and Scepticism (Epistemology) 4 hours \n\nThis course wiU cover various issues concerned with the namre and validit)' of human \nknowledge. The topics smdied will include the distinction between knowledge and belief, \narguments for and against scepticism, perception and our knowledge of the physical world, and \nthe namre of truth. \n\nPHI 303. Space, Time, and God 4 hours \n\nThis course examines our conception of the universe as a totality, both in its own namre \nand in relation to an external cause. We will consider whether space and time are \"absolute\" \nrealities or only systems of relations among objects, whether they are finite or infinite, and \nwhether or not there logically could exist space-time universes in addition to our own. The course \nwiU conclude with the question of whether our space-time universe is self-sufficient or requires \nan ultimate cause or explanation (God) outside of itself \n\n\n\n173 \n\n\n\nPHI 304. Philosophy of Mind 4 hours \n\nThis course involves the study of philosophical questions about the nature of human \npersons. Students will examine: 1) The mind-body problem  the nature of the mind and \nconsciousness, and the relation of consciousness to physical processes within the body; 2) \nPersonal identity  what makes a person one mind or subject both at a single moment and over \ntime; and 3) Free will  the status of a person as a free agent and the relation of this freedom to \nthe causally determined processes in the person's body. \n\nPHI 305. Nietzsche 4 hours \n\nIn this course students wiU study the philosophy of Nietzsche through a reading of his \nmajor works, including The Birth of Tragedy, The Uses and Abuses of History for Ufe, Thus Spake \nZarathustra, Beyond Good and Evil, Twilight of the Idols, and The Anti-Christ. Students will also study \nsome contemporary and influential readings of Nietzsche. \n\nPHI 306. African Philosophy 4 hours \n\nTaking African philosophy as a case study of post-colonial thought, students will study \nthe African critique of traditional modes of philosophizing. The authors read will include Cesaire, \nSenghor, Sartre, Mudimbe, Appiah, Achebe, Soyinka, Ngugi wa Thiong'o, and Victor Turner. \n\nPHI 320. Special Topics in Philosophy: Pliilosophers 4 hours \n\nIntensive study of the thought of a single important philosopher or group of \nphilosophers. \n\nPHI 321. Special Topics in Philosophy: Philosophical Issues and \n\nProblems 4 hours \n\nSmdies of selected philosophical questions usually of special relevance to the present \nday have included courses such as Philosophy of History, War and Its justification, and \nPhilosophical Issues in Women's Rights. \n\nPHI 322. Independent Study in Philosophy 1-4 hours \n\nSupervised research on a selected topic. Prerequisite: Submission of a proposed outline \nof study that includes a schedule of meetings and assignments approved bv the instructor, the \ndivision chair, and the Provost and Senior Vice President prior to registration. \n\nPHI 323. Internship in Philosophy 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning opporrunit\\- to \nqualified students. The internship generally requires the student to obtain a facult\\' supervisor in \nthe relevant field of study, submit a learning agreement, work 30 hours for every hour of academic \ncredit, keep a written journal of the work experience, have regularly scheduled meetings with the \nfaculty supervisor, and write a research paper dealing with some aspect of the internsliip. Written \nwork should total five pages of academic writing for every hour of credit. An extensive list of \ninternships is maintained by the Career Services Office, including opportunities at the American \nCivil Liberties Union, the Georgia Attorney General's Office, and Georgia justice Project. Graded \non a satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty- super\\-isor and \nqualification for the internship program. \n\n\n\n174 \n\n\n\nPOL 341. Political Philosophy I: Ancient and Medieval 4 hours \n\nThis is an examinadon of the origins of philosophical reflection on the fundamental \nissues of politics, which is designed to lead to the critical consideradon of the polidcal views of \nour dme. Among the topics discussed are the reladonship between knowledge and polidcal power \nand the character of polidcal jusdce. Pordons of the works of Aristophanes, Plato, Aristode, \nAquinas, and Alfarabi are examined. Prerequisite: COR 201 or permission of the instructor. \n\nPOL 342. Political Philosophy II: Modern 4 hours \n\nThis is a cridcal examinadon of the peculiarly modern political and philosophical stance \nbeginning where Political Philosophy I concludes. Among the authors discussed are Machiavelli, \nHobbes, Rousseau, Kant, and Kojeve. Prerequisite: POL 341 or permission of the instructor. \n\nLevel III courses are the most difficult and challenging and are for students who have significant \nphilosophical background, to the extent of at least one or two Level II courses. \n\nPHI 401. The Philosophical Response to the Scientific Revolution 4 hours \n\nThis course is a study of the philosophical systems of Hobbes, Descartes, Spinoza and \nLeibniz. Each of these philosophies is an attempt to come to terms with the scientific picture of \nthe world which had been given to the West by Copernicus and Galileo. The course begins with \nthe materialist philosophy of Hobbes, followed by Descartes' dualistic (between mind and matter) \nview of the created world, and then considers Spinoza's pantheistic monism and Leibniz's \nidealistic atomism as responses to the difficulties in the Cartesian philosophy. \n\nPHI 402. Kant's Critique of Pure Reason 4 hours \n\nA smdy of Kant's theoretical philosophy, his \"metaphysics of experience,\" through a \nreading and analysis of his major work. An attempt will be made to discover which portions of \nKant's philosophy can be accepted as valid and true in the light of present-day philosophy and \n\n\n\nPHI 403. Heidegger's Being and Time 4 hours \n\nThis course involves a close and patient reading of one of the most important and \ndifficult works of Continental philosophy. An effort will be made to avoid speaking \n\"heideggerianese\" and to translate the dense language of the text into a wav of speaking accessible \nto students. \n\nPHI 404. Contemporary French Philosophy 4 hours \n\nIt has been argued that the most provocative developments in the current development \nof German philosophy have been the French readings of now classic German writers such as \nKant, Hegel, Marx, Nietzsche, Freud, and Heidegger, to name a few. Smdents will attempt to test \nthis thesis by reading some representative and challenging texts. The authors studied may include \nBataiUe, Foucault, Deleuze, Derrida, Althusser, Blanchot, and others. \n\n\n\n175 \n\n\n\nPhysics \n\nThe physics curriculum is designed to provide well-rounded preparation in classical and \nmodern physics. The successful completion of this program will prepare the graduate to gain \nadmission to one of the better graduate programs in physics or a related scientific field, or to \nsecure employment in a technical, scientific, or engineering setting. \n\nA grade of \"C-\" or higher must be obtained in each freshman- and sophomore-level \nscience course that is required for this major or minor; these courses are numbered 100 through \n300 in each discipline. A grade-point average of 2.0 or higher is required in all courses required \nfor the major. \n\nStudents who are interested in scientific illustration are encouraged to consider the \nScientific Illustration Tracks that are offered within the art major. \n\nMajor \n\nThe requirements for a major in physics are as follows: College Physics I and II taken \nafter or concurrentiy with Calculus I and II (preferably in the freshman year); Classical Mechanics \nI and II taken after or concurrentiy with Calculus III (suggested for the sophomore year); Thermal \nand Statistical Physics; Modern Optics; Modern Physics I and II; Electricit}' and Magnetism I and \nII; Mathematical Physics; and Special Topics in Theoretical Physics or Special Topics in \nExperimental Physics. Examination is generally required to transfer credit for anv of these \ncourses. The degree awarded is the Bachelor of Science. \n\nMinor \n\nA minor in physics is offered to provide students with an opportunit}' to strengthen and \nbroaden their educational credentials either as an end in itself or as an enhancement of future \nemployment prospects. The requirement for the physics minor is three lecture courses numbered \nFHY 202 or higher plus at least one physics laboratory course at the 300 level or above. \n\nPHY 101, PHY 102. General Physics I, II 4 plus 4 hours \n\nAn introductory course without calculus. Fundamental aspects of mechanics, heat, Ught, \nsound, and electricity are included. The text will be on the level of Serway and Faughn, College \nPhysics. Three lectures and three hours of laboratory per week. Prerequisite: MAT 103; PHY 101 \nmust precede PHY 102. Corequisites: PHY lOlL and PHY 102L. \n\nPHY 201, PHY 202. CoUege Physics I, II 5 plus 5 hours \n\nIntroductory physics with calculus. Subject matter is the same as in general physics but \non a level more suited to physics majors, engineering majors, etc. One year of calculus as a \nprerequisite is preferred, otherwise calculus must be taken concurrentiy. The text will be on the \nlevel of Halliday, Resnick, and Walker, Fundamentals of Physics. Prerequisite: PH\\' 201 with a \ngrade of \"C-\" or higher must precede PHY 202. Corequisites: PHY lOlL and PHY 102L. \n\nPHY lOlL, PHY 102L. Introductory Physics Laboratory I, II 1 plus 1 hour \n\nIntroductory physics laboratories to accompany PHY 101, 102, 201 and 202. \n\n\n\n176 \n\n\n\nPHY 211, PHY 212. Classical Mechanics I, II 4 plus 4 hours \n\nThis is the student's first introduction to theoretical physics. Lagrangian and \nHamiltonian methods are developed with Newton's laws of motion and applied to a variet\\' of \ncontemporary problems. Emphasis is placed on problem work, the object being to develop \nphysical intuition and facilit}' for translating physical problems into mathematical terms. The text \nwill be on the level of Analytical Mechanics by Fowles. Prerequisites: MAT 132 and PHY 202 with \na grade of \"C-\" or higher in each course. A grade of \"C-\" or higher must be earned in PHY 21 1 \nbefore taking PHY 212. \n\nPHY 232. Fundamentals of Electronics 4 hours \n\nThis course is designed primarily for science majors and dual degree engineering \nstudents. Coverage includes DC and AC circuits, semi-conductor devices, amplifiers, oscillators, \nand digital devices. The intent is to provide a working understanding of common instrumentation \nin science and technology. Prerequisite: PHY 102 or FHY 212 with a grade of \"C-\" or higher. \n\nPHY 232L. Fundamentals of Electronics Laboratory 1 hour \n\nThe laboratory component of PHY 232. \n\nPHY 331, PHY 332. Electricity and Magnetism I, II 4 plus 4 hours \n\nA thorough introduction to one of the two fundamental disciplines of classical physics, \nusing vector calculus methods. After a brief review of vector analysis, the first semester will treat \nelectrostatic and magnetic fields and provide an introduction to the special theory of relativit)'. \nThe second semester wiU develop electrodynamics, including Maxwell's equations, the propagation \nof electromagnetic waves, radiation, and the electromagnetic theory of light. The treatment will \nbe on the level of the text of Reitz, Milford, and Christ}'^. It is recommended that MAT 241 be \ntaken concurrentiv. Prerequisites: MAT 233 and PHY 202 with a grade of \"C-\" or higher in each \ncourse; PHY 331 must precede PHY 332. \n\nPHY 333. Thermal and Statistical Physics 4 hours \n\nThe purpose of this course is to provide physics, engineering, and chemistry majors with \na fundamental understanding of heat and the equilibrium behavior of complex systems. Topics \nwUl include the zeroth, first and second laws of thermodynamics with applications to closed and \nopen systems; microcanonical and canonical ensembles for classical and quantum systems, with \napplications to ideal gases, specific heats, blackbody radiation, etc.; the kinetic description of \nequilibrium properties. Text will be on the level of Kestin and Dorfman or Zemansky \nPrerequisites: MAT 132 and PHY 202 with a grade of \"C-\" or higher in each course. \n\nPHY 333L. Thermal and Statistical Physics Laboratory 1 hour \n\nLaboratory work will emphasize classic experiments such as the ballistic pendulum, hard \nsphere scattering, the Millikan oil drop experiment, the Michelson interferometer, etc. Emphasis \nalso will be placed on measuring fundamental constants such as the speed of light, h, G, e and \ne/m. Corequisite: PHY 333. \n\nPHY 335. Introduction to Modern Optics 4 hours \n\nA standard intermediate-level optics course which will treat the basics of wave theory \nand the electromagnetic origin of optical phenomena, geometrical optics, physical optics including \nFourier optics, Fraunhofer and Fresnel diffraction, and dispersion. The course will conclude with \nsome consideration of current topics such as holography, quantum optics, and non-linear optics. \nText will be on the level of Jenkins and White or Hecht. Prerequisites: AL\\T 241 and PHY 202 \nwith a grade of \"C-\" or higher in each course. \n\n177 \n\n\n\nPHY335L. Modern Optics Laboratory 1 hour \n\nThis laboratory accompanies course PHY 335. \n\nPHY 421, PHY 422. Introduction to Modern Physics I, II 4 plus 4 hours \n\nFor physics, engineering, and chemistry majors, this is a one-year sequence that discusses \nthe most important developments in 20*-century physics. The first semester will review special \nrelativity and treat the foundations of quantum physics from a historical perspective; the quantum \ntheory of one-electron atoms will be developed. In the second semester, there will be a treatment \nof many-electron atoms, molecules, and solids, with an introduction to nuclear and elementan- \nparticle physics. The text wiU be on the level of Eisberg and Resnick, Quanmm Physics. \nPrerequisites: PHY 202 and PHY 332; PHY 421 must precede PHY 422. \n\nPHY 421L, PHY 422L. Modern Physics Laboratory I, II 1 plus 1 hour \n\nLaboratory work will emphasize modern physics in areas such as microwave optics, \nsuperconductivity, measurements of magnetic fields, electron spin resonance, the Franck-Hertz \nexperiment, laser optics, etc. Corequisites: PHY 421 and PHY 422. \n\nPHY 423. Mathematical Physics 4 hours \n\nThis course will examine a variety of mathematical ideas and methods used in phvsical \nsciences. Topics may include: vector calculus; solutions of partial differential equations, including \nthe wave and heat equations; special functions; eigenvalue problems; Fourier analysis and \nmathematical modeling, particularly numerical computer methods. Text will be on the level of \nArfken or Mathews and Walker. Prerequisite: MAT 241 with a grade of \"C-\" or higher. \n\nPHY 431. Special Topics in Theoretical Physics 1-5 hours \n\nTopics to be chosen in accordance with the student's interest include Laser Phvsics, \nPlasma Physics, Theory of the Solid State, Nuclear and Particle Physics, Astrophysics, and \nCosmology. \n\nPHY 441. Special Topics in Experimental Physics 1-5 hours \n\nTopics to be chosen in accordance with the student's interest in experimental phvsics. \n\nPHY 499. Independent Study in Physics 1-5 hours \n\nSupervised study of a topic of interest to the student, which is not treated in the \nregularly scheduled course offerings. Prerequisite: Submission of a proposed outline of smdv that \nincludes a schedule of meetings and assignments approved bv the instructor, the di\\ision chair, \nand the Provost and Senior Vice President prior to registration. \n\n\n\n178 \n\n\n\nPolitics \n\nAs Aristode observed some 2000 years ago, \"Man is by nature a polidcal animal.\" \nPolidcs shapes who we are and how we live; it animates human nature, forges idenddes, drives \nsocial movements, structures national politics and institudons, molds internadonal reladons. At \nOglethorpe, students of polidcs encounter a wide range of opinions, beliefs, and scholarly analysis \nas to the nature of polidcs and what constitutes the legitimate aims of polidcal action. Differences \nand disagreements abound, providing a rich environment for students to develop their own \ninformed opinions honed through healthy debate with their colleagues. In addition, politics majors \ngain both substantive knowledge and analytic skills. Introductory classes in American politics, \ncomparative politics, international relations, and political philosophy provide the foundation for \nsubsequent pursuit of more specialized study undertaken in higher-level courses. Skills acquired \ninclude: close critical reading of texts; inductive, deductive, and analogical reasoning; \nsubstantiating arguments; comparing across cases; and making generalizations. \n\nOglethorpe's location provides numerous opportunities to study and engage with real \nworld politics, be they local, national, or international. Adanta is home to the Georgia state \ngovernment. The Carter Center, and the Martin Luther Iving Jr. Center. Smdents have taken \nadvantage of the Georgia's Legislative Intern and Governor's Intern Programs, as well as worked \nwith the Georgia State Legislature, the Department of Industry, Trade and Tourism, and the \nLeague of Women Voters, participated in The Carter Center Internship Program, and worked \nwith a variety of governmental and grassroots programs. \n\nResources at Oglethorpe serve to help students engage actively in politics. Through the \nUniversit}''s Career Services Office, students can identify and create other internships. \nOglethorpe's affiliations with The Washington Center for Internships and the Washington \nSemester Program of American Universit)' allow students to study politics and intern in the \nnation's capital. Students can also use internship credit towards their major requirements. In an \nincreasingly globalized world, Oglethorpe study abroad programs provide the opportunit^' to gain \nin-depth experience of the politics and culture of another country for periods ranging from a \nweek, to a semester, to a year. Please see Oglethorpe Universit}' Students Abroad in the \nEducational Enrichment section of this Bulletin. \n\nPolitics majors contemplate and analyze the different forms of power shaping today's \nworld, be they individuals, ideas, institutions, or coercive force. This knowledge prepares them well \nfor a variet}' of careers, including law, journalism, government, international organizations, \nNGO's, education, business, and poHtics. \n\nMajor \n\nThe requirements for a major in politics are satisfactory completion of at least 10 \ncourses in the discipline, of which the following four are required: \n\nPOL 101 Introduction to American Politics \nPOL 111 International Relations \nPOL 121 Introduction to Comparative Politics \nPOL 341 Political Philosophy I: Ancient and Medieval or \nPOL 342 PoUtical Philosophy II: Modern \n\nIn addition, students must take two courses at the 300 level and one at the 400 level, and \ncomplete at least one semester of a foreign language at the second semester elementary-level or \nhigher. The degree awarded is the Bachelor of Arts. \n\n\n\n179 \n\n\n\nMinor \n\nTo receive a minor, students must take four courses distributed among three of the four \nsubfields of the discipline (American politics, comparative poUtics, international relations, and \npolitical philosophy). \n\nPOL 101. Introduction to American Politics 4 hours \n\nThis course is an introduction to the fundamental questions of politics through an \nexamination of the American founding and political institutions. \n\nPOL 111. International Relations 4 hours \n\nThis course is an introduction to the conduct of politics in a condition of anarchy. The \ncentral issues will be how and whether independent states can establish and preserve international \norder and cooperate for the achievement of their common interests in an anarchic environment. \nThese questions will be explored through a reading of relevant history and theoretical writings and \nan examination of present and future trends influencing world politics. \n\nPOL 121. Introduction to Comparative Politics 4 hours \n\nThis course traces the evolution of major theories and methodologies of comparative \npolitics from the 1960s to present, analyzing both their distinguishing characteristics and how \nthese theories respond to the prominent political issues and intellectual debates of their times. \nTopics to be covered include: political behavior, political culture, revolutions, modernization, \npolitical economy, rational choice, instimtions, and the state, with democratization serving as an \noverarching theme. \n\nPOL 201. Constitutional Law 4 hours \n\nIn this course, we will examine the Constitution and the efforts of the United States \nSupreme Court to expound and interpret it. In addition to reading and briefing manv Supreme \nCourt decisions, we will examine some leading contemporary works in constitutional and legal \ntheory. Prerequisite: POL 101. \n\nPOL 202. State and Local Government 4 hours \n\nThis course is a survey of the origin, development, and characteristic problems of state \nand local government in the United States. Prerequisite: POL 101. \n\nPOL21L War 4 hours \n\nWhat is war? How and to what extent has it changed through the ages? Whx are wars \nwon or lost? When is war just? How will war be fought in the future, with what results? \n\nPOL 231. Asian Politics 4 hours \n\nThis course is a general introduction to the varietv' of political systems in Asia, \nconcentrating particularly on the nations of East Asia. It wiU emphasize the methods of \ncomparative political study and will focus on understanding the factors that determine different \npolitical outcomes in nations that share a geographical region and many similar cultural and \nhistorical influences. \n\nPOL 302. American Political Parties 4 hours \n\nAn in-depth smdy of the development of part}' organizations in the United States and \nan analysis of their bases of power. Prerequisite: POL 101. \n\n\n\n180 \n\n\n\nPOL 303. Congress and the Presidency 4 hours \n\nAn examination of the original arguments for the current American governmental \nstructure and the problems now faced by these institutions. Prerequisite: POL 101. \n\nULP 303. The New American City 4 hours \n\nThe purpose of this course is to examine the problems and prospects of politics and \npolicymaking in the new American cit}' and its environs. Consideration wUl be given to the political \nand sociological significance of a number of the factors that characterize this new development, \nincluding the extremes of wealth and poverty, the mix of racial and ethnic groups, and the \nopportunities and challenges provided by progress in transportation and technology. Offered \nannually. \n\nPOL 304. African- American Politics 4 hours \n\nThis course is designed to provide students with an overview of the various strategies \nand tactics used by African-Americans to advance their economic, social, and political agendas. As \nsuch, the course will provide a detailed examination of the successes and failures of the \ninteraction between the United States political system and African-Americans from both an \nhistoric and present-day perspective. Prerequisite: POL 101. \n\nPOL 311. United States Foreign Policy 4 hours \n\nA history of American foreign policy since 1945, emphasis in this course will be on \nthe description, explanation, and evaluation of events and policies, not the study of policy- \nmaking as such. \n\nPOL 321. PoUtical Development 4 hours \n\nThis course surveys substantive themes and theoretical debates in the study of \npolitical development including: what is meant by 'political development,' cultural versus \nstructural explanations for change, whether development is driven by domestic or international \ninfluences, political transitions, and the relative significance of particular groups or \ninstitutions. Readings build from theoretical touchstones HNSO II (Smith, Marx, Weber) to \naddress contemporary cases in developing and developed countries. Prerequisite: POL 121, \nCOR 202, or permission of the instructor. \n\nPOL 331. Comparative Politics of China and Japan 4 hours \n\nWhile Japan and China have both become prominent nation-states with increasing \ninternational influence, each country has achieved this feat through very different means. This \ncourse seeks to ascertain the sources and strength of their respective development paths as well \nas the prognosis for their political and economic futures. Topics to be covered include: state \nformation, ideology and political order, political and economic institutions, economic \ndevelopment strategies, Asian values,' state-society relations, regional and international relations. \nPrerequisite: POL 121, POL 231, or permission of the instructor. \n\nPOL 341. PoUtical Philosophy I: Ancient and Medieval 4 hours \n\nThis is an examination of the origins of philosophical reflection on the fundamental \nissues of politics, which is designed to lead to the critical consideration of the political views of \nour time. Among the topics discussed are the relationship between knowledge and political power \nand the character of political justice. Portions of the works of Aristophanes, Plato, Cicero, and \nAlfarabi are examined. Prerequisite: COR 201 or permission of the instructor. \n\n\n\n181 \n\n\n\nPOL 342. Political Philosophy II: Modern 4 hours \n\nThis is a critical examination of the peculiarly modern political and philosophical \nstance beginning where Political Philosophy I concludes. Among the authors discussed are \nMachiavelli, Hobbes, Locke, Rousseau, Kant, and Kojeve. Prerequisite: POL 341 or permission \nof the instructor. \n\nPOL 350. Special Topics in Politics 4 hours \n\nA variet}' of courses will be offered to respond to topical needs of the curriculum. \nRecent courses include Moral and Political Leadership, Dealing with Diversit^; Criminal Law, and \nCitizenship in Theory and Practice. Prerequisite: Permission of the instructor. \n\nPOL 361. European PoUtics 4 hours \n\nThis course is a factual, conceptual and historical introduction to poHtics on the \nEuropean continent, including (but not necessarily limited to) Britain, France, German}', Italy \nRussia, and the European Union. These regimes will be smdied through a comparison of their \nsocial structures, party systems, institutions and constitutions, political cultures and (if possible) \ntheir domestic policies. Prerequisite: POL lOL \n\nPOL 411. War, Peace, and Security 4 hours \n\nAn in-depth treatment of one or more of the issues introduced in International \nRelations. The course will be conducted as a seminar, with the emphasis on reading, discussion \nand research. It wiU address the following questions: When and why do statesmen resort to force \nto resolve international conflicts? WTien does the threat of force succeed or fail and when and \nhow ought one to employ it? When and why do states make peace? What are the causes of conflict \nin the present and future? What are the prospects for peace? Topics vary from year to vear. \nPrerequisite: POL 111 or POL 311. \n\nPOL 422. Seminar in Chinese PoUtics 4 hours \n\nThis course explores the ongoing political, social, and economic transformations in \nCommunist China, with emphasis on the post-Mao era (1978 to the present). General themes \ninclude Maoist versus Dengist politics, revolution versus reform, market reform in a communist \nstate, factionalism, central-local relations, state-society relations, China in the international order. \nThe course also examines current political and social issues. Prerequisite: POL 121, POL 231, or \npermission of the instructor. \n\nPOL 431. Seminar in PoUtics and Culture 4 hours \n\nThis will be an upper-level seminar in the study of the relationship of politics and \nculture. Emphasis will be placed on understanding the namre and difficulties of cultural study \nwith particular attention to ethnographic or participant observer research methods. Focus of the \nseminar changes yearly but has included such topics as Judaism and Jewishness, Women and \nPolitics, and Language and Politics. Prerequisite: POL 101 or junior standing. \n\nPOL 441. Seminar in PoUtical Philosophy 4 hours \n\nAn intensive examination of a text or theme introduced in the Political Philosophv \nsequence. Among the topics have been Rousseau's Emile, Spinoza, and The German \nEnlightenment. Prerequisite: Permission of the instructor. \n\n\n\n182 \n\n\n\nPOL 450. Independent Study in Politics 1-4 hours \n\nSupervised research on a selected topic. Prerequisite: Submission of a proposed outline \nof study that includes a schedule of meetings and assignments approved by the instructor, the \ndivision chair, and the Provost and Senior Vice President prior to registration. \n\nPOL 451. Internship in Politics 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning opportunit}- to \nqualified students. The internship generally requires the student to obtain a facult}' supervisor in \nthe relevant field of study, submit a learning agreement, work 30 hours for every hour of academic \ncredit, keep a written journal of the work experience, have regularly scheduled meetings with the \nfaculty supervisor, and write a research paper dealing with some aspect of the internship. Written \nwork should total five pages of academic writing for every hour of credit. An extensive list of \ninternships is maintained by the Career Services Office, including opportunities at the Georgia \nState Legislature, the United States Department of State, The Carter Center, and the Superior \nCourt of Fulton Count}'. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission \nof the facult\\' supervisor and qualification for the internship program. \n\nPre-law Studies \n\nStudents planning to enter law school after graduation from Oglethorpe should realize \nthat neither the American Bar Association nor leading law schools endorse a particular pre-law \nmajor. The student is advised, however, to take courses that enhance the basic skills of a UberaUv \neducated person: reading with comprehension, writing, speaking, and reasoning. The student is \nencouraged to become more familiar with political, economic, and social institutions as thev have \ndeveloped historically and as they function in contemporary societ}'. \n\nStudents interested in pursuing a legal career should ask the Registrar for the names of \nfacult}' members serving as pre-law advisors. \n\nPre-medical Studies \n\nA student who plans to attend a professional school of medicine, dentistry, optometry, \npharmacy or veterinary medicine should plan a program of studies at Oglethorpe in consultation \nwith a facult}' member who is a designated pre-medical advisor. It is desirable for the pre-medical \nstudent to have a pre-medical advisor from the outset of the planning of his or her undergraduate \nprogram. It is essential that the student establish contact with a pre-medical advisor by the second \nsemester of the student's freshman year. \n\nProfessional schools of health science require for admission successful completion of a \nspecified sequence of courses in the natural sciences, courses in the humanities and social sciences, \nas well as the submission of acceptable scores on appropriate standardized tests. However, pre- \nmedical smdents have wide latitude of choice with regard to the major selected. Smdents should \nfamiliarize themselves with the particular admission requirements of the t}^e of professional \nschool they plan to enter prior to deciding on the course of study to be pursued at Oglethorpe. \nAn excellent starting point for this preliminary study is \"Health Professions Links\" at \nhttp:/ / mm: naahp. org. \n\n\n\n183 \n\n\n\nSome schools of medicine, dentistry, and veterinary medicine will admit highly qualified \napplicants who have completed all admission requirements for the professional school during \nthree years of study at an undergraduate institution. (Four years of undergraduate work and a \nbachelor's degree are standard requirements; admission after three years is highly at}-pical and is \nnot available at aU schools.) It is possible for students to enter an allopathic, osteopathic or \npediatric medical school, dental school or veterinary school (no other health professions schools \nare eligible) after three years of study at Oglethorpe and to complete their bachelor's degree under \nthe Professional Option. By specific arrangement between the professional school and \nOglethorpe University, and in accordance with regulations of both institutions, after successful \ncompletion of all academic requirements of the first year in the professional school, the student \nreceives a degree from Oglethorpe University when certified to be in good standing at the \nprofessional school. Students interested in this possibility should consult with their ad\\'isors to \nmake certain that all conditions are met; simultaneous enrollment in several science courses each \nsemester during the three years at Oglethorpe likely wiU be required to meet minimum \nexpectations for taking professional school admissions tests and to meet admission requirements \nfor the professional school. All Oglethorpe core courses must be completed before the student \nenrolls in the professional school. \n\nAn important note for international smdents: It is extremely difficult for international \napplicants who are not citizens or permanent residents of the United States to gain admission to \nAmerican medical schools. State-supported medical schools rarely consider international \napplicants; private medical schools that accept international applicants generally require them to \nplace in escrow the equivalent of one to four years tuition and fees (U.S. $40,000 to $200,000). \nThere are very few scholarships available to support any students at American medical schools; in \norder to qualify for loans that are sponsored by the United States government, the applicant must \nbe a citizen or permanent resident. International students who plan to become medical doctors \nby completing their education at an American medical school should consider these issues verv \ncarefuUy before enrolling in an undergraduate pre-medical program in the United States. \n\nPsychology \n\nThe Department of Psychology endorses a view of psychology as the use of scientific \nmethods to study a broad range of factors that often interact to produce human behavior, \nincluding cognitive, developmental, personality, physiological, and social variables. Therefore, \nstudents who major in psychology are expected to: \n\n1 . Learn to apply empirical methods to understand human and animal beha^^or. Smdents \nshould be able to use and critique a variety of research methods, ranging from controlled \nlaboratory experiments to naturalistic observations. Specific skills to be acquired include \nthe ability to operationally define concepts for empirical study; to collect, analyze, and \ninterpret empirical data; and to clearl}' communicate findings to larger audiences through \noral and written presentations (for example, APA st^de research papers, posters, and \npresentations). \n\n2. Learn major theoretical and empirical advances in a variet)' of disciplines uitliin the field \nof psychology (for example, clinical, cognitive, developmental, motivational, \norganizational, personality, physiological, social). This objective should include the \nabiUt)' to compare and contrast explanations offered by different schools of thought \nwithin each discipline (for example, behavioral, biological, cognitive, dispositional, \npsychoanalytic, social learning). It also should include an understanding of both current \nand historically prominent developments in the various disciplines. \n\n\n\n184 \n\n\n\n3. Learn ways in which psychological concepts can be applied for the benefit of oneself \nand society. Students will learn about clinical, educational and organizational \napplications of psychological research and will consider ways in which psychological \nprinciples may be relevant to personal life and civic participation. In addition, students \nare expected to become more precise and tolerant observers of human behavior and \nindividual differences. \n\nThe Department of Psychology at Oglethorpe Universit}' has a strong tradition of \nstudent achievement in research and internships. Many students collaborate with facult)' on \nresearch projects or develop and complete their own research projects with the help of faculty \nmentors. Each year, Oglethorpe is represented at regional and national psychology conferences by \npsychology students presenting their original work. Psychology students have completed \ninternships in a variet}\" of settings including: private clinical practices, adoption agencies, law \nenforcement agencies, law firms, the Centers for Disease Control and Prevention, Partnership \nAgainst Domestic Violence, Georgia State Universit}- Language Research Center, Zoo Adanta, \nYerkes Regional Primate Research Center, and the Georgia Psychological Association. \n\nMajor \n\nTo complete a major in psychology, the student must complete nine psychology courses \n(36 semester hours) beyond Psychological Inquiry. These nine courses must include Statistics, \nResearch Methods, Advanced Experimental Psychology, and History and Systems of Psychology. \nPsychology majors also are required to complete General Biologv I and II as directed electives and \nat least one semester of a foreign language at the second semester elementary-level or higher. The \ndegree awarded is the Bachelor of Arts. Transfer courses may satisfy major requirements if \napproved by psychology facult)', if shown on an official transcript and if the work was completed \nwith a grade of \"C\" or higher. Any course taken outside of the undergraduate day program to \nsatisfy degree requirements must be approved by the psychology department. \n\nMinor \n\nA minor in psychology consists of any four psychology courses (20 semester hours) \nbeyond Psychological Inquiry. No course can be used to satisfy- both major and minor \nrequirements. \n\nPSY 101. Psychological Inquiry 4 hours \n\nThis course presents a unique way of understanding ourselves: the use of the empirical \nmethod to obtain information about human and animal beha\\aor. Psychological experimentation \nwin be shown to contribute to human self-understanding through its production of interesting, \nreliable, and often counter-intuitive results. Topics to be considered may include obedience to \nauthority, memory, alcohoHsm, persuasion, intelligence, and dreaming. These topics will be \nexamined from a variety of potentially conflicting perspectives: behavioral, cognitive, \ndevelopmental, biological, and psychoanalytic. \n\nPSY 201. Developmental Psychology 4 hours \n\nThe ways in which individuals understand the world and each other change dramatically \nfrom birth to adolescence. This course will trace these developments, particularly those of \ncognition, social behavior, and self-concept. The factors influencing development, such as \nheredity and the social/cultural environment, will be emphasized. Prerequisite: PSY 101 uith a \ngrade of \"C-\" or higher. \n\n\n\n185 \n\n\n\nEDU 201. Educational Psychology 4 hours \n\nA study of learning theory and its application to such problems as classroom \nmanagement, the organization of learning activities, understanding individual differences, and \nevaluating teaching and learning. Emphasis is given to factors which facilitate and interfere with \nlearning. Prerequisite: PSY 101 with a grade of \"C\" or higher. \n\nPSY 202. Organizational Psychology 4 hours \n\nOrganizations and the individuals who function within them will be examined from the \nperspective of psychological theory and research. Consideration will be given both to broad topics \nrelevant to all organizations, such as communications, groups, and leadership, and to topics \nspecific to the work environment, such as employee selection, training, and evaluation. \nPrerequisite: PSY 101 with a grade of \"C-\" or higher. \n\nPSY 203. Learning and Conditioning 4 hours \n\nThis course examines the empirical and theoretical issues surrounding learned behavior. \nMost of the data discussed come from studies in animal learning but special emphasis will be \nplaced on how learning principles explain everyday human behavior and are used in the treatment \nof abnormal behavior patterns. Prerequisite: PSY 101 with a grade of \"C-\" or higher. \n\nPSY 204. Social Psychology 4 hours \n\nSocial psychology is the study of human beings in interaction with each other or under \nthe pressure of forces of social influence. The course will include a consideration of conformity, \npersuasion, attraction, aggression, self-presentation, and other relevant aspects of the social life. \nPrerequisite: PSY 101 with a grade of \"C-\" or higher. \n\nPSY 205. Theories of Personality 4 hours \n\nThe goal of this course is to acquaint the student with the major theories of personality\" \nand with approaches to the scientific evaluation of them. Students will be encouraged to engage \nin critical analysis and theoretical comparisons of the ideas presented from diverse, and often \ncontradictory, perspectives. Prerequisite: PSY 101 with a grade of \"C-\" or higher. \n\nPSY 301. Research Methods 4 hours \n\nThrough a combination of class discussion and hands-on research activit\\', this course \nprovides students with exposure to a variet}' of research approaches. The course begins with an \nexamination of descriptive methods, such as naturalistic observation, surveys, and archival \nresearch, and concludes with an analysis of controlled experimental methods. Quasi-experimental \ndesigns and applications of research methods are also explored. Prerequisites: PSY 101 with a \ngrade of \"C-\" or higher and MAT HI. \n\nPSY 302. Advanced Experimental Psychology 4 hours \n\nThis sequel to the introductory research methods course provides an in-depth \nanalysis of controlled experimentation in a laboratory setting. Each student will design and \nconduct an individual research project to fulfill the laboratory component of the course. \nPrerequisite: PSY 301. \n\n\n\n186 \n\n\n\nPSY 303. Psychological Testing 4 hours \n\nThis course covers the selecdon, interpretation, and applications of psychological tests, \nincluding tests of intellectual ability, vocational and academic apdtudes, and personality. The \nmost common uses of test results in educational institutions, clinical settings, business, \ngovernment, and the military will be considered. The history of psychological testing and the \ninterpretation of test results also will be considered from both traditional and cridcal \nperspectives. Although students will have the opportunity to see many psychological tests, this \ncourse is not intended to train students actually to administer tests. Prerequisites: PSY 101 with \na grade of \"C-\" or higher and MAT 111. \n\nPSY 306. Abnormal Psychology 4 hours \n\nThere are three main goals in this course. The first is to enhance the student's \nunderstanding of psychopathology and major treatment approaches. The second is to help the \nstudent learn to evaluate critically the research evidence regarding therapeutic interventions. The \nthird is to encourage a self-examination of the student's attitudes and those of our society \nregarding mental illness and the full range of human individual differences. Prerequisites: PSY 101 \nwith a grade of \"C-\" or higher. \n\nPSY 307. Cognitive Psychology 4 hours \n\nThis course explores the nature and function of human thought processes. Topics to \nbe considered include perception, attention, remembering and forgetting, mental imagery, \npsycholinguistics, problem solving, and reasoning. Prerequisite: PSY 101 with a grade of \"C-\" \nor higher. \n\nPSY 308. Sensation and Perception 4 hours \n\nThis course explores how the brain and body transduce, organize, and interpret \ninformation from the environment. Topics covered will include psychophysical methods, signal \ndetection theory, and the neural mechanisms underlying vision, hearing, taste, smell, and touch. \nPrerequisites: PSY 101 with a grade of \"C-\" or higher and BIO 102. (Biologv majors only need \nBIO 102.) \n\nPSY 309. Behavioral Neuroscience 4 hours \n\nThis course focuses on the neural and hormonal correlates of behavior including sleep, \nfeeding, sexual behavior, learning and memory, language, movement, and psvchopathology \nincluding mood disorders and schizophrenia. Other topics include methods used in the brain \nsciences, the connection between stress and Ulness, and how the brain recovers from injury. \nPrerequisites: PSY 101 with a grade of \"C-\" or higher and BIO 102. (Biology majors only need \nBIO 102.) \n\nPSY 401. Special Topics in Psychology 4 hours \n\nThe seminar will provide examination and discussion of various topics of contemporary \ninterest in psjxhology. Prerequisite: PSY 101 with a grade of \"C-\" or higher. \n\n\n\n187 \n\n\n\nPSY402. Topics in Clinical Psychology 4 hours \n\nThe focus of the course is on the examination and discussion of topics of \ncontemporary interest in clinical psychology. Prerequisite: PSY 306. \n\nPSY 403. Drugs, the Brain, and Behavior 4 hours \n\nThis course examines the effects of psychoactive drugs on the central nervous system \nand behavior. Both recreational and illicit drugs (opiods, stimulants, sedatives, hallucinogens) and \nthose used to treat mental disorders (antianxiety' agents, antidepressants, antipsychotics) will be \ncovered. Drug action at the synaptic level, dose-response functions, tolerance and sensitization, \nand toxicity will be discussed. Prerequisites: PSY 101 with a grade of \"C-\" or higher and BIO 102. \n(Biology majors only need BIO 102.) \n\nPSY 405. History and Systems of Psychology 4 hours \n\nA study of the historic development of modern psychology, this course covers its \nphilosophical and scientific ancestry, the major schools of thought, the contemporary systems of \npsychology, and their theoretical and empirical differences. Recommended for the senior year. \nPrerequisites: Two or more psychology courses and senior status or permission of the instructor. \n\nPSY 406. Directed Research in Psychology 4 hours \n\nOriginal investigations and detailed studies of the literature in selected areas of \npsychology will be supervised by a faculty member. Emphasis will be on original research. \nPrerequisites: PSY 301 and permission of the instructor. \n\nPSY 407. Internship in Psychology 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning oppormnit}' to \nqualified students. The internship generaUy requires the student to obtain a faculty' super\\'isor in \nthe relevant field of smdy, submit a learning agreement, work 30 hours for every hour of academic \ncredit, keep a written journal of the work experience, have regularly scheduled meetings with the \nfaculty supervisor, and write a research paper dealing with some aspect of the internship. Written \nwork should total five pages of academic writing for every hour of credit. An extensive list of \ninternships is maintained by the Career Services Office, including opportunities mentioned in the \nmajor overview. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the \nfaculty supervisor and qualification for the internship program. \n\nPSY 408. Independent Study in Psychology 1-4 hours \n\nThis course provides the opportunit}' for an intense study of diverse topics under tlie \ndirect supervision of the instructor. Prerequisite: Submission of a proposed outline of smdy that \nincludes a schedule of meetings and assignments approved by the instructor, the di\\-ision chair, \nand the Provost and Senior Vice President prior to registration. \n\nSociology \n\nSociology is the study of human society culture, and conduct from a variets' of \nperspectives that include interpersonal, instimtional, and aggregate levels of analyses. At the \ninterpersonal level, sociologists may study personalit\\' formation in social contexts or how the \nindividual responds to social opportunities and constraints. At the institutional level, sociologists \nattempt to analyze social institutions (such as the family, religion, and the state) and social structures \n\n\n\n188 \n\n\n\n(such as social classes and racial and ethnic stratification) that shape human conduct. And at the \naggregate level, sociology focuses on the study of large-scale influences ranging from \ndemograpliics to social movements to cultural systems. \n\nThe mission of the sociology facult}' at Oglethorpe is to introduce students to such \nstudies within a liberal arts setting by developing each student's analytical, writing, speaking, and \nmethodological skills, as well as his or her ability to comprehend and explicate difficult texts. \nSociology majors should be able, through written and oral analyses, to make arguments whose \nconclusions follow from evidence carefully and logically presented. They should be able to \ndistinguish between informed and uninformed opinion. In addition, each sociology student at \nOglethorpe will be expected to master essential knowledge within the areas of sociological \ntheory, research methodology, and statistics, and within at least three content areas. In order to \nencourage a practical understanding of social problems and institutions, students, where \nappropriate, are urged to seek internships. Students bound for graduate school are encouraged \nto master a foreign language. \n\nMajor \n\nThe sociology major consists of a minimum of nine sociology courses (36 semester \nhours) beyond Human Nature and the Social Order I and II. These nine courses must include \nIntroduction to Sociology, Statistics, Research Methods, Sociological Theory, and five additional \nsociology courses selected by the student. Of the nine courses, at least six must be completed at \nOglethorpe for a major in sociology. Human Namre and the Social Order I and II must be \ncompleted by all majors who enter Oglethorpe below the junior level. In addition, at least one \nsemester of a foreign language at the second semester elementary-level or higher is required. The \ndegree awarded is the Bachelor of Arts. \n\nMinor \n\nA minor in sociology consists of Introduction to Sociology and any other three sociology \ncourses (16 semester hours) beyond Human Nature and the Social Order I and II. No course can \nbe used to satisfy both major and minor requirements. Of the four sociology courses, at least three \nmust be completed at Oglethorpe for a minor in sociology. \n\nSociology with Social Work Concentration \n\nMajor \n\nA major in sociology with a concentration in social work consists of seven courses (28 \nsemester hours) beyond Human Nature and the Social Order I and II, in addition to a semester \nof field placement (16 semester hours). Required courses include Introduction to Sociologv, Field \nof Social Work, and Methods of Social Work, in addition to four sociologv electives. Successful \ncompletion of at least one semester of a foreign language at the second semester elementarv-level \nor higher also is required. The degree awarded is the Bachelor of Arts. \n\nSOC 101. Introduction to Sociology 4 hours \n\nThis course offers an introduction to topics central to the study of human societ}', \nculture, and conduct. Selected fields of study frequentiy include culture, formation of the self, \nsocial classes, power structures, social movements, criminal beha\\ior, and a variet}' of social \ninstitutions. Emphasis is placed upon basic concepts and principal findings of the field. Offered \nannually. \n\n\n\n189 \n\n\n\nSOC 201. The Family 4 hours \n\nThis course focuses primarily on the 20*-centxiry American family. The topics discussed \ninclude trends in marriage, the age of marriage, fertility, illegitimacy, divorce, remarriage, and \ndomestic abuse. The possible social and economic causes and consequences of these trends are \nalso discussed. Offered annually. \n\nSOC 202. The American Experience 4 hours \n\nThe purpose of this course is to acquaint students with basic aspects of the American \nexperience. Special attention is paid to the individual's relationship to the community'. Specific \ntopics of discussion include Populism, Federalism, the role of advertising in folk culture, the \nrelationship of technology and democracy, and America's exploring spirit. Offered bienniall)-. \n\nSOC 204. Social Problems 4 hours \n\nThis course studies the impact of current social forces upon American societ\\'. \nDeviation from social norms, conflict concerning social goals and values, and social \ndisorganization as these apply to family, economic, religious, and other insdtutional and \ninterpersonal situations are of primary concern. Offered biennially. \n\nSOC 205. Crime and Deviance 4 hours \n\nThis course will examine behaviors that do not conform to moral and legal codes and \nthe ways in which sociedes control such behaviors. Particular emphasis will be given to \nAmerican society. Readings will include classic and current analyses of deviance and crime. \nOffered biennially. \n\nSOC 302. The Sociology of Work and Occupations 4 hours \n\nThis course has three purposes: first, to analyze the means by which non-economic \ninstitutions, especially the family, schools, and religious institutions influence the formation of \n\"human capital;\" second, to smdy the history and contemporary nature of the professions; and \nthird, to analyze the relationship between the external control of workers and their internal \nmotivation. A cross-cultural approach is employed in the course. Offered bienniallv. \n\nSOC 303. Field of Social Work 4 hours \n\nThis course wiU study and analyze the historical development of social work and social \nwork activities in contemporary societ}'. Offered biennially. \n\nULP 303. The New American City 4 hours \n\nThe purpose of this course is to examine the problems and prospects of politics and \npolicymaking in the new American cit}' and its environs. Consideration will be given to the political \nand sociological significance of a number of the factors that characterize this new development, \nincluding the extremes of wealth and povert\\', the mix of racial and ethnic groups, and die \noppormnities and challenges provided by progress in transportation and technology. Offered \nbiennially. \n\n\n\n190 \n\n\n\nSOC 304. Methods of Social Work 4 hours \n\nThis course is a study of the methods used in contemporary social work. Offered \nbiennially. Prerequisite: SOC 303. \n\nSOC 305. Film and Society 4 hours \n\nThis course is designed to help students analyze and interpret films from the \nperspectives of social theory. Emphasis will be placed upon exploring visions of the self and \nsociety in a variety of film genres, including mysteries, comedies, film noir, westerns, musicals, etc. \nFilms studied in recent classes include Citizen Kane, \\-^ertigo, The Maltese Falcon, Rd River, Cabaret, \nand others. Offered biennially. \n\nSOC 306. Race, Ethnicity, and Immigration 4 hours \n\nThis course treats contemporary ethnic relations and the history of immigration in the \nUnited States. It considers the role of markets, government policy, and culture in the formation \nof ethnic identity' and the well being of ethnic groups. 7\\lthough the chief concern is with the \nUnited States, a comparative approach is taken. Offered biennially. \n\nSOC 307. EUtes and Inequality 4 hours \n\nAn examination is made in this course of the social stratification of privileges and \ndeprivations in contemporary societies, focusing on the distribution of wealth, status, and power. \nThe course studies social stratification historically and comparatively, the American upper, middle, \nand lower classes, institutionalized power elites, race and gender stratification, status systems, and \neconomic inequalit}^. Offered biennially. \n\nSOC 308. Culture and Society 4 hours \n\nA study of the dynamics of traditional, modern, and postmodern cultures that focuses \non the analysis of symbolic forms and boundaries, social memory, ceremonies and rituals, bodily \nhabits, cultural elites, and cultural revolutions. Special attention is given to \"culture wars,\" the \nimpact of mass media, and postmodernism in contemporary societies. The course is comparative \nin approach. Offered bienniallv \n\nSOC 309. Religion and Society 4 hours \n\nThis course will examine religion as a social institution, its internal development, \nrelationship to other institutions, and its cultural and social significance in modern and traditional \nsocieties. Special attention will be given to the conflict between spirit and institution in \nChristianit)'; the rise and decline of denominationalism; contemporary forms of spiritualit}-; the \nmodern psychologization of religion, and the comparative study of religions. Offered biennially. \n\nSOC 401. Nations and NationaUsm 4 hours \n\nThis course examines the rise and persistence of nation-states and nationalism in the \nmodern world. Theories of nationalism, nationalist visions, and case studies of particular nations, \nincluding France, Germany, and Russia will be covered. Topics to be addressed include radical \nnationalism (for example, Nazism and Fascism), problems of national \"self-determination,\" \nZionism, and the fall of Communism. \n\n\n\n191 \n\n\n\nSOC 402. Field Experience in Social Work 16 hours \n\nStudents concentrating in social work spend a semester in social work agencies in the \nAdanta area for on-the-job practicum experience. Successful field placements have been made in \na variety of settings in recent years, including Wesley Woods Health Center, West Paces Ferry \nHospital, and Adanta shelters for the homeless. Prerequisites: SOC 303, permission of the \nacademic advisor and faculty supervisor, and signature of the Director of Career Services. \n\nSOC 403. Sociological Theory 4 hours \n\nThis course will study classical and contemporary theory with an emphasis upon the \nlatter. Contemporary theories covered usually include utilitarian individualism (sociobiology, \nexchange theory, and rational-choice theory), communitarianism, civil societ}^ theor}'^, critical \ntheory, and post-modernism. Offered biennially. \n\nSOC 404. Special Topics in Sociology 4 hours \n\nA seminar providing examination and discussion of various topics on contemporary' and \nhistorical interest in sociology. Prerequisite: Permission of the instructor. \n\nSOC 405. Internship in Sociology 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning opportunity,' to \nqualified students. The internship generally requires the student to obtain a facult}' super\\asor in \nthe relevant field of study, submit a learning agreement, work 30 hours for every hour of academic \ncredit, keep a written journal of the work experience, have regularly scheduled meetings with the \nfaculty supervisor, and write a research paper dealing with some aspect of the internship. \\X ritten \nwork should total five pages of academic writing for every hour of credit. An extensive Hst of \ninternships is maintained by the Career Services Office, including opportunities at the \nGainesville/Hall Senior Center, the Georgia Bureau of Investigation, and the Parmership Against \nDomestic Violence. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of \nthe facult}' supervisor and qualitlcation for the internship program. \n\nSOC 406. Independent Study in Sociology 1-4 hours \n\nAn intense study of diverse topics under the direct supervision of the instructor. \nPrerequisite: Submission of a proposed outline of study that includes a schedule of meetings and \nassignments approved by the instructor, the division chair, and the Provost and Senior Mce \nPresident prior to registration. \n\nSOC 407. Internship in American Studies 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning opportunity' to \nqualified students. The internship generally requires the student to obtain a facuIt^' super\\'isor in \nthe relevant field of study, submit a learning agreement, work 30 hours for every hour of academic \ncredit, keep a written journal of the work experience, have regularly scheduled meetings u'ith die \nfaculty supervisor, and write a research paper dealing with some aspect of the internship. \\Xritten \nwork should total five pages of academic writing for every hour of credit. \\n extensive Hst of \ninternships is maintained by the Career Services Office. Graded on a satisfactory/unsatisfactorv \nbasis. Prerequisites: Permission of the facult)' superx-isor and qualification for the internship \nprogram. \n\n\n\n192 \n\n\n\nSpanish \n\nA student who chooses Spanish as a major uill gain valuable knowledge, not only about \nthe language, but also about the many unique and fascinating cultures represented in the Spanish- \nspeaking world. Like all languages offered at Oglethorpe, the Spanish major is informed by \"the \nfive C's\": communication, cultures, connections, comparisons, and communities. These areas \nrepresent the defined goals of the National Standards for Foreign Language Learning. \n\nThe journey toward a Spanish major begins with a thorough emphasis on reading, \nwriting, listening comprehension, and speaking. These essential skills prepare the student with the \nfoundations for communicating in diverse contexts in the Spanish language. More advanced smdv \nof Spanish will enable the student to explore the treasures of Hispanic prose, poetry, drama and \ncinema, in addition to the study of colorful and intriguing Hispanic civilizations in Spain, Africa \nand Latin America. Through the course offerings in Spanish, students become more informed \nabout America's Latino and fiispanic neighbors, in addition to becoming more functional global \ncitizens. \n\nOnce students have reached an adequate level of proficiency in Spanish and have \nbecome familiar with Spanish-speaking populations and societies, they will be ready to \ncomplement their classroom studies with full-immersion study abroad opportunities. As an \ninvaluable component of the Spanish major, students are required to study and live in a Spanish- \nspeaking country for a semester during the academic year following the completion of an initial \nsequence of courses taken in the program. Most majors choose to study at one of a number of \nparmer institutions such as the Universidad de Belgrano (Argentina), the Universidad de San \nFrancisco de Quito (Ecuador) or at the Instituto Tecnologico y de Estudios Superiores de \nOccidente (Mexico). In addition, for the adventurous student, there are many other creative study \nabroad options available, all of which can be discussed with student advisors. Native speakers of \nSpanish are in\\'ited to complete the 12-semester hour requirements of studv abroad in courses at \nOglethorpe or through cross registration at one of the Adanta Regional Consortium for Pligher \nEducation (ARCHE) institutions. \n\nMany students who complete the Spanish major at Oglethorpe go on to carry out \ngraduate programs at other institutions in Spanish language and literature, linguistics, Hispanic \ncultural studies, or International Relations. Other graduates from the program become Spanish \ninstructors or find opportunities in corporate or non-profit organizations, where thev continue to \napply their language skills and global experiences. Students are also in\\nted to combine a double \nmajor in Spanish with other disciplines, a combination which greatiy enhances student \nmarketabUit}' after graduation. \n\nAil smdents with pre\\ious study or experience in Spanish must take a language \nplacement examination. Thev will be placed in the course sequence according to their competence. \nUnder no circumstance should students with past experience in Spanish place themselves in \ncourses, especially at the elementary level. Students are not eligible to enroll in elementary and \nintermediate courses in their native languages. \n\n\n\n193 \n\n\n\nMajor \n\nStudents who major in Spanish must first complete the following requirements: \nSPN 201 Intermediate Spanish \nSPN 301 Advanced Spanish \nSPN 302 Introducdon to Hispanic Literature \n\nStudents will then complete a semester in an approved study abroad program, which \nshould include a minimum of 12 semester hours. Returning students must complete three upper- \nlevel (300 or 400) courses in Spanish. \n\nElementary French I or equivalent as determined through the French placement test is \nalso required. It is recommended that this requirement be completed during the student's first tu'o \nyears. \n\nThe degree awarded is the Bachelor of Arts. \nMinor \n\nA minor in Spanish consists of the following requirements: \nSPN 201 Intermediate Spanish \nThree upper-level courses (300 or 400) \n\nCertain of these requirements may be met through an approved study abroad program. \n\nSPN 101, SPN 102. Elementary Spanish I, II 4 plus 4 hours \n\nThese courses are an introduction to understanding, speaking, reading, and writing \nSpanish. Emphasis will be placed on acquiring a foundation in basic grammar as well as on \nlistening comprehension and spoken Spanish through class activities, tapes, and videos. \nPrerequisite: None for SPN 101; SPN 101 required for SPN 102, or placement by testing. \n\nSPN 201. Intermediate Spanish , 4 hours \n\nThis course is intended to review basic grammar and develop more complex patterns of \nwritten and spoken Spanish. Short compositions, readings from Spanish and Spanish-American \nliterature and class discussions require active use of students' acquired knowledge of Spanish and \nform the basis for the expansion of vocabulary and oral expression. Prerequisite: SPN 102 or \nplacement by testing. \n\nSPN 301. Advanced Spanish 4 hours \n\nTWs course is designed to improve students' skiUs to a sophisticated level at which they \nare able to discuss and express opinions in both oral and written form. Readings of essays and \nshort-stories as well as film viewing in Spanish are used as the basis for discussion, introduction \nto cultural issues, and written expression. Frequent writing assignments. Prerequisite: SPN 20 lor \nplacement by testing. \n\nSPN 302. Introduction to Hispanic Literature 4 hours \n\nThis course offers an introduction to literary analysis based on a rigorous program, of \nreadings from Spanish and Spanish American Literatures. It is a skills-building course that \nfamiliarizes students with the lexicon of literary criticism in Spanish and trains diem to be active \nreaders of Hispanic literature. Students read and analyze (orally and in writing) representative \nworks of the four fundamental genres of literature: Narrative, Poetry, Drama, and Essay. Taught \nin Spanish. Prerequisite: SPN 301 or placement by testing. \n\n\n\n194 \n\n\n\nSPN 305. Spanish for International Relations and Business 4 hours \n\nIn this course students will learn vocabulary appropriate to the world of international \nrelations and business in order to understand both oral and written material on relevant issues. \nStudents will read and discuss articles and newspapers in Spanish and explore common cross- \ncultural clashes and misunderstandings in order to improve intercultural communications as a \nmeans of succeeding in the global marketplace. When possible, there will be Spanish-speaking \nguests from the diplomatic and business communides of Adanta. Taught in Spanish. Prerequisite: \nSPN 301 or placement by testing. \n\nSPN 401. Special Topics in Hispanic Languages, Literatures, \n\nand Cultures 4 hours \n\nThis course provides the opportunit}^ to study particular aspects of the languages, \nliteratures and cultures of Spain, Spanish America or United States Hispanic communities not \ncovered in the other courses. This course may be repeated for credit as course content changes. \nPrerequisite: SPN 301. \n\nSPN 403. Political Issues in Spanish American Literature and Film 4 hours \n\nThe social and political upheavals that took place in several Spanish American countries \nduring the 20* century spawned the development of a rich literary and cinematic corpus. This \ncourse wiU examine part of that corpus in its historical and cultural context and how political \nissues are aesthetically elaborated in fiction, poetry, essay and film. Among the topics to be \nstudied are revolution, testimony, exile, and the Other as a figure of resistance. Taught in Spanish. \nPrerequisite: SPN 302. \n\nSPN 404. Discourse of Golden-age Spain 4 hours \n\nIn this course, students will analyze Golden-age Spanish societ}' through the literature \nproduced during the 16* and 17* centuries, the two epochs that encompass the Spanish Siglos de \nOro. Studied texts will reveal a young Spain altogether confident about its present, at times \ninsecure about its future, and frequ.endy ambivalent about its diverse past. Prerequisite: SPN 302. \n\nSPN 405. 20*-Century Spanish American Literature 4 hours \n\nThis is a study of Spanish American literature from the 1930s to the present, focusing \non its departure from the Realist tradition and its adoption of experimentation, self-reflection, \nparod}; magical realism or the fantastic. Modern and post-modern trends will be examined. \nReadings include fiction by Borges, Fuentes, Cortazar, Garcia Marquez, and Puig. Taught in \nSpanish. Prerequisite: SPN 302. \n\nSPN 410. The Development of Latin American Cultures 4 hours \n\nThis course introduces students to the diverse cultural heritage of Latin America pajdng \nspecial attention to the impact and consequences of the encounter between European, Native and \nAfrican cultures in art, politics, and religion. Ivlanifestations of culmral syncretism and diversit}' \nfrom the times of the Spanish conquest and colonization to the post-colonial polemics of cultural \nidentit}' will be examined. Taught in Spanish. Prerequisite: SPN 302. \n\n\n\n195 \n\n\n\nTheatre \n\nStudents majoring in theatre concentrate their efforts in the areas of performance and \ndirecting. Additional courses in theatre history and stagecraft, combined with Oglethorpe's \ninternship program, offer a study in theatre that is interactive in approach and broad in scope. The \ndepartment's unique relationship with the Georgia Shakespeare Festival also provides qualified \nstudents with performance oppormnities unparalleled by any school in the region. Those entering \nOglethorpe with a background in theatre, as well as students with an interest but no experience, \nwiU find ample opportunities in the theatre program to develop their skills and expertise. \n\nThe Oglethorpe University theatre program is dedicated to presenting stimulating and \nenjoyable theatre for audiences of all types and ages, and integrating theatre into Oglethorpe \nUniversity's academic curriculum. Mounting five fuU productions per school year, the program \npursues an artistic poHcy that celebrates the diversity of its dramatic heritage by engaging texts of \ndiverse periods, cultures, and st}'les. Through The Playmakers (the theatre program's official \nperformance company), laboratory opportunities are provided as students and facult^' come \ntogether to create live performance events for the campus communit}' and the city of Atianta. \n\nMajor \n\nSmdents pursuing a Bachelor of Arts degree are required to complete the following \ncourses: \n\nTHE 105 Beginning Characterization \n\nTHE 205 Intermediate Characterization \n\nTHE 210 Theatre History I: Greeks to Restoration \n\nTHE 220 Theatre History II: Renaissance to 20* Century \n\nTHE 305 Advanced Characterization \n\nTHE 310 Stagecraft \n\nTHE 330 Directing for the Stage I \n\nTHE 340 Directing for the Stage II \n\nTHE 407 Internship in Theatre \nIn addition, students must choose two from among the following: \n\nENG 202 Shakespeare \n\nENG 306 Special Topics in Drama \n\nTHE 320 Special Topics in Theatre \n\nTHE 408 Independent Study in Theatre \n\nMinor \n\nA theatre minor serves as an appropriate complement to a varietA' of majors in \ncommunications and the humanities. Smdents are required to take the following courses: \n\nTHE 105 Beginning Characterization \n\nTHE 205 Intermediate Characterization \n\nTHE 310 Stagecraft \nStudents must complete one of the follouing: \n\nTHE 210 Theatre History I: Greeks to Restoration \n\nTHE 220 Theatre History II: Renaissance to 20* Cenmry \nStudents must complete one from among the following: \n\nENG 202 Shakespeare \n\nENG 306 Special Topics in Drama \n\nTHE 320 Special Topics in Theatre \n\nTHE 407 Internsliip in Theatre \n\n196 \n\n\n\nTHE 105. Beginning Characterization 4 hours \n\nThis course explores the physical and mental foundations necessary for successful stage \nperformance. Students will be expected to engage in hands-on exercises, physical and vocal warm- \nups, and performance work (both individual and partnered) throughout the semester. The basic \nprinciples of the Stanislavski method will be explored through stage combat, mime, movement, \nvocalization, and contemporary characterization. \n\nTHE 205. Intermediate Characterization 4 hours \n\nIntermediate Characterization is a studio intensive course that explores the methods of \n20*-century American acting teacher Sanford Meisner. This course is designed to provide \nstudents with an in-depth understanding of his approach to acting, which builds upon tenets put \nforth by Constandn Stanislavski. Meisner's training approaches will be uncovered through \nimmersive studio exercises, in-depth scene study assignments, and review and discussion of \nMeisner's seminal book Sanford Meisner on Acting, as well as other related literature. Prerequisite: \nTHE 105. \n\nTHE 210. Theatre History I: Greeks to Restoration 4 hours \n\nAn in-depth study of theatrical history, examining not only the theatrical literature of \nparticular periods, but the staging practices, costuming, social customs and performance st}'les as \nwell. Periods covered include: Greek, Roman, Medieval, Elizabethan, and Restoration. \n\nTHE 220. Theatre History II: Renaissance to 20'^ Century 4 hours \n\nAn in-depth smdy of theatrical history, examining not only the theatrical literature of \nparticular periods, but the staging practices, costuming, social customs and performance sts'les as \nwell. Periods and styles covered include: Renaissance, Neo-classic, Sentimental Comedy, Domestic \nTragedy, Melodrama, and Realism. \n\nTHE 305. Advanced Characterization 4 hours \n\nThis course affords the advanced theatre student an opportunit}' to explore methods \nfor rehearsing and performing texts written by William Shakespeare. With a focus on the \npractical demands of Shakespeare's language, the course addresses technical, stylistic, historical \nand interpretive considerations as they relate to the feat of performance. This course builds \nupon the student's understanding of Stanislavkian acting with the assumption that, despite \nformal differences, Shakespearean texts can be approached with psvchological-reaHst tactics. \nPrerequisite: THE 205. \n\nTHE 310. Stagecraft 4 hours \n\nStagecraft provides hands-on experience and assignments designed to physically and \nmentally engage the technician and designer. This class will focus on historical perspective as well \nas individual research and design. Students will be evaluated on the basis of a mid-term \nexamination, written assignments, the completion of a minimum number of practicum hours and \na final design project. \n\nTHE 320. Special Topics in Theatre 4 hours \n\nThis course will be a study of a selected topic in theatre and/or film, such as Feminist \nTheatre, Shakespeare in Performance, Gender in Performance, The Hero in American FUm, or \nHoll}'wood's Treatment of Women. Prerequisite: THE 105 or permission of the instructor. \n\n\n\n197 \n\n\n\nTHE 330. Directing for the Stage I 4 hours \n\nThis course offers the intermediate to advanced theatre student an opportunity' to \nexplore the foundations of directing texted material for live theatrical performance. The primary \nfocus of this course will be on experiential learning rather than abstract study. The course provides \npractical experience with the three preparatory phases of directing: research, analysis and \nconceptualization. Prerequisite: THE 205. \n\nTHE 340. Directing for the Stage II 4 hours \n\nThis course serves as the studio practicum for Directing for the Stage I, culminating in \nperformances staged as part of the Oglethorpe Universit}' theatre season. The work of individual \nstudents will be scheduled accordingly. All student work will be evaluated by a faculty panel. \nPrerequisite: THE 330. \n\nTHE 407. Internship in Theatre 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning opportunit\\' to \nqualified students. The internship generally requires the student to obtain a facult\\' super\\'isor in \nthe relevant field of study, submit a learning agreement, work 30 hours for every hour of academic \ncredit, keep a written journal of the work experience, have regularly scheduled meetings with the \nfaculty supervisor, and write a research paper dealing with some aspect of the internship. Written \nwork should total five pages of academic writing for every hour of credit. Internships are available \nat most of the 147 Atianta Coalition for Performing Arts member theatres. Graded on a \nsatisfactory/unsatisfactory basis. Prerequisites: Permission of the facult}' supervisor and \nqualification for the internship program. \n\nTHE 408. Independent Study in Theatre 1-4 hours \n\nSupervised research on a selected topic. Prerequisite: Submission of a proposed outline \nof smdy that includes a schedule of meetings and assignments approved by the instructor, the \ndivision chair, and the Provost and Senior Vice President prior to registration. \n\nWomen's and Gender Studies \n\nWcjmens and Gender Studies is intended to introduce the smdent to the liistory of \nwomen and to the effects of gender on the forms of and approaches to disciplinary study and \npractice. \n\nMinor \n\nFive courses must be completed, one of which must be either Introduction to Women's \nStudies  Theory or Introduction to Women's Studies  History. Students must select courses \nfrom at least three different disciplines in addition to courses identified as W GS courses. Examples \nof other courses applicable to the minor are as follows: \n\nCRS 390 Advanced Topics in Communication and Rhetoric Studies: \n\nWomen in the History of Rhetoric \nCRS 390 Advanced Topics in Communication and Rhetoric Studies: \n\nGender and Communication \nECO 424 Labor Economics \nENG 304 Images of Women in Literature \nENG 312 Special Topics in Literature and Culture: Gender and \nAutobiography \n\n\n\n198 \n\n\n\nENG 312 Special Topics in Literature and Culture: Contemporary \n\nWomen Writers \nENG 314 Special Topics in Major British and American Authors: Jane \n\nAusten \nPRE 404 Great French Actresses and Their Film Roles \nMUS 430 Special Topics in Music: Women in Music \nPSY 401 Special Topics in Psychology: Gendering (Social \n\nConstructions of Gender) \nPSY 401 Special Topics in Psychology: Psychology of Women \nSOC201 The Family \nSPN 401 Special Topics in Hispanic Languages, Literatures, and \n\nCultures: Contemporary Ladn American Women Writers \nTHE 320 Special Topics in Theatre: Feminist Theatre \nTHE 320 Special Topics in Theatre: The Good, the Bad, and the \n\nBeautiful  Holl}^wood's Treatment of Women \n\nWGS 301. Introduction to Women's Studies  Theory 4 hours \n\nThe purpose of this course is to examine the diverse theoretical approaches which have \nevolved as scholars and activists have endeavored to incorporate the concerns and experiences of \ndiverse groups of women into dominant world \\'iews. The seminar will explore the issues of race, \nclass, and gender, paying close attention to how these variables affect the development of women's \nidentities and relationships. \n\nWGS 302. Introduction to Women's Studies  History 4 hours \n\nThe purpose of this course is to explore the history of feminism. By examining a wide \nrange of texts, this seminar will investigate the development of ideas, which have come to be \nrecognized as feminist-womanist and the discipline that has developed into women's studies in the \ncontext of Western civilization. Included will be Raine Eisler's The Chalice and the Blade, which \nexamines the position on women in the beginnings of civilization, Mary Wollstonecrafts's \nVindication of the Rights of Women (1792), Mary Beard's Women as a Force in History, De Beauvoir's \nThe Second Sex, Susan Faludi's Backlash, and Ellen Carol Dubois's Unequal Sisters: A Multi-Cultural \nReader in U.S. Women's Histo/y. \n\nWGS 303. The Literature and History of Immigrant and Minority Women \n\nin America 4 hours \n\nThe purpose of this course is to explore the experiences of immigrant and minorit}' \nwomen in North America from the interdisciplinary perspectives of history, literature, and \nwomen's studies. Through extensive reading, discussion, and research this seminar will attempt to \nrecapture women's sense of their own identities in relation to the dominant ideologies of race, \nclass, and gender. \n\nWGS 304. Women Poets 4 hours \n\nThis course is a survey of poetry by women, from ancient Chinese, Persian, and others \nin translation, to medieval Irish and Renaissance English, to 19*- and 20*-century Americans, as \nwell as Eastern Europeans and Latin Americans in translation. Included will be several recent \npoets such as Gwendolyn Brooks, Adrienne Rich, and Mary Oliver in order to discover what \nthemes, images, and attitudes seem to emerge from the works. Prerequisites: COR 101 and COR \n102. \n\n\n\n199 \n\n\n\nWGS 305. Special Topics in Women's and Gender Studies 4 hours \n\nThis course is intended to introduce the student to the study of women and gender. \nSpecial emphasis is placed on the intersection of gender with the epistemological foundations of \nother disciplines, and on the theory and practice of the study of gender. Courses are not limited \nto, for example, Southern Women's Literature and History, but will often be under the same rubric \nof other disciplines such as are listed under the requirements of the minor. \n\nWGS 400. Independent Study in Women's and Gender Studies 1-4 hours \n\nSupervised research on a selected topic. Prerequisite: Submission of a proposed outline \nof study that includes a schedule of meetings and assignments approved by the instructor, the \ndivision chair, and the Provost and Senior Vice President prior to registration. \n\nFRE 404. Great French Actresses and Their Film Roles 4 hours \n\nThis course will study French film actresses and their roles in an attempt to understand \nbetter the simation of women in France during the last half of the 20* cenmry. Readings from \nThe Second Sex by Simone de Beauvoir, written at the outset of the period in question, provide a \ncounterpoint to the cinematic fiction. Actresses smdied may include Isabelle Adjani, Arlett}', \nFanny Ardant, Brigitte Bardot, Juliette Binoche, Sandrine Bonaire, Catherine Deneuve, Isabelle \nHuppert, Miou-Miou, Romy Scheider, and Simone Signoret. The course is conducted in English. \nStudents may take the course as part of a French major or minor and complete readings, tests, and \nwritten work in French. Prerequisite: None for work in English, FRE 302 for work in French. \n\nWGS 407. Internship in Women's and Gender Studies 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning oppormnit\\' to \nqualified students. The internship generally requires the student to obtain a facult}' super\\'isor in \nthe relevant field of study, submit a learning agreement, work 30 hours for every hour of academic \ncredit, keep a written journal of the work experience, have regularly scheduled meetings with the \nfaculty supervisor, and write a research paper dealing with some aspect of the internship. Written \nwork should total five pages of academic writing for every hour of credit. An extensive list of \ninternships is maintained by the Career Services Office. Graded on a satisfactory/unsatisfactory \nbasis. Prerequisites: Permission of the facult}' supervisor and qualification for the internship \nprogram. \n\n\n\n200 \n\n\n\nWriting \n\nMinor \n\nThe writing minor offers two options: an eclectic selection of writing courses; or, a \nliterary writing focus. \n\nThe eclectic option encourages students to learn several kinds of writing according to \ntheir interests. This option is open to all students except those pursuing a minor or major in \nCommunication and Rhetoric Studies. The eclectic option consists of five courses beyond \nNarratives of the Self I and II, one of which may be an internship: \n\nARC 201 Seminar for Student Tutors (must be taken four times to \n\nconstitute one writing minor course) \nCRS 220 Investigative Writing \nCRS 221 Persuasive Writing \nCRS 240 Journalism \n\nCRS 340 Writing for Business and the Professions \nCRS 401 Internship in Communication and Rhetoric Smdies (writing- \nintensive internship supervised by communication and \nrhetoric studies faculty member) \nENG 230 Creative Writing \nENG 231 Biography and Autobiography \nENG 330 Writing Poetry \n\nENG 331 Writing Prose, Fiction, and Nonfiction \nENG 401 Internship in English (writing-intensive internship \n\nsupervised by English faculty member) \nWRI 381 Independent Smdy in Writing \nWRI391 Special Topics in Writing \n\nA second option is a literary writing focus in which students write poetry, tlction, \nnonfiction, and other genres that may be offered under Special Topics in Writing or Independent \nStudy in Writing. Students majoring in communication and rhetoric studies may take only this \noption for the writing minor, provided that no course is used both for the communication and \nrhetoric studies major and the literary writing option. The writing minor with focus on Literary \nwriting consists of five of the following courses, one of which may be an internship: \n\nENG 230 Creative Writing \n\nENG 231 Biography and Autobiography \n\nENG 330 Writing Poetry \n\nENG 331 Writing Prose, Fiction, and Nonfiction \n\nENG 401 Internship in English \n\nWRI 381 Independent Smdy in Writing \n\nWRI 391 Special Topics in Writing \n\nARC 201. Seminar for Student Tutors 1 hour \n\nPeer tutors at the Academic Resource Center spend two hours per week assisting other \nsmdents, individually or in groups, with course material, papers, and preparation for examinations. \nIn addition, they participate in support and training meetings with the ARC directors and with \ninstructors of the courses in which they mtor. They discuss how to work with texts in different \ndisciplines, encourage smdy group members to help each other learn, and foster smdent \nengagement with and assimilation of course content. Graded on a satisfactory/unsatisfactory \nbasis. Prerequisites: Permission of the instructor and Associate Provost for Smdent Achievement. \n\n\n\n201 \n\n\n\nCRS 220. Investigative Writing , 4 hours \n\nThis expository writing course is designed to develop research and writing skills. \nEmphasis will be on learning a wide range of library and Internet-based research techniques and \npurposefully presenting information to a variety of audiences in appropriate format and st}'le. \nStudents will be asked to define their own investigative projects, and to analyze and revise their \nown writing. This course is recommended for freshmen and sophomores. Prerequisite: COR 101. \n\nCRS 221. Persuasive Writing 4 hours \n\nThis course is designed to develop sophisticated strategies of persuasion for analyzing \nand generating arguments responsive to targeted audiences in a variety of contexts, including ci\\ic, \nprofessional, and academic. Students will learn both classical and contemporary strategies of \npersuasion. Emphasis will be on presenting clear, coherent, and logical arguments. Students will \nbe asked to define their own projects within assigned contexts. Smdents will evaluate their own \nand others' writing to enable the revision process. This course is open to sophomores, juniors, and \nseniors only. It is offered in the fall semester. Prerequisites: COR 101 and COR 102. \n\nENG 230. Creative Writing 4 hours \n\nThis course is an introduction to writing poetry and prose fiction. The smdent will be \nasked to submit substantial written work each week, keep a journal, and read published writers. \nMuch class time will be spent discussing student and published work. Prerequisites: COR 101 and \nCOR 102. \n\nENG 231. Biography and Autobiography 4 hours \n\nThis course is an introduction to biographical and autobiographical writing with practice \nin the personal narrative as well as other forms such as the profile and the interview. Students will \nsubmit substantial written work each week and keep a journal. The class uiU follow a workshop \nformat, discussing the smdents' and published work. Prerequisites: COR 101 and COR 102. \n\nCRS 240. Journalism 4 hours \n\nThis course teaches the fundamentals of journalistic news writing and reporting. From \ninterviews to the Internet, smdents will learn how to gather information from a variet\\\" of sources \nand write stories using different types of leads, endings, and strucmres. They will also engage in a \ncritique of today's journalistic practices. This course is offered in the fall semester. Prerequisites: \nCOR 101 and COR 102. \n\nENG 330. Writing Poetry 4 hours \n\nIn weekly assignments smdents will try free verse and various forms in the effort to \ndiscover and to embody more and more truly what they have to say. Much time uiU be spent \nreading published poets, responding to smdent work in class, and trying to generate language that \nreveals rather than explains intangible \"meanings.\" Prerequisites: COR 101 and COR 102. \n\nENG 331. Writing Prose, Fiction, and Nonfiction 4 hours \n\nStudents will get instruction and substantial practice in writing fictional and \nnontlctional prose which aims at getting what Henry James called \"a sense of felt life\" onto the \npage. The class will follow a workshop format with weekly assignments, journal writing, extensive \ndiscussion of smdent work, and reading of published examples. Prerequisites: COR 101 and \nCOR 102. \n\n\n\n202 \n\n\n\nCRS 340. Writing for Business and the Professions ^ 4 hours \n\nA course for students who have mastered the basic skills and insights of writing and \nwho wish to improve their ability to write clear, concise, persuasive prose designed for audiences \nin business and the professions. Students are required to write a variety of texts, such as proposals, \nprogress reports, recommendation reports, and manuals. Other elements of the course may \ninclude oral presentations. Prerequisite: CRS 220, CRS 221, or permission of the instructor. \n\nWRI 381. Independent Study in Writing 1-4 hours \n\nSupervised independent writing project. Prerequisite: Submission of a proposed outline \nof study that includes a schedule of meetings and assignments approved by the instructor, the \ndivision chair, and the Provost and Senior Vice President prior to registration. The student must \nbe pursuing a minor in writing or a major in communication and rhetoric studies. \n\nWRI 391. Special Topics in Writing 4 hours \n\nStudy of a selected topic in the field of writing, such as Public Relations Writing, \nScientific and Technical Writing, Oral History, and The Art of the Essay. The topic will vary from \nyear to year and may be offered by communication and rhetoric smdies facult}' or English facult}'. \nPrerequisite for special topics taken with communication and rhetoric smdies faculty: CRS 101 or \npermission of the instructor. \n\nCRS 401. Internship in Communication and Rhetoric Studies 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning opportunity' to \nqualified smdents. The internship generally requires the smdent to obtain a faculty super\\'isor in \nthe relevant field of study, submit a learning agreement, work 30 hours for every hour of academic \ncredit, keep a written journal of the work experience, have regularly scheduled meetings with the \nfaculty supervisor, and write a research paper dealing with some aspect of the internship. An \ninternship for the writing minor must be writing intensive. Written work should total five pages of \nacademic writing for every hour of credit. An extensive list of internships is maintained by the \nCareer Services Office, including opportunities at CNN, Fox 5, WSB-TV, Green Olive Media, and \nThe Atlanta journal Constitution. Smdents are strongly encouraged to do multiple internships, but \nonly 4-semester hours can be applied as elective credits to the major. Graded on a \nsatisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty' supervisor and \nquaUtlcation for the internship program. \n\nENG 401. Internship in English 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning opportunity to \nqualified students. The internship generally requires the student to obtain a faculty- super\\dsor \nin the relevant field of study, submit a learning agreement, work 30 hours for every hour of \nacademic credit, keep a written journal of the work experience, have regularly scheduled \nmeetings with the faculty supervisor, and write a research paper dealing with some aspect of the \ninternship. Written work should total five pages of academic writing for every hour of credit. \nAn extensive list of internships is maintained by the Career Services Office, including \nopportunities at Atlanta Magai^ine, The Knight Agency, and Peachtree Publishers. Graded on a \nsatisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty' super\\'isor and \nqualification for the internship program. \n\n\n\n203 \n\n\n\nUniversity College \n\n\n\nThree of Oglethorpe's degrees  Bachelor of Arts in Liberal Studies, Bachelor of \nBusiness Administration, and Master of Business Administration  are degrees that ma}' be earned \nin programs of study offered through University CoUege. These distinctive programs are offered \nwith the working professional in mind. Information on these programs is provided in the University \nCollege Bulletin and available from the University College Office, located in Goodman Hall. \n\nUndergraduate Program \n\nThe undergraduate program within University' College offers a curriculum for the adult \nlearner that builds on the foundation of a liberal arts education and aims to enhance the smdent's \nskills in critical thinking, communication, and basic academic competencies. The underlving \\'ision \nof the College reflects the two-fold philosophical and institutional mission of Oglethorpe \nUniversity and its commitment to \"make a life and make a living.\" The degree requirements \ninclude general education requirements designed to assure that each graduate acquires a broad \ncomprehensive liberal education. In addition, study in a major field and the integration of theorv \nand practice provides educational experiences that develop the student's chosen career. The total \nexperience is designed to be of lasting benefit as a source for personal growth, professional \nrenewal, and career advancement. \n\nMajors offered are: Accounting and Business Administration, leading to a Bachelor of \nBusiness Administration degree; Communications, History, Organizational Management, and \nPsychology, leading to a Bachelor of Arts in Liberal Studies. \n\nTraditional undergraduate students may take Universit}' CoUege courses with written \npermission of their advisors and the Universit)^ CoUege administration. Traditional students who \ntake University CoUege courses are subject to the rules and regulations set forth in the University \nCollege Bulletin. \n\nGraduate Program \n\nThe primary purpose of the Master of Business Administration program is to \nprovide graduates with the expertise necessary to become effective, professional leaders and \nmanagers in business and non-business organizations. The curriculum is designed to help smdents \nacquire an understanding of the context in which modern organizations operate, a knowledge of \nthe content of management operations, and an appreciation of the interrelationships involved. \nThe smdent wiU have an understanding of the economic, poUtical, and social en\\'ironments in \nwhich organizations operate, domesticaUy and internationaUy, and the behavioral skiUs that are \nessential in the modern organizational environment. \n\n\n\n204 \n\n\n\nBoard of Trustees \n\n\n\nThe University is under the control and direction of the Board of Trustees. Among \nthe responsibilities of the Board are establishing broad institutional policies, contributing and \nsecuring financial resources to support adequately the institutional goals, and selecting the \nPresident. \n\n\n\nOfficers \n\n\n\nWarren Y. Jobe \nChair \n\n\n\nHarald R. Hansen \n\nTreasurer \n\n\n\nBelle Turner Lynch \n\nVice Chair/ Chair Elect \n\n\n\nSusan M. Soper '69 \nSecretary \n\n\n\nTrustees \n\n\n\nG. Douglass Alexander '68 \nPresident \nAlexander Haas Martin and Partners \n\nYetty L. Arp '68 \nAssociate Broker \nSoutheast Commercial Properties \n\nA. Diane Baker '77 (ex-officio) \nAttorney at l^w \nAtianta \n\nKenneth S. Chestnut \nPrincipal \nThe Integral Group LLC \n\nMilton C. Clipper \n\nPresident and Chief Executive Officer \nPublic Broadcasting Atianta \n\nCharles G DeNormandie II, CFP '96 \nSenior Financial Advisor \nAmerican Express Financial Advisors Inc. \nIDS Life Insurance Company \n\n\n\nWilliam A. Emerson \n\nRetired Senior l-lce President \nMerrill Lynch Pierce, Fenner \n\nand Smith \nSt. Petersburg, Florida \n\nNorman P. Findley \n\nExecutive I \"ice President, Aiarketing \nCoca-Cola Enterprises Inc. \n\nLewis J. Glenn '71 \n\nPresident and Chief Executive Officer \nHarry Norman Realtors \n\nJoel Goldberg \nPresident \nThe Rich Foundation \n\nWilliam R. GoodeU \nPresident \nThe Robertson Foundation \n\nJack Guynn \n\nPresident and Chief Exemtive Officer \nFederal Reserve Bank of Atianta \n\n\n\n205 \n\n\n\nJames J. Hagelow '69 \n\nManaging Director \nMarsh USA Inc. \n\n\n\nStephen E. Malone '73 \nFirst Vice President \nMerrill Lynch \n\n\n\nHarald R. Hansen \n\nRetired Chairman, President, and \n\nChief Executive Officer \nFirst Union Corporation of Georgia \n\nJames V. Hartlage Jr. '65 \nPresident \nAccumetric Inc. \n\nTrishanda L. Hinton '96 \nA-ttornej \nKing \u0026 Spalding LLP \n\nW. Jephtha Hogan '72 (ex-officio) \nFirst Vice President Investments \nSalomon Smith Barney Inc. \n\nKenneth K. Hutchinson '78 \nDentist \nSnellville, Georgia \n\nWarren Y. Jobe \n\nRetired Executive T Ice President \nGeorgia Power Company \n\nDavid L. Kolb \n\nRetired Chairman and Chief \n\nExecutive Officer \nMohawk Industries Inc. \n\nLarry D. Large (ex-officio) \nPresident \nOglethorpe University \n\nRoger A. LitteU '68 \n\nInvestment Management and Trust Consultant \nNorthwestern Mutual Trust Company \n\nBelle Turner Lynch '61 \nAdanta \n\nClare (Tia) Magbee '56 \nAdanta \n\n\n\nE.R. Mitchell Jr. \n\nPresident and Chief Executive Officer \nE.R. Mitchell and Company \n\nBob T. Nance '63 \nPresident \nNance Carpet and Rug Company Inc. \n\nR. D. Odom \n\nPresident \n\nBellSouth Network Operations \n\nJohn J. Scalley \n\nRetired Executive I'^ice President \nGenuine Parts Company \n\nLaura Turner Seydel '86 \nTrustee \nThe Turner Foundation \n\nO.K. Sheffield '53 \nRetired I Ice President \nBankSouth, N.A. \n\nArnold B. Sidman \nOf Counsel \n\nChamberlain, HrdUcka, VCTiite, \nWiUiams and Martin \n\nSusan M. Soper '69 \n\nCommunications: Editing, Writing, \n\nConsulting \nAdanta \n\nTimothy P. Tassopoulos '81 \n\nSenior T Ice President of Operations \nChick-fd-A Inc. \n\n\n\n206 \n\n\n\nTrustees Emeriti \n\n\n\nFrankJin L. Burke '66 \n\nRetired Chairman and Chief \n\nExecutive Officer \nBank South, N.A. \n\nElmo I. Ellis \n\nRetired l-^ice President \n\nCox Broadcasting Corporation \n\nGeorge E. Goodwin \n\nRetired Senior Counselor \nManning, Selvage and Lee \n\nC. Edward (Ned) Hansell \nRetired Senior Counselor \nJones, Day, Reavis and Pogue \n\nArthur Howell \n\nRetired Senior Partner \nAlston and Bird \n\nJ. Smith Lanier \n\nRetired Chairman and Chief \n\nExecutive Officer \nJ. Smith Lanier and Company \n\nJames P. McLain \nAttorney \nMcLain and Merritt, P.C. \n\nStephen J. Schmidt '40 \n\nChairman and Chief Executive Officer \nDixie Seal and Stamp Company \n\n\n\n207 \n\n\n\nPresident's \nAdvisory Council \n\n\n\nThe President's Advisory Council is composed of business and professional leaders. \nThe group provides a means of two-way communication with the community' and serves as an \nadvisory group for the President of the University. \n\n\n\nOfficers \n\n\n\nWilliam J. Hogan \n\nChair \n\n\n\nRaymond S. Willoch \n\nVice Chair \n\n\n\nMembers \n\n\n\nJoselyn Buder Baker '91 \nPublic Affairs Consultant \nDowling, Langley, Ahmann \n\nRowland Cocks \n\nChief Operating Officer \nNoble Properties Inc. \n\nMona Diamond \nDirector \nASLAN, LLL \nBusiness Development and Trade \n\nPaul L. Dillingham (ex-officio) \nKetired Senior Advancement Officer \nOglethorpe University \n\nHarry S. Feldman '75 \nChief Executive Officer \nDaycon Products \nUpper Marlboro, Maryland \n\nDonna C. Findling '96 \nRegional District Manager \nSubaru of America \n\nKevin D. Fitzpatrick Jr. '78 \nAttorney \nAirline Pilots Association \n\n\n\nMarion B. Glover \nPresident \nGlover Capital Inc. \n\nKenneth R Gould '85 \nPresident \nKenneth P. Gould and Company Inc. \n\nWiUiam J. (fep) Hogan '72 \nFirst \\ \"ice President Investment \nSalomon Smith Barney Inc. \n\nVeronica Holmes '02 \nAdanta \n\nShane Hornbuckle '92 \nVice President \nVan Winkle General Contractors \n\nRobert M. Kane '81 \n\nr 'ice President of Finance \nSouthwire Company \n\nGail Lynn '77 \nVice President \nBank of America \n\n\n\n208 \n\n\n\nJin Matsumoto '74 \n\nSenior l^ice President/ General \n\nManager \nMitsubishi International Corporation \n\nJohn O. MitcheU \nRetired President \nMitchell Motors Inc. \n\nWilUam T. MuUaUy '02 \n\nSenior Vice President  Investments \nSynovus Securities \n\nSamuel H. Pettway \nFounding Director \nBoardWalk Consulting LLC \n\nThomas W. Phillips, M.D. '63 \n\nPhysician \nAtianta \n\nBrian Sass '84 \n\nChief Executive Officer \nBCS Ventures LLC \n\nHorace E. Shuman '80 \nBranch Manager \n1 St Metropolitan Mortgage \n\nScott Sloan '76 \nPresident \nNational MegaForce LLC \n\nCathy Appling Vinson '92 \nImmigration Attorney \nAtianta \n\nRaymond S. Willoch '80 \n\nSenior Vice President Administration \n\nGeneral Counsel and Secretary \nInterface Inc. \n\n\n\n209 \n\n\n\nNational Alumni Association \nBoard of Directors \n\nAs the primary representatives of Oglethorpe University's alumni body, the National \nAlumni Association Board of Directors works closely with the Alumni Office to achieve the \nAssociation's goal of establishing and encouraging an active and involved alumni network. The \npurpose of this network is to build mutually beneficial relationships between alumni, students, \nand the University, demonstrating that the student experience is just the beginning of a lifelong \nrelationship with Oglethorpe. \n\nPresident \n\nA. Diane Baker '77 \n\nAttorney at Lmw \n\n\n\nDirectors \n\n\n\nWilliam C. Aitken '64 \nPsychologist \n\nEast Virginia Medical School \nVirginia Beach, Virginia \n\nBrooke N. Bourdelat- Parks '95 \nFIRST Postdoctoral Fellow \nEmory University \n\nMichael A. Burke '83 \n\nInterim Chief of Mental Health \nEmory School of Medicine \n\nLaura K. Fowler '84 \nPublic Affairs Specialist \nUS Environmental Protection Agency \n\nJohn E. Harms '58 \n\nRetired Colonel, United States \n\nMarine Corps \nRetired Educational Counselor \nKailua, Hawaii \n\nAntonio V. Lentini '87 \nCollections Rjepresentative \nBellSouth Advertising \n\n\n\nLori Green LeRoy '95 \nMedia Relations Consultant \nRoche Diagnostic \nIndianapolis, Indiana \n\nMary Louise MacNeil '51 \nRetired Research Chemist \nCenters for Disease Control and \nPrevention \n\nScott M. McKelvey '91 \nController \nDynamix Group Inc. \n\nJ. Anthony Paredes '61 \nCultural Anthropologist \nNational Park Service  Soudieast \nRegion \n\nDavid R. Pass '98 \n\nDirector of Fund Development \n\nand Volunteers \nBobby Dodd Institute \n\nAnita Stevenson Patterson '97 \n\nAssociate Director of Banking Relations \nBellSouth Corporation \n\n\n\n210 \n\n\n\nDavid M. Ross '93 \n\nCopy Editor \nErnst \u0026 Young \n\nEric Scharff '63 \n\nChairman and Chief Executive Officer \nRazzi Ground Effects \n\nJoseph P. Shelton '91 \nEahor Eauyer \nFisher \u0026 Phillips LLP \n\nJennifer Sisco '96 \n\nHonors English Teacher \nLinden High School \nLittle Falls, New Jersey \n\nEx-Officio Members: \n\nChristopher A. Ballar '93 \n\nPresident of the Stormy Petrel Bar \n\nAssociation \nAttorney at Eaw \nCharles A. Tingle Jr., PC \n\nChristian Y. Benton \nFaculty V\u003epresentative \nDirector of Accounting Studies \nOglethorpe University \n\nJohn W. Wuichet '90 \n\nImmediate Past President of the OU \n\nNational Alumni Association Board \nPrincipal \nArmy Environmental Policy Institute \n\nSenior Class President (each year) \n\n\n\n211 \n\n\n\nThe Faculty \n\n\n\n(Year of appointment in parentheses) \n\n\n\nKeith H. Aufderheide (1980) \nProfessor of Chemistry \nB.S., Wilmington College \nPh.D., Miami University \n\nCharles L. Baube (1996) \nAssociate Professor of Biology \nB.A., Alfred University \nM.A., Ph.D., Indiana Universit}' \n\nChristian Y. Benton (1999) \nDirector of Accounting Studies \nB.S., Universit}' of Maryland, \n\nCollege Park \nM.A., Webster University \nC.P.A., Maryland, North Carolina, \n\nSouth Carolina \n\nRobert A. Blumenthal (1989) \nProfessor of Mathematics \nAssociate Provost for Academic Affairs \nB.A., University of Rochester \nPh.D., Washington University \n\nJames A. Bohart (1972) \nProfessor of Music \nB.S., M.M., Northern Illinois University \n\nWilliam L. Brightman (1975) \nProfessor of English \nA.B., Ph.D., University of Washington \n\nRonald L.CarUsle (1985) \nProfessor of Computer Science \n\nand Mathematics \nDirector of Computer Services \nB.A., Emory University \nM.A., Atianta University \nPh.D., Emory University \n\n\n\nJohns. Carton (1998) \n\nAssociate Professor of Psychology \nB.A., Wake Forest University \nM.A., Ph.D., Emory University \n\nRobert B. Carton (2001) \nAssistant Professor of Business \n\nAdministration \nB.S., Duke University \nM.B.A., Ph.D., University of Georgia \nC.P.A., Georgia \n\nMario A. Chandler (2001) \nAssistant Professor of Spanish \nB.A., Iowa State University \nM.A., Ph.D., University of Georgia \n\nCassandra C. Copeland (1999) \nAssistant Professor of Economics \nB.S., Florida State University \nPh.D., Auburn University \n\nJohn A. Cramer (1980) \nProfessor of Physics \nB.S., Wheaton College \nM.A., Ohio State Universit}^ \nPh.D., Texas AandM University \n\nRoarke E. DonneUy (2003) \nAssistant Professor of Biology \nB.A., Lawrence University \nM.S., Utah State Universit}' \nPh.D., Universit}' of Washington \n\nJudith Lynn Gieger (2002) \nAssistant Professor of Education \nB.S., Millsaps College \nM.A., M.A.T., Duke University \nPh.D., University of Georgia \n\n\n\n212 \n\n\n\nLynn M. Guhde (2004) \n\nAssociate Professor of Business \n\nAdministration \nB.S., B.A., Slippery Rock State College \nM.B.A., Ph.D., Kent State University \n\nStephen B. Herschler (2001) \nAssistant Professor of Politics \nB.A., Princeton University \nM.A., Ph.D., University of Chicago \n\nBruce W. Hetherington (1980) \nProfessor of Economics \nB.B.A. Madison College \nM.A., Ph.D., Virginia Polytechnic \nInstitute \n\nRobert B. Hornback (2000) \nAssistant Professor of English \nB.A., University of California, Berkeley \nM.A., Ph.D., University of Texas, Austin \n\nRebecca C. Hyman (1998) \nAssistant Professor of English \nB.A., M.A., Ph.D., Universit)' of Virginia \n\nEHzabeth C. Johnson (2000) \nAssistant Professor of Psychology \nB.A., The Johns Hopkins University \nM.S., M.S., Ph.D., University of Georgia \n\nKendra A. King (2003) \nAssistant Professor of Politics \nB.A. Colby CoUege \nPh.D., The Ohio State University \n\nJoseph M. Knippenberg (1 985) \nProfessor of Politics \nDirector of Rich Foundation Urban \n\nEeadership Program \nAssociate Provost for Student \n\nAchievement \nB.A., James Madison College of \n\nMichigan State University \nM.A., Ph.D., University of Toronto \n\n\n\nPeter J. Kower (2002) \n\nAssistant Professor of Economics \n\nB.A., Arizona State Universit}-, Tempe \n\nM.I.M., American Graduate School of \n\nInternational Management, \n\nThunderbird \nM.A., University of Colorado, Denver \nPh.D., Ohio State University, Columbus \n\nAlan Loehle (2001) \n\nAssistant Professor of Art \nB.F.A., University of Georgia \nM.F.A., Universit}' of Arizona \n\nJay Lutz (1988) \nProfessor of French \nFrances I. Eeraerts 76 Professor of \n\nForeign Eanguage \nB.A. Antioch Universit}^ \nM.A., Ph.D., Yale University \n\nNicholas B. Maher (1998) \nAssociate Professor of Histofy \nDirector of Honors Program \nB.A., Universit}' of Michigan \nM.A., Ph.D., Universit}' of Chicago \n\nAlan E. Marks (2004) \n\nVisiting Associate Professor of \n\nPsychology \nB.A., Columbia Universit}' \nPh.D., Duke University \n\nAlexander M. Martin (1993) \nAssociate Professor of History \nB.A., Cornell Universit}' \nM.A., Columbia Universit}- \nPh.D., Universit}' of Pennsylvania \n\nMcCarthy, Jeanne H. (2004) \n\nVisiting Assistant Professor of English \nB.S., M.A., Ph.D., Universit}- of \nTexas, Austin \n\n\n\n213 \n\n\n\nDouglas McFarland (1992) \nAssociate Professor of English \nManning M. Pattillo Professor of \n\nUberal Arts \nB.A., Pomona College \nM.A., San Francisco State University \nPh.D., University of California, Berkeley \n\nDeborah Merola (2004) \nAssociate Professor of Theatre \nDirector of the Theatre Program \nB.A., M.A., Ph.D., Universit}^ of \nCalifornia, Berkeley \n\nHolly Middlemis (1999) \nTecturer in Accounting \nB.B.A., M.B.A., Baylor University \nC.P.A., Georgia \n\nJohn C. Nardo (2000) \n\nAssociate Professor of Mathematics \nB.A., Wake Forest University \nM.S., Ph.D., Emory University \n\n\n\nW. Irwin Ray (1986) \n\nDirector of Musical Activities \nB.M., Samford University \nM.C.M., D.M.A., Southern \nBaptist Theological Seminary \n\nBeth Roberts (2000) \n\nVera A. Milner Professor of Education \nDirector of Master of Arts in Teaching  Early \n\nChildhood Education Program \nB.A., M.A.T., Ph.D., Emory Universit}' \n\nAnne Rosenthal (1997) \n\nAssociate Professor of Communication and \n\nKJjetoric Studies \nB.A., Bethel CoUege \nM.A., University of St. Thomas \nPh.D., Purdue University \n\nMichael K. RuHson (1982) \nProfessor of Physics \nB.S., University of Illinois \nM.S., Ph.D., Universit)' of Georgia \n\n\n\nPhilipJ. Neu)ahr(1973) \nProfessor of Philosophy \nB.A., Stanford University \nM.Phil., Ph.D., Yale University \n\nCaroUne R. Noyes (1995) \n\nAssociate Professor of Education \n\nand Psychology \nA.B., Randolph-Macon Woman's \n\nCollege \nM.A., Ph.D., University of Georgia \n\nJohnD. Orme (1983) \nProfessor of Politics \nB.A., University of Oregon \nM.A., Ph.D., Harvard University \n\n\n\nAnne A. Salter (2003) \nDirector of the Eibraty \nB.A., MLn., Emory University \n\nDaniel L. Schadler (1975) \nProfessor of Biology \nA.B., Thomas More CoUege \nM.S., Ph.D., Cornell Universit}- \n\nSeema Shrikhande (2002) \n\nAssistant Professor of Communication \n\nand KJjetoric Studies \nB.A., Elphinstone College - India \nM.A., Bombay University' - India \nM.A., University' of Pennsylvania \nPh.D., Michigan State Universit\\' \n\n\n\nViviana P Plotnik (1994) \nAssociate Professor of Spanish \nLicenciatura, Universidad \n\nde Belgrano - Argentina \nM.A., University of Minnesota \nPh.D., New York University \n\n\n\nW. Bradford Smith (1993) \nAssociate Professor of History \nB.A., Universit}' of Michigan \nPh.D., Emorv Universit\\' \n\n\n\n214 \n\n\n\nRobert Steen (1995) \n\nAssociate Professor of Japanese \n\nB.A., OberHn CoUege \n\nM.A., Ph.D., Cornell University \n\nBrad L. Stone (1982) \nProfessor of Sociology \n\nB.S., M.S., Brigham Young University \nPh.D., Universit}' of lUinois \n\nWilliam F. Straley (1990) \n\nProfessor of Business Administration \n\nand Mathematics \nDirector of Master of Business \n\nAdministration Program \nB.S., M.S., M.B.A., Georgia State \n\nUniversit}' \nPh.D., Auburn Universitv^ \n\n\n\nVictoria L. Weiss (1977) \nProfessor of English \nDirector of Student Success \nB.A., St. Norbert College \nM.A., Ph.D., Lehigh Universit)' \n\nGinger Williams (2000) \n\nlecturer in Education and Director of \n\nField Experiences \nB.S.Ed., Georgia Southern University \nM.Ed., Mercer Universit}^ \n\n\n\nJason M.Wirth (1994) \n\nAssociate Professor of Philosophy \nB.A., College of the Holy Cross \nM.A., Villanova Universit}- \nPh.D., State University- of New York \n\n\n\nLindaJ. Taylor (1975) \nProfessor of English \nA.B., Cornell University \nPh.D., Brown Universit}' \n\n\n\nMonte W Wolf (1978) \nProfessor of Chemistry \nB.S., Universit}' of California \nPh.D., Universit}' of Southern California \n\n\n\nPhiHp D. Tiu (1995) \n\nAssociate Professor of Mathematics \nB.S., Universit}' of San Carlos - \n\nPhilippines \nA.M., Ph.D., Dartmouth College \n\nJ. Dean Tucker (1988) \n\nProfessor and Mack A Rik.ard Chair \nin Economics and Business \nAdministration \nB.S., M.A., Ohio State Universit}' \nPh.D., Michigan State Universit}' \n\n\n\nAlan N. Woolfolk (1989) \nProfessor of Sociology \nDirector of Core Curriculum \nB.S., M.A., Universit}' of \n\nPennsylvania \nM.S., Universit}' of Oregon \nPh.D., Universit}' of Pennsvlvania \n\nPhilip P. Zinsmeister (1 973) \nProfessor of Biology \nB.S., Wittenberg Universit}' \nM.S., Ph.D., Universit\\' of Illinois \n\n\n\nJames M. Turner (1995) \n\nAssociate Professor of Accounting \nB.B.A., University of Georgia \nPh.D., Georgia State Universit}' \n\n\n\n215 \n\n\n\nProfessors Emeriti \n\n\n\nG. Malcolm Amerson (1968) \nJames Edward Oglethorpe \n\nProfessor Emeritus of Biology \nB.S., Berry College \nM.S., Ph.D., Clemson University \n\nKeith E. Baker (1983) \n\nDirector Emeritus of Accounting \n\nStudies \nB.S., Youngstown State University \nM.A., University of Florida \nC.P.A., Georgia \n\nBarbara R. Clark (1971) \nProfessor Emerita of English \nB.A., Georgia State University \nM.A., University of Kansas \nM.P.A., Georgia State University \nPh.D., University of Georgia \nC.P.A., Georgia \n\nCharlton H.Jones (1974) \nProfessor Emeritus of Business \n\nAdministration \nB.S., Universit}' of Illinois \nM.B.A., Ph.D., University of Michigan \n\nNancy H. Kerr (1983) \n\nProvost and Professor Emerita of \n\nPsychology \nB.A., Stanford University \nPh.D., Cornell University \n\nJ. Brien Key (1965) \n\nProfessor Emeritus of History \n\nA.B., Birmingham-Southern College \n\nM.A., Vanderbilt University \n\nPh.D., The Johns Hopkins University \n\nDavid K. Mosher (1972) \n\nProfessor Emeritus of Mathematics \nB.A., Harvard University \nB.S.A.E., Ph.D., Georgia Institute of \nTechnology \n\n\n\nKen Nishimura (1964) \n\nProfessor Emeritus of Philosophy \nA.B., Pasadena College \nM.Div., Asbury Theological Seminar)' \nPh.D., Emory University \n\nPhilip R Palmer (1964) \n\nProfessor Emeritus of Political Studies \nA.B., M.A., University of \nNew Hampshire \n\nWiUiam O. Shropshire (1979) \nProfessor Emeritus of Economics \nB.A., Washington and Lee University \nPh.D., Duke University \n\nT. LavonTalley (1968) \n\nProfessor Emeritus of Education \n\nB.S., M.S., Ed.D, Auburn Universit}' \n\nDavid N. Thomas (1968) \nProfessor Emeritus of History \nA.B., Coker College \n\nM.A., Ph.D., Universit}' of North Carolina \nD.H., Francis Marion College \n\nLouise M. VaUne (1978) \n\nProfessor Emerita of Education \nB.S., Universit}' of Houston \nM.Ed., Universit}' of Georgia \nEd.D, Auburn Universit\\' \n\nMartha H. Vardeman (1966) \nProfessor Emerita of Sociology \nB.S., M.S., Auburn Universit}- \nPh.D., Universit}' of Alabama \n\n\n\n216 \n\n\n\nUniversity Officers \n\n\n\n(Year of appointment in parentheses) \n\n\n\nLarry D. Large (1999) \nPresident \n\nB.S., Portland State University \nM.A., Ph.D., University of Oregon \n\nChristopher Ames (2001) \n\nProvost and Senior Vice President \nB.A., Universit}' of Texas, Austin \nPh.D., Stanford University \n\nJohn A. Boland III (2004) \n\nInterim Vice President for B/isiness \n\nand Finance \nB.S., The Citadel \n\nTimothy Doyle (2003) \n\nVice President for Student Affairs and \n\nDean of Students \nB.A., Wabash CoUege \nM.A., Emory University \n\nManning M. Pattillo Jr. (1975) \nHonorary Chancellor \nB.A., University of the South \nA.M., Ph.D., Universit)' of Chicago \nLL.D., LeMoyne College \nLL.D, St. John's University \nL.H.D., University of Detroit \nL.H.D, College of New Rochelle \nL.H.D., Park College \nLitt.D, St. Norbert College \nD.C.L., The Universit}' of the South \nLL.D, Oglethorpe University' \n\n\n\nDavid J. Rhodes (2003) \nVice President for Enrollment \nB.A., Thiel CoUege \nM.B.A., Heidelberg College \n\nPeter A. Rooney (2004) \n\nVice President for Development and \n\nAlumni Illations \nB.A., Rhodes College \n\nDonald S. Stanton (1988) \nPresident Emeritus \nA.B., Western Maryland CoUege \nM.Div, Wesley Seminary \nM.A., The American University \nEd.D, University of Virginia \nL.H.D, Columbia CoUege \nLL.D, Western Maryland CoUege \nLitt.D, Albion CoUege \nLitt.D, Oglethorpe University \n\n\n\n217 \n\n\n\nAcademic Affairs \n\n\n\nChristopher Ames \n\nProvost and Senior T ^ice President \nB.A., University of Texas, Austin \nPh.D., Stanford University \n\n\n\nNancy A. Keita \nAssistant Registrar \nB.A., M.A., San Francisco State \nUniversity \n\n\n\nSusan A. Bacher \nRegistrar \n\nB.A., Tift CoUege \nM.S.W, University of Georgia \n\nRobert A. Blumenthal \n\nAssociate Provost for Academic Affairs \nProfessor of Mathematics \nB.A., University of Rochester \nPh.D., Washington University \n\nKaren S. Carter \n\nDirector of University College \nB.B.A., Kennesaw State University \nM.P.A., Georgia College and State \nUniversity \n\nTricia Clayton \nReference Librarian \nB.A., University of Virginia \nM.A., M.L.S., Indiana University \n\nJeffrey H. Collins \n\nDirector of Oglethorpe University \n\nStudents Abroad \nB.A., Baylor University \nPh.D., University of Texas, Arlington \n\nM. Christine Foster-Cates \n\nUniversit)' College Academic Advisor \nB.A., Utica College of Syracuse \n\nUniversity \nM.Ed., Seattle University \n\nHolly M. Frey \n\nLibrary Assistant  Technical Services \nB.A., Emory University \n\n\n\nChantae R. King '03 \n\nMedia Coordinator and Faculty \n\nServices Secretary \nB.S., Oglethorpe University' \n\nJoseph M. Knippenberg \nAssociate Provost for Student \n\n\n\nProfessor of Politics \n\nDirector of Rich Foundation Urban \n\nFeadership Program \nB.A., James Madison College of \n\nMichigan State Universit}' \nM.A., Ph.D., Universit}' of Toronto \n\nGina Laney \n\nAssociate Director of University \n\nCollege \nB.S.W, Universit}' of Georgia \nM.S., Georgia State Universit}' \n\nTonia M. Minor \n\nAssistant Director of University College \nB.A., M.A., Virginia Pol}technic Institute \nand State Universit}' \n\nStephanie L. Phillips '90 \n\nLibrary Assistant  Circulation and \n\nInterlibrary Foans \nB.A., Oglethorpe Universit\\' \nM.A., Universit\\' of Vermont \n\nKerry Reid \n\nUniversity College Operations \nCoordinator \n\n\n\n218 \n\n\n\nPenelope M. Rose '65 \n\nUbraty Assistant  Periodicals/ Serials \nB.A., Oglethorpe University \n\nAnne A. Salter \n\nDirector of the Ubrary \n\nB.A., MLn., Emory Universit}^ \n\nJo Ann Santoro \n\nSecretary for Faculty Services \nB.A., WeUesIey CoUege \n\nDavid A. Stockton \n\nTechnical Services Ubrarian \n\nB.A., M.S.L.S., University^ of North \n\nCaroHna \n\nPamela G. Tubesing \n\nAdministrative Assistant to the Provost \n\nand Senior Vice President \nA.B., Indiana University \n\nRoseMary Watkins \n\nDirector of Learning Resources Center \nB.A., University of South Alabama \nE.M.R.A., University of San Francisco \n\nJoanne R. Yendle \n\nUbraty Assistant  Circulation and \n\nArchives Specialist \nA.B., Manhattanville College \n\nJudy Zahn \n\nCirculation Manager \n\nB.S., Dr. Martin Luther College \n\n\n\n219 \n\n\n\nBusiness Affairs \n\n\n\nJohn A. Boland III \n\nInterim Vice President for Business \n\nand Finance \nB.S., The Citadel \n\nGeorgann Billetdeaux \nDirector of Finance \nB.S., University of Pittsburgh \nM.A., College of Notre Dame \nof Maryland \n\nJewel R. Bolen \n\nDirector of Data Processing \n\nKami T. Bush '01 \n\nHelp Desk Specialist in Information \n\nTechnology Services \nB.S., Oglethorpe University \n\nCarol E. Carter \n\nDirector of Human Resources \n\nB.S., Clayton College and State Universit)' \n\nM.S., Troy State University \n\nThomas J. Couch \n\nDirector of Certification Programs \nB.A., Georgia State University \n\nKaren G. Davis \nStaff A.ccountant \n\nRus Drew \n\nDirector of Campus Safety \nB.S., Bellevue University \n\nKate E. Fitzpatrick '01 \nUniversity Receptionist \nB.A.L.S., Oglethorpe University \n\nRenae Glass \n\nOffice Manager for Physical Plant \n\nEric Huret \n\nInternet Services Manager \n\n\n\nDonna F. Johnson \n\nAssistant Director of the Business Office \nJim R. Ledbetter \n\nDirector of the Physical Plant \n\nBetsy Lee \n\nBusiness Manager of Certification Programs \nB.A., University of Georgia \nM.A.C.C, Universit}' of Georgia \n\nVicki Miller \n\nInterim Assistant to che Vice President \nof Business and Finance and the \nDirector of Human Resources \n\nB.A., Georgia State Universit}' \n\nSheryl D Murphy \n\nAssistant Bookstore Manager \nB.A., Drake Universit}' \n\nKathleen D. Nason '99 \n\nAssociate Director of Car?pus Safety \nB.A., Oglethorpe Universit}' \n\nMarcus Pett}' \n\nOperations Supervisor of Campus Safety \nB.A., Clark Atlanta Universit}' \n\nAdrina G. Richard \nDirector of Auxiliary \nServices I Purchasing \nB.A., Georgia State Universit}' \n\nJennifer Richards '04 \n\nServer Administrator in Information \n\nTechnology Services \nA.S., Gordon College \nB.A., Oglethorpe Universits\" \n\nValyncia Smith '04 \n\nBusiness Office Administrator \nB.S., Oglethorpe University' \n\n\n\n220 \n\n\n\nVirginia R. Tomlinson '93 \n\nDirector of Information Technology \n\nServices \nB.A., Oglethorpe University \n\n\n\nCharles M. Wingo \nbookstore Manager \nB.S., Georgia Institute of Technology \n\n\n\nDevelopment and Alumni Relations \n\n\n\nPeter A. Rooney \n\nVice President for Development and \n\nAlumni Relations \nB.A., Rhodes College \n\nAimee Ahmed \n\nDevelopment Officer for \n\nCorporations and Foundations \nB.A., Agnes Scott College \n\nMary Crosby \n\nAlumni Relations Coordinator \nB.A., University of Arizona  \n\nTherese D'Agostino \n\nAssistant to the Yice President for \n\nDevelopment and Alumni Relations \nB.S., Northern Michigan Universit)'- \n\nMark DeLong '03 \n\nGift Processing and Stewardship \n\nManager \nB.A., Oglethorpe University \n\nWilliam T. Doerr \n\nDirector of Development Services \nA.M., Andrew College \nB.A., High Point University \nM.P.A., Columbus State University \n\n\n\nBarbara Bessmer Henry '85 \nDirector of Alumni Relations \nB.B.A., Oglethorpe University \n\nGeorge Kopec \n\nResearch and Records Manager \nB.A., University of Pittsburgh \n\nLindsey S. Mann \n\nCoordinator of Annual Fund \nB.A., Hollins University \n\n\n\n221 \n\n\n\nEnrollment Management \n\n\n\nDavid J. Rhodes \n\nI Ice President for Enrollment \nB.A., Thiel College \nM.B.A., Heidelberg College \n\nPatrick N. Bonones \n\nDirector of Financial Aid \n\nB.P.A., Mississippi State University \n\nAngle Conner \n\nFinancial Aid Coordinator \n\nB.A., University of North Carolina \n\nJanet Grant \n\nAssistant Director of Financial Aid \nA.A., Interboro Institute \n\nDeborah B. Kirby \nAdmission Assistant \nB.A., Southern Adventist University \n\nCarl Lubbe '03 \nAdmission Counselor \nB.A., Oglethorpe University \n\nRuth Meyer \n\nAssistant Director of Admission \nB.A., Lynchburg College \nB.S., Liberty University \n\nKaren Prestage \nProspect Coordinator \nB.S., Grambling State University \n\nTacoma Robinson \n\nAdministrative Assistant to the Vice \nPresident for Enrollment \n\nChristopher R. Summers '03 \nAdmission Counselor \nB.A., Oglethorpe University \n\n\n\n222 \n\n\n\nMarketing and Public Relations \n\n\n\nRebecca A. Whicker \n\nExecutive Director of Marketing and \n\nPublic Relations \nB.S., Kennesaw State University \n\nJ. Heath Coleman '95 \n\nDirector of Conference and Event \n\nPlanning \nB.S., M.B.A., Oglethorpe University \n\nKathleen C. Guy \n\nDirector of Museum Operations \nA.B., Washington University \n\nThomas Namey '02 \n\nExecutive Producer and Editor oj \n\nDigital Media \nB.S., B.A., Oglethorpe University \n\n\n\nLloyd Nick \n\nDirector of Oglethorpe University \n\nMuseum of Art \nB.F.A., Hunter College \nM.F.A., University of Pennsylvania \n\nLisa Reams \n\nSpecial Events Coordinator \nB.S., University of Tennessee \n\n\n\nPresident's Staff \n\n\n\nLarry D. Large \nPresident \n\nB.S., Portland State Universit}^ \nM.A., Ph.D., University of Oregon \n\nJanet H. Maddox \n\nDirector of Institutional Research \nSpecial Assistant to the President \nB.A., Georgia State Universit}' \n\nLa-Shena K. Tatum '02 \nAssistant to the President \nB.B.A., M.B.A., Oglethorpe Universit}^ \n\n\n\n223 \n\n\n\nStudent Affairs \n\n\n\nTimothy M. Doyle \n\nI'^ice President for Student Affairs and \n\nDean of Students \nA.B., Wabash CoUege \nM.A., Emory University \n\nJon Akin \n\nHead Soccer Coach \n\nBA., Saint Leo University \n\nNatalie Dietz '98 \n\nAssistant to the Dean of Students \nB.A., Oglethorpe University \nM.A., University of North Carolina, \nChapel Hill \n\nDenise Gilbert \n\nDirector of Dining Services / Bon Appetit \nB.A., Edinboro University \n\nDaniel Giordano '02 \nHead Volleyball Coach \nB.A., Oglethorpe University \n\nB. Steven Green '92 \nIntramurals Coordinator \nB.A., Oglethorpe University \nB.M., Georgia State University \n\nAdam Grier \nAthletic Trainer \nB.A., Georgia Southern University \n\nCathy Grote \n\nDirector of Health Services \n\nA.A.S., Raymond Walters College \n\nPeter Howell \n\nHead Men 's and Women 's Tennis Coach \nB.A.,Vanderbilt Universit}' \n\n\n\nBonnie L. Kessler \n\nUniversity Psychologist and Director \n\nof the Counseling Center \nB.A., Emory University \nM.A., Georgia State University \nPh.D., Pennsylvania State Universit}' \n\nLisa Litdefield \n\nDirector of Career Services \n\nB.A., Southern Illinois University, \n\nEdwardsviUe \nM.A., M.S., Georgia State University \n\nJoe LoCascio \n\nDirector of Residence Life \n\nB.A., M.S., Syracuse University \n\nCandace Maddox \n\nResidence Ufe Coordinator for Student Actimties \nB.A., M.Ed., Universit\\' of Georgia \n\nJames C. Owen \n\nHead Men's and Women's Golf Coach \n\nB.S., Berry College \n\nM.Ed., Georgia State Universit}' \n\nPhilip Ponder \" \n\nHead Men 's Basketball Coach \nB.A., LaGrange CoUege \n\nRon Sattele ' \n\nHead Women's Basketball Coach \nB.S., Villanova Universir\\' \n\n\n\n224 \n\n\n\nJanelle Smith \n\nAdministrative Coordinator for \n\nStudent Affairs and Freshman Advocate \nA.S., Jackson\\'ille State University \n\nRobert L. Unger \n\nHead Cross Country and Track Coach \nB.A., Lebanon Valley College \nM.A., Universit}' of Chicago \n\nChadwick Yarborough \n\nManager / Technical Director for the \n\nConant Performing Arts Center \nB.A., University of South Carolina \nM.F.A., Ohio Universit)' \n\n\n\n225 \n\n\n\nIndex \n\n\n\nAcademic Advising 70 \n\nAcademic Calendar 4 \n\nAcademic Departments 102 \n\nAcademic Dismissal 73 \n\nAcademic Good Standing 73 \n\nAcademic Load 78 \n\nAcademic Regulations and Policies 69 \n\nAcademic Resource Center 83 \n\nAccess to Student Records 79 \n\nAccounting Programs 102 \n\nAdministration 217 \n\nAdmission 25 \n\nAllied Health Studies 106 \n\nAmerican Smdies Programs 106 \n\nAntivirus Policy 23 \n\nAP (Advanced Placement Credit) 32 \n\nApplication for Admission 26 \n\nApplication for Financial Assistance 40 \n\nArt Programs 107 \n\nAthletics 62 \n\nAdanta Regional Consortium for \n\nHigher Education (ARCHE) 20, 70 \n\nAuditing Courses 75 \n\nBiology Programs 113 \n\nBiopsychology Major , 116 \n\nBoard of Trustees 205 \n\nBusiness Administration Programs 118 \n\nBusiness Administration and \n\nBehavioral Science Major 122 \n\nBusiness Administration and \n\nComputer Science Major 123 \n\nCampus Facilities 17 \n\nCampus Visit 27 \n\nCareer Services 86 \n\nChemistry Programs 124 \n\nClass Attendance 71 \n\nCLEP (College Level Examination \n\nProgram 31 \n\nCommencement Exercises 76 \n\nCommunication and Rhetoric Studies Programs.... 127 \nCommunity' Life - See Student Affairs \n\nComputer Facilities and Services 22 \n\nComputer Science Minor 131 \n\nComputer Use Policy 22 \n\nConant Performing Arts Center 18 \n\nCore Credits for Study Abroad 98 \n\nCore Curriculum 93 \n\nCore Equivalencies for Transfer Students 98 \n\nCounseling Services 59 \n\nCourse Substitutions 74 \n\nCredit by Examination 31 \n\nCross Registration 70 \n\nCrypt of Civilization 13, 19 \n\nDean's List 75 \n\nDegrees 100 \n\n\n\nDegrees With Honors Thesis 77 \n\nDegrees With Latin Academic Honors 76 \n\nDisability Access 18 \n\nDisability' Programs and Services 84 \n\nDiscriminatory and Harassment Policy 63 \n\nDorough Field House 18 \n\nDouble Major Policy 77 \n\nDrop and Add 71 \n\nDual Degree Programs: \n\nArt 112 \n\nEngineering 141 \n\nEnvironmental Studies 146 \n\nEarly Admission 30 \n\nEconomics Programs 133 \n\nEducation Programs 136 \n\nE-mail and Computer Use Policy 22 \n\nEmerson Student Center 18 \n\nEndowed Professorships/Funds 48 \n\nEngineering Program 141 \n\nEnglish Programs 142 \n\nEnvironmental Studies Program 146 \n\nExperiential Education 85 \n\nFaculty 212 \n\nFamily Educational Rights and Privacy Act \n\n(FERPA) 79 \n\nFees and Costs 52 \n\nFinal Examinations \"^4 \n\nFinancial Assistance 35 \n\nFirst- Year Experience 82 \n\nForeign Language Progi'ams 14\"^ \n\nForeign Language Requirement 96 \n\nFraternities 62 \n\nFrench Programs 148 \n\nFresh Focus 82 \n\nFreshman Forgiveness Policy 74 \n\nGeneral Science Courses 151 \n\nGerman Courses 152 \n\nGoodman Hall 18 \n\nGoslinHaU 19 \n\nGrade Appeal Policy 75 \n\nGrading 72 \n\nGraduate Education 137 \n\nGraduation Exercises 76 \n\nGraduation Requirements ^6 \n\nGreek Courses 152 \n\nGreek Organizations 21, 62 \n\nHealth Ser\\nces 58 \n\nHearst HaU 19 \n\nHistory Programs 153 \n\nHistory of C^glethorpe 1 1 \n\nHome Schooled Students 31 \n\nHonor Code 79 \n\nHonors and Awards 65 \n\nHonors Program 86 \n\nHousing and Meals 58 \n\n\n\n226 \n\n\n\nIB (International Baccalaureate Credit) 32 \n\nIndividually Planned Major 158 \n\nIndividually Planned IVIinor 159 \n\nInterdisciplinary Studies 159 \n\nInternational Exchange Partnerships 89 \n\nInternational Students 29, 58 \n\nInternational Studies Major 160 \n\nInternational Studies-Asia \n\nConcentration Major 162 \n\nInternships - See Experiential Education 85 \n\nIntramural and Recreational Sports 62 \n\nJapanese Minor 163 \n\nJoint Enrollment 29 \n\nLatin Academic Honors 76 \n\nLatin Courses 165 \n\nLearning Resources Center 84 \n\nLibrary (I.owry Hall) 20 \n\nLupton HaD 19 \n\nMajor Programs and Requirements 100 \n\nMathematics and Computer Science \n\nMajor 169 \n\nMathematics Programs 166 \n\nMeals 58 \n\nMinor Programs and Requirements 101 \n\nMission 7 \n\nMuseum of Art 19 \n\nMusic Minor 170 \n\nMusic Performance 170 \n\nNational Alumni Association \n\nBoard of Directors 210 \n\nNon-Traditional Students 30 \n\nNormal Academic Load 78 \n\nThe O Book. 59 \n\nOglethorpe Student Association 60 \n\nOglethorpe LIniversit}' Students Abroad \n\n(OUSA) 89 \n\nOrientation 58 \n\nPart-Time Fees 53 \n\nPersonal Development 59 \n\nPhilosophy Programs 171 \n\nPhysics Programs 176 \n\nPolicies: \n\nAntivirus 23 \n\nDisability' Programs and Services 84 \n\nDiscriminatory and Sexual Harassment 63 \n\nDouble Major 77 \n\nE-mail and Computer Use 22 \n\nFreshman Forgiveness 74 \n\nGrade Appeal 75 \n\nRe-activation 73 \n\nResidency Requirement 28, 76, 138 \n\nTuition Refund 53 \n\nPolitics Programs 179 \n\nPre-law Studies 183 \n\nPre-medical Studies 183 \n\n\n\nPreregistration 70 \n\nPresident's Advisory Council 208 \n\nPresidents of the Universit)- 15 \n\nProbation and Dismissal 73 \n\nProfessional Option 184 \n\nPsychology Programs 184 \n\nRe-activation Policy 73 \n\nRe-admission 31 \n\nRefund PoUcy 53 \n\nRegistration 70 \n\nRepetition of Courses 73 \n\nResidence Halls 21 \n\nResidency Requirement 28, 76, 138 \n\nRich Foundation Urban Leadership \n\nProgram 90 \n\nRobinson Hall 20 \n\nSatisfactory/Unsatisfactory Option 74 \n\nSchmidt Sport and Recreation Center 20 \n\nScholarships 42 \n\nSecond Baccalaureate Degree 77 \n\nSemester System 78 \n\nSenior Transitions 83 \n\nSexual Harassment PoUcy 63 \n\nSheffield Alumni Suite 20 \n\nSocial Work Program 189 \n\nSociology Programs 189 \n\nSophomore Choices 82 \n\nSororities 62 \n\nSpanish Programs 193 \n\nSpecial Status Admission 30 \n\nStudent Affairs 57 \n\nStudent Organizations 60 \n\nStudent Re-activation Policy 73 \n\nStudent Rights and Responsibilities 59, 60 \n\nStudy Abroad 89 \n\nTeacher Education Programs 137 \n\nTheatre Programs 196 \n\nTradition, Purpose, and Goals 8 \n\nTraer Residence Hall 21 \n\nTransfer Students 27 \n\nTransient Students 30 \n\nTuition and Costs 51 \n\nTutoring (ARC) 83 \n\nUniversits' College 204 \n\nUniversiU' Officers and Staff. 217 \n\nUrban Leadership Program 90 \n\nWithdrawal from a Course 71 \n\nWithdrawal from the L-niversits' 71 \n\nWomen's and Gender Studies Minor 198 \n\nWriting Minor 201 \n\n\n\n227 \n\n\n\n\nOGLETHORPE \n\n\n\n4484 Peachtree Road, N.E. \n\nAtlanta, GA 30319-2797 \n\n(404)261-1441 \n\n\n\nUNIVERSITY \n\n\n\nB^AA^.cE?'yf \n\n\n\n\nW/NOSOR \n\n\n\n\nDirections to Campus \n\nFrom 1-85 \n\nTake Exit 89, North Druid Hills Road. \nGo north about 2 miles to Peachtree \nRoad and turn right (north). Go about \n1 mile on Peachtree. Oglethorpe is \non the left. \n\n\n\nFrom 1-285 \n\nTake Exit 31 -A, Peachtree Industrial \nBlvd., and go south about 4 miles. \nThe campus is on the right. \nOr, take Exit 29, Ashford-Dunwoody \nRoad, and go south to the end. Turn \nright on Peachtree Road. Oglethorpe \nis on the right. \n\n\n\nLegend for Campus Map \n\n\n\n1. MacConnell Gate House \n\n2. Lupton Hall \n\n3. Phoebe Hearst Hall \n\n4. Crypt of Civilization \n\n5. Goodman Hall \n\n6. Traer Residence Hall \n\n7. Philip Weltner Library \n\n8. Oglethorpe University Museum of Art \n\n9. J. Mack Robinson Hall \n\n10. Goslin Hall \n\n1 1 . Emerson Student Center \n\n\n\n12. Dining Hall 22. \n\n13. Swimming Pool 23. \n\n14. Dempsey Residence Hall 24. \n\n15. Jacobs Residence Hall 25. \n\n16. Alumni Residence Hall 26. \n\n17. Residence Hall 27. \n\n18. Residence Hall 28. \n\n19. Schmidt Residence Hall 29. \n\n20. J. P. Salamone Memorial Soccer Field 30. \n\n21. Lanier House (President's home, 31. \nnot pictured) \n\n\n\nGreek Row \n\nPATH Academy \n\nConant Performing Arts Center \n\nTrack \n\nTennis Courts \n\nDorough Field House \n\nSchmidt Center \n\nAnderson Field (Baseball) \n\nHermance Stadium \n\nMaintenance Building "},{"id":"gaoc_gaocia_oglethorpeuniver0002ogle","title":"Oglethorpe University Bulletin, 2000-2002","collection_id":"gaoc_gaocia","collection_title":"Oglethorpe University collections in the Internet Archive","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, DeKalb County, 33.77153, -84.22641","United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798"],"dcterms_creator":["Oglethorpe University (Atlanta, Ga.)"],"dc_date":["2000"],"dcterms_description":["Oglethorpe University course bulletin of 2000-2002. The bulletin contains information on courses, majors, and student activities."],"dc_format":["application/pdf","image/x-djvu","text/plain"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["Oglethorpe University Bulletin, 2000-2002, Oglethorpe University, 2000"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Private universities and colleges--Georgia--Atlanta"],"dcterms_title":["Oglethorpe University Bulletin, 2000-2002"],"dcterms_type":["Text"],"dcterms_provenance":["Philip Weltner Library. Archives"],"edm_is_shown_by":null,"edm_is_shown_at":["https://archive.org/details/oglethorpeuniver0002ogle"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":null,"dcterms_extent":null,"dlg_subject_personal":null,"iiif_manifest_url_ss":"https://iiif.archive.org/iiif/3/oglethorpeuniver0002ogle/manifest.json","dcterms_subject_fast":null,"fulltext":"Digitized by the Internet Archive \n\nin 2011 with funding from \n\nLyrasis Members and Sloan Foundation \n\n\n\nhttp://www.archive.org/details/oglethorpeuniver0002ogle \n\n\n\n.iiiiiiiiifliiiiiii, ^^ g g \n\n11111111:11 fjrt/PTnAM410s \n\nU ^TI V E R S *\\ T Y \n\nATLANTA \n\n\n\n2000-2002 BULLETIN \n\n\n\nOglethorpe University is accredited by the Commission on Colleges of the South- \nern Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia \n30033-4097; telephone (404) 679-4501) to award bachelor's degrees and master's \ndegrees. The undergraduate and graduate teacher education programs are ap- \nproved by the Georgia Professional Standards Commission. \n\n\n\nOglethorpe makes no distinction in its admission policies or procedures on grounds of age, race, \ngender, religious belief, color, sexual orientation, national origin, or disability. This Bulletin is pub- \nlished by the Office of the Provost, Oglethorpe University. The information included in it is accurate \nfor the 2000-2002 academic years as of the date of publication, July 2000; however, the programs, \npolicies, requirements, and regulations are subject to change as circumstances may require. The listing \nof a course or program in this Bulletin does not constitute a guarantee or contract that it will be offered \nduring the 2000-2002 academic years. Final responsibility for selecting and scheduling courses and \nsatisfactorily completing curriculum requirements rests with the student. \n\n\n\nDirectory of Correspondence \n\nOglethorpe University, 4484 Peachtree Road, N.E., Atlanta, Georgia 30319-2797 \n\n(404)261-1441 \n\n\n\nGeneral College Policy \nAcademic Policy \nAdmission \nAdvancement \n\n\n\nAdult Education \n\n(Evening Classes / Graduate Programs) \n\nAlumni Relations \n\n\n\nCampus Safety \n-Financial Aid/ Scholarships \nFinancial Information \n\nPublic Information and Public Relations \nStudent Records / Transcripts \n\n\n\nStudent Services (Residence Life, \n\nFood, Health, Counseling, Career Services, \n\nExperiential Education) \n\n\n\nLarry D. Large \nPresident \n\nVictoria L. Weiss \nInterim Provost \n\nDennis T. Matthews \n\nDean of Enrollment Management \n\nDiane K. Gray '77 \n\nInterim Vice President for Advancement \n\nRachel Anderson \n\nDirector of University College \n\nAmy D. Zickus '94 \nDirector of Alumni Relations \n\nH. Bernard Potts '96 \n\nDirector of Campus Safety \n\nPatrick N. Bonones \nDirector of Financial Aid \n\nJohn B. Knott, III \n\nExecutive Vice President \n\nConnie L. Pendley '94 \n\nDirector of the Business Office \n\nRobert M. Hill \n\nDirector of Public Relations \n\nPaul S. Hudson '72 \nRegistrar \n\nArtie L. Travis \n\nVice President for Student Affairs and \nCommunity Life \n\n\n\nVisitors \n\n\n\nOglethorpe University welcomes visitors to the campus throughout the year. To \nbe sure of seeing a particular staff or faculty member, visitors are urged to make an \nappointment in advance. Administrative offices are open from 8:30 a.m. to 5:00 \np.m. on weekdays. In addition, appointments are available on Saturday. \n\nAll of the offices of the University can be reached by calling Atlanta (404) 261- \n1441 (switchboard). The Public Relations Office (404) 364-8446 is available for assis- \ntance. The Admission Office can be reached directly by calling (404) 364-8307 in the \nAtlanta calling area or (800) 428-4484 outside of Atlanta. \n\n\n\nTable of Contents \n\n\n\nUniversity Calendar 4 \n\nTradition, Purpose, and Goals 7 \n\nHistory 1 1 \n\nCampus Facilities 17 \n\nAdmission 25 \n\nFinancial Assistance 35 \n\nTuition and Costs 49 \n\nCommunity Life 55 \n\nAcademic Regulations and Policies 67 \n\nEducational Enrichment 79 \n\nThe Core Curriculum 89 \n\nPrograms of Study 95 \n\nBoard of Trustees 195 \n\nPresident's Advisory Council 198 \n\nNational Alumni Association Board of \n\nDirectors 200 \n\nThe Faculty 202 \n\nAdministration 207 \n\nCampus Map 214 \n\nIndex 216 \n\n\n\n\n\nUniv \n\n\nersity Calendar \n\n\nFall Semester, 2000 \n\n\nSat \n\n\nAugust 26 \n\n\nOpening of Residence Halls and Orientation \n\n\nSun \n\n\nAugust 27 \n\n\nOrientation \n\n\nMon \n\n\nAugust 28 \n\n\nOrientation and Testing of New Students; \nRegistration of Returning Students \n\n\nTue \n\n\nAugust 29 \n\n\nRegistration of New Students \n\n\nWed \n\n\nAugust 30 \n\n\nFirst Day of Classes \n\n\nMon \n\n\nSeptember 4 \n\n\nLabor Day Holiday \n\n\nWed \n\n\nSeptember 6 \n\n\nLast Day to Drop or Add a Course; \nEnd of Late Registration \n\n\nMon \n\n\nOctober 9 \n\n\nColumbus Day Holiday \n\n\nFri \n\n\nOctober 20 \n\n\nMid-Term; Last Day to Withdraw from a Course \nwith a \"W\" Grade \n\n\nM-F \n\n\nNovember 13-17 \n\n\nPre-Registration for Spring Semester, 2001 \n\n\nW-S \n\n\nNovember 22-26 \n\n\nThanksgiving Holidays \n\n\nMon \n\n\nNovember 27 \n\n\nClasses Resume \n\n\nMon \n\n\nDecember 1 1 \n\n\nLast Day of Classes \n\n\nTue \n\n\nDecember 12 \n\n\nReading/ Preparation Day \n\n\nW-F \n\n\nDecember 13-15 \n\n\nFinal Examinations \n\n\nM-T \n\n\nDecember 18-19 \n\n\nFinal Examinations \n\n\nSprig \n\n\nig Semester, 2001 \n\n\n\n\nMon \n\n\nJanuary 15 \n\n\nMartin Luther King, Jr. Holiday; Opening \nof Residence Halls \n\n\nTue \n\n\nJanuary 16 \n\n\nOrientation and Registration \n\n\nWed \n\n\nJanuary 17 \n\n\nFirst Day of Classes \n\n\nWed \n\n\nJanuary 24 \n\n\nLast Day to Drop or Add a Course; \nEnd of Late Registration \n\n\nWed \n\n\nFebruary 14 \n\n\nOglethorpe Day Convocation \n\n\nFri \n\n\nMarch 9 \n\n\nMid-Term; Last Day to Withdraw from a Course \nwith a \"W\" Grade \n\n\nSat-S \n\n\nMarch 17-25 \n\n\nSpring Holidays \n\n\nMon \n\n\nMarch 26 \n\n\nClasses Resume \n\n\nM-F \n\n\nApril 9-13 \n\n\nPre-Registration for Summer and Fall \nSemesters, 2001 \n\n\nWed \n\n\nApril 18 \n\n\nHonors and Awards Convocation \n\n\nTue \n\n\nMay 1 \n\n\nLast Day of Classes \n\n\nWed \n\n\nMay 2 \n\n\nReading/Preparation Day \n\n\nTh-F \n\n\nMay 3-4 \n\n\nFinal Examinations \n\n\nM-W \n\n\nMay 7-9 \n\n\nFinal Examinations \n\n\nSat \n\n\nMay 12 \n\n\nCommencement \n\n\n\nFall Semester, 2001 \n\n\n\nSat August 25 \nSun August 26 \nMon August 27 \n\n\n\nTue \n\n\nAugust 28 \n\n\nWed \n\n\nAugust 29 \n\n\nMon \n\n\nSeptember 3 \n\n\nWed \n\n\nSeptember 5 \n\n\nMon \n\n\nOctober 8 \n\n\nFri \n\n\nOctober 19 \n\n\nM-F \n\n\nNovember 12-16 \n\n\nW-S \n\n\nNovember 21-25 \n\n\nMon \n\n\nNovember 26 \n\n\nMon \n\n\nDecember 10 \n\n\nTue \n\n\nDecember 1 1 \n\n\nW-F \n\n\nDecember 12-14 \n\n\nM-T \n\n\nDecember 17-18 \n\n\n\nOpening of Residence Halls and Orientation \n\nOrientation \n\nOrientation and Testing of New Students; \n\nRegistration of Returning Students \nRegistration of New Students \nFirst Day of Classes \nLabor Day Holiday \nLast Day to Drop or Add a Course; \n\nEnd of Late Registration \nColumbus Day Holiday \nMid-Term; Last Day to Withdraw from a Course \n\nwith a \"W\" Grade \nPre-Registration for Spring Semester, 2002 \nThanksgiving Holidays \nClasses Resume \nLast Day of Classes \nReading/Preparation Day \nFinal Examinations \nFinal Examinations \n\n\n\nSpring Semester, 2002 \n\n\n\nMon \n\n\nJanuary 14 \n\n\nTue \n\n\nJanuary 15 \n\n\nWed \n\n\nJanuary 16 \n\n\nMon \n\n\nJanuary 2 1 \n\n\nWed \n\n\nJanuary 23 \n\n\nWed \n\n\nFebruary 13 \n\n\nFri \n\n\nMarch 8 \n\n\nSat-S \n\n\nMarch 16-24 \n\n\nMon \n\n\nMarch 25 \n\n\nM-F \n\n\nApril 8-12 \n\n\nWed \n\n\nApril 17 \n\n\nTue \n\n\nApril 30 \n\n\nWed \n\n\nMay 1 \n\n\nTh-F \n\n\nMay 2-3 \n\n\nM-W \n\n\nMay 6-8 \n\n\nSat \n\n\nMay 11 \n\n\n\nOpening of Residence Halls and Orientation \n\nOrientation and Registration \n\nFirst Day of Classes \n\nMartin Luther King, Jr. Holiday \n\nLast Day to Drop or Add a Course; \n\nEnd of Late Registration \nOglethorpe Day Convocation \nMid-Term; Last Day to Withdraw from a Course \n\nwith a \"W\" Grade \nSpring Holidays \nClasses Resume \nPre-Registration for Summer and Fall \n\nSemesters, 2002 \nHonors and Awards Convocation \nLast Day of Classes \nReading/Preparation Day \nFinal Examinations \nFinal Examinations \nCommencement \n\n\n\nCourses also are offered during several summer sessions. For dates and course offerings, \ncontact the Registrar's Office. \n\n\n\n2000 \n\n\n\n\n\n\nJULY \n\n\n\n\n\n\n\n\n\n\n\n\nAUGUST \n\n\n\n\n\n\n\n\n\n\nSEPTEMBER \n\n\n\n\ns \n\n\nM \n\n\nT W \n\n\nT \n\n\nF \n\n\nS \n\n1 \n\n\nS \n\n\nM \n\n\nT W T \n\n1 2 3 \n\n\nF \n4 \n\n\ns \n\n5 \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF S \n\n1 2 \n\n\n2 \n\n\n3 \n\n\n4 5 \n\n\n6 \n\n\n7 \n\n\n8 \n\n\n6 \n\n\n7 \n\n\n8 9 10 \n\n\n11 \n\n\n12 \n\n\n3 \n\n\n4 \n\n\n5 6 7 \n\n\n8 9 \n\n\n9 \n\n\n10 \n\n\n11 12 \n\n\n13 \n\n\n14 \n\n\n15 \n\n\n13 \n\n\n14 \n\n\n15 16 17 \n\n\n18 \n\n\n19 \n\n\n10 \n\n\n11 \n\n\n12 13 14 \n\n\n15 16 \n\n\n16 \n\n\n17 \n\n\n18 19 \n\n\n3 \n\n\n21 \n\n\n3 \n\n\n3 \n\n\n21 \n\n\n22 3 24 \n\n\n3 \n\n\n2B \n\n\n17 \n\n\n18 \n\n\n19 3 21 \n\n\n22 3 \n\n\n23 \n\n\n24 \n\n\n25 26 \n\n\n27 \n\n\n3 \n\n\n3 \n\n\n27 \n\n\n3 \n\n\n3 3 31 \n\n\n\n\n\n\n24 \n\n\n3 \n\n\n3 27 3 \n\n\n3 3 \n\n\n30 \n\n\n31 \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nOCTOBER \n\n\n\n\n\n\n\n\n\n\nNOVEMBER \n\n\n\n\n\n\n\n\n\n\nDECEMBER \n\n\n\n\nS \n\n\nM \n\n\nT W \n\n\nT \n\n\nF \n\n\nS \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF \n\n\nS \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF S \n\n\n1 \n\n\n2 \n\n\n3 4 \n\n\n5 \n\n\n6 \n\n\n7 \n\n\n\n\n\n\n1 2 \n\n\n3 \n\n\n4 \n\n\n\n\n\n\n\n\n1 2 \n\n\n8 \n\n\n9 \n\n\n10 11 \n\n\n12 \n\n\n13 \n\n\n14 \n\n\n5 \n\n\n6 \n\n\n7 8 9 \n\n\n10 \n\n\n11 \n\n\n3 \n\n\n4 \n\n\n5 6 7 \n\n\n8 9 \n\n\n15 \n\n\n16 \n\n\n17 18 \n\n\n19 \n\n\n3 \n\n\n21 \n\n\n12 \n\n\n13 \n\n\n14 15 16 \n\n\n17 \n\n\n18 \n\n\n10 \n\n\n11 \n\n\n12 13 14 \n\n\n15 16 \n\n\n22 \n\n\n23 \n\n\n24 25 \n\n\n26 \n\n\n27 \n\n\n3 \n\n\n19 \n\n\n3 \n\n\n21 22 3 \n\n\n24 \n\n\n3 \n\n\n17 \n\n\n18 \n\n\n19 3 21 \n\n\n22 3 \n\n\n29 \n\n\n30 \n\n\n31 \n\n\n\n\n\n\n\n\n3 \n\n\n27 \n\n\n3 3 3 \n\n\n\n\n\n\n24 \n31 \n\n\n3 \n\n\n3 27 3 \n\n\n3 3 \n\n\n2001 \n\n\n\n\n\n\nJANUARY \n\n\n\n\n\n\n\n\n\n\nFEBRUARY \n\n\n\n\n\n\n\n\n\n\nMARCH \n\n\n\n\ns \n\n\nM \n\n1 \n\n\nT W \n\n2 3 \n\n\nT \n4 \n\n\nF \n\n5 \n\n\nS \n\n6 \n\n\nS \n\n\nM \n\n\nT W T \n\n1 \n\n\nF \n2 \n\n\nS \n\n3 \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF S \n\n1 2 \n\n\n7 \n\n\n8 \n\n\n9 10 \n\n\n11 \n\n\n12 \n\n\n13 \n\n\n4 \n\n\n5 \n\n\n6 7 8 \n\n\n9 \n\n\n10 \n\n\n3 \n\n\n4 \n\n\n5 6 7 \n\n\n8 9 \n\n\n14 \n\n\n15 \n\n\n16 17 \n\n\n18 \n\n\n19 \n\n\n3 \n\n\n11 \n\n\n12 \n\n\n13 14 15 \n\n\n16 \n\n\n17 \n\n\n10 \n\n\n11 \n\n\n12 13 14 \n\n\n15 16 \n\n\n21 \n\n\n22 \n\n\n23 24 \n\n\n3 \n\n\n3 \n\n\n27 \n\n\n18 \n\n\n19 \n\n\n3 21 3 \n\n\n3 \n\n\n24 \n\n\n17 \n\n\n18 \n\n\n19 3 21 \n\n\n22 23 \n\n\n28 \n\n\n3 \n\n\n30 31 \n\n\n\n\n\n\n\n\n25 \n\n\n3 \n\n\n27 3 \n\n\n\n\n\n\n24 \n\n31 \n\n\n3 \n\n\n3 27 3 \n\n\n3 3 \n\n\n\n\n\n\nAPRIL \n\n\n\n\n\n\n\n\n\n\n\n\nMAY \n\n\n\n\n\n\n\n\n\n\nJUNE \n\n\n\n\nS \n\n\nM \n\n1 \n\n\nT W \n\n2 3 \n\n\nT \n4 \n\n\nF \n5 \n\n\nS \n\n6 \n\n\nS \n\n\nM \n\n\nT W T \n\n1 2 \n\n\nF \n3 \n\n\nS \n4 \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF S \n\n1 \n\n\n7 \n\n\n8 \n\n\n9 10 \n\n\n11 \n\n\n12 \n\n\n13 \n\n\n5 \n\n\n6 \n\n\n7 8 9 \n\n\n10 \n\n\n11 \n\n\n2 \n\n\n3 \n\n\n4 5 6 \n\n\n7 8 \n\n\n14 \n\n\n15 \n\n\n16 17 \n\n\n18 \n\n\n19 \n\n\n3 \n\n\n12 \n\n\n13 \n\n\n14 15 16 \n\n\n17 \n\n\n18 \n\n\n9 \n\n\n10 \n\n\n11 12 13 \n\n\n14 15 \n\n\n21 \n\n\n22 \n\n\n23 24 \n\n\n3 \n\n\n3 \n\n\n27 \n\n\n19 \n\n\n3 \n\n\n21 22 a \n\n\n24 \n\n\n3 \n\n\n16 \n\n\n17 \n\n\n18 19 3 \n\n\n21 3 \n\n\n28 \n\n\n3 \n\n\n30 \n\n\n\n\n\n\n\n\n3 \n\n\n27 \n\n\n3 3 3 \n\n\n31 \n\n\n\n\n3 \n\n3 \n\n\n24 \n\n\n3 3 27 \n\n\n3 3 \n\n\n\n\n\n\nJULY \n\n\n\n\n\n\n\n\n\n\n\n\nAUGUST \n\n\n\n\n\n\n\n\n\n\nSEPTEMBER \n\n\n\n\nS \n\n\nM \n\n\nT W \n\n\nT \n\n\nF \n\n\nS \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF \n\n\nS \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF S \n\n\n\n\n1 \n\n\n2 3 \n\n\n4 \n\n\n5 \n\n\n6 \n\n\n\n\n\n\n1 \n\n\n2 \n\n\n3 \n\n\n1 \n\n\n2 \n\n\n3 4 5 \n\n\n6 7 \n\n\n7 \n\n\n8 \n\n\n9 10 \n\n\n11 \n\n\n12 \n\n\n13 \n\n\n4 \n\n\n5 \n\n\n6 7 8 \n\n\n9 \n\n\n10 \n\n\n8 \n\n\n9 \n\n\n10 11 12 \n\n\n13 14 \n\n\n14 \n\n\n15 \n\n\n16 17 \n\n\n18 \n\n\n19 \n\n\n3 \n\n\n11 \n\n\n12 \n\n\n13 14 15 \n\n\n16 \n\n\n17 \n\n\n15 \n\n\n16 \n\n\n17 18 19 \n\n\n3 21 \n\n\n21 \n\n\n22 \n\n\n23 24 \n\n\n3 \n\n\n3 \n\n\n27 \n\n\n18 \n\n\n19 \n\n\n3 21 3 \n\n\n3 \n\n\n24 \n\n\n22 \n\n\n3 \n\n\n24 3 3 \n\n\n27 3 \n\n\n28 \n\n\n29 \n\n\n30 31 \n\n\n\n\n\n\n\n\n3 \n\n\n3 \n\n\n27 3 3 \n\n\n3 \n\n\n31 \n\n\n3 \n\n\n3 \n\n\n\n\n\n\n\n\n\n\nOCTOBER \n\n\n\n\n\n\n\n\n\n\nNOVEMBER \n\n\n\n\n\n\n\n\n\n\nDECEMBER \n\n\n\n\nS \n\n\nM \n\n\nT W \n\n\nT \n\n\nF \n\n\nS \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF \n\n\nS \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF S \n\n\n\n\n\n\n1 2 \n\n\n3 \n\n\n4 \n\n\n5 \n\n\n\n\n\n\n\n\n1 \n\n\n2 \n\n\n1 \n\n\n2 \n\n\n3 4 5 \n\n\n6 7 \n\n\n6 \n\n\n7 \n\n\n8 9 \n\n\n10 \n\n\n11 \n\n\n12 \n\n\n3 \n\n\n4 \n\n\n5 6 7 \n\n\n8 \n\n\n9 \n\n\n8 \n\n\n9 \n\n\n10 11 12 \n\n\n13 14 \n\n\n13 \n\n\n14 \n\n\n15 16 \n\n\n17 \n\n\n18 \n\n\n19 \n\n\n10 \n\n\n11 \n\n\n12 13 14 \n\n\n15 \n\n\n16 \n\n\n15 \n\n\n16 \n\n\n17 18 19 \n\n\n3 21 \n\n\n20 \n\n\n21 \n\n\n22 23 \n\n\n24 \n\n\n3 \n\n\n3 \n\n\n17 \n\n\n18 \n\n\n19 3 21 \n\n\n3 \n\n\n3 \n\n\n22 \n\n\n23 \n\n\n24 3 3 \n\n\n27 3 \n\n\n27 \n\n\n26 \n\n\n3 30 \n\n\n31 \n\n\n\n\n\n\n24 \n\n\n3 \n\n\n3 27 3 \n\n\n3 \n\n\n3 \n\n\n29 \n\n\n3 \n\n\n31 \n\n\n\n\n2002 \n\n\n\n\n\n\nJANUARY \n\n\n\n\n\n\n\n\n\n\nFEBRUARY \n\n\n\n\n\n\n\n\n\n\nMARCH \n\n\n\n\ns \n\n\nM \n\n\nT W \n\n1 \n\n\nT \n2 \n\n\nF \n3 \n\n\nS \n\n4 \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF \n\n\nS \n\n1 \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF S \n\n1 \n\n\n5 \n\n\n6 \n\n\n7 8 \n\n\n9 \n\n\n10 \n\n\n11 \n\n\n2 \n\n\n3 \n\n\n4 5 6 \n\n\n7 \n\n\n8 \n\n\n2 \n\n\n3 \n\n\n4 5 6 \n\n\n7 8 \n\n\n12 \n\n\n13 \n\n\n14 15 \n\n\n16 \n\n\n17 \n\n\n18 \n\n\n9 \n\n\n10 \n\n\n11 12 13 \n\n\n14 \n\n\n15 \n\n\n9 \n\n\n10 \n\n\n11 12 13 \n\n\n14 15 \n\n\n19 \n\n\n3 \n\n\n21 22 \n\n\n3 \n\n\n24 \n\n\n3 \n\n\n16 \n\n\n17 \n\n\n18 19 3 \n\n\n21 22 \n\n\n26 \n\n\n27 \n\n\n28 3 \n\n\n30 \n\n\n31 \n\n\n\n\n16 \n3 \n\n\n17 \n24 \n\n\n18 19 3 \nS 3 27 \n\n\n21 \n3 \n\n\n3 \n\n\n3 \n\n\n24 \n,31 \n\n\n3 3 27 \n\n\n3 3 \n\n\n\n\n\n\nAPRIL \n\n\n\n\n\n\n\n\n\n\n\n\nMAY \n\n\n\n\n\n\n\n\n\n\nJUNE \n\n\n\n\nS \n\n\nM \n\n\nT W \n\n\nT \n\n\nF \n\n\nS \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF \n\n\nS \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF S \n\n\n\n\n\n\n1 2 \n\n\n3 \n\n\n4 \n\n\n5 \n\n\n\n\n\n\n1 \n\n\n2 \n\n\n3 \n\n\n1 \n\n\n2 \n\n\n3 4 5 \n\n\n6 7 \n\n\n6 \n\n\n7 \n\n\n8 9 \n\n\n10 \n\n\n11 \n\n\n12 \n\n\n4 \n11 \n\n\n5 \n\n12 \n\n\n6 7 8 \n13 14 15 \n\n\n9 \n16 \n\n\n10 \n\n17 \n\n\n8 \n\n\n9 \n\n\n10 11 12 \n\n\n13 14 \n\n\n13 \n\n\n14 \n\n\n15 16 \n\n\n17 \n\n\n18 \n\n\n19 \n\n\n18 \n\n\n19 \n\n\n3 21 3 \n\n\n3 \n\n\n24 \n\n\n15 \n\n\n16 \n\n\n17 18 19 \n\n\n3 21 \n\n\n20 \n\n\n21 \n\n\n22 3 \n\n\n24 \n\n\n3 \n\n\n3 \n\n\n3 \n\n\n26 \n\n\n27 3 3 \n\n\n30 \n\n\n31 \n\n\n22 \n\n\n3 \n\n\n24 3 3 \n\n\n27 3 \n\n\n27 \n\n\n28 \n\n\n3 30 \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n29 \n\n\n3 \n\n\n\n\n\n\n\nTradition, Purpose \nand Goals \n\n\n\n\nOglethorpe derives its institutional purpose from an awareness and apprecia- \ntion of the University's heritage and from an analysis of the needs of contemporary \nsociety. The goals of the educational program and of other component parts of the \nUniversity are based on this sense of institutional purpose. \n\n\n\nThe Oglethorpe Tradition \n\n\n\nOglethorpe University was established in 1835 and named after General James \nEdward Oglethorpe, the founder of Georgia. The University was patterned on \nCorpus Christi College, Oxford, General Oglethorpe's alma mater. Although \ninfluenced by other conceptions of higher education, Oglethorpe University has \nbeen shaped principally by the English tradition of collegiate education, which \nmany observers believe is the finest type produced by Western civilization. \n\nBriefly stated, four characteristics have made this kind of college widely ad- \nmired: \n\n1. Colleges in the English tradition emphasize broad education for intelligent \nleadership. They recognize that this is a more useful undergraduate educa- \ntion for the able young person than technical training for a specific job. \n\n2. Colleges such as Oglethorpe stress the basic academic competencies - read- \ning, writing, speaking, and reasoning - and the fundamental fields of knowl- \nedge - the arts and sciences. These are essential tools of the educated person. \n\n3. Close relationships between teacher and student are indispensable to this \ntype of education. A teacher is not merely a conveyor of information - the \ninvention of the printing press and advances in information technology have \nmade that notion of education obsolete. Rather, the most important func- \ntion of the teacher is to stimulate intellectual activity in the student and to \npromote his or her development as a mature person. \n\n4. A collegiate education is far more than a collection of academic courses. It is \na process of development in which campus leadership opportunities, resi- \ndential life, athletics, formal and informal social functions, aesthetic experi- \nences, and contact with students from other cultures, in addition to classroom \nexercises, all play important roles. Versatility and ability to lead are impor- \ntant goals of this type of undergraduate education. \n\nAnother aspect of Oglethorpe's tradition was contributed by Philip Weltner, \nPresident of the University from 1944 to 1953. Oglethorpe, he said, should be a \ncollege that was \"superlatively good.\" Only at a college with carefully selected \nstudents and faculty, he believed, could young persons achieve their fullest intellec- \ntual development through an intense dialogue with extraordinary teachers. Thus, \na commitment to superior performance is an important element of the Oglethorpe \ntradition. \n\n\n\nPurpose: Education for a Changing Society \n\nWhile an institution may take pride in a distinguished heritage, it is also essen- \ntial that its educational program prepare young people to function effectively in a \ncomplex and rapidly developing society, which places a premium on adaptability. \nPeople in positions of leadership must be able to function effectively in changing \ncircumstances. The broadly educated person, schooled in fundamental principles, \nis best equipped to exercise leadership in a world that is being transformed by high \ntechnology and new information. Oglethorpe emphasizes the preparation of the \nhumane generalist - the kind of leader needed by a complex and changing society. \n\nThe location of the University in the dynamic city of Atlanta offers unique op- \nportunities for students to experience first-hand the relevance of their education \nto the exciting changes that are a part of modern development. Students are \nencouraged to explore the connections between their educational experiences on \ncampus and the challenges that face a city today. Atlanta offers a multitude of \nopportunities for students to see the process and result of change and innovation \nin areas such as government, business, education, cultural affairs, artistic endeav- \nors, international exchanges, transportation, recreation, medical services, science, \nand technology. \n\nOglethorpe University limits its educational program to the arts and sciences, \nbusiness administration, and teacher education. It defines its primary role as the \nconduct of a program of undergraduate education for men and women of supe- \nrior ability who desire a traditional liberal arts college experience. In addition, a \nmaster's degree in teacher education, a master's degree in business administra- \ntion, and an evening undergraduate program are offered as services to the local \ncommunity. All degree programs share a commitment to educational objectives \nfirmly rooted in the liberal arts and dedicated to fostering life-long learning. \n\nGoals \n\nEducators at Oglethorpe expect their graduates to display abilities, skills, intel- \nlectual attitudes, and sensitivities that are related to the University's purpose. The \ncurriculum and extracurricular life are designed to develop the following: \n\n1. The ability to read critically - to evaluate arguments and the evidence, and to \ndraw appropriate conclusions. \n\n2. The ability to convey ideas in writing and in speech - accurately, grammati- \ncally, and persuasively. \n\n3. Skill in reasoning logically and thinking analytically and objectively about \nimportant matters. \n\n4. An understanding of the most thoughtful reflections on right and wrong and \nan allegiance to principles of right conduct, as reflected by Oglethorpe's \nHonor Code. \n\n5. The willingness and ability to assume the responsibilities of leadership in \npublic and private life, including skill in organizing the efforts of other per- \nsons on behalf of worthy causes. \n\n\n\n6. An inclination to continue one's learning after graduation from college and \nskill in the use of books, information technology, and other intellectual tools \nfor that purpose. \n\n7. A considered commitment to a set of career and life goals. \n\n8. An awareness of the increasingly international character of contemporary \nlife and skill in interacting with persons of diverse cultural backgrounds. \n\nIn its dedication to a broad, comprehensive liberal education for each student, \nOglethorpe has created a common set of core courses that invites students to be \nthoughtful, inquisitive, and reflective about the human condition and the world \nsurrounding them. These core courses work together with students' experiences \nin advanced courses in their chosen disciplines to encourage the lifelong \"habit of \nmind\" that is extolled in John Henry Newman's The Idea of a University. Students \nare thus urged to consider carefully what they see, hear, and read, to examine \nquestions from more than one point of view, and to avoid leaping quickly to conclu- \nsions. \n\nAll undergraduate programs also require the student to develop a deeper \ngrasp of one or more fields of knowledge organized coherently as a major. The \nstudent's major may be pursued in a single field, such as biology, economics, or \nEnglish, or it may cut across two or more traditional fields (as an interdisciplinary \nor individually planned major). \n\nThe success of Oglethorpe alumni and students in their subsequent education, \na wide variety of careers, and community life attests to the soundness of this ap- \nproach to education. \n\n\n\n10 \n\n\n\nHistory \n\n\n\n\nOld Oglethorpe University began in the early 1800s with a movement by Geor- \ngia Presbyterians to establish in their state an institution for the training of minis- \nters. For generations, southern Presbyterian families had sent their sons to \nPrinceton College in New Jersey, and the long distance traveled by stage or horse- \nback suggested the building of a similar institution in the South. \n\nOglethorpe University was chartered by the state of Georgia in 1835, shortly \nafter the centennial observance of the state. The college was named after James \nEdward Oglethorpe, the founder of Georgia. Oglethorpe University, which com- \nmenced actual operations in 1838, was thus one of the earliest denominational \ninstitutions in the South located below the Virginia line. The antebellum college, \nwhich began with four faculty members and about 25 students, was located at \nMidway, a small community near Milledgeville, then the capital of Georgia. \n\nThroughout its antebellum existence the Oglethorpe curriculum consisted pri- \nmarily of courses in Greek, Latin, classical literature, theology, and a surprising \nvariety of natural sciences. Oglethorpe's president during much of this period was \nSamuel Kennedy Talmage, an eminent minister and educator. Other notable \nOglethorpe faculty members were Nathaniel M. Crawford, professor of math- \nematics and a son of Georgia statesman William H. Crawford; Joseph LeConte, \ndestined to earn world fame for his work in geology and optics; and James \nWoodrow, an uncle of Woodrow Wilson and the first professor in Georgia to hold \nthe Ph.D. degree. Oglethorpe's most distinguished alumnus from the antebellum \nera was the poet, critic, and musician Sidney Lanier, who graduated in 1860. Lanier \nremained as tutor in 1861 until he, with other Oglethorpe cadets, marched away to \nwar. Shortly before his death, Lanier remarked to a friend that his greatest intellec- \ntual impulse was during his college days at Oglethorpe University. \n\nOld Oglethorpe in effect \"died at Gettysburg.\" During the Civil War its students \nwere soldiers, its endowment was lost in Confederate bonds, and its buildings \nwere used for barracks and hospitals. The school closed in 1862 and afterward \nconducted classes irregularly at the Midway location. In 1870 the institution was \nbriefly relocated in Georgia's postbellum capital of Atlanta, at the site of the \npresent City Hall. Oglethorpe at this time produced several educational innova- \ntions, expanding its curriculum to business and law courses and offering the first \nevening college classes in Georgia. The dislocation of the Reconstruction era proved \ninsurmountable, however, and in 1872 Oglethorpe closed its doors for a second \ntime. \n\nOglethorpe University was rechartered in 1913, and in 1915 the cornerstone to \nthe new campus was laid at its present location on Peachtree Road in north At- \nlanta. Present to witness the occasion were members of the classes of 1860 and \n1861, thus linking the old and the new Oglethorpe University. The driving force \nbehind the University's revival was Dr. Thornwell Jacobs, whose grandfather, Pro- \nfessor Ferdinand Jacobs, had served on the faculty of Old Oglethorpe. Thornwell \nJacobs, who became the Oglethorpe president for nearly three decades, intended \nfor the new campus to be a \"living memorial\" to James Oglethorpe. The distinctive \nGothic revival architecture of the campus was inspired by the honorary alma mater \nof James Oglethorpe, Corpus Christi College, Oxford. The collegiate coat-of-arms, \nemblazoned with three boar's heads and the inscription Nescit Cedere (\"He does \nnot know how to give up\"), replicated the Oglethorpe family standard. For the \ncollege athletic teams, Jacobs chose an unusual mascot - a small, persistent sea- \nbird, which according to legend, had inspired James Oglethorpe while on board \n\n\n\n12 \n\n\n\nship to Georgia in 1732. The Oglethorpe University nickname \"Stormy Petrels\" is \nunique in intercollegiate athletics. \n\nAlthough Presbyterian congregations throughout the South contributed to the \nrevival of Oglethorpe University, the school never re-established a denominational \naffiliation. Since the early 1920s Oglethorpe has been an independent nonsectar- \nian co-educational higher educational institution. Its curricular emphasis contin- \nued in the liberal arts and sciences and expanded into professional programs in \nbusiness administration and education. From the 1920s through the 1940s, the \ninstitution received major contributions from several individuals. Some of the most \nprominent benefactors were: John Thomas Lupton, Coca-Cola bottler from Chat- \ntanooga, Tennessee; Atlanta business community members Harry Hermance and \nMrs. Robert J. Lowry; and publisher William Randolph Hearst. The latter gave to \nOglethorpe a sizable donation of land. In the early 1930s the Oglethorpe campus \ncovered approximately 600 acres, including 30-acre Silver Lake, which was renamed \nLake Phoebe after the publisher's mother, Phoebe Apperson Hearst. \n\nDuring Thornwell Jacobs' tenure he launched several projects which brought \nnational and even international repute to Oglethorpe University. In 1923 Jacobs \ndiscovered the tomb of James and Elizabeth Oglethorpe in Cranham, England. For \nabout a decade Oglethorpe University was involved in major college athletics, and \nthe Stormy Petrels fielded football teams that defeated both Georgia Tech and the \nUniversity of Georgia. Perhaps Oglethorpe's most famous athlete was Luke Appling, \nenshrined in the Major League Baseball Hall of Fame. Dr. Jacobs in the 1930s \nbecame, however, one of the earliest and most articulate critics of misplaced priori- \nties in intercollegiate athletics, and Oglethorpe curtailed development in this area. \nIn the early 1930s Oglethorpe attracted widespread attention with its campus radio \nstation, WJTL, named after benefactor John Thomas Lupton. Oglethorpe's Uni- \nversity of the Air was a notable experiment, which lasted about five years, that \nbroadcast college credit courses on the air waves. Oglethorpe University was one of \nthe first institutions to confer honorary doctorates on national figures in order to \nrecognize superior civic and scientific achievement. Among Oglethorpe's early \nhonorary alumni were Woodrow Wilson, Walter Lippman, Franklin Roosevelt, \nBernard Baruch, Amelia Earhart, and David Sarnoff. \n\nPerhaps the best known of all of Jacobs' innovations was the Oglethorpe Crypt \nof Civilization, which he proposed in the November 1936 issue of Scientific Ameri- \ncan. This prototype for the modern time capsule was an effort to provide, for \nposterity, an encyclopedic inventory of life and customs from ancient times through \nthe middle of the 20th century. The Crypt, sealed in the foundation of Phoebe \nHearst Hall in 1940, is not to be opened until 8113 A.D. It has been hailed by the \nGuiness Book of World Records as \"the first successful attempt to bury a record \nfor future inhabitants or visitors to the planet earth.\" \n\nIn 1944 Oglethorpe University began a new era under Philip Weltner, a noted \nattorney and educator. With a group of faculty associates, Dr. Weltner initiated an \nexciting approach to undergraduate education called the \"Oglethorpe Idea.\" It \ninvolved one of the earliest efforts to develop a core curriculum, with the twin aims \nto \"make a life and to make a living.\" The Oglethorpe core, which was applauded by \nThe New York Times, aimed at a common learning experience for students with \nabout one-half of every student's academic program consisting of courses in \"Citi- \nzenship\" and \"Human Understanding.\" After World War II, Oglethorpe University \nemphasized characteristics it had always cultivated, notably close personal relation- \n\n\n\n13 \n\n\n\nships, in order to be, in Dr. Weltner's words, \"a small college superlatively good.\" \nFrom 1965 through part of 1972 the institution was called Oglethorpe College. But \nthe historical identity of Oglethorpe University was so strong that in 1972 the \noriginal chartered name was re-established. Oglethorpe continued toward its goals \nand in the late 1960s began a facilities expansion program, which created a new \npart of the campus, including a modern student center and residential complex. \n\nBy the 1980s the Carnegie Foundation for the Advancement of Teaching had \nclassified Oglethorpe in the category of Liberal Arts I (now referred to as Baccalau- \nreate [Liberal Arts] Colleges I). These highly selective undergraduate institutions \naward more than half of their degrees in the arts and sciences. By the 1990s the \nUniversity was listed favorably in the Fiske Guide to Colleges, The Princeton Review \nStudent Access Guide, Barron's 300 Best Buys in College Education, National Review \nCollege Guide - America 's Top Liberal Arts Schools and many other guides to selective \ncolleges. \n\nThe student body, while primarily from the South, has become increasingly \ncosmopolitan; in a typical semester, Oglethorpe draws students from about 30 \nstates and 30 foreign countries. The University has established outreach through \nits evening-weekend degree programs; teacher certification and a graduate pro- \ngram in education; a graduate program in business administration; and the \nOglethorpe University Museum. The University is also home to the Georgia \nShakespeare Festival. \n\nAs Oglethorpe University enters the 21st century, it has demonstrated contin- \nued leadership in the development and revision of its core curriculum, with efforts \nfunded by the National Endowment for the Humanities. The historic district of the \n100-acre campus has been designated in the National Register of Historic Places. \nEnrollment is about 1,300 with the plans for controlled growth to about 1,500. \nOglethorpe remains on the forefront of educational innovation, with a curriculum \nthat features interactive learning. The University uses a variety of effective peda- \ngogical techniques: perhaps most notable are the peer tutoring program, class- \nroom learning that is actively connected to contemporary experience through \ninternships and other opportunities for experiential education, and a unique pro- \ngram in urban leadership that invites students to consider ways in which they can \nbecome community leaders for the future. Reflecting the contemporary growth of \nthe city of Atlanta, Oglethorpe has recently developed a distinctive international \ndimension. Students at the University may complement their campus programs \nwith foreign studies at sister institutions in Argentina, France, Germany, Monaco, \nthe Netherlands, Japan, Russia, Mexico, and Ecuador. As Oglethorpe University \ncontinues to grow, academically and materially, it is ever mindful of its distinguished \nheritage and will still remain, in the affectionate words of poet and alumnus Sidney \nLanier, a \"college of the heart.\" \n\n\n\n14 \n\n\n\nPresidents of the University \n\n\n\nCarlyle Pollock Beman, 1836-1840 Donald Wilson, 1956-1957 \n\nSamuel Kennedy Talmage, 1841-1865 Donald Charles Agnew, 1958-1964 \n\nWilliam M. Cunningham, 1869-1870 George Seward, Acting, 1964-1965 \n\nDavid Wills, 1870-1872 Paul Rensselaer Beall, 1965-1967 \n\nThornwell Jacobs, 1915-1943 Paul Kenneth Vonk, 1967-1975 \n\nPhilip Weltner, 1944-1953 Manning Mason Pattillo, Jr., 1975-1988 \n\nJames Whitney Bunting, 1953-1955 Donald Sheldon Stanton, 1988-1999 \n\nLarry Denton Large, 1999- \n\n\n\n15 \n\n\n\nCampus Facilities \n\n\n\n\nOglethorpe University's facilities are generally accessible to physically impaired \nstudents. All buildings on campus are equipped with either ramps or ground-floor \nentry. With the exception of Lupton Hall, the primary classroom and office build- \nings have elevators to all floors. Appointments with faculty members or adminis- \ntrators with inaccessible offices are scheduled in accessible areas. Only three \nclassrooms are not accessible. When appropriate, classes are reassigned so all \nclasses are available to all students. All residence halls include accessible housing \nspace. \n\nSmoking is prohibited in all campus buildings at Oglethorpe University. This \nincludes classrooms, offices, labs, meeting rooms, lounge areas, restrooms, corri- \ndors, stairwells, the Library, the Field House, the Schmidt Center, the Student \nCenter, and any other interior spaces in buildings. An exception to the rule is \nprovided for residents in the privacy of their residence hall rooms. \n\nLowry Hall - Philip Weltner Library \n\nThe Philip Weltner Library is a recently remodeled and expanded facility, which \nincludes a formal reading room with an atrium and an after-hours reading room. In \naddition, there are numerous study rooms and carrels, computers for on-line us- \nage, and an audio-visual room. The Library of Congress classification is used in an \nopen-stack arrangement allowing free access to users on all three floors. \n\nThe collection of over 150,000 volumes includes books, periodicals, and micro- \nforms, as well as audio-visual and machine-readable materials. More than 730 peri- \nodical subscriptions provide a diversified range of current information. \n\nThe library has an on-line catalog and a computerized circulation system to aid \nthe library patron. The library is a member of the library consortium of the Atlanta \nRegional Consortium for Higher Education, and participates in Galileo, a state- \nwide information network. \n\nThe library is open seven days a week during the regular academic year. \n\nOglethorpe University Museum \n\nOglethorpe University Museum, occupying the entire third floor of the Philip \nWeltner Library, opened in the spring of 1993 after extensive renovations of the \nprevious Oglethorpe University Art Gallery. The museum, covering 7,000 square \nfeet, has a comfortable, intimate environment that includes two spacious galleries, \nthe Museum Gift Shop, and offices. It is considered an important cultural addition \nto Atlanta's growing art scene, drawing thousands of visitors each year. \n\nIn addition to the permanent collection, three exhibitions are held each year, \nwhich feature artwork that is international, representational, often figurative and \nspiritual in nature. \n\nRecent exhibitions such as The Mystical Arts of Tibet: Featuring Personal Sa- \ncred Objects of the Dalai Lama and The Grand Tour: Landscape and Veduta \nPaintings, Venice and Rome in the 18th Century have garnered national media \nattention and brought international art experts form around the world to lecture \non campus. \n\nFor Museum hours and exhibit information, call (404) 364-8555. \n\n\n\n18 \n\n\n\nConant Performing Arts Center \n\n\n\nThis new performing arts center, completed in 1997, is a four-story facility lo- \ncated adjacent to the Philip Weltner Library. It provides a permanent home for the \nGeorgia Shakespeare Festival and for classes in theatre and music for Oglethorpe's \nundergraduate liberal arts students. It houses a mainstage theatre with seating for \n500, a lobby, rehearsal and dressing rooms, an area for receptions, offices, and \nshipping and receiving facilities. \n\n\n\nEmerson Student Center \n\n\n\nThe Emerson Student Center is named in honor of William A. and Jane S. \nEmerson, benefactors of the University. As the hub of campus life, the Emerson \nStudent Center houses the cafeteria, the student association office, the student \nnewspaper and yearbook offices, the student post office, a lounge, television area, \nand a snack bar/game room. The administrative offices of the Vice President for \nStudent Affairs and Community Life, the Director of the Student Center, the \nDirector of Residence Life, the Health and Counseling Center, and the Director of \nMusical Activities are also located here. An outdoor swimming pool is adjacent to \nthe building. \n\n\n\nLupton Hall \n\n\n\nLupton Hall, built in 1920 and named in honor of John Thomas Lupton, was \none of the three original buildings on the present Oglethorpe University campus. \nRenovated in 1973 and 1996, it contains primarily administrative offices, faculty \noffices, an auditorium for 300 persons, classrooms, and a computer laboratory. \nAdministrative offices located in Lupton Hall include the President, Executive Vice \nPresident, Provost, Admission, Advancement, Financial Aid, and the Registrar. \n\nThe cast-bell carillon in the Lupton tower has 42 bells, which chime the quarter \nhours. \n\n\n\nHearst Hall \n\n\n\nPhoebe Hearst Hall was built in 1915 in the handsome neo-Gothic architecture \nthat dominates the Oglethorpe campus. The building is named in honor of Phoebe \nApperson Hearst, the mother of William Randolph Hearst, Sr. \n\nIt was renovated in the fall of 1972 as a classroom and faculty office building. \nMost classes, with the exception of science and mathematics, are held in this build- \ning, which is located directly across from Lupton Hall. University College, which \noffers accelerated degree programs and non-credit courses for adult students, is \nlocated on the main level of the building. \n\nThe dominant feature of the building is the beautiful Great Hall, the site of \nmany traditional and historic events at Oglethorpe. Located on the lower level of \nthe building is the University Bookstore and the much-publicized Crypt of Civiliza- \ntion. The capsule was sealed on May 28, 1940 and is not to be opened until May 28, \n8113. \n\n\n\n19 \n\n\n\nGoslin Hall \n\n\n\nGoslin Hall was completed in 1971 and houses the Division of Natural Sciences. \nLecture halls and laboratories for biology, chemistry, and physics are located in the \nbuilding. Goslin Hall was named in honor of Dr. Roy N. Goslin, the late Professor \nEmeritus of Physics, for his many years of dedicated work for the college and the \nnation. A new physics laboratory, made possible by a grant from the Olin Founda- \ntion, was opened in 1979. All laboratories were renovated in 1985. A computer \nlaboratory is also available for student usage. \n\n\n\nGoodman Hall \n\n\n\nGoodman Hall was built in 1956 and renovated in 1970, when it was transformed \nfrom a men's into a women's residence hall. In 1997 it was again renovated to \nprovide housing for the Academic Resource Center, Career Services, Experiential \nEducation, Learning Disabilities Services, and the Rich Foundation Urban Leader- \nship Program. Goodman Hall is also home to faculty offices, the Career Library, a \nresource center for study abroad, the Oglethorpe Cafe, and a computer-training \ncenter with computer laboratories available for student usage. \n\n\n\nTraer Hall \n\n\n\nBuilt in 1969, Traer Hall is a three-story women's residence which houses 168 \nstudents. Construction of the building was made possible through the generosity \nof the late Wayne S. Traer, Oglethorpe University alumnus of the class of 1928. The \ndouble occupancy rooms arranged in suites, open onto a central plaza courtyard. \n\nUpper Residence Hall Complex \n\nSix residence halls are situated around the upper quadrangle. Alumni, Dempsey, \nJacobs, Schmidt, and Trustee Halls, constructed in 1968, house both men and \nwomen. All rooms on the first and second floors are suites with private entrances \nand baths. Rooms on the third floor are traditional residence hall floors with a \ncommon bathroom. \n\nOpened in the spring of 1996, the new residence hall is coed, non-smoking, and \naccommodates 73 students. It is designed as a more traditional facility with a central \nentrance and two-, three-, and four-person suites off central hallways. \n\n\n\nFaith Hall \n\n\n\nAn art studio, classrooms, and offices are located on the upper level of Faith Hall. \n\nDorough Field House \n\nThe R.E. Dorough Field House is the site of intercollegiate basketball and volley- \nball and large campus gatherings such as concerts and commencement exercises. \nBuilt in 1960, the structure underwent major renovation in 1979. The building is \nnamed for the late R. E. Dorough, a former Trustee of the University. \n\n\n\n20 \n\n\n\nSteve Schmidt Sport 8c Recreation Center \n\nDedicated in 1995, the Schmidt Center is a 22,000 square-foot addition to Dorough \nField House. The Center has basketball and volleyball courts, a running track, \nseven offices, a conference room, locker rooms, a weight room, handball courts, a \ntraining room, and an entrance lobby. The facility is used primarily for recreation \nand intramural sports. The Center is named for Stephen J. Schmidt, Oglethorpe \nUniversity alumnus of the class of 1940 and long-time member of the Board of \nTrustees, who personally led the fund-raising effort for the addition. \n\nOutdoor Athletic Facilities \n\nIntercollegiate soccer is played on the Oglethorpe soccer field, located behind \nthe upper residence hall complex. Intercollegiate baseball is played on Anderson \nField between Hermance Stadium and Dorough Field House. Six tennis courts are \nadjacent to the field house and below them is a six-lane, all-weather LayKold track. \nThere is an outdoor volleyball court (sand) behind the upper residence hall com- \nplex. \n\nComputer Facilities and Services \n\nEvery residence hall room, faculty office, and appropriate staff office has a \nconnection to the Oglethorpe computer network and through that intranet to the \ngreater world of the Internet with all its resources. Access is also available to \nstudents through computers located in the library, Goslin, Lupton and Goodman \nHalls. Through the OUNet users can also connect to the Voyager Library System, \nwhich provides access to the library's catalog and to Galileo, the Georgia Library \nLearning Online services of the University System of Georgia. The Galileo system \nprovides access to databases containing bibliographical information, summaries, \nand in many cases, access to full text of articles and abstracts. \n\nE-mail and Computer Use Policy \n\nA policy has been established to ensure the proper use of Oglethorpe University's \ncomputer, network and telecommunication resources and services by its students, \nemployees, independent contractors, and other computer users. All individuals \nhave the responsibility to use computer resources in an efficient, effective, ethical, \nand lawful manner. The policy, rules, and conditions apply to all users of computer, \nnetwork and telecommunication resources and services, wherever the users are \nlocated. Violations of this policy may result in suspension without notice of privi- \nleges to use the resources and services, disciplinary action, including possible \ntermination, and/or legal action. \n\nOglethorpe University has the right, but not the duty, to monitor any and all \naspects of the computer and network systems, including employee and student \ne-mail, to ensure compliance with this policy. The University has the right to use \ninformation gained in this way in disciplinary or criminal proceedings. The comput- \ners and computer accounts in use by employees and students are to assist them in \nthe performance of their jobs and in attaining their educational goals. Employees \nand students should not have an expectation of privacy in anything they create, \nsend, or receive on their network-attached computers. The computer, network and \n\n21 \n\n\n\ntelecommunication systems belonging to Oglethorpe University are for University \nbusiness and educational purposes. Any other use in conflict with these purposes \nis not permitted. \n\nComputer users are governed by the following provisions, which apply to all use \nof computer and telecommunication resources and services. Computer and tele- \ncommunication resources and services include, but are not limited to, the follow- \ning: host computers, file servers, workstations, standalone computers, laptops, \nsoftware, and internal or external communications networks (Internet, commercial \nonline services, bulletin board systems, and e-mail systems) that are accessed di- \nrectly or indirectly from Oglethorpe University's computer facilities. This policy \nmay be amended or revised periodically as the need arises. \n\nThe term \"users,\" as used in this policy, refers to all employees, students, inde- \npendent contractors, and other persons or entities accessing or using Oglethorpe \nUniversity's computer, network and telecommunication resources and services. \n\n1. Users must comply with all copyrights laws and fair use provisions, software \nlicenses, and all other state and federal laws governing intellectual property. \nInappropriate reproduction and/or distribution of copyright music, mov- \nies, computer software, text, images, etc. is strictly prohibited. \n\n2. The electronic mail system shall not be used for \"broadcasting\" of unsolic- \nited mail (unless authorized by the department chair or unit head) or for \nsending chain letters. Fraudulent, harassing, obscene, or other unlawful \nmaterial may not be sent by e-mail or other form of electronic communica- \ntion or displayed on or stored in Oglethorpe University's computers. \n\n3. Users should use the same care in drafting e-mail and other electronic \ndocuments as they would for any other written communication. Anything \ncreated on the computer may, and likely will, be reviewed by others. \n\n4. Users may not install software onto their individual computers (faculty and \nstaff), lab computers or the network without first receiving express authori- \nzation to do so from Network Resources. \n\n5. Users shall not forward e-mail to any other person or entity without the \nexpress permission of the sender. \n\n6. Users should not alter or copy a file belonging to another user without first \nobtaining permission from the owner of the file. The ability to read, alter or \ncopy a file belonging to another user does not imply permission to read, \nalter or copy that file. \n\n7. The computer, network and telecommunication resources and services of \nOglethorpe University may not be used for the transmission, creation or \nstorage of commercial activity, personal advertisements, solicitations, pro- \nmotions, destructive programs (viruses and/or self-replicating code), politi- \ncal material, or any other unauthorized or personal use. \n\n8. Users are responsible for safeguarding their passwords for the system. \nIndividual passwords should not be printed, stored online, or given to oth- \ners. Users are responsible for all transactions made using their passwords. \n\n9. A user's ability to connect to other computer systems through the network \ndoes not imply a right to connect to those systems or to make use of those \nsystems unless specifically authorized by the operators of those systems. \n\n\n\n22 \n\n\n\n10. Entry into a system, including the network system, by individuals not specifi- \ncally authorized or attempts to circumvent the protective mechanisms of any \nUniversity system are prohibited. Deliberate attempts to degrade system \nperformance or capability, or attempts to damage systems, software or intel- \nlectual property of others are prohibited. \n\n11. Any network activity that impedes the flow of network traffic or diminishes \nthe availability of resources to other users is strictly prohibited. \n\n12. Oglethorpe University is not responsible for the actions of individual users. \n\nUse of Oglethorpe's computer, network and telecommunication resources and \nservices constitutes acceptance of this E-mail and Computer Use Policy. \n\n\n\n23 \n\n\n\nAdmission \n\n\n\n\nThe admission policy of Oglethorpe University is based on an individual selec- \ntion process. Throughout its history, Oglethorpe has welcomed students from all \nsections of the country, as well as from abroad, as candidates for degrees. It is the \npolicy of the Admission Committee to select for admission to the University appli- \ncants who present strong evidence of purpose, maturity, scholastic ability, and \nprobable success at Oglethorpe. Applicants wishing to enroll in the evening credit \nprogram may refer to a brief description of University College in the Programs of \nStudy section of this Bulletin or consult the University College Bulletin available from \nthe University College Office (404) 364-8383. \n\n\n\nFreshman Applicants \n\n\n\nAdmission to the undergraduate division of the University may be gained by \npresenting evidence of successful completion of secondary school work in the form \nof results from the College Entrance Examination Board's Scholastic Assessment \nTest (SAT) or the results from the American College Testing Program Assessment \n(ACT); and, by submitting a letter of recommendation, and completing an applica- \ntion essay. \n\nArrangements to take the SAT or ACT may be made through a secondary \nschool guidance counselor or by writing directly to one of the testing agencies. For \nSAT write to College Board, Box 592, Princeton, New Jersey 08540, or Box 1025, \nBerkeley, California 90701. For ACT write to American College Testing Program, \nP.O. Box 451, Iowa City, Iowa 52240. It is to the applicant's advantage to take one of \nthe tests in the junior year of high school. \n\nApplicants should normally have or be in the process of completing a secondary \nschool program including appropriate courses in English, social studies, math- \nematics, and science. While an admission decision is typically based on a partial \nsecondary school transcript, a final transcript must be sent to the Admission Of- \nfice by the candidate's school, showing evidence of academic work completed and \nofficial graduation. \n\nThe Oglethorpe application contains a recommendation form and a list of other \nmaterials, which must be submitted by the applicant. No application will be consid- \nered and acted upon until the items indicated have been received. \n\nStudents mav choose from either Early Action or Regular Decision admission. \n\n\n\nApplication Procedure \n\n\n\nAll correspondence concerning admission should be addressed to the Admis- \nsion Office, Oglethorpe University, 4484 Peachtree Road N.E., Atlanta, Ceorgia \n30319-2797 or via e-mail at admission@oglethorpe.edu. Comprehensive admis- \nsion information can also be found at www.oglethorpe.edu/admission. After \nreceiving an application form, the applicant should complete and return it with an \napplication fee of $30. Students may also apply online. Links to application proce- \ndures and the online application may be found at www.oglethorpe.edu/admission. \n\nEntering freshmen must submit the following: an application essay, official high \nschool transcripts, standardized test scores (SAT/ ACT), and a recommendation \nform completed by a high school counselor or teacher. Achievement tests, portfo- \nlios, or videos are not required for admission purposes but will be considered if \n\n\n\n26 \n\n\n\nsubmitted. Interviews and campus visits are strongly recommended. If, upon re- \nview of an applicant's file, it is felt that further information would be helpful (i.e. \nmid-year grades), the student will be notified. \n\nTransfer students must submit the completed application form, essay and rec- \nommendation form with the $30 application fee, official transcripts from each \ncollege attended, and certification of good academic standing at the most recent or \npresent college. High school transcript and test scores are also required if less than \n24 semester hours of college credit have been completed. \n\nWhen a student has completed the application process, the Dean of Enrollment \nManagement and/or the Admission Committee will review the application. If ac- \ncepted, the student will be required to submit an enrollment deposit to reserve \naccommodations for the appropriate semester. Residence hall students submit a \ndeposit of $200, commuters $100. While the deposit is not refundable, it is appli- \ncable toward tuition and fees. \n\n\n\nEarly Action \n\n\n\nEarly Action allows students who have a strong interest in the University to apply \nearly and receive a quick response. Completed applications with supporting mate- \nrials must be postmarked by December 15. Notification letters will be mailed no \nlater than January 2 unless the Admission Committee requires additional informa- \ntion. Early Action students who are admitted and indicate an interest in scholar- \nships will be considered prior to Regular Decision candidates. (Please note that \nearly action is non-binding). A non-refundable deposit is due by May 1. \n\n\n\nRegular Decision \n\n\n\nRegular Decision enables students to apply at any time. Applications will be \nreviewed on a rolling basis beginning immediately after Early Action reviews (late \nDecember) and continuing as long as space in the class is available. Notification \nletters will typically be mailed within two weeks of completion unless additional \ninformation is needed. A non-refundable deposit is due by May 1. \n\n\n\nCampus Visit \n\n\n\nWhile not a requirement of the admission process, the candidate is urged to \nvisit the campus and explore the academic and leadership opportunities that en- \ncompass the Oglethorpe tradition of a collegiate education. \n\nAdditional information may be obtained by contacting the Admission Office \n(404) 364-8307 in the Atlanta calling area or (800) 428-4484 from other locations. \nComprehensive campus visit information as well as a virtual tour can be found at \nwww.oglethorpe.edu/admission/campusvisit. \n\nTransfer Students and Transfer Policies \n\nStudents who wish to transfer to Oglethorpe from other regionally accredited \ncolleges are welcome to apply, provided they are in good standing at the last insti- \ntution attended. They are expected to follow regular admission procedures and \n\n\n\n27 \n\n\n\nwill be notified of the decision of the Admission Committee in the same manner \nthat freshmen are notified. \n\nMost financial aid awards and scholarships are available to transfer students as \nwell as first-time freshmen. \n\nThe same application information is required of the transfer student as for the \nentering freshman, although high school records and test scores are not required \nof students having at least 24 semester hours of transferable credit. \n\nTransfer students must submit transcripts of all current and previous college \nwork. A separate official transcript from each college attended must be received \nbefore any action will be taken on the application. \n\nOglethorpe University will accept as transfer credit courses comparable to Uni- \nversity courses that are applicable to a degree program offered at Oglethorpe. \nAcceptable work must be shown on an official transcript and must be completed \nwith a grade of \"C\" or better. Oglethorpe does not accept a \"D\" grade as transfer \ncredit, unless a student has graduated from an accredited junior college, or a \"D\" \ngrade is followed by a \"C\" grade or better in a normal sequence course (e.g., \nGeneral Biology I and II). \n\nTransfer students on probation or exclusion from another institution will not \nbe accepted. \n\nTransfer students must have a minimum grade-point average of 2.5 (on a 4.0 \nscale) to be considered for admission. \n\nTransfer students who have earned an associate degree at a regionally accred- \nited junior college will be awarded two years of credit. Junior college graduates with \nstrong academic records are encouraged to apply for admission. \n\nOglethorpe University will accept as many as 30 hours of United States Armed \nForces Institute (USAFI) credit. \n\nStudents who hold the R.N. credential from an appropriately accredited institu- \ntion are awarded credit for their arts and sciences courses. To earn a bachelor's \ndegree, the student must complete the core curriculum, a major, and other appli- \ncable requirements. \n\nThe maximum total number of semester hours that may be transferred into \nOglethorpe is 80. A minimum of 48 semester hours must be earned through course \nwork at Oglethorpe in order for an Oglethorpe degree to be awarded, with 32 of \nthe last 64 hours earned in residence (see Residency Requirement). \n\nCredits earned at post-secondary institutions accredited by the six regional \naccrediting bodies (e.g., Southern, Middle States, New England, etc., Associations) \nwill be accepted. \n\nCourses taken at schools accredited by national crediting bodies (e.g., Associa- \ntion of Independent Schools and Colleges, American Association of Bible Col- \nleges, etc.) may be credited. In these cases, student transcripts will be evaluated on \nan individual basis. Actual catalog course descriptions and relevant course syllabi \nshould be provided by the student. The Registrar will determine whether or not \ncourses are to receive transfer credit. \n\nCourses recognized by the American Council on Education (ACE) may be cred- \nited by the Registrar. Programs not recognized by ACE will not be given credit. \n\nA maximum of 32 semester hours may be earned through College Level Exami- \nnation Program (CLEP tests). Maximum credit for Advanced Placement tests (AP \ntesting) is also 32 semester hours. Please consult the section, Credit by Examina- \ntion, on the following pages. \n\n\n\n28 \n\n\n\nIn all cases, only 80 semester hours may be earned outside of Oglethorpe Uni- \nversity through any of the means described above. At least 48 semester hours must \nbe earned in course work for which Oglethorpe credits are granted. \n\nA minimum of 16 semester hours of a major must be in course work taken at \nOglethorpe University. (For teacher education majors, please refer to education \nrequirements in this Bulletin.) A minimum of 12 semester hours of a minor must be \nin course work taken at Oglethorpe. For education majors, these requirements \nmust be fulfilled before student teaching. \n\nTransfer students should note that only work completed at Oglethorpe is re- \nflected in the Oglethorpe grade-point average, and transfer work is not included in \ndetermination for Latin academic honors. To be eligible for academic honors, the \nstudent must complete 68 or more hours at Oglethorpe. \n\nInternational Students \n\nAdmission to Oglethorpe is open to qualified students from all countries. Stu- \ndents who are able to provide evidence of suitable academic background, ad- \nequate financial resources, and seriousness of purpose are eligible to apply. \n\nAll students from countries where English is not the native language must meet \none of the following requirements to be considered for admission: \n\n1. Complete level 109 from an ELS, Inc. language center. \n\n2. Score a minimum of 550 on the TOEFL - or 213 on the computer-based test \n(Test of English as a Foreign Language). \n\n3. Score 480 or more on the verbal section of the International Scholastic \nAssessment Test. \n\n4. Have a combined 2.5 grade-point average with no grade below a \"C\" in \ntwo English composition courses from an AACRAO (American Associa \ntion of Collegiate Registrars and Admissions Officers) accredited college or \nuniversity. \n\n5. Earn a grade of \"C\" or better in G.C.E. or G.S.C.E. examinations or their \nequivalent. \n\nAn international student's secondary school credentials are subject to the ac- \nceptance criteria stated for his or her country in the AACRAO world education \nseries, governed by the National Council on the Evaluation of Foreign Educational \nCredentials, 1717 Massachusetts Avenue, N.W., Washington, D.C. 20036. \n\nAll students from nations where English is the native language must have one of \nthe following to be considered for admission: \n\n1. A combined SAT score of 1000, with at least 480 on the verbal section. \n\n2. An ACT score of at least 2 1 . \n\n3. Above-average scores on the \"A\" and/or \"O\" level examinations in British \nsystem schools or their equivalent in Northern Ireland or Scotland. \n\n\n\nJoint Enrollment Students \n\n\n\nStudents who have attainedjunior or higher standing in their secondary schools \nmay apply for enrollment in suitable courses offered at the University. \n\nAdmission to the joint enrollment program will depend upon an assessment by \n\n\n\n29 \n\n\n\nappropriate personnel of the student's secondary school and by Oglethorpe ad- \nmission personnel. \n\nIn general, the candidate must have the social maturity to benefit from a colle- \ngiate experience and possess a \"B\" or higher grade-point average along with a \ncombined score of 1 140 or higher on the Scholastic Assessment Test or its equiva- \nlent. A student seeking admission should write or call the Joint Enrollment Coun- \nselor in the Admission Office at Oglethorpe to receive an application. Normally no \nmore than four courses may be taken as a joint enrollment student. \n\nEarly Admission (Early Entrance) \n\nA gifted student of unusual maturity whose high school record shows excellent \nacademic performance through the junior year in a college preparatory program, \nand whose score on a standardized assessment test is high, may submit his or her \napplication for admission to the University for enrollment after the junior year in \nhigh school. The candidate should have the support of his or her parents in writing \nsubmitted with the application. A strong recommendation from the high school is \nexpected, and the candidate must come to campus for a personal interview with a \nsenior admission officer. \n\nTransient Students \n\nTransient students may take any course offered by the University, provided that \nthey secure permission from their current institution certifying that the institution \nwill accept for transfer credit the academic work done by the student at Oglethorpe. \nThis permission is the responsibility of the transient student. \n\nA letter of good standing or a current transcript must be sent to the Admission \nOffice before a transient student can be accepted. \n\n\n\nSpecial Status Admission \n\n\n\nSpecial Status Admission is designed for students who wish to take a limited \nnumber of post-baccalaureate classes at Oglethorpe, or for non-traditional stu- \ndents who desire to begin college course work prior to being admitted to a degree- \nseeking program. \n\nStudents may be admitted to Oglethorpe's undergraduate day program as a \nspecial status candidate if they meet one of the following criteria: \n\n1. They are at least 25 years of age and at least five years removed from their \nlast educational experience. \n\n2. They have graduated from another accredited college or university. Under \nthe program, students may enroll for a maximum of 16 semester hours. \nIndividuals desiring to enroll for additional courses must apply as regular, \ndegree-seeking candidates. \n\nTo apply for Special Status Admission, students must submit a completed appli- \ncation form, a $30 non-refundable application fee, and proof of their last educa- \ntional experience or a copy of their college diploma. \n\nSpecial status students are not eligible for financial assistance. \n\n\n\n30 \n\n\n\nHome School Students \n\n\n\nStudents who have completed high school graduation requirements under a \nhome school program may be considered for admission if the following informa- \ntion is provided: \n\n1. Above average SAT or ACT scores. \n\n2. A portfolio recording all high school work completed (including courses \nstudied, textbooks, assignments, and extracurricular achievements). \n\n3. A personal interview with a senior admission officer. \n\n4. Two recommendations. \n\n5. An accredited home school transcript (if applicable). Oglethorpe \nreserves the right to require the GED. \n\n\n\nCredit by Examination \n\n\n\nThere are three testing programs through which students may earn credit for \nrequired or elective courses. Any student who has questions about these examina- \ntions should consult the Registrar. No more than 32 semester hours of credit will be \naccepted from each of the programs described below. \n\nCollege Level Examination Program - CLEP \n\nWithin the CLEP testing program are two categories. The General Examina- \ntions cover the areas of English Composition, Humanities, Mathematics, Natural \nScience, and Social Science and History. Oglethorpe University does not award \ncredit for the General Examinations in English Composition, Natural Science, Math- \nematics, or Social Science and History. Minimum acceptable scores are 500 for each \ngeneral area and 50 in each sub-total category. The Subject Examinations are de- \nsigned to measure knowledge in a particular course. A minimum acceptable score \nof 50 on a Subject Examination is required for credit. The Oglethorpe Registrar \nshould be contacted concerning which Subject Examinations may lead to credit at \nOglethorpe. \n\nCLEP examinations normally are taken before the student matriculates at \nOglethorpe. Only under special circumstances will credit be awarded for an exami- \nnation taken after the student completes his or her first semester at Oglethorpe \nUniversity. A maximum of four semester hours will be awarded for each examina- \ntion. A maximum of 32 semester hours may be earned with acceptable CLEP \nscores. \n\nAll students are required to take placement examinations in mathematics and \nforeign languages (if they plan to take a course in these areas or subjects) and are \nplaced accordingly. \n\nAdvanced Placement and International Baccalaureate Programs \n\nThe University encourages students who have completed Advanced Placement \nexaminations of the College Entrance Examination Board to submit their scores \nprior to enrollment for evaluation for college credit. Please contact the Office of \nAdmission or the Registrar's Office for the appropriate course of action to be \ntaken in order to receive credit for AP exams. The general policy of Oglethorpe \ntoward such scores is the following: Academic credit will be given in the appropriate \n\n\n\n31 \n\n\n\narea to students presenting Advanced Placement grades of 3, 4, or 5; neither credit \nnor exemption will be given for a grade of 2; maximum credit allowed to any \nstudent for Advanced Placement tests will be 32 semester hours. Specific policies \nare indicated in the chart which follows. These are subject to change at any time. \n\nStudents who have studied in an approved International Baccalaureate Pro- \ngram (IB) are also encouraged to apply for credit based on scores earned, and \nshould contact the Office of Admission or the Registrar's Office to learn how to \nreceive credit for IB exams. Scores must be 5, 6, or 7 on the Higher Level Exam to \nbe considered for college credit. Sophomore standing may be awarded to students \nwho complete the IB diploma and obtain a total of 33 points or better for the full \nprogram, assuming all examination scores are 4 or better, and no Higher Level \nExam score is below 5. \n\nAll students are required to take placement examinations in mathematics and \nforeign languages (if they plan to take a course in these areas or subjects) and are \nplaced accordingly. \n\nADVANCED PLACEMENT and INTERNATIONAL \nBACCALAUREATE CREDIT CHART \n\nAccepted Examination Grades (unless stated otherwise) \nAP: 3, 4, 5 / IB (Higher Level Exam): 5, 6, 7 \n\n\n\nAP Exam \n\n\n\nSemester \n\nHours \n\nAwarded \n\n\n\nCourse Equivalents \n\n\n\nArt \n\n\n\nStudio \nHistory \n\n\n\nART 101 Introduction to Drawing \nCOR 104 Art and Culture \n\n\n\nBiology \nChemistry \n\n\n\nGEN 102 Natural Science: The Biological Sciences \nGEN 101 Natural Science: The Physical Sciences \n\n\n\nComputer Science' \n\nGrade 4 or 5 AP \n\n\n\nCSC 241 Introduction to Computer Science \nUsing Visual BASIC \u0026 CSC 243 Principles of \nComputer Programming in C++ \n\n\n\nGrade 3 AP \n\n\n\nEnglish \n\nLanguage \u0026 Composition \n\nGrade 4 or 5 AP, 6 or 7 IB 4 \nGrade 3 AP or 5 IB 4 \n\n\n\nCSC 241 Introduction to Computer Science Using \nVisual BASIC \n\n\n\nEconomics \n\n\n\n\n\n\nMicroeconomics \n\n\n4 \n\n\nECO 121 Introduction to Economics \n\n\nMacroeconomics \n\n\n4 \n\n\nElective Credit \n\n\n\nElective Credit \n\nEssay will be evaluated by English faculty \n\n\n\nLiterature 8c Composition \n\nGrade 4 or 5 AP. 6 or 7 IB 4 \nGrade 3 AP or 5 IB 4 \n\n\n\nElective Credit \n\nEssay will be evaluated by English faculty \n\n\n\n32 \n\n\n\n\n\nFrench \n\nLanguage \nLiterature \n\n\n8 \n\n8 \n\n\nFRE 101, FRE 102 Elementary French I \u0026 II \nGeneral credit in French \n\n\nGerman \n\nLanguage \nLiterature \n\n\n8 \n8 \n\n\nGER 101, GER 102 Elementary German I \u0026 II \nGeneral credit in German \n\n\nGovernment 1 \n\n\n4 \n\n\nPOL 101 Introduction to American Politics \n\n\nHistory \n\nAmerican \nEuropean \n\n\n4 \n4 \n\n\nElective Credit \nElective Credit \n\n\nLatin \n\n\n8 \n\n\nLAT 101, LAT 102 Elementary Latin I 8c II \n\n\nMathematics \n\nCalculus AB \nCalculus BC \n\n\n4 \n8 \n\n\nMAT 131 Calculus I \n\nMAT 131, MAT 132 Calculus I 8c II \n\n\nMusic 1 \n\nTheory \nAppreciation \n\n\n4 \n4 \n\n\nMUS 231 Music Theory I \nCOR 103 Music and Culture \n\n\n\nPhysics 1 \n\nPhysics B \nPhysics C \n\n\n\n8 \n\n10 \n4 \n\n\n\nPHY 101, PHY 102 General Physics I 8c II \nPHY 201, PHY 202 College Physics 1 8c II \nGEN 101 Natural Science: The Physical Sciences \n\n\n\nPsychology 1 \n\n\n\nPSY 101 Psychological Inquiry \n\n\n\nSpanish \n\nLanguage \nLiterature \n\n\n\nSPN 101, SPN 102 Elementary Spanish I \u0026 II \nGeneral credit in Spanish \n\n\n\n'Credit for the IB exam will be determined through discussion with the faculty within the \nappropriate academic field. Any exams not included in this chart should be brought to the \nattention of the Registrar, and the appropriate faculty members will determine credit. \n\n\n\n33 \n\n\n\nFinancial \nAssistance \n\n\n\n\nPrograms \n\nOglethorpe University offers a variety of strategies and resources to help make \nthe cost of an Oglethorpe education affordable. Both need-based aid and awards \nbased on academic achievement are available. All families are urged to complete \nthe Free Application for Federal Student Aid (FAFSA) regardless of their income \nlevels. The University's financial aid professionals will then have the information \nnecessary to discuss all options available to parents and students. The Free Appli- \ncation for Federal Student Aid (FAFSA) is the approved needs-analysis form by \nwhich students may apply for the following need-based programs: Federal Pell \nGrant, Federal Supplemental Educational Opportunity Grant, Federal Perkins Loan, \nFederal Work-Study, Federal Stafford Loan, Leveraging Educational Assistance \nProgram, and the Oglethorpe Need-based Grant. After the family submits the \nFAFSA to the federal processor, the school will receive from the processor an \nInstitutional Student Information Record (ISIR). Upon acceptance to the Univer- \nsity and receipt of the student's ISIR, Oglethorpe's financial aid professionals will \nprepare a comprehensive financial aid package, which may include assistance from \nany one or more of the following sources: \n\nJames Edward Oglethorpe Scholarships provide tuition, room and board for \nfour years of undergraduate study, if scholarship criteria continue to be met. \nRecipients are selected on the basis of an academic competition held on campus in \nthe spring of each year. Students must have a combined SAT score of at least 1300 \n(ACT 30), a 3.6 or higher cumulative grade-point average, and a superior record of \nleadership in extracurricular activities either in school or in the community. For \napplication procedures and deadlines, contact the Admission Office. \n\nOglethorpe Scholars Awards (OSA) Scholarships (including Presidential Schol- \narships, Oxford Scholarships, University Scholarships, and Lanier Scholarships) \nare based on achievement and available to entering students with superior aca- \ndemic ability. A fundamental aim of Oglethorpe University is to prepare students \nfor leadership roles in society. One way of promoting this purpose is to give special \nrecognition to students who demonstrate superior academic abilities as under- \ngraduates. Scholarships range from $3,500 to $10,500. \n\nRecipients of funds from this program are expected to maintain specified levels \nof academic achievement and make a significant contribution to the Oglethorpe \ncommunity. Each award is for one year but can be renewed on the basis of an \nannual evaluation of academic and other performance factors by the Director of \nFinancial Aid. See Endowed Scholarships and Annual Scholarships sections below \nfor additional honorary designation of these funds. \n\nOglethorpe Christian Scholarships are awarded to freshmen who are resi- \ndents of Georgia and who demonstrate active participation in their churches. Aca- \ndemic qualifications for consideration include SAT scores of 1 100 or higher and a \nsenior class rank in the upper 25 percent. Awards range up to $ 1,500 per academic \nyear. Recipients are required to maintain a 3.0 cumulative grade-point average and \nengage in a service project during the academic year. For application procedures \nand deadlines, contact the Admission Office or the Office of Financial Aid. \n\nFederal Work-Study Program (FWSP) permits a student to earn part of his or \nher educational expenses. The earnings from this program and other financial aid \n\n\n\n36 \n\n\n\ncannot exceed the student's financial need. Students eligible for this program work \npart time primarily on the Oglethorpe campus. A limited number of community \nservice positions are available at locations near the campus. \n\nGeorgia Tuition Equalization Grants (GTEG) are available for Georgia resi- \ndents who attend full time and seek their degrees at Oglethorpe. The program was \nestablished by an act of the 1971 Georgia General Assembly. The Georgia Student \nFinance Commission specifies, in part, the objective of the program is to \"promote \nthe private segment of higher education in Georgia by providing non-repayable \ngrant aid to Georgia residents who attend eligible independent colleges and uni- \nversities in Georgia. All students must complete an application and verify their \neligibility for the grant. In the 1999-2000 school year, this grant was $1,000 per \nacademic year. Financial need is not a factor in determining eligibility. A separate \napplication and proof of residency is required. \n\nHOPE Scholarships of $ 1 ,500 per semester are available to Georgia residents \nwho have graduated from an eligible high school in 1996 or later, with at least a 3.0 \ngrade-point average. Additional requirements are required of high school gradu- \nates in 2000 or later. Georgia residents who do not qualify under these guidelines \nbut have now attempted 30 or more semester hours (45 quarter hours) with a 3.0 \ngrade-point average or higher may also be eligible. Applicants must be registered \nas full-time, degree-seeking students at a participating Georgia private college or \nuniversity. Students entering the HOPE Scholarship program for the first time \nafter attempting 30 or 60 semester hours should be aware that their grade-point \naverage is calculated to include all attempted hours taken after high school gradu- \nation. Recipients of the Scholarship are required to maintain a 3.0 or higher cumu- \nlative grade-point average for reinstatement. For more information, contact the \nHOPE Scholarship Program (770) 724-9030 or 1-800-546-HOPE, or the Office of \nFinancial Aid at Oglethorpe University. \n\nHOPE Promise Teacher Scholarships provide forgivable loans to high-achiev- \ning students who aspire to be teachers in Georgia public schools. Students must \nhave a minimum grade-point average of 3.6, be academically classified as a junior, \nand be accepted for enrollment into a teacher education program leading to initial \ncertification. For more information, contact the HOPE Scholarship Program (770) \n724-9030 or 1-800-546-HOPE, or the Office of Financial Aid at Oglethorpe Univer- \nsity. \n\nHOPE Teacher Scholarships provide forgivable loans to individuals seeking \nadvanced education degrees in critical shortage fields of study. The student must \nbe a legal resident of Georgia and be admitted for regular admission into graduate \nschool and into an advanced degree teacher program leading to certification in a \ncritical shortage field. For more information, contact the HOPE Scholarship Pro- \ngram (770) 724-9030 or 1-800-546-HOPE, or the Office of Financial Aid at Oglethorpe \nUniversity. \n\nThe Leveraging Educational Assistance Program (LEAP), formerly the Stu- \ndent Incentive Grant (SIG) program, is one of need-based grants for qualified \nGeorgia residents to enable them to attend eligible post-secondary institutions of \ntheir choice in the state. The grant awards are designed to provide only a portion \nof the student's resources in financing the total cost of a college education. A \nstudent should complete the FAFSA for consideration. \n\n\n\n37 \n\n\n\nThe Federal Pell Grant is a federal aid program that provides non-repayable \nfunds to eligible students. Eligibility is based upon the results from the FAFSA. \n\nFederal Supplemental Educational Opportunity Grants (FSEOG) are awarded \nto undergraduate students with exceptional financial need. Priority is given to \nFederal Pell Grant recipients and does not require repayment. \n\nOglethorpe Need-based Grants are available to full-time day undergraduate \nstudents who demonstrate financial need by completing the FAFSA. Oglethorpe \nNeed-based Grants in conjunction with federal, state, private, or institutional assis- \ntance cannot exceed the student's financial need. \n\nFederal Perkins Loans are long-term, low-cost educational loans to students \nwho have demonstrated need for such assistance. Priority is given first to sopho- \nmore, junior, or senior students. Interest is charged at a five percent annual rate \nbeginning nine months after the borrower ceases to be at least a half-time student \n(a minimum course load of six semester hours). Information regarding repayment \nterms, deferment and cancellation options are available in the Office of Financial \nAid. \n\nFederal Stafford (Subsidized and Unsubsidized) Loans are long-term loans \navailable through banks, credit unions, and other lending institutions. Students \nmust submit the FAFSA and be attending at least half-time to receive consider- \nation. A separate loan application is also required. Information regarding repay- \nment terms, deferment and cancellation options are available in the Office of \nFinancial Aid. \n\nFederal PLUS Loans are relatively long-term loans available through banks, \ncredit unions, and other lending institutions. Parents desiring to seek a loan from \nthis program should consult with the Office of Financial Aid for additional infor- \nmation. \n\nChoral Music Scholarships (Performance) are awarded annually to incoming \nstudents pursuing any degree offered at Oglethorpe who demonstrate exceptional \nachievement in choral singing or keyboard accompanying. Candidates must be \nnominated with a letter of recommendation by the conductor of their choral en- \nsemble on a special form obtainable from the Director of Musical Activities at \nOglethorpe. If the nomination warrants, the candidate will be offered an audition \nand interview session on campus to complete the qualifying process. \n\nPlaymakers Scholarships (Performance) are awarded annually to current stu- \ndents who have demonstrated exceptional ability in the area of dramatic perfor- \nmance and a strong commitment to Oglethorpe's theatre program. Awards are \nbased on ability, not financial need. \n\nThe Lavinia Cloud Pretz Annual Music Scholarship is provided through the \ngenerosity of James and Sharon Bohart in memory of Mrs. Pretz. Mrs. Pretz was a \nformer member of the Oglethorpe President's Advisory Council and the Art Gal- \nlery Council. The scholarship is to be awarded to an outstanding student in the \nmusic program. \n\nNote: Dual-degree students in art and engineering may not use Oglethorpe \nassistance to attend other institutions. \n\n\n\n38 \n\n\n\nAcademic Policies Governing Student \nFinancial Aid \n\nApplicants for federal aid, state grants, or institutional need-based programs \nmust be making satisfactory progress toward the completion of their degree re- \nquirements and be in good academic standing with the University in order to \nreceive financial aid consideration. Students must meet at least the following re- \nquirements: \n\n1. Satisfactory Completion Ratio - Students must satisfactorily complete at \nleast 75 percent of the cumulative course work attempted at Oglethorpe \nUniversity. Unsatisfactory grades that count against the student's progress \nare: \n\nD - If a \"C-\" or better is required for the major \n\nF - Failure \n\nFA - Failure by Absence \n\nW/NG - Withdrew/No Grade \n\nWF - Withdrew Failing \n\nI - Incomplete \n\nU - Unsatisfactory \n\nAU - Audit \n\n2. Repeated Courses - Courses that are being repeated will not be considered \nwhen determining financial aid eligibility unless a grade of at least a \"C\" is \nrequired to fulfill the degree requirements. The student must notify the \nOffice of Financial Aid if a course is being repeated. \n\n3. Good Academic Standing and Maximum Time Frames - Students must \nremain in good academic standing by achieving the minimum cumulative \ngrade-point average and by completing their degree requirements within \nthe maximum time frames listed below: \n\n\n\nNumber of Hours \n\n\nMinimum Cumulative \n\n\nMaximum Years to \n\n\nEarned \n\n\nGrade-Point Average \n\n\nComplet \n\n\ne Program * \n\n\n0-24 \n\n\n1.50 \n\n\n\n\n1 \n\n\n25-35 \n\n\n1.50 \n\n\n\n\n2 \n\n\n3648 \n\n\n1.75 \n\n\n\n\n2 \n\n\n49-64 \n\n\n1.75 \n\n\n\n\n3 \n\n\n65-72 \n\n\n2.00 \n\n\n\n\n3 \n\n\n73-96 \n\n\n2.00 \n\n\n\n\n4 \n\n\n97-120 \n\n\n2.00 \n\n\n\n\n5 \n\n\n121-144 \n\n\n2.00 \n\n\n\n\n5 \n\n\n\nStudents who earn over 144 hours will not be eligible for financial aid \nunless approved through the appeal process. \n\n\n\n* Based upon full-time enrollment. The maximum time frame for students enrolled \npart time will be pro-rated. \n\n\n\n39 \n\n\n\n4. Academic Standing Consistent with Graduation Requirements - Students \nwho have completed their second academic year (measured as a period of \ntime, not grade level) must maintain at least a 2.0 cumulative grade-point \naverage in order to be academically consistent with Oglethorpe University's \ngraduation requirements. \n\n5. Annual Review - The satisfactory progress requirements will be reviewed at \nthe completion of each spring semester. If the student is not meeting these \nrequirements, written notification will be sent to the student placing them \non \"Financial Aid Probation\" for the fall semester. The student may con- \ntinue to receive aid during this probationary period but will be encouraged \nto enroll in summer session courses at Oglethorpe University in order to \nmake up the deficiency. Any student who is not in compliance with the \nrequirements by the end of the fall probationary period will not be eligible \nfor financial aid for the spring or subsequent sessions until the require- \nments are met or a written appeal is submitted and approved. \n\n6. Appeal Process - If significant mitigating circumstances have hindered a \nstudent's academic performance and the student is unable to make up the \ndeficiencies by the end of the financial aid probationary period, the student \nmay present those circumstances in a written appeal to the Admission and \nFinancial Aid Committee. Documentation to support the appeal, such as \nmedical statements, should also be presented. The appeal should be sub- \nmitted to the Office of Financial Aid by the first of the month in order to \nreceive consideration at the month's committee meeting. The student will \nbe notified in writing if the appeal has been approved or denied. \n\n\n\nApplication Procedure \n\n\n\nStudents applying for the Georgia Tuition Equalization Grant and HOPE Schol- \narship programs must submit a Georgia Tuition Equalization Grant Application \nwhich may be obtained from a high school counselor or the Office of Financial Aid. \n\nStudents meeting the requirements for an Oglethorpe Scholars Award (OS A) \nare considered for such based on their admission application. Students applying \nfor an Oglethorpe Christian Scholarship must complete the appropriate scholar- \nship application, which may be obtained from the Admission Office or the Office \nof Financial Aid. \n\nThe application procedures for the Federal Pell Grant, Federal Supplemental \nEducational Opportunity Grant, Federal Perkins Loan, Oglethorpe Need-based \nGrant, Federal Stafford Loan, Federal Work-Study Program, and Leveraging Edu- \ncational Assistance Program are as follows: \n\n1. Apply and be admitted as a regular degree-seeking student. \n\n2. Complete the Free Application for Federal Student Aid (FAFSA) after Janu- \nary 1, but no later than May 1. Families should make a copy of the FAFSA \nbefore mailing it to the federal processor and submit the copy to Oglethorpe's \nOffice of Financial Aid for an early estimate of financial aid eligibility. The \noriginal FAFSA may also be mailed to Oglethorpe for electronic submission \nto the federal processor. Oglethorpe's Federal Code is 001586. \n\n\n\n40 \n\n\n\n3. Once the FAFSA has been received and processed by the federal processor, \nan Institutional Student Information Record (ISIR) will be sent to the Office \nof Financial Aid. \n\n4. Keep copies of all federal income tax returns, etc. as these documents may \nbe required in order to verify the information provided on the FAFSA. \n\n5. Complete Oglethorpe's Financial Aid Application, which is available from \nthe Office of Financial Aid. \n\n6. Transfer students must submit a Financial Aid Transcript from the most \nrecent college, university, vocational-technical school, etc. attended, if less \nthan one semester has passed since attending that institution and regard- \nless of whether or not financial aid was received. \n\n7. New students who wish to be considered for the Federal Work-Study Pro- \ngram must complete the Student Employment Application form in the Of- \nfice of Financial Aid. \n\n8. If eligible for a Federal Stafford Loan or Federal PLUS Loan, a promissory \nnote must be completed. Contact the Office of Financial Aid for more \ninformation. \n\nFederal Aid Eligibility Requirements \n\n1. Demonstrate financial need (exception: Federal Unsubsidized Stafford Loan \nand Federal PLUS Loan programs). \n\n2. Have a high school diploma or a General Education Development (GED) \ncertificate or pass an independently administered test approved by the U.S. \nDepartment of Education. \n\n3. Be enrolled as a regular degree-seeking student in an eligible program \n(exception: Teacher Certification students). \n\n4. Be a U.S. citizen or eligible noncitizen. \n\n5. Generally, have a social security number. \n\n6. Register with Selective Serv ice, if required. \n\n7. Must not owe a refund on any grant or loan; not be in default on any loan or \nhave made satisfactory arrangements to repay any defaulted loan; and not \nhave borrowed in excess of the loan limits, under Title IV programs, at any \ninstitution. \n\n8. Make satisfactory academic progress. Refer to the Academic Policies Gov- \nerning Student Financial Aid. \n\n9. May not be a member of a religious community, society, or order who by \ndirection of his or her community, society or order is pursuing a course of \nstudy at Oglethorpe, and who receives support and maintenance from his \nor her community, society, or order. \n\n\n\nPayment of Awards \n\n\n\nAll awards, except Federal Work-Study earnings, and some Federal Stafford \nLoans, and Federal PLUS Loans, are disbursed to students by means of a direct \ncredit to their account. Each semestcY credit of awards is dependent upon final \napproval of the Director of Financial Aid. Only when a student's file is complete \ncan aid be credited to the account. \n\n\n\n41 \n\n\n\nRenewal of Awards \n\n\n\nRenewal applications for all programs are available from the Office of Financial \nAid. Students must meet the eligibility requirements indicated above and file the \nappropriate applications for each program. The preferred deadline for receipt of \na completed financial aid file is May 1. Applicants whose files become complete \nafter this time will be considered based upon availability of funds. \n\nFor renewal of the Oglethorpe Scholars Award, all students must maintain a \ncumulative grade-point average consistent with good academic standing. A 3.2 or \nhigher grade-point average is required for renewal of a James Edward Oglethorpe \nscholarship. \n\nStudents who fail to meet the cumulative grade-point average requirement may \nattend Oglethorpe's summer school program in order to make up deficiencies. \nCourses taken elsewhere will not affect the cumulative grade-point average at \nOglethorpe. \n\nIn addition to the cumulative grade-point average requirement, students must \nearn at least 24 semester hours during the current academic year. Students who are \ndeficient in the number of hours required might attend summer school at \nOglethorpe. Students also have the option of submitting a written appeal to the \nAdmission and Financial Aid Committee. \n\nStudents who meet the scholarship renewal criteria will have their awards auto- \nmatically renewed for the next academic year. \n\n\n\nEndowed Scholarships \n\n\n\nOglethorpe Scholars may receive special recognition of their outstanding achieve- \nment by being named as an endowed or annual scholar. Selection of this honorary \ndesignation is based upon the criteria outlined below: \n\nThe Marshall A. and Mary Bishop Asher Endowed Scholar: Funding was estab- \nlished by the Asher family in 1988. Both Mr. Asher and the late Mrs. Asher are \nalumni (classes of 1941 and 1943 respectively) and both served for many years as \nTrustees of the University. The scholarship is awarded to a superior student in \nscience. \n\nThe Earl Blackwell Endowed Scholar: Funding was established by Earl Blackwell, \ndistinguished publisher, playwright, author, and founder of Celebrity Services, \nInc., headquartered in New York. The scholarship is awarded to deserving stu- \ndents with special interest in English, journalism, or the performing arts. Mr. \nBlackwell was a 1929 graduate of the University. \n\nThe Miriam H. and John A. Conant Endowed Scholar: Funding was estab- \nlished by Mr. and Mrs. John A. Conant. The Conants are long-time benefactors of \nOglethorpe, and Mrs. Conant serves as a Trustee of the University. Scholarships \nare awarded annually to superior students with leadership ability. \n\nThe Estelle Anderson Crouch Endowed Scholar: This funding is the first of \nthree scholarships given by Mr. John W. Crouch, class of 1929 and a former Trustee \nof the University. This scholarship was established in memory of Mrs. Estelle Ander- \nson Crouch, the mother of John Thomas Crouch, class of 1965. Mrs. Crouch died \nin 1960. It is awarded annually without regard to financial need to students who \nhave demonstrated high academic standards. \n\n\n\n42 \n\n\n\nThe Katherine Shepard Crouch Endowed Scholar: Funding is given in memory \nof Mrs. Katherine Shepard Crouch by Mr. John W. Crouch and is awarded annually \nbased upon academic achievement. \n\nThe Cammie Lee Stow Kendrick Crouch Endowed Scholar: This funding is \nthe third scholarship endowed by Mr. Crouch and is awarded annually based upon \nacademic achievement in honor of Mrs. Cammie Lee Stow Kendrick Crouch. Mr. \nand Mrs. Crouch were classmates at Oglethorpe and graduates in the class of 1929. \n\nThe Karen S. Dillingham Memorial Endowed Scholar: Funding was estab- \nlished by Mr. and Mrs. Paul L. Dillingham in loving memory of their daughter. Mr. \nDillingham is a former Trustee and later served for several years as a senior admin- \nistrator of the University. The scholarship is to be awarded each year to an able and \ndeserving student. \n\nThe R. E. Dorough Endowed Scholar: Funding was established by a gift from \nMr. Dorough's estate. Scholarships from this fund are awarded to able and deserv- \ning students based on the criteria outlined in his will. Mr. Dorough was a former \nTrustee of the University. \n\nThe William A. Egerton Memorial Endowed Scholar: Funding was established in \n1988. Professor Egerton was a well-liked and highly respected member of the \nOglethorpe faculty from 1956 to 1978 and influenced the lives of many students. \nAlumni Franklin L. Burke '66, Robert B. Currey '66, and Gary C. Harden '69, do- \nnated the initial funds and were especially helpful in encouraging other alumni and \nfriends to assist in establishing this endowed scholarship fund in memory of Profes- \nsor Egerton. The scholarship is awarded to a student with strong academic record \nand demonstrated leadership skills who is majoring in business administration. \n\nThe Henry R. \"Hank\" Frieman Endowed Scholar: Funding was established by \nMr. Frieman, class of 1936. An outstanding athlete during his college days at \nOglethorpe, Mr. Frieman spent a career in coaching. He is a member of the \nOglethorpe Athletic Hall of Fame. This scholarship is awarded annually based on \nacademic achievement, leadership qualities, demonstrated need, and a special in- \nterest in sports. \n\nThe Charles A. Frueauff Endowed Scholar: Funding was established by grants \nfrom the Charles A. Frueauff Foundation of Little Rock, Arkansas. Scholarship \npreference is given to able and deserving students from middle-income families \nwho do not qualify for governmental assistance. The criteria for selection also \ninclude academic ability and leadership potential. \n\nThe Lu Thomasson Garrett Endowed Scholar: Funding was established in \nhonor of Lu Thomasson Garrett, class of 1952 and a former Trustee of the Univer- \nsity. Preference for awarding scholarships from this fund is given to students who \nmeet the criteria for an Oglethorpe Scholars Award and are majoring in education \nor business administration. \n\nThe Walter F. Gordy Memorial Endowed Scholar: Funding was established in \n1994 with a bequest from the Estate of William L. Gordy, class of 1925. Walter \nGordy was also an alumnus of Oglethorpe University, class of 1924. The scholarship \nfund was increased in 1995 with a bequest from the Estate of Mrs. William L. \n(Helene) Gordy. Scholarships from this fund are awarded at the discretion of the \nUniversity. \n\nThe Bert L. and Emory B. Hammack Memorial Scholar: This funding is one of \nthree scholarships established by gifts from their brother, Mr. Francis R. Hammack, \nclass of 1927. This scholarship, established in 1984, is awarded annually to a senior \n\n\n\n43 \n\n\n\nclass student majoring in science or mathematics, who is a native of Georgia and \nhad the highest academic grade-point average of all such students who attended \nOglethorpe University in their previous undergraduate years. \n\nThe Francis R. Hammack Scholar: Established in his own name in 1990, this \nfunding is the second endowed financial assistance program by Mr. Hammack, \nclass of 1927. It is to be awarded annually to a needy but worthy student who is a \nnative of Georgia, a junior class member majoring in English, and who has attended \nOglethorpe University in his or her previous undergraduate years. \n\nThe Leslie U. and Ola Ryle Hammack Memorial Scholar: Funding of this third \ngift was established in 1985 in memory of his parents by Francis R. Hammack, class \nof 1927. It is awarded annually to a junior class student, working toward the Bach- \nelor of Business Administration degree, who is a native of Georgia and who had \nthe highest academic grade-point average of all such students who attended \nOglethorpe University in their previous undergraduate years. \n\nThe Ira Jarrell Endowed Scholar: Funding was established in 1975 to honor the \nlate Dr. Jarrell, former Superintendent of Atlanta Schools and an Oglethorpe gradu- \nate. It is awarded annually in the fall to a new student who is a graduate of an \nAdanta public high school and who is studying in the field of teacher education. \nShould there be no eligible applicant, the award may be made to an Atlanta high \nschool graduate in any field, or the University may award the scholarship to any \nworthy high school graduate requiring assistance while working in the field of \nteacher education. \n\nThe Lowry Memorial Scholar: Funding is awarded annually to full-time stu- \ndents who have maintained a 3.3 grade-point average. \n\nThe Vera A. Milner Endowed Scholar: Funding was established by Belle Turner \nCross, class of 1961 and a Trustee of Oglethorpe, and her sisters, Virginia T. Rezetko \nand Vera T. Wells, in memory of their aunt, Vera A. Milner. The scholarship is \nawarded annually to a full-time student planning to study at Oglethorpe for the \ndegree of Master of Arts in Early Childhood Education. Eligibility may begin in the \nundergraduate junior year at Oglethorpe. Qualifications include a grade-point \naverage of at least 3.25, a Scholastic Assessment Test or Graduate Record Examina- \ntion score of 1 100, and a commitment to teaching. \n\nThe National Alumni Association Endowed Scholar: Funding was established \nin 1971 by the Association's Board of Directors. The scholarship is awarded annu- \nally to an Oglethorpe student based upon financial need, scholarship, and qualities \nof leadership. \n\nThe Oglethorpe Christian Endowed Scholar: Funding was established by a \ngrant from an Atlanta foundation which wishes to remain anonymous. The fund \nalso has received grants from the Akers Foundation, Inc., of Gastonia, North \nCarolina; the Clark and Ruby Baker Foundation of Atlanta; and the Mary and E. P. \nRogers Foundation of Atlanta. Recipients must be legal residents of Georgia and \nhave graduated from Georgia high schools. High school applicants must rank in \nthe top quarter of their high school classes and have Scholastic Assessment Test \nscores of 1100 or more; upperclassmen must have a grade-point average of 3.0. \nApplicants must submit a statement from a local minister attesting to their reli- \ngious commitment, active involvement in local church, Christian character, and \npromise of Christian leadership and service. The Oglethorpe Christian Scholar- \nship Committee will interview applicants. \n\nThe Oglethorpe Memorial Endowed Scholar: Funding was established in 1994 \n\n\n\n44 \n\n\n\nby combining several existing scholarship funds which had been created over the \nprevious two decades. Combining these funds leads to efficiencies which will in- \ncrease the funds available for student support. Additionally, this new fund will \nallow persons to establish memorials with amounts smaller than would otherwise \nbe possible. The following are honored in the Oglethorpe Memorial Endowed \nScholarship Fund: \n\nIvan Allen George A. Holloway, Sr. \n\nAllen A. and Mamie B. Chappell Elliece Johnson \n\nDondi Cobb Ray M. and Mary Elizabeth Lee \n\nMichael A. Corvasce Virgil W. and Virginia C. Milton \n\nErnst \u0026 Young Keiichi Nishimura \n\nGeorgia Power Company Timothy P. Tassopoulos \n\nLenora and Alfred Glancy L. W. \"Lefty\" and Francis E. Willis \n\nPDM Harris Vivian P. and Murray D. Wood \n\nWilliam Randolph Hearst \n\nAnna Rebecca Harwell Hill and Frances Grace Harwell \n\nThe Manning M. Pattillo, Jr. Endowed Scholar: Funding was established in \n1988 by the Oglethorpe National Alumni Association from gifts received from \nmany alumni and friends. Dr. Pattillo was Oglethorpe's 13th President, serving \nfrom 1975 until his retirement in 1988. In recognition of his exemplary leadership \nin building an academically strong student body and a gifted faculty, the scholarship \nis awarded to an academically superior student with demonstrated leadership skills. \nThe E. Rivers and Una Rivers Endowed Scholar: Funding was established by \nthe late Mrs. Una S. Rivers to provide for deserving students who qualify for the \nOglethorpe Scholars Award. \n\nThe J. Mack Robinson Endowed Scholar: Funding was established by Atlanta \nbusinessman J. Mack Robinson. It is awarded to a deserving student who meets the \ngeneral qualifications of the Oglethorpe Scholars Award. Preference is given to \nstudents majoring in business administration. \n\nThe Steve and Jeanne Schmidt Endowed Scholar: Funding is awarded annually \nto an outstanding student based upon high academic achievement and leadership \nin student affairs. This endowed award is made possible through the generosity of \nMr. and Mrs. Schmidt. Mr. Schmidt, class of 1940, is a former Chairman of the \nBoard of Trustees. Mrs. Schmidt is a graduate of the class of 1942. \n\nThe Dr. Heyl G. and Ruth D. Tebo Endowed Scholar: Funding was established \nby Dr. and Mrs. Tebo in 1994 to award annually to Georgia residents majoring in \nchemistry, biology or other sciences. Preference is given to students who plan to do \ngraduate study in medicine, dentistry or other specialties in the health sciences \nfield. Dr. Tebo is an alumnus of Oglethorpe, class of 1937. \n\nThe Charles L. and Jean Towers Scholar: Funding is awarded each year to a \nsuperior student who has demonstrated an interest as well as talent in choral \nmusic. The scholarship was established in 1985 by the University in recognition of \nthe many years of valuable service to the University by Mr. Towers, a former Chair- \nman of the Board of Trustees and Assistant to the President. \n\nThe J. M. Tull Scholar: Funding was established by a gift from the J. M. Tull \nFoundation in 1984. Scholarships are awarded annually to superior students with \nleadership ability as well as financial need. \n\nThe United Technologies Corporation Endowed Scholar: Funding was estab- \nlished by a grant from the United Technologies Corporation, Hartford, Connecti- \n\n\n\n45 \n\n\n\ncut. The fund provides scholarship support for able and deserving students who \nare majoring in science or pursuing a pre-engineering program. United Technolo- \ngies Scholars are to have at least a 3.2 grade-point average and leadership ability as \nwell as financial need. \n\nThe Charles Longstreet Weltner Memorial Endowed Scholar: Funding was \nestablished in 1993 by former United States Senator Wyche Fowler, Jr., his longtime \nfriend and colleague. An alumnus of the class of 1948 and Trustee of Oglethorpe \nUniversity, Charles Weltner was Chief Justice of the Supreme Court of Georgia at \nthe time of his death in 1993. He was the recipient of the \"Profile in Courage\" \naward in 1991. He was a tireless advocate for equal rights for minorities and while \nserving in the United States House of Representatives was the only congressman \nfrom the deep South to vote for the Civil Rights Act of 1964. Weltner Scholarships \nare awarded annually to selected Oglethorpe University students who are residents \nof the State of Georgia, with financial need, satisfactory academic records, and to \nthe extent allowed by law, of African-American descent. At the donor's request, \nthe amount of the scholarship award to any recipient is to be no more than one-half \nof full tuition in order to encourage student recipients to work to provide required \nadditional funds. \n\nThe David, Helen, and Marian Woodward Endowed Scholar: Funding was \nestablished by grants from the David, Helen, and Marian Woodward Fund of \nAtlanta. It provides assistance to students who meet the criteria for an Oglethorpe \nScholars Award. The award is based upon superior academic achievement, leader- \nship potential, and financial need. \n\n\n\nAnnual Scholarships \n\n\n\nThe BCES Foundation Urban Leadership Scholar: Funding is provided annu- \nally for a sophomore, junior, or senior who is enrolled in the Rich Foundation \nUrban Leadership Program. \n\nThe Chevron Freshman Scholar: Funding is provided annually by a gift from \nChevron U.S.A., Inc. and is awarded to a freshman who is a resident of Georgia, \nwith interest in mathematics or the sciences and demonstrated leadership abilities. \n\nFirst Families of Georgia (1733 to 1797) Annual Scholar: Funding is awarded to \na senior who is academically a superior student majoring in history. First Families \nof Georgia is a society whose members are able to document their descent from \nearly settlers of the State of Georgia. \n\nThe Wilson P. Franklin Annual Scholar: Funding is awarded to a deserving \nstudent. Mr. Franklin, class of 1939, established this scholarship with a gift in 1995. \n\nThe Mack A. Rikard Annual Scholar: Funds were established in 1990 by Mr. \nMack A. Rikard, class of 1937 and a former Trustee of the University, and are \nawarded to able and deserving students who meet certain criteria. The criteria are \nflexible, with consideration being given to a number of factors, including without \nlimitation academic achievement, leadership skills, potential for success, evidence \nof propensity for hard work, and a conscientious application of abilities. Recipients \nmust be individuals born in the United States of America and are encouraged, at \nsuch time in their business or professional careers when financial circumstances \npermit, to provide from their own funds one or more additional scholarships to \nworthy Oglethorpe students. \n\n\n\n46 \n\n\n\nThe Lettie Pate Whitehead Foundation Scholar: Grants have been made annu- \nally for a number of years to Christian women from the Southeastern states who \nare deserving and in need of financial assistance. \n\nStudent Emergency Loan Funds \n\nThe Olivia Luck King Student Loan Fund provides short-term loans to en- \nrolled students from Georgia. Her husband, Mr. C. H. King of Marietta, Georgia, \nestablished the fund in memory of Mrs. King. Mrs. King was a member of the class \nof 1942, and Mr. King received his master's degree from Oglethorpe in 1936. \n\nThe David N. and Lutie P. Landers Revolving Loan Fund provides short-term \nloans for needy and deserving students. The fund was established by a bequest \nfrom the estates of Mr. and Mrs. Landers of Atlanta. \n\nThe Steve Najjar Student Loan Fund provides short-term loans and financial \nassistance to deserving Oglethorpe students. The fund was established in memory \nof Mr. Najjar, who, with his aunt \"Miss Sadie\" Mansour, operated the Five Paces \nInn, a family business in the Buckhead section of Atlanta. The Five Paces Inn was a \npopular establishment for Oglethorpe students for many years. A number of \nOglethorpe alumni, especially students in the late 50s and early 60s, established this \nfund in Mr. Najjar's memory. \n\n\n\n47 \n\n\n\nTuition and Costs \n\n\n\nFees and Costs \n\n\n\nThe fees, costs, and dates listed below are for 2000-01. Financial information for \n2001-02 will be available in early 2001. \n\nThe tuition charged by Oglethorpe University represents only 63 percent of the \nactual expense of educating each student, the balance coming from endowment \nincome, gifts, and other sources. Thus, every Oglethorpe undergraduate is the \nbeneficiary of a hidden scholarship. At the same time 90 percent of the students \nare awarded additional financial assistance in the form of scholarships, grants, and \nloans from private, governmental, or institutional sources. \n\nThe tuition is $9,090 per semester. Room and board (subject to size and loca- \ntion) is $2,780 per semester. Students who desire single rooms are assessed $3,470 \nfor room and board. \n\nThe tuition of $9,090 is applicable to all students taking 12-17 semester hours. \nThese are classified as full-time students. Students taking less than 12 semester \nhours are referred to the section on Part-Time Fees. Students taking more than 17 \nhours during a semester are charged $270 for each additional hour. Payment of \ntuition and fees is due three weeks prior to registration each semester. Failure to \nmake the necessary payments will result in the cancellation of the student's regis- \ntration. Students receiving financial aid are required to pay the difference between \nthe amount of their aid and the amount due by the deadline. Students and parents \ndesiring information about various payment options should request the pamphlet \n\"Payment Plans.\" New students who require on-campus housing for the fall semes- \nter are required to submit an advance deposit of $300 of which $200 is a damage \ndeposit for the room and $100 is an advance deposit applied to student fees. New \ncommuting students are required to submit an advance deposit of $100. Such \ndeposits are not refundable. However, the deposit is credited to the student's \naccount for the fall semester. \n\nUpon payment of the room and board fees, each student is covered by a Health \nand Accident policy. Coverage begins on the day of registration. Full-time students \nresiding off campus may purchase this insurance for $115 per year. International \nstudents, students participating in any intercollegiate sport and students partici- \npating in intramural football or basketball are required to have this medical cover- \nage or its equivalent. (Insurance rates are subject to change.) \n\nIn addition to tuition and room and board charges, students may be required to \nsubscribe to the following: \n\n1. Damage Deposit: A $200 damage deposit is required of all resident stu- \ndents. The damage deposit is refundable at the end of the academic year \nafter any charge for damages is deducted. Room keys and other University \nproperty must be returned and the required checkout procedure completed \nprior to issuance of damage deposit refunds. Students who begin in the \nspring semester also must pay the $200 damage deposit. \n\n2. Graduating Senior: Degree completion fee of $75. \n\n3. Laboratory Fee: A $70 fee is assessed for each laboratory course taken. \n\n\n\n50 \n\n\n\nFull-Time Fees - 2000-01 \n\n\n\nFull-time on-campus student: \n\nFall, 2000 Spring, 2001 \n\nTuition $9,090 Tuition $9,090 \n\nRoom \u0026 Board 2,780 Room \u0026 Board 2,780 \n\nDamage Deposit 200 Damage Deposit  \n\nActivity Fee 50 Activity Fee 50 \n\nTechnology Fee 55 Technology Fee 55 \n\nAdvance Deposit 100 \n\nFull-time commuting student: \n\nFall, 2000 Spring, 2001 \n\nTuition $9,090 Tuition $9,090 \n\nActivity Fee 50 Activity Fee 50 \n\nTechnology Fee 50 Technology Fee 50 \n\nAdvance Deposit 100 \n\nThese schedules do not include the extra cost of single rooms, books and sup \nplies (approximately $600 per year), or travel and personal expense. All fees are \n\nsubject to change. Please inquire with the Business Office for a complete Fee \nSchedule and for 2001-2002 fees. \n\n\n\nPart-Time Fees - 2000-2001 \n\n\n\nStudents enrolled part-time in day classes during the fall or spring semesters will \nbe charged $760 per credit hour. This rate is applicable to those students taking 1 1 \nsemester hours or less. Students taking 12 to 17 hours are classified full-time. \nPlease inquire with the Business Office for a complete Fee Schedule. \n\n\n\nInstitutional Refund Policy \n\n\n\nThe establishment of a refund policy is based on the University's commitment to \na fair and equitable refund of tuition and other charges assessed. While the Univer- \nsity advances this policy, it should not be interpreted as a policy of convenience for \nstudents to take lightly their responsibility and their commitment to the University. \nThe University has demonstrated a commitment by admitting and providing the \nnecessary programs for all students and expects students to reciprocate that com- \nmitment. \n\nIf a student is in need of withdrawing from a course or from the University, an \nofficial withdrawal form must be obtained from the Registrar's Office and correct \nprocedures followed. The date that will be used for calculation of a refund for \nwithdrawal or Drop/ Add will be the date on which the Registrar receives the offi- \ncial form signed by all required personnel. All students must follow the procedures \nfor withdrawal and Drop/ Add in order to receive a refund. Students are reminded \nthat all changes in their academic programs must be cleared through the Registrar; \nan arrangement with an instructor will not be recognized as an official change of \nschedule. \n\n\n\n51 \n\n\n\nIf a student misses six consecutive class days in any course, the instructor will \nnotify the Registrar's Office and it will be assumed that the student has unofficially \nwithdrawn from the course. Note: This does not eliminate the responsibility stated \nabove concerning the official withdrawal policy. The student withdrawing may \nreceive the grade of withdrew passing (W), withdrew failing (WF), or failure due to \nexcessive absences (FA). This policy has direct implications for students receiving \nbenefits from the Veterans Administration and other federal agencies as these \nagencies must be notified when a student withdraws or otherwise ceases to attend \nclass. This will result in an automatic decrease in payments to the student. See \nDrop/ Add and Withdrawal in the Academic Regulations and Policies section of \nthis Bulletin. \n\nSince the University does not retain the premium for insurance coverage, it will \nnot be refunded after registration day. Since room and board services are con- \nsumed on a daily basis, during the period when tuition is to be refunded on a 100 \npercent basis, the room and board refund will be prorated on a daily basis. After \nthe 100 percent tuition refund period, room and board refunds revert to the same \nschedule as tuition refunds. All other fees except the advanced deposit are subject \nto the following refund schedule: \n\nWithdrawal/ Changes in schedule by the official last day of Drop/ Add 100% \n\nWithdrawal/Changes in schedule through 10th calendar day after Drop/ Add.... 75% \nWithdrawal/Changes in schedule through 20th calendar day after Drop/ Add.... 50% \nWithdrawal/Changes in schedule through 30th calendar day after Drop/ Add.... 25% \nAll tuition refunds will be processed each semester in accordance with appli- \ncable regulations. Damage deposit refunds will be processed once a year at the end \nof the spring semester. \n\nReturn of Title IV Funds Policy \n\nIf a student completely withdraws from Oglethorpe University during the first \n60 percent payment period and has received federal student financial assistance, \nthe school must calculate the amount of federal funds the student \"did not earn.\" \nThis process is required to determine if the school and/or the student must return \nfunds to the federal programs. \n\nThe percentage \"not earned\" is the complement of the percentage of federal \nfunds \"earned.\" If a student withdraws completely before completing 60 percent \nof the payment period, the percentage \"earned\" is equal to the percentage of the \npayment period that was completed. If the student withdraws after completing 60 \npercent of the payment period, the percentage earned is 100 percent. If the stu- \ndent has received more federal assistance than the calculated amount \"earned,\" \nthe school, or the student, or both, must return the unearned funds to the appro- \npriate federal programs. \n\nThe school must return the lesser of: the amount of federal funds that the \nstudent does not earn; or, the amount of institutional costs that the student in- \ncurred for the payment period multiplied by the percentage of funds \"not earned.\" \nThe student must return (or repay, as appropriate) the remaining unearned fed- \neral funds. An exception is that students are not required to return 50 percent of \nthe grant assistance received that is their responsibility to repay. \n\n\n\n52 \n\n\n\nIt should be noted that the Institutional Refund Policy and the federal Return \nof Title IV Funds Policy are separate and distinct. Students who completely with- \ndraw after Oglethorpe's refund period has passed and before the 60 percent point \nof the payment period may owe a balance to the University previously covered by \nfederal aid. Students receiving federal assistance are advised to consult the Office \nof Financial Aid before initiating the withdrawal process to see how these new \nregulations will affect their eligibility. \n\nStudent financial aid refunds must be distributed in the following order by \nfederal regulation: \n\n1. Federal Unsubsidized Stafford Loans \n\n2. Federal Subsidized Stafford Loans \n\n3. Federal Unsubsidized Direct Loans \n\n4. Federal Subsidized Direct Loans \n\n5. Federal Perkins Loan Program \n\n6. Federal PLUS loans \n\n7. Direct PLUS loans \n\n8. Federal Pell Grant Program \n\n9. Federal SEOG Program and \n10. Other federal aid programs \n\n\n\nFinancial Obligations \n\n\n\nA student who has not met all financial obligations to the University will not be \nallowed to register for courses in subsequent academic sessions; he or she will not \nbe allowed to receive a degree from the University; and requests for transcripts will \nnot be honored. \n\n\n\n53 \n\n\n\nCommunity \nlife \n\n\n\n\n\n\n\nm ] : n : \n\n\n\n\n\n\n\n\nLeadership Development \n\n\n\nOglethorpe University seeks to prepare its students for roles of leadership in \nsociety. Specific educational experiences are planned to help the student acquire \nthe skills of leadership. \n\nEducation for leadership must be based on the essential academic competen- \ncies - reading, writing, speaking, and reasoning. Though widely neglected today at \nall levels of education, these are the prerequisites for effective leadership. They are \nthe marks of an educated person. Oglethorpe insists that its students achieve \nadvanced proficiency in these skills. In addition, students are offered specific prepa- \nration in the arts of leadership. Such arts include an appreciation of constructive \nvalues, the setting of goals, public speaking, human relations, and organizational \nskills. \n\nThis philosophy presents an excellent opportunity for the able young person \nwho is striving for a significant life, including leadership in the improvement of \ncommunity and society. \n\n\n\nOrientation \n\n\n\nOglethorpe University wishes to provide each student with the opportunity to \nmake a successful adjustment to college life. Because the University community \ntakes pride in its tradition of close personal relationships, an orientation program \nhas been organized to foster the development of these relationships and provide \nmuch needed information about the University. \n\nOrientation begins with The Oglethorpe Adventure. Newly arrived students \nparticipate in a series of cooperative outdoor problem-solving activities facilitated \nby faculty and staff members and upper-class student mentors. These ice-breaking \nexercises are designed to introduce the students to each other and to begin to \nestablish important relationships with the faculty advisors and mentors. Through- \nout orientation information is disseminated which acquaints students with the \nacademic program and the extracurricular life of the campus community. One \nhighlight is the performance of \"Planet X,\" a student-written and directed play, \nwhich introduces in an effective and entertaining way issues of health and interper- \nsonal relationships which face contemporary college students. \n\nTo supplement the student's orientation experience, the course Fresh Focus is \nrequired for all entering first year students during the student's first semester. For \na description of Fresh Focus, please see the Educational Enrichment section of this \nBulletin. \n\nStudent Rights and Responsibilities \n\nStudents of Oglethorpe University have specific rights and responsibilities. \nAmong the rights are the right to freedom of expression and peaceful assembly, \nthe right to the presumption of innocence and procedural fairness in the adminis- \ntration of discipline, and the right of access to personal records. \n\nAs members of the Oglethorpe community, students have the responsibility to \nmaintain high standards of conduct. They should respect the privacy and feelings \nof others and the property of both students and the University. Students are \n\n\n\n56 \n\n\n\nexpected to display behavior that is not disruptive of campus life or the surround- \ning community. They represent the University off campus and are expected to act in \na law-abiding and mature fashion. Those whose actions show that they have not \naccepted this responsibility may be subject to disciplinary action as set forth in the \nUniversity's student handbook, The Book. \n\nStudent Role in Institutional Decision Making \n\nStudent opinion and views play a significant role in institutional decisions affect- \ning their interests and welfare. A comprehensive standardized student opinion \nsurvey is administered to students annually. In addition there is the Core Survey \nadministered in core courses, as well as the Course Assessment in all courses and \nthe Advising Assessment which all students are asked to complete. Students serve \non key academic committees such as the Experiential Education Committee, the \nUniversity Program Committee and the Teacher Education Council. \n\nParticularly important is the role of elected student government representatives \nin this process. The president along with selected other officers of the Oglethorpe \nStudent Association meet several times each semester with the University's senior \nstaff to discuss a broad range of issues of concern to the student body. At least \ntwice each year student government representatives meet with the Campus Life \nCommittee of the Board of Trustees. In addition, the Oglethorpe Student Associa- \ntion collaborates with the President of the University and the senior staff in spon- \nsoring periodic \"town meetings\" to which all interested students are invited. \n\nPolicy on Discriminatory and Sexual Harassment \n\nOglethorpe University places a high value on the dignity of the individual, on the \ntolerance of, and an appreciation for, human diversity, and on an appropriate \ndecorum for members of the campus community. Harassing behavior can interfere \nseriously with the work or study performance of the individual to whom it is ad- \ndressed. It is indefensible when it makes the work, study, or living environment \nhostile, intimidating, injurious, or demeaning. \n\nIt is the policy of the University that students and employees be able to work, \nstudy, participate in activities, and live in a campus, community free of unwarranted \nharassment in the form of oral, written, graphic, or physical conduct which person- \nally frightens, intimidates, injures, or demeans another individual. Discriminatory \nharassment directed against an individual or group that is based on race, gender, \nreligious belief, color, sexual orientation, national origin, handicap, or age is pro- \nhibited. Discriminatory harassment is defined as speech, depictions, or conduct \nwhich: 1) is addressed directly to, or made in the presence of, the individual or \nindividuals whom it insults or stigmatizes; and, 2) the speaker knows, or reasonably \nshould know, would constitute \"fighting words.\" \"Fighting words\" are words, pic- \ntures, or other symbols that are commonly understood to convey direct and vis- \nceral hatred or contempt for other human beings; they are commonly understood \nto elicit or precede violence. \n\nIn addition, sexual harassment of a student by another student, of a student by \nan employee, of an employee by a student, or of an employee by another employee \nwill not be tolerated and is prohibited. Any unwelcome sexual advance, requests \n\n\n\n57 \n\n\n\nfor sexual favors, verbal or physical conduct of a sexual nature, or any verbal \nconduct that might be construed as a sexual slur that: 1) interferes with perfor- \nmance or creates a hostile, offensive, or intimidating environment and/or 2) is an \nexpressed or implied condition imposed by a faculty member for evaluation or \ngrading a student, or by an employee for evaluating job performance or advance- \nment of a subordinate or colleague, will be viewed as misconduct. \n\nComplaints alleging misconduct as defined in this policy on discriminatory and \nsexual harassment should be reported to the Vice President for Student Affairs \nand Community Life (Dr. Artie L. Travis, Emerson Student Center, telephone (404) \n364-8335), the Interim Provost (Dr. Victoria L. Weiss, Lupton Hall, telephone (404) \n364-8317), the Associate Dean for Administration (Mrs. Linda W. Bucki, Lupton \nHall, telephone (404) 364-8325) or the Director of Counseling (Emerson Student \nCenter, telephone (404) 364-8413). In determining whether an act constitutes ha- \nrassment, a careful review must be made of the totality of the circumstances that \npertain to any given incident. Among the factors which will be considered are: \nintent of the behavior (words or actions with the intent to injure are prohibited, \nbut words or actions as part of an exchange of ideas, ideology, or philosophy will be \nprotected); location of the behavior (different concerns exist with respect to spaces \nused for public forums, classrooms, or other settings); the degree to which the \nbehavior when judged by the \"reasonable person\" standard would be considered \nto be hostile, intimidating, injurious, or demeaning; and any repetition or pattern \nof objectionable behavior. Complaints will be carefully investigated and, when ap- \npropriate, efforts will be made to resolve conflicts through education, counseling, \nand conciliation. Cases that may require disciplinary action will be handled accord- \ning to the established discipline procedures of the University. Student organiza- \ntions in violation of this policy may be subject to the loss of University recognition. \nComplainants shall be protected from unfair retribution. \n\nNothing in this policy statement is intended to infringe on the individual rights, \nfreedom of speech, or academic freedom provided to members of the Oglethorpe \ncommunity. The scholarly, educational, or artistic content of any written or oral \npresentation or inquiry shall not be limited by this policy. Accordingly, this provi- \nsion will be construed liberally but should not be used as a pretext for violation of \nthe policy. \n\nOglethorpe Student Association \n\nThe Oglethorpe Student Association is the guiding body for student life at \nOglethorpe University. The O.S.A. consists of three elected bodies: an executive \ncouncil, composed of a president, two vice presidents, parliamentarian, secretary, \ntreasurer, and presidents of the four classes; the senate, chaired by a vice presi- \ndent, and composed of four senators from each class; and, the programming \nboard, chaired by a vice president and composed of the freshman class president, \none senator from each class, and three elected representatives from each class. All \nthree bodies meet regularly and the meetings are open to the public. The O.S.A. \nadministers a student activity fee that is assessed to all full-time day students. \nAdditional information can be obtained from the O.S.A. Office or the Student \nCenter Office located on the upper level of the Emerson Student Center. The \naddress is Oglethorpe Student Association, 3000 Woodrow Way, N.E., Atlanta, GA \n30319-2797. \n\n\n\n58 \n\n\n\nStudent Organizations \n\n\n\nValuable educational experience may be gained through active participation in \napproved campus activities and organizations. All students are encouraged to \nparticipate in one or more organizations to the extent that such involvement does \nnot deter them from high academic achievement. Students are encouraged espe- \ncially to join professional organizations associated with their interests and goals. \n\nEligibility for membership in student organizations is limited to currently en- \nrolled students. To serve as an officer of an organization, a student must be en- \nrolled full time and may not be on academic or disciplinary probation. \n\n\n\nRecognized Student \n\nAccounting Society \nAlpha Chi - \n\nNational Academic Honorary \nAlpha Phi Omega - \n\nNational Service Fraternity \nAlpha Psi Omega - Drama Honorary \nAmnesty International \nBest Buddies - \n\nService to the Mentally Retarded \nBeta Omicron Sigma - \n\nBusiness Honorary \nBlack Student Caucus \nCatholic Student Association \nLe Cercle Francais - French Club \nChi Alpha Sigma - National \n\nCollege Athlete Honor Society \nChiaroscuro - \n\nStudent Art Organization \nCircle K \n\nCollege Democrats \nCollege Republicans \nECOS -Environmentally \n\nConcerned Oglethorpe Students \nExecutive Round Table \nInternational Club \nInterfraternity Council \nOAT-Oglethorpe Academic Team \nOglethorpe Ambassadors \nOglethorpe Athletes' Council \nOglethorpe Dancers \nOglethorpe Recorder Ensemble \nOglethorpe Ultimate Club \nOglethorpe YAD - \n\nJewish Student Organization \nOmicron Delta Kappa - \n\nNational Leadership Honorary \n\n\n\nOrganizations \n\nOrder of Omega - Greek Honor Society \nOUTlet - Students Against Homophobia \nPanhellenic Council \nPhi Alpha Theta - \n\nNational History Honorary \nPhi Beta Delta - Honor Society \n\nfor International Scholars \nPhi Delta Epsilon - \n\nInternational Medical Society \nPhi Eta Sigma - \n\nFreshman Academic Honorary \nThe Playmakers- \n\nOglethorpe University Theatre \nPlanet X- Issue- Oriented Drama Group \nPowerful Oglethorpe Women (POW) \nPsi Chi - Psychology Honorary \nPsychology and Sociology Club \nResidence Hall Association \nRho Lambda - Panhellenic Honorary \nSalt and Light Christian Fellowship \nShadowbox Players \nSigma Pi Sigma - \n\nNational Physics Honorary \nSigma Tau Delta - English Honorary \nSigma Zeta - National Science Honorary \nSpanish Club \n\nStudent Georgia Education Association \nThalian Society - \n\nPhilosophical Discussion Group \nThe Stormy Petrel - Student Newspaper \nThe Tower - Literary Magazine \nThe Yamacraw - Yearbook \nUniversity Chorale \nUniversity Singers \nWJTL- Radio Station \n\n\n\n59 \n\n\n\nAthletics \n\nAt Oglethorpe University the students who participate in intercollegiate athletic \ncompetition are considered to be students first and athletes second. The Univer- \nsity is an active member of the Southern Collegiate Athletic Conference (SCAC) \nand Division III of the National Collegiate Athletic Association (NCAA). Members \nof Division III may not award financial aid (other than academic honor awards) to \nany student-athlete, except upon a showing of financial need by the recipient. \nOglethorpe provides a program of Oglethorpe Scholars Awards, which is described \nin the Financial Assistance section of this Bulletin. Many students who are inter- \nested in sports and are superior academically do qualify for this form of assistance. \n\nThe University offers intercollegiate competition in basketball, baseball, soccer, \ncross-country, tennis, golf, and track and field for men; and in soccer, basketball, \nvolleyball, cross-country, tennis, golf, and track and field for women. The Stormy \nPetrels compete against other SCAC schools, including Trinity University, Millsaps \nCollege, Rhodes College, University of the South, Southwestern University, Hendrix \nCollege, Centre College, DePauw University, and Rose-Hulman Institute of Tech- \nnology. The Petrels also challenge teams from schools outside the SCAC, such as \nEmory University and Washington and Lee University. \n\nIntramural and Recreational Sports \n\nIn addition to intercollegiate competition, an array of intramural and recre- \national sports is offered. There are opportunities for all students to participate in \nphysically and intellectually stimulating activities. Four competitive team sport sea- \nsons are offered in which men and women can compete in flag football, volleyball, \nbasketball, and ultimate frisbee. There are also several short seasons or tourna- \nments in soccer, softball, and sand volleyball. In addition, aerobics, weight training, \nand dance classes are also offered at the Steve Schmidt Sport \u0026 Recreation Center. \n\nFraternities and Sororities \n\nFour fraternities and three sororities contribute to the Greek system at \nOglethorpe. \n\nThe four fraternities are Chi Phi, Delta Sigma Phi, Kappa Alpha, and Sigma \nAlpha Epsilon. The national sororities are Alpha Sigma Tau, Chi Omega and \nSigma Sigma Sigma. \n\nThese social organizations strive to contribute substantially to the spiritual and \nsocial betterment of the individual and develop college into a richer, fuller experi- \nence. Membership in these organizations is voluntary and subject to regulations \nestablished by the Interfraternity Council, the Panhellenic Council, and the Greek \nAffairs Coordinator. \n\nCultural Opportunities on Campus \n\nThere are numerous cultural opportunities for students outside the classroom. \nThe University Program Committee sponsors concerts, theatrical productions, \nand lectures by visiting scholars. The Mack A. Rikard lectures expose students to \n\n\n\n60 \n\n\n\nleaders in business and other professions. The University Singers perform fre- \nquently during the year, including seasonal events, often featuring guest artists. \nThe Oglethorpe University Museum, on the third floor of Philip Weltner Library, \nsponsors exhibitions as well as lectures on associated subjects and occasional con- \ncerts in the museum. The Playmakers also stage several productions each year in \nthe Conant Performing Arts Center. Two annual events, the Oglethorpe Night of \nthe Arts and International Night, provide a showcase for campus talent. The former \npresents student literary, musical, and visual arts talent. The latter features inter- \nnational cuisine and entertainment. The Georgia Shakespeare Festival, which takes \nplace on campus during the summer, as well as in the fall, is also a valuable cultural \nasset to the Oglethorpe community. \n\n\n\nCounseling \n\n\n\nCounseling and referrals for professional services are available to students \nexperiencing psychological or social problems. Special programs are conducted on \ncampus to provide information and promote development in leadership skills, \ninterpersonal relationships, and physical and mental health. Though academic \nadvising is the responsibility of individually assigned faculty advisors, students \nencountering unusual difficulties may wish to consult the Health and Counseling \nCenter in the Emerson Student Center regarding possible contributing factors. \n\n\n\nOpportunities in Atlanta \n\n\n\nOglethorpe is located eight miles from downtown Atlanta and just two miles \nfrom the city's largest shopping center. A nearby rapid transit station makes trans- \nportation quick and efficient. This proximity to the Southeast's most vibrant city \noffers students a great variety of cultural and entertainment opportunities. There \nare numerous excellent restaurants and clubs in nearby Buckhead. Downtown \nAtlanta offers professional baseball, football, ice hockey, and basketball to sports \nfans as well as frequent popular concerts. The Atlanta Symphony Orchestra per- \nforms from September through May in the Woodruff Arts Center. The Atlanta \nBallet Company's season is October through May. The Alliance Theatre Company \nand many smaller companies present productions of contemporary and classical \nplays. The High Museum of Art hosts major-traveling exhibitions in addition to its \npermanent collection. Student discounts are often available. The Office of Com- \nmunity Life sponsors a series of monthly field trips called AtlantOUrs to museums, \ntheater and dance programs, and places of cultural and historical interest in the \nmetropolitan Atlanta area. \n\n\n\nHousing and Meals \n\n\n\nThe residence halls are available to all full-time day students. There are single \ngender and co-ed residence halls. Each area has a professional live-in Area Coordi- \nnator and a staff of resident assistants. \n\nAll students living in the residence halls are required to participate in a Univer- \nsity meal plan. Meals are served in the Emerson Student Center. Nineteen meals \nare served each week and four different meal plan options are available. Three of \n\n\n\n61 \n\n\n\nthese options include flex dollars which may be used at the snack bar in the lower \nlevel of the student center or in the Oglethorpe Cafe in Goodman Hall. No break- \nfast is served on Saturday or Sunday. Instead, a brunch is served from mid-morn- \ning until early afternoon. The evening meal is also served on these days. . \n\nIn addition to the residence halls there are six Greek cottages which house some \nmembers of the four fraternities and two sororities. \n\nHealth Service \n\nAll resident students subscribe to a Student Accident and Sickness Insurance \nPlan provided through the University. Full-time students living off campus may \npurchase this insurance. International students and students participating in all \nintercollegiate sports and intramural football are required to enroll in the Insur- \nance Plan or have equivalent coverage. A brochure is available at the Health and \nCounseling Center that describes the coverage provided by the plan. \n\nThe University maintains a small health center staffed by a registered nurse. The \ncenter operates on a regular schedule during weekdays when classes are in session \nand provides basic first aid and limited medical assistance for students. \n\nIn the event additional or major medical care is required, or for emergencies, \nthe student-patient will be referred to medical specialists and hospitals in the area \nwith which the health service maintains a working relationship. \n\nWhen it is determined that a student's physical or emotional health is detrimen- \ntal to his or her academic studies, group-living situation, or other relationships at \nthe University or in the community, the student will be required to withdraw. Read- \nmission to the University will be contingent upon acceptable verification that the \nstudent is ready to return. The final decision will rest with the University. \n\nInternational Student Services \n\nThe International Student Office, which is located in the Emerson Student Cen- \nter, exists to meet the needs of international students. Through a specially de- \nsigned orientation program and ongoing contacts, the new international student is \nassisted in the process of adjustment to life at an American college. Special tours, \nworkshops, host family programs, and social occasions are available to ensure that \nstudents can benefit fully from cross-cultural experiences. The International Stu- \ndent Advisor helps students with questions related to their immigration status. \n\nThe O Book \n\nThe Book is the student's guide to Oglethorpe University. It contains thorough \ninformation on the history, customs, traditional events, and services of the Univer- \nsity, as well as University regulations. It also contains the full texts of the Oglethorpe \nUniversity Honor Code, the E-mail and Computer Use Policy and the Constitution \nand By-laws of the Oglethorpe Student Association. This handbook outlines the \npolicies for recognition, membership eligibility, and leadership positions for cam- \npus student organizations and publications. \n\n\n\n62 \n\n\n\nAwards \n\nThese awards are presented at Commencement or at Honors and Awards Con- \nvocation: \n\nDonald C. Agnew Award for Distinguished Service: This award is presented \nannually by the Oglethorpe Student Association and is chosen by that body to \nhonor the person who, in their opinion, has given distinguished service to the \nUniversity. Dr. Agnew served as President of Oglethorpe University from 1957 to \n1964. \n\nAlpha Chi Award: This is an annual award made to the member of the sopho- \nmore class who best exemplifies the ideals of Alpha Chi in scholarship, leadership, \ncharacter, and service. \n\nAlpha Phi Omega Service Award: This award is presented by Alpha Phi Omega \nfraternity to the student, faculty, or staff member who best exemplifies the \norganization's three-fold purposes of leadership, friendship, and service. \n\nAlpha Psi Omega Rookie Award: This award is presented annually to the out- \nstanding new member of The Playmakers. \n\nArt Awards of Merit: These are presented to students who have displayed \nexcellence in photography, sculpture, painting and drawing. \n\nLeo Bilancio Award: This award, created in memory of Professor Leo Bilancio, \na member of the Oglethorpe history faculty from 1958 to 1989, was established by \nthe Oglethorpe Student Association and is presented to a graduating senior who \nhas been an outstanding student of history. \n\nEve Brown Award: This award is presented to the individual who demonstrates \noutstanding talent in production design for The Playmakers. \n\nWendell Brown Award: This award is presented to the individual who has done \nthe most for The Playmakers during the year. \n\nMary Whiton Calkins and Margaret Floy Washburn Awards: Outstanding se- \nniors majoring in psychology are honored with these awards. \n\nChiaroscuro Juried Art Show Awards: These awards are presented to the art- \nists who submit the best drawings, sculpture, photographs, and paintings to the \nannual student art show sponsored by Chiaroscuro, a club that supports the arts \non campus. \n\nCoca-Cola Minority Achievement Award: This award is presented annually by \nThe Coca-Cola Company to a minority student who is a rising senior and demon- \nstrates strong academic performance, personal character, and personal motivation \nto serve and succeed. \n\nDeans' Award for Outstanding Achievement: This award is presented annually \nto a campus club, organization, or society which, in the opinion of the Vice Presi- \ndent for Student affairs and Community Life and the Provost, has contributed \nmost to University life. \n\nFinancial Executives Institute Award: This award is presented annually by the \nAtlanta Chapter of The Financial Executives Institute to students who have demon- \nstrated leadership, superior academic performance, and potential for success in \nbusiness administration. \n\nGeorgia Society of Certified Public Accountants Certificate of Academic \nExcellence: This award is presented annually to the accounting major who has the \nhighest overall grade-point average. \n\n\n\nt\u003e3 \n\n\n\nInternational Club Appreciation Award: This award is presented annually to \nthe student who has contributed most significantly to the activities of the Interna- \ntional Club. \n\nIntramural Sports Awards: These awards are presented to the leading teams \nand individual athletes in men's and women's intramural competition. \n\nSidney Lanier Prize: This award is given yearly to the student, or students, \nsubmitting excellent poetry to campus publications. \n\nLeConte Award: The most outstanding student graduating with a major in one \nof the natural sciences or mathematics, as determined by the faculty in the Division \nof Natural Sciences, is recognized with this award. \n\nLeader in Action Award: The Leader in Action Award is presented to the \nstudent who best exemplifies the ideals of the Rich Foundation Urban Leadership \nProgram. \n\nCharles M. MacConnell Award: This award honors a former member of the \nfaculty and is presented by the sophomore class to the senior who, in the judgment \nof the class, has participated in many phases of campus life without having received \nfull recognition. \n\nNational Collegiate Band Awards: These awards are presented annually to \nstudents who have exhibited excellence in the performance of instrumental music. \n\nThe James Edward Oglethorpe Awards: Commonly called the \"Oglethorpe \nCups,\" these are presented annually to the man and woman in the graduating class \nwho, in the opinion of the faculty, have excelled in both scholarship and service. \n\nOglethorpe Poet Laureate: This award was first instituted by Mrs. Idalee Vonk, \nwife of former President Paul Vonk, and is an honor that is bestowed upon a \nfreshman, sophomore, or junior who presents the best written work to The Tower \nfor competition. \n\nOmicron Delta Kappa Freshman Award: This award is made by Omicron Delta \nKappa to the student in the freshman class who most fully exemplifies the ideals of \nthis organization. \n\nOrder of Omega Outstanding Sophomore Award: This award is presented by \nthe Order of Omega, a national Greek honor society, to the sophomore who best \nexemplifies the principles of Greek life. \n\nOutstanding Education Graduate Student Award: The outstanding education \ngraduate student is honored with this award. \n\nOutstanding Improvement in French Studies: This award honors the student \nwho demonstrates excellence and dedication in French studies. \n\nOutstanding Male and Female Varsity Athletes of the Year Award: These awards \nare made annually to the outstanding male and female students participating in \nvarsity sports. \n\nOutstanding Politics Senior Award: This award is given annually to the gradu- \nating senior who, in the judgment of the faculty, does the most sophisticated work \nin upper-level classes within the discipline. \n\nOutstanding Sociology Senior Award: The outstanding senior majoring in soci- \nology is honored with this award. \n\nOutstanding Teacher Education Senior Award: This award is presented annu- \nally to a leading senior student in the field of education. \n\nPattillo Leadership Award: The President of the University presents this prize \nto a graduating student who has excelled in leadership accomplishments. \n\n\n\n64 \n\n\n\nPhi Beta Kappa Faculty Group Award: This award is presented by the faculty \nand staff members of Phi Beta Kappa to the graduating student who, in their \njudgment, has demonstrated outstanding scholarly qualities. \n\nPhi Eta Sigma Freshman Scholarship Award: This award is presented annually \nto the full-time freshman student with the highest grade-point average by Phi Eta \nSigma, a national scholastic honor society for freshmen. \n\nPublications Awards: Notable contributors to The Tower, The Stormy Petrel and \nThe Yamacraw are recognized with these awards. \n\nResident Assistant of the Year: This award is presented annually to an exem- \nplary student who organizes outstanding educational and social programs for \ndormitory residents and builds a sense of community in the residence halls. \n\nStudent Education Association Award: Through the presentation of this award, \nmembers of this organization honor a student who has excelled in the field of \nteacher education. \n\nCharles L. Towers, Sr. Award for Excellence: This award is presented annually \nto the outstanding student in the field of economics and business administration. \nThe award honors the father of Charles L. Towers, a Trustee Emeritus of the \nUniversity. \n\nUniversity Singers Awards: These awards are presented annually to students \nwho have exhibited excellence in the performance of choral music. \n\nCharles Longstreet Weltner Award: Sponsored by the Stormy Petrel Bar Asso- \nciation in honor of Chief Justice Charles L. Weltner '48, this award is presented \nannually to a student who demonstrates analytical and persuasive skills and an \nappreciation for the elements of civic leadership, as determined through a com- \npetitive essay and interview process. \n\nSally Hull Weltner Award for Scholarship: This award is presented to the stu- \ndent in the graduating class who has the highest grade-point average on work \ncompleted at Oglethorpe among the students graduating with academic honors. \n\nWho's Who in American Colleges and Universities: This honor is given in recog- \nnition of the merit and accomplishments of students who are formally recom- \nmended by a committee of students, faculty, and administrators, and who meet the \nrequirements of the publication Who 's Who Among Students in American Colleges and \nUniversities. \n\n\n\n65 \n\n\n\nAcademic Regulations \nand Policies \n\n\n\n\nAcademic Advising \n\n\n\nEach student consults with a member of the faculty in preparing course sched- \nules, discussing completion of degree requirements and post-graduation plans, \nand inquiring about any other academic matter. The student's advisor in the first \nyear is the instructor of the Fresh Focus section, which the student has selected \nprior to initial enrollment. The faculty advisor is each student's primary point of \ncontact with the University. \n\nTo change advisors a student must complete the following procedural steps: \n\n1. Ask the proposed \"new\" faculty advisor for permission to be added to the \nfaculty member's advisee list. \n\n2. Ask the current advisor to send the student file to the faculty member who \nhas agreed to be the student's new advisor. \n\n3. Ascertain that the new advisor has received the file and has sent an Advi \nsor Change notice to the Registrar's Office. \n\nThis is the only method for changing academic advisors. \n\nWhen the student decides on a major field, he or she should change advisors, if \nnecessary, to a faculty member who has teaching responsibilities in the student's \nmajor field. \n\n\n\nRegistration \n\n\n\nNew students select courses in consultation with their faculty advisor. Schedule \nplanning and course selection for following semesters are accomplished during \npreregistration week. Students should make appointments to consult with their \nacademic advisors during preregistration. Full-time students wishing to participate \nin the Atlanta Regional Consortium for Higher Education Cross Registration pro- \ngram (see Cross Registration below) also should select courses during the prereg- \nistration week of the fall and spring semesters. Summer schedules also can be \nplanned during preregistration week in the spring semester. \n\nThe official registration period precedes the first day of classes. Every student \nmust complete the various steps of the registration process during this period. \nThose who have preregistered pick up a copy of their course schedule at the first \nstation of registration and thereby bypass the station at which proposed course \nschedules are computer-processed by Registrar's Office personnel. Preregistered \nstudents must complete all other stations. \n\n\n\nCross Registration \n\n\n\nOglethorpe University is a member of the Atlanta Regional Consortium for \nHigher Education, a consortium of the 20 institutions of higher education in the \ngreater Atlanta area. Through the Consortium, full-time Oglethorpe students may \nenroll on a space-available basis in courses at any other member institution. The \nstudent need not be admitted to the other institution and completes all proce- \ndures, including payment of tuition, at Oglethorpe. Because of institutional dead- \nlines, students should complete forms for cross registration during Oglethorpe's \ndesignated preregistration week. \n\nCourses taken at Consortium institutions on a cross-registration basis count as \n\n\n\n68 \n\n\n\nOglethorpe courses for residence requirements. While grades earned through \nconsortium courses are not tabulated in grade-point averages, courses with grades \nof \"C\" or higher count toward graduation requirements. \n\nInterested students should consult the Registrar for program details. \n\nDrop and Add \n\nStudents who find it necessary to change their schedule by dropping or adding \ncourses must do so by completing a Drop/ Add form from the Registrar's Office. \nThis form must be returned to the Registrar's Office during the Drop/ Add period \nas printed in the semester class schedule. \n\nWithdrawal from a Course \n\nFrom the conclusion of the Drop/ Add period through midsemester or the middle \nof a summer session, changes in schedule constitute a withdrawal. The academic \nadvisor, the instructor, and the Office of Financial Aid must approve withdrawals on \nthe appropriate form from the Registrar's Office. The instructor may issue one of \nthe following grades: Withdrew Passing (W) or Withdrew Failing (WF). \n\nAfter midsemester the grade \"WF\" is assigned. Only in the case of prolonged \nillness (a physician's letter must be submitted direcdy to the Registrar's Office) will \na \"W\" be assigned. \n\nStudents should note that any change of academic schedule is not official until it \nis filed in the Registrar's Office. The date the change is received in the Registrar's \nOffice will be the official date for the change. \n\nIf a student misses six consecutive class days in any course, the instructor will \nnotify the Registrar's Office and it will be assumed that the student has unofficially \nwithdrawn from the course. This does not eliminate the student's responsibility \nstated above concerning official procedure for withdrawal. The student may re- \nceive the grade of \"W,\" \"WF,\" or \"FA\" - failure due to excessive absences. \n\nPlease see Institutional Refund Policy in the Tuition and Costs section of this \nBulletin. \n\nWithdrawal from the University \n\nStudents who must withdraw from the University during a semester are re- \nquired to complete the appropriate withdrawal form, which is available in the \nRegistrar's Office. The instructors, depending upon the student's academic progress \nin those courses will assign the grade \"W\" or \"WF\"; the Office of Financial Aid \nmust also sign approval. The date the completed withdrawal form is submitted to \nthe Registrar will be the official date for withdrawal. \n\nIn the case of an emergency departure from the campus for which withdrawal \nforms have not been executed, the Registrar's Office may verify that the student \nhas left campus as a result of an emergency and notify instructors. Instructors may \nelect to assign a \"W\" in such a case even if it occurs after midsemester or midsession. \n\n\n\n69 \n\n\n\nClass Attendance \n\n\n\nRegular attendance at class sessions, laboratories, examinations, and official \nUniversity convocations is an obligation which all students are expected to fulfill. \nFaculty members set attendance policies in their course syllabi. \n\n\n\nGrading \n\n\n\nFaculty members submit mid-semester reports to the Registrar's Office on class \nrolls indicating Satisfactory or Unsatisfactory (S or U). These mid-semester reports \nare not part of the student's permanent record. \n\nFaculty members submit letter grades at the end of each semester. These grades \nbecome part of the student's official record. Once entered, a grade may not be \nchanged except by means of an officially executed Change of Grade form. \n\nA student's cumulative grade-point average (GPA) is calculated by dividing the \nnumber of semester hours of work the student has attempted at Oglethorpe into \nthe total number of quality points earned. \n\nThe letter grades used at Oglethorpe are defined as follows: \n\n\n\nGrade \n\nA \n\nA- \n\nB+ \n\nB \n\nB- \n\nC+ \n\nC \n\nC- \n\nD+ \n\nD \n\nF \n\n\n\nMeaning \n\nSuperior \n\n\n\nGood \n\n\n\nSatisfactory \n\n\n\nPassing \nFailure \n\n\n\nQuality \nPoints \n\n4.0 \n3.7 \n3.3 \n3.0 \n\n2.7 \n2.3 \n2.0 \n1.7 \n1.3 \n1.0 \n0.0 \n\n\n\nNumerical \nEquivalent \n\n93-100 \n\n90-92 \n\n87-89 \n\n83-86 \n\n80-82 \n\n77-79 \n\n73-76 \n\n70-72 \n\n67-69 \n\n60-66 \n\n59 and below \n\n\n\nFA Failure: Excessive Absences* \n\nW Withdrew** \n\nWF Withdrew Failing* \n\nI Incomplete*** \n\nS Satisfactory**** \n\nU Unsatisfactory* \n\nAU Audit (no credit) \n\n\n\n70 or higher \n\n\n\nNotes: * \n\n\n\n** \n\n\n\nGrade has same effect as an \"F\" on the GPA. \nGrade has no effect on the GPA; no credit awarded. \nGrade has same effect as an \"F\" on the GPA. If a \nstudent is unable to complete the work for a course on \ntime for reasons of health, family tragedy, or other cir \ncumstances the instructor deems appropriate, the grade \n\"I\" may be assigned. In such cases, the instructor and \nstudent shall draw up a contract indicating specifically \n\n\n\n70 \n\n\n\nthe work the student must complete as well as a date \nby which the work will be submitted, and the grade \nwhich will be given if the student fails to complete that \nwork. After the student has read and signed the \ncontract, it shall be filed with the Registrar at the time \nthe class roll with grades is submitted. \n**** - Grade has no effect on the GPA; credit is awarded. \n\nOnly work completed at Oglethorpe is reflected in the Oglethorpe GPA. \n\nRepetition of Courses \n\nCourses may be repeated only if an unsatisfactory grade (\"D,\" \"F,\" \"FA,\" or \n\"WF\") was received in the course. When a course is repeated, both grades are \ncalculated into the student's grade-point average, but no additional semester \nhours of credit are earned. \n\nSatisfactory/Unsatisfactory Option \n\nAfter 32 semester hours are earned at Oglethorpe a student in good academic \nstanding may register to take two courses (in addition to internships and Science \nSeminar) on a Satisfactory/Unsatisfactory basis. These courses cannot be taken \nin the same semester and cannot be used to satisfy proficiency requirements, \ncore requirements, or the student's major or minor. The student must register \nfor the Satisfactory/Unsatisfactory designation by the end of the Drop/ Add \nperiod after which the Satisfactory/Unsatisfactory designation cannot be changed. \nSatisfactory is defined as a \"C-\" or better. \n\nFinal Examinations \n\nFinal examinations, up to four hours in length, generally are given in courses \nat the end of each semester or session. The Final Examination Schedule is made \nup in the Registrar's Office and is printed in each semester's Schedule of Classes. \n(Final examinations in the summer are held on the last day of each session.) Final \nexaminations must be given at the assigned date and time. \n\nNo final examinations may be administered during the last scheduled class \nmeeting of the semester or during the reading period prior to the first day of \nscheduled final examinations. If special arrangements are needed for individual \nstudents, faculty members must inform their Division Chair. (Regular course tests \nmay not be given on the last day of classes or be scheduled on the reading day.) \n\nNo student help is to be used for typing or grading examinations. \n\n\n\n71 \n\n\n\nGood Academic Standing, Probation, and Aca- \ndemic Dismissal \n\nTo be in good academic standing students must achieve the cumulative grade- \npoint averages specified below in relation to the number of semester hours they \nhave completed. \n\nCumulative GPA Required \n\nSemester Hours Completed for Good Standing \n\n0-35 1.50 \n\n3r\u003e64 1.75 \n\n65 and above 2.00 \n\nStudents who fail to achieve good standing are placed on probation. \n\nStudents who do not achieve good standing for two consecutive semesters (poor \nperformance in summer sessions excluded) are subject to dismissal from the Uni- \nversity for academic reasons. However, successful completion of summer classes \ntaken at Oglethorpe may be used to achieve good academic standing. \n\nNew students, freshmen, or transfer students who fail all courses during their \nfirst semester at Oglethorpe are subject to dismissal, unless the student received a \n\"W\" in all courses or had to withdraw from all courses for medical reasons. \n\nStudents who have been dismissed for academic reasons may be readmitted \nafter an absence of one spring or fall semester upon petition to the Provost. Stu- \ndents readmitted by petition must achieve good standing by the end of their second \nsemester as readmitted students or be subject to permanent dismissal. \n\n\n\nGrade Appeal Policy \n\n\n\nIf a student believes that a course grade has been assigned in a capricious or \nprejudicial manner, he or she may appeal the grade through the following steps. \n\n1. The student submits a written appeal to the instructor clearly stating the \nreasons for believing that the grade was assigned in a capricious or prejudi- \ncial manner. \n\n2. The instructor changes the grade or replies in writing, explaining why the \nextant grade is appropriate. \n\n3. If the student is not satisfied with the explanation, he or she may submit the \nwritten appeal and response to the appropriate Division Chair, who asks two \nfaculty members with suitable experience in appropriate disciplines to serve \nwith the Division Chair as a ruling committee. If the instructor is a Division \nChair, the senior faculty member in the Division will serve in place of the \nChair. The ruling committee receives all written materials relevant to the case \nand may request additional information. If the ruling committee rules in \nfavor of the instructor, written notification is given both to the instructor and \nto the student and there is no further appeal. If the committee rules in favor \nof the student, the Chair advises the instructor to reconsider the grade. If the \ninstructor refuses to change the grade, the ruling committee may submit a \nwritten recommendation for a grade change to the Provost, whose final deci- \nsion will be based on a review of the materials that have been submitted and \nthe process that has been followed. \n\n\n\n72 \n\n\n\nThe entire process must be initiated within 30 days of the first day of classes in \nthe semester immediately following the assignment of the grade and must be com- \npleted by the end of that semester. \n\n\n\nAuditing Courses \n\n\n\nRegularly admitted Oglethorpe students may register for courses on an \"audit\" \nbasis. A student who audits a course may attend it for enrichment but is not \nrequired to take course examinations or complete other course requirements. In \norder to audit a course, an admitted student must request an Audit form from the \nRegistrar's Office and submit it to the instructor of the course he or she intends to \naudit. If the class is not closed, the instructor may accept the student as an audit by \nreturning the signed form to the Registrar's Office. The grade awarded for a class \ntaken on an audit basis is \"AU,\" and no credits or quality points are earned. \n\nStudents may register to take courses on an audit basis only during the normal \ntime for dropping and adding courses. The fees for auditing courses are published \nby the Business Office. \n\n\n\nDean's List \n\n\n\nStudents who earn a semester grade-point average of 3.5 or higher carrying 12 \nsemester hours or more during the fall or spring semester are placed on the Dean's \nAcademic Honors List. \n\nMathematics Proficiency Requirement \n\nEach student must satisfy the Mathematics Proficiency Requirement. This re- \nquirement may be satisfied in any one of the following ways: \n\n1. Completion of a year of calculus in high school with a grade of C- or better \n\n2. Satisfactory performance on the mathematics proficiency examination \n\n3. Completion of MAT 103 Analytic Geometry with a grade of \"C-\" or higher \n\n4. College transfer work in Analytic Geometry, Trigonometry, or PreCalculus \nwith a grade of \"C-\" or higher \n\nWhen the Mathematics Proficiency Requirement has been satisfied, a notation \nto this effect will appear on the student's transcript. \n\nThe mathematics proficiency examination is administered to entering students \nduring the University's Make the Connection weekends and immediately prior to \nboth fall and spring registrations. \n\n\n\nGraduation Requirements \n\n\n\nTo earn a baccalaureate degree from the University the following requirements \nmust be met: \n\n1. Completion of a minimum of 128 semester hours and a cumulative grade- \npoint average of 2.0 or higher on Oglethorpe course work. No more than \nfour semester hours earned in Seminar for Student Tutors or Team Teach- \ning for Critical Thinking are permitted to count toward the 128-semester \nhour requirement. (Students who entered prior to fall 1998 must have com- \npleted a minimum of 120 semester hours.) \n\n\n\n73 \n\n\n\n2. Completion at Oglethorpe of 32 of the last 64 semester hours of course \ncredit immediately preceding graduation. Courses taken at University Cen- \nter institutions on a cross-registration basis count as Oglethorpe courses \nfor the purpose of meeting this residency requirement. \n\n3. Satisfaction of core requirements and major field or dual degree require- \nments (see appropriate disciplinary headings for descriptions). \n\n4. Satisfaction of the Mathematics Proficiency Requirement. \n\n5. Submission of an application for graduation to the Registrar's Office by \nmid-October prior to completion of degree requirements the following \nDecember, May, or August. \n\n6. Satisfaction of all financial and other obligations to the University and pay- \nment of a degree completion fee. \n\n7. Participation in assessments of competencies gained and curricular effec- \ntiveness by completing standardized or other tests and surveys. \n\n8. Formal faculty approval for graduation. \n\nGraduation Exercises \n\nGraduation exercises are held once a year at the close of the spring semester in \nMay. Diplomas are awarded at the close of the spring semester during commence- \nment and at the close of the summer session. Students completing requirements at \nthe end of summer or at the end of fall are encouraged to participate in the spring \ngraduation exercises. \n\nDegrees with Latin Academic Honors \n\nUndergraduate degrees with Latin academic honors are awarded as follows: \ncum laude for a cumulative grade-point average of 3.5 or higher; magna cum laude for \n3.7 or higher; and summa cum laude for 3.9 or higher. To be eligible for Latin \nacademic honors, students entering fall 1998 or thereafter must have completed 68 \nor more semester hours in residence at Oglethorpe. Students entering prior to fall \n1998 must have completed 65 semester hours in residence at Oglethorpe to be \nconsidered for Latin academic honors. \n\nTransfer work is not included in the determination for Latin academic honors. \n\n\n\nDegrees with Honors Thesis \n\n\n\nPlease see the Honors Program in the Educational Enrichment section of this \nBulletin. \n\n\n\nDouble Major Policy \n\n\n\nA student may earn a double major subject to the following conditions: \n\n1. The student must meet all requirements of both majors. \n\n2. The student may count no more than three of the courses taken to meet the \nmajor requirements of one of the fields toward meeting the major require- \nments of the other field. \n\n\n\n74 \n\n\n\n3. The transcript will list both majors. In case both majors result in the same \ndegree, that degree will be awarded. \n\n4. In case the two majors result in different degrees, the student will receive \nonly one degree, that being the student's choice of the two degree designa- \ntions. \n\n\n\nEarning a Second Add-On Major \n\n\n\nStudents who have been awarded an Oglethorpe baccalaureate degree may \nreturn to earn a second major within that degree at the University. Upon comple- \ntion of the requirements, the second major will be entered on the student's record \nand transcript. No diploma will be awarded when the second major is within the \ndegree already awarded. The requirements are: \n\n1. Completion of an additional 32 semester hours of which a minimum of 16 \nmust be completed at Oglethorpe. \n\n2. Maintenance of a 2.0 or higher cumulative grade-point average. \n\n3. Completion of a major other than the major(s) completed at the time the \nfirst degree was awarded, subject to the first two conditions listed above \nunder the Double Major Policy. \n\nEarning a Second Baccalaureate Degree \n\nStudents who have completed a baccalaureate degree may be awarded a second \nand different baccalaureate degree. Upon completion of the requirements, the \nstudent's record and transcript will reflect the conferring of a second degree and \na diploma will be awarded. \n\nFor students who earned their first baccalaureate degree at Oglethorpe, the \nsame requirements listed above under Earning a Second Add-On Major apply. \n\nFor students who have earned their first baccalaureate degree at another institu- \ntion, this degree is treated as transfer credit. Up to a maximum of 80 semester hours \nmay be accepted at Oglethorpe. The requirements for the second degree are: \n\n1. Satisfaction of Oglethorpe core requirements. \n\n2. Completion of a minimum of 48 semester hours at Oglethorpe. \n\n3. Maintenance of a 2.0 or higher cumulative grade-point average. \n\n4. Completion of a major other than the major(s) completed at the time the \nfirst degree was awarded. \n\nAll transfer policies stated in the section of this Bulletin entitled Transfer Stu- \ndents and Transfer Policies apply. \n\n\n\nStudent Classification \n\n\n\nFor administrative and other official and extra-official purposes, undergradu- \nate students are classified according to the number of semester hours successfully \ncompleted. Classification is as follows: to 32 hours - freshman; 33 to 64 hours - \nsophomore; 65 to 96 hours -junior; 97 hours and above - senior. \n\n\n\n75 \n\n\n\nNormal Academic Load \n\n\n\nTwo semesters - fall and spring - constitute the regular academic year. Several \nsessions also are offered in the summer. \n\nWhile courses of one to four semester hours credit are offered each semester, a \nfull-time academic program at Oglethorpe consists of no less than three regular \nfour-semester hour courses each semester or a minimum of 12 semester hours. \nGenerally four courses are taken, giving the student a total of 16 semester hours, \nwith a maximum of 18 hours allowed as part of the regular full-time program. This \nincludes any cross-registered courses. \n\nAn overload of 19-20 semester hours is allowed for students with 1) junior \nstanding and 2) a minimum grade-point average of 3.5, unless the overload is due \nto internship hours, otherwise a 3.0 grade-point average. A request form may be \nobtained from the Registrar's Office and requires signed approval by the student's \nadvisor and the Provost. \n\nDuring the summer a student will be permitted to take no more than eight hours \nin any 5-week session (nine hours if one of the courses is a 5-hour laboratory \nscience course). Thus, a student will be limited to a maximum of two 4-hour \ncourses, plus one hour of Applied Instruction in Music, in a 5-week session. Or, to \na maximum of one 4-hour course in a 5-week session while simultaneously enrolled \nin a maximum of two 3-hour courses in an 8-week session. The student should be \ncautioned that these maximum limits represent course loads that are approxi- \nmately fifty percent greater than the ceiling of 18 hours during the regular aca- \ndemic year. Successful completion of such a load will require a correspondingly \ngreater effort on the part of the student. \n\nCompletion of a minimum of 128 semester hours (or equivalent for transfer \nstudents) is required for graduation. No more than four semester hours earned in \nSeminar for Student Tutors or Team Teaching for Critical Thinking are permitted \nto count toward the 128-semester hour requirement. See Graduation Require- \nments above for additional graduation criteria. Some programs may require addi- \ntional credit for students entering fall 1998 or thereafter. \n\n\n\nCourse Level \n\n\n\nIn the Programs of Study section of this Bulletin, disciplines and majors are \nlisted alphabetically. Respective courses under each are designated by a prefix that \nidentifies the discipline and a three-digit number. The first digit indicates the level \nof the course: 1 = freshman level, 2 = sophomore level, 3 = junior level, and 4 = senior \nlevel. (A 5 or 6 typically denotes a graduate-level course.) Higher-level courses in a \ndiscipline are typically designed to build upon the content of lower-level courses in \nthat discipline and other specified prerequisite courses. \n\nThe number of hours refers to the semester hours of college credit per semes- \nter, which are earned by the successful completion of the course. \n\n\n\n76 \n\n\n\nAccess to Student Records \n\n\n\nTo comply with the Family Educational and Privacy Act of 1974, commonly called \nthe Buckley Amendment, Oglethorpe University informs students of their rights \nunder this act in the student handbook, The O Book. Three basic rights are covered \nby this act: 1) The student's right to have access to personal records, 2) the right of \na hearing to challenge the content of a record, and 3) the right to withhold or give \nconsent for the release of identifying directory data. Additional information may \nbe obtained from The O Book and from the Registrar. \n\n\n\nOglethorpe Honor Code \n\n\n\nPersons who come to Oglethorpe University for work and study join a commu- \nnity that is committed to high standards of academic honesty. The Honor Code \ncontains the responsibilities we accept by becoming members of the community. \n\nThe students and faculty of Oglethorpe University expect each other to be \ntruthful in the academic endeavor they share. Faculty assume students complete \nwork honestly and act toward them in ways consistent with that assumption. \n\nOglethorpe welcomes all admitted students who accept our principles of honest \nbehavior. We believe that this Code will enrich our years at the University and allow \nus to begin practicing the honorable, self-governed lives expected of society's leaders. \n\nStudents pledge that they have completed assignments honestly by attaching the \nfollowing statement to each test, paper, overnight work, in-class essay, or other \nwork designated by professors: \n\nI pledge that I have neither given nor received any \n\nunauthorized aid on this assignment. \n\nSigned \n\nIt will be the responsibility of the student to provide these pledges by either \nattaching them on a separate sheet or typing them as part of the assignment. The \ninstructor also should remind the class to sign the pledge. The pledge serves as an \naffirmation of the student's and the instructor's belief in the principles of the \nHonor Code. Assigned work should not be considered complete without the pledge. \n\nSince it is assumed that students act according to their pledge, faculty abstain \nfrom any practices whose purpose is to ascertain that students have been dishonest \nunless there is a compelling reason to believe that cheating has taken place. Instruc- \ntors should invite their own students to discuss with them actions or policies that \nappear to be at variance with the assumption of honesty. \n\n\n\n77 \n\n\n\nEducational \nEnrichment \n\n\n\n\nFirst-Year Experience \n\n\n\nOglethorpe University's faculty and community life staff work together to coor- \ndinate academic offerings and student services in order to create a first-year expe- \nrience that is welcoming, supportive, and challenging. This integrated program is \ncommitted to encouraging first-year students to succeed. \n\nMajor features of this first-year experience include the course Fresh Focus, the \nfreshman advising program, a two-semester core course in humanities, programs \nin the residence halls, the tutoring services of the Academic Resource Center, and \na coordinated intervention process for assisting students in trouble. \n\nFOC 101. Fresh Focus 1 hour \n\nThis class, required for all entering first-year students, is a small group activity \nalso involving selected upper-class mentors and faculty. Students select a class from \namong numerous topics with experiential and interactive as well as academic fea- \ntures. The faculty instructor serves as the student's academic advisor during the \nfirst year. The first meeting of each group is during new student orientation, and \ncontinues thereafter twice weekly for the first half of the semester to pursue their \nchosen topic and share related experiences. During the same period new students \nwill also attend occasional workshops on aspects of leadership, health and wellness, \ncareers, skills for academic success, and open houses in the academic divisions. \nGraded on a satisfactory/unsatisfactory basis. \n\nFOC 201. Team Teaching for Critical Thinking 1 hour \n\nUpper-class student mentors assist faculty instructors in planning and teaching \nthe special topics sessions of Fresh Focus or other freshman-level courses. They \nparticipate in training meetings prior to the beginning of the course, communicate \nwith entering freshmen over the summer, attend all classes in their Fresh Focus \nsection, and assist with the advising of freshmen throughout their first year. Graded \non a satisfactory/unsatisfactory basis. Prerequisite: Permission of the instructor. \n\n\n\nSophomore Choices \n\n\n\nStudents in their second, third, and fourth semesters of college are encouraged \nto participate in Sophomore Choices. This seminar is designed to introduce stu- \ndents to a model for career decision making that is useful throughout life. Informa- \ntional interviewing and visits to Atlanta workplaces allow students to learn about \nparticular occupations or career fields of interest and to begin to make career \nconnections in the community. These experiences may help students as they select \ncourses, majors and minors, and internships. \n\nCHO 101. Sophomore Choices 1 hour \n\nDuring this six-week career exploration seminar, students complete interest and \npersonality assessments, learn how to find information about different careers, \nand develop interviewing, networking, and resume-writing skills. Students are then \nindividually placed in short-term externships in the Atlanta area. Graded on a \nsatisfactory/unsatisfactory basis. \n\n\n\nso \n\n\n\nAcademic Resource Center - Tutoring \n\nThe Academic Resource Center provides group and individual tutoring and \nother academic activities for all students, free of charge. The ARC services include \nhelping students to prepare for papers and examinations, as well as arranging \nenriching group study and research for students who are already doing well in core \nclasses and other courses. The student tutors work closely with the faculty teaching \nthe classes in which they are tutoring, meeting regularly to plan and provide indi- \nvidual and small-group help for students who need it, and to increase interactive \nand collaborative educational experiences both in and outside Oglethorpe's class- \nrooms. \n\nARC 201. Seminar for Student Tutors 1 hour \n\nPeer tutors at the Academic Resource Center spend two hours per week assist- \ning other students, individually or in groups, with course material, papers, and \npreparation for examinations. In addition, they participate one hour a week in \nsupport and training meetings with the ARC directors and with instructors of the \ncourses in which they tutor. They discuss how to work with texts in different \ndisciplines, encourage study group members to help each other learn, and foster \nstudent engagement with and assimilate course content. Prerequisite: Permission \nof the instructor or Writing Tutor Coordinator. \n\nLearning Disabilities Resource Center \n\nThe Learning Disabilities Resource Center program provides support at no \nadditional cost for students with learning disabilities, attention deficits, and other \nlearning differences. Professional documentation of disability is required for ser- \nvices and is the responsibility of the student. Qualified students are provided with \nappropriate modifications of regular academic class work. \n\nThe Learning Disabilities (LD) Resource Coordinator's office is located in \nGoodman Hall. Services provided include priority and individual assistance in \nregistration, assistance with organization of time and subject matter, and assistance \nwith applications and qualifying tests for graduate programs of study. The Coor- \ndinator acts as liaison and referral between the LD student and faculty members, \nAcademic Resource Center tutors, and other campus organizations and services. \nThis program is provided to ensure that all students may participate fully in the \nOglethorpe experience. \n\nCareer Services \n\nThe Career Services Office provides resources to assist students in making \nresponsible decisions and strategies regarding career options and job search plans. \nThese resources include a Career Library with information available from books, a \ncomputer, and videotapes on occupations, the job search, and prospective employ- \ners. SIGI PLUS, a computer-assisted career guidance program, and other job search \nprograms are available by appointment to explore options and employers that \nmatch individual career interests. Workshops on resume writing, interviewing and \njob search techniques are presented each semester to prepare students for the \nworkplace. \n\n81 \n\n\n\nIn addition, a number of prospective employers send recruiters to the campus \neach year for the purpose of conducting on-campus interviews. Current informa- \ntion on permanent, summer, and part-time job opportunities is made available to \nstudents and alumni on a job board. Resume referrals to employers are made for \nthose students who register for the service through www.jobtrak.com. \n\n\n\nExperiential Education \n\n\n\nOglethorpe University strives to provide valuable learning experiences outside \nof the traditional classroom setting. The Office of Experiential Education offers \nthree primary programs: Atlanta in the Classroom, Atlanta Exploration Week, and \nInternships. A variety of additional services, including community service oppor- \ntunities, and career-related programs are also available. \n\nAtlanta in the Classroom utilizes local resources to enhance Oglethorpe's tradi- \ntional academic courses. These courses might include guest speakers, site visits, \ninternships, volunteer work, or off-campus research. The result? Classroom expe- \nriences are enhanced and Oglethorpe's liberal education is brought to life. \n\nAtlanta Exploration Week is a week-long, non-credit program that occurs each \nJanuary prior to the start of the spring semester. In small seminars, students \ndiscuss topics of interest and visit related Atlanta-area organizations. This free \nprogram allows students to work closely with faculty and student colleagues, pro- \nvides an outlet for continued research in a particular discipline, and helps students \nmake valuable contacts in their field. Students choose one of five mini-courses, the \ntopics of which change each year. Interested students should contact the Office of \nExperiential Education in the fall semester to register. \n\nInternships provide practical experience to complement the academic program, \nas well as give students the opportunity to solidify career decisions and gain work \nexperience in their fields of interest. More than half of college students nation- \nwide complete internships, making the experience an essential credential for com- \npetition in the current job market. \n\nInternships are available in a large variety of local businesses and organizations \nrepresenting most academic majors and potential career fields. Oglethorpe stu- \ndents have recently completed internships at The Carter Center, CNN, Georgia \nPacific, Atlanta Magazine, Zoo Atlanta, the Atlanta History Center, and the Geor- \ngia State Legislature, to name only a few. In addition to these Atlanta-based intern- \nships, Oglethorpe maintains resources and affiliations for nationwide opportunities, \nsuch as the Washington Center in DC. \n\nInternships are available in most majors for students who: 1) demonstrate a \nclear understanding of goals they wish to accomplish in the experience and 2) \npossess the necessary academic and personal background to accomplish these \ngoals. Sophomores, juniors, and seniors with a minimum grade-point average of \n2.8 qualify to apply for internships. Transfer students must complete one semester \nat Oglethorpe prior to participation. Every internship requires a statement of \nobjectives and academic requirements developed in consultation with the student's \ninternship faculty supervisor. Upon successful completion of the internship, the \nstudent is awarded academic credit in recognition of the learning value of the \nexperience. Students may apply a maximum of 16 semester hours of internship \ncredit toward their degree, with approval from their academic adviser and the \n\n\n\n82 \n\n\n\nExperiential Education Committee. Students desiring academic credit must regis- \nter for the internship before the end of the Drop/ Add period of the semester in \nquestion. Non-credit internships may begin at any time and can be arranged through \nthe Office of Experiential Education. \n\nStudents who are interested in an internship should first consult with their \nfaculty advisor and then visit the Office of Experiential Education in Goodman \nHall. \n\nHonors Program \n\nAll students at Oglethorpe University are encouraged to attain academic and \npersonal excellence. The University offers an Honors Program for those students \nwho demonstrate the potential to do exceptional scholarly work and who desire to \nfurther their academic experience at Oglethorpe. The program focuses on the \npractice of scholarship, both in breadth and in depth, and emphasizes effective \ncommunication of the results of that scholarly activity both to persons within the \nfield and outside it. The Honors Program also is intended to foster increased \ninteraction between students and faculty with diverse interests but similar dedica- \ntion to academic excellence. \n\nAcademic honors earned through the Honors Program are recognized at com- \nmencement exercises, on the student's diploma, and on the student's transcript of \ngrades. \n\nTo meet the goals of the Honors Program, a seven-semester program is orga- \nnized in two phases as indicated in the table below. \n\n\n\nSCHEDULE FOR HONORS PROGRAM \n\n\n\nYEAR \n\n\n\nFALL SEMESTER \n\n\n\nSPRING SEMESTER \n\n\n\nRecruitment/ Application. \nFreshman Social activities. \n\nInformational activities. \n\n\n\nSeminar led by two faculty from \ndisparate disciplines. Graded A-F. \nHON 201. Honors Seminar 1 hour \n\n\n\nSeminar led by two faculty \nSophomore from disparate disciplines. \nGraded A-F. \nHON 201. Honors Seminar..! hour \n\n\n\nSeminar led by two faculty from \ndisparate disciplines. Graded A-F. \n\nHON 201. Honors Seminar 1 hour \n\n\n\nDevelopment of Honors Project \nJunior prospectus and reading list. \n\nInitial reading. Attend research \nskills sessions. Graded U/S. \nHON 301. Honors 1 1 hour \n\n\n\nRefinement of prospectus. \n\nHonors Project Research. Prospectus \n\nmust be approved by select faculty to \n\ncontinue. Graded U/S. \n\nHON 302. Honors II 1 hour \n\n\n\nProject research and preparation \nSenior of initial draft of thesis. Critique \n\nby reading committee. \nGraded A-F. \nHON 401. Honors III.... 4 hours \n\n\n\nPreparation of final draft of thesis. \nDefense. Presentation of Honors \nwork. \n\nHON 402. Honors IV hours \n\n\n\nEach fall semester informational programs are held to acquaint prospective par- \nticipants with the features and requirements of the Honors Program. Interested \nstudents should then apply for admission to the program. A grade-point average of \n3.3 is required to participate in the fjrst seminar. A grade-point average of 3.3 must \n\n\n\n83 \n\n\n\nbe maintained to continue in the Honors Program. Students may apply for admis- \nsion to the program at any time prior to the fall semester of the junior year. \n\nThe first phase of the program, intended to be taken in the freshman and \nsophomore years, consists of a minimum of two 1-semester hour seminars (HON \n201), each of which considers a topic which might take the form of a proposition, \nquestion, problem, text, period of time, etc. Seminars have included: Self Refer- \nence - Artificial Intelligence, Literature and Society, Science and Postmodernism, \nModerns Confront the Classics: Hobbes and Thucydides, Evolutionary Psychol- \nogy, Creativity, Politics and Theatre, An Intimate History of Humanity, and Gender \nand Discourse. Two faculty members from disparate disciplines direct each of \nthese seminars. The interdisciplinary makeup of the seminar participants will be \nexploited to investigate the seminar topic from many perspectives. Students are \nexpected, encouraged, and enabled to take the lead in the seminars. Students carry \nout research relevant to the topic, write extensively in connection with the seminar, \nand make frequent presentations of their findings to the seminar. This phase \nfocuses on scholarship in breadth and communication to persons whose interests \nmay be outside one's own area of interest and expertise. Students practice and \nrefine many of the skills and techniques necessary for the second phase of the \nHonors Program. Note that students who elect to enter the Honors Program later \nin their careers must still take these two seminars at some point. \n\nThe second phase of the Honors Program, in the junior and senior years, \nfocuses on scholarship in depth and the effective communication of the results of \nthat scholarship to persons in the field of study, as well as those outside it. During \nthe fall semester of the junior year, the student secures a thesis supervisor and \nenrolls in HON 301. Honors I. The student must have a 3.3 overall grade-point \naverage and a 3.5 grade-point average in the field in which the thesis work is to be \nundertaken. During this semester the student, with the aid of the faculty supervi- \nsor, selects, refines, and begins to research a suitable thesis topic. The student \ndevelops a preliminary prospectus of the honors project along with any appropri- \nate reading lists, etc. The student also attends a series of research skills sessions. \nHonors I carries credit of 1-semester hour graded on a satisfactory/unsatisfactory \nbasis, with the grade to be determined by the Honors Program Director in consul- \ntation with the faculty supervisor. Satisfactory completion of Honors I is required \nto continue the program. \n\nIn the spring of the junior year the student enrolls in HON 302. Honors II, a 1- \nsemester hour credit course, graded on a satisfactory/unsatisfactory basis, in which \nthe honors project is further refined and researched. Successful completion of \nHonors II requires the student to submit the Honors Project prospectus and \nrelated materials to a group of faculty members who will assess the student's \npreparedness to complete the project. Upon successful completion of Honors II, \nthe student enrolls in HON 401. Honors III during the fall semester of the senior \nyear. This is a 4 semester hour credit course in which research of the thesis topic is \nto be completed. A first draft of the thesis must be submitted to the student's \nreading committee by the end of this semester. The reading committee provides \nthe student with feedback, including recommended revisions. The faculty supervi- \nsor in consultation with the reading committee and the Honors Program Director \ndetermines a letter grade. A minimum grade of \"C\" is required to enroll in HON \n402. Honors IV. A grade of \"I\" will not be acceptable for continuation to the last \nsemester of the program. \n\n\n\n84 \n\n\n\nAfter successful completion of Honors III, the student enrolls in HON 402. \nHonors IV, a required course which carries no academic credit, during the spring \nsemester of the senior year. During this semester the student makes any necessary \nrevisions in producing a final draft of the thesis which will be submitted to the \nreading committee. The student also makes an appropriate presentation of the \nhonors work to a seminar, class, or meeting of an academic organization, etc. \nStudents are encouraged to submit their theses to appropriate compedtions or for \npublication. The final draft of the thesis is presented to the reading committee at \nleast one week prior to the end of classes. At the reading committee's discretion the \nstudent may be asked to make a formal defense of the thesis. The faculty supervi- \nsor, in consultation with the reading committee and the Honors Program Director, \ndetermines whether Honors is to be awarded by the first day of the final examina- \ntion period. \n\nHON 201. Honors Seminar 1 hour \n\nThis seminar, led by faculty members from two disparate disciplines, will con- \nsider a question, problem, proposition, text, period of time, project, etc. The focus \nof the seminar will be student research, writing, and presentation. An interdiscipli- \nnary approach will be emphasized. Seminars have included: Self Reference - Arti- \nficial Intelligence, Literature and Society, Science and Postmodernism, Moderns \nConfront the Classics: Hobbes and Thucydides, Evolutionary Psychology, Creativ- \nity, Politics and Theatre, An Intimate History of Humanity, and Gender and Dis- \ncourse. Graded with a letter grade \"A-F.\" Prerequisite: Application and admission \ninto the Honors Program. \n\nHON 301. Honors 1 1 hour \n\nIn this course, with the aid of a faculty supervisor, the student selects and begins \nto research a thesis topic. A preliminary prospectus is developed along with a reading \nlist. The student attends a series of research skills sessions. Graded on a satisfac- \ntory/unsatisfactory basis. Prerequisites: Permission of the Honors Program Direc- \ntor, permission of the faculty supervisor, a 3.3 overall grade-point average, and a 3.5 \ngrade-point average in the field in which the honors research is to be done. \n\nHON 302. Honors II 1 hour \n\nIn this course the student continues to research in order to refine the prospec- \ntus of the honors project. The prospectus and related materials are submitted to \na select group of faculty who must approve the student's preparedness to continue \nthe program. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Satis- \nfactory grade in HON 301. \n\nHON 401. Honors III 4 hours \n\nUnder continued direction of the faculty supervisor, research of the thesis topic \nis completed in this course. Preparation of a first draft is submitted to the student's \nreading committee. Graded with a letter grade \"A-F.\" Prerequisite: Satisfactory \ngrade in HON 302. \n\nHON 402. Honors IV hours \n\nRevisions are made and a final draft of the thesis is submitted to the student's \nreading committee. A formal defense of the thesis may be scheduled. An appro- \n\n\n\n85 \n\n\n\npriate oral presentation of the honors work also will be required in an academic \nsetting. Prerequisite: Minimum grade of \"C\" in HON 401. Grade of \"I\" for HON \n401 is not acceptable. \n\nInternational Exchange Partnerships/ Study \nAbroad \n\nOglethorpe University has long recognized the importance of fostering interna- \ntional understanding among its students and faculty. Oglethorpe's commitment to \ninternationalism, to the promotion of international understanding, and to the \ncreation of an international environment on campus has been greatly enhanced in \nrecent years by a series of international exchange agreements with partner institu- \ntions in other countries. These have blossomed into a growing global network of \ncontact between the students and faculty of Oglethorpe University and participat- \ning institutions in Europe, Asia, and South America. \n\nWith agreements for international partnership in place, and with other arrange- \nments on the horizon, Oglethorpe has developed the beginning of an entire net- \nwork of personalized relationships with partners. In 1988, which saw the University's \nfirst partnership with an institution abroad, there began a propitious year for \ninternational understanding on the Oglethorpe campus. The opportunity for \nOglethorpe students to study abroad with their peers in other countries and to \nmeet students from these sister institutions on the Oglethorpe campus has added \na new dimension to the curriculum and life of the University. \n\nPartner Institutions \n\n\n\nArgentina \n\n\nBuenos Aires \n\n\n\n\nBuenos Aires \n\n\nEcuador \n\n\nQuito \n\n\nFrance \n\n\nVerdun \n\n\n\n\nLille \n\n\nGermany \n\n\nDortmund \n\n\nJapan \n\n\nTokyo \n\n\nMexico \n\n\nGuadalajara \n\n\nMonaco \n\n\n\n\nNetherlands \n\n\nThe Hague \n\n\nRussia \n\n\nMoscow \n\n\n\nUniversidad de Belgrano \n\nUniversidad del Salvador \n\nUniversidad San Francisco de Quito \n\nLyceeJ.A. Margueritte \n\nUniversite Catholique de Lille \n\nUniversitat Dortmund \n\nSeigakuin University \n\nInstituto Tecnologico y de Estudios \n\nSuperiores de Occidente \n\nUniversity of Southern Europe \n\nHaagse Hogeschool \n\nMoscow State Linguistic University of Russia \n\n\n\nIn addition, Oglethorpe students may study abroad at a recognized, accredited \nuniversity or through a program sponsored by an American college or university \nwhich awards credit from the home institution. Oglethorpe advisors who specialize \nin the international studies field can acquaint students with programs at these \ninstitutions and with a wide variety of additional overseas study abroad programs. \n\nStudents who wish to apply for financial assistance should contact Oglethorpe's \nDirector of Financial Aid early in the pursuit of a study abroad program in order to \ndetermine available funds for such an experience. \n\n\n\n86 \n\n\n\nFor additional information contact the Coordinator for International Studies, \nOglethorpe University, 4484 Peachtree Road N.E., Atlanta, Georgia 30319-2797. \n\nRich Foundation Urban Leadership Program \n\nOglethorpe University's Rich Foundation Urban Leadership Program challenges \nstudents to develop their leadership ability throughout their college years, and \nawards the Certificate of Urban Leadership at graduation. Through a balance of \nacademic courses, workshops, and various on- and off-campus experiences, it pre- \npares graduates to meet the challenges of responsible citizenship in local, national \nand international communities. Students gain a broad understanding of leader- \nship concepts, theories, and applications. They are encouraged to consider their \neducation in light of the demands of leadership in their own lives as well as in their \ncommunities. \n\nThe program takes full advantage of the extraordinary resources of the Atlanta \nmetropolitan area. A major economic force in the Southeast, Atlanta is rich with \nexceptional learning opportunities in the realms of politics, business, the arts, \ninformation technology, entertainment, and community service. Few selective uni- \nversities are able to combine a rigorous liberal arts education with the resources \nand opportunities of a world-class city. \n\nThe following curriculum encompasses the four required courses designed spe- \ncifically for the Rich Foundation Urban Leadership Program \n\nINT 303. The New American City 4 hours \n\nThe purpose of this course is to examine the problems and prospects of politics \nand policymaking in the new American city and its environs. Consideration will be \ngiven to the political and sociological significance of a number of the factors that \ncharacterize this new development, including extremes of wealth and poverty, the \nmix of racial and ethnic groups, and the opportunities and challenges provided by \nprogress in transportation and technology. Offered annually. \n\nINT 304. Community Issues Forum: Principles into Practice 4 hours \n\nThis course is taught as a weekly evening seminar focusing on a particular com- \nmunity issue and accompanied by an issue-related, off-campus internship. To- \ngether with community leaders, alumni, and faculty, students analyze issues \nconfronting stakeholders, collaborate on solutions, and present findings derived \nfrom their internship assignments. Students have interned with the state legisla- \nture, local and state chambers of commerce, community food banks, arts organiza- \ntions, corporations, non-profit organizations, and a number of other community \ngroups. Topics covered in previous years include: education, transportation, \nhealth care, and the environment. Prerequisite: Permission of the instructor. \n\nBUS 495. Special Topics in Business Administration: Insights into Great \n\nLeaders in Action - Biographical Analysis 4 hours \n\nThis interdisciplinary course examines the lives and accomplishments of great \nleaders, and is an excellent introduction to the required course work of the Pro- \ngram. Students investigate leadership as one of the central challenges to building \nand sustaining organizations, institutions, and nations. They probe competing \ntheories of leadership and evaluate and discuss the experiences and effectiveness \n\n\n\n87 \n\n\n\nof great leaders through an in-depth analysis of the biography of each student's \nchoice. In addition, students are asked to reflect upon their own leadership poten- \ntial. Prerequisite: Permission of the instructor. \n\nUrban Leadership Elective 4 hours \n\nWith the approval of the Rich Foundation Urban Leadership Program Director \nand the academic advisor, the student selects an appropriate course to satisfy the \nfourth course requirement of the program. . Ideally, the elective course will be part \nof the student's major or minor, or in an area of vocational interest. The principal \nobjective of the elective requirement is to look for intellectual or applied leadership \nin the student's chosen field or profession. \n\nIn addition to the required academic course work, students demonstrate leader- \nship on and off campus by their participation in University, civic, and community \nendeavors in Adanta. Students attend two annual retreats focusing on leadership \nin urban areas, participate in the Atlanta Exploration Week in January, organize \ncampus symposia, and undertake field trips to develop their understanding of \nissues confronting urban regions. At the end of each semester, students submit a \nbrief memo to the director detailing their leadership challenges and opportunities \nthat semester. In the final semester, students prepare a paper reflecting on their \nleadership experiences during college. The final portfolio contains written work \ndrawn from the student's leadership courses and experiences. \n\nAdmission to the Rich Foundation Urban Leadership Program is competitive. \nStudents may apply in the freshman, sophomore, or junior year. The director and \na selection committee evaluate candidates on the basis of commitment to leader- \nship-related study, the desire for leadership understanding and application, extra- \ncurricular participation, academic record, and other experience. \n\n\n\nKM \n\n\n\nThe Core \nCurriculum \n\n\n\n\nHistory of the Core Curriculum \n\n\n\n\"The Oglethorpe Idea,\" Oglethorpe's first \"core curriculum,\" made its appear- \nance in the academic year 1944-45. It is thus one of the oldest core programs at a \nliberal arts college in the country. In his explanatory brochure about the new \nprogram, Oglethorpe President Philip Weltner presented a totally new liberal arts \ncurriculum with the twin aims of equipping students to \"make a life and make a \nliving.\" One half of each student's college course work was devoted to the common \nintellectual experience of the core, while the other half was devoted to a student's \nmajor area of study. In outlining his new plan and his philosophy of education, \nPresident Weltner anticipated some of the ideas featured in General Education in a \nFree Society, Harvard University's 1945 statement stressing an emphasis on liberal \narts and a core curriculum. \n\nThe idea of a core curriculum was at that time so revolutionary in higher educa- \ntion that news of the Oglethorpe Plan appeared in The New York Times in the spring \nof 1945. Dr. Weltner told The Times: \"We are trying to develop keen. ..appreciation \nand understanding. Instead of dividing our courses into separate schools, we are \ngiving the students a good liberal and general education which can become the \nbasis of hundreds of vocations.\" \n\nDr. Weltner's core curriculum for the Oglethorpe students of the 1940s re- \nflected the concerns of the war era: the core consisted of a series of courses under \nthe headings \"Citizenship\" and \"Human Understanding.\" As the concerns of the \nwar era receded and the post-war information explosion ensued, the Oglethorpe \ncore underwent extensive revision in the 1960s, its required courses coming to \nresemble much more closely traditional courses in the disciplines. Gradually this \ncore came to focus on those courses representing competencies that a well-edu- \ncated generalist ought to have upon graduating from college. \n\nWith the support of a major grant from the National Endowment for the Hu- \nmanities, the Oglethorpe core curriculum underwent substantial revision in the \nearly 1990s to reflect a new idea about core curriculum and its purpose. Rather \nthan an attempt to define what every student should know or a list of basic compe- \ntencies every student should have, the new Oglethorpe core aimed at providing a \ncommon learning experience for all students. Since the early 1990s the core cur- \nriculum has undergone further scrutiny and refinement. Beginning in 1998, a \nsequence of new interdisciplinary year-long courses were implemented. These \nsequences, which extend over all four years of a student's collegiate career, feature \nthe reading of a number of primary texts common to all sections of the courses and \nfrequent writing assignments. Each course in the sequence builds upon the body \nof knowledge studied in the previous course. Complementing these sequences are \ncourses in the fine arts and in a sign system other than English (i.e., mathematics or \nforeign language). Students are explicitly invited to integrate their core learning \nand to consider knowledge gained from study in the core as they approach study in \ntheir majors. In developing this curriculum, the faculty has renewed its commit- \nment to the spirit of Dr. Weltner's original core. He wrote, \"We must never for an \ninstant forget that education to be true to itself must be a progressive experience \nfor the learner, in which interest gives rise to inquiry, inquiry is pursued to mastery, \nand mastery here occasions new interests there.\" \n\nAs every student's second major, the core continues to urge students to pursue \nlinks among the various areas of study and to appreciate the value of intellectual \n\n\n\n90 \n\n\n\ninquiry. A National Endowment for the Humanities Challenge Grant, which \nOglethorpe received in 1996, has helped to create an endowment for the core \ncurriculum, guaranteeing that faculty have the resources to keep the core vital and \ncentral to learning at Oglethorpe. As faculty work together through frequent \nconversation about the content and goals of their core courses to provide an \nintegrated approach to learning, one is reminded of the pledge Dr. Weltner made \nover half a century ago in outlining the core: \"Oglethorpe University insists that the \nobject is not to pass a subject; the object is to take and keep it.\" \n\nLiberal Education and the Core Curriculum \n\nOglethorpe University is committed to providing a comprehensive liberal arts \neducation for all of its students. Oglethorpe's purpose is to produce graduates \nwho are broadly educated in the fundamental fields of knowledge and who know \nhow to integrate knowledge in meaningful ways. The University's core curriculum \nis the clearest expression of this commitment. As an interdisciplinary and common \nlearning experience, the core curriculum provides for students throughout their \nacademic careers a model for integrating information and gaining knowledge. The \nsequencing of the core courses means that all Oglethorpe students take the same \ncore courses at the same point in their college careers, thereby providing an oppor- \ntunity for students to discuss important ideas and texts both inside and outside the \nclassroom. In this way, the core curriculum aims to create a community of learners \nat Oglethorpe University. \n\nStaffed by faculty from a wide variety of disciplines, the program seeks to teach \nstudents the following aptitudes and skills: \n\n1. The ability to reason, read, and speak effectively, instilled through frequent \nand rigorous writing assignments and the reading and discussion of pri- \nmary texts. \n\n2. An understanding as well as a critical appreciation of how knowledge is \ngenerated and challenged. \n\n3. The ability to reflect upon and discuss matters fundamental to understand- \ning who we are and what we ought to be. This includes how we understand \nourselves as individuals (Core I) and as members of society (Core II), how \nthe study of our past informs our sense of who we are as human beings \n(Core III), and the ways in which the practice of science informs us on the \nphysical and biological processes influencing human nature (Core IV). \n\nIn addition to the seven integrated and sequenced core courses, Oglethorpe \nUniversity students take two additional courses that have been designed to help \nthem develop an appreciation and understanding of fine arts and distinct symbolic \nsystems (i.e., mathematics and foreign language). \n\nThe core curriculum provides only a beginning for the investigation of signifi- \ncant questions and issues. The program is designed to foster in students a love of \nlearning and a desire to learn, to think, and to act as reflective, responsible beings \nthroughout their lives. \n\n\n\n91 \n\n\n\nFreshman Year - Core I \n\nCOR 101. Narratives of the Self I \nCOR 102. Narratives of the Self II \n\nSophomore Year - Core II \n\nCOR 201. Human Nature and the Social Order I \nCOR 202. Human Nature and the Social Order II \n\nJunior Year - Core III \n\nCOR 301. Historical Perspectives on the Social Order I \nCOR 302. Historical Perspectives on the Social Order II \n\nSenior Year - Core IV \n\nCOR 401. Science and Human Nature \n\n\n\nFine Arts Requirement - One of the following: \nCOR 103. Music and Culture \nCOR 104. Art and Culture \n\nSemiotics Requirement - One of the following: \n\nCOR 203. Great Ideas of Modern Mathematics * \n\nA foreign language course at a minimum level of second semester, first year. \nPlease see the respective foreign language course offerings in the Programs of \nStudy section in this Bulletin. \n\n* Note: In order to enroll in this course, a student must first satisfy the Mathemat- \nics Proficiency Requirement. For a description of this requirement, please \nsee the Academic Regulations and Policies section of this Bulletin. \n\nStudents matriculating at Oglethorpe as freshmen may not substitute courses \ntaken at other institutions for any of the core sequenced courses. The exception to \nthis would be foreign language courses, COR 103, and COR 104. \n\nCOR 101, COR 102. Narratives of the Self I, U 4 plus 4 hours \n\nThe first-year course sequence investigates narratives of the self. Among the \ntopics that students will consider are a variety of fictional and philosophical con- \nstructions of the self, the relationships of memory to personal identity, and the \ndisjunction or harmony between public and private selves. The authors considered \nin the courses may include Homer, Socrates, St. Augustine, Montaigne, Shakespeare, \nDescartes, Cervantes, Emily Bronte, Lao Tsu, Nietzsche, and Morrison. \n\nCOR 103. Music and Culture 4 hours \n\nThe appreciation of music begins with an understanding of the creative process \nas a means of self-expression and the artist's relationship to the world. Using \nprimary sources, guest lecturers, and artists, this course examines the styles, trends, \nand developments of Western and international music from early civilizations \nthrough the 20th century. Study and discussion begin to develop an understanding \nof how music and the cultural arts reflect and affect societal trends and values. \n\n\n\n92 \n\n\n\nCOR 104. Art and Culture 4 hours \n\nThis course surveys the creative ways that human beings throughout history \nhave attempted to depict their relationships to their surroundings. Art is thus \nviewed as a barometer of civilization, a visual, creative response to the intellectual \nand emotional climate of a given moment in history. Students examine present \nways of understanding themselves and the universe, the evolution of that under- \nstanding, and the conflicts involved. Basic artistic principles and concepts also are \nstudied in an effort to decide what has artistic value. \n\nCOR 201, COR 202. Human Nature and the Social Order I, II 4 plus 4 hours \n\nThe sophomore course sequence focuses on the relationship between individu- \nals and communities, examining the extent to which the \"good life\" can be pursued \nwithin the confines of any social order. These courses investigate issues such as the \nnature of human excellence and virtue, the character of justice, the origins and \nsources of social order, and the status and legitimacy of political power. How can \nwe obtain an accurate description of humans as social beings? What is the good \nsociety, and how may it be realized? Students in this course are invited to become \nmore thoughtful, self-conscious, and self-critical members and citizens of the soci- \nety and polity in which they live. Authors such as Aristotle, Locke, Smith, Tocqueville, \nMarx, and Weber will be read. \n\nCOR 203. Great Ideas of Modern Mathematics 4 hours \n\nThe purpose of this course is to consider the way in which mathematics ad- \ndresses the issues considered in the core and to help students understand and \nappreciate the way of knowing (or, better, the way of thinking) which underlies \nmathematics. The mode of inquiry this course employs in attempting to answer the \ncore issues is reason. This is not to be confused with the kind of reasoning used, for \nexample, in the natural or social sciences. It is, rather, reason divorced from any- \nthing empirical. As T H. Huxley remarked, \"mathematics is that study which knows \nnothing of observation, nothing of experiment, nothing of induction, nothing of \ncausation.\" The course is organized around three or four major mathematical \nideas that have emerged since the time of Newton. These ideas are drawn from \nsuch fields as calculus, set theory, number theory, probability theory, modern \nalgebra, logic, topology, and non-Euclidean geometry. Prerequisite: MAT 103 with \na grade of \"C-\" or higher or by examination. \n\nCOR 301, COR 302. Historical Perspectives \n\non the Social Order I, II 4 plus 4 hours \n\nThe junior year sequence constitutes an historical examination of human expe- \nrience in response to some of the themes and issues raised in the first two years of \nthe core. Drawing on a variety of perspectives from both the humanities and the \nsocial sciences, the course strives to reconstruct the histories of significant periods \nin human history. The first semester will focus on the rise and fall of civilizations \nfrom antiquity through the Renaissance. The second semester will concentrate on \nthe problems of modernity, such as the rise of modern state, nationalism, revolu- \ntion, and globalization. Both courses will examinate the ways in which significant \nmoments have become essential parts of our historical consciousness, enshrined in \nmyth, religion, tradition, culture, and institutions. Through careful analysis of cur- \n\n\n\n93 \n\n\n\nrent scholarship and original sources, students will be invited to consider the \ncomplex relationship between history, cultural traditions, and the social and politi- \ncal institutions derived from them. \n\nCOR 401. Science and Human Nature 4 hours \n\nThe senior year course deals with the way scientific methodologies inform cur- \nrent thinking on the nature of the human organism. Starting from basic genetic and \npsychological understandings, it emphasizes how evolutionary mechanisms may be \nseen as contributing to the origins of uniquely human behaviors. Elements of DNA \nstructure as it applies to information storage and transmission, the regulation of \ngene expression and the mechanics of protein synthesis, mutation and its centrality \nin producing variation, sexual reproduction and how the laws of probability apply \nto biological systems, sex determination, \"altruistic\" behavior, and kin selection are \namong the topics explored. \n\n\n\n94 \n\n\n\nPrograms of Study \n\n\n\n\nDegrees \n\nOglethorpe University offers six degrees: Bachelor of Arts, Bachelor of Science, \nBachelor of Arts in Liberal Studies, Bachelor of Business Administration, Master \nof Arts, and Master of Business Administration. The Bachelor of Arts and Bach- \nelor of Science degrees are offered in the traditional undergraduate program. \n(For a discussion of the other four degrees, please see University College at the \nend of this section.) Under certain conditions it is also possible for a student to \nreceive a dual degree in art, a dual degree in engineering, a dual degree in environ- \nmental studies, or a degree under the Professional Option. See the Index for the \nsections where these degrees are discussed. \n\nMajor Programs and Requirements \n\nCompletion of a major program is required for all baccalaureate degrees. The \nstudent's academic advisor assists with the student's selection of a major. The \nstudent declares the major selected on the course registration form completed \neach semester. Students must have declared a major by the end of the second \nsemester of the sophomore year. \n\nA major is an orderly sequence of courses in: 1) a particular discipline, 2) a \ncombination of two disciplines, or 3) a defined interdisciplinary field. A major must \ninclude a minimum of 32 and a maximum of 64 semester hours of required course \nwork, exclusive of all hours used to satisfy core requirements. Exceptions may be \ngranted in special circumstances by a vote of the appropriate faculty committee. A \nminimum of 16 semester hours of a major must be in course work taken at Oglethorpe \nUniversity. For teacher education majors, a minimum of 12 hours of education \ncourses, in addition to student teaching, must be taken at Oglethorpe. Each major \nmust allow for the student's selection of courses, which are not in the discipline(s) \nof the major and not required components of the core curriculum. Each major \nincludes a substantial component of advanced courses which have specified pre- \nrequisites. A major may require for successful completion a cumulative grade- \npoint average in the major field which is higher than the 2.0 cumulative grade-point \naverage required for graduation. Alternatively, the requirements for the major \nmay state that only courses in which a \"C-\" or higher grade is received may be used \nin satisfaction of the major's requirements. The student is responsible for ensuring \nthe fulfillment of the requirements of the major selected. Specific requirements for \neach of the majors listed below may be found in the respective discipline that \nfollows in which the course offerings are described. Please note that no course that \nis counted to fulfill a major requirement for one degree may be used toward the \nrequirements of another degree. \n\nFor the Bachelor of Arts degree the following majors are offered: \n\nAmerican Studies \n\nArt \n\nArt - Dual Degree \n\nBusiness Administration and Behavioral Science \n\nCommunications \n\nEconomics \n\n\n\n% \n\n\n\nEducation - Early Childhood \n\nEducation - Middle Grades \n\nEducation - Secondary Certification in English, Mathematics, Science, and \n\nSocial Studies \nEngineering- Dual Degree \nEnglish \n\nEnvironmental Studies - Dual Degree \nFrench \nHistory \n\nIndividually Planned Major \nInternational Studies \n\nInternational Studies with Asia Concentration \nPhilosophy \nPolitics \nPsychology \nSociology \n\nSociology with Social Work Concentration \nSpanish \nFor the Bachelor of Science degree the following majors are offered: \nAccounting \nBiology \n\nBusiness Administration \n\nBusiness Administration and Computer Science \nChemistry \nEconomics \nMathematics \n\nMathematics and Computer Science \nPhysics \n\nMinor Programs and Requirements \n\nA minor consists of at least 16 semester hours of course work beyond any core \nrequirements in that discipline. A minimum of 12 semester hours of a minor must \nbe in course work taken at Oglethorpe. For education majors, these requirements \nmust be fulfilled before student teaching. \n\nMinor programs are available in the fields listed below. Specific requirements \nfor each minor may be found in the respective discipline that follows in which the \ncourse offerings are described. \n\nMinors may be earned in the following: \n\nAccounting Computer Science \n\nAmerican Studies Drawing \n\nArt History Economics \n\nBiology English \n\nBusiness Administration French \n\nCommunications History \n\nChemistry Individually Planned Minor \n\n\n\n97 \n\n\n\nJapanese Politics \n\nJapanese Culture Psychology \n\nMathematics Sociology \n\nMusic Spanish \n\nPainting Theatre \n\nPhilosophy Women's and Gender Studies \n\nPhotography Writing \n\nPhysics \n\n\n\nAccounting \n\n\n\nAccounting is the language of business. It is a service activity whose function is \nto provide quantitative information, primarily financial in nature, about economic \nentities that is intended to be useful in making economic decisions. The purpose of \nthe major in accounting is to acquaint the student with the sources and uses of \nfinancial information and to develop the analytical ability necessary to produce and \ninterpret such information. The student learns to observe economic activity; to \nselect from that activity the events which are relevant to a particular decision; to \nmeasure the economic consequences of those events in quantitative terms; to record, \nclassify, and summarize the resulting data; and to communicate the information in \nvarious reports and statements to appropriate decision-makers. \n\nThe major in accounting consists of a coherent sequence of accounting and \nother courses which provide the conceptual foundation and basic skills to begin a \ncareer in accounting in the private sector, to use as an appropriate background for \nsuch related careers as financial services, computer science, management, indus- \ntrial engineering, law and others, or to pursue a fifth year of graduate education. \nThe major in accounting will assist in preparation for several qualifying examina- \ntions in accounting and finance such as Certified Public Accountant (CPA), Certi- \nfied Management Accountant (CMA), and Certified Financial Analyst (CFA). \nAccounting provides many attractive career opportunities in public accounting, \nindustry, government, and non-profit organizations. It provides an excellent edu- \ncational background for anyone going into business. \n\nMajor \n\nStudents pursuing a Bachelor of Science degree must complete the following \nrequirements with a grade of \"C-\" or higher: \n\nACC 230 Financial Accounting \n\nACC 231 Managerial Accounting \n\nACC 332 Intermediate Accounting I \n\nACC 333 Intermediate Accounting II \n\nACC 334 Cost and Managerial Accounting \n\nACC 335 Income Tax Accounting: Individuals \n\nACC 435 Advanced Accounting \n\nACC 437 Auditing \n\nBUS 1 10 Business Law I \n\nBUS 260 Principles of Management \n\nBUS 310 Corporate Finance \n\nBUS 350 Marketing \n\nBUS 469 Strategic Management \n\n98 \n\n\n\nECO 121 Introduction to Economics \n\nECO 221 Intermediate Microeconomics \n\nMAT 111 Statistics \n\nMAT 121 Applied Calculus \nIn addition, the student must satisfy the Computer Applications Proficiency \nRequirement. This can be done in one of three ways: 1 ) by assessment of skills with \nthe student's academic advisor, 2) by successful completion of Introduction to \nComputer Applications Software, or 3) by successful performance on the com- \nputer proficiency examination. \n\nBeginning in 1998, new eligibility requirements adopted by the Georgia State \nBoard of Accountancy require at least 150 semester hours of college study to \nqualify to take the CPA examination. Included within the content of this minimum \neducation standard is the requirement to complete at least 30 semester hours of \naccounting courses beyond Financial Accounting and Managerial Accounting and \nat least 24 semester hours of education in business administration. For those \nstudents whose objective is to qualify to take the CPA examination, it is recom- \nmended that the following courses be included in these additional required semes- \nter hours: \n\nACC 336 Income Tax Accounting: Corporations, Partnerships, \nEstates, and Trusts \n\nACC 436 Accounting Control Systems \n\nACC 438 Accounting Theory \n\nBUS 111 Business Law II \n\nMinor \n\nStudents desiring to minor in accounting must complete five courses: Financial \nAccounting and Managerial Accounting, and three of any of the following with a \ngrade of \"C-\" or higher: \n\nACC 332 Intermediate Accounting I \n\nACC 333 Intermediate Accounting II \n\nACC 334 Cost and Managerial Accounting \n\nACC 335 Income Tax Accounting: Individuals \n\nACC 435 Advanced Accounting \n\nACC 230. Financial Accounting 4 hours \n\nThis course is a study of generally accepted accounting principles (GAAP) and \nother accounting concepts with emphasis on their application in the financial state- \nments of business enterprises. The measurement and reporting of assets, liabili- \nties, and owners' equity is stressed, along with the related measurement and \nreporting of revenue, expense, and cash flow. Prerequisite: Sophomore standing \nor above or approval by the Director of the Accounting Program. \n\nACC 231. Managerial Accounting 4 hours \n\nThis course is a study of the use of accounting information by managers and \ndecision makers within an economic enterprise. Cost analysis for purposes of plan- \nning and control is emphasized. Prerequisite: ACC 230. \n\nACC 332. Intermediate Accounting 1 4 hours \n\nThis course covers financial accounting topics at an intermediate level. The \n\n\n\n99 \n\n\n\ntopics covered are similar to Financial Accounting, but in greater depth. The stan- \ndards promulgated by the Financial Accounting Standards Board are considered \nand evaluated. The theoretical foundations of accounting are emphasized. Prereq- \nuisite: ACC 231. \n\nACC 333. Intermediate Accounting II 4 hours \n\nThis is a continuation of Intermediate Accounting I with emphasis on advanced \ntopics such as capitalized leases, pension costs, inter-period income tax allocation \nand accounting changes. Prerequisite: ACC 332. \n\nACC 334. Cost and Managerial Accounting 4 hours \n\nThis course provides an introduction to the financial information required for \nthe managerial activities of planning, directing operational activities, control, and \ndecision making. The course includes the study of the analytical techniques and \nmethodologies used to generate accounting information and the managerial use of \naccounting information. The topics include cost behavior and estimation, costing \nof products and services, cost-volume-profit analysis, budgeting, relevant cost analy- \nsis, performance evaluation, and pricing decisions. Prerequisite: ACC 231. \n\nACC 335. Income Tax Accounting: Individuals 4 hours \n\nThis course provides an overview of the federal income tax system primarily as \nit relates to individuals. The study of the federal tax law provides the necessary tax \nbackground for a variety of accounting, financial, and managerial careers. Prereq- \nuisite: ACC 231. \n\nACC 336. Income Tax Accounting: Corporations, Partnerships, \n\nEstates, and Trusts 4 hours \n\nThis course is a study of the federal income tax laws and related accounting \nproblems of corporations and partnerships, with some consideration of estates \nand trusts. Consideration will be given to the role of taxation in business planning \nand decision making and the interrelationships and differences between financial \naccounting and tax accounting. Prerequisite: ACC 335. \n\nACC 433. Independent Study in Accounting 1-4 hours \n\nSupervised research on a selected topic in accounting. Prerequisite: Permission \nof the instructor. \n\nACC 434. Internship in Accounting 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning oppor- \ntunity to qualified students. The internship generally requires the student to ob- \ntain a faculty supervisor, submit a learning agreement, work 30-35 hours for every \nhour of academic credit, keep a written journal of the work experience, have regu- \nlarly scheduled meetings with the faculty supervisor, and write a research paper \ndealing with some aspect of the internship. An extensive list of internships is main- \ntained by the Office of Experiential Education, including opportunities at \nPricewaterhouseCoopers, Arthur Andersen, Ernst \u0026 Young, Georgia Pacific, and \nMiller, Ray, and Houser. Graded on a satisfactory/unsatisfactory basis. Prerequi- \nsites: Permission of the faculty supervisor and qualification for the internship \nprogram. \n\n\n\n100 \n\n\n\nACC 435. Advanced Accounting 4 hours \n\nThis course is a study of business combinations and the related problems of \nconsolidating the financial statements of affiliated corporations. The accounting \nproblems related to international business are also covered and governmental \naccounting is introduced. Prerequisite: ACC 333. \n\nACC 436. Accounting Control Systems 4 hours \n\nThis course is an in-depth study of the application of information systems con- \ncepts to the accounting environment. Emphasis is on the processing of data in a \ncomputerized environment as well as the controls that are necessary to assure \naccuracy and reliability of the data processed by an accounting system. Practical \nimplications of accounting information system design and implementation will be \ninvestigated through the use of cases and projects. Prerequisites: ACC 231 and \nCSC 140 or CSC 241 or CSC 242. \n\nACC 437. Auditing 4 hours \n\nThis course is a study of auditing standards and procedures, including the use \nof statistical and other quantitative techniques, and preparation of audit working \npapers, reports, and financial statements. Emphasis is placed upon the criteria for \nthe establishment of internal controls and the effect of these controls on examina- \ntions and reports. Prerequisites: ACC 333 and MAT 111. \n\nACC 438. Accounting Theory 4 hours \n\nThis course covers the principles and concepts of accounting at an advanced \ntheoretical level. The emphasis is on critical analysis of the ideas on which account- \ning practice is based along with an appreciation for the intellectual foundations for \nthose ideas. Prerequisite: ACC 333. \n\nACC 439. Special Topics in Accounting 4 hours \n\nAn intense study of diverse accounting topics under the direct supervision of an \naccounting faculty member. Prerequisite: Permission of the instructor. \n\nAllied Health Studies \n\nStudents who plan to attend professional schools of nursing, physical therapy, \nmedical technology, or other allied health fields should plan their programs at \nOglethorpe with the assistance of the faculty member serving as the Allied Health \nAdvisor. The name of this advisor can be obtained at the Registrar's Office. \n\nIn allied health fields, successful completion of the program in an accredited \nprofessional school and a minimum of 64 semester hours credit earned at \nOglethorpe are required to earn the Bachelor of Arts degree with an individually \nplanned major. (See the description of the individually planned major below.) \n\nAmerican Studies \n\nThe interdisciplinary major in American studies is designed to provide students \nwith the opportunity to develop a systematic and in-depth understanding of Ameri- \ncan culture. By combining American studies courses and courses from relevant \n\n\n\n101 \n\n\n\nENG \n\n\n303 \n\n\nHIS \n\n\n230 \n\n\nHIS \n\n\n231 \n\n\nHIS \n\n\n331 \n\n\nSOC \n\n\n202 \n\n\n\ndisciplines (history, literature, the arts, economics, and the social sciences), stu- \ndents may explore the relationships of diverse aspects of American life. Students \nalso are able to pursue their special interests within American culture by develop- \ning an \"area of concentration\" that provides a specific focus for much of the work \ncompleted in fulfillment of major requirements. \n\nIn addition to introducing students to the field of American studies, the major \nis designed to help students refine their fundamental intellectual skills, especially \ntheir writing and speaking skills. Skills of this sort will serve the student well long \nafter many specific facts, postulates, and theories have been forgotten. In short, as \nis consistent with Oglethorpe's stated institutional purpose, the American studies \nprogram seeks to prepare humane generalists - individuals who possess those \nbasic qualities so necessary for leadership in a rapidly changing world. The degree \nawarded is the Bachelor of Arts. \n\nMajor \n\nRequirements of the major include completion of the following six courses: \nECO 223 United States Economic History \n\nAmerican Poetry \n\nUnited States History to 1865 \n\nUnited States History Since 1865 \n\nThe Age of Affluence: The United States Since 1945 \n\nThe American Experience (to be taken in the freshman \nor sophomore year) \nCompletion of five of the following courses also is required: \nCOM 340 Business and Technical Communications \n\nMoney and Banking \n\nLabor Economics \n\nPublic Finance \n\nIntroduction to Education \n\nSpecial Topics in Major British and American Authors \n\nThe American Civil War and Reconstruction \n\nUnited States Diplomatic History \n\nThe New American City \n\nConstitutional Law \n\nAmerican Political Parties \n\nUnited States Foreign Policy \n\nThe Family \n\nMinor \n\nRequirements for the minor include completion of The American Experience \n(to be taken in the freshman or sophomore year) and three of the following five \ncourses: \n\nUnited States Economic History \n\nAmerican Poetry \n\nUnited States History to 1865 \n\nUnited States History Since 1865 \n\nThe Age of Affluence: The United States Since 1945 \n\n\n\n102 \n\n\n\nECO \n\n\n421 \n\n\nECO \n\n\n422 \n\n\nECO \n\n\n425 \n\n\nEDU \n\n\n101 \n\n\nENG \n\n\n314 \n\n\nHIS \n\n\n430 \n\n\nHIS \n\n\n431 \n\n\nINT \n\n\n303 \n\n\nPOL \n\n\n201 \n\n\nPOL \n\n\n302 \n\n\nPOL \n\n\n311 \n\n\nSOC \n\n\n201 \n\n\n\nECO \n\n\n223 \n\n\nENG \n\n\n303 \n\n\nHIS \n\n\n230 \n\n\nHIS \n\n\n231 \n\n\nHIS \n\n\n331 \n\n\n\nArt \n\nIn keeping with the concept of the liberal arts education the art department's \ncurriculum is designed to give students the tools needed to express themselves, \nthink clearly, and help find their places in the world. The curriculum is unique in \nthe southeast for its emphasis on mastering the concepts and skills necessary to \ndraw, paint, and sculpt the human figure. Color theory, perspective, anatomy, and \nart history are integrated to this goal. In addition, students are exposed to a wide \nrange of mediums, including drawing, painting, printmaking, sculpture, and pho- \ntography. \n\nThis singular combination of courses makes the art major extremely valuable. \nWhile students are learning to become proficient in art history, they are also re- \nquired to become proficient in studio. This puts an unusual demand on students \nin two different areas of their intuitive and analytical thinking. They are asked to \nperform and comprehend right- and left-brain activities and to use a wide range of \nknowledge and experiences. \n\nThe wide range of courses, as mentioned above, is open at the introductory \nlevel to all students regardless of major or minor. Introductory-level courses em- \nphasize the development of perception (learning to see); cognitive skills (applica- \ntion of theories to visual phenomena); a sense of aesthetics (organization of the \nparts for the larger whole); and technical skills (facility in manipulating tools). \n\nMany courses are offered at the intermediate and advanced levels as well, in \nsome cases under the \"Special Topics\" heading. Intermediate-level courses build \nupon introductory-level course material, undertaking more complex thought pro- \ncesses and approaches, while advanced-level courses emphasize individual inquiry \nand original thinking. \n\nMajor \n\nRequirements for the major in art include two drawing courses; three painting \ncourses; Anatomy For the Artist and Figure Drawing; Introduction to Photogra- \nphy; Modern Art History; a sculpture or printmaking course; and one other upper- \nlevel art history course. The degree awarded is the Bachelor of Arts. \n\nThe Scientific Illustration Track with Biological Science Emphasis and the Scien- \ntific Illustration Track with Physical Science Emphasis are two programs which \nenable the student to combine art major requirements and specific science courses. \nThese programs fulfill admission requirements for graduate school programs in \nmedical and scientific illustration. A master's degree is necessary to qualify for \nemployment in these areas. The degree awarded is the Bachelor of Arts. \n\nMinor \n\nThe art minor has several concentrations: \n\nFor a minor in painting, a student must take two painting courses, one drawing, \none art history, and one photography course. \n\nFor a minor in drawing, a student must take two drawing courses, one painting, \none art history, and one photography course. \n\nFor a minor in photography, a student must take two photography courses, one \ndrawing, one painting, and one art history course. \n\nFor a minor in art history, a student must take three art history courses, one \nphotography, and one drawing course or painting course. \n\n\n\n103 \n\n\n\nART 101. Introduction to Drawing 4 hours \n\nStudio exercises, in-studio lectures, outside assignments, and critiques are de- \nsigned to develop a basic understanding of drawing. Projects will be designed to \nexplore concepts and theories of drawing and to develop the bridge between ob- \nservation and creating an image, including drawing in line, light and dark, and \nperspective. \n\nART 102. Introduction to Painting 4 hours \n\nStudio exercises, lectures, critiques, and outside assignments are designed to lay \na firm foundation for the student's understanding of the medium of oil painting. \nColor mixing, composition, materials and techniques, and how to describe forms \nconvincingly will be included. \n\nART 103. Introduction to Figure Sculpture 4 hours \n\nWorking from the life model, students will convey their understanding of the \nhuman form in clay. Planar structure, volume, proportion, and major anatomical \nlandmarks will be covered. \n\nART 109. Introduction to Photography 4 hours \n\nLaboratory exercises, in-class lectures, critiques and assignments are designed \nto develop an understanding of all aspects of photography, including composition \nand self expression. Emphasis will be on development of technical skills and a \npersonal direction in photography. Prerequisite: A fully manual camera - to be \nbrought to the first class meeting. \n\nART 1 10. Ways of Seeing 4 hours \n\nThis course systematically breaks down the vocabularies of art to their compo- \nnent elements, studying how these elements work together to form visual lan- \nguage. Problems in color and composition will be undertaken in a variety of media, \nincluding ink, acrylic, and photography. \n\nART 111. Anatomy For the Artist and Figure Drawing 4 hours \n\nThis course focuses on both the scientific and the aesthetic exploration of the \nhuman body. Drawing from the life model, students will study form and function of \nthe skeletal and muscular systems, along with proportion and surface landmarks. \nA variety of approaches to drawing and drawing materials will be covered. \n\nART 201. Intermediate Drawing 4 hours \n\nThis course explores drawing as a tool for perception and a means of self- \nexpression. Students will undertake advanced problems in drawing which build \nupon concepts and techniques covered in Introduction to Drawing. These include \nproblems involving the surface of the picture plane and the ground plane, arrange- \nments of elements in static and dynamic compositions and value pattern. Prerequi- \nsite: ART 101 or ART 111. \n\nART 202. Intermediate Painting 4 hours \n\nThis course will focus upon the conceptual, technical, and aesthetic tools which \nwere covered in Introduction to Painting. Students will build upon experiences and \nundertake more complex formal and personal issues in their paintings. Imagery, \n\n\n\n104 \n\n\n\nrepresentation, abstraction, expressionism, and narration will be explored as stu- \ndents begin to pursue individual direction in their own work. Prerequisite: ART 102. \n\nART 203. Intermediate Figure Sculpture 4 hours \n\nWorking from the life model, this level of sculpture builds upon conceptual and \nperceptual skills honed in Introduction to Figure Sculpture. Students are expected \nto approach sculpting the human form from a variety of aesthetic points of view, \nincluding realism, abstraction, and expressionism. Prerequisite: ART 103. \n\nART 205. Special Topics in Studio 4 hours \n\nStudio exercises, in-studio lectures, outside assignments, and critiques are de- \nsigned to develop a basic understanding of various media, including printmaking \nand various specialties of artists-in-residence. \n\nART 251. Special Topics in Art History 4 hours \n\nAn in-depth analysis of specific historical art periods will stress how major \nartists and trends were influenced by their times. Discussion of important events \nand ideas of significant individuals of the period will serve to provide the necessary \nbackground for a thorough comprehension of social and intellectual sources of \nart. Prerequisite: COR 104. \n\nART 302. Advanced Painting 4 hours \n\nIn this course personal direction is emphasized. Through art historical refer- \nences and group discussion, students will be guided to set parameters for indi- \nvidual inquiry. Each student will be expected to develop ideas and themes in a \ncohesive body of paintings. Prerequisites: ART 102 and ART 202. \n\nART 305. Advanced Special Topics in Studio 4 hours \n\nThis is an advanced level of Special Topics in Studio such as sculpture, photogra- \nphy, drawing, printmaking, etc. Prerequisite: ART 205. \n\nART 350. Modern Art History 4 hours \n\nAn in-depth analysis of the art of the 19th and 20th centuries, stressing how \nmajor trends and major artists were influenced by their times, this course will begin \nwith the advent of the Industrial Revolution and continue to the present. It will \nfocus on the art and ideas of Ingres, Manet, Monet, Van Gogh, Gauguin, Cezanne, \nPicasso, Matisse, Dali, and Warhol. Prerequisite: COR 104. \n\nART 410. Internship in Art 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning oppor- \ntunity to qualified students. The internship generally requires the student to ob- \ntain a faculty supervisor, submit a learning agreement, work 30-35 hours for every \nhour of academic credit, keep a written journal of the work experience, have regu- \nlarly scheduled meetings with the faculty supervisor, and write a research paper \ndealing with some aspect of the internship. An extensive list of internships is main- \ntained by the Office of Experiential Education, including opportunities at the High \nMuseum of Art, Nexus Contemporary Art Center, Atlanta International Museum, \n\n\n\n105 \n\n\n\nand Vespermann Gallery. Graded on a satisfactory/unsatisfactory basis. Prerequi- \nsites: Permission of the faculty supervisor and qualification for the internship \nprogram. \n\n\n\nArt - Dual Degree \n\n\n\nStudents seeking a broadly based educational experience involving the types of \nprograms generally found at a college of arts and sciences as well as the specialized \ntraining offered by a professional college may wish to consider the dual degree \nprogram in art. Oglethorpe University and The Atlanta College of Art offer a joint \nprogram for students interested in a career in the visual arts. The dual degree \nprogram requires enrollment at Oglethorpe for two years followed by enrollment \nat The Atlanta College of Art for another two years and one summer. \n\nThe student is required to complete Fresh Focus, all of the core curriculum at \nOglethorpe (including Art and Culture), and three courses in studio electives. \nUpon successful completion of these courses, the student enrolls at The Atlanta \nCollege of Art and completes 75 credit hours in studio and art history courses. \nPlacement in studio courses is dependent on a portfolio review. \n\nUpon completion of the joint program, the student receives the degree of \nBachelor of Arts from Oglethorpe and the degree of Bachelor of Fine Arts from \nThe Atlanta College of Art. Students participating in the dual degree program \nmust meet the entrance requirements of both institutions. Dual degree students \nare advised at Oglethorpe by a faculty member in the field of visual arts. \nNote: Dual-degree students in art may not use Oglethorpe financial aid \nassistance to attend other institutions. \n\n\n\nBiology \n\n\n\nThe curriculum in biology provides a foundation in both classical and contem- \nporary biological concepts and prepares the student for continuing intellectual \ngrowth and professional development in the life sciences. These goals are achieved \nthrough completion of a set of courses that provide a comprehensive background \nin basic scientific concepts through lectures, discussions, writing, and laboratory \nwork. The program supplies the appropriate background for employment in re- \nsearch institutions, industry, and government; the curriculum also prepares stu- \ndents for graduate school and for professional schools of medicine, dentistry, \nveterinary medicine, and the like. Students planning to attend graduate or profes- \nsional schools should recognize that admission to such schools is often highly \ncompetitive. Completion of a biology major does not ensure admission to these \nschools. \n\nA grade of \"C-\" or higher must be obtained in each freshman- and sophomore- \nlevel science or mathematics course that is required for this major or minor; these \ncourses are numbered 100 through 300 in each discipline. A grade-point average of \n2.0 or higher is required in all courses required for the major. \n\nStudents who are interested in medical illustration are encouraged to consider \nthe Scientific Illustration Tracks that are offered within the art major which is \ndescribed above. \n\n\n\n106 \n\n\n\nMajor \n\nThe requirements for a major in biology are as follows: in sequence, General \nBiology I and II, Genetics, Microbiology, Comparative Vertebrate Anatomy, Hu- \nman Physiology, plus three additional directed biology courses; General Chemistry \nI and II (with laboratories), Organic Chemistry I (with laboratory), either Organic \nChemistry II (with laboratory) or Elementary Quantitative Analysis (with labora- \ntory); General Physics I and II; Statistics; and three semester hours of Science \nSeminar. The degree awarded is the Bachelor of Science. \n\nMinor \n\nThe requirements for a minor in biology are General Biology I and II, Genetics, \nand Microbiology. Students minoring in biology are not exempt from the prerequi- \nsites for the biology courses and thus also will complete General Chemistry I and II \n(with laboratories) and Organic Chemistry I (with laboratory and either Organic \nChemistry II (with laboratory) or Elementary Quantitative Analysis (with labora- \ntory). \n\nBIO 101, BIO 102. General Biology I, II 4 plus 4 hours \n\nAn introduction to modern biology, these courses include the basic principles \nof plant and animal biology, with emphasis on structure, function, evolutionary \nrelationships, ecology, and behavior. Lectures and laboratory. Prerequisite: BIO \n101 must precede BIO 102 and it is recommended that the courses be completed in \nconsecutive semesters. Students who are majoring in biology must earn a grade of \n\"C-\" or higher in BIO 101 before taking BIO 102. \n\nBIO 201. Genetics 4 hours \n\nAn introduction to the study of inheritance. The classical patterns of Mendelian \ninheritance are related to modern molecular genetics and to the control of metabo- \nlism and development. Prerequisites or corequisites: BIO 102, CHM 102, CHM \n201. A grade of \"C-\" or higher must be earned in each of the prerequisite courses. \n\nBIO 202. Microbiology 4 hours \n\nAn introduction to the biology of viruses, bacteria, algae, and fungi. Consider- \nation is given to phylogenetic relationships, taxonomy, physiology, and economic or \npathogenic significance of each group. Lecture and laboratory. Prerequisites: BIO \n201 and CHM 201 with a grade of \"C-\" or higher in each course. \n\nBIO 301. Comparative Vertebrate Anatomy 4 hours \n\nAn intensive study of the structural aspects of selected vertebrate types. These \norganisms are studied in relation to their evolution and development. The labora- \ntory involves detailed examination of representative vertebrate specimens. Prereq- \nuisites: BIO 202 and CHM 201. A grade of \"C-\" or higher must be earned in each of \nthe prerequisite courses. \n\nBIO 302. Human Physiology 4 hours \n\nA detailed analysis of human functions that deals primarily with the interactions \ninvolved in the operation of complex human systems. Lecture and laboratory. \nPrerequisites: PHY 101, CHM 201, and BIO 301. A grade of \"C- M or higher must be \nearned in each of the prerequisite courses. \n\n\n\n107 \n\n\n\nBIO 310. Special Topics in Biology 1-4 hours \n\nAdvanced course and laboratory work, including independent studies, in vari- \nous areas of biology. Approval by the student's faculty advisor and the chairperson \nof the department is required for off-campus activities. Prerequisite: Permission of \nthe instructor. \n\nBIO 313. Embryology 4 hours \n\nA course dealing with the developmental biology of animals. Classical observa- \ntions are considered along with more recent experimental embryology in the frame- \nwork of an analysis of development. In the laboratory, living and prepared examples \nof developing systems in representative invertebrates and vertebrates are consid- \nered. Prerequisites: BIO 202 and CHM 201. A grade of \"C-\" or higher must be \nearned in each of the prerequisite courses. \n\nBIO 316. Cell Biology 4 hours \n\nAn in-depth consideration of cell ultrastructure and the molecular mechanisms \nof cell physiology. Techniques involving the culturing and preparation of cells and \ntissues for experimental examination are carried out in the laboratory. Prerequi- \nsites: BIO 202 and CHM 201. A grade of \"C-\" or higher must be earned in each of \nthe prerequisite courses. \n\nBIO 326. Vascular Plants 4 hours \n\nThe biology of vascular plants is considered at levels of organization ranging \nfrom the molecular through the ecological. Studies of anatomy and morphology \nare pursued in the laboratory, and an independent project concerning plant hor- \nmones is required. Offered spring semester of even-numbered years. Prerequi- \nsites: BIO 202 and CHM 201. A grade of \"C-\" or higher must be earned in each of \nthe prerequisite courses. \n\nBIO 413. Biochemistry 4 hours \n\nAn introduction to the chemistry of living systems, this course will investigate \nthe synthesis, degradation, and functions of various molecules within living organ- \nisms. Central metabolic pathways and enzyme reaction mechanisms also will be \nstudied. Lecture and laboratory. Prerequisites: BIO 102 and CHM 201 with a grade \nof \"C-\" or higher in each course; recommended prerequisite: CHM 310. \n\nBIO 414. Molecular Biology and Biotechnology 4 hours \n\nThis course is an introduction to the theory and practice of molecular bio- \nscience. Topics covered include the principles and processes of molecular biology, \nDNA isolation and characterization, restriction enzyme analysis, cloning, construc- \ntion and selection of recombinants made in vitro and preparation and analysis of \ngene libraries. Prerequisites: BIO 202, CHM 201, and BIO 413. \n\nBIO 416. Evolution 4 hours \n\nA course dealing with the various biological disciplines and their meaning in an \nevolutionary context. Also, a consideration of evolutionary mechanisms and the \nvarious theories concerning them. Prerequisites: BIO 202, and CHM 201. A grade \nof \"C-\" or higher must be earned in each of the prerequisite courses. \n\n\n\n108 \n\n\n\nBIO 423. Ecology 4 hours \n\nA course dealing with the relationships between individual organisms and their \nenvironments. The emphasis is on the development of populations and interac- \ntions between populations and their physical surroundings. Lecture and labora- \ntory. Offered spring semester of odd-numbered years. Prerequisites: BIO 202 and \nCHM 201. A grade of \"C-\" or higher must be earned in each of the prerequisite \ncourses. \n\nBusiness Administration \n\nThe business administration curriculum is designed to prepare students for \ncareers as business leaders who will earn their livelihoods by discerning and satisfy- \ning people's wants and needs. Success in this endeavor requires 1) the ability to \nthink independently, 2) knowledge of business terminology and business institu- \ntions, both domestic and international, and 3) communication skills. The ability to \nthink independently is enhanced through study of the courses in the core curricu- \nlum. Courses in economics and the functional areas of business administration \nintroduce the student to business institutions, terminology, and methods of in- \nquiry. Most business administration and economics courses have a communica- \ntions component. These courses and the capstone course in Strategic Management \nprovide opportunity to develop and enhance thinking and communication skills. \n\nThe program in business administration is also designed to give graduates a \nsolid foundation in the concepts and analysis of business functional areas that will \nbe needed for graduate study. Many graduates of this program go on to receive a \nMaster of Business Administration degree or a master's degree in a specific busi- \nness area. \n\nIn addition to preparing students for business careers and graduate school, the \nprogram in business administration is valuable preparation for other careers. Stu- \ndents learn administrative skills and methods of inquiry that are applicable in \ngovernmental and non-profit organizations. Since much legal practice involves busi- \nnesses and a knowledge of business terminology and institutions, this major is an \nexcellent background for the study and practice of law. \n\nMajor \n\nStudents pursuing a Bachelor of Science degree must complete the following \nrequirements with a grade of \"C-\" or higher: \nACC 230 Financial Accounting \n\nManagerial Accounting \n\nManagement Science \n\nPrinciples of Management \n\nCorporate Finance \n\nMarketing \n\nStrategic Management \n\nIntroduction to Economics \n\nIntermediate Microeconomics \n\nIntermediate Macroeconomics \n\nStatistics \n\nApplied Calculus \n\n\n\n109 \n\n\n\nACC \n\n\n231 \n\n\nBUS \n\n\n219 \n\n\nBUS \n\n\n260 \n\n\nBUS \n\n\n310 \n\n\nBUS \n\n\n350 \n\n\nBUS \n\n\n469 \n\n\nECO \n\n\n121 \n\n\nECO \n\n\n221 \n\n\nECO \n\n\n222 \n\n\nMAT \n\n\n111 \n\n\nMAT \n\n\n121 \n\n\n\nIn addition, the student must satisfy the Computer Applications Proficiency \nRequirement. This can be done in one of three ways: 1 ) by assessment of skills with \nthe student's academic advisor, 2) by successful completion of Introduction to \nComputer Applications Software, or 3) by successful performance on the com- \nputer proficiency examination. \n\nFinally, three additional advanced level courses must be successfully completed \nat the 300 or 400 level in accounting, business administration, economics, and/or \ncomputer science. These courses may be taken in a specific functional area as a \nconcentration or taken in different areas. \n\nA concentration may be earned in the areas of finance, international business \nstudies, management, or marketing. Each concentration requires that the student \ntake at least nine credit hours of course work at the 300, 400, or MBA level in that \narea. For a course to be included as part of a student's concentration, it must be \napproved by the student's advisor. \n\nStudents who wish to take MBA-level courses as part of their concentration \nmust have 1) at least junior standing, 2) a cumulative grade-point average of 2.8, \nand 3) written permission from the MBA director. In addition, there must be \nsufficient space availability for undergraduate students. A student may take no \nmore than six credit hours of the concentration at the MBA level. \n\nMinor \n\nA minor in business administration is designed to provide the student with an \nelementary foundation in the major disciplines within business administration. It is \na useful minor for students who wish to prepare for an entry-level position in \nbusiness while pursuing another major outside of business administration. It is \nalso useful for those who wish to continue work after graduation toward a Master \nof Business Administration degree at Oglethorpe or elsewhere. The requirements \nfor a minor are the successful completion with a grade of \"C-\" or higher in each of \nthe following courses: \n\nACC 230 Financial Accounting \n\nACC 231 Managerial Accounting \n\nBUS 260 Principles of Management \n\nBUS 310 Corporate Finance \n\nBUS 350 Marketing \n\nECO 121 Introduction to Economics \n\nBUS 1 10. Business Law 1 4 hours \n\nThis course is designed to give the student an awareness of a limited area of \nthose aspects of the law which will be needed in day-to-day dealings with the prob- \nlems of business. Special emphasis is placed upon the law of contracts, negotiable \ninstruments, agency, and a study of the Uniform Commercial Code as it applies. \n\nBUS 111. Business Law II 4 hours \n\nThis course is a study of partnerships, corporations, sales, bailments, security \ndevices, property, bankruptcy, and trade infringements. Prerequisite: BUS 1 10. \n\nBUS 219. Management Science 4 hours \n\nAn introduction to operations research, model building, optimization, linear \nprogramming, inventory models, and simulation. Major techniques and models of \n\n\n\n110 \n\n\n\nquantitative analysis as applied to business are studied. Prerequisites: CSC 240 or \nCSC 241 or CSC 242, MAT 111, and MAT 121. \n\nBUS 260. Principles of Management 4 hours \n\nThis course is an introduction to the principles of management and administra- \ntion. It includes the study of leadership, conflict resolution, decision making, and \nthe general functions of management in large and small organizations. Students \nwill use computers extensively to do active research, and will learn spreadsheet and \ngraphical tools to aid in the development of their decision-making skills. \n\nBUS 310. Corporate Finance 4 hours \n\nThis course is a study of the basic principles of organizational finance and its \nrelation to other aspects of business management and to the economic environ- \nment within which the firm operates. Attention is given to basic financial concepts, \ntechniques of financial analysis, sources of funding, asset management, capital \nbudgeting, capital structure, cost of capital, time value of money, and financial \ndecision making under conditions of uncertainty. Prerequisites: ACC 231, ECO \n121, and MAT 111. \n\nBUS 350. Marketing 4 hours \n\nThis course is concerned with the policies and problems involved in the opera- \ntion of market institutions. It will examine broad principles and concepts involved \nin the operation of market planning, market segmentation, consumer behavior, \nand product management, pricing, distribution, and promotion of goods and ser- \nvices. Aspects of global marketing, current marketing topics, and ethical and social \nresponsibility issues in marketing are addressed. Prerequisites: ACC 231 and ECO \n121. \n\nBUS 352. Marketing Communications 4 hours \n\nPrinciples, concepts, and practices relating to the various kinds of communica- \ntions employed to disseminate information about products and services to poten- \ntial buyers are topics in this course. Communication methods to be studied include \nadvertising, personal selling, sales promotion, and public relations. The behavioral \naspects of both messages and media will be explored. Prerequisite: BUS 350. \n\nBUS 362. Human Resources Management 4 hours \n\nIn this course students will explore the perspectives and challenges of Human \nResources Management within the context of the emerging global economy. The \nclass will look at traditional HRM topics such as selection and compensation and \nalso at how students can manage their own human resource potential. Prerequi- \nsite: Bus 260. \n\nBUS 370. International Business 4 hours \n\nThis course is designed to acquaint the student with the problems encountered \nin conducting business outside one's own country and to provide a basis for evalu- \nating the impact on business activities of changing economic, political, and cultural \nfactors. Cases will be used throughout the course to give the student experience \nwith the problems and advantages of doing business across national frontiers. A \ncultural diversity simulation game also will be used. Prerequisite: BUS 260. \n\n\n\nIll \n\n\n\nBUS 410. Advanced Corporate Finance 4 hours \n\nAs a continuation of Corporate Finance, topics in this course will include capital \nbudgeting, intermediate and long-term funding, current asset management, work- \ning capital management, and dividend policy. Case studies will be used to empha- \nsize actual business situations and to focus on the comprehensive financial \nmanagement of the firm. Prerequisite: BUS 310. \n\nBUS 411. Investments 4 hours \n\nAn introduction to the environment in which investment decisions are made. \nTopics explored will include efficient markets, the capital asset pricing model, term \nstructure of interest rates, risk versus return, and performance measures. Al- \nthough the emphasis will be on stocks and bonds, other investments will be dis- \ncussed. Prerequisite: BUS 310. \n\nBUS 456. Marketing Research 4 hours \n\nThis course is designed to explore topics such as the types of research, the \nresearch process, research design, sampling procedures, data collection methods, \ndata analysis, and preparation and presentation of research findings. A research \nproject and presentation of findings is usually required in the course. Prerequi- \nsites: BUS 350, CSC 140 or equivalent, and MAT 111. \n\nBUS 461. Total Quality Management 4 hours \n\nThis course will explore major systematic approaches to Total Quality Manage- \nment. Students will examine quality management from a \"profound knowledge\" \nperspective (Deming, Pirsig, Goldratt), and will learn how to understand quality as \na concept for achieving effective management within a firm, and in one's own life. \nPrerequisites: BUS 260 and MAT 111. \n\nBUS 469. Strategic Management 4 hours \n\nThis course is the capstone integration course for the business program. Stu- \ndents learn integrative thinking skills and strategic management tools through \nboth the reading of conceptual work and the extensive use of the case studies. \nPrerequisites: BUS 260, BUS 310, and BUS 350. \n\nBUS 490. Internship in Business Administration 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning oppor- \ntunity to qualified students. The internship generally requires the student to ob- \ntain a faculty supervisor, submit a learning agreement, work 30-35 hours for every \nhour of academic credit, keep a written journal of the work experience, have regu- \nlarly scheduled meetings with the faculty supervisor, and write a research paper \ndealing with some aspect of the internship. An extensive list of internships is main- \ntained by the Office of Experiential Education, including opportunities at Office \nDepot, the Metro Atlanta Chamber of Commerce, SunTrust Bank and the Atlanta \nThrashers. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permis- \nsion of the faculty supervisor and qualification for the internship program. \n\nBUS 494. Independent Study in Business Administration 1-4 hours \n\nSupervised research on a selected topic in business administration. Prerequi- \nsite: Permission of the instructor. \n\n\n\n112 \n\n\n\nBUS 495. Special Topics in Business Administration 4 hours \n\nAn intense study of diverse business topics under the direct supervision of a \nbusiness administration faculty member. Prerequisite: Permission of the instructor. \n\nBusiness Administration and Behavioral Science \n\nThe interdisciplinary major in business administration and behavioral science \nprovides students with the knowledge and skills of the behavioral sciences as they \nmay be applied in the business world. The major helps to prepare students for \ncareers in business, especially those related to human resources, or institutional \nadministration such as hospitals. In addition, it is a useful major for continuing \ngraduate study in business administration or applied psychology. \n\nThe major consists of eight required courses and four directed electives. The \nfour directed electives should be selected carefully with the assistance of a faculty \nadvisor and must be divided evenly between business administration courses and \ncourses in behavioral sciences. A grade of \"C-\" or higher in each course in the \nmajor is required for completion of this major. The degree awarded is the Bachelor \nof Arts. \n\nRequirements of the major include completion of the following courses: \n\nACC 230 Financial Accounting \n\nACC 231 Managerial Accounting \n\nBUS 260 Principles of Management \n\nBUS 350 Marketing \n\nMAT 111 Statistics \n\nPSY 204 Social Psychology \n\nPSY 303 Psychological Testing \n\nSOC 302 The Sociology of Work and Occupations \nTwo of the following behavioral science courses: \n\nPSY 202 Organizational Psychology \n\nPSY 203 Learning and Conditioning \n\nPSY 205 Theories of Personality \n\nPSY 301 Introduction to Quantitative Research Methods \n\nPSY 304 Psychology of Leadership \n\nSOC 301 Research Design for Social Scientists \n\nSOC 308 Culture and Society \nTwo of the following business administration courses: \n\nBUS 110 Business Law I \n\nBUS 219 Management Science \n\nBUS 310 Corporate Finance \n\nBUS 352 Marketing Communications \n\nBUS 362 Human Resources Management \n\nBUS 456 Marketing Research \n\nBUS 461 Total Quality Management \n\nBUS 495 Special Topics in Business Administration: Entrepreneurship \nand Innovation \n\nECO 221 Intermediate Microeconomics \n\nECO 222 Intermediate Macroeconomics \n\nECO 422 Labor Economics \n\n\n\n113 \n\n\n\nIn addition, the student must satisfy the Computer Applications Proficiency \nRequirement. This can be done in one of three ways: 1 ) by assessment of skills with \nthe student's academic advisor, 2) by successful completion of Introduction to \nComputer Applications Software, or 3) by successful performance on the com- \nputer proficiency examination. \n\nBusiness Administration and Computer Science \n\nThe administration of business involves the collection, storage, analysis, and \nreporting of large volumes of financial as well as non-financial data. By combining \ncourses in business administration and computer science, this interdisciplinary \nmajor acquaints students with the ways in which computer systems can assist in \ncarrying out the accounting, finance, marketing, and management functions of \nbusiness. An additional aim is to encourage innovative approaches to administra- \ntion that would be impractical without the computational capacity of the computer. \nThe interdisciplinary major in business administration and computer science \nrequires the completion of 1 1 specific courses plus three directed electives with a \ngrade of \"C-\" or higher in each course. In addition, the student must satisfy the \nComputer Applications Proficiency Requirement. This can be done in one of three \nways: 1) by assessment of skills with the student's academic advisor, 2) by successful \ncompletion of Introduction to Computer Applications Software, or 3) by successful \nperformance on the computer proficiency examination. The degree awarded is the \nBachelor of Science. \n\nRequirements of the major include completion of the following courses: \nMAT 121 Applied Calculus \nMAT 111 Statistics \nECO 121 Introduction to Economics \nACC 230 Financial Accounting \nACC 231 Managerial Accounting \nCSC 242 Principles of Computer Programming in Pascal or \n\nCSC 243 Principles of Computer Programming in C++ \nBUS 260 Principles of Management \nBUS 310 Corporate Finance \nCSC 344 Principles of File Processing in COBOL \nBUS 350 Marketing \nBUS 469 Strategic Management \nCompletion of three of the following courses also is required: \n\nCSC 240 Introduction to Computer Applications Software or \nCSC 24 1 Introduction to Computer Science Using Visual Basic or \nCSC 242 Principles of Computer Programming in Pascal or \nCSC 243 Principles of Computer Programming in C++ or \nCSC 244 Principles of Computer Programming in Java \nCSC 342 Introduction to Data Structures in Ada \nCSC 440 Principles of Object-Oriented Programming Using C++ \nCSC 441 Assembly Language and Computer Architecture \nCSC 442 Topics in Computer Science \n\n\n\n114 \n\n\n\nChemistry \n\n\n\nThe chemistry program covers four general areas of chemistry: inorganic, or- \nganic, physical, and analytical. The first half of a student's chemistry curriculum \ninvolves courses which present the fundamentals of the various areas. The second \nhalf of the curriculum consists of advanced courses which cover specialized topics \nin chemistry. In addition to factual knowledge about chemistry, the student gains \nan understanding about the scientific method and a systematic approach to re- \nsearch. A large portion of the chemistry curriculum includes laboratory courses. \nThese courses teach the techniques and skills used in chemical experimentation. \n\nA student who has completed the Bachelor of Science program in chemistry has \nseveral career options. These options include technical or analytical work in a \nchemical laboratory and non-research positions in the chemical industry such as \nsales or marketing. Another option is to enter a graduate or professional school. \nGraduates interested in doing chemical research should pursue the M.S. or Ph.D. \ndegrees. Those interested in professions such as medicine or dentistry, would \nenter the appropriate professional school after receiving the Bachelor of Science \ndegree. Lastly, the chemistry major is an excellent preparation for careers as diver- \nsified as patent law and teaching. \n\nA grade of \"C-\" or higher must be obtained in each freshman- and sophomore- \nlevel science course that is required for this major or minor; these courses are \nnumbered 100 through 300 in each discipline. A grade-point average of 2.0 or \nhigher is required in all courses required for the major. \n\nStudents who are interested in scientific illustration are encouraged to consider \nthe Scientific Illustration Tracks that are offered within the art major which is \ndescribed above. \n\nMajor \n\nThe requirements for a major in chemistry are as follows: General Chemistry I \nand II (with laboratories), Organic Chemistry I and II (with laboratories), Elemen- \ntary Quantitative Analysis, Instrumental Methods of Chemical Analysis, Physical \nChemistry I and II (with laboratory), Inorganic Chemistry (with laboratory), Ad- \nvanced Organic Chemistry and Organic Spectroscopy, and two semester hours of \nScience Seminar. \n\nMinor \n\nThe requirements for a minor in chemistry are as follows: General Chemistry I \nand II (with laboratories), Organic Chemistry I and II (with laboratories), Elemen- \ntary Quantitative Analysis (with laboratory), and one additional three-semester \nhour chemistry course. \n\nCHM 101, CHM 102. General Chemistry I, II 3 plus 3 hours \n\nAn introduction to the fundamental principles of chemistry, including a study of \nthe theories of the structure of atoms and molecules and the nature of the chemical \nbond; the properties of gases, liquids, and solids; the rates and energetics of chemical \nreactions; the properties of solutions; chemical equilibria; electro-chemistry, and the \nchemical behavior of representative elements. Prerequisites: MAT 102 and MAT 103 \nwith a grade of \"C-\" or higher in each course. Corequisites: CHM 10 1L and CHM \n102L. A grade of \"C-\" or higher must be earned in CHM 101 before taking CHM 102. \n\n115 \n\n\n\nCHM 101L, CHM 102L. General Chemistry Laboratory I, II 1 plus 1 hour \n\nThe laboratory course is designed to complement CHM 101 and CHM 102. \nVarious laboratory techniques will be introduced. Experiments will demonstrate \nconcepts covered in the lecture material. Corequisites: CHM 101 and CHM 102. \n\nCHM 201, CHM 202. Organic Chemistry I, II 3 plus 3 hours \n\nAn introductory course in the principles and theories of organic chemistry. The \nstructure, preparation, and reactions of various functional groups will be investi- \ngated. Emphasis will be on synthesis and reaction mechanisms. Prerequisites: CHM \n101 and CHM 102 with a grade of \"C-\" or higher in each course. Corequisites: \nCHM 20 1L and CHM 202L. A grade of \"C-\" or higher must be earned in CHM 201 \nbefore taking CHM 202. \n\nCHM 20 1L, CHM 202L. Organic Chemistry Laboratory I, II 1 plus 1 hour \n\nThe laboratory course is designed to complement CHM 201 and CHM 202. \nVarious techniques, such as distillation, extraction, and purification, are studied in \nthe first semester. The second semester involves synthesis and identification of a \nvariety of organic compounds. Corequisites: CHM 201 and CHM 202. \n\nCHM 301, CHM 302. Physical Chemistry I, II 3 plus 3 hours \n\nA systematic study of the foundations of chemistry. Particular attention is paid \nto thermodynamics, including characterization of gases, liquids, solids, and solu- \ntions of electrolytes and nonelectrolytes; the First, Second, and Third Laws; spon- \ntaneity and equilibrium; phase diagrams and one- and two-component systems; \nelectrochemistry; and an introduction to the kinetic theory and statistical mechan- \nics. Additionally, both phenomenological and mechanistic kinetics are presented, \nas is a brief introduction to quantum mechanics. Prerequisites: MAT 233, CHM \n202, and PHY 102 with a grade of \"C-\" or higher in each course. \n\nCHM 30 1L, CHM 302L. Physical Chemistry Laboratory I, II 1 plus 1 hour \n\nIntended to complement the physical chemistry lecture courses, these courses \nprovide the student with an introduction to physico-chemical experimentation. \nCorequisite: CHM 301, 302 \n\nCHM 310. Elementary Quantitative Analysis 3 hours \n\nAn introduction to elementary analytical chemistry, including gravimetric and \nvolumetric methods. Emphasis is on the theory of analytical separations, solubility, \ncomplex, acid-base, and redox equilibria. Intended for both chemistry majors and \nthose enrolled in pre-professional programs in other physical sciences and in the \nhealth sciences. Prerequisite: CHM 201 with a grade of \"C-\" or higher. \n\nCHM 310L. Elementary Quantitative Analysis Laboratory 1 hour \n\nAnalyses are carried out in this course which illustrate the methods discussed in \nCHM 310. Corequisite: CHM 310. \n\nCHM 422. Instrumental Methods of Chemical Analysis 3 hours \n\nA discussion of the principles and applications of modern instrumentation used \nin analytical chemistry. Methods discussed are primarily non-optical, including an \noverview of electrochemistry; potentiometric methods, including use of pH and \n\n\n\n116 \n\n\n\nother ion meters; electrogravimetry; coulometry; polarography; amperometry; \nand gas- and liquid-chromatography. Offered spring semester of odd-numbered \nyears. Prerequisite: CHM 310 with a grade of \"C-\" or higher. \n\nCHM 422L. Instrumental Methods Laboratory 1 hour \n\nThis laboratory accompanies CHM 422 and will consider the practical applica- \ntions of modern instrumentation in analytical chemistry. Corequisite CHM 422. \n\nCHM 424. Advanced Organic Chemistry 3 hours \n\nA discussion of selected reactions and theories in organic chemistry. Emphasis \nis placed on reaction mechanisms and reactive intermediates encountered in or- \nganic synthesis. Prerequisite: CHM 202 with a grade of \"C-\" or higher. \n\nCHM 424L. Advanced Organic Chemistry Laboratory 1 hour \n\nIntended to complement Advanced Organic Chemistry, this course will investi- \ngate general reactions and mechanistic principles in organic synthesis. The study will \nrequire the multi-step synthesis of various organic molecules. Corequisite: CHM 424 \n\nCHM 432. Inorganic Chemistry 3 hours \n\nA study of the principles of modern inorganic chemistry, including atomic struc- \nture; molecular structure; ionic bonding; crystal structures of ionic solids, a system- \natic study of the behavior of inorganic anions; coordination chemistry, including \nstructure and mechanisms of aqueous reactions; and acids and bases. Offered \nspring semester of even-numbered years. Prerequisite or corequisite: CHM 302. \n\nCHM 432L. Inorganic Chemistry Laboratory 1 hour \n\nIntended to complement Inorganic Chemistry, this course provides experience \nin the methods of preparation and characterization of inorganic compounds. \nCorequisite: CHM 432 \n\nCHM 434. Organic Spectroscopy 3 hours \n\nA course dealing with several spectroscopic methods as applied to organic mol- \necules. The principles and interpretation of ultra-violet, visible, infrared, mass, and \nnuclear magnetic resonance spectra will be studied. . Offered fall semester of odd- \nnumbered years. Prerequisite: CHM 202 with a grade of \"C-\" or higher. \n\nCHM 434L. Organic Spectroscopy Laboratory 1 hour \n\nStudents enrolled in this course use various spectrometers for qualitative and \nquantitative analysis. Corequisite: CHM 434 \n\nCHM 490. Special Topics in Chemistry 1-4 hours \n\nAdvanced topics will be offered in the following fields: Organic Chemistry, Or- \nganic Qualitative Analysis, Biochemistry, Theoretical Chemistry, and Advanced \nInorganic Chemistry. Prerequisite: Permission of the instructor. \n\nCHM 499. Independent Study in Chemistry 1-4 hours \n\nThis course is intended for students of senior standing who wish to do indepen- \ndent laboratory and/or theoretical investigations in chemistry. Prerequisite: Per- \nmission of the instructor. \n\n\n\n117 \n\n\n\nCommunications \n\n\n\nCommunications, as studied and taught at Oglethorpe, is rooted in the disci- \npline of rhetoric, one of the historical liberal arts. A background in rhetoric and \ncommunications enables students to understand human beings as symbol users \nwho communicate in a variety of discourse communities and cultural contexts. \nCommunications encourages students to examine their own modes of communica- \ntion and to analyze the communication of others, from individual utterances to \nmass media broadcasts. Students learn strategies of rhetorical analysis to gener- \nate, evaluate, and revise documents that are responsive to designated audiences \nand purposes. \n\nA program in communications teaches students to express themselves effec- \ntively in speech and in writing. Communications at Oglethorpe is a writing-intensive \nprogram, which prepares graduates for careers and advanced study in journalism, \npublic relations, advertising, mass media, corporate communications, and related \nfields. All majors receive hands-on experience in a communications field of their \nchoice through a required internship. A leading center for the communications \nindustry, Atlanta provides excellent opportunities for students to explore their \ncareer options and apply their newly acquired skills. \n\nOglethorpe communications graduates are ready to face the challenges of the \n21st century. These future leaders leave with the critical skills and insights needed \nfor success in their professions and lives. Students learn effective speaking and \nwriting skills as well as active problem-solving strategies through collaborative ef- \nforts. The program encourages students to understand the new electronic media, \nto develop ethical awareness and civic engagement, and to evaluate the globaliza- \ntion of media and its effects on national and international communication. \n\nAll communications majors must complete a minor course of study, other than \nwriting, to enable them to apply their communication skills to a related body of \nknowledge and to enhance career possibilities. Students are encouraged to broaden \ntheir knowledge and skills through this required minor in such areas as art, psy- \nchology, computer science, business administration, politics, and international stud- \nies. The degree awarded is the Bachelor of Arts. \n\nMajor \n\nThe following courses are required: \n\nCOM 101 Theories of Communications \n\nCOM 1 10 Public Speaking I \n\nCOM 390 Special Topics in Communications \n\nCOM 401 Internship in Communications \nOne course selected from the following two: \n\nCOM 220 Investigative Writing \n\nCOM 221 Persuasive Writing \nOne course selected from the following two: \n\nCOM 240 Journalism \n\nCOM 340 Business and Technical Communications \nOne year of a foreign language at the first-year college level (or the equivalent \n\ndetermined through testing) \nThree courses selected from the following: \n\nCOM 111 Public Speaking II \n\n\n\n118 \n\n\n\nCOM 250 \n\n\nCOM 260 \n\n\nCOM 380 \n\n\nCOM 390 \n\n\nCSC \n\n\n240 \n\n\nENG \n\n\n230 \n\n\nENG \n\n\n231 \n\n\nENG \n\n\n331 \n\n\nWRI \n\n\n381 \n\n\nWRI \n\n\n391 \n\n\n\nBroadcasting and the New Electronic Media \n\nIntroduction to Linguistics \n\nIndependent Study in Communications \n\nSpecial Topics in Communications \n\nIntroduction to Computer Applications Software \n\nCreative Writing \n\nBiography and Autobiography \n\nWriting Prose, Fiction, and Nonfiction \n\nIndependent Study in Writing \n\nSpecial Topics in Writing \n\nMinor \n\nA student may take a communications minor or writing minor, but not both. For \nthe requirements of the writing minor, please see the writing discipline in alphabeti- \ncal order below. \n\nThe following courses are required: \n\nCOM 101 Theories of Communications \n\nCOM 250 Broadcasting and the New Electronic Media \nOne course selected from the following two: \n\nCOM 220 Investigative Writing \n\nCOM 221 Persuasive Writing \nTwo courses selected from the following: \n\nCOM 1 1 1 Public Speaking II \n\nCOM 240 Journalism \n\nCOM 340 Business and Technical Communications \n\nCOM 390 Special Topics in Communications \n\nCOM 401 Internship in Communications \n\nWRI 391 Special Topics in Writing \n\nCOM 101. Theories of Communications 4 hours \n\nThis course offers a general introduction to the study of individual, group, and \nmass media-based communications. Emphasis is placed on the fundamental ways \nhumans communicate (verbally, nonverbally, and in writing) and involves investiga- \ntion of the purposes for, and techniques used in, many forms of communication. \n\nCOM 1 10. Public Speaking 1 4 hours \n\nThis course is designed to develop and enhance students' ability to communi- \ncate effectively to any audience. Students will deliver both prepared and impromptu \nspeeches. They will give humorous and inspirational speeches as well as informa- \ntional speeches focusing on organization and the use of visual aids. Students \ndevelop all the tools necessary to effectively communicate their voice, their ges- \ntures, their body language, and their eye contact. They will receive timely written \nand oral feedback from the instructor. Speeches will be videotaped and critiqued. \nThe goal is to become a more polished and confident speaker. \n\nCOM 111. Public Speaking II 4 hours \n\nThis course develops communication skills gained in Public Speaking I. Stu- \ndents will learn to convey their messages directly, confidently, and persuasively. \nStudents will practice delivering persuasive speeches for a variety of occasions from \n\n\n\n119 \n\n\n\nthe classroom to the boardroom. They will learn to make the closing argument to \nthe jury, to field the difficult interview question, to close the sale, to give the \ncongratulatory toast, and to deliver the inspirational speech. Speeches will be \nvideotaped and critiqued. Prerequisite: COM 110. \n\nARC 201. Seminar for Student Tutors 1 hour \n\nPeer tutors at the Academic Resource Center spend two hours per week assist- \ning other students, individually or in groups, with course material, papers, and \npreparation for examinations. In addition, they participate one hour a week in \nsupport and training meetings with the ARC directors and with instructors of the \ncourses in which they tutor. They discuss how to work with texts in different \ndisciplines, encourage study group members to help each other learn, and foster \nstudent engagement with and assimilate course content. Prerequisite: Permission \nof the instructor or Writing Tutor Coordinator. \n\nCOM 220. Investigative Writing 4 hours \n\nThis expository writing course is designed to develop research and writing skills. \nEmphasis will be on learning a wide range of library and Internet-based research \ntechniques and purposefully presenting information to a variety of audiences in \nappropriate format and style. Students will be asked to define their own investiga- \ntive projects, and to analyze and revise their own writing. Investigative Writing or \nPersuasive Writing is a prerequisite for upper-level communications courses. Pre- \nrequisites: COR 101 and COR 102. \n\nCOM 221. Persuasive Writing 4 hours \n\nThis course is designed to develop sophisticated strategies of persuasion for \nanalyzing and generating arguments responsive to targeted audiences in a variety of \ncontexts, including civic, professional, and academic. Students will learn both classi- \ncal and contemporary strategies of persuasion. Emphasis will be on presenting clear, \ncoherent, and logical arguments. Students will be asked to define their own projects \nwithin assigned contexts. Students will evaluate their own and others' writing to \nenable the revision process. Investigative Writing or Persuasive Writing is a prerequi- \nsite for upper-level communications courses. Prerequisites: COR 101 and COR 102. \n\nCOM 240. Journalism 4 hours \n\nThis course teaches the fundamentals of journalistic news writing and report- \ning. From interviews to the Internet, students will learn how to gather information \nfrom a variety of sources and write stories using different types of leads, endings, \nand structures. They will also engage in a critique of today's journalistic practices. \nPrerequisites: COM 101 and COM 220 or COM 221. \n\nCOM 250. Broadcasting and the New Electronic Media 4 hours \n\nThis course is designed to introduce students to the economic, regulatory, and \ncreative forces that affect the broadcast industry. The course will raise theoretical \nquestions and practical concerns about the different types of media (TV, radio, and \nthe Internet) that deal with the electronic transmission of information. Students \nwill analyze and engage in the genres through which this information is transmitted \n(e.g., radio programs and TV news scripts). Prerequisites: COM 101 and COM 220 \nor COM 221. \n\n\n\n120 \n\n\n\nCOM 260. Introduction to Linguistics 4 hours \n\nThis is a study of the history of the English language, the rules of traditional \ngrammar, and current linguistic theory. Special attention is paid to the relationship \nbetween language and cognition, theories of language acquisition, and the dialects \nof American English. \n\nCOM 340. Business and Technical Communications 4 hours \n\nA course for students who have mastered the basic skills and insights of writing \nand who wish to improve their ability to write clear, concise, persuasive prose \ndesigned for audiences in the business and technical fields. Students are required \nto write a variety of texts, such as proposals, progress reports, recommendation \nreports, and manuals. Other elements of the course may include desktop publish- \ning and oral presentations. Prerequisites: COM 101 and COM 220 or COM 221. \n\nCOM 370. Internship in Communicatins 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning oppor- \ntunity to qualified students. The internship generally requires the student to ob- \ntain a faculty supervisor, submit a learning agreement, work three hours per week \nfor every hour of academic credit, keep a written journal of the work experience, \nhave regularly scheduled meetings with the faculty supervisor, and write a research \npaper dealing with some aspect of the internship. An extensive list of internships is \nmaintained by the Office of Experiential Education, including opportunities at \nCNN, Fox 5, Pineapple Public Relations, Carrol/White Advertising, and Adanta \nJournal Constitution. Graded on a satisfactory/unsatisfactory basis. Prerequi- \nsites: Permission of the faculty supervisor and qualification for the internship \nprogram. \n\nCOM 380. Independent Study in Communications 1-4 hours \n\nSupervised independent communications project. Prerequisites: Permission of \nthe instructor, and the student must be pursuing a major in communications. \n\nWRI 381. Independent Study in Writing 1-4 hours \n\nSupervised independent writing project. Prerequisites: Permission of the in- \nstructor and the student must be pursuing a minor in writing or a major in commu- \nnications. \n\nCOM 390. Special Topics in Communications 4 hours \n\nThis advanced course will examine selected topics in journalism, communica- \ntions, or media studies, such as The New Journalism, Global Communications, \nCivic Literacy, Gender and Communication, or Reading Television. Prerequisites: \nCOM 101 and COM 220 or COM 221. \n\nWRI 391. Special Topics in Writing 4 hours \n\nStudy of a selected topic in the field of writing, such as Scientific and Technical \nWriting, Oral History, Contrastive Rhetoric and Analytical Writing, Writing for \nEducators, or The Art of the Essay. The topic will vary from year to year and may be \noffered by communications or English faculty. Prerequisites for special topics taken \nwith communications faculty: COM 101 and COM 220 or COM 221. \n\n\n\n121 \n\n\n\nCOM 401. Internship in Communications 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning oppor- \ntunity to qualified students. The internship generally requires the student to ob- \ntain a faculty supervisor, submit a learning agreement, work 30-35 hours for every \nhour of academic credit, keep a written journal of the work experience, have regu- \nlarly scheduled meetings with the faculty supervisor, and write a research paper \ndealing with some aspect of the internship. An internship for the writing minor \nmust be writing intensive. An extensive list of internships is maintained by the \nOffice of Experiential Education, including opportunities at CNN, Fox 5, Pineapple \nPublic Relations, Carrol/ White Advertising, and Atlanta Journal Constitution. \nGraded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the \nfaculty supervisor and qualification for the internship program. \n\n\n\nComputer Science \n\n\n\nMinor \n\nA minor in computer science consists of five computer science courses, one of \nwhich must be Principles of Computer Programming in Pascal or Principles of \nComputer Programming in C++, and no more than two of which may be below the \n300 level. Internship in Computer Science may not be used as one of the five \ncourses in a computer science minor. \n\nCSC 240. Introduction to Computer Applications Software 4 hours \n\nThis course introduces the student to the major types of computer applications \nsoftware, including word processing, electronic spreadsheets, database manage- \nment, graphics, and presentation software. A predominant emphasis is on the \nconstruction of significant applications systems, including integrating various ap- \nplications, transferring data among applications, and custom programming. The \nstudent will use microcomputer software such as Microsoft Office Professional, \nwhich includes Word, Excel, Access, PowerPoint, and Visual BASIC. \n\nCSC 241. Introduction to Computer Science Using Visual BASIC 4 hours \n\nThis course introduces the student to the fundamental concepts of electronic \ndata processing equipment, applications, and computer programming. It is in- \ntended primarily for students who do not plan further study in computer science. \nThe student will become familiar with problem-solving techniques and algorithm \nconstruction using the Visual BASIC programming language, with rudimentary \nobject-oriented programming, and with constructing applications in the Windows \nenvironment. Examples are drawn from business, mathematics, science, and other \nfields. \n\nCSC 242. Principles of Computer Programming in Pascal 4 hours \n\nThis course introduces the student to the fundamental techniques of problem \nsolving and algorithm construction within the context of the Pascal programming \nlanguage. The student will design and complete several substantial programming \nprojects, most having significant mathematical content. Topics will include data \ntypes, control structures, file manipulation, subprograms, parameters, records, \narrays, dynamic data structures, abstract data types, object-oriented programming, \nand separate compilation units. Prerequisite: MAT 102 or by examination. \n\n\n\n122 \n\n\n\nCSC 243. Principles of Computer Programming in C++ 4 hours \n\nThis course introduces the student to the fundamental techniques of problem \nsolving and algorithm construction within the context of the C++ programming \nlanguage. The student will design and complete several substantial programming \nprojects, most having significant mathematical content. Topics include data types, \ncontrol structures, file manipulation, functions, parameters, structures, unions, \nclasses, arrays, dynamic data structures, abstract data types, object-oriented pro- \ngramming, and separate compilation units. Prerequisite: MAT 102 or by examina- \ntion. \n\nCSC 244. Principles of Computer Programming in Java 4 hours \n\nThis course introduces the student to the fundamental techniques of problem \nsolving and algorithm construction within the context of the Java programming \nlanguage. The student will design and implement several substantial program- \nming projects, most having significant mathematical content. Topics include data \ntypes, control structures, file manipulation, functions, parameters, classes, arrays, \ndynamic data structures, object-oriented programming, separate compilation units, \nHTML, and World Wide Web programming. Prerequisite: MAT 102 or by exami- \nnation. \n\nCSC 342. Introduction to Data Structures in Ada 4 hours \n\nThis courses uses Ada language constructs to introduce the student to the \nimportant concepts of static and dynamic data representation, which, along with \neffective algorithm development, are essential components of successful computer \nprogram development. Topics include arrays, records, files, pointers, linked lists, \nstacks, queues, priority queues, sets, trees, b-trees, strings, abstract data types, \nsorting and searching techniques, and implementation procedures. Prerequisite: \nCSC 242 or CSC 243. \n\nCSC 344. Principles of File Processing in COBOL 4 hours \n\nThis course provides an accelerated introduction to the COBOL language and \nto standard techniques for managing data in computer files. Students will use \nCOBOL to program solutions to problems which arise predominantly, though not \nexclusively, in business environments. Topics include file creation and updating, \nmerging and searching, report generation, subprograms, separate compilation \nunits, interactive programming, sequential, indexed, and relative files, and elemen- \ntary concepts of database management. Prerequisite: CSC 242 or CSC 243. \n\nCSC 440. Principles of Object-Oriented Programming Using C++ 4 hours \n\nThis course includes a comprehensive treatment of the C++ programming lan- \nguage, using the object-oriented methodology. Fundamental C++ programming \nconstructs will be discussed, including native types, control structures, functions, \nparameters, pointers, structures, unions, classes, file manipulation, arrays, dynamic \ndata structures, and separate compilation units. In addition, the student will study \nsuch important object-oriented notions as objects, constructors, parametric \npolymorphim, and exceptions. Prerequisite: CSC 242 or CSC 243. \n\n\n\n123 \n\n\n\nCSC 441. Assembly Language and Computer Architecture 4 hours \n\nThis course provides a concentrated introduction to assembly language pro- \ngramming for the 8086/8088 family of microprocessors and to the architecture \nembodied in those processors. Special attention will be given to implementing the \nfamiliar control structures of a high-level language using assembly language's much \nmore restricted instruction set, and to the problems of decimal and floating point \nnumeric representation, conversions, and computations. Topics include structured \nprogramming, control structures, object library maintenance, macro program- \nming, interrupts, registers, buses, bit manipulation, memory management, input/ \noutput file manipulation, strings, and interfacing with high-level languages. Pre- \nrequisite: CSC 242 or CSC 243. \n\nCSC 442. Topics in Computer Science 4 hours \n\nThis course focuses on a variety of timely concepts and useful language environ- \nments. Current topics include artificial intelligence, machine simulators, compiler \nand assembler construction, computer-aided instruction, graphics, database man- \nagement, computer architecture, operating systems, and systems programming. \nThese topics may be examined in the context of languages such as Ada, assembly \nlanguage, COBOL, C++, Forth, LISP, Logo, Pascal, Scheme, Visual BASIC, and \napplications software. Prerequisites: CSC 242 or CSC 243, and CSC 342 or CSC \n344. \n\nCSC 443. Independent Study in Computer Science 1-4 hours \n\nSupervised research on a selected topic in computer science. Prerequisite: Per- \nmission of the instructor. \n\nCSC 446. Internship in Computer Science 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning oppor- \ntunity to qualified students. The internship generally requires the student to ob- \ntain a faculty supervisor, submit a learning agreement, work 30-35 hours for every \nhour of academic credit, keep a written journal of the work experience, have regu- \nlarly scheduled meetings with the faculty supervisor, and write a research paper \ndealing with some aspect of the internship. An extensive list of internships is main- \ntained by the Office of Experiential Education, including opportunities at Array \nComputer Technologies, the Nwoko Group, and the Catapult Group. Graded on a \nsatisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervi- \nsor and qualification for the internship program. \n\nEconomics \n\nEconomics is a way of thinking based on the premise that individuals make \ndecisions that advance their own interests. From this premise, economics attempts \nto understand individual behavior and the social order that results from the inter- \naction of many individual decision-makers along with evaluating the resulting social \norder. \n\nThere are three aspects of economic study that are related to citizenship and \ncareers. First, the attempt to predict individual behavior results in the derivation of \nseveral economizing principles that are useful in business practice. Second, much \n\n\n\n124 \n\n\n\nof the interaction of individuals is in the form of exchanges in markets. Knowledge \nof how markets function is helpful both to business people and voters who will \nmake decisions about such market-related economic matters as taxes, interest ceil- \nings, minimum wages, and public utility rates. Third, the practice in evaluating \ndifferent social orders leads students to replace their unschooled opinions about \ncomplex situations with disciplined thought. This major is useful for those who \nplan careers in business, law, politics, government, or religion. \n\nMajor \n\nStudents pursuing a Bachelor of Science degree must complete the following \nrequirements with a grade of \"C-\" or higher: \n\nFinancial Accounting \n\nManagerial Accounting \n\nManagement Science \n\nPrinciples of Management \n\nCorporate Finance \n\nMarketing \n\nStrategic Management \n\nIntroduction to Economics \n\nIntermediate Microeconomics \n\nIntermediate Macroeconomics \n\nStatistics \n\nApplied Calculus \n\nIn addition, the student must also complete three additional electives in eco- \nnomics and satisfy the Computer Applications Proficiency Requirement. This can \nbe done in one of three ways: 1) by assessment of skills with the student's academic \nadvisor, 2) by successful completion of Introduction to Computer Applications \nSoftware, or 3) by successful performance on the computer proficiency examina- \ntion. \n\nMajor \n\nStudents pursuing a Bachelor of Arts degree must complete the following re- \nquirements with a grade of \"C-\" or higher: \n\nBUS 219 Management Science \n\nECO 121 Introduction to Economics \n\nECO 221 Intermediate Microeconomics \n\nECO 222 Intermediate Macroeconomics \n\nMAT 111 Statistics \n\nMAT 121 Applied Calculus \nIn addition, the student must also complete four additional electives in econom- \nics and satisfy the Computer Applications Proficiency Requirement. This can be \ndone in one of three ways: 1) by assessment of skills with the student's academic \nadvisor, 2) by successful completion of Introduction to Computer Applications \nSoftware, or 3) by successful performance on the computer proficiency examina- \ntion. \n\n\n\nACC \n\n\n230 \n\n\nACC \n\n\n231 \n\n\nBUS \n\n\n219 \n\n\nBUS \n\n\n260 \n\n\nBUS \n\n\n310 \n\n\nBUS \n\n\n350 \n\n\nBUS \n\n\n469 \n\n\nECO \n\n\n121 \n\n\nECO \n\n\n221 \n\n\nECO \n\n\n222 \n\n\nMAT \n\n\n111 \n\n\nMAT \n\n\n121 \n\n\n\n125 \n\n\n\nMinor \n\nStudents desiring to minor in economics must complete the following courses \nwith a grade of \"C-\" or higher: \n\nECO 121 Introduction to Economics \nECO 221 Intermediate Microeconomics \nECO 222 Intermediate Macroeconomics \nIn addition the student must complete two additional electives in economics. \n\nECO 121. Introduction to Economics 4 hours \n\nThis course is designed to familiarize the student with basic economic principles \nand concepts. The student will be introduced to a few key economic principles that \ncan be used in analyzing various economic events. The materials will include a \nhistory of economic thought, monetary and financial economics, and supply and \ndemand analysis. \n\nECO 221. Intermediate Microeconomics 4 hours \n\nThis course develops the economic principles necessary to analyze and interpret \nthe decisions of individuals and firms with respect to consumption, investment, \nproduction, pricing, and hiring. The principles are used to understand the behav- \nior of business firms and public policy-making institutions. Prerequisites: ECO 121 \nand MAT 121. \n\nECO 222. Intermediate Macroeconomics 4 hours \n\nThis course examines the goals of economic policy and the policy instruments \navailable to achieve those goals. Attention is given to both monetary and fiscal \npolicy along with the theory and measurement of national income, employment, \nand price levels, and the international implications of economic policy. Prerequi- \nsite: ECO 121. \n\nECO 223. United States Economic History 4 hours \n\nThis course will study the origin and growth of the American economic system \nfrom pre-colonial through the 20th century. The course traces the development of \nthe evolution of American agricultural, commercial, manufacturing, financial, la- \nbor, regulatory, and technological sectors. Prerequisite: ECO 121. \n\nECO 324. History of Economic Thought 4 hours \n\nThis course is a study of the major writers and schools of economic thought, \nrelated to the economic, political, and social institutions of their times: the Medi- \neval, Mercantilist, Physiocrat, Classical, Marxist, Historical, Neoclassical, Institu- \ntionalist, Keynesian, and post-Keynesian schools. Prerequisite: ECO 121. \n\nECO 327. Economic Development 4 hours \n\nThis course is a study of the economic, social, and political factors that account \nfor the contrast between the economic stagnation in much of the world and the \nsteadily rising incomes in the United States, Europe, and Japan. General principles \nare applied to the development experience of selected countries in the historically \nless-developed world and the formerly centrally-planned economies of Eastern and \nCentral Europe. Prerequisite: ECO 121. \n\n\n\n126 \n\n\n\nECO 421. Money and Banking 4 hours \n\nThis course will study the role of private financial institutions and the Federal \nReserve System in the creation of the nation's money supply and the theory that \nlinks the money supply to the nation's inflation rate and output level. Additional \ntopics are the international payments mechanism, capital flows, the determination \nof exchange rates, and the use of a common currency by several countries. Prereq- \nuisites: ECO 221, ECO 222, and proficiency in the use of spreadsheet software. \n\nECO 422. Labor Economics 4 hours \n\nThis course will be a comprehensive study of the cause and effect relationship \nbetween work and income. It will examine labor market structures, human capital \ntheory, union-management relations, labor history, economic policy, and earning \nprofiles by gender and race. Prerequisites: ECO 221 and ECO 222. \n\nECO 423. International Economics 4 hours \n\nThis course is a study of international trade and finance. The microfoundations \nof the course will address why countries trade, why special interest groups fight \ninternational trade, regional specialization, international agreements on tariffs \nand trade, and national commercial policies. The macrofoundations of the course \nwill focus on exchange rates, balance of payments, international investments, and \ncoordination and cooperation of international monetary and fiscal policies. Pre- \nrequisites: ECO 221 and ECO 222. \n\nECO 425. Public Finance 4 hours \n\nAn analysis of the impact of federal, state, and local government expenditures, \nrevenues, debt management, and budgeting on the allocation of resources, the \ndistribution of income, the stabilization of national income and employment, and \neconomic growth. Topics will include expenditure patterns, tax structure, benefit- \ncost analysis, policy analysis, and microeconomic and macroeconomic theories of \npublic expenditures and taxation. Prerequisites: ECO 221 and ECO 222. \n\nECO 426. Internship in Economics 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning oppor- \ntunity to qualified students. The internship generally requires the student to ob- \ntain a faculty supervisor, submit a learning agreement, work 30-35 hours for every \nhour of academic credit, keep a written journal of the work experience, have regu- \nlarly scheduled meetings with the faculty supervisor, and write a research paper \ndealing with some aspect of the internship. An extensive list of internships is main- \ntained by the Office of Experiential Education, including opportunities at the Fed- \neral Reserve Bank and Prudential Securities. Graded on a satisfactory/unsatisfactory \nbasis. Prerequisites: Permission of the faculty supervisor and qualification for the \ninternship program. \n\nECO 427. Independent Study in Economics 1-4 hours \n\nSupervised research on a selected topic. Prerequisite: Permission of the instructor. \n\nECO 428. Special Topics in Economics 4 hours \n\nAn intense study of diverse topics under the direct supervision of an economics \nfaculty member. Prerequisite: Permission of the instructor. \n\n\n\n127 \n\n\n\nEducation \n\nStudies in education at Oglethorpe include undergraduate and non-degree \npost-baccalaureate teacher preparation programs in early childhood, middle grades, \nand secondary education. (Oglethorpe University also offers a Master of Arts in \nEarly Childhood Education and Master of Arts in Middle Grades Education. For \ninformation about these programs, please consult the University College Bulletin.) \nGrounded in the liberal arts tradition, these programs emphasize strong academic \npreparation and the notion of teacher as learner. Teacher education at Oglethorpe \nUniversity is designed to challenge students to think critically about issues in educa- \ntion, to be informed decision makers, and to become change agents in their schools. \nThe teacher preparation program has strong connections to the Atlanta commu- \nnity, both urban and suburban. Oglethorpe is committed to preparing teachers for \nthe variety of settings and diverse populations of metropolitan schools. \n\nCourse work will lead to the Bachelor of Arts in early childhood education and \ncertification to teach grades prekindergarten through five (P-5), or the Bachelor of \nArts in middle grades education and certification for grades four through eight (4- \n8). Programs leading to certification in secondary education, grades seven through \ntwelve (7-12), combine teacher education courses with an undergraduate major in \nEnglish, mathematics, mathematics and computer science, science (biology, chemis- \ntry, or physics), or history. The teacher education curricula are approved by the \nGeorgia Professional Standards Commission. Successful completion of the pro- \ngram is necessary to obtain a teaching certificate. \n\nNote: Information regarding requirements for a degree in education contained in \nthis Bulletin may be superceded by information in the Teacher Education Handbook. \n\nAdmission to the Teacher Education Program \n\nAdmission to Oglethorpe University does not admit a student to the Teacher \nEducation Program. Students may apply to the Teacher Education Council for \nadmission to the program during the second semester of the sophomore year. The \nfollowing criteria will be used in granting admission to the program: \n\n1. A minimum cumulative grade-point average of 2.8 from all college work and \nfrom all courses taken at Oglethorpe University. \n\n2. A grade of \"C\" or higher in both semesters of the freshman core courses \nNarratives of the Self I and II (or Analytical Writing). \n\n3. A passing score on all sections (reading, writing, and mathematics) of the \nPraxis I Pre-Professional Skills Test (PPST) developed and administered by \nEducational Testing Service. Applicants are exempt from this requirement \nif they have earned qualifying scores on any of these tests: \n\n SAT total score 1000, with at least 480 verbal and 520 mathematical \n\n ACT total score 22, with at least 21 verbal and 22 mathematical \n\n GRE total score 1030, with at least 490 verbal and 540 quantitative \n\n4. A 500- to 1000-word written statement describing experiences in working \nwith children or youth as, for example, a tutor, camp counselor, day care \nworker, church school teacher, substitute teacher, or volunteer working with \nchildren. \n\n5. Three letters of recommendation: One from the faculty advisor, one from \nanother University professor, and one from a person of the student's choice. \n\n\n\n128 \n\n\n\nCompletion of the Teacher Education Program \n\nOnce admitted, the student's progress and record are subject to regular review \nby the advisor, other faculty, and the Teacher Education Council. Students with \nobserved deficiencies in English or their subject field will be required to correct \nthem before student teaching. No student on academic probation will be sched- \nuled for student teaching until such probation is removed. Completion of the \nTeacher Education Program requires the following steps: \n\n1. Gain admission to the Teacher Education Program. \n\n2. Maintain a cumulative grade-point average of 2.8 or higher from all college \nwork and all work taken at Oglethorpe. \n\n3. Complete a field experience that includes preplanning workdays for teach- \ners and the opening of the school year for students. Apply by March 1 of the \njunior year. \n\n4. Pass the appropriate Praxis II tests for the certification field. Praxis is a \nnationally recognized test of content and pedagogical knowledge developed \nand administered by Educational Testing Service. Check the Teacher Edu- \ncation Handbook to determine which specialty area tests must be taken. \nPassing scores on these tests are required for teacher certification in Geor- \ngia and are a prerequisite to student teaching at Oglethorpe University. \nStudents who passed the appropriate Georgia Teacher Certification Test \nprior to July 1, 1997 do not need to take the Praxis II tests. \n\n5. Complete a minimum of 12 hours of education courses, in addition to stu- \ndent teaching, at Oglethorpe. \n\n6. Successful defense of the cumulative education portfolio \n\n7. Complete student teaching successfully. Apply by October 1 for spring place- \nment and by March 1 for fall placement. Prerequisites to student teaching \ninclude a passing score on the appropriate forms of Praxis II, a cumulative \ngrade-point average of 2.8 or higher in all college work and in all courses \ntaken at Oglethorpe, completion of all professional and teaching field courses \nwith grades of at least \"C,\" and satisfactory field experiences. Students must \nshow proof of liability insurance. Student teaching placement in some school \ndistricts may also require a background check and/or fingerprinting. \n\nEarly Childhood Education Major \n\nThe early childhood education major focuses on teaching in grades pre-kinder- \ngarten through five. The program includes professional education and methods \ncourses in all content areas. The program culminates in a full semester of student \nteaching. Early childhood majors are strongly urged to complete a minor in a \ncontent field. Program requirements for early childhood education are available \nfrom any education faculty member and must be followed closely to avoid schedul- \ning problems in completion of the degree requirements. \nThe following courses are required: \n\nEDU 101 Introduction to Education \n\nEDU 201 Educational Psychology \n\nEDU 220 Mathematics for Teachers \n\nEDU 300 Introduction to Early Childhood Education \n\nEDU 321 Teaching Language Arts and Reading: Grades P-5 \n\nEDU 324 Teaching Social Studies: Grades P-5 \n\n\n\n129 \n\n\n\nEDU \n\n\n327 \n\n\nEDU \n\n\n401 \n\n\nEDU \n\n\n410 \n\n\nEDU \n\n\n413 \n\n\nEDU \n\n\n449 \n\n\nEDU \n\n\n459 \n\n\nPSY \n\n\n101 \n\n\nPSY \n\n\n201 \n\n\n\nArt, Music, and Movement \n\nThe Exceptional Child \n\nTeaching Mathematics: Grades P-5 \n\nTeaching Science and Health: Grades P-5 \n\nSpecial Topics in Education: Applied Linguistics \n\nElementary Student Teaching and Seminar \n\nPsychological Inquiry \n\nChild and Adolescent Psychology \n\nMiddle Grades Education Major \n\nThe middle grades education major focuses on teaching in grades four through \neight. The program includes a minor in English, science, mathematics, or social \nstudies; professional education courses; and methods courses in four basic con- \ntent areas. Program requirements for middle grades education are available from \nany education faculty member and must be followed closely to avoid scheduling \nproblems in completion of the degree requirements. \n\nIn addition to a content minor, the following courses are required: \nEDU 101 Introduction to Education \n\nEducational Psychology \n\nMathematics for Teachers \n\nNature and Needs of the Middle Grades Learner \n\nTeaching Language Arts and Reading: Grades 4-8 \n\nTeaching Social Studies: Grades 4-8 \n\nThe Exceptional Child \n\nTeaching Mathematics: Grades 4-8 \n\nTeaching Science: Grades 4-8 \n\nSpecial Topics in Education: Applied Linguistics \n\nMiddle Grades Student Teaching and Seminar \n\nPsychological Inquiry \n\nChild and Adolescent Psychology \n\nSecondary Teacher Certification With Degree in a Subject Major \n\nStudents seeking secondary education certification must apply for admission to \nthe Teacher Education Program. It is essential that the student confer with an \neducation faculty member in addition to his or her subject field advisor to plan a \nschedule that fulfills the certification requirements and to seek advice about courses \nwithin their disciplines that are relevant to teaching at the high school level. \n\nStudents who desire secondary (grades 7-12) teacher certification in addition to \na major in English, history, mathematics, biology, chemistry, or physics will take the \nfollowing professional education courses: \n\nEDU 101 Introduction to Education \nEDU 201 Educational Psychology \nSecondary Curriculum \nThe Exceptional Child \nSecondary Student Teaching and Seminar \nPsychological Inquiry \nChild and Adolescent Psychology \nA discipline-specific methods course \n\n\n\n130 \n\n\n\nEDU \n\n\n201 \n\n\nEDU \n\n\n220 \n\n\nEDU \n\n\n301 \n\n\nEDU \n\n\n322 \n\n\nEDU \n\n\n325 \n\n\nEDU \n\n\n401 \n\n\nEDU \n\n\n411 \n\n\nEDU \n\n\n414 \n\n\nEDU \n\n\n449 \n\n\nEDU \n\n\n469 \n\n\nPSY \n\n\n101 \n\n\nPSY \n\n\n201 \n\n\n\nEDU \n\n\n302 \n\n\nEDU \n\n\n401 \n\n\nEDU \n\n\n479 \n\n\nPSY \n\n\n101 \n\n\nPSY \n\n\n201 \n\n\n\nPost-baccalaureate Teacher-Certification \n\nThe post-baccalaureate teacher-certification program is designed for persons \nwho have completed a bachelor's degree in a discipline other than education. This \nnon-degree program leads to certification in early childhood (P-5), middle grades \n(4-8), or the secondary (7-12) teaching fields of English, history, mathematics, or \nscience. \n\nRequirements for admission to the post-baccalaureate teacher certification pro- \ngram include a cumulative grade-point average of not less than 2.8 and admission \nto the Teacher Education Program as described above. \n\nPost-baccalaureate students are required to take a minimum of three of the \nrequired education courses at Oglethorpe University in order to be eligible for \nstudent teaching. The student's advisor will review transcripts of previous college \nwork and determine which course requirements have already been met. \n\nStudents seeking secondary certification must have a major in the disciplines for \nwhich they are seeking certification, or meet the Oglethorpe University course \nrequirements for the major. These content requirements must be met prior to \ntaking professional courses. \n\nCourse work will be taken at the undergraduate level; however, students seeking \ncertification in early childhood or middle grades may take a maximum of three \ncourses at the graduate level to be applied toward a master's degree. \n\nRequirements for completion of the post-baccalaureate program are the same \nas those listed for undergraduate students. \n\nEDU 101. Introduction to Education 4 hours \n\nA study of the historical development, the philosophy, and the political and \nsocial issues underlying the American educational system and the teaching profes- \nsion. Provision is made for classroom observation in public schools in the Atlanta \narea. \n\nEDU 201. Educational Psychology 4 hours \n\nA study of learning theory and its application to such problems as classroom \nmanagement, the organization of learning activities, understanding individual dif- \nferences, and evaluating teaching and learning. Emphasis is given to factors, which \nfacilitate and interfere with learning. Prerequisite: PSY 101 with a grade of \"C\" or \nhigher. \n\nEDU 220. Mathematics for Teachers 4 hours \n\nA survey of basic concepts, principles, and skills of algebra and geometry appro- \npriate for elementary- and middle-school teachers. Topics from algebra will in- \nclude foundations of number theory and a comprehensive study of the algebraic \noperations over the set of real numbers. Topics in geometry will include measure- \nment, including area and volume, spatial sense, transformations, and coordinate \ngeometry. Topics from probability and statistics will also be investigated. Emphasis \nwill be placed on a problem-solving approach along with activities to develop the \nstudent's ability to communicate mathematically. Technology and appropriate physi- \ncal models will be integrated to aid in the intuitive development of mathematical \nconcepts along with formal development. Prerequisite: Admission to the Teacher \nEducation Program. \n\n\n\n131 \n\n\n\nEDU 300. Introduction to Early Childhood Education 4 hours \n\nThis course is designed to acquaint the student with various types of programs \nprovided for young children. Theories of early childhood education and social/ \ncultural issues will be discussed. Students will become familiar with and critique \nstudies of early childhood practices, trends, and issues. Provision is made for ob- \nservation by students in various early childhood programs in the Atlanta area. \nPrerequisite: Admission to the Teacher Education Program. \n\nEDU 301. Nature and Needs of the Middle Grades Learner 4 hours \n\nThis course relates the characteristics and development of middle grades learn- \ners to the rationale, organization, teaching methods, and curricula of the middle \nschool. A field-based component is included. Prerequisite: Admission to the Teacher \nEducation Program. \n\nEDU 302. Secondary Curriculum 4 hours \n\nThis course examines the nature and goals of secondary education and various \nsecondary curriculum theories. Students develop lesson plans and a unit of study. \nProvision is made for students to observe classrooms in the Atlanta area. Prereq- \nuisite: Admission to the Teacher Education Program. \n\nEDU 321. Teaching Language Arts and Reading: Grades P-5 4 hours \n\nThis course examines the NCTE/IRA Standards for Teaching the English Lan- \nguage Arts, professional literature, curriculum, materials, and instructional strate- \ngies for teaching language arts and reading in grades preschool through five. \nParticular emphasis is placed on classroom application of research and theory to \nliterature-based instruction and the writing process. Students will engage in per- \nsonal writing, and demonstrate skill in responding to the writing of others. Field \nexperiences will allow participation in the teaching of language arts and reading. \nPrerequisites: EDU 201 and admission to the Teacher Education Program. \n\nEDU 322. Teaching Language Arts and Reading: Grades 4-8 4 hours \n\nThis course examines curriculum, materials, and instructional strategies for \nteaching language arts and reading in grades four through eight. Emphasis is \nplaced on classroom application of the NCTE/IRA Standards for Teaching the \nEnglish Language Arts to literature-based instruction, the writing process, and \nintegration of language arts across the curriculum. Students will engage in per- \nsonal writing, respond to literature, and become acquainted with professional \nliterature pertaining to the teaching of the English language arts. Field experiences \nwill allow students to implement what they are learning. Prerequisites: EDU 201 \nand admission to the Teacher Education Program. \n\nEDU 323. Teaching Language Arts and Reading: Grades 7-12 4 hours \n\nThe NCTE/IRA Standards for Teaching the English Language Arts form a \nbasis for this course which is designed to prepare English majors to teach reading, \nliterature, and writing in grades seven through twelve. The course examines lan- \nguage processes at a theoretical level, then focuses on methods, materials, and \npedagogical procedures for effective teaching of the English language arts with \nemphasis on a literature-based approach and integration of reading and writing. \n\n\n\n132 \n\n\n\nField experiences will allow students to implement what they are learning. Prereq- \nuisites: EDU 201 and admission to the Teacher Education Program. \n\nEDU 324. Teaching Social Studies: Grades P-5 4 hours \n\nThis course examines social studies in grades P-5 through a constructivist per- \nspective. This perspective recognizes that the goal of social studies education is to \nactively engage students in the construction and relating of knowledge, to advance \nthe freedom of individuals, and to provide and promote an atmosphere of experi- \nmentation. Social studies is presented as a product and as a process within and \noutside the school setting. Students apply the national standards of social studies \nto the curriculum, and interpret and use the synoptic method of social studies as a \nway to develop, connect, and extend sociocultural experiences, which support citi- \nzenship. In addition, students review, critique, and report current studies and \nperspectives in social studies which ground components. Prerequisites: EDU 201 \nand admission to the Teacher Education Program. \n\nEDU 325. Teaching Social Studies: Grades 4-8 4 hours \n\nThis course examines social studies in grades 4-8 through a constructivist per- \nspective. This perspective recognizes that the goal of social studies education is to \nactively engage students in the construction and relating of knowledge, to advance \nthe freedom of individuals, and to provide and promote an atmosphere of experi- \nmentation. Social studies is presented as a product and as a process within and \noutside the school setting. Students apply the national standards of social studies \nto the curriculum and interpret and use the synoptic method of social studies as a \nway to develop, connect, and extend sociocultural experiences, which support citi- \nzenship. In addition, students review, critique, and report current studies and \nperspectives in social studies which ground components. Prerequisites: EDU 201 \nand admission to the Teacher Education Program. \n\nEDU 326. Teaching Social Studies: Grades 7-12 4 hours \n\nThis course examines social studies in grades 7-12 through a constructivist \nperspective. This perspective recognizes that the goal of social studies education is \nto actively engage students in the construction and relating of knowledge, to ad- \nvance the freedom of individuals, and to provide and promote an atmosphere of \nexperimentation. Social studies is presented as a product and as a process within \nand outside the school setting. Students apply the national standards of social \nstudies to the curriculum, and interpret and use the synoptic method of social \nstudies as a way to develop, connect, and extend sociocultural experiences, which \nsupport citizenship. In addition, students review, critique, and report current stud- \nies and perspectives in social studies which ground components. Prerequisites: \nEDU 201 and admission to the Teacher Education Program. \n\nEDU 327. Art, Music, and Movement 4 hours \n\nThis is an interdisciplinary study of the fundamentals of art, music, and move- \nment education, including methods and materials appropriate for teaching. Em- \nphasis is placed on integrating art, music, and movement across the elementary \nschool curriculum. Experience in the schools is included. Prerequisites: EDU 201 \nand admission to the Teacher Education Program. \n\n\n\n133 \n\n\n\nEDU 401. The Exceptional Child 4 hours \n\nThis course is designed to assist regular classroom teachers in the identification \nand education of children who have special needs. In addition to characteristics of \nspecial learners, students will study topics such as the referral process, educational \napproaches for use with special learners, methods of diagnostic teaching, \nmainstreaming, and inclusion. Prerequisites: EDU 201 and admission to the Teacher \nEducation Program. \n\nEDU 410. Teaching Mathematics: Grades P-5 4 hours \n\nThis course is designed to prepare teachers to plan and teach mathematics in \nprekindergarten through grade five. The NCTM Curriculum and Evaluation Stan- \ndards are emphasized. Experience in the schools is included. Prerequisites: EDU \n201, a \"C\" or higher in EDU 220, and admission to the Teacher Education Program. \n\nEDU 411. Teaching Mathematics: Grades 4-8 4 hours \n\nThis course is designed to prepare teachers to plan and teach mathematics in \ngrades four through eight. The NCTM Curriculum and Evaluation Standards are \nemphasized. Experience in the schools is included. Prerequisites: EDU 201, a \"C\" \nor higher in EDU 220, and admission to the Teacher Education Program. \n\nEDU 412. Teaching Mathematics: Grades 7-12 4 hours \n\nThis course is designed to prepare teachers to plan and teach mathematics in \ngrades seven through twelve. The NCTM Curriculum and Evaluation Standards \nare emphasized. Experience in high school mathematics classes is included. Pre- \nrequisites: EDU 201 and admission to the Teacher Education Program. \n\nEDU 413. Teaching Science and Health: Grades P-5 4 hours \n\nThis course examines the rationale, curricula, teaching methods, and materials \nfor teaching science and health in the elementary school. Emphasis is placed on a \nhands-on, discovery approach to teaching. National standards for the teaching of \nscience are addressed. Experience in elementary schools is included. Prerequi- \nsites: EDU 201 and admission to the Teacher Education Program. \n\nEDU 414. Teaching Science: Grades 4-8 4 hours \n\nThis course examines the rationale, curricula, teaching methods, and materials \nfor teaching science in the middle grades. Emphasis is placed on a hands-on, discov- \nery approach to teaching. National standards for the teaching of science are ad- \ndressed. Experience in science classrooms is included. Prerequisites: EDU 201 and \nadmission to the Teacher Education Program. \n\nEDU 415. Teaching Science: Grades 7-12 4 hours \n\nThis course examines the rationale, curricula, teaching methods, and materials \nfor teaching science in the high school. Emphasis is placed on a hands-on, discovery \napproach to teaching. National standards for the teaching of science are addressed. \nExperience in high school science classes is included. Prerequisites: EDU 201 and \nadmission to the Teacher Education Program. \n\n\n\n134 \n\n\n\nEDU 449. Special Topics in Education 4 hours \n\nA variety of courses will be offered to respond to topical needs of the curricu- \nlum, such as Applied Linguistics; may be taken for credit more than once. \n\nEDU 459. Elementary Student Teaching and Seminar 16 hours \n\nStudent teaching is the culminating experience in the Teacher Education Pro- \ngram. For an entire semester the student participates in an elementary school \nclassroom in the Atlanta area under the supervision of a qualified supervising \nteacher. This is designed to promote gradual introduction to responsible teaching, \nincluding participation in the supervising teacher's usual daily responsibilities and \nextracurricular activities. A weekly seminar on the University campus focuses on \nclassroom management strategies and professional issues. Prerequisites: Approval, \nOpening of School Experience, completion of all other course requirements, and \npassing scores on the Praxis II tests required for early child certification. \n\nEDU 469. Middle Grades Student Teaching and Seminar 16 hours \n\nStudent teaching is the culminating experience in the Teacher Education Pro- \ngram. For an entire semester the student participates in a middle grades classroom \nin the Atlanta area under the supervision of a qualified supervising teacher. This \nis designed to promote gradual introduction to responsible teaching, including \nparticipation in the supervising teacher's usual daily responsibilities and extracur- \nricular activities. A weekly seminar on the University campus focuses on classroom \nmanagement strategies and professional issues. Prerequisites: Approval, Opening \nof School Experience, completion of all other course requirements, and passing \nscores on the Praxis II tests required for middle grades certification. \n\nEDU 479. Secondary Student Teaching and Seminar 16 hours \n\nStudent teaching is the culminating experience in the Teacher Education Pro- \ngram. For an entire semester the student participates in a high school classroom in \nthe Atlanta area under the supervision of a qualified supervising teacher. This is \ndesigned to promote gradual introduction to responsible teaching, including par- \nticipation in the supervising teacher's usual daily responsibilities and extracurricu- \nlar activities. A weekly seminar on the University campus focuses on classroom \nmanagement strategies and professional issues. Prerequisites: Approval, Opening \nof School Experience, completion of all other course requirements, and passing \nscores on the Praxis II tests required for certification in the content field. \n\n\n\nEngineering - Dual Degree \n\n\n\nOglethorpe is associated with the Georgia Institute of Technology, the Univer- \nsity of Florida, Auburn University, Mercer University, and the University of South- \nern California in combined programs of liberal arts and engineering. The programs \nrequire the student to complete three years at Oglethorpe University and the final \ntwo years at one of these engineering schools. The three years at Oglethorpe \ninclude core curriculum courses, General Chemistry I and II, College Physics I and \nII, Calculus I-III, and a choice of Differential Equations or Linear Algebra. The two \nyears of technical education require the completion of courses in one of the branches \nof engineering. \n\n\n\n135 \n\n\n\nIn this combined plan, the two degrees which are awarded upon the successful \ncompletion of the program are the degree of Bachelor of Arts by Oglethorpe \nUniversity and the degree of Bachelor of Science in Engineering by the engineering \nschool. Because the required pre-engineering curricula of the five affiliated schools \nare slightly different, the student is advised to consult frequently with the faculty \nmember serving as dual degree engineering program advisor. \n\nEngineering is a difficult subject. Students can maximize their chances for suc- \ncess by starting at Oglethorpe where the faculty's primary concern is effective \nteaching and working closely with students. Classes are small, and laboratories \noffer the opportunity for hands-on experience with sophisticated equipment. This \nstrong foundation gives the student an excellent preparation for professional school, \nresulting in more effective learning in advanced engineering courses. As a liberal \narts and sciences university, Oglethorpe stresses broad education for intelligent \nleadership. Here, the student will explore the fundamental fields of knowledge, \nfurther his or her understanding of science and mathematics, and refine the abili- \nties to read, write, speak, and reason with clarity. This preparation will serve the \nstudent well in any career but particularly so in the engineering field. With strong \npreparation in engineering plus a liberal arts education, the student will be ready \nfor a variety of career positions. The dual degree engineering program provides an \neducation that is both broad and deep - a combination that will serve the graduate \nwell as career responsibilities increase. \n\nNote: Dual-degree students in engineering may not use Oglethorpe financial aid \nassistance to attend other institutions. \n\n\n\nEnglish \n\n\n\nIn literature courses, students examine written works to determine their mean- \ning, to reach judgments about their value, to explore their relation to life, and to \nderive pleasure. To these ends, students make written and oral analyses, support- \ning their conclusions with close examination of specific passages from the works of \nliterature being studied. In both literature and writing courses, students learn to \ncompose their generalizations and supporting details into a coherent structure of \nthought and language. \n\nAn English major at Oglethorpe is excellent preparation for law school or any \nother professional training that requires students to interpret written material and \nsupport their assertions with specific evidence. Given the expressed need in the \nbusiness community for people who can communicate well orally and on paper, the \ncombination of an English major and courses in business administration or an \naccounting minor may be very attractive to prospective employers. The course \nBusiness and Technical Communications focuses on the kinds of speaking and \nwriting abilities graduates will need to get and keep jobs in personnel, sales, and \nmanagement. Oglethorpe graduates also work in public relations and editing, where \nthey use their skill with words - a major emphasis of every English course. They go \ninto teaching, and sometimes work for publishers, television stations, film-making \ncompanies, or computer firms. They write press releases, training manuals, in- \nhouse newspapers, and news copy. \n\nTo help students bridge the gap between academic life and work experience, \nOglethorpe places English majors in internships with area newspapers, publishing \n\n\n\n136 \n\n\n\ncompanies, public relations firms, cultural associations, and radio and television \nstations. Such experiences enhance students' chances of finding the jobs they want \nafter graduation. \n\nMajor \n\nStudents who major in English are required to take four period courses: An- \ncient Literature, Medieval and Renaissance Literature, The Enlightenment Through \nVictorian Literature, and Modern and Contemporary Literature. Students also \nare required to take one writing course; Shakespeare or Chaucer; and four elec- \ntives from the upper-level (300) literature courses. In addition, students majoring \nin English are strongly encouraged to undertake foreign language study while at \nOglethorpe, perhaps by choosing the language option of the semiotics require- \nment in the core curriculum. Studying a foreign language is particularly important \nfor students planning to do graduate work in English. The degree awarded is the \nBachelor of Arts. \n\nMinor \n\nStudents who minor in English are required to take a minimum of five literature \ncourses. At least three of these must be upper-level (300) courses. \n\nENG 100. Independent Study in Literature and Composition 1-4 hours \n\nSupervised study in specified genres or periods. Prerequisite: Permission of the \ninstructor. \n\nENG 101. Ancient Literature 4 hours \n\nThis course will examine the literature of the ancient world. Although the \nprimary focus will be on Greek, Roman, and Hebrew culture, non- Western materi- \nals may also be studied. Works and authors might include: Gilgamesh, Homer, Job, \nand Virgil. \n\nENG 102. Medieval and Renaissance Literature 4 hours \n\nThis course will examine the transition of the cultural world of Dante to that of \nShakespeare and Milton. Although the primary focus will be Western, non-West- \nern works may also be studied. Texts and authors might include: Chretien, Dante, \nThe Tale of Genji, Chaucer, Montaigne, Shakespeare, Cervantes, and Milton. \n\nENG 103. The Enlightenment Through Victorian Literature 4 hours \n\nThis course will investigate literature of the 18th and 19th centuries. Authors \nmight include: Defoe, Pope, Basho, Austen, Emerson, Twain, and George Eliot. \n\nENG 104. Modern and Contemporary Literature 4 hours \n\nThis course will investigate the literature of the 20th century. Authors might \ninclude: T. S. Eliot, Woolf, Lawrence, Frost, Morrison, and Marquez. \n\nENG 201. Chaucer 4 hours \n\nStudents will learn to read and appreciate the works of Geoffrey Chaucer, the \nfirst great English poet, in his original language; to enjoy the rich and varied nature \nof his works; and to appreciate why he is called \"the Father of English.\" Prerequi- \nsites: COR 101, COR 102, and one 100-level English course. \n\n\n\n137 \n\n\n\nENG 202. Shakespeare 4 hours \n\nThe plays and theatre of William Shakespeare. Offered in alternate years. Pre- \nrequisites: COR 101, COR 102, and one 100-level English course. \n\nENG. 230. Creative Writing 4 hours \n\nThis course is an introduction to writing poetry and prose fiction. The student \nwill be asked to submit substantial written work each week, keep ajournal, and read \npublished writers. Much class time will be spent discussing student and published \nwork. Prerequisites: COR 101 and COR 102. \n\nENG 231. Biography and Autobiography 4 hours \n\nThis course is an introduction to biographical and autobiographical writing \nwith practice in the personal narrative as well as other forms such as the profile and \nthe interview. Students will submit substantial written work each week and keep a \njournal. The class will follow a workshop format, discussing the students' and \npublished work. Prerequisites: COR 101 and COR 102. \n\nENG 300. The Bible as Literature 4 hours \n\nThis course will examine the Bible as a literary artifact and within an historical \ncontext. Students will be particularly interested in the varied ways in which the Bible \ngenerates meaning. These include archetypal repetition, the weaving together of \nhistorically disparate texts, parable, and allegory. Prerequisites: COR 101, COR \n102, and one 100-level English course. \n\nENG 301. Russian Literature 4 hours \n\nThis course will consist of Russian literature in translation, mostly fiction, mostly \nfrom the 19th century. Central to the course is Anna Karenina. In addition to \nTolstoy, authors might include: Gogol, Dostoevski, and Chekhov. Prerequisites: \nCOR 101, COR 102, and one 100-level English course. \n\nENG 302. The Child in Literature 4 hours \n\nThis course will involve a wide-ranging study of works which employ innocence, \nparticularly in childhood, in order to deepen the understanding of experience. \nAuthors might include: Sophocles, Blake, Carroll, James, and Kafka. Prerequisites: \nCOR 101, COR 102, and one 100-level English course. \n\nENG 303. American Poetry 4 hours \n\nThis course will consider the work of major American poets such as Whitman, \nDickinson, Frost, Eliot, and Williams. Prerequisites: COR 101, COR 102, and one \n100-level English course. \n\nENG 304. Images of Women in Literature 4 hours \n\nAn exploration of various stereotypical, archetypal, and realistic images of women \nin literature. Prerequisites: COR 101, COR 102, and one 100-level English course. \n\nWGS 304. Women Poets 4 hours \n\nThis course is a survey of poetry by women, from ancient Chinese, Persian, and \nothers in translation, to medieval Irish and Renaissance English, to 19th- and 20th- \n\n\n\n138 \n\n\n\ncentury Americans, as well as Eastern Europeans and Latin Americans in transla- \ntion. Included will be several recent poets such as Gwendolyn Brooks, Adrienne \nRich, and Mary Oliver in order to discover what themes, images, and attitudes, if \nany seem to emerge from the works. Prerequisites: COR 101 and COR 102. \n\nENG 305. The Literature of King Arthur and Camelot 4 hours \n\nThis course will acquaint students with the medieval origins of the Arthurian \nlegends and the best of the contemporary versions of the legends. Prerequisites: \nCOR 101, COR 102, and one 100-level English course. \n\nENG 306. Special Topics in Drama 4 hours \n\nDrama as literature and genre, through survey and period studies. Prerequi- \nsites: COR 101, COR 102, and one 100-level English course. \n\nENG 307. Milton 4 hours \n\nThis course will examine the major prose and poetry of John Milton and their \nplace in 17th century English culture. Works studied will include Areopagitica, \nLycidas, Samson Agonistes, and Paradise Lost. Prerequisites: COR 101, COR 102, \nand one 100-level English course. \n\nENG 308. Special Topics in Poetry 4 hours \n\nThis course will focus on particular poets, movements, styles, or periods. Pre- \nrequisites: COR 101, COR 102, and one 100-level English course. \n\nENG 309. Literature of the City and the Country 4 hours \n\nThis course will concentrate on 19th and 20th century English and American \nliterature in order to deepen the student's understanding and test the conceptions \nof the natural and the urban. Authors might include Wordsworth, Dickens, Thoreau, \nWoolf, and Frost. Prerequisites: COR 101, COR 102, and one 100-level English \ncourse. \n\nENG 310. Special Topics in Fiction 4 hours \n\nEnglish, American, and continental narrative prose will be examined in the \ncontext of theme, period, or genre. Prerequisites: COR 101, COR 102, and one 100- \nlevel English course. \n\nENG 311. Ulysses 4 hours \n\nThis course will focus on a thorough reading of Ulysses but might also examine \nother works by James Joyce, such as Dubliners, A Portrait of the Artist as a Young \nMan, and selections from Finnegans Wake. Prerequisites: COR 101, COR 102, and \none 100-level English course. \n\nENG 312. Special Topics in Literature and Culture 4 hours \n\nCourses relating literature with aspects of social and intellectual history or a \nparticular issue or theme. Possible offerings may include women in literature, \nAmerican civilization, African- American (or other ethnic) literature, popular cul- \nture, the literature of a single decade, children's literature, and myth and folklore in \nliterature. Usually offered in alternate years. Prerequisites: COR 101, COR 102, \nand one 100-level English course. \n\n\n\n139 \n\n\n\nENG 313. African-American Literary Traditions 4 hours \n\nThis course surveys African-American literature and literary history. It begins \nwith a close examination of the slave narrative and the African-American sentimental \nnovel of the 19th century. An exploration is made of the literature of the Harlem \nRenaissance, followed by works like Ralph Ellison's Invisible Man and Richard Wright's \nNative Son. Finally, civil rights era literature and works by authors such as Gloria \nNaylor and Alice Walker will be examined. Prerequisites: COR 101, COR 102, and \none 100-level English course, preferably Modern and Contemporary Literature. \n\nENG 314. Special Topics in Major British and American Authors 4 hours \n\nAn intensive study of between one and five British or American authors. Pre- \nrequisite: COR 101, COR 102, and one 100-level English course. \n\nENG 315. Vision, Violence, and Community in Milton, \n\nBlake, Whitman, and Yeats 4 hours \n\nThis course will examine works by four major visionary poets. In the historical \ncontext of English civil war, the French Revolution, the American Civil War, and \nWorld War I and the Irish rebellions, they tried to envision for their cultures a \nrestoration of community between the temporal and the eternal, the human and \nthe divine. In times of fragmentation and crisis, each re-invented a traditional \nmythology. A study will be made of their individual visions to those collective myths \nand to personal struggles. Prerequisites: COR 101, COR 102, and one 100-level \nEnglish course. \n\nENG 330. Writing Poetry 4 hours \n\nIn weekly assignments students will try free verse and various forms in the effort \nto discover and to embody more and more truly what they have to say. Much time \nwill be spent reading published poets, responding to student work in class, and \ntrying to generate language that reveals rather than explains intangible \"mean- \nings.\" Prerequisites: COR 101 and COR 102. \n\nENG 331. Writing Prose, Fiction, and Nonfiction 4 hours \n\nStudents will get instruction and substantial practice in writing fictional and \nnonfictional prose which aims at getting what Henry James called \"a sense of felt \nlife\" onto the page. The class will follow a workshop format with weekly assign- \nments, journal writing, extensive discussion of student work, and reading of pub- \nlished examples. Prerequisites: COR 101 and COR 102. \n\nENG 401. Internship in English 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning oppor- \ntunity to qualified students. The internship generally requires the student to ob- \ntain a faculty supervisor, submit a learning agreement, work 30-35 hours for every \nhour of academic credit, keep a written journal of the work experience, have regu- \nlarly scheduled meetings with the faculty supervisor, and write a research paper \ndealing with some aspect of the internship. An extensive list of internships is main- \ntained by the Office of Experiential Education, including opportunities at Atlanta \nMagazine, The Knight Agency, and Peachtree Publishers. Graded on a satisfac- \ntory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and \nqualification for the internship program. \n\n\n\n140 \n\n\n\nEnvironmental Studies - Dual Degree \n\nThe Cooperative College Program coordinates the education of students at \nOglethorpe University with graduate programs in environmental studies and natural \nresources offered by the Nicholas School of the Environment at Duke University. \nThis program provides a unique combination of liberal and professional educa- \ntion well suited for those desiring to enter the fields of environmental studies or \nnatural resources. Participating Oglethorpe students are accepted into either of \ntwo degree programs at Duke: the Master of Environmental Management (MEM) \nor the Master of Forestry (MF). The degree awarded is determined by the student's \narea of concentration at Duke. The program accommodates a wide range of \nundergraduate backgrounds, and experience indicates that students majoring in \none of the natural or social sciences, pre-engineering, economics, or business ad- \nministration are best suited for it. Although some students may prefer to complete \nthe baccalaureate degree before undertaking graduate study at Duke, highly quali- \nfied students can reach a satisfactory level of preparation with three years of coor- \ndinated undergraduate study at Oglethorpe; all final admission decisions rest with \nthe Nicholas School of the Environment. A Bachelor of Arts degree is awarded by \nOglethorpe University upon successful completion of one year of study at Duke; \nafter four semesters at Duke, in which at least 48 semester units of credit are \nearned, these students may qualify for one of the professional master's degrees. \n\nThere are six areas of concentration for the professional master's degree pro- \ngrams offered by the Nicholas School of the Environment: Coastal Environmental \nManagement; Environmental Toxicology, Chemistry, and Risk Assessment; Re- \nsource Ecology; Resource Economics and Policy; Water and Air Resources; and \nForest Resource Management. The undergraduate course requirements are highly \nflexible for some areas of concentration; others are more stringent. All of the \nprograms have the following requirements: \n\n1. Completion of the Oglethorpe University core courses. \n\n2. Training in the natural sciences or social sciences related to the student's \narea of interest in natural resources and environmental science. \n\n3. Completion of at least one introductory course in calculus - either Applied \nCalculus or Calculus I. \n\n4. Completion of a statistics course that includes descriptive statistics, prob- \nability distributions, hypothesis testing, confidence intervals, correlation, \nsimple linear regression and simple ANOVAs. Statistics at Oglethorpe ful- \nfills this requirement. \n\n5. A working knowledge of microcomputers for word processing and data \nanalysis. Introduction to Computer Applications Software fulfills this re- \nquirement, although students with extensive experience with computers \nmay have other options. \n\nQualified students who have interests outside of the structured programs of \nthe Nicholas School of the Environment are permitted to design individual pro- \ngrams of study; all such individual programs are subject to approval by the Educa- \ntion Committee of the Nicholas School of the Environment. \n\nNote: Dual-degree students in environmental studies and natural resources may \nnot use Oglethorpe financial aid assistance to attend Duke University. \n\n\n\n141 \n\n\n\nForeign Languages \n\n\n\nIn order to study in any given foreign language, all students with previous study \nor experience in that language must take a language proficiency examination dur- \ning Make the Connection weekend or immediately prior to fall registration. They \nwill be placed in the course sequence according to their competence. Students are \nnot eligible to enroll in elementary and intermediate courses in their primary \nlanguage. \n\nPlease refer to specific foreign languages in alphabetical order of this section \nfor respective course offerings. \n\nFOR 201. Special Topics in Foreign Language, Literature, \n\nand Culture 4 hours \n\nA course in which advanced conversation or topical aspects of the literature and \ncultural phenomena of a language not regularly offered is explored. \n\nFOR 425. Internship in Foreign Language 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning oppor- \ntunity to qualified students. The internship generally requires the student to ob- \ntain a faculty supervisor, submit a learning agreement, work 30-35 hours for every \nhour of academic credit, keep a written journal of the work experience, have regu- \nlarly scheduled meetings with the faculty supervisor, and write a research paper \ndealing with some aspect of the internship. An extensive list of internships is main- \ntained by the Office of Experiential Education, including opportunities at the At- \nlanta Hispanic Chamber of Commerce, Georgia Council for International Visitors, \nand the Georgia Department of Industry, Trade, and Tourism. Graded on a satis- \nfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor \nand qualification for the internship program. \n\n\n\nFrench \n\n\n\nA French major is designed to help the student become increasingly knowledge- \nable about the language, literature and cultures of the people who speak and live \nthe French language. Courses that focus on developing language skills (reading, \nwriting, listening comprehension, and speaking) are followed by more advanced \nstudy in literature, film, and civilization. Acquiring familiarity with culture in the \nFrench-speaking world is a goal throughout the program. The study of another \nlanguage should provide the means to appreciate more fully the global community \nto which all of us increasingly belong. It should also furnish an insightful view of \none's own culture and language. Students can pursue graduate degrees or prepare \nthemselves for careers in international business or politics. \n\nThe study of another culture and language is greatly enhanced by an experience \nstudying and living where the language is spoken. French majors are therefore \nrequired to study and live in a French-speaking country for one semester after \nhaving completed an initial sequence of courses and before beginning advanced \n\n\n\n142 \n\n\n\nclasses in the language at Oglethorpe. This can be accomplished by participating in \nthe exchange program with one of the University's partners in France or by making \nother suitable arrangements in consultation with the student's advisor. Native speak- \ners of French may complete the study abroad portion of the major at Oglethorpe \nor through cross registration for courses at Atlanta Regional Consortium for Higher \nEducation (ARCHE) institutions. \n\nFrench majors are also strongly recommended to consider courses in French \nand European history, or other related fields. \n\nAll students with previous study or experience in French must take a language \nplacement examination during Make the Connection weekend or immediately prior \nto fall registration. They will be placed in the course sequence according to their \ncompetence. Under no circumstances should students with past experience in the \nlanguage place themselves in courses, especially at the elementary level. Students \nare not eligible to enroll in elementary and intermediate courses in their primary \nlanguages. \n\nMajor \n\nStudents who major in French must first complete the following requirements: \nFRE201 Intermediate French \nFRE 301 French Conversation and Composition \nFRE 302 French Lyric and Literary Prose \nStudents will then complete a semester in an approved study abroad program, \nwhich should include a minimum of 12 semester hours. Returning students must \ncomplete three upper-level (300 or 400) courses in French. \n\nElementary Spanish I or II, as determined through the Spanish placement test, \nis also required. It is recommended that this requirement be completed during the \nstudent's first two years. \n\nThe degree awarded is the Bachelor of Arts. \n\nMinor \n\nA minor in French consists of these three obligatory courses: \n\nFRE 201 Intermediate French \n\nFRE 301 French Conversation and Composition \n\nFRE 302 French Lyric and Literary Prose \nOne upper-level (300 or 400) course is required to complete the minor. Certain \nrequirements may be met through an approved study abroad program. \n\nFRE 101, FRE 102. Elementary French I, II 4 plus 4 hours \n\nThis course is beginning college French, designed to present a sound foundation \nin understanding, speaking, reading and writing contemporary French. Prerequi- \nsite: None for FRE 101; FRE 101 required for FRE 102, or placement by testing. \n\nFRE 201. Intermediate French 4 hours \n\nThis course involves further practice in developing oral and written skills. Intro- \nduction to a variety of unedited French texts will be included. Prerequisite: FRE 102 \nor placement by testing. \n\nFRE 301. French Conversation and Composition 4 hours \n\nThis course focuses on the development of oral skills through practice in group \n\n\n\n143 \n\n\n\nsettings and individual class presentations combined with weekly writing assign- \nments in French to be revised on a regular basis. A study of style and grammatical \nforms used exclusively in the written language completes the course work. Prereq- \nuisite: FRE 201 or placement by testing. \n\nFRE 302. French Lyric and Literary Prose 4 hours \n\nSelected texts from French literature are studied as examples of prose, poetry \nand drama. Students will read original works from the French Renaissance and the \nclassical and modern periods. Taught in French. Prerequisite: FRE 301 or place- \nment by testing. \n\nFRE 401. Special Topics in French Language, Literature, and Culture .. 4 hours \n\nTopical aspects of the literature and cultural phenomena associated with the \nFrench language are explored in this course. Offerings will vary according to \nfaculty and student interest. Prerequisite: FRE 301. \n\nFRE 402. The Modern French Republics and Their Institutions 4 hours \n\nA study of both political and cultural institutions in France from 1870 to the \npresent with emphasis on the traditions established by the new republican govern- \nment in the 1880s and the creation in 1958 of the Fifth Republic under which France \nis currently governed. Taught in French. Prerequisite: FRE 301. \n\nFRE 403. Franco-American Relations in Trade and Culture 4 hours \n\nThis course is an orientation to French business and cultural communities and \nconsiderations of existing connections with their American counterparts. The \ncourse includes an introduction to business French. Guest lecturers are invited \nfrom the diplomatic and business community in the wider Atlanta area. Field trips \nare also organized to consulates, trade offices, and businesses. Taught in French. \nPrerequisite: FRE 301. \n\nGeneral Science \n\nThe physical science and biological science courses are appropriate for students \nwho have a good background in algebra but a minimal one in other sciences. \nStudents with excellent preparation in the sciences may elect one of the regular \nlecture-and-laboratory courses in biology, chemistry, or physics. \n\nGEN 101. Natural Science: The Physical Sciences 4 hours \n\nThis topically-oriented course will examine the many facets of scientific investiga- \ntion. These include the underlying assumptions, the limitations, the provisional na- \nture, and the power of the scientific process, as well as the influences of science on \nother aspects of human activity. Experimentation is the hallmark of scientific investi- \ngation. As such, laboratory experimentation will be a distinguishing feature of this \ncourse. Course time devoted to experimentation in the laboratory, as well as inside \nand outside the classroom, will intertwine with time devoted to discussion and lec- \nture. Natural Science: The Physical Sciences will deal with a topic drawn from the \nphysical sciences. These will include, but not be limited to: Chemistry, Cosmology, \nDescriptive Astronomy, History of Science, Meteorology, Modern Scientific Perspec- \ntives of the Universe, and Oceanography. Prerequisite: MAT 103 or by examination. \n\n\n\n114 \n\n\n\nGEN 102. Natural Science: The Biological Sciences 4 hours \n\nThis course is designed to examine the many facets of scientific investigation. \nLaboratory experimentation will be an important feature, with course time de- \nvoted to experimentation in the laboratory as well as the classroom. Rather than a \nsurvey of the entire field of biology, this effort will be directed toward specific \ntopics such as, but not limited to: Cancer, Cell Biology, Human Biology, Ecology, \nand Evolution. \n\nGEN 200. Internship in Science 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning opportu- \nnity to qualified students. The internship generally requires the student to obtain a \nfaculty supervisor, submit a learning agreement, work 30-35 hours for every hour of \nacademic credit, keep a written journal of the work experience, have regularly sched- \nuled meetings with the faculty supervisor, and write a research paper dealing with \nsome aspect of the internship. An extensive list of internships is maintained by the \nOffice of Experiential Education, including opportunities at Piedmont Hospital, The \nCenters for Disease Control and Prevention, and Accura Analytical Laboratory. \nGraded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the fac- \nulty supervisor and qualification for the internship program. \n\nGEN 251. Science Seminar 1 hour \n\nThis course is open only to students who are majoring in biology, chemistry or \nphysics who have completed all of the first year course requirements in their major. \nThe course is designed to give practice in the preparation, delivery, and discussion \nof scientific papers. One hour of credit is given per semester; the course may be \nscheduled at any time after the student has completed the freshman-level require- \nments in the science major. Meetings of the science seminar are held a minimum of \ntwice each month during the regular academic year. Each science major is expected \nto prepare, deliver, and defend a paper for at least one seminar meeting during the \nperiod of enrollment; other seminar papers will be presented by invited speakers, \nincluding members of the science faculty. Graded on a satisfactory/unsatisfactory \nbasis during semesters when a presentation is not given; the semester during which \na presentation is given is letter-graded. \n\nGerman \n\nAll students with previous study or experience in German must take a language \nplacement examination during Make the Connection weekend or immediately prior to \nfall registration. They will be placed in the course sequence according to their compe- \ntence. Under no circumstances should students with past experience in the language \nplace themselves in courses, especially at the elementary level. Students are not eligible \nto enroll in elementary and intermediate courses in their primary languages. \n\nGER 101, GER 102. Elementary German I, II 4 plus 4 hours \n\nThis course is beginning college German, designed to develop the ability to \nunderstand, speak, read, and write contemporary German. Prerequisite: None for \nGER 101; GER 101 required for GER 102, or placement by testing. \n\n\n\n145 \n\n\n\nGER 201. Intermediate German I 4 hours \n\nThis course will focus on practice in speaking and understanding German, ac- \ncompanied by a review of grammar. Reading and discussion of short literary texts. \nPrerequisite: GER 102 or placement by testing. \n\nGER 202. Intermediate German II 4 hours \n\nThis course is a continuation of Intermediate German I with practice in spoken \nGerman and added emphasis on writing. Reading materials include both contem- \nporary topics and selections from literature. Video-taped materials provide fur- \nther acquaintance with German speakers and culture. Prerequisite: GER 201 or \nplacement by testing. \n\nGER 301, GER 302. Special Topics in German Language, Literature, \n\nand Culture I, II 4 plus 4 hours \n\nTopical aspects of the literature and cultural phenomena associated with the \nGerman language are explored in this two-semester sequence of courses. Prereq- \nuisite: GER 202. \n\nFor a listing of foreign institutions and programs with which Oglethorpe has \nexchange agreements and affiliations, please see International Exchange Partner- \nships/Study Abroad in the Educational Enrichment section of this Bulletin. Of \nparticular interest to students of German is the Oglethorpe exchange agreement \nwith the University of Dortmund. \n\nGreek \n\nAll students with previous study or experience in Greek must take a language \nplacement examination during Make the Connection weekend or immediately prior \nto fall registration. They will be placed in the course sequence according to their \ncompetence. Under no circumstances should students with past experience in the \nlanguage place themselves in courses, especially at the elementary level. \n\nGRE 101, GRE 102. Attic Greek I, II 4 plus 4 hours \n\nThese courses will introduce students to the grammatical and syntactical elements \nof the Attic dialect of 5th century Athens. Mastery of these materials will enable \nstudents to read works written by Thucydides, Sophocles, Plato, Aristotle, and other \nancient authors of this period. Knowledge of Attic Greek will also provide a founda- \ntion for those wishing to study Homeric epic or The New Testament. Prerequisite: \nNone for GRE 101; GRE 101 for GRE 102, or placement by testing. \n\n\n\nHistory \n\n\n\nThe study of history introduces students to important events of the past and the \npeople who played significant roles in them. Embracing the principal fields of \nliberal education, the study of history enlarges one's understanding of political \norganizations, geography, economic arrangements, social institutions, religious \nexperiences and various forms of intellectual expression. \n\n\n\n146 \n\n\n\nThe history faculty at Oglethorpe University seeks to make its students aware of \nthe constantly changing interpretations of the past and acquaint them with the \nincreasing uses of the discipline in such fields as law, journalism, public relations, \nart, theology, diplomacy, and public service. Particular stress is placed on a mastery \nof the techniques of research, which enhance one's usefulness in many fields of \nprofessional life. Archival careers and postgraduate studies in history are options \nwith which Oglethorpe students become familiar. \n\nMajor \n\nStudents majoring in history are required to take at least eight history courses. \nThese must cover the following geographic areas and time periods (a course can \nsimultaneously satisfy both one area and one time-period requirement): European, \nUnited States, and Latin American history; and ancient or medieval (before 1500), \nearly modern (1500-1789), and modern (since 1789) history. At least one of these \ncourses must have an emphasis on historiography - the study of historical methods \nand interpretations. Courses that satisfy this requirement include The Age of Chiv- \nalry, 800-1450, Early Modern Europe, The Age of Empire and Nationalism - Europe \n1848-1914, German History to 1800, German History Since 1800, The Fall of Rome \nand the Barbarians, or any other course specifically designated by the instructor. In \naddition, the student must also take Investigative Writing, one course in Asian Stud- \nies, and at least one semester of a foreign language beyond the first-year level, or \ndemonstrate the equivalent proficiency. The degree awarded is the Bachelor of Arts. \n\nMinor \n\nTo complete a minor four courses must be taken. \n\nHIS 101. The Foundations of the West 4 hours \n\nThis course will explore the history of the Western world from late antiquity to \n1600, focusing on the rise of the Christian civilizations of Eastern and Western \nEurope and Islamic civilization. Special consideration will be given to the compara- \ntive study of ideas, religion, political institutions, and patterns of social organiza- \ntion. Through the use of primary documents and critical scholarly works, students \nwill gain first-hand knowledge of the tools and methods of historical research. \n\nHIS 102. The West and the Modern World 4 hours \n\nThis course covers the history of Western civilization (defined as all the societies \ndescended from medieval Christendom) since 1600, with the focus on its modern- \nization after 1789. This process destroyed the relative homogeneity of the old \nregime and fragmented the West along two fault lines: 1) socio-economic modern- \nization, which varied profoundly between rich capitalist societies (Germany, Britain, \nUnited States, Australia) and poor socialist, neo-feudal, or neo-mercantilist ones \n(Russia, Romania, Mexico, Brazil); and 2) political modernization, which could be \nliberal, communist, or fascist. Prerequisite: HIS 101. \n\nHIS 110. The Vikings and the Anglo-Saxons , 4 hours \n\nThis course will examine the meteoric rise of the Scandinavians from obscurity \nto become the terror of Europe in the 8th through the 11th centuries. For pur- \nposes of comparison, a look will also be taken at the Vikings' more \"civilized\" \n\n\n\n147 \n\n\n\ncousins, the Anglo-Saxons. While both medieval and modern historians have \ntended to draw a thick line between these two cultures, this course will suggest that \nboth represent aspects of a general political, economic, and cultural zone in the \nNorthern Seas. \n\nHIS 210. The Age of Chivalry, 800-1450 4 hours \n\nThis course will cover the High and Later Middle Ages, from the later Carolingian \nperiod through the War of the Roses. The main focus will be on the evolution of \nstate and society in northern and western Europe during these periods. Special \nattention will be given to such events as the rise of feudal monarchies, the Investi- \nture Contest, the Norman Conquests, the Crusades, and the Hundred Years' War. \n\nHIS 211. The Renaissance and Reformation 4 hours \n\nStudents will study the significant changes in European art, thought, and institu- \ntions during the period from 1300 to 1550. The course will focus on critical readings \nof primary sources from this era. \n\nHIS 212. Early Modern Europe 4 hours \n\nThis course will examine the development of European society and politics from \nthe end of the Reformation to the eve of the French Revolution. Special emphasis \nwill be placed on the development of the modern state, the contest between abso- \nlutism and constitutionalism, and the Enlightenment. \n\nHIS 213. The Age of Revolution - Europe \n\nand the Atlantic World 1776-1849 4 hours \n\nThe \"old regime\" (serfdom, rule by monarchs and nobles, and a politically \npowerful church) and an agrarian way of life had prevailed in much of Europe and \nthe New World since the Middle Ages. From 1776 on, however, a series of upheav- \nals, such as the American and French revolutions, the Napoleonic Wars, the Latin \nAmerican Wars of Independence, and the European revolutions of 1820-21, 1830- \n31, and 1848-49 had challenged the old order. This course studies the events of this \ndramatic period, including the Industrial Revolution and the rise of romanticism, \nsocialism, nationalism, and liberalism. \n\nHIS 2 14. The Age of Empire and Nationalism -Europe 1848-1914 4 hours \n\nThe six decades following the revolutions of 1848 were a period of remarkable \npower, prosperity, and creativity in Europe. New nation-states (Germany and Italy) \nwere formed; old multiethnic empires (Russia and Austria-Hungary) seemed reju- \nvenated; and Europeans acquired immense colonial empires. Meanwhile, industri- \nalization and modern science and art revolutionized European life and thought. \nHowever, this fusion of cultural and economic modernity with social and political \nconservatism concealed grave weaknesses that would lead, beginning in 1914, to \nthe upheavals of world war, communism, and fascism. \n\nHIS 215. The Age of World War - Europe 1914-1945 4 hours \n\nThis course examines the disasters that befell Europe in the three decades after \n1914: World War I; the Russian Revolution; the ill-fated Treaty of Versailles; the rise \nof Mussolini; the Great Depression; the dictatorships of Hitler and Stalin; the \n\n\n\n148 \n\n\n\nspread of fascism in the 1930s; and World War II. The course discusses the reasons \nfor the failure of the international order to prevent two horrific military conflicts, \nand for the failure of moderate forces in many European countries - including \nRussia, Germany, Italy, and Spain - to block the rise to power of violent and \nmillenarian political forces. \n\nHIS 230. United States History to 1865 4 hours \n\nA survey from Colonial times to 1865, concerned mainly with the major domes- \ntic developments of a growing nation. \n\nHIS 231. United States History Since 1865 4 hours \n\nA survey from 1865 to the present, concerned with the chief events which ex- \nplain the growth of the United States to a position of world power. \n\nHIS 240. Latin America to Independence 4 hours \n\nLatin American history from the origins of pre-Columbian civilizations to inde- \npendence will be examined by exploring: the origins and development of indig- \nenous societies in Mesoamerica and the Andes; the conquest and colonization of \n(what became) Spanish and Portuguese America; the nature of colonial control; \nthe response of indigenous populations to colonial society, administration, and \nreligion; and the developing tensions between Spaniards and Creole elites. The \nmovement for independence, which arose from a variety of issues, created by con- \ntrasting views and concerns of distant European authority and local cultural iden- \ntity, will be studied. Finally, the major challenges that faced the newly emergent \nLatin American nations will be considered. \n\nHIS 311. German History to 1800 4 hours \n\nThe Holy Roman Empire of the German Nation has been derided by Voltaire as \nbeing none of the above. At the same time, the Empire provided the primary \npolitical organization of pre-Modern Germany, from the 10th century to the Napo- \nleonic Wars. This course ill survey the general history of the Empire from the \nRenaissance to the end of the 18th century. Special emphasis will be paid to the \nprimary social and constitutional questions of German history. How was it pos- \nsible to balance the sovereignty of the individual states with the corporate needs of \nthe Empire? Within the question lies a greater problem: How did this issue of a \n\"balance of power\" between the emperor and his estates relate to the general \nrelations between rulers and the ruled? Prerequisite: Permission of the instructor. \n\nHIS 3 12. German History Since 1800 4 hours \n\nThis course is a survey of German history in the 19th and 20th centuries, focus- \ning on the unification of Germany in the 19th century, the Bismarckian state, the \ntwo world wars, the Weimar Republic, the Third Reich, and the division and subse- \nquent reunification of Germany after World War II. \n\nHIS 320. Russian History to 1861 4 hours \n\nThis course studies the thousand years from the formation of the Kievan state \nuntil the abolition of serfdom. It covers the Mongol invasion, the rise of Muscovy, the \nreign of Ivan the Terrible and the Time of Troubles, Imperial Russia's Westernization \nunder Peter the Great, and its apogee under Catherine the Great and her grandsons. \n\n\n\n149 \n\n\n\nHIS 321. Russian History Since 1861 4 hours \n\nThis course studies Russian history from the abolition of serfdom, which began \nImperial Russia's last attempt to reform itself and stave off revolution, until the \npresent. It also covers the 1905 and 1917 revolutions, the rise of communism, the \nera of Lenin and Stalin, and the fall of the communist system. \n\nHIS 330. Between World Wars: The United States, 1920-1945 4 hours \n\nDuring this period of war, prosperity, and depression, the United States under- \nwent dramatic economic, political, social, and cultural changes. The interwar years \nwitnessed the emergence of the United States as a world power, an increasingly \nsophisticated women's movement, the rise of mass production and mass consump- \ntion, and a variety of new challenges to social and economic policies. The Great \nDepression and the New Deal brought further challenges to traditional liberal \npolitical and economic assumptions as the federal government intervened in nearly \nevery aspect of American life. World War II, then, again transformed the nation as \nit ushered in the \"age of affluence\" and cold wars in the international and domestic \nrealms. Prerequisites: HIS 230 and HIS 231 or permission of the instructor. \n\nHIS 331. The Age of Affluence: The United States Since 1945 4 hours \n\nAn interdisciplinary study of American life since World War II, this course will \nemphasize political, economic, and social developments. Foreign policy is consid- \nered principally with respect to its impact on domestic affairs. \n\nHIS 335. Georgia History 4 hours \n\nThis course is a chronological examination of the history of Georgia from the \nColonial period to the 20th century. Emphasis is given to Old and New South \nthemes, higher education development with attention to the history of Oglethorpe, \nthe transition from rural to urban life, and Georgia's role in contemporary Ameri- \ncan life. Prerequisites: HIS 230, HIS 231, or permission of the instructor. \n\nHIS 340. Dictatorship and Democracy in Latin America 4 hours \n\nThis course will examine the roots, character, and impact of authoritarian rule - \nand resulting resistance movements - in Latin America. Included will be a look at \nthe caudillos who competed for power after independence, the Liberal dictator- \nships of the late 19th century, the Depression Dictators of the 1930s and Populist \ndictators of the 1940s and 1950s, and the rise of military-bureaucratic dictatorships \nin the 1960s and 1970s. An understanding will be sought for why almost all political \norientations (Republicanism, Liberalism nationalism, Populism, and Communism) \noffered up a dictator as their champion at some point in Latin American history \nand how Latin American nations have been able to make a transition to democracy. \nFinally, consideration will be given to how dictatorships affect the everyday lives and \nperceptions of the people living under them and in their aftermath. Prerequisite: \nHIS 240 or permission of the instructor. \n\nHIS 350. Special Topics in History 4 hours \n\nCourses offered to respond to topical needs of the curriculum. Prerequisite: \nPermission of the instructor. \n\n\n\n150 \n\n\n\nHIS 410. Ancient History and Ancient Historians 4 hours \n\nIn this course the history of Greek and Roman civilizations will be studied \nthrough the writings of several ancient historians. The methods used by ancient, \nauthors, their literary style, and the relation of their works to the specific historical \ncontext in which they were written will be examined. Special consideration will be \ngiven to the various philosophies of history that emerged in antiquity. Prerequisite: \nPermission of the instructor. \n\nHIS 411. The Fall of Rome and the Barbarians ... 4 hours \n\nThis course will examine the \"fall\" of the Roman Empire in late antiquity and the \nsubsequent rise of barbarian kingdoms in Europe. The primary issue will be to \ndetermine whether the Roman Empire did in fact \"fall\" during this time, or whether \nthe period actually marks a transition, the birth of Europe. The role of Christianity \nin the transformation of Europe will be a major focus of discussion, as well as other \nsocial, political, and economic issues. Prerequisite: HIS 410 or permission of the \ninstructor. \n\nHIS 430. The American Civil War and Reconstruction 4 hours \n\nA course for advanced history students emphasizing the causes of conflict, the \nwartime period, and major changes that occurred. Prerequisites: HIS 230 and HIS 23 1 . \n\nHIS 431. United States Diplomatic History 4 hours \n\nThis course is a study of major developments in American diplomacy from the \nend of the Revolution until 1945. Recommended prerequisites: HIS 230 and HIS 231. \n\nHIS 450. Independent Study in History 1-4 hours \n\nSupervised research on a selected topic. Prerequisite: Permission of the instructor. \n\nHIS 451. Internship in History 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning oppor- \ntunity to qualified students. The internship generally requires the student to ob- \ntain a faculty supervisor, submit a learning agreement, work 30-35 hours for every \nhour of academic credit, keep a written journal of the work experience, have regu- \nlarly scheduled meetings with the faculty supervisor, and write a research paper \ndealing with some aspect of the internship. An extensive list of internships is main- \ntained by the Office of Experiential Education, including opportunities at the At- \nlanta History Center, the Atlanta Preservation Center, and the Coosawattee \nFoundation archeological dig. Graded on a satisfactory/unsatisfactory basis. Pre- \nrequisites: Permission of the faculty supervisor and qualification for the internship \nprogram. \n\n\n\nIndividually Planned Major \n\n\n\nA student who wishes to pursue a course of study not included in one of the \navailable majors may petition to receive permission to complete an individually \nplanned major. \n\nSuch a major must include at least 36 semester hours of course work beyond \ncore requirements. At least 16 semester hours of the major must be completed in \ncourses above the introductory level in a particular discipline. This discipline will be \n\n\n\n151 \n\n\n\ndefined as the major's concentration. Graded course work in the major must have \na grade-point average of at least 2.0. Course work that is included in the individu- \nally planned major may not be counted toward a second major or a minor. \n\nTo apply for an individually planned major, the student, in consultation with his \nor her academic advisor, must complete an application, available at the Registrar's \nOffice, to be approved by the chairperson of the division in which the proposed \nmajor's concentration is included and the Provost. This application should be \nsubmitted by the end of the second semester of the student's sophomore year. The \napplication must specify the following: \n\n1. The major's coverage and definition. \n\n2. The observed or expected conceptual linkages among the concentration \nand the other subject(s) included in the major. \n\n3. The expected outcomes of the completion of the major in terms of the \nstudent's intellectual growth and plans for graduate study or career. \n\nAfter the student has secured written approval from his or her academic advi- \nsor, the chairperson of the division, and the Provost, the Provost will file the \napplication in the Registrar's office. The Registrar will notify the student and the \nstudent's advisor of the acceptance of the proposal. \n\nThe degree awarded upon successful completion of an approved individually \nplanned major is Bachelor of Arts. \n\n\n\nIndividually Planned Minor \n\n\n\nA student who wishes to pursue a course of study not included in one of the \navailable minors may petition to receive permission to complete an individually \nplanned minor. \n\nSuch a minor must include 20 semester hours of course work, of which at least \neight semester hours are in one discipline, which is the minor's concentration, and \nmust be at the 300 or 400 level. Of the other 12 semester hours included in the \nminor, another eight must also be at the 300 or 400 level. Graded work in the minor \nmust have a grade-point average of at least 2.0. Course work that is included in the \nindividually planned minor may not be counted toward a major or another minor. \n\nTo apply for an individually planned minor, the student, in consultation with his \nor her academic advisor, must complete an application, available at the Registrar's \nOffice, to be approved by the chairperson of the division in which the proposed \nminor's concentration is included and the Provost. This application should be \nsubmitted by the end of the second semester of the student's junior year. The \napplication must specify the following: \n\n1. The minor's coverage and definition. \n\n2. The observed or expected conceptual linkages among the concentration \nand the other subject(s) included in the minor. \n\n3. The expected outcomes of the completion of the minor in terms of the \nstudent's intellectual growth and plans for graduate study or career. \n\nAfter the student has secured written approval from his or her academic advi- \nsor, the chairperson of the division, and the Provost, the Provost will file the \napplication in the Registrar's Office. The Registrar will notify the student and the \nstudent's advisor of the acceptance of the proposal. \n\n\n\n152 \n\n\n\nInterdisciplinary Studies \n\n\n\nINT 301. Interdisciplinary Studies: Special Topics 4 hours \n\nThese courses will focus on materials and topics that transcend the boundaries \nof specific academic disciplines and are not offered on a regular basis. Such courses \nhave included Bioethics and Environmental Science. \n\nINT 303. The New American City. 4 hours \n\nThe purpose of this course is to examine the problems and prospects of politics \nand policymaking in the new American city and its environs. Consideration will be \ngiven to the political and sociological significance of a number of the factors that \ncharacterize this new development, including: the extremes of wealth and poverty, \nthe mix of racial and ethnic groups, and the opportunities and challenges provided \nby progress in transportation and technology. Offered annually. \n\nINT 304. Community Issues Forum: Principles into Practice 4 hours \n\nThis course is taught as a weekly evening seminar focusing on a particular com- \nmunity issue and accompanied by an issue-related, off-campus internship. To- \ngether with community leaders, alumni, and faculty, students analyze issues \nconfronting stakeholders, collaborate on solutions, and present findings derived \nfrom their internship assignments. Students have interned with the state legisla- \nture, local and state chambers of commerce, community food banks, arts organiza- \ntions, corporations, non-profit organizations, and a number of other community \ngroups. Topics covered in previous years include: education, transportation, health \ncare, and the environment. Prerequisite: Permission of the instructor. \n\nINT 401. Internship in Interdisciplinary Studies 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning oppor- \ntunity to qualified students. The internship generally requires the student to ob- \ntain a faculty supervisor, submit a learning agreement, work 30-35 hours for every \nhour of academic credit, keep a written journal of the work experience, have regu- \nlarly scheduled meetings with the faculty supervisor, and write a research paper \ndealing with some aspect of the internship. An extensive list of internships is main- \ntained by the Office of Experiential Education. Graded on a satisfactory/unsatis- \nfactory basis. Prerequisites: Permission of the faculty supervisor and qualification \nfor the internship program. \n\nInternational Studies \n\nInternational studies is an interdisciplinary major which seeks to develop skills \nand perspectives essential to effective participation in the emerging multicultural \nbusiness and social environment. The major helps to prepare students for careers \nin international commerce, the travel and convention businesses, international \nbanking and finance, and government. The major also provides an appropriate \nundergraduate background for the professional study of business, public policy, \nand law. Students planning careers in international business or politics are strongly \nencouraged to satisfy the requirements of the major by taking International Eco- \nnomics. Students interested in this major should ask the Registrar to refer them to \n\n\n\n153 \n\n\n\na faculty advisor who specializes in this major. The degree awarded is the Bachelor \nof Arts. \n\nRequirements of the major include successful completion of 1 1 courses, three of \nwhich must be International Relations, United States Foreign Policy, and Economic \nDevelopment or International Economics. \n\nCompletion of five courses selected from the following also is required: \nBUS 370 International Business \n\nInternational Economics \n\nThe Modern French Republics and Their Institutions \n\nFranco-American Relations in Trade and Culture \n\nThe Age of World War - Europe 1914-1945 \n\nLatin America to Independence \n\nGerman History Since 1800 \n\nRussian History Since 1861 \n\nDictatorship and Democracy in Latin America \n\nSpecial Topics in History * \n\nUnited States Diplomatic History \n\nIndependent Study in History * \n\nIndependent Study in International Studies \n\nInternship in International Studies \n\nEuropean Politics \n\nAsian Politics \n\nPolitics in Japan \n\nSpecial Topics in Politics * \n\nAdvanced Topics in International Relations \n\nSeminar in Politics and Culture * \n\nIndependent Study in Politics * \n\nSpanish for International Relations and Business \n\nThe Development of Latin American Cultures \n\n* Note: Special topics and independent study courses fulfill the requirements of \nthe major only when they have a substantial international component. \n\nStudents must complete two years of foreign language study or demonstrate the \nequivalent competence by examination. Students must also take one additional \nlanguage course in which the foreign language is required for research, reading, or \ndiscussion. \n\nA study abroad experience is required. Note that no more than two courses may \nbe counted toward major requirements from a study abroad program. Foreign \nstudents may count their residence at Oglethorpe as their study-abroad experi- \nence. Please see International Exchange Partnerships/Study Abroad in the Educa- \ntional Enrichment section of this Bulletin. \n\nStudents who receive financial aid at Oglethorpe should contact the Director of \nFinancial Aid early in the pursuit of this major to determine available funding for \nthe study abroad experience. \n\nNote: Students who graduated from a secondary school located abroad at which \nthe language of instruction was not English have satisfied the foreign Ian \nguage requirement. They may satisfy the study abroad requirement via \ntheir residency in the United States. \n\n\n\n154 \n\n\n\nECO 423 \n\n\nFRE \n\n\n402 \n\n\nFRE \n\n\n403 \n\n\nHIS \n\n\n215 \n\n\nHIS \n\n\n240 \n\n\nHIS \n\n\n312 \n\n\nHIS \n\n\n321 \n\n\nHIS \n\n\n340 \n\n\nHIS \n\n\n350 \n\n\nHIS \n\n\n431 \n\n\nHIS \n\n\n450 \n\n\nPWS \n\n\n400 \n\n\nPNS \n\n\n401 \n\n\nPOL \n\n\n121 \n\n\nPOL \n\n\n131 \n\n\nPOL 331 \n\n\nPOL 350 \n\n\nPOL 411 \n\n\nPOL 431 \n\n\nPOL 450 \n\n\nSPN \n\n\n305 \n\n\nSPN \n\n\n410 \n\n\n\nInternational Studies with Asia Concentration \n\nLike the general international studies major, this is a major designed to develop \nskills useful in cross-culturally oriented careers. Students achieve an Asia concen- \ntration by taking at least four courses that focus on the culture, politics, history or \nliterature of nations in Asia in addition to a selection of more general courses that \ncover fundamental issues of international studies. The specialized knowledge that \nstudents gain through Asia-related course work helps to prepare them for careers \nin fields such as government, finance, and travel in this economically growing and \nculturally rich area of the globe. Combined with the other components of the \ninternational studies major, the Asia concentration will assist students with the \nnecessary background for entry into graduate or professional schools in an Asian \nstudies field. Students might go on to study in such areas as anthropology, politics, \nand international law or business. The degree awarded is the Bachelor of Arts. \n\nRequirements of the major include successful completion of the following five \ncourses: \n\nECO 327 Economic Development or \n\nECO 423 International Economics \nPOL 111 International Relations \nPOL 131 Asian Politics \nPOL 331 Politics in Japan \n\nPOL 431 Seminar in Politics and Culture (Japan/ Asian concentration) \nStudents must also take two of the following courses: \n\nJPN 301 Special Topics in Japanese Language, Literature, and Culture I \nPOL 311 United States Foreign Policy \n\nAnother Asian studies course at Oglethorpe or at another institution \npre-approved by the student's advisor \nStudents must also take one of the following courses: \nBUS 370 International Business \n\nFranco-American Relations in Trade and Culture \n\nSpecial Topics in History * \n\nIndependent Study in History * \n\nIndependent Study in International Studies \n\nInternship in International Studies \n\nEuropean Politics \n\nSpecial Topics in Politics * \n\nAdvanced Topics in International Relations \n\nSeminar in Politics and Culture (with a different focus than the \n\none above) \nIndependent Study in Politics * \nCulture and Society \nAny course in 20th century European history \n\n* Note: Special topics and independent study courses fulfill the requirements of \nthe major only when they have a substantial international component. \n\nStudents must take at least one 400-level course. \n\nStudents must demonstrate at least a second year competence in an Asian \nlanguage or be able to use an Asian language for research and writing in a class. A \n\n\n\n155 \n\n\n\nFRE \n\n\n403 \n\n\nHIS \n\n\n350 \n\n\nHIS \n\n\n450 \n\n\nINS \n\n\n400 \n\n\nINS \n\n\n401 \n\n\nPOL \n\n\n121 \n\n\nPOL \n\n\n350 \n\n\nPOL \n\n\n411 \n\n\nPOL \n\n\n431 \n\n\nPOL \n\n\n450 \n\n\nSOC \n\n\n308 \n\n\n\nstudy abroad for one semester in an Asian nation is strongly urged. Please see \nInternational Exchange Partnerships/Study Abroad in the Educational Enrich- \nment section of this Bulletin. Note that no more than two courses may be counted \ntoward major requirements from a study abroad program. Foreign students whose \nnative language is Asian may consider their residence at Oglethorpe as their study- \nabroad experience and their foreign language requirement satisfied. \n\nINS 400. Independent Study in International Studies 1-4 hours \n\nSupervised research on a selected topic. Prerequisite: Permission of the instructor. \n\nINS 401. Internship in International Studies 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning oppor- \ntunity to qualified students. The internship generally requires the student to ob- \ntain a faculty supervisor, submit a learning agreement, work 30-35 hours for every \nhour of academic credit, keep a written journal of the work experience, have regu- \nlarly scheduled meetings with the faculty supervisor, and write a research paper \ndealing with some aspect of the internship. An extensive list of internships is main- \ntained by the Office of Experiential Education, including opportunities at the South- \nern Center for International Studies, the Georgia Department of Industry, Trade, \nand Tourism, Hispanic Chamber of Commerce, and the United States Department \nof State. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission \nof the faculty supervisor and qualification for the internship program. \n\n\n\nJapanese \n\n\n\nAll students with previous study or experience in Japanese must take a language \nplacement examination during Make the Connection weekend or immediately prior \nto fall registration. They will be placed in the course sequence according to their \ncompetence. Under no circumstances should students with past experience in the \nlanguage place themselves in courses, especially at the elementary level. Students \nare not eligible to enroll in elementary and intermediate courses in their primary \nlanguages. \n\nJapanese Culture Minor \n\nA minor in Japanese culture consists of successful completion of Intermediate \nJapanese II. After completing the required language study, the student will take \ntwo other courses selected from the following: \n\nJPN 401 Modern Japanese Literature Through 1945 \n\nJPN 402 Postwar Japanese Literature \n\nPOL 131 Asian Politics \n\nPOL 331 Politics in Japan \n\nPOL 350 Special Topics in Politics: Asian Political Economy \nThe language study option below is appropriate for students interested in going \non to further study or research. Alternatively, students who wish to add a Japan \ncomponent to their course of study but do not have plans to pursue further study \nmay find the culture option more attractive. \n\n\n\n156 \n\n\n\nJapanese Language Minor \n\nA minor in Japanese language consists of the following courses: \n\nJPN 101 Elementary Japanese I \n\nJPN 102 Elementary Japanese II \n\nJPN 202 Intermediate Japanese I \n\nJPN 203 Intermediate Japanese II \n\nJPN 301, JPN 302 Special Topics in Japanese Language, Literature, and \nCulture I, II \nThis option is appropriate for students interested in going on to further study \nor research. Alternatively, the culture option described above may suit students \nnot planning to pursue further study. \n\nStudents in both Japanese culture and Japanese language are encouraged to \nspend at least one summer in Japan. They can also gain practical experience by \npursuing internship opportunities with Japanese organizations and firms in the \nAtlanta area. Credit for these activities will be given on a case by case basis. At least \nhalf of the courses counted toward the minor must be taken at Oglethorpe. For a \nlisting of foreign institutions and programs with which Oglethorpe has exchange \nagreements and affiliations, please see International Exchange Partnerships/Study \nAbroad in the Educational Enrichment section of this Bulletin. Of particular inter- \nest to students of Japanese is the Oglethorpe exchange agreement with Seigakuin \nUniversity in Tokyo. \n\nJPN 101, JPN 102. Elementary Japanese I, II 4 plus 4 hours \n\nThis course in beginning college Japanese is designed to develop the ability to \nunderstand, speak, read, and write contemporary Japanese. Prerequisite: None \nfor JPN 101; JPN 101 for JPN 102, or placement by testing. \n\nJPN 202. Intermediate Japanese I 4 hours \n\nThis course is a continuation of elementary Japanese, including vocabulary \nbuilding, practice in writing Kana and Kanji Chinese characters, and conversa- \ntional exercises. Japanese manners are studied in class through use of the spoken \nlanguage. Prerequisite: JPN 102 or permission of the instructor. \n\nJPN 203. Intermediate Japanese II 4 hours \n\nThis course is a consolidation of all basic grammatical patterns, introduction of \nadvanced grammatical structures, additional practice in reading and writing designed \nto prepare students for independent research using primary texts. Audio-visual mate- \nrials will be used extensively. Prerequisite: JPN 202 or permission of the instructor. \n\nJPN 301, JAP 302. Special Topics in Japanese Language, Literature, \n\nand Culture I, II 4 plus 4 hours \n\nA two-semester sequence of courses in which topical aspects of the literature \nand cultural phenomena associated with the Japanese language are explored. Pre- \nrequisite: Permission of the instructor. \n\nJPN 401. Modern Japanese Literature Through 1945 4 hours \n\nThis course surveys Japanese narrative literature from the first decades of Japan's \nmodernization until the end of World War II. The development of narrative prose will \n\n\n\n157 \n\n\n\nbe studied, focusing on style, narrative structure and theme. How these texts both \nshaped and were shaped by the social and economic upheavals that characterized \nJapan's era of modernization and nation-building will also be considered. All readings \nwill be in English, and no prior knowledge of the language or culture is required. \n\nJPN402. Postwar Japanese Literature 4 hours \n\nThis course will trace the development of postwar literature in Japan from 1945 \nup to the present. Topics of discussion will include how postwar intellectuals \nattempted to redefine human nature and social responsibility after years of total \nwar; how writers responded to the atomic bombings; the impact of rapid economic \ngrowth on literature; the emergence of various notions of \"postmodernism\" and \nhow they have changed the way writers view their task. A substantial number of \nreadings will be by women and ethnic minorities. All readings will be in English. No \nprior knowledge of the language or culture is required. \n\nLatin \n\nAll students with previous study or experience in Latin must take a language \nplacement examination during Make the Connection weekend or immediately prior \nto fall registration. They will be placed in the course sequence according to their \ncompetence. Under no circumstances should students with past experience in the \nlanguage place themselves in courses, especially at the elementary level. \n\nLAT 101, LAT 102. Elementary Latin I, II 4 plus 4 hours \n\nThis course is beginning Latin, designed to present a foundation in classical \nLatin grammar and syntax and to introduce students to Roman literature and \nhistory. Prerequisite: None for LAT 101; LAT 101 required for LAT 102, or place- \nment by testing. \n\nLAT 201, LAT 202. Special Topics in Latin Language, Literature, \n\nand Culture I, II 4 plus 4 hours \n\nAspects of the literature and cultural phenomena associated with the Latin \nlanguage are explored in this two-semester sequence of courses. Prerequisite: \nPermission of the instructor. \n\nMathematics \n\nThe major in mathematics is designed to provide the student with the math- \nematical background necessary for graduate study or immediate employment. \nCourses in analysis, algebra, and other areas of modern mathematics introduce \nthe student to the more theoretical aspects of mathematics which are essential for \nfurther study. In addition, the major provides fundamental tools for the analysis of \nproblems in the physical, biological, and social sciences, as well as in such areas as \neconomics and business. Students with mathematical training at the undergradu- \nate level are sought by employers in business, government, and industry. Career \nopportunities for mathematics majors exist in such areas as computer program- \nming, operations research, statistics and applied mathematics. \n\n\n\n158 \n\n\n\nNote: For a description of the Mathematics Proficiency Requirement, which must \nbe satisfied by all Oglethorpe students, please see the section of this Bulletin \nentitled Academic Regulations and Policfes. \n\nMajor \n\nThe object of the course of studies leading to a major in mathematics is to \nprovide the student with a comprehensive background in classical analysis and a \nbroad introduction to the topics of modern and contemporary mathematics. The \nfollowing mathematics courses are required: Calculus I, Calculus II, Calculus III, \nDifferential Equations, Discrete Mathematics, Linear Algebra, Abstract Algebra, \nComplex Analysis, and Special Topics in Mathematics. Although only one Special \nTopics in Mathematics course is required, mathematics majors are advised to take \nas many different Special Topics in Mathematics courses as possible during the \njunior and senior years. The degree awarded is the Bachelor of Science. \n\nMinor \n\nThe required course work for a minor in mathematics consists of Calculus I, \nCalculus II, and Calculus III, plus two of the following: Differential Equations, \nDiscrete Mathematics, Linear Algebra, Abstract Algebra, Complex Analysis, or \nSpecial Topics in Mathematics. \n\nNote: No student will be permitted to register for a mathematics course that is a \nprerequisite to a mathematics course for which the student has already \nreceived academic credit. \n\nMAT 101. Intermediate Algebra 4 hours \n\nThe objective of this course is to equip students with the basic algebra skills \nwhich will prepare them for College Algebra. The course will offer students review \nand reinforcement of previous mathematics learning and provide mature students \nwith a quick but thorough training in basic algebra skills. Topics include real \nnumbers, polynomials and factoring, algebraic fractions, linear equations and in- \nequalities in one variable, exponents, radicals, complex numbers, second-degree \nequations and inequalities, functions, and exponential and logarithmic functions. \n\nMAT 102. College Algebra 4 hours \n\nThe objective of this course is to equip students with the algebra skills needed \nfor Analytic Geometry. Topics include algebraic expressions, equations and in- \nequalities, relations and their graphs, functions, exponential and logarithmic func- \ntions, polynomial and rational functions, and systems of equations and inequalities. \nPrerequisite: MAT 101 with a grade of \"C-\" or higher or by examination. \n\nMAT 103. Analytic Geometry 4 hours \n\nThis course satisfies the Mathematics Proficiency Requirement. Every student \nwill be required to either take or test out of this course. The objective of this course \nis to equip students with the skills needed for Calculus I, Applied Calculus, Statis- \ntics and Great Ideas of Modern Mathematics. The course is concerned with the \nrelationship between the two principal branches of classical mathematics: algebra \nand geometry. Topics include plane analytic geometry, trigonometry, vectors in the \nplane, complex numbers, lines, circles, conic sections, transformation of coordi- \n\n\n\n159 \n\n\n\nnates, polar coordinates, and parametric equations. Prerequisite: MAT 102 with a \ngrade of \"C-\" or higher or by examination. \n\nMAT 111. Statistics 4 hours \n\nThis course includes descriptive and inferential statistics with particular empha- \nsis upon parametric statistics, rules of probability, interval estimation, and hypoth- \nesis testing. Distributions that will be discussed include the normal, binomial, \nchi-square, t-distribution, and F-distribution. Additional topics include analysis of \nvariance, regression and correlation analysis, goodness-of-fit, and tests for inde- \npendence. Prerequisite: MAT 103 with a grade of \"C-\" or higher or by examina- \ntion. \n\nMAT 121. Applied Calculus 4 hours \n\nThis is the recommended calculus course for students in business, economics, \nand the social sciences. The goal of this course is to present calculus in an intuitive \nyet intellectually satisfying way and to illustrate the many applications of calculus to \nthe management sciences, business, economics, and the social sciences. Topics \ninclude functions, the derivative, techniques of differentiation, applications of the \nderivative, the exponential and natural logarithm functions, applications of the \nexponential and natural logarithm functions, the definite integral, and functions \nof several variables. Prerequisite: MAT 103 with a grade of \"C-\" or higher or by \nexamination. \n\nMAT 131, MAT 132, MAT 233. Calculus I, II, III 4 plus 4 plus 4 hours \n\nThis is the recommended calculus sequence for students in mathematics, the \nphysical sciences, and computer science. The objective of these courses is to intro- \nduce the fundamental ideas of the differential and integral calculus of functions of \none and several variables. Topics include limits, continuity, rates of change, deriva- \ntives, the Mean Value Theorem, applications of the derivative, curve sketching, \nrelated rates, maximization/minimization problems, area, integration, the Funda- \nmental Theorem of Calculus, inverse functions, logarithmic functions, exponential \nfunctions, techniques of integration, applications of integration to volumes and \nsurface area, conic sections, sequences, series, vectors, lines, planes, vector-valued \nfunctions, curves, partial derivatives, multiple integrals, and vector fields. Prereq- \nuisite for MAT 131: MAT 103 with a grade of \"C-\" or higher or by examination. \nPrerequisite for MAT 132: MAT 131 with a grade of \"C-\" or higher or by examina- \ntion. Prerequisite for MAT 233: MAT 132 with a grade of \"C-\" or higher. \n\nMAT 241. Differential Equations 4 hours \n\nThe objective of this course is to introduce the fundamental ideas of the theory \nof ordinary differential equations and to consider some of the applications of this \ntheory to the physical sciences. Topics include equations of order one. applications \nof equations of order one, linear differential equations, linear equations with con- \nstant coefficients, nonhomogenous equations, undetermined coefficients, varia- \ntion of parameters, applications of equations of order two, and power series \nsolutions. Prerequisite: MAT 233 with a grade of \"C-\" or higher. \n\nMAT 261. Discrete Mathematics 4 hours \n\nThis course may be considered a general introduction to advanced mathematics \n\n\n\n160 \n\n\n\nand provides excellent preparation for Linear Algebra. As such, it will consider \nvarious methods and techniques of mathematical proof. In addition, it will attempt \nto provide a good grounding in those areas of mathematics that the student will \nneed for computer science courses. Some of these areas are logic, set theory, \ncombinatorics, graph theory, and boolean algebra. This course is especially recom- \nmended for anyone who is considering a minor in mathematics. Prerequisite: MAT \n132 with a grade of \"C-\" or higher. \n\nMAT 351. Complex Analysis 4 hours \n\nThe objective of this course is to introduce the fundamental ideas of the theory \nof functions of a complex variable. Topics include complex numbers, analytic \nfunctions, elementary functions, conformal mapping, complex integration, and \ninfinite series. Prerequisite: MAT 233 with a grade of \"C-\" or higher. \n\nMAT 362. Linear Algebra 4 hours \n\nThe objective of this course is to introduce the fundamental ideas of linear \nalgebra. Topics include linear equations, matrices, determinants, vector spaces, \ninner products, linear transformation, eigenvalues, and eigenvectors. Prerequi- \nsite: MAT 132 with a grade of \"C-\" or higher. It is recommended that students take \nMAT 261 before taking this course. \n\nMAT 463. Abstract Algebra 4 hours \n\nThe objective of this course is to introduce the fundamental ideas of modern \nalgebra. Topics include sets, mappings, the integers, groups, rings, and fields. \nPrerequisite: MAT 362 with a grade of \"C-\" or higher. \n\nMAT 471. Special Topics in Mathematics 4 hours \n\nSelected topics in advanced mathematics are offered such as Real Analysis, \nTopology, Set Theory, Number Theory, Probability Theory, Abstract Algebra II, \nand Differential Geometry. Prerequisites will depend on the topic but will include \na minimum of MAT 233 with a grade of \"C-\" or higher, MAT 362 with a grade of \"C- \n\" or higher, and permission of the instructor. \n\nMAT 481. Independent Study in Mathematics 1-4 hours \n\nSupervised research on a selected topic in mathematics. Prerequisite: Permis- \nsion of the faculty supervisor. \n\nMathematics and Computer Science \n\nSince its inception as an academic discipline, computer science has been closely \nassociated with mathematics. Many of the field's pioneers are mathematicians by \ntraining. Indeed, modern computer science would not be possible without the \nexistence of a number of mathematical developments once thought to be entirely \ntheoretical in nature. \n\nThe interdisciplinary major in mathematics and computer science is designed to \nacquaint students with the various linkages between computer science and math- \nematics and to enable students to understand more thoroughly their primary \ndiscipline, whether it is mathematics or computer science. Rigorous training in \nmathematical thinking will provide the computer science student with essential \n\n\n\n161 \n\n\n\nanalytical tools and mental discipline, while the problem-solving skills that will be \nsharpened in the process of developing algorithms for computer applications will \nprove to be beneficial to students in mathematics. Students will become familiar \nwith ways in which modern computational tools have made possible work in math- \nematics that would otherwise be prohibitively laborious. Understanding of the \nmany mathematical structures that are essential to effective development and utili- \nzation of processes in computer science will be enhanced. The degree awarded is \nthe Bachelor of Science. \n\nRequirements of the major include completion of the following courses, all with \na grade of \"C-\" or higher: \n\nMAT 131 Calculus I \n\nMAT 132 Calculus II \n\nMAT 233 Calculus III \n\nMAT 241 Differential Equations \n\nMAT 261 Discrete Mathematics \n\nCSC 242 Principles of Computer Programming in Pascal or \n\nCSC 243 Principles of Computer Programming in C+++ \nMAT 362 Linear Algebra \nMAT 463 Abstract Algebra \n\nCSC 342 Introduction to Data Structures in Ada \nCompletion of three of the following courses also is required: \n\nCSC 240 Introduction to Computer Applications Software or \nCSC 241 Introduction to Computer Science Using Visual BASIC or \nCSC 242 Principles of Computer Programming in Pascal or \nCSC 243 Principles of Computer Programming in C++ or \nCSC 244 Principles of Computer Programming in Java \nCSC 344 Principles of File Processing in COBOL \nCSC 440 Principles of Object-Oriented Programming in C++ \nCSC 441 Assembly Language and Computer Architecture \nCSC 442 Topics in Computer Science \n\nMusic \n\nThe music curriculum includes courses in music history, music theory, ensemble \nperformance, and applied lessons. \n\nMinor \n\nTo complete a minor in music a student must successfully complete the following: \n\nMUS 231 Music Theory I \n\nMUS 232 Music Theory II \n\nMUS 331 History of Music I \n\nMUS 332 History of Music II \nA total of four semester hours of University Singers and/or Applied Instruction \nin Music also must be taken. \n\nMUS 134. University Singers 1 hour \n\nThis is an auditioned, mixed-voice concert choir, which is the primary musical \nensemble for the study and performance of sacred and secular choral music. The \n\n\n\n162 \n\n\n\nUniversity Chorale, an auditioned chamber choir, is chosen from members of the \nUniversity Singers. Prerequisites: An audition and permission of the instructor. \n\nMUS 135. Beginning Class Voice 1 hour \n\nThis course is an introduction to the basics of singing which includes posture, \nbreath pressure, phonation, diction, tone, and intonation. A variety of easy vocal \nliterature will be studied and performed. Prerequisite: Permission of the instructor. \n\nMUS 136. Applied Instruction in Music 1 hour \n\nThe study and practice of techniques and literature on an individual basis. \nPrerequisite: Permission of the instructor. \n\nMUS 231. Music Theory 1 4 hours \n\nThis course is a study of the materials and structure of music using musical \nexamples from the Romanesque period to the 20th century, including elementary \ncomposition. Listening assignments, ear training, and computer drill time are \nassigned and discussed with each student. Prerequisite: Permission of the instruc- \ntor. \n\nMUS 232. Music Theory II 4 hours \n\nThis course is a continuation of Music Theory I using musical examples from all \nthe musical periods, including composition. Listening assignments, ear training, \nand computer drill time are assigned and discussed with each student. Prerequi- \nsite: MUS 231 or permission of the instructor. \n\nMUS 331. Music History I 4 hours \n\nThis course is a study of music with analysis of representative works beginning \nwith Greek music and continuing through the Classical period. Prerequisite: Per- \nmission of the instructor. \n\nMUS 332. Music History II 4 hours \n\nThis course is a study of music with analysis of representative works beginning \nwith Beethoven and continuing through the 20th century. Prerequisite: MUS 331 \nor permission of the instructor. \n\nMUS 430. Special Topics in Music 4 hours \n\nThis course will be a study of a selected topic in music, such as Women in Music, \nWorld Music, African-American Composers, Basic Techniques of Conducting, \nMasterpieces of Choral Literature, Fundamentals of Music, Acoustics, and Music \nand the Media. Prerequisite: COR 103 or permission of the instructor. \n\nMUS 431. Independent Study in Music 1-4 hours \n\nThis course is supervised research on a selected project or paper. It provides \nstudents an opportunity to study and analyze in depth a specific musical style, \ncomposer, work, etc. Prerequisite: Permission of the instructor. \n\n\n\n163 \n\n\n\nPhilosophy \n\n\n\nThe mission statement of Oglethorpe University states that Oglethorpe gradu- \nates should be \"humane generalists\" with the intellectual adaptability which is needed \nto function successfully in changing and often unpredictable job situations. The \nphilosophy program at Oglethorpe accomplishes this goal by fostering those abili- \nties of critical thinking and intellectual flexibility required in virtually any profes- \nsional career. \n\nPhilosophy, in the broadest meaning of this term, is the attempt to think clearly \nabout the world and the place of human beings in it. This activity is a response to \nquestions which arise because the various areas of human life, such as science, art, \nmorality, and religion, often do not seem to be intelligible in themselves or to fit \nwith one another. A philosophical world view, such as the philosophy of Plato or \nthe philosophy of Descartes, represents an attempt to think through these difficul- \nties and to arrive at a single, coherent vision of how reality is and how human beings \nshould relate to it. \n\nThe study of philosophy is a noble and worthwhile activity in its own right for the \nenlightenment which it can provide about questions which should be of interest to \neveryone. It is important, however, that the philosophy major also be effective at \nimparting those general skills which are crucial for most professions. Philosophy \nstudents learn how to read and understand abstract and often very difficult argu- \nments. They also learn to think critically and independently, to develop their own \nviews, and to express their insights in clear, articulate spoken and written prose. \nSuch skills are important for almost any profession and are especially useful for \nbusiness and law. \n\nMajor \n\nThe philosophy major consists of nine courses in philosophy, at least two of \nwhich must be Level III courses. \n\nStudents majoring in philosophy are strongly encouraged to undertake foreign \nlanguage study while at Oglethorpe, perhaps by choosing the language option of \nthe semiotics requirement in the core curriculum. Such study is especially desirable \nfor students who plan to do graduate work in philosophy. Students who have \nattained some proficiency in a foreign language may make use of this ability by \nadding one semester hour of foreign language credit to certain philosophy courses. \nFor example, a student might add one semester hour of credit to the Nietzsche \ncourse by reading some parts of Nietzsche's writings in the original German, or add \none semester hour of credit to the Plato course by reading portions of Plato's \ndialogues in Greek. Most philosophy courses at Oglethorpe are suitable for such \nforeign language supplementation. Credit for such extra study will be arranged \nbetween the student and the instructor. The degree awarded is the Bachelor of \nArts. \n\nMinor \n\nThe philosophy minor consists of any five courses in philosophy. \n\nPhilosophy courses need not be taken in a rigid sequence. Any philosophy \ncourse should improve a student's overall philosophical abilities and thereby \n\n\n\n1IV4 \n\n\n\nstrengthen the student's performance in any subsequent philosophy course. The \ncourses are, however, classified by the difficulty of the reading involved and the \namount of philosophical training and background which is advisable. \n\nLevel I courses are suitable for students who have no background in philosophy \nand may serve as an introduction to the study of philosophy. \n\nPHI 101. Significance of Human Life - Western Responses 4 hours \n\nThis course introduces the student to Western philosophy through the ques- \ntion of whether human life as a whole has any ultimate meaning or significance \noutside of individual desires. This question will be considered by studying Ecclesiastes, \nThe Book of Job, the philosophy of Socrates in Plato's Euthyphro, Apology, and Crito, \nLucretius,' On the Nature of Things, and Hume's Dialogues Concerning Natural Religion. \n\nPHI 102. Significance of Human Life - Eastern Responses 4 hours \n\nHere the student is introduced to non-Western philosophy through a study of \nsome Asian responses to the question of human significance. Students will study \nfour thinkers who are different from one another but who are all important in the \nAsian intellectual tradition. By studying these four in some depth, students will be \nable to contrast their own Western philosophical background with something quite \ndifferent from it. Students are encouraged but not required to take PHI 101 and \nPHI 102 as a two-semester sequence. \n\nPHI 103. Logic 4 hours \n\nThis course is an introduction to both logical thinking and thinking about logic. \nIt is divided into three parts: informal logic (a study of logical fallacies in thinking), \nformal logic (a primer to develop literacy in symbolic logic), and the philosophy of \nlogic (exactly what is logic?). \n\nLevel II courses are for students who have some philosophical background, to the \nextent of at least one Level I course. \n\nPHI 201. Classical Ethical Theory 4 hours \n\nThis is the first semester of a year-long course on the history of ethical theory. \nWhat ways does the Western tradition offer us to think about goodness and value? \nWhat ought I to do? The first semester will pursue these questions by comparing \nPlato's transcendent approach to the question of ultimate value with Aristode's \nthis-worldly claims about the source of value. The course will also include the \nethical philosophies of Hume and Kant. \n\nPHI 202. Contemporary Ethical Theory 4 hours \n\nIn this second semester course on the history of ethical theory, students will \nread several contemporary works concerning the nature of the ethical. Works will \nbe drawn from both the analytic and the Continental traditions and an effort will \nbe made to put the two traditions into dialogues with each other. Students are \nencouraged, but not required to take PHI 201 and PHI 202 as a two-semester \nsequence. \n\n\n\n165 \n\n\n\nPHI 203. Philosophy of Law 4 hours \n\nThis course will attempt to answer three questions: What is law? What is justice? \nWhat is the relationship between law and justice? To this end, students will read \nfour seminal figures: Plato, Kant, Rawls, and Derrida. The course will conclude \nwith a case study of the philosophical issues involved in constitutional privacy. \n\nPHI 204. Plato 4 hours \n\nThis course is a study of the philosophy of Plato through a reading of his major \ndialogues. In addition to the \"Socratic\" dialogues, readings will include the Phaedo, \nPhaedrus, Symposium, Republic, and Timaeus. \n\nPHI 205. Aristotle 4 hours \n\nThis course is a study of the philosophy of Aristotle through a reading of his \nmajor works. Readings will include portions of the Logic, Physics, DeAnima, Meta- \nphysics, and Nicomachean Ethics. \n\nPHI 206. The Rise of Christian Thought 4 hours \n\nThis course involves a study of the distinctively Christian view of human nature \nand the human situation, as developed primarily by Paul and Augustine and con- \ntinued in later thinkers such as Martin Luther. Students will consider the philo- \nsophical theories of Antiquity to which the Christian doctrines were a response, \nand the adequacy and persuasiveness of the Christian answer to them. Readings \nwill include the Gospels, the letters of St. Paul, and St. Augustine's Confessions, On \nthe Free Choice of the Will, and parts of The City of God. \n\nPHI 207. Political Philosophy I: Ancient and Medieval 4 hours \n\nThis is an examination of the origins of philosophical reflection on the funda- \nmental issues of politics, which is designed to lead to the critical consideration of \nthe political views of our time. Among the topics discussed are the relationship \nbetween knowledge and political power and the character of political justice. Por- \ntions of the works of Aristophanes, Plato, Aristotle, Aquinas, and Alfarabi are \nexamined. Prerequisite: COR 201 or permission of the instructor. \n\nPHI 208. Political Philosophy II: Modern 4 hours \n\nThis is a critical examination of the peculiarly modern political and philosophi- \ncal stance beginning where Political Philosophy I concludes. Among the authors \ndiscussed are Machiavelli, Hobbes, Rousseau, Kant, and Kojeve. Prerequisite: PHI \n207 or permission of the instructor. \n\nPHI 301. Philosophy of Art (Aesthetics) 4 hours \n\nThis course will attempt to trace the philosophic underpinnings of the move- \nment within art toward non-representational art. The course begins with Kant's \nthird Critique and includes readings by Hegel, Heidegger, Derrida, and several \nothers. Students will also read several works by artists themselves, including \nKandinsky, Francis Bacon, and Anselm Kiefer. \n\nPHI 302. Knowledge and Scepticism (Epistemology) 4 hours \n\nThis course will cover various issues concerned with the nature and validity of \nhuman knowledge. The topics studied will include the distinction between knowi- \n\n\n\nng \n\n\n\nedge and belief, arguments for and against scepticism, perception and our knowl- \nedge of the physical world, and the nature of truth. \n\nPHI 303. Space, Time, and God 4 hours \n\nThis course examines our conception of the universe as a totality, both in its own \nnature and in relation to an external cause. We will consider whether space and \ntime are \"absolute\" realities or only systems of relations among objects, whether \nthey are finite or infinite, and whether or not there logically could exist space-time \nuniverses in addition to our own. The course will conclude with the question of \nwhether our space-time universe is self-sufficient or requires an ultimate cause or \nexplanation (God) outside of itself. \n\nPHI 304. Philosophy of Mind 4 hours \n\nThis course involves the study of philosophical questions about the nature of \nhuman persons. Students will examine: 1) The mind-body problem - the nature of \nthe mind and consciousness, and the relation of consciousness to physical pro- \ncesses within the body; 2) Personal identity - what makes a person one mind or \nsubject both at a single moment and over time; and 3) Free will - the status of a \nperson as a free agent and the relation of this freedom to the causally determined \nprocesses in the person's body. \n\nPHI 305. Nietzsche 4 hours \n\nIn this course students will study the philosophy of Nietzsche through a reading \nof his major works, including The Birth of Tragedy, The Uses and Abuses of History for \nLife, Thus Spake Zarathustra, Beyond Good and Evil, Twilight of the Idols, and The Anti- \nChrist. Students will also study some contemporary and influential readings of \nNietzsche. \n\nPHI 306. African Philosophy 4 hours \n\nTaking African philosophy as a case study of post-colonial thought, students will \nstudy the African critique of traditional modes of philosophizing. The authors \nread will include Cesaire, Senghor, Sartre, Mudimbe, Appiah, Achebe, Soyinka, \nNgugi wa Thiong'o, and Victor Turner. \n\nPHI 320. Special Topics in Philosophy: Philosophers 4 hours \n\nIntensive study of the thought of a single important philosopher or group of \nphilosophers. \n\nPHI 321. Special Topics in Philosophy: Philosophical Issues \n\nand Problems 4 hours \n\nStudies of selected philosophical questions usually of special relevance to the \npresent day have included courses such as Philosophy of History, War and Its \nJustification, and Philosophical Issues in Women's Rights. \n\nPHI 322. Independent Study in Philosophy 1-4 hours \n\nSupervised research on a selected topic. Prerequisite: Permission of the instructor. \n\n\n\n167 \n\n\n\nPHI 323. Internship in Philosophy 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning oppor- \ntunity to qualified students. The internship generally requires the student to ob- \ntain a faculty supervisor, submit a learning agreement, work 30-35 hours for every \nhour of academic credit, keep a written journal of the work experience, have regu- \nlarly scheduled meetings with the faculty supervisor, and write a research paper \ndealing with some aspect of the internship. An extensive list of internships is main- \ntained by the Office of Experiential Education, including opportunities at the \nAmerican Civil Liberties Union, the Georgia Attorney General's Office, and Geor- \ngia Justice Project. Graded on a satisfactory/unsatisfactory basis. Prerequisites: \nPermission of the faculty supervisor and qualification for the internship program. \n\nLevel III courses are the most difficult and challenging and are for students who \nhave significant philosophical background, to the extent of at least one or two \nLevel II courses. \n\nPHI 401. The Philosophical Response to the Scientific Revolution 4 hours \n\nThis course is a study of the philosophical systems of Hobbes, Descartes, Spinoza \nand Leibniz. Each of these philosophies is an attempt to come to terms with the \nscientific picture of the world which had been given to the West by Copernicus and \nGalileo. The course begins with the materialist philosophy of Hobbes, followed by \nDescartes' dualistic (between mind and matter) view of the created world, and then \nconsiders Spinoza's pantheistic monism and Leibniz's idealistic atomism as re- \nsponses to the difficulties in the Cartesian philosophy. \n\nPHI 402. Kant's Critique of Pure Reason 4 hours \n\nA study of Kant's theoretical philosophy, his \"metaphysics of experience,\" through \na reading and analysis of his major work. An attempt will be made to discover which \nportions of Kant's philosophy can be accepted as valid and true in the light of \npresent-day philosophy and science. \n\nPHI 403. Heidegger's Being and Time 4 hours \n\nThis course involves a close and patient reading of one of the most important \nand difficult works of Continental philosophy. An effort will be made to avoid \nspeaking \"heideggerianese\" and to translate the dense language of the text into a \nway of speaking accessible to students. \n\nPHI 404. Contemporary French Philosophy 4 hours \n\nIt has been argued that the most provocative developments in the current devel- \nopment of German philosophy have been the French readings of now classic Ger- \nman writers such as Kant, Hegel, Marx, Nietzsche, Freud, and Heidegger, to name \na few. Students will attempt to test this thesis by reading some representative and \nchallenging texts. The authors studied may include Bataille, Foucault, Deleuze, \nDerrida, Althusser, Blanchot, and others. \n\n\n\n168 \n\n\n\nPhysical Fitness \n\n\n\nPHF 101. Physical Fitness for Living 4 hours \n\nThis course encompasses a wide range of physical fitness components including \ncardiorespiratory endurance, muscle strength and endurance, body composition, \nand nutrition. Strong emphasis is placed on coronary disease with regard to con- \ntrollable and uncontrollable risk factors. The course features guest speakers in- \ncluding a nutritionist, a sports medicine specialist, an athletic trainer and the \nUniversity nurse for blood pressure and heart rate evaluation. Combination lec- \nture and laboratory exercises include flexibility, stress management, and resting \nand exercise heart rates. The class uses self-assessments and is designed around \nindividual interests in order to help the student identify strengths and weaknesses \ntoward a healthier lifestyle. \n\n\n\nPhysics \n\n\n\nThe physics curriculum is designed to provide well-rounded preparation in \nclassical and modern physics. The successful completion of this program will pre- \npare the graduate to gain admission to one of the better graduate programs in \nphysics or a related scientific field, or to secure employment in a technical, scien- \ntific, or engineering setting. \n\nA grade of \"C-\" or higher must be obtained in each freshman- and sophomore- \nlevel science course that is required for this major or minor; these courses are \nnumbered 100 through 300 in each discipline. A grade-point average of 2.0 or \nhigher is required in all courses required for the major. \n\nStudents who are interested in scientific illustration are encouraged to consider \nthe Scientific Illustration Tracks that are offered within the art major which is \ndescribed above. \n\nMajor \n\nThe requirements for a major in physics are as follows: College Physics I and II \ntaken after or concurrently with Calculus I and II (preferably in the freshman year); \nClassical Mechanics I and II taken after or concurrendy with Calculus III (suggested \nfor the sophomore year); Thermal and Statistical Physics; Modern Optics; Modern \nPhysics I and II; Electricity and Magnetism I and II; Mathematical Physics; and \nSpecial Topics in Theoretical Physics or Special Topics in Experimental Physics. In \naddition, all physics majors must take two semesters of Science Seminar with a \npaper required in the second semester. Examination is generally required to trans- \nfer credit for any of these courses. The degree awarded is the Bachelor of Science. \n\nMinor \n\nA minor in physics is offered to provide students with an opportunity to \nstrengthen and broaden their educational credentials either as an end in itself or as \nan enhancement of future employment prospects. The requirement for the physics \nminor is 12 semester hours of physics course work numbered PHY 202 or higher. \n\n\n\n169 \n\n\n\nPHY 101, PHY 102. General Physics I, II 3 plus 3 hours \n\nAn introductory course without calculus. Fundamental aspects of mechanics, heat, \nlight, sound, and electricity are included. The text will be on the level of Miller, College \nPhysics. Three lectures and three hours of laboratory per week. Prerequisite: MAT 103; \nPHY 101 must precede PHY 102. Corequisites: PHY 101L and PHY 102L. \n\nPHY 201, PHY 202. College Physics I, II 4 plus 4 hours \n\nIntroductory physics with calculus. Subject matter is the same as in general \nphysics but on a level more suited to physics majors, engineering majors, etc. One \nyear of calculus as a prerequisite is preferred, otherwise calculus must be taken \nconcurrently. The text will be on the level of Halliday and Resnick, Fundamentals of \nPhysics. Prerequisite: PHY 201 with a grade of \"C-\" or higher must precede PHY \n202. Corequisites: PHY 101L and PHY 102L. \n\nPHY 101L, PHY 102L. Introductory Physics Laboratory I, II 1 plus 1 hour \n\nIntroductory physics laboratories to accompany PHY 101, 102, 201 and 202. \n\nPHY 211, PHY 212. Classical Mechanics I, II 4 plus 4 hours \n\nThis is the student's first introduction to theoretical physics. Lagrangian and \nHamiltonian methods are developed with Newton's laws of motion and applied to \na variety of contemporary problems. Emphasis is placed on problem work, the \nobject being to develop physical intuition and facility for translating physical prob- \nlems into mathematical terms. The text will be on the level of Analytical Mechanics by \nFowles. Prerequisites: MAT 132 and PHY 202 with a grade of \"C-\" or higher in each \ncourse. A grade of \"C-\" or higher must be earned in PHY 211 before taking PHY \n212. \n\nPHY 232. Fundamentals of Electronics 3 hours \n\nThis course is designed primarily for science majors and dual degree engineer- \ning students. Coverage includes DC and AC circuits, semi-conductor devices, am- \nplifiers, oscillators, and digital devices. The intent is to provide a working \nunderstanding of common instrumentation in science and technology. Prerequi- \nsite: PHY 102 or PHY 212 with a grade of \"C-\" or higher. \n\nPHY 232L. Electronics Laboratory 1 hour \n\nThe laboratory component of PHY 232. \n\nPHY 331, PHY 332. Electricity and Magnetism I, II 4 plus 4 hours \n\nA thorough introduction to one of the two fundamental disciplines of classical \nphysics, using vector calculus methods. After a brief review of vector analysis, the \nfirst semester will treat electrostatic and magnetic fields and provide an introduc- \ntion to the special theory of relativity. The second semester will develop electrody- \nnamics, including Maxwell's equations, the propagation of electromagnetic waves, \nradiation, and the electromagnetic theory of light. The treatment will be on the \nlevel of the text of Reitz, Milford, and Christy. It is recommended that MAT 241 be \ntaken concurrently. Prerequisites: MAT 233 and PHY 202 with a grade of \"C-\" or \nhigher in each course; PHY 331 must precede PHY 332. \n\n\n\n170 \n\n\n\nPHY 333. Thermal and Statistical Physics 4 hours \n\nThe purpose of this course is to provide physics, engineering, and chemistry \nmajors with a fundamental understanding of heat and the equilibrium behavior of \ncomplex systems. Topics will include the zeroth, first and second laws of thermody- \nnamics with applications to closed and open systems; microcanonical and canonical \nensembles for classical and quantum systems, with applications to ideal gases, \nspecific heats, blackbody radiation, etc.; the kinetic description of equilibrium prop- \nerties. Text will be on the level of Kestin and Dorfman or Zemansky. Prerequisites: \nMAT 132 and PHY 202 with a grade of \"C-\" or higher in each course. \n\nPHY 333L. Thermal and Statistical Physics Laboratory 1 hour \n\nLaboratory work will emphasize classic experiments such as the ballistic pendu- \nlum, hard sphere scattering, the Millikan oil drop experiment, the Michelson inter- \nferometer, etc. Emphasis also will be placed on measuring fundamental constants \nsuch as the speed of light, h, G, e and e/m. Corequisite: PHY 333. \n\nPHY 335. Introduction to Modern Optics 3 hours \n\nA standard intermediate-level optics course which will treat the basics of wave \ntheory and the electromagnetic origin of optical phenomena, geometrical optics, \nphysical optics including Fourier optics, Fraunhofer and Fresnel diffraction, and \ndispersion. The course will conclude with some consideration of current topics \nsuch as holography, quantum optics, and non-linear optics. Prerequisites: MAT \n241 and PHY 202 with a grade of \"C-\" or higher in each course. \n\nPHY 335L. Modern Optics Laboratory 1 hour \n\nThis laboratory accompanies course PHY 335. \n\nPHY 421, PHY 422. Introduction to Modern Physics I, II 3 plus 3 hours \n\nFor physics, engineering, and chemistry majors, this is a one-year sequence that \ndiscusses the most important developments in 20th-century physics. The first se- \nmester will review special relativity and treat the foundations of quantum physics \nfrom a historical perspective, the quantum theory of one-electron atoms will be \ndeveloped. In the second semester, there will be a treatment of many-electron \natoms, molecules, and solids, with an introduction to nuclear and elementary par- \nticle physics. The text will be on the level of Eisberg and Resnick, Quantum Physics. \nPrerequisites: PHY 202 and PHY 332; PHY 421 must precede PHY 422. \n\nPHY 42 1L. Modern Physics Laboratory I 1 hour \n\nLaboratory work will emphasize modern physics in areas such as microwave \noptics, superconductivity, measurements of magnetic fields, electron spin reso- \nnance, the Franck-Hertz experiment, laser optics, etc. Corequisite: PHY 421. \n\nPHY 422L. Modern Physics Laboratory II 1 hour \n\nLaboratory work to accompany course PHY 422. \n\nPHY 423. Mathematical Physics 4 hours \n\nThis course will examine a variety of mathematical ideas and methods used in \nphysical sciences. Topics may include: vector calculus; solutions of partial differen- \n\n\n\n171 \n\n\n\ntial equations, including the wave and heat equations; special functions; eigen value \nproblems; Fourier analysis and mathematical modeling, particularly numerical com- \nputer methods. Prerequisite: MAT 241 with a grade of \"C-\" or higher. \n\nPHY 431. Special Topics in Theoretical Physics 1-4 hours \n\nTopics to be chosen in accordance with the student's interest include Laser \nPhysics, Plasma Physics, Theory of the Solid State, Nuclear and Particle Physics, \nAstrophysics, and Cosmology. \n\nPHY 441. Special Topics in Experimental Physics 1-4 hours \n\nTopics to be chosen in accordance with the student's interest in experimental \nphysics. \n\nPHY 499. Independent Study in Physics 1-4 hours \n\nSupervised study of a topic of interest to the student, which is not treated in the \nregularly scheduled course offerings. Prerequisite: Permission of the instructor. \n\nPolitics \n\nThe study of politics at Oglethorpe University focuses on the interpretation of \nevents, both past and current, from a perspective informed by the study of political \nthought and institutions. In addition, students in this discipline develop their ca- \npacity to compare analogous cases and to generalize. The ability to read difficult \ntexts carefully and thoughtfully is especially important in political philosophy \ncourses. Students of politics develop some tolerance for ambiguity and disagree- \nment, while at the same time learning to appreciate the difference between in- \nformed and uniformed opinion. The study of politics provides good training for \nlife in a world that, for better or worse, is shaped profoundly by political institu- \ntions. It is especially appropriate for those interested in careers in law, business, \nteaching, journalism, and government. \n\nTo engage in career exploration and to learn more about practical politics, \nmajors are encouraged to seek internships. Oglethorpe's location in metropolitan \nAtlanta means that a diverse array of internships is readily available to students. In \nrecent years, students have taken advantage of tne Georgia Legislative Intern and \nGovernor's Intern Programs, working with the Georgia State Legislature, the De- \npartment of Industry, Trade, and Tourism, and the League of Women Voters, \namong others. The University's Office of Experiential Education also is prepared \nto help students identify and develop interesting internships. In addition, the Uni- \nversity is able to arrange numerous exciting opportunities through its affiliations \nwith The Washington Center for Internships and the Washington Semester Pro- \ngram of American University. While students may earn up to 16 semester hours of \ninternship credit, only eight may count toward the fulfillment of major require- \nments and four toward the fulfillment of minor requirements. \n\nStudents majoring in politics also are encouraged to consider the possibility of \nstudying abroad. For a listing of foreign institutions and programs with which \nOglethorpe has exchange agreements and affiliations, please see International \nExchange Partnerships/Study Abroad in the Educational Enrichment section of \nthis Bulletin. \n\n\n\n172 \n\n\n\nMajor \n\nThe requirements for a major in politics are satisfactory completion of at least \n10 courses in the discipline, of which the following five are required: \nPHI 207 Political Philosophy I: Ancient and Medieval or \nPHI 208 Political Philosophy II: Modern \nPOL 101 Introduction to American Politics \nPOL 111 International Relations \nPOL 121 European Politics \nPOL 131 Asian Politics \nIn addition, students must take two courses at the 300 level and one at the 400 \nlevel. The degree awarded is the Bachelor of Arts. \n\nMinor \n\nTo receive a minor, students must take four courses distributed among three of \nthe four subf ields of the discipline (American politics, comparative politics, inter- \nnational relations, and political philosophy). \n\nPOL 101. Introduction to American Politics 4 hours \n\nThis course is an introduction to the fundamental questions of politics through \nan examination of the American founding and political institutions. \n\nPOL 111. International Relations 4 hours \n\nThis course is an introduction to the conduct of politics in a condition of anar- \nchy. The central issues will be how and whether independent states can establish \nand preserve international order and cooperate for the achievement of their com- \nmon interests in an anarchic environment. These questions will be explored through \na reading of relevant history and theoretical writings and an examination of present \nand future trends influencing world politics. \n\nPOL 121. European Politics 4 hours \n\nThis course is a factual, conceptual and historical introduction to politics on the \nEuropean continent, including (but not necessarily limited to) Britain, France, Ger- \nmany, Italy, Russia, and the European Union. These regimes will be studied through \na comparison of their social structures, party systems, institutions and constitutions, \npolitical cultures and (if possible) their domestic policies. Prerequisite: POL 101. \n\nPOL 131. Asian Politics 4 hours \n\nThis course is a general introduction to the variety of political systems in Asia, \nconcentrating particularly on the nations of East Asia. It will emphasize the meth- \nods of comparative political study and will focus on understanding the factors that \ndetermine different political outcomes in nations that share a geographical region \nand many similar cultural and historical influences. \n\nPOL 201. Constitutional Law 4 hours \n\nIn this course, we will examine the Constitution and the efforts of the United \nStates Supreme Court to expound and interpret it. In addition to reading and \nbriefing many Supreme Court decisions, we will examine some leading contempo- \nrary works in constitutional and legal theory. Prerequisite: POL 101. \n\n\n\n173 \n\n\n\nPOL 202. State and Local Government 4 hours \n\nThis course is a survey of the origin, development, and characteristic problems \nof state and local government in the United States. Prerequisite: POL 101. \n\nPHI 207. Political Philosophy I: Ancient and Medieval 4 hours \n\nThis is an examination of the origins of philosophical reflection on the funda- \nmental issues of politics, which is designed to lead to the critical consideration of \nthe political views of our time. Among the topics discussed are the relationship \nbetween knowledge and political power and the character of political justice. Por- \ntions of the works of Aristophanes, Plato, Aristotle, Aquinas, and Alfarabi are \nexamined. Prerequisite: COR 201 or permission of the instructor. \n\nPHI 208. Political Philosophy II: Modern 4 hours \n\nThis is a critical examination of the peculiarly modern political and philosophi- \ncal stance beginning where Political Philosophy I concludes. Among the authors \ndiscussed are Machiavelli, Hobbes, Rousseau, Kant, and Kojeve. Prerequisite: PHI \n207 or permission of the instructor. \n\nINT 303. The New American City. 4 hours \n\nThe purpose of this course is to examine the problems and prospects of politics \nand policymaking in the new American city and its environs. Consideration will be \ngiven to the political and sociological significance of a number of the factors that \ncharacterize this new development, including the extremes of wealth and poverty, \nthe mix of racial and ethnic groups, and the opportunities and challenges provided \nby progress in transportation and technology. Offered annually. \n\nPOL 302. American Political Parties 4 hours \n\nAn in-depth study of the development of party organizations in the United \nStates and an analysis of their bases of power. Prerequisite: POL 101. \n\nPOL 303. Congress and the Presidency 4 hours \n\nAn examination of the original arguments for the current American governmental \nstructure and the problems now faced by these institutions. Prerequisite: POL 101. \n\nPOL 311. United States Foreign Policy 4 hours \n\nA history of American foreign policy since 1945, emphasis in this course will be \non the description, explanation, and evaluation of events and policies, not the \nstudy of policy-making as such. \n\nPOL 331. Politics in Japan 4 hours \n\nThis course will examine the processes and institutions of the Japanese political \nsystem. It will investigate traditional areas of interest such as political parties, legis- \nlative politics, the bureaucracy, and public policy formation and then look at related \nphenomena within the broader society. Prerequisite: POL 101 or POL 131. \n\nPOL 350. Special Topics in Politics 4 hours \n\nA variety of courses will be offered to respond to topical needs of the curricu- \nlum. Recent courses include Theorists of International Order, Shakespeare's Poli- \ntics, Criminal Law, and Citizenship in Theory and Practice. \n\n\n\n174 \n\n\n\nPOL 401. Business and Politics 4 hours \n\nIn this course, the role of business groups in public affairs and the role of govern- \nment in business affairs will be examined. Discussion will include the structure of \ninterest groups, their lobbying activities, and the politics of regulation, among other \ntopics. It is intended to serve as the \"capstone\" for the study of American politics in \nthe major. Prerequisite: POL 101 or permission of the instructor. \n\nPOL 411. Advanced Topics in International Relations 4 hours \n\nAn in-depth treatment of one or more of the issues introduced in International \nRelations. Topics vary from year to year. Prerequisite: POL 1 1 1 or POL 311. \n\nPOL 431. Seminar in Politics and Culture 4 hours \n\nThis will be an upper-level seminar in the study of the relationship of politics and \nculture. Emphasis will be placed on understanding the nature and difficulties of \ncultural study, with particular attention to ethnographic or participant observer \nresearch methods. Focus of the seminar will change yearly but may include Judaism \nandjewishness or Women and Politics. Prerequisite: POL 10 lor junior standing. \n\nPOL 441. Studies in Political Philosophy 4 hours \n\nAn intensive examination of a text or theme introduced in the Political Philoso- \nphy sequence. Among the topics have been Rousseau's Emile, Spinoza, and The \nGerman Enlightenment. Prerequisite: Permission of the instructor. \n\nPOL 450. Independent Study in Politics 1-4 hours \n\nSupervised research on a selected topic. Prerequisite: Permission of the instructor. \n\nPOL 451. Internship in Politics 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning oppor- \ntunity to qualified students. The internship generally requires the student to ob- \ntain a faculty supervisor, submit a learning agreement, work 30-35 hours for every \nhour of academic credit, keep a written journal of the work experience, have regu- \nlarly scheduled meetings with the faculty supervisor, and write a research paper \ndealing with some aspect of the internship. An extensive list of internships is main- \ntained by the Office of Experiential Education, including opportunities at the Geor- \ngia State Legislature, the United States Department of State, the Carter Center, \nand the Superior Court of Fulton County. Graded on a satisfactory/unsatisfactory \nbasis. Prerequisites: Permission of the faculty supervisor and qualification for the \ninternship program. \n\nPre-law Studies \n\nStudents planning to enter law school after graduation from Oglethorpe should \nrealize that neither the American Bar Association nor leading law schools endorse \na particular prelaw major. The student is advised, however, to take courses that \nenhance the basic skills of a liberally educated person: reading with comprehen- \nsion, writing, speaking, and reasoning. The student is encouraged to become more \nfamiliar with political, economic, and social institutions as they have developed \nhistorically and as they function in contemporary society. \n\n\n\n175 \n\n\n\nStudents interested in pursuing a legal career should ask the Registrar for the \nnames of faculty members serving as pre-law advisors. \n\nPre-medical Studies \n\nA student who plans to attend a professional school of medicine, dentistry, \noptometry, pharmacy or veterinary medicine should plan a program of studies at \nOglethorpe in consultation with a faculty member who is a designated pre-medical \nadvisor. It is desirable for the pre-medical students to begin the process of under- \ngraduate program planning with a pre-medical advisor. It is essential that contact \nbe established by the second semester of the student's freshman year. \n\nProfessional schools of health science require for admission successful comple- \ntion of a specified sequence of courses in the natural sciences, courses in the \nhumanities and social sciences, as well as the submission of acceptable scores on \nappropriate standardized tests. However, pre-medical students have a wide lati- \ntude of choice with regard to the major selected. Students should familiarize them- \nselves with the particular admission requirements of the type of professional school \nthey plan to enter prior to deciding on the course of study to be pursued at \nOglethorpe. \n\nSome schools of medicine, dentistry, and veterinary medicine will admit highly \nqualified applicants who have completed all admission requirements for the pro- \nfessional school during three years of study at an undergraduate institution. (Four \nyears of undergraduate work and a bachelor's degree are standard requirements; \nadmission after three years is highly atypical and is not available at all schools.) It is \npossible for students to enter an allopathic or osteopathic medical school, dental \nschool or veterinary school (no other health professions schools are eligible) after \nthree years of study at Oglethorpe to complete their bachelor's degree under the \nProfessional Option. By specific arrangement between the professional school \nand Oglethorpe University, and in accordance with regulations of both institutions, \nafter successful completion of all academic requirements of the first year in the \nprofessional school, the student receives a degree from Oglethorpe University \nwhen certified to be in good standing at the professional school. Students inter- \nested in this possibility should consult with their advisors to make certain that all \nconditions are met; simultaneous enrollment in several science courses each se- \nmester during the three years at Oglethorpe likely will be required to meet mini- \nmum expectations for taking professional school admissions tests and to meet \nadmission requirements for the professional school. All Oglethorpe core courses \nmust be completed before the student enrolls in the professional school. \n\nPsychology \n\nThe Department of Psychology endorses a view of psychology as the use of \nscientific methods to study a broad range of factors that often interact to produce \nhuman behavior, including cognitive, developmental, personality, physiological, and \nsocial variables. Therefore, students who major in psychology are expected to: \n1. Learn to apply empirical methods to understand human and animal behav- \nior. Students should be able to use and critique a variety of research meth- \nods, ranging from controlled laboratory experiments to naturalistic \n\n\n\n176 \n\n\n\nobservations. Specific skills to be acquired include the ability to operation- \nally define concepts for empirical study; to collect, analyze, and interpret \nempirical data; and to clearly communicate findings to larger audiences \nthrough oral and written presentations (for example, APA style research \npapers, posters, and presentations). \n\n2. Learn major theoretical and empirical advances in a variety of disciplines \nwithin the field of psychology (for example, clinical, cognitive, developmen- \ntal, motivational, organizational, personality, physiological, social). This \nobjective should include the ability to compare and contrast explanations \noffered by different schools of thought within each discipline (for example, \nbehavioral, biological, cognitive, dispositional, psychoanalytic, social learn- \ning). It also should include an understanding of both current and histori- \ncally prominent developments in the various disciplines. \n\n3. Learn ways in which psychological concepts can be applied for the benefit of \noneself and society. Students will learn about clinical, educational and orga- \nnizational applications of psychological research and will consider ways in \nwhich psychological principles may be relevant to personal life and civic \nparticipation. In addition, students are expected to become more precise \nand tolerant observers of human behavior and individual differences. \n\nMajor \n\nThe major consists of at least nine psychology courses (36 semester hours) \nbeyond Psychological Inquiry. These nine courses must include Statistics, Introduc- \ntion to Quantitative Research Methods, Advanced Experimental Psychology, and \nHistory and Systems of Psychology. Psychology majors also are required to com- \nplete the following two directed electives: General Biology I and II. The degree \nawarded is the Bachelor of Arts. \n\nMinor \n\nA minor in psychology consists of any four psychology courses (20 semester \nhours) beyond Psychological Inquiry. No course can be used to satisfy both major \nand minor requirements. \n\nPSY 101. Psychological Inquiry 4 hours \n\nThis course presents a unique way of understanding ourselves: the use of the \nempirical method to obtain information about human and animal behavior. Psy- \nchological experimentation will be shown to contribute to human self-understand- \ning through its production of interesting, reliable, and often counter-intuitive results. \nTopics to be considered may include obedience to authority, memory, alcoholism, \npersuasion, intelligence, and dreaming. These topics will be examined from a vari- \nety of potentially conflicting perspectives: behavioral, cognitive, developmental, \nbiological, and psychoanalytic. \n\nPSY 201. Child and Adolescent Psychology 4 hours \n\nThe ways in which individuals understand the world and each other change \ndramatically from birth to adolescence. This course will trace these developments, \nparticularly those of cognition, social behavior, and self-concept. The factors influ- \nencing development, such as heredity and the social/cultural environment, will be \nemphasized. Prerequisite: PSY 101 with a grade of \"C-\" or higher. \n\n\n\n177 \n\n\n\nPSY 202. Organizational Psychology 4 hours \n\nOrganizations and the individuals who function within them will be examined \nfrom the perspective of psychological theory and research. Consideration will be \ngiven both to broad topics relevant to all organizations, such as communications, \ngroups, and leadership, and to topics specific to the work environment, such as \nemployee selection, training, and evaluation. Prerequisite: PSY 101 with a grade of \n\"C-\" or higher. \n\nPSY 203. Learning and Conditioning 4 hours \n\nThis course examines the empirical and theoretical issues surrounding learned \nbehavior. Most of the data discussed come from studies in animal learning but \nspecial emphasis will be placed on how learning principles explain everyday human \nbehavior and are used in the treatment of abnormal behavior patterns. Prerequi- \nsite: PSY 101 with a grade of \"C-\" or higher. \n\nPSY 204. Social Psychology 4 hours \n\nSocial psychology is the study of human beings in interaction with each other or \nunder the pressure offerees of social influence. The course will include a consider- \nation of conformity, persuasion, attraction, aggression, self-presentation, and other \nrelevant aspects of the social life. Prerequisite: PSY 101 with a grade of \"C-\" or \nhigher. \n\nPSY 205. Theories of Personality 4 hours \n\nThe goal of this course is to acquaint the student with the major theories of \npersonality and with approaches to the scientific evaluation of them. Students will \nbe encouraged to engage in critical analysis and theoretical comparisons of the \nideas presented from diverse, and often contradictory, perspectives. Prerequisite: \nPSY 101 with a grade of \"C-\" or higher. \n\nPSY 301. Introduction to Quantitative Research Methods 4 hours \n\nThrough a combination of class discussion and hands-on research activity, this \ncourse provides students with exposure to a variety of research approaches. The \ncourse begins with an examination of descriptive methods, such as naturalistic \nobservation, surveys, and archival research, and concludes with an analysis of con- \ntrolled experimental methods. Quasi-experimental designs and applications of re- \nsearch methods are also explored. Offered annually. Prerequisites: PSY 101 with a \ngrade of \"C-\" or higher and MAT 111. \n\nPSY 302. Advanced Experimental Psychology 4 hours \n\nThis sequel to the introductory research methods course provides an in-depth \nanalysis of controlled experimentation in a laboratory setting. Each student will \ndesign and conduct an individual research project to fulfill the laboratory compo- \nnent of the course. Prerequisite: PSY 301. \n\nPSY 303. Psychological Testing 4 hours \n\nThis course covers the selection, interpretation, and applications of psychologi- \ncal tests, including tests of intellectual ability, vocational and academic aptitudes, \nand personality. The most common uses of test results in educational institutions. \n\n\n\nITS \n\n\n\nclinical settings, business, government, and the military will be considered. The \nhistory of psychological testing and the interpretation of test results also will be \nconsidered from both traditional and critical perspectives. Although students will \nhave the opportunity to see many psychological tests, this course is not intended to \ntrain students actually to administer tests. Prerequisites: PSY 101 with a grade of \n\"C-\" or higher and MAT 111. \n\nPSY 304. Psychology of Leadership 4 hours \n\nThe concept of leadership will be explored within the context of psychological \nresearch and theory. Students will be invited to examine a variety of approaches to \nleadership and to analyze them critically. Activities that foster the development of \neffective leadership abilities and strategies will be an important component of the \ncourse. Prerequisite: PSY 101 with a grade of \"C-\" or higher. \n\nPSY 306. Abnormal Psychology 4 hours \n\nThere are three main goals in this course. The first is to enhance the student's \nunderstanding of psychopathology and major treatment approaches. The second \nis to help the student learn to evaluate critically the research evidence regarding \ntherapeutic interventions. The third is to encourage a self-examination of the \nstudent's attitudes and those of our society regarding mental illness and the full \nrange of human individual differences. Prerequisites: PSY 101 with a grade of \"C- \n\" or higher and PSY 205. \n\nPSY 307. Cognitive Psychology 4 hours \n\nThis course explores the nature and function of human thought processes. \nTopics to be considered include perception, attention, remembering and forget- \nting, mental imagery, psycholinguistics, problem solving, and reasoning. Prerequi- \nsite: PSY 101 with a grade of \"C-\" or higher. \n\nPSY 308. Sensation and Perception 4 hours \n\nThis course explores how the brain and body transduce, organize, and interpret \ninformation from the environment. Topics covered will include psychophysical \nmethods, signal detection theory, and the neural mechanisms underlying vision, \nhearing, taste, smell, and touch. Prerequisites: PSY 101 with a grade of \"C-\" or \nhigher and BIO 102. (Biology majors only need BIO 102.) \n\nPSY 309. Behavioral Neuroscience 4 hours \n\nThis course focuses on the neural and hormonal correlates of behavior includ- \ning sleep, feeding, sexual behavior, learning and memory, language, movement, \nand psychopathology including mood disorders and schizophrenia. Other topics \ninclude methods used in the brain sciences, the connection between stress and \nillness, and how the brain recovers from injury. Prerequisites: PSY 101 with a grade \nof \"C-\" or higher and BIO 102. (Biology majors only need BIO 102.) \n\nPSY 401. Special Topics in Psychology 4 hours \n\nThe seminar will provide examination and discussion of various topics of con- \ntemporary interest in psychology. Prerequisite: PSY 101 with a grade of \"C-\" or \nhigher. \n\n\n\n179 \n\n\n\nPSY 402. Topics in Clinical Psychology 4 hours \n\nThe focus of the course is on the examination and discussion of topics of con- \ntemporary interest in clinical psychology. Prerequisite: PSY 306. \n\nPSY 403. Drugs, the Brain, and Behavior 4 hours \n\nThis course examines the effects of psychoactive drugs on the central nervous \nsystem and behavior. Both recreational and illicit drugs (opiods, stimulants, seda- \ntives, hallucinogens) and those used to treat mental disorders (antianxiety agents, \nantidepressants, antipsychotics) will be covered. Drug action at the synaptic level, \ndose-response functions, tolerance and sensitization, and toxicity will be discussed. \nPrerequisites: PSY 101 with a grade of \"C-\" or higher and BIO 102. (Biology majors \nonly need BIO 102.) \n\nPSY 405. History and Systems of Psychology 4 hours \n\nA study of the historic development of modern psychology, this course covers its \nphilosophical and scientific ancestry, the major schools of thought, the contempo- \nrary systems of psychology, and their theoretical and empirical differences. Recom- \nmended for the senior year. Prerequisites: Two or more psychology courses and \nsenior status or permission of the instructor. \n\nPSY 406. Directed Research in Psychology 4 hours \n\nOriginal investigations and detailed studies of the literature in selected areas of \npsychology will be supervised by a faculty member. Emphasis will be on original \nresearch. Prerequisites: PSY 301 and permission of the instructor. \n\nPSY 407. Internship in Psychology 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning oppor- \ntunity to qualified students. The internship generally requires the student to ob- \ntain a faculty supervisor, submit a learning agreement, work 30-35 hours for every \nhour of academic credit, keep a written journal of the work experience, have regu- \nlarly scheduled meetings with the faculty supervisor, and write a research paper \ndealing with some aspect of the internship. An extensive list of internships is main- \ntained by the Office of Experiential Education, including opportunities at the Geor- \ngia Psychological Association, Atlanta Center for Eating Disorders, and Yerkes \nRegional Primate Center. Graded on a satisfactory/unsatisfactory basis. Prerequi- \nsites: Permission of the faculty supervisor and qualification for the internship \nprogram. \n\nPSY 408. Independent Study in Psychology 1-4 hours \n\nThis course provides the opportunity for an intense study of diverse topics \nunder the direct supervision of the instructor. Prerequisite: Permission of the \ninstructor. \n\n\n\nSociology \n\n\n\nSociology is the study of human societv, culture, and conduct from a variety of \nperspectives that include interpersonal, institutional, and aggregate levels of analy- \nses. At the interpersonal level, sociologists may study personality formation in \n\n\n\nISO \n\n\n\nsocial contexts or how the individual responds to social opportunities and con- \nstraints. At the institutional level, sociologists attempt to analyze social institutions \n(such as the family, religion, and the state) and social structures (such as social \nclasses and racial and ethnic stratification) that shape human conduct. And at the \naggregate level, sociology focuses on the study of large-scale influences ranging \nfrom demographics to social movements to cultural systems. \n\nThe mission of the sociology faculty at Oglethorpe is to introduce students to \nsuch studies within a liberal arts setting by developing each student's analytical, \nwriting, speaking, and methodological skills, as well as his or her ability to compre- \nhend and explicate difficult texts. Sociology majors should be able, through writ- \nten and oral analyses, to make arguments whose conclusions follow from evidence \ncarefully and logically presented. They should be able to distinguish between \ninformed and uninformed opinion. In addition, each sociology student at \nOglethorpe will be expected to master essential knowledge within the areas of \nsociological theory, research methodology, and statistics, and within at least three \ncontent areas. In order to encourage a practical understanding of social problems \nand institutions, students, where appropriate, are urged to seek internships. Stu- \ndents bound for graduate school are encouraged to master a foreign language. \n\nMajor \n\nThe sociology major consists of a minimum of nine sociology courses (36 semes- \nter hours) beyond Human Nature and the Social Order I and II. These nine courses \nmust include Introduction to Sociology, Statistics, Research Design for Social Scien- \ntists, Sociological Theory, and five additional sociology courses selected by the \nstudent. Of the nine courses, at least six must be completed at Oglethorpe for a \nmajor in sociology. Human Nature and the Social Order I and II must be completed \nby all majors who enter Oglethorpe below the junior level. The degree awarded is \nthe Bachelor of Arts. \n\nMinor \n\nA minor in sociology consists of Introduction to Sociology and any other three \nsociology courses (16 semester hours) beyond Human Nature and the Social Order \nI and II. No course can be used to satisfy both major and minor requirements. Of \nthe four sociology courses, at least three must be completed at Oglethorpe for a \nminor in sociology. \n\nSociology with Social Work Concentration \n\nMajor \n\nA major in sociology with a concentration in social work consists of seven courses \n(28 semester hours) beyond Human Nature and the Social Order I and II, in addi- \ntion to a semester of field placement (16 semester hours). Required courses in- \nclude Introduction to Sociology, Field of Social Work, and Methods of Social Work, \nin addition to four sociology electives. The degree awarded is the Bachelor of Arts. \n\nSOC 101. Introduction to Sociology 4 hours \n\nThis course offers an introduction to topics central to the study of human \nsociety, culture, and conduct. Selected fields of study frequently include culture, \n\n\n\n181 \n\n\n\nformation of the self, social classes, power structures, social movements, criminal \nbehavior, and a variety of social institutions. Emphasis is placed upon basic con- \ncepts and principal findings of the field. Offered annually. \n\nSOC 201. The Family 4 hours \n\nThis course focuses primarily on the 20th-century American family. The topics \ndiscussed include trends in marriage, the age of marriage, fertility, illegitimacy, \ndivorce, remarriage, and domestic abuse. The possible social and economic causes \nand consequences of these trends are also discussed. Offered annually. \n\nSOC 202. The American Experience 4 hours \n\nThe purpose of this course is to acquaint students with basic aspects of the \nAmerican experience. Special attention is paid to the individual's relationship to \nthe community. Specific topics of discussion include Populism, Federalism, the role \nof advertising in folk culture, the relationship of technology and democracy, and \nAmerica's exploring spirit. Offered biennially. \n\nSOC 203. Population 4 hours \n\nDemographers study the characteristics of human populations. This proves to \nbe difficult because the population is constantly changing - new humans are born \nwhile others die. In the meantime, people tend to move around a lot. These \ndynamics vary across nations according to geography, history, religion, economics, \npolicy, and social structure. Furthermore, individual-level demographic behavior \nvaries within cultures for myriad reasons. This course is designed to increase \nawareness of population as a topic of inquiry, to understand the ways that human \npopulations differ from one another, and to explore issues related to population \nprocesses. Examples of issues include abortion, aging, urbanization, and AIDS. \nOffered biennially. \n\nSOC 205. Deviance and Criminality 4 hours \n\nThis course will examine behaviors that do not conform to moral and legal \ncodes and the ways in which societies control such behaviors. Particular emphasis \nwill be given to American society. Readings will include classic and current analyses \nof deviance and crime. Offered biennially. \n\nSOC 301. Research Design for Social Scientists 4 hours \n\nThis course serves as an introduction to methods of inquiry in the social sci- \nences. Although experimental design will be addressed, the main emphasis will be \non qualitative approaches to research design, including historical/comparative re- \nsearch, focus group and qualitative interviewing, ethnographic field research, case \nstudies, and extant data research (including archives and time series). Students will \nbe introduced to sampling and formal survey instruments, but analysis of quantita- \ntive data will be limited to simple descriptive statistics common to each research \napproach. Offered biennially. \n\nSOC 302. The Sociology of Work and Occupations 4 hours \n\nThis course has three purposes: first, to analyze the means by which non-eco- \nnomic institutions, especially the family, schools, and religious institutions influ- \nence the formation of \"human capital.\" Second, to study the history and \n\n\n\n182 \n\n\n\ncontemporary nature of the professions; and third, to analyze the relationship \nbetween the external control of workers and their internal motivation. A cross- \ncultural approach is employed in the course. Offered biennially. \n\nINT 303. The New American City 4 hours \n\nThe purpose of this course is to examine the problems and prospects of politics \nand policymaking in the new American city and its environs. Consideration will be \ngiven to the political and sociological significance of a number of the factors that \ncharacterize this new development, including the extremes of wealth and poverty, \nthe mix of racial and ethnic groups, and the opportunities and challenges provided \nby progress in transportation and technology. Offered annually. \n\nSOC 303. Field of Social Work 4 hours \n\nThis course will study and analyze the historical development of social work and \nsocial work activities in contemporary society. Offered annually. \n\nSOC 304. Methods of Social Work 4 hours \n\nThis course is a study of the methods used in contemporary social work. Of- \nfered annually. Prerequisite: SOC 303. \n\nSOC 305. Film and Society 4 hours \n\nThis course is designed to help students analyze and interpret films from the \nperspectives of social theory. Emphasis will be placed upon exploring visions of the \nself and society in a variety of film genres, including mysteries, comedies, film noir, \nwesterns, musicals, etc. Films studied in recent classes include Citizen Kane, Vertigo, \nThe Maltese Falcon, Red River, Cabaret, and others. Offered biennially. \n\nSOC 306. Race, Ethnicity, and Immigration 4 hours \n\nThis course treats contemporary ethnic relations and the history of immigra- \ntion in the United States. It considers the role of markets, government policy, and \nculture in the formation of ethnic identity and the well being of ethnic groups. \nAlthough the chief concern is with the United States, a comparative approach is \ntaken. Offered annually. \n\nSOC 307. Elites and Inequality 4 hours \n\nAn examination is made in this course of the social stratification of privileges \nand deprivations in contemporary societies, focusing on the distribution of wealth, \nstatus, and power. The course studies social stratification historically and com- \nparatively, the American upper, middle, and lower classes, institutionalized power \nelites, race and gender stratification, status systems, and economic inequality. Of- \nfered biennially. \n\nSOC 308. Culture and Society 4 hours \n\nA study of the dynamics of traditional, modern, and postmodern cultures that \nfocuses on the analysis of symbolic forms and boundaries, social memory, ceremo- \nnies and rituals, bodily habits, cultural elites, and cultural revolutions. Special \nattention is given to \"culture wars,\" the impact of mass media, and postmodernism \nin contemporary societies. The course is comparative in approach. Offered bien- \nnially. \n\n\n\n183 \n\n\n\nSOC 309. Religion and Society 4 hours \n\nThis course will examine religion as a social institution, its internal development, \nrelationship to other institutions, and its cultural and social significance in modern \nand traditional societies. Special attention will be given to the conflict between \nspirit and institution in Christianity; the rise and decline of denominationalism; \ncontemporary forms of spirituality; the modern psychologization of religion, and \nthe comparative study of religions. Offered biennially. \n\nSOC 310. Life Course Sociology 4 hours \n\nThis course uses an interdisciplinary approach to explore the exciting diversity \nof ways Americans construct lives for themselves. As such, Life Course Sociology \nwill study how individuals - with individual propensities - encounter social networks \nand institutions to develop meaningful solutions to decisions about education, \nfamily formation, and career trajectories. These individual decisions modified by \nsocial context take place against the backdrop of social events - economic condi- \ntions, war, changing gender norms - which create new opportunities and constraints. \nOffered biennially. \n\nSOC 401. Nations and Nationalism 4 hours \n\nThis course examines the rise and persistence of nation-states and nationalism \nin the modern world. Theories of nationalism, nationalist visions, and case studies \nof particular nations, including France, Germany, and Russia will be covered. Top- \nics to be addressed include radical nationalism (for example, Nazism and Fascism), \nproblems of national \"self-determination,\" Zionism, and the fall of Communism. \n\nSOC 402. Field Experience in Social Work 16 hours \n\nStudents concentrating in social work spend a semester in social work agencies \nin the Atlanta area for on-the-job practicum experience. Successful field place- \nments have been made in a variety of settings in recent years, including Wesley \nWoods Health Center, West Paces Ferry Hospital, and Atlanta shelters for the \nhomeless. Prerequisites: SOC 303, permission of the academic advisor and faculty \nsupervisor, and signature of the Director of Experiential Education. \n\nSOC 403. Sociological Theory 4 hours \n\nThis course will study classical and contemporary theory with an emphasis upon \nthe latter. Contemporary theories covered usually include utilitarian individualism \n(sociobiology, exchange theory, and rational-choice theory), communitarianism, \ncivil society theory, critical theory, and post-modernism. Offered biennially. \n\nSOC 404. Special Topics in Sociology 4 hours \n\nA seminar providing examination and discussion of various topics on contempo- \nrary and historical interest in sociology. Prerequisite: Permission of the instructor. \n\nSOC 405. Internship in Sociology 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning oppor- \ntunity to qualified students. The internship generally requires the student to ob- \ntain a faculty supervisor, submit a learning agreement, work 30-35 hours for every \nhour of academic credit, keep a written journal of the work experience, have regu- \n\n\n\n184 \n\n\n\nlarly scheduled meetings with the faculty supervisor, and write a research paper \ndealing with some aspect of the internship. An extensive list of internships is main- \ntained by the Office of Experiential Education, including opportunities at the \nGainesville/Hall Senior Center, the Georgia Bureau of Investigation, and the Part- \nnership Against Domestic Violence. Graded on a satisfactory/unsatisfactory basis. \nPrerequisites: Permission of the faculty supervisor and qualification for the intern- \nship program. \n\nSOC 406. Independent Study in Sociology 1-4 hours \n\nAn intense study of diverse topics under the direct supervision of the instruc- \ntor. Prerequisite: Permission of the instructor. \n\nSOC 407. Internship in American Studies 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning oppor- \ntunity to qualified students. The internship generally requires the student to ob- \ntain a faculty supervisor, submit a learning agreement, work 30-35 hours for every \nhour of academic credit, keep a written journal of the work experience, have regu- \nlarly scheduled meetings with the faculty supervisor, and write a research paper \ndealing with some aspect of the internship. An extensive list of internships is main- \ntained by the Office of Experiential Education. Prerequisites: Permission of the \nfaculty supervisor and qualification for the internship program. \n\n\n\nSpanish \n\n\n\nA Spanish major is designed to help the student become increasingly knowl- \nedgeable about the language, literature and cultures of the people who speak and \nlive the Spanish language. Courses that focus on developing language skills (read- \ning, writing, listening comprehension, and speaking) are followed by more ad- \nvanced study in literature, film, and civilization. Acquiring familiarity with culture in \nthe Spanish-speaking world is a goal throughout the program. The study of an- \nother language should provide the means to appreciate more fully the global \ncommunity to which all of us increasingly belong. It should also furnish an insightful \nview of one's own culture and language. Students can pursue graduate degrees or \nprepare themselves for careers in international business or politics. \n\nThe study of another culture and language is greatly enhanced by an experience \nstudying and living where the language is spoken. Spanish majors are therefore \nrequired to study and live in a Spanish-speaking country for one semester after \nhaving completed an initial sequence of courses and before beginning advanced \nclasses in the language at Oglethorpe. This can be accomplished by participating in \nthe exchange program with one of the University's partners or by making other \nsuitable arrangements in consultation with the student's advisor. Native speakers \nof Spanish may complete the study abroad portion of the major at Oglethorpe or \nthrough cross registration for courses at Atlanta Regional Consortium for Higher \nEducation (ARCHE) institutions. \n\nSpanish majors are also strongly recommended to consider courses in Spanish \nand Latin American history and studies, or other related fields. \n\nAll students with previous study or experience in Spanish must take a language \nplacement examination during Make the Connection weekend or immediately prior to \n\n\n\n185 \n\n\n\nfall registration. They will be placed in the course sequence according to their compe- \ntence. Under no circumstances should students with past experience in the language \nplace themselves in courses, especially at the elementary level. Students are not eligible \nto enroll in elementary and intermediate courses in their primary languages. \nMajor \n\nStudents who major in Spanish must first complete the following requirements: \nSPN 201 Intermediate Spanish \nSPN 302 Advanced Spanish \nSPN 302 Introduction to Hispanic Literature \n\nStudents will then complete a semester in an approved study abroad program, \nwhich should include a minimum of 12 semester hours. Returning students must \ncomplete three upper-level (300 or 400) courses in Spanish. \n\nElementary French I or II, as determined through the French placement test, is \nalso required. It is recommended that this requirement be completed during the \nstudent's first two years. \n\nThe degree awarded is the Bachelor of Arts. \n\nMinor \n\nA minor in Spanish consists of these three obligatory courses: \n\nSPN 201 Intermediate Spanish \n\nSPN 301 Advanced Spanish \n\nSPN 302 Introduction to Hispanic Literature \nOne upper-level course (300 or 400) is required to complete the minor. Certain \nrequirements may be met through an approved study abroad program. \n\nSPN 101, SPN 102. Elementary Spanish I, II 4 plus 4 hours \n\nThese courses are an introduction to understanding, speaking, reading, and \nwriting Spanish. Emphasis will be placed on acquiring a foundation in basic gram- \nmar as well as on listening comprehension and spoken Spanish through class activi- \nties, tapes, and videos. Prerequisite: None for SPN 101; SPN 101 required for SPN \n102, or placement by testing. \n\nSPN 201. Intermediate Spanish 4 hours \n\nThis course is intended to review basic grammar and develop more complex \npatterns of written and spoken Spanish. Short compositions, readings from Span- \nish and Spanish-American literature and class discussions require active use of \nstudents' acquired knowledge of Spanish and form the basis for the expansion of \nvocabulary and oral expression. Prerequisite: SPN 102 or placement by testing. \n\nSPN 301. Advanced Spanish 4 hours \n\nThis course is designed to improve students' skills to a sophisticated level at \nwhich they are able to discuss and express opinions in both oral and written form. \nReadings of essays and short-stories as well as film viewing in Spanish are used as \nthe basis for discussion, introduction to cultural issues, and written expression. \nFrequent writing assignments. Prerequisite: SPN 20 lor placement by testing. \n\nSPN 302. Introduction to Hispanic Literature 4 hours \n\nThis course offers an introduction to literary analysis based on a rigorous pro- \n\n\n\n186 \n\n\n\ngram of readings from Spanish and Spanish American literatures. It is a skills- \nbuilding course that familiarizes students with the lexicon of literary criticism in \nSpanish and trains them to be active readers of Hispanic literature. Students read \nand analyze (orally and in writing) representative works of the four fundamental \ngenres of literature: Narrative, Poetry, Drama, and Essay. Taught in Spanish. Pre- \nrequisite: SPN 301 or placement by testing. \n\nSPN 305. Spanish for International Relations and Business 4 hours \n\nIn this course students will learn vocabulary appropriate to the world of interna- \ntional relations and business in order to understand both oral and written material \non relevant issues. Students will read and discuss articles and newspapers in Span- \nish and explore common cross-cultural clashes and misunderstandings in order to \nimprove intercultural communications as a means of succeeding in the global mar- \nketplace. When possible, there will be Spanish-speaking guests from the diplomatic \nand business communities of Atlanta. Taught in Spanish. Prerequisite: SPN 301 or \nplacement by testing. \n\nSPN 401. Special Topics in Hispanic Languages, Literatures, \n\nand Cultures 4 hours \n\nThis course provides the opportunity to study particular aspects of the lan- \nguages, literatures and cultures of Spain, Spanish America or United States His- \npanic communities not covered in the other courses. This course may be repeated \nfor credit as course content changes. Prerequisite: SPN 301. \n\nSPN 403. Political Issues in Spanish American Literature and Film 4 hours \n\nThe social and political upheavals that took place in several Spanish American \ncountries during the 20th century spawned the development of a rich literary and \ncinematic corpus. This course will examine part of that corpus in its historical and \ncultural context and how political issues are aesthetically elaborated in fiction, \npoetry, essay and film. Among the topics to be studied are revolution, testimony, \nexile, and the Other as a figure of resistance. Taught in Spanish. Prerequisite: SPN \n302. \n\nSPN 405. 20th-century Spanish American Literature 4 hours \n\nThis is a study of Spanish American literature from the 1930s to the present, \nfocusing on its departure from the Realist tradition and its adoption of experimen- \ntation, self-reflection, parody, magical realism or the fantastic. Modern and post- \nmodern trends will be examined. Readings include fiction by Borges, Fuentes, \nCortazar, Garcia Marquez, and Puig. Taught in Spanish. Prerequisite: SPN 302. \n\nSPN 410. The Development of Latin American Cultures 4 hours \n\nThis course introduces students to the diverse cultural heritage of Latin America \npaying special attention to the impact and consequences of the encounter between \nEuropean,-Native and African cultures in art, politics, and religion. Manifestations \nof cultural syncretism and diversity from the times of the Spanish conquest and \ncolonization to the post-colonial polemics of cultural identity will be examined. \nTaught in Spanish. Prerequisites: SPN 302. \n\n\n\n187 \n\n\n\nTheatre \n\nCourses in theatre history, film, and characterization, combined with the \nUniversity's unique apprenticeship program, offer students a study of theatre that \nis interactive in approach and broad in scope. Students who enter Oglethorpe with \na background in theatre, as well as those with an interest but no experience, will \nfind ample opportunities in the theatre program to develop their skills and exper- \ntise. As such, a theatre minor serves as an appropriate complement to a variety of \nmajors in communications and the humanities, as well as a preparation for gradu- \nate and professional work in theatre. \n\nMinor \n\nStudents are required to take the following courses: \n\nTHE 201 Beginning Characterization \n\nTHE 301 Advanced Characterization \n\nTHE 310 Apprenticeship in Theatre \nIn addition, one course selected from the following: \n\nTHE 210 The History of Comedy \n\nTHE 220 The History of Tragedy \n\nTHE 201. Beginning Characterization 4 hours \n\nThis course focuses on the training of the body and voice as tools used in \ncharacterization. Students will explore the basic principles and techniques of stage \ncombat, mime, movement, vocalization, and contemporary characterization. Stu- \ndents will be expected to perform scenes with partners as well as individual mono- \nlogues. \n\nTHE 301. Advanced Characterization 4 hours \n\nThis course allows students to work with texts from various periods in theatrical \nhistory, examining the costuming and mannerisms of each period and applying \nthese observations to the performance of both scene and monologue work. Peri- \nods studied will include: Greek, Medieval, Elizabethan, Commedia dell'arte, French \nNeoclassic, Restoration, and Early 20th-century Realism. Prerequisite: THE 201. \n\nTHE 210. The History of Comedy 4 hours \n\nIn this course the student will examine the history and development of comedy \nas a theatrical art form, using not only the texts but the performing, costuming, and \nstaging practices of the period as keys to a better understanding of the genre. \nWriters studied will include Aristophanes, Menander, Plautus, Terence, Shakespeare, \nJohnson, Congreve, Moliere, Goldoni, Gozzi, and Sheridan. \n\nTHE 220. The History of Tragedy 4 hours \n\nIn this course the student will examine the history and development of tragedy \nas a theatrical art form, using not only the texts but the performing, costuming, and \nstaging practices of the period as keys to a better understanding of the genre. \nWriters studied will include Sophocles, Euripides, Seneca, Marlowe, Kyd, \nShakespeare, Corneille, Racine, Goethe, and Ibsen. \n\n\n\n188 \n\n\n\nTHE 310. Apprenticeship in Theatre 4 hours \n\nThe apprenticeship is designed to provide a hands-on learning experience in \ntheatre. Students may focus on one of three areas of study: preparation and per- \nformance, theatrical design, or directing. All students participating in the appren- \nticeship program in a given semester will share a common reading, to be discussed \nat weekly seminar meetings, and will be expected to present their work for evalua- \ntion by a panel of faculty and students once during the semester. Open to juniors \nand seniors only and may be taken for credit only once. Prerequisite: Permission of \nthe instructor. \n\nTHE 320. Special Topics in Contemporary Theatre and Film 4 hours \n\nThrough a study of works by contemporary playwrights and directors, students \nare encouraged to examine various societal issues, as well as the ways in which we as \na society choose to entertain ourselves. Topics vary, but may include: The Feminist \nApproach to Theatre, The Search for the Hero in American Film, Hollywood's \nView of Women, and The Artist as Social Critic. \n\nTHE. 407. Internship in Theatre 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning oppor- \ntunity to qualified students. The internship generally requires the student to ob- \ntain a faculty supervisor, submit a learning agreement, work 30-35 hours for every \nhour of academic credit, keep a written journal of the work experience, have regu- \nlarly scheduled meetings with the faculty supervisor, and write a research paper \ndealing with some aspect of the internship. An extensive list of internships is main- \ntained by the Office of Experiential Education. Prerequisites: Permission of the \nfaculty supervisor and qualification for the internship program. \n\nTHE. 408. Independent Study in Theatre 1-4 hours \n\nSupervised research on a selected topic. Prerequisite: Permission of the instructor. \n\nWomen's and Gender Studies \n\nWomen's and gender studies is intended to introduce the student to the history \nof women and to the effects of gender on the forms of and approaches to disciplin- \nary study and practice. \n\nMinor \n\nFive courses must be completed, one of which must be either Introduction to \nWomen's Studies - Theory or Introduction to Women's Studies - History. Students \nmust select courses from at least three different disciplines in addition to courses \nidentified as WGS courses. Examples of other courses applicable to the minor are \nas follows: \n\nCOM 390 Special Topics in Communications: Women in the History of \nRhetoric \n\nCOM 390 Special Topics in Communications: Gender and Communication \n\nECO 422 Labor Economics \n\nEDU 449 Special Topics in Education: Trends and Issues in Social Studies \n\nENG 304 Images of Women in Literature \n\n\n\n189 \n\n\n\nMUS 430 \n\n\nPSY \n\n\n401 \n\n\nPSY \n\n\n401 \n\n\nSOC \n\n\n201 \n\n\nSPN \n\n\n401 \n\n\n\nENG 312 Special Topics in Literature and Culture: \n\nGender and Autobiography \nENG 312 Special Topics in Literature and Culture: Contemporary \n\nWomen Writers \nENG 314 Special Topics in Major British and American Authors: \n\nJane Austen \nFRE 401 Special Topics in French Language, Literature, and \n\nCulture: Great French Actresses and Their Film Roles \nSpecial Topics in Music: Women in Music \nSpecial Topics in Psychology: Gendering (Social Constructions \n\nof Gender) \nSpecial Topics in Psychology: Psychology of Women \nThe Family \n\nSpecial Topics in Hispanic Languages, Literature, and \nCulture: Contemporary Latin American Women Writers \nTHE 320 Special Topics in Contemporary Theatre and Film: \n\nFeminist Theatre \nTHE 320 Special Topics in Contemporary Theatre and Film: The Good, \nthe Bad, and the Beautiful - Hollywood's Treatment of Women \n\nWGS 301. Introduction to Women's Studies - Theory 4 hours \n\nThe purpose of this course is to examine the diverse theoretical approaches, \nwhich have evolved as scholars and activists have endeavored to incorporate the \nconcerns and experiences of diverse groups of women into dominant world views. \nThe seminar will explore the issues of race, class, and gender, paying close attention \nto how these variables affect the development of women's identities and relation- \nships. \n\nWGS 302. Introduction to Women's Studies - History 4 hours \n\nThe purpose of this course is to explore the history of feminism. By examining \na wide range of texts, this seminar will investigate the development of ideas, which \nhave come to be recognized as feminist-womanist and the discipline that has devel- \noped into women's studies in the context of Western civilization. Included will be \nRaine Eisler's The Chalice and the Blade, which examines the position on women in \nthe beginnings of civilization, Mary Wollstonecrafts's Vindication of the Rights of \nWomen (1792), Mary Beard's Women as a Force in History, De Beauvoir's Second Sex, \nSusan Faludi's Backlash, and Ellen Carol Dubois's Unequal Sisters: A Multi-Cultural \nReader in U.S. Women 's History. \n\nWGS 303. The Literature and History of Immigrant and Minority \n\nWomen in America 4 hours \n\nThe purpose of this course is to explore the experiences of immigrant and \nminority women in North America from the interdisciplinary perspectives of his- \ntory, literature, and women's studies. Through extensive reading, discussion, and \nresearch this seminar will attempt to recapture women's sense of their own identi- \nties in relation to the dominant ideologies of race, class, and gender. \n\nWGS 304. Women Poets 4 hours \n\nThis course is a survey of poetry by women, from ancient Chinese, Persian, and \n\n\n\nL90 \n\n\n\nothers in translation, to medieval Irish and Renaissance English, to 19th- and 20th- \ncentury Americans, as well as Eastern Europeans and Latin Americans in transla- \ntion. Included will be several recent poets such as Gwendolyn Brooks, Adrienne \nRich, and Mary Oliver in order to discover what themes, images, and attitudes, if \nany seem to emerge from the works. Prerequisites: COR 101 and COR 102. \n\nWGS 305. Special Topics in Women's and Gender Studies 4 hours \n\nThis course is intended to introduce the student to the study of women and \ngender. Special emphasis is placed on the intersection of gender with the epistemo- \nlogical foundations of other disciplines, and on the theory and practice of the study \nof gender. Courses are not limited to, for example, Southern Women's Literature \nand History, but will often be under the same rubric of other disciplines such as are \nlisted under the requirements of the minor. \n\nWriting \n\nA writing minor is open to all students except those pursuing a minor or major \nin communications. \n\nMinor \n\nThe writing minor consists of five courses beyond Narratives of the Self I and II, \none of which may be a internship: \n\nARC 201 Seminar for Student Tutors (must be taken four times \n\nto constitute one writing minor course) \nCOM 220 Investigative Writing \nCOM 221 Persuasive Writing \nCOM 240 Journalism \n\nCOM 340 Business and Technical Communications \nCOM 401 Internship in Communications (writing-intensive \n\ninternship supervised by communications faculty member) \nENG 230 Creative Writing \nENG 231 Biography and Autobiography \nENG 330 Writing Poetry \n\nENG 331 Writing Prose, Fiction, and Nonfiction \nENG 401 Internship in English (writing-intensive internship \n\nsupervised by English faculty member) \nWRI 381 Independent Study in Writing \nWRI 391 Special Topics in Writing \n\nARC 201. Seminar for Student Tutors 1 hour \n\nPeer tutors at the Academic Resource Center spend two hours per week assist- \ning other students, individually or in groups, with course material, papers, and \npreparation for examinations. In addition, they participate one hour a week in \nsupport and training meetings with the ARC directors and with instructors of the \ncourses in which they tutor. They discuss how to work with texts in different disci- \nplines, encourage study group members to help each other learn, and foster stu- \ndent engagement with and assimilate course content. Prerequisite: Permission of \nthe instructor or Writing Tutor Coordinator. \n\n\n\n191 \n\n\n\nCOM 220. Investigative Writing 4 hours \n\nThis expository writing course is designed to develop research and writing skills. \nEmphasis will be on learning a wide range of library and Internet-based research \ntechniques and purposefully presenting information to a variety of audiences in \nappropriate format and style. Students will be asked to define their own investiga- \ntive projects, and to analyze and revise their own writing. Investigative Writing or \nPersuasive Writing is a prerequisite for upper-level communications courses. Pre- \nrequisites: COR 101 and COR 102. \n\nCOM 221. Persuasive Writing 4 hours \n\nThis course is designed to develop sophisticated strategies of persuasion for \nanalyzing and generating arguments responsive to targeted audiences in a variety \nof contexts, including civic, professional, and academic. Students will learn both \nclassical and contemporary strategies of persuasion. Emphasis will be on present- \ning clear, coherent, and logical arguments. Students will be asked to define their \nown projects within assigned contexts. Students will evaluate their own and others' \nwriting to enable the revision process. Investigative Writing or Persuasive Writing \nis a prerequisite for upper-level communications courses. Prerequisites: COR 101 \nand COR 102. \n\nENG. 230. Creative Writing 4 hours \n\nThis course is an introduction to writing poetry and prose fiction. The student \nwill be asked to submit substantial written work each week, keep ajournal, and read \npublished writers. Much class time will be spent discussing student and published \nwork. Prerequisites: COR 101 and COR 102. \n\nENG 231. Biography and Autobiography 4 hours \n\nThis course is an introduction to biographical and autobiographical writing \nwith practice in the personal narrative as well as other forms such as the profile and \nthe interview. Students will submit substantial written work each week and keep a \njournal. The class will follow a workshop format, discussing the students' and \npublished work. Prerequisites: COR 101 and COR 102. \n\nCOM 240. Journalism 4 hours \n\nThis course teaches the fundamentals of journalistic news writing and report- \ning. From interviews to the Internet, students will learn how to gather information \nfrom a variety of sources and write stories using different types of leads, endings, \nand structures. They will also engage in a critique of today's journalistic practices. \nPrerequisites: COM 101 and COM 220 or COM 221. \n\nENG 330. Writing Poetry 4 hours \n\nIn weekly assignments students will try free verse and various forms in the effort \nto discover and to embody more and more truly what they have to say. Much time \nwill be spent reading published poets, responding to student work in class, and \ntrying to generate language that reveals rather than explains intangible \"mean- \nings.\" Prerequisites: COR 101 and COR 102. \n\nENG 331. Writing Prose, Fiction, and Nonfiction 4 hours \n\nStudents will get instruction and substantial practice in writing fictional and \n\n\n\n192 \n\n\n\nlife\" onto the page. The class will follow a workshop format with weekly assign- \nments, journal writing, extensive discussion of student work, and reading of pub- \nlished examples. Prerequisites: COR 101 and COR 102. \n\nCOM 340. Business and Technical Communications 4 hours \n\nA course for students who have mastered the basic skills and insights of writing \nand who wish to improve their ability to write clear, concise, persuasive prose \ndesigned for audiences in the business and technical fields. Students are required \nto write a variety of texts, such as proposals, progress reports, recommendation \nreports, and manuals. Other elements of the course may include desktop publish- \ning and oral presentations. Prerequisites: COM 101 and COM 220 or COM 221. \n\nWRI 381. Independent Study in Writing 1-4 hours \n\nSupervised independent writing project. Prerequisites: Permission of the instructor \nand the student must be pursuing a minor in writing or a major in communications. \n\nWRI 391. Special Topics in Writing 4 hours \n\nStudy of a selected topic in the field of writing, such as Scientific and Technical \nWriting, Oral History, Contrastive Rhetoric and Analytical Writing, Writing for \nEducators, or The Art of the Essay. The topic will vary from year to year and may be \noffered by communications or English faculty. Prerequisites for special topics taken \nwith communications faculty: COM 101 and COM 220 or COM 221. \n\nCOM 401. Internship in Communications 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning oppor- \ntunity to qualified students. The internship generally requires the student to ob- \ntain a faculty supervisor, submit a learning agreement, work 30-35 hours for every \nhour of academic credit, keep a written journal of the work experience, have regu- \nlarly scheduled meetings with the faculty supervisor, and write a research paper \ndealing with some aspect of the internship. An internship for the writing minor \nmust be writing intensive. An extensive list of internships is maintained by the \nOffice of Experiential Education, including opportunities at CNN, Fox 5, Pineapple \nPublic Relations, Carrol/White Advertising, and Atlanta Journal Constitution. \nGraded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the \nfaculty supervisor and qualification for the internship program. \n\nENG 401. Internship in English 1-4 hours \n\nAn internship is designed to provide a formalized experiential learning oppor- \ntunity to qualified students. The internship generally requires the student to ob- \ntain a faculty supervisor, submit a learning agreement, work 30-35 hours for every \nhour of academic credit, keep a written journal of the work experience, have regu- \nlarly scheduled meetings with the faculty supervisor, and write a research paper \ndealing with some aspect of the internship. An extensive list of internships is main- \ntained by the Office of Experiential Education, including opportunities at Atlanta \nMagazine, The Knight Agency, and Peachtree Publishers. Graded on a satisfac- \ntory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and \nqualification for the internship program. \n\n\n\n193 \n\n\n\nUniversity College \n\n\n\nFour of Oglethorpe's degrees - Bachelor of Arts in Liberal Studies, Bachelor of \nBusiness Administration, Master of Arts, and Master of Business Administration - \nare degrees that may be earned in programs of study offered through University \nCollege. These distinctive programs are offered with the working professional in \nmind. Information on these programs is provided in the University College Bulletin \nand available from the University College Office, located on the first floor of \nHearst Hall. \n\nUndergraduate Program \n\nThe undergraduate program within University College offers a curriculum for \nthe adult learner that builds on the foundation of a liberal arts education and aims \nto enhance the student's skills in critical thinking, communication, and basic aca- \ndemic competencies. The underlying vision of the College reflects the two-fold \nphilosophical and institutional mission of Oglethorpe University and its commit- \nment to \"make a life and make a living.\" The degree requirements include general \neducation requirements designed to assure that each graduate acquires a broad \ncomprehensive liberal education. In addition, study in a major field and the inte- \ngration of theory and practice provides educational experiences that develop the \nstudent's chosen career. The total experience is designed to be of lasting benefit as \na source for personal growth, professional renewal, and career advancement. \n\nMajors offered are: Accounting and Business Administration (leading to a Bach- \nelor of Business Administration degree); Communications, Humanities, Organiza- \ntional Management, Psychology, and Social Sciences (leading to a Bachelor of Arts \nin Liberal Studies). \n\nTraditional undergraduate students may take University College courses with \nwritten permission of their advisors and the University College administration. \nTraditional students who take University College courses are subject to the rules \nand regulations set forth in the University College Bulletin. \n\nGraduate Programs \n\nThe primary purpose of the Master of Business Administration program is to \nprovide graduates with the expertise necessary to become effective, professional \nmanagers in business and non-business organizations. The curriculum is designed \nto help students acquire an understanding of the context in which modern organi- \nzations operate, a knowledge of the content of management operations, and an \nappreciation of the interrelationships involved. The student will have an under- \nstanding of the economic, political, and social environments in which organizations \noperate, domestically and internationally, and the behavioral skills that are essen- \ntial in the modern organizational environment. \n\nPrograms are offered leading to the Master of Arts degree in early childhood \neducation and middle grades education. Teacher education at Oglethorpe is de- \nsigned to challenge students to think critically about issues in education, to be in- \nformed decision makers, and to become change agents in their schools. Oglethorpe \nis committed to preparing teachers for the variety of settings and diverse populations \nof metropolitan schools. Graduates possess a broad knowledge of the literature in \ntheir field, are capable of sustained study, exhibit the power of independent think- \ning, and possess knowledge of the techniques of research. \n\n\n\n194 \n\n\n\nBoard of Trustees \n\n\n\nThe University is under the control and direction of the Board of Trustees. \nAmong the responsibilities of the Board are establishing broad institutional poli- \ncies, contributing and securing financial resources to support adequately the insti- \ntutional goals, and selecting the President. \n\n\n\nOfficers \n\n\n\nWarren Y. Jobe \nChair \n\n\n\nMark L. Stevens \n\nSecretary \n\n\n\nBelle Turner Cross \nVice Chair \n\n\n\nJohn J. Scalley \nTreasurer \n\n\n\nHarald R. Hansen \nVice Chair \n\n\n\nTrustees \n\n\n\nG. Douglass Alexander '68 \nPresident \nAlexander Haas Martin \u0026 Partners \n\nYetty L. Arp '68 \n\nAssociate Broker \n\nSoutheast Commercial Properties \n\nFranklin L. Burke '66 \n\nRetired Chairman and Chief \n\nExecutive Officer \nBankSouth, N.A. \n\nKenneth S. Chestnut \nPrincipal \nThe Integral Group, L.L.C. \n\nMiriam H. Conant \nPresident \nJohn H. and Wilhelmina D. \n\nHarland Charitable Foundation \n\nBelle Turner Cross '61 \nAtlanta \n\n\n\nWilliam A. Emerson \nRetired Senior Vice President \nMerrill Lynch Pierce, Fenner \u0026 Smith \nSt. Petersburg, Florida \n\nJoel Goldberg \nPresident \nThe Rich Foundation \n\nWilliam R. Goodell \nNew York, New York \n\nDeborah S. Griffin '90 \n\nClinical Social Worker \nPrivate Practice \n\nJack Guynn \n\nPresident and Chief Executive Officer \nFederal Reserve Bank of Atlanta \n\nHarald R. Hansen \n\nRetired Chairman, President, and Chief \n\nExecutive Officer \nFirst Union Corporation of Georgia \n\n\n\n195 \n\n\n\nWarren Y. Jobe \nExecutive Vice President \nGeorgia Power Company \n\nMilton H.Jones, Jr. \nExecutive Vice President \nNationsBanc Services, Inc. \n\n\n\nJohnJ. Scalley \n\nRetired Executive Vice President \nGenuine Parts Company \n\nO.K. Sheffield '53 \n\nRetired Vice President \nBankSouth, NA \n\n\n\nDavid L. Kolb \n\nChairman and Chief Executive Officer \nMohawk Industries, Inc. \nCalhoun, Georgia \n\nJ. Smith Lanier II \n\nChairman and Chief Executive Officer \nJ. Smith Lanier and Company \nWest Point, Georgia \n\nRoger A. Littell '68 \nSenior Vice President \nFirst Union National Bank \nCharlotte, North Carolina \n\n\n\nJames A. Shirley \nDirector \nArcadian Corporations, Royster \n\nCompany, Harmony Products, Inc. \nSuffolk, Virginia \n\nAnne Rivers Siddons \nAuthor \nCharleston, South Carolina \n\nArnold B. Sidman \nOf Counsel \n\nChamberlain, Hrdlicka, White, \nWilliam and Martin \n\n\n\nClare (Tia) Magbee '56 \nAtlanta \n\nStephen E. Malone '73 \nFirst Vice President \nMerrill Lynch \n\nJ. Anthony (Tony) Meyer '71 \nExecutive Vice President \n\nand Chief Financial Officer \nSkilstaff, Inc. \n\n\n\nMark L. Stevens \nManaging Director \nLicensing Management Inc. \nCarlsbad, California \n\nTimothy P. Tassopoulos '81 \nVice President-Field Operations \nChick-fil-A \n\n\n\nEdward E. Noble \n\nInvestor and Developer \nNoble Properties \n\nR. D. Odom, Jr. \n\nPresident, BellSouth Business Systems \nBellSouth Telecommunications, Inc. \n\nR. Alan Royalty, '88 \n\nPresident, Oglethorpe National \n\nAlumni Association \nVice President, Global Corporate \n\nBanking, US South \nCiticorp North America, Inc. \n\n\n\n196 \n\n\n\nTrustee Emeriti \n\n\n\nMarshall A. Asher, Jr. '41 Arthur Howell \n\nRetired Assistant Territorial Controller Retired Senior Partner \n\nSears, Roebuck \u0026 Company Alston \u0026 Bird \n\nElmo I. Ellis James P. McLain \n\nRetired Vice President Attorney \n\nCox Broadcasting Corporation McLain and Merritt, P.C. \n\nGeorge E. Goodwin StephenJ. Schmidt '40 \n\nRetired Senior Counselor Chairman of the Board and \n\nManning, Selvage \u0026 Lee Chief Executive Officer \n\nDixie Seal \u0026 Stamp Company \n\nC. Edward (Ned) Hansell \nRetired Senior Counselor \nJones, Day, Reavis and Pogue \n\n\n\n197 \n\n\n\nPresident's \nAdvisory Council \n\n\n\nThe President's Advisory Council is composed of business and professional \nleaders. The group provides a means of two-way communication with the commu- \nnity and serves as an advisory group for the President of the University. \n\n\n\nOfficers \n\n\n\nTalmage L. Dryman \nChair \n\n\n\nCharles S. Ackerman \nVice Chair \n\n\n\nMembers \n\n\n\nCharles S. Ackerman \nPresident \nAckerman \u0026 Company \n\nRobert A. Amick '72 \nPrincipal \nPeasant Restaurants, Inc. \n\nGordon A. Anderson '73 \nPrincipal \nThe Anderson Group \n\nJudith M. Becker \nCourt \nBecker 8c Fortune \n\nHerbert E. Drake, Jr. \nPresident \nDrake \u0026 Funsten, Inc. \n\nTalmage L. Dryman \n\nThe Talmage Dryman Company \n\nGene Dyson \n\nConsultant \n\n\n\nHarry S. Feldman '75 \nChief Executive Officer \nDaycon Products \nUpper Marlboro, Maryland \n\nMarion B. Glover \nPresident \nGlover Capital, Inc. \n\nKenneth P. Gould '85 \nPotomac, Maryland \n\nDonald A. Harp \nSenior Pastor \n\nPeachtree Road United Methodist \nChurch \n\nWilliamJ. Hogan '72 \nFinancial Consultant \nRobinson-Humphrey Company, Inc. \n\nWalter R. Huntley \nPresident \nHuntley 8c Associates \n\n\n\n198 \n\n\n\nRobert M. Kane '81 Robert C. Watkins, Jr. \n\nVice President for Finance Vice President \n\nThe Suntory Water Group Conveyors 8c Drives, Inc. \n\nJin Matsumoto '74 Raymond S. Willoch '80 \n\nVice President, General Manager Vice President and Corporate Counsel \n\nMitsubishi International Corporation Interface, Inc. \n\nJohn O. Mitchell \nRetired President \nMitchell Motors, Inc. \n\nThomas W. Phillips, M.D. '63 \nInstitute for Cancer Control \nAtlanta Oncology Associates, RC. \n\nSusan R. Randolph \nTrustee \nBenwood Foundation \n\nCharles A. Riepenhoff \nPartner \nPeat Marwick Main Company \n\nM. Collier Ross \n\nRetired Lieutenant General \nUnited States Army \n\nFrank L. Rozelle.Jr. \n\nRetired Vice President and Trust Officer \nWachovia Bank of Georgia \n\nPeter C. Schultz \nPresident \nHeraeus Amersil, Inc. \n\nCathy Selig \n\nSenior Vice President \nSelig Enterprises \n\nSusan M. Soper '69 \nFeatures Editor \nThe Atlanta Journal/Constitution \n\nJudy Wood Talley '80 \nAtlanta \n\n\n\n199 \n\n\n\nNational Alumni Association \nBoard of Directors \n\n\n\nAs the primary representatives of Oglethorpe University's alumni body, the \nNational Alumni Association Board of Directors works closely with the Alumni \nOffice to achieve the Association's goal of establishing and encouraging an active \nand involved alumni network. The purpose of this network is to build mutually \nbeneficial relationships between alumni, students, and the University, demonstrat- \ning that the student experience is just the beginning of a lifelong relationship with \nOglethorpe. \n\n\n\nOfficers \n\nRobert Alan Royalty '88 \nPresident \n\nKevin D. Fitzpatrick '78 \nVice President \n\n\n\nCynthia Larbig Rowe '84 \nSecretary \n\nJohn W. Wuichet '90 \nParliamentarian \n\n\n\nDirectors \n\n\n\nSusan Harman Alou '84 \nSenior Accountant \n\nFederal Deposit Insurance Corpo radon \nDallas, Texas \n\nElizabeth Kidder Ambler '76 \nAccountant \nWilliams Antiques \n\nNathan E. Briesemeister '94 \nSenior Accountant \nPricewaterhouseCoopers \n\nBill W. Carter '59 \nOperations Manager \nBahar Development \n\nPatricia Baker DeRose '58 \nTechnical Specialist \nEmory University Hospital \n\n\n\nKevin D. Fitzpatrick, Jr. '78 \nSenior Contract Administrator \nAirline Pilots Association \n\nJamesJ. Hagelow '69 \nManaging Director \nMarsh \u0026 McLennan, Inc. \nChicago, Illinois \n\nWilliam M. Hobbs '76 \nSelf Employed/ Personal \nInvestments \nWells Beach, Maine \n\nKenneth K. Hutchinson, D.M.D. 78 \nDentist \n\nPamela B.Jackson '78 \nAdm inistrative Judge \nU.S. Merit Systems Protection Board \n\n\n\n200 \n\n\n\nWayne M. Kise '69 \nOwner \nWayne M. Kise, C.P.A. \n\nLu Green LeRoy '95 \n\nManager of PR - North America \nPhilips Consumer Electronics \n\nKathy Bedell Mayo '89 \nOwner \nKrafts Made By Hand \n\nJames P. Milton '57 \n\nRetired Store General Manager \nSears, Roebuck 8c Company \n\n\n\nCynthia Larbig Rowe '84 \n\nSenior Vice President/Director of Marketing \nBank of America \n\nRobert Alan Royalty '88 \nVice President- \nGlobal Corporate Banking \nCiticorp North America, Inc. \n\nJanice McNeal Smith '98 \nSanibel Island, Florida \n\nJohn W. Wuichet '90 \nOwner \nEcotone L.L.C. \n\n\n\nDonna Cron Rasile '82 \nSalomon Brothers \nCharlotte, North Carolina \n\n\n\n201 \n\n\n\nThe Faculty \n\n\n\n(Year of appointment in parentheses) \n\n\n\nG. Malcolm Amerson (1968) \nJames Edward Oglethorpe \n\nProfessor of Biology \nB.S., Berry College \nM.S., Ph.D., Clemson University \n\nKeith H. Aufderheide (1980) \nProfessor of Chemistry \nB.S., Wilmington College \nPh.D., Miami University \n\nCharles L. Baube ( 1996) \nAssistant Professor of Biology \nB.A., Alfred University \nM.A., Ph.D., Indiana University \n\nChristian Y. Benton (1999) \nLecturer in Accounting \nB.S., University of Maryland College Park \nM.A., Webster University \nC.P.A., Maryland, North Carolina, \nSouth Carolina \n\nRobert A. Blumenthal (1989) \nProfessor of Mathematics \nB.A., University of Rochester \nPh.D., Washington University \n\nJames A. Bohart ( 1972) \nAssociate Professor of Music \nB.S., M.M., Northern Illinois \nUniversity \n\nWilliam L. Brightman (1975) \nProfessor of English \nA.B., Ph.D., University of \nWashington \n\n\n\nRonald L.Carlisle (1985) \nProfessor of Computer Science \n\nand Mathematics \nDirector of Computer Services \nB.A., Emory University \nM.A., Atlanta University \nPh.D., Emory University \n\nJohnS. Carton (1998) \n\nAssistant Professor of Psychology \nB.A., Wake Forest University \nM.A., Ph.D., Emory University \n\nCasandra C. Copeland (1999) \nAssistant Professor of Economics \nB.S., Florida State University \nPh.D., Auburn University \n\nLisa-Anne Culp (1999) \n\nAssistant Professor of Communications \nB.A., Smith College \nM.A., University of Southern California \nPh.D., University of Arizona \n\nJohn A. Cramer (1980) \nProfessor of Physics \nB.S., Wheaton College \nM.A., Ohio University \nPh.D., Texas A\u0026M University \n\nRoberta K. Deppe ( 1996) \n\nAssistant Professor of Psychology \nB.A., University of Northern Iowa \nPh.D., University of Wisconsin \n\n\n\n202 \n\n\n\nTimothy Doyle (2000) \n\nVisiting Assistant Professor of History \n\nB.A., Wabash College \n\nM.A., Ph.D., Emory University \n\nOrlando Figueroa (2000) \n\nVisiting Assistant Professor of Spanish \nB.A., University of Puerto Rico \nPh.D., Emory University \n\nMonica Gaughan (1999) \n\nAssistant Professor of Sociology \nDirector of Rich Foundation Urban \n\nLeadership Program \nB.A., New College of the University of \n\nSouth Florida \nM.P.A., Syracuse University \nM.A., Ph.D., University of \nNorth Carolina, Chapel Hill \n\nAnn Lee Hall (1996) \n\nAssistant Professor of Education \nB.S., M.Ed., Ph.D., Georgia State \nUniversity \n\nBruce W. Hetherington (1980) \nProfessor of Economics \nB.B.A. Madison College \nM.A., Ph.D., Virginia Polytechnic \nInstitute \n\nHolly Hofmann (1999) \nLecturer in Accounting \nB.B.A., M.B.A., Baylor University \nC.P.A., Georgia \n\nRobert B. Hornback (2000) \nAssistant Professor of English \nB.A., University of California, Berkeley \nM.A., Ph.D., University of Texas, Austin \n\nRebecca C. Hyman (1998) \nAssistant Professor of English \nB.A., M.A., Ph.D., University of Virginia \n\n\n\nElizabeth C.Johnson (2000) \nAssistant Professor of Psychology \nB.A., The Johns Hopkins University \nM.S., Ph.D., University of Georgia \n\nCharlotte Lee Knippenberg '82 (1990) \nDirector of the Theatre Program \nB.A., Oglethorpe University \nM.F.A., University of Georgia \n\nJoseph M. Knippenberg (1985) \nProfessor of Politics \nManning M. Pattillo Professor of \n\nLiberal Arts \nB.A., James Madison College of \n\nMichigan State University \nM.A., Ph.D., University of Toronto \n\nAlan Loehle (2000) \nVisiting Lecturer in Art \nB.F.A., University of Georgia \nM.F.A., University of Arizona \n\nJay Lutz (1988) \nProfessor of French \nFrances I. Eeraerts '76 Professor of \n\nForeign Language \nB.A. Antioch University \nM.A., Ph.D., Yale University \n\nNicholas B. Maher (1998) \nAssistant Professor of History \nB.A., University of Michigan \nM.A., Ph.D., University of Chicago \n\nAlexander M. Martin (1993) \nAssociate Professor of History \nB.A., Cornell University \nM.A., Columbia University \nPh.D., University of Pennsylvania \n\nDouglas McFarland ( 1992) \nAssociate Professor of English \nB.A., Pomona College \nM.A., San Francisco State University \nPh.D., University of California, \nBerkeley \n\n\n\n203 \n\n\n\nLisa D. McNary (2000) \n\nAssistant Professor of Business \n\nAdministration \nB.A., Louisiana State University \nM.S., Lamar University \nPh.D., University of New Mexico \n\nJohn C. Nardo (2000) \n\nAssistant Professor of Mathematics \nB.A., Wake Forest University \nM.S., Ph.D., Emory University \n\nPhilipJ.Neujahr(1973) \nProfessor of Philosophy \nB.A. Stanford University \nM.Phil., Ph.D., Yale University \n\nCaroline R. Noyes (1995) \n\nAssistant Professor of Education \n\nand Psychology \nA.B., Randolph-Macon Woman's \n\nCollege \nM.A., Ph.D., University of Georgia \n\nJohn D. Orme( 1983) \nProfessor of Politics \nB.A., University of Oregon \nM.A., Ph.D., Harvard University \n\nSonha C.Payne (1998) \nAssistant Professor of Chemistry \nB.S., Eastman School of Music \nPh.D., Emory University \n\nVivianaP. Plotnik(1994) \nAssociate Professor of Spanish \nLicenciatura, Universidad \nde Belgrano - Argentina \nM.A., University of Minnesota \nPh.D., New York University \n\nW.Irwin Ray (1986) \n\nDirector of Musical Activities \nB.M., Samford University \nM.C.M., D.M.A., Southern \nBaptist Theological Seminary \n\n\n\nBeth Roberts (2000) \n\nVera A. Milner Associate Professor \n\nof Elementary Education \nDirector of Master of Education Program \nB.A., M.A.T., Ph.D., Emory University \n\nAnne Rosenthal (1997) \n\nAssistant Professor of Communications \nB.A., Bethel College \nM.A., University of St. Thomas \nPh.D., Purdue University \n\nMichael K. Rulison (1982) \nProfessor of Physics \nDirector of Honors Program \nB.S., University of Illinois \nM.S., Ph.D., University of Georgia \n\nJohn A. Ryland(1985) \nLibrarian \n\nB.A., M.A., Florida State University \nBibliotekarseksamen, Royal \n\nSchool of Librarianship - Denmark \n\nDaniel L.Schadler( 1975) \n\nAssociate Provost for Academic Affairs and \n\nProfessor of Biology \nA.B., Thomas More College \nM.S., Ph.D., Cornell University \n\nWilliam C. Schulz, III (1992) \nAssociate Professor of Business \n\nAdministration \nDirector of Master of Business \n\nAdministration Program \nB.A., New College of the \n\nUniversity of South Florida \nM.A., Indiana University \nPh.D., University of Georgia \n\nWilliam O. Shropshire (1979) \nCallaway Professor of Economics \nB.A., Washington and Lee University \nPh.D., Duke University \n\n\n\n204 \n\n\n\nW. Bradford Smith (1993) \nAssociate Professor of History \nB.A., University of Michigan \nPh.D., Emory University \n\nRobert Steen ( 1995) \n\nAssistant Professor of Japanese \n\nB.A., Oberlin College \n\nM.A., Ph.D., Cornell University \n\nBrad L.Stone (1982) \nProfessor of Sociology \nB.S., M.S., Brigham Young University \nPh.D., University of Illinois \n\nWilliam F.Straley( 1990) \n\nAssociate Professor of Business \n\nAdministration and Mathematics \nB.S., M.S., M.B.A., Georgia State \n\nUniversity \nPh.D., Auburn University \n\nLinda J. Taylor (1975) \nProfessor of English \nA.B., Cornell University \nPh.D., Brown University \n\nPhilip D.Tiu (1995) \n\nAssistant Professor of Mathematics \nB.S., University of San Carlos - \n\nPhilippines \nA.M., Ph.D., Dartmouth College \n\nJ. Dean Tucker (1988) \n\nProfessor and Mack A Rikard Chair \nin Economics and Business \nAdministration \nB.S., M.A., Ohio State University \nPh.D., Michigan State University \n\nJames M. Turner (1995) \n\nAssistant Professor of Accounting \nB.B.A., University of Georgia \nPh.D., Georgia State University \n\n\n\nGinger Williams (2000) \n\nVisiting Lecturer in Education \nB.S.Ed., Georgia Southern University \nM.Ed., Mercer University \n\nJason M.Wirth( 1994) \n\nAssociate Professor of Philosophy \nB.A., College of the Holy Cross \nM.A., Villanova University \nPh.D., State University of New York \n\nMonte W. Wolf (1978) \nProfessor of Chemistry \nB.S., University of California \nPh.D., University of Southern California \n\nAlan N. Woolfolk( 1989) \nProfessor of Sociology \nDirector of Core Curriculum \nB.S., M.A., University of Pennsylvania \nM.S., University of Oregon \nPh.D., University of Pennsylvania \n\nPhilip P. Zinsmeister (1973) \nProfessor of Biology \nB.S., Wittenberg University \nM.S., Ph.D., University of Illinois \n\n\n\n205 \n\n\n\nProfessors Emeriti \n\n\n\nKeith E.Baker (1983) \n\nDirector Emeritus of Accounting Studies \nB.S., Youngstown State University \nM.A., University of Florida \nC.P.A., Georgia \n\nBarbara R.Clark (1971) \nProfessor Emerita of English \nB.A., Georgia State University \nM.A., University of Kansas \nM.P.A., Georgia State University \nPh.D., University of Georgia \nC.P.A., Georgia \n\nCharlton H.Jones (1974) \nProfessor Emeritus of Business \n\nAdministration \nB.S., University of Illinois \nM.B.A., Ph.D., University of Michigan \n\nNancy H.Kerr (1983) \n\nProvost and Professor Emerita \n\nof Psychology \nB.A., Stanford University \nPh.D., Cornell University \n\nJ. Brien Key (1965) \n\nProfessor Emeritus of History \n\nA.B., Birmingham-Southern College \n\nM.A., Vanderbilt University \n\nPh.D., The Johns Hopkins University \n\nDavid K.Mosher( 1972) \n\nProfessor Emeritus of Mathematics \nB.A., Harvard University \nB.S.A.E., Ph.D., Georgia Institute of \nTechnology \n\nKen Nishimura (1964) \n\nProfessor Emeritus of Philosophy \nA.B., Pasadena College \nM.Div., Asbury Theological Seminary \nPh.D., Emory University \n\n\n\nPhilip F. I aimer (1964) \n\nProfessor Emeritus of Political Studies \nA.B., M.A., University of \nNew Hampshire \n\nT.LavonTalley(1968) \n\nProfessor Emeritus of Education \n\nB.S., M.S., Ed.D., Auburn University \n\nDavid N.Thomas (1968) \nProfessor Emeritus of History \nA.B., Coker College \nM.A., Ph.D., University of North \n\nCarolina \nD.H., Francis Marion College \n\nLouise M. Valine (1978) \n\nProfessor Emerita of Education \nB.S., University of Houston \nM.Ed., University of Georgia \nEd.D., Auburn University \n\nMartha H. Vardeman ( 1966) \nProfessor Emerita of Sociology \nB.S., M.S., Auburn University \nPh.D., University of Alabama \n\nGeorge F. Wheeler (1953) \nProfessor Emeritus of Physics \nA.B., Ohio State University \nM.A., California Institute \nof Technology \n\n\n\n206 \n\n\n\nAdministration \n\n(Year of appointment in parentheses) \n\n\n\nLarry D. Large (1999) \nPresident \n\nB.S., Portland State University \nM.A., Ph.D., University of Oregon \n\nPaul L. Dillingham (1984) \nSenior Advancement Officer \nB.S., University of Kentucky \n\nDiane K. Gray '77 (2000) \n\nInterim Vice President for Advancement \n\nB.B.A., Oglethorpe University \n\nM.A., Saint Mary's University of Minnesota \n\nJohn B.Knott, III (1971) \nExecutive Vice President \nA.B., University of North \n\nCarolina \nM.Div., Duke University \nPh.D., Emory University \n\nJanet H. Maddox ( 1987) \n\nDirector of Institutional Research \nB.A., Georgia State University \n\nDennis T. Matthews ( 1983) \n\nAssociate Provost for Administrative \n\nAffairs/Dean of Enrollment Management \nA. A., Anderson College \nB.M., M.A., University of Tennessee, \nKnoxville \n\nManning M. Pattillojr. (1975) \nHonorary Chancellor \nB.A., University of the South \nA.M., Ph.D., University of Chicago \nLL.D., LeMoyne College \nLL.D., St. John's University \nL.H.D., University of Detroit \nL.H.D., College of New Rochelle \nL.H.D., Park College \nLitt.D., St. Norbert College \nD.C.L., University of the South \nLL.D., Oglethorpe University \n\n\n\nDaniel L.Schadler( 1975) \n\nAssociate Provost for Academic Affairs and \n\nProfessor of Biology \nA.B., Thomas More College \nM.S., Ph.D., Cornell University \n\nDonald S.Stanton (1988) \nPresident Emeritus \nA.B., Western Maryland College \nM.Div., Wesley Seminary \nM.A., The American University \nEd.D., University of Virginia \nL.H.D., Columbia College \nLL.D., Western Maryland College \nLitt.D., Albion College \n\nArtie Lee Travis (1999) \n\nVice President for Community Life \n\nand Student Affairs \nB.A., M.A., Western Illinois University \nEd.D., University of South Carolina \n\nVictoria L.Weiss (1977) \n\nInterim Provost and Professor of English \nB.A., St. Norbert College \nM.A., Ph.D., Lehigh University \n\nTimothy Randall Roberson '97 \nAssistant to the President \nB.A., Oglethorpe University \n\n\n\n207 \n\n\n\nAcademic Affairs \n\n\n\nVictoria L. Weiss \n\nInterim Provost and Professor of English \nB.A., St. Norbert College \nM.A., Ph.D., Lehigh University \n\nRachel Anderson \n\nDirector of University College \nB.A., Stanford University \nM.A., Saint Mary's College of \nCalifornia \n\nPatricia A. Carter \n\nDirector of Academic Services in \n\nUniversity College \nB.S., M.A., Ph.D., University of \nCincinnati \n\nTricia Clayton \n\nReference Librarian \n\nB.A., University of Virginia \n\nM.A., Indiana University \n\nMarcia G. Cooperman \n\nLearning Disabilities Resource \n\nCoordinator \nB.A., Brooklyn College \nM.S., Long Island University \n\nDeborah j. dejuan \n\nLibrary Assistant - Circulation \nB.A., University of Massachusetts \n\nTroy A. Dwyer '96 \n\nAssistant Director of Theatre \nB.A., Oglethorpe University \nM.F.A., University of Wisconsin \n\nHolly M. Frey \n\nLibrary Assistant - Technical Services \nB.A., Emory University \n\nPatrick Hamrick \n\nFacilities Manager/Technical Director of \nConant Performing Arts Center \n\nB.A., University of North Carolina, \nAsheville \n\n\n\nPaul Stephen Hudson '72 \nRegistrar \n\nB.A., Oglethorpe University \nM.A., University of Georgia \n\nEvelyne Imber \n\nAssistant Registrar \n\nNora L. Krebs \n\nOffice Manager for Faculty Services \n\nJohn B. Lowther \n\nCoordinator for International Studies \nB.A., University of Wisconsin \n\nCatherine A. Luby \n\nAssistant to the Director of \nUniversity College \n\nLathonia D. Maloy \n\nAudio-visual Coordinator \n\nDennis T. Matthews (1983) \n\nAssociate Provost for Administrative \n\nAffairs/Dean of Enrollment Management \nA.A., Anderson College \nB.M., M.A., University of Tennessee, \nKnoxville \n\nStephanie L. Phillips '90 \n\nLibrary Assistant - Circulation \nB.A., Oglethorpe University \nM.A., University of Vermont \n\nWilliam D. Price \n\nDirector of University College \nEnrollment Management \nB.A., Eastern Illinois University \nM.A., Mankato State University \n\nPenelope M. Rose '65 \n\nLibrary Assistant  Periodicals/Serials \nB.A., Oglethorpe University \n\n\n\n208 \n\n\n\nJohn A. Ryland \nLibrarian \n\nB.A., M.A., Florida State University \nBibliotekarseksamen, Royal \n\nSchool of Librarianship - Denmark \n\nDaniel L.Schadler( 1975) \n\nAssociate Provost for Academic Affairs and \n\nProfessor of Biology \nA.B., Thomas More College \nM.S., Ph.D., Cornell University \n\nBettyJ. Smith \n\nManager for Admission and Records in \nUniversity College \n\n\n\nGeorge G. Stewart \nReference Librarian \nB.A., M.A., Tulane University \nM.A.L.S., University of Denver \n\nDavid A. Stockton \nCatalog Librarian \nB.A., M.S.L.S., University of \nNorth Carolina \n\nPamela G. Tubesing \n\nAdministrative Assistant to the Provost \nA.B., Indiana University \n\n\n\nAdmission and Financial Aid \n\n\n\nDennis T. Matthews \n\nAssociate Provost for Administrative \n\nAffairs/Dean of Enrollment Management \nA.A., Anderson College \nB.M., M.A., University of Tennessee, \n\nKnoxville \n\nPatrick N. Bonones \n\nDirector of Financial Aid \n\nB.P.A., Mississippi State University \n\nCaryn L. Brown '99 \n\nFinancial Aid Coordinator \nB.A., Oglethorpe University \n\nNatalie Dietz '98 \n\nAdmission Counselor/ Special Projects \n\nCoordinator \nB.A. Oglethorpe University \nM.A. University of North Carolina, \n\nChapel Hill \n\nEric T.Dumbleton \n\nAssistant Director of Admission \nB.A., College of William and Mary \n\n\n\nAngela D. Finley \n\nAssistant to the Dean of Enrollment \n\nManagement \nB.S., Florida State University \n\nJanet Grant \n\nAssistant Director of Financial Aid \nA.A., Interboro Institute \n\nBarbara B. Henry '85 \nDirector of Admission \nB.B.A., Oglethorpe University \n\nSandra K. Howard \n\nAssistant to the Dean of Enrollment \nManagement \n\nWillita Hutto \n\nFinancial Aid Counselor \nB.B.A., Middle Tennessee State \n\nTracy X. Ivery \n\nSenior Admission Counselor \nB.A., Albany State University \nM.S.Ed., University of Miami \n\n\n\n209 \n\n\n\nDeborah B. Kirby \n\nAssistant to the Dean of Enrollment \n\nManagement \nB.A., Southern Adventist University \n\nSarah N. Phillips '99 \nAdmission Counselor \nB.A., Oglethorpe University \n\n\n\nJerry W. Portwood III '99 \nAdmission Counselor \nB.A., Oglethorpe University \n\nElsie Walker '95 \n\nDirector of Admission Services \nB.A., Oglethorpe University \n\n\n\nAdvancement \n\n\n\nDiane K. Gray '77 \n\nInterim Vice President for Advancement \n\nB.B.A., Oglethorpe University \n\nMA, Saint Mary's University of Minnesota \n\nSusan B. Brandt \n\nDirector of Major and Planned Gifts \nB.A., Iowa State University \n\nThomas J. Couch \n\nDirector of Certification Programs \nB.A., Georgia State University \n\nMary Crosby \n\nAssistant to the Director of Alumni \n\nRelations \nB.A., University of Arizona \n\nLee A. DeHihns IV \n\nDirector of Research and Records \nB.A., Wake Forest University \n\nMelinda Elrod \n\nDirector of the Annual Fund \n\nB.S., Georgia Southern University \n\nAnn M. Fitzgibbons \n\nAdministrative Assistant to the Vice \nPresident for Advancement \n\nMiri L. Herbin \n\nOffice Assistant for Certification Programs \n\nRobert M. Hill \n\nDirector of Public Relations \nB.A., Reed College \n\n\n\nTiffany Kirkland \n\nAssistant Director of Public Relations \nB.A., Clemson University \n\nBarbara C. McKay \n\nAssistant to the Development Office \nB.A., University of Mississippi \n\nLloyd Nick \n\nDirector of Oglethorpe University Museum \n\nB.F.A., Hunter College \n\nM.F.A., University of Pennsylvania \n\nGwendolyn M. Richard \n\nOffice Manager for Certification Programs \n\nNicole Smith '96 \n\nDirector of Museum Operations \nB.A., Oglethorpe University \n\nAmanda Vaughn \n\nDirector of Special Events \nB.A., Presbyterian College \n\nS. Chadwick Vaughn '97 \n\nAssociate Director of Development \nB.A., Oglethorpe University \n\nAmy D. Zickus '94 \n\nDirector of Alumni Relations \nB.A., Oglethorpe University \n\n\n\n210 \n\n\n\nAthletics and Physical Fitness \n\n\n\nArtie Lee Travis James C. Owen \n\nVice President for Community Life Head Men 's Basketball Coach \n\nand Student Affairs Head Men 's Golf Coach \n\nB.A., M.A., Western Illinois University B.S., Berry College \nEd.D., University of South Carolina M.Ed., Georgia State University \n\n\n\nJack M. Berkshire \n\nDirector of Athletics \n\nB.A., Mississippi State University \n\nPatricia R. Elsey \n\nAdministrative Assistant \n\nB.A., Catholic University of America \n\nScott Lamb \n\nCertified Athletic Trainer \n\nB.S., University of Florida \n\nM.S., University of South Carolina \n\nMichael F. Lochstampfor \nHead Soccer Coach \nB.A., Covenant College \nM.S., Midwestern State University \n\n\n\nPhilip Ponder \n\nAssistant Men 's Basketball Coach \nHead Men's Tennis Coach \nB.A., LaGrange College \n\nWilliam C. Popp \n\nHead Baseball Coach \n\nB.A., Kennesaw State University \n\nRobert L. Unger \n\nHead Cross Country and Track Coach \nB.A., Lebanon Valley College \nM.A., University of Chicago \n\n\n\nPamela E. McNaull \nHead Volleyball Coach \nHead Women's Tennis Coach \nB.S., Tennessee Technical University \n\n\n\n211 \n\n\n\nBusiness Affairs \n\n\n\nJohn B. Knott, III \n\nExecutive Vice President \nA.B., University of North \n\nCarolina \nM.Div., Duke University \nPh.D., Emory University \n\nMichael Ayling \nWebmaster \n\nJewel R. Bolen \n\nDirector of Data Processing \n\nLinda W.Bucki' 79 \n\nAssociate Dean for Administration \nB.A., Oglethorpe University \n\nJ. Heath Coleman '95 \n\nAssistant to the Director of Auxiliary \n\nServices \nB.S., Oglethorpe University \n\nPaula D. Fitzgerald \n\nAccounts Receivable Supervisor \n\nKate E. Fitzpatrick \n\nUniversity Receptionist \n\nBrendaJ. Fraley \n\nAdministrative Assistant to the \n\nExecutive Vice President and to the \nAssociate Dean for Administration \n\nRenae Glass \n\nSecretary for Physical Plant \n\nJennifer Richards \n\nHelp Desk Specialist in Network Resources \nA.A., Gordon College \n\nJames R. King \n\nGrounds Manager \n\nB.S., Pennsylvania State University \n\n\n\nJim R. Ledbetter \n\nDirector of the Physical Plant \n\nSheryl D. Murphy \n\nAssistant Manager of Bookstore \nB.A., Drake University \n\nHilda G. Nix \n\nAccounts Payable and Payroll Supervisor \n\nConnie L. Pendley '94 \n\nDirector of the Business Office \nB.B.A., Oglethorpe University \n\nAdrina G. Richard \n\nDirector of Auxiliary Services \nB.A., Georgia State University \n\nVirginia R. Tomlinson '93 \nDirector of Network Resources \nB.A., Oglethorpe University \n\nCharles M. Wingo \nManager of Bookstore \nB.S., Georgia Institute of Technology \n\n\n\n212 \n\n\n\nStudent Affairs/Community Life \n\n\n\nArtie Lee Travis \n\nVice President for Community Life \n\nand Student Affairs \nB.A., M.A., Western Illinois University \nEd.D., University of South Carolina \n\nMichael Fulford \n\nAssistant Dean of Community Life \n\nDirector of Residence Life \n\nB.B.A., M.Ed., University of Georgia \n\nDonna Green \n\nAdministrative Assistant to the Vice \nPresident for Community Life \n\nCathy Grote \n\nUniversity Nurse \n\nA.A.S., Raymond Walters College \n\nAmanda Lammers \n\nResidence Life Area Coordinator \n\nCoordinator for Student Activities \n\nB.S., North Georgia College and State \n\nUniversity \nM.Ed., Clemson University \n\nJoe LoCascio \n\nResidence Life Area Coordinator \n\nGreek Affairs Coordinator \n\nB.A., M.S., Syracuse University \n\nMarshall R. Nason \n\nAssociate Dean of Community Life \nStudent Center Director \nInternational Student Advisor \nB.A., University of New Mexico \nM.A., Emory University \n\n\n\nKatherine K. Nobles \nDirector of Career Services \nB.A., Coker College \nM.Ed., University of Virginia \n\nH. Bernard Potts '96 \nDirector of Campus Safety \nB.A., Oglethorpe University \n\nJanelle W. Smith \n\nAdministrative Coordinator for \n\nCommunity Life \nA.S., Jacksonville State University \n\nKatherine Zaner Williams \n\nAssistant Dean of Community Life \nDirector of Student Development \nB.B.A., Stetson University \nM.Ed., University of South Carolina \n\n\n\n213 \n\n\n\nI MM | U ^T I V  R S 1 T T \n\n\n\n4484 Peacbcree Road, N E. \n\nAtlanta. Georgia 30319-2797 \n\n(404) 261-1441 \n\n\n\nHE *BS|ffiS \n\n\n\n\n214 \n\n\n\n\nDirections to Campus \n\nFrom 1-85: \n\nTake Exit 89, North Druid Hills Road. Go \nnorth about 2 miles to Peachtree Road \nand turn right (north). Go about 1 mile \non Peachtree. Oglethorpe is on the left. \n\nFrom 1-285: \n\nTake Exit 31 -A, Peachtree Industrial \nBlvd. South and go about 4 miles. The \ncampus is on the right. Or, take Exit 29 \nAshford-Dunwoody Road, and go \nsouth to the end. Turn right on \nPeachtree Road. Campus is on the \nright. \n\n\n\nLegend for Campus Map \n\n\n\n1. MacConnetl Gate House \n\n2. LuptonHall \n\n3. Phoebe Haarat Hall \n\n4. Crypt of Civilization \n\n5. Goodman Hall \n\n6. Treer Residence Hall \n\n7. Philip Weltner Library \n\n8. Oglethorpe University Museum \n\n9. Faith HaU \n\n10. QoallnHall \n\n11. Emeraon Student Center \n\n\n\n12. Dining Hail \n\n13. Swimming Pool \n\n14. New Residence Hall \n\n15. Jacobs Realdence Hall \n\n16. Alumni Realdence HaU \n\n17. Trustee Residence Hail \n\n18. Dempaey Realdence Hall \n\n19. Schmidt Residence Hall \n\n20. Soccer Field \n\n21. Rental Facility \n\n22. Greek Row \n\n\n\n23. Selgakuln School \n\n24. Conant Performing Arte Center \n\n25. Track \n\n26. Tennis Courts \n\n27. Dorough Field House \n\n28. Schmidt Center \n\n29. Anderson ReJd (Baseball) \n\n30. Hermance Stadium \n\n31. Maintenance Building \n\n\n\n215 \n\n\n\nIndex \n\n\n\nAcademic Advising 68 \n\nAcademic Calendar 4 \n\nAcademic Dismissal 72 \n\nAcademic Good Standing 72 \n\nAcademic Regulations 67 \n\nAcademic Resource Center 81 \n\nAccess to Student Records 77 \n\nAccounting Programs 98 \n\nAdministration 207 \n\nAdmission 25 \n\nAdvanced Placement Credit 31 \n\nAllied Health Studies 101 \n\nAmerican Studies Major 101 \n\nApplication for Admission 26 \n\nApplication for Financial Assistance .. 40 \n\nArt Programs 103 \n\nAthletics 60 \n\nAtlanta Regional Consortium for \n\nHigher Education 18, 68 \n\nAuditing Courses 73 \n\nBiology Programs 106 \n\nBoard of Trustees 195 \n\nBusiness Administration \n\nPrograms 109 \n\nBusiness Administration and \n\nBehavioral Science Major 113 \n\nBusiness Administration and \n\nComputer Science Major 114 \n\nCampus Facilities 17 \n\nCampus Visit 27 \n\nCareer Services 81 \n\nChemistry Programs 115 \n\nClass Attendance 70 \n\nCLEP 31 \n\nCommencement Exercises 74 \n\nCommunications Programs 118 \n\nCommunity Life 55 \n\nComputer Applications Proficiency \n\nRequirement 99, 1 10, 1 14, 125 \n\nComputer Facilities and Services ... 21 \n\nComputer Science Minor 122 \n\nComputer Use Policy 21 \n\nConant Performing Arts Center .... 19 \n\nCore Curriculum 89 \n\nCounseling 61 \n\nCredit by Examination 31 \n\nCross Registration 68 \n\nDean's List 73 \n\n\n\nDegrees 96 \n\nDegrees With Honors Thesis 74 \n\nDegrees With Latin Academic \n\nHonors 74 \n\nDisability Access 18 \n\nDiscriminatory Harassment \n\nPolicy 57 \n\nDorough Field House 20 \n\nDouble Major Policy 74 \n\nDrop and Add 69 \n\nDual Degree Programs: \n\nArt 106 \n\nEngineering 135 \n\nEnvironmental Studies 141 \n\nEarly Admission 30 \n\nEconomics Programs 124 \n\nEducation Programs 128 \n\nEmerson Student Center 19 \n\nEngineering Program 135 \n\nEnglish Programs 136 \n\nEnvironmental Studies Program .. 141 \n\nExperiential Education 82 \n\nFaculty 202 \n\nFaith Hall 20 \n\nFees and Costs 50 \n\nFinal Examinations 71 \n\nFinancial Assistance 35 \n\nFirst- Year Experience 80 \n\nFraternities 60 \n\nFrench Programs 142 \n\nFresh Focus 80 \n\nGeneral Science Courses 144 \n\nGerman Courses 145 \n\nGoodman Hall 20 \n\nGoslin Hall 20 \n\nGrading 70 \n\nGraduation Exercises 74 \n\nGraduation Requirements 73 \n\nGreek Courses 146 \n\nGreek Organizations 60 \n\nHealth Services 62 \n\nHearst Hall 19 \n\nHistory Programs 146 \n\nHistory of Oglethorpe 11 \n\nHome School Students 31 \n\nHonor Code 77 \n\nHonors and Awards 63 \n\nHonors Program 83 \n\n\n\n216 \n\n\n\nHousing 61 \n\nIndividually Planned Major 151 \n\nIndividually Planned Minor 152 \n\nInterdisciplinary Studies 152 \n\nInternational Baccalaureate \n\nCredit 31 \n\nInternational Exchange \n\nPartnerships 86 \n\nInternational Students 29, 62 \n\nInternational Studies Major 153 \n\nInternational Studies-Asia \n\nConcentration Major 154 \n\nInternships - See Experiential \n\nEducation 82 \n\nIntramural and Recreational \n\nSports 60 \n\nJapanese Culture Minor 156 \n\nJapanese Language Minor 156 \n\nJoint Enrollment 29 \n\nLatin Academic Honors 71 \n\nLatin Courses 158 \n\nLearning Disabilities Resource \n\nCenter 81 \n\nLibrary (Lowry Hall) 18 \n\nLupton Hall 19 \n\nMajor Programs 96 \n\nMathematics and Computer Science \n\nMinor 161 \n\nMathematics Proficiency \n\nRequirement 73 \n\nMathematics Programs 158 \n\nMeals 61 \n\nMinor Programs 97 \n\nMuseum 18 \n\nMusic Minor 162 \n\nMusic Performance 162 \n\nNational Alumni Association \n\nBoard of Directors 200 \n\nNon-Traditional Students 30 \n\nNormal Academic Load 76 \n\nThe O Book 62 \n\nOglethorpe Student Association .... 58 \n\nOrientation 56 \n\nPart-Time Fees 49 \n\nPhilosophy Programs 163 \n\nPhysical Fitness Course 168 \n\nPhysics Programs 169 \n\nPolicies: \n\nDiscriminatory and \n\nSexual Harassment 57 \n\n\n\nE-mail and Computer Use 21 \n\nGrade Appeal 72 \n\nMath Proficiency Requirement ... 73 \n\nResidency Requirement 28, 74 \n\nTuition Refund 51 \n\nPolitics Programs 172 \n\nPre-law Studies Program 172 \n\nPre-medical Studies Program 175 \n\nPresident's Advisory Council 198 \n\nProbation and Dismissal 72 \n\nProfessional Option 176 \n\nPsychology Programs 176 \n\nRefund Policy 52 \n\nRegistration 68 \n\nResidence Halls 20 \n\nResidency Requirement 28, 74 \n\nRich Foundation Urban Leadership \n\nProgram 87 \n\nSatisfactory/Unsatisfactory Option ... 71 \nSchmidt Sport \u0026 \n\nRecreation Center 21 \n\nScholarships 42 \n\nSecond Baccalaureate Degree 75 \n\nSemester System 76 \n\nSexual Harassment Policy 57 \n\nSocial Work Program 181 \n\nSociology Programs 180 \n\nSophomore Choices 80 \n\nSororities 60 \n\nSpanish Programs 185 \n\nSpecial Students 30 \n\nStudent Organizations 59 \n\nStudy Abroad 86 \n\nTeacher Certification-Post \n\nBaccalaureate 131 \n\nTeacher Education Program 128 \n\nTheatre Minor 187 \n\nTradition, Purpose, and Goals 7 \n\nTransfer Students 27 \n\nTransient Students 30 \n\nTuition 49 \n\nTutoring (ARC) 81 \n\nUniversity College 193 \n\nUrban Leadership Program 87 \n\nWithdrawal from a Course 51,69 \n\nWithdrawal from the University ... 51, 69 \nWomen's and Gender Studies \n\nMinor 189 \n\nWriting Minor 190 \n\n\n\n217 \n\n\n\nitinniu \n\nissi \n\n\n\n \n\nPlease send me additional information: \nName \n\n\n\n\nAddress \n\n\n\nCity State Zip. \n\nPhone ( ) \n\n\n\nSchool Attending. \nGraduation Year \n\n\n\nField of Interest (if decided) \nNon-Academic Interests \n\n\n\nMail to: Admission Office \n\nOglethorpe University \n4484 Peachtree Road, N.E. \nAtlanta, Georgia 30319 \n\n\n\nSj Ctyfetfwpe \n\n\n\nPlease send me additional information: \nName \n\n\n\nAddress \n\n\n\nCity State Zip. \n\nPhone ( ) \n\n\n\nSchool Attending. \nGraduation Year \n\n\n\nField of Interest (if decided) \nNon-Academic Interests \n\n\n\nMail to: Admission Office \n\nOglethorpe University \n4484 Peachtree Road, N.E. \nAtlanta, Georgia 30319 \n\n\n\nBUSINESS REPLY MAIL \n\nFIRST CLASS MAIL PERMIT NO. 1542 ATLANTA, GA \n\n\n\nPOSTAGE WILL BE PAID BY ADDRESSEE \n\n\n\nAdmission Office \n\nOglethorpe University \n4484 Peachtree Road, N.E. \nAtlanta, Georgia 30319 \n\n\n\nNO POSTAGE \n\nNECESSARY \n\nIF MAILED \n\nIN THE \n\nUNITED STATES \n\n\n\nBUSINESS REPLY MAIL \n\nFIRST CLASS MAIL PERMIT NO. 1 542 ATLANTA, GA \n\n\n\nPOSTAGE WILL BE PAID BY ADDRESSEE \n\n\n\nAdmission Office \n\nOglethorpe University \n4484 Peachtree Road, N.E. \nAdanta, Georgia 30319 \n\n\n\nNO POSTAGE \n\nNECESSARY \n\nIF MAILED \n\nIN THE \n\nUNITED STATES "},{"id":"glg_lagrangeia_undergraduatebul2006lagr","title":"[ Undergraduate] Bulletin, LaGrange College, LaGrange, Georgia, Catalogue Issue, 2006-2007, September 2006","collection_id":"glg_lagrangeia","collection_title":"LaGrange College collections in the Internet Archive","dcterms_contributor":["LaGrange College"],"dcterms_spatial":["United States, Georgia, Troup County, LaGrange, 33.03929, -85.03133"],"dcterms_creator":["LaGrange College"],"dc_date":["2006"],"dcterms_description":["College officially known as LaGrange Female Academy 1831-1847, LaGrange Female Institute 1847-1851, LaGrange Female College 1851-1934, LaGrange College 1934-. College name appears as La Grange in some college publications. Since 2011 the Undergraduate Catalogs (Bulletins) have been produced in electronic form only. The Catalogs (Bulletins) contain details about the faculty, curriculum, student body, physical plant and more from 1848. Catalogs (Bulletins) published as separate itemuments include: Graduate Catalog (Bulletin) from 1992, Evening College Bulletin from 2000, LaGrange College at Albany (Georgia) from 2000-2010, Interim Term from 2001-2010."],"dc_format":["application/pdf"],"dcterms_identifier":["undergraduatebul2006lagr"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["LaGrange College Americana","LaGrange College"],"dcterms_subject":["LaGrange College (LaGrange, Ga.)","LaGrange Female College (LaGrange, Ga.)","LaGrange Female Institute (LaGrange, Ga.)","LaGrange Female Academy (LaGrange, Ga.)","La Grange College (LaGrange, Ga.)","La Grange Female College (LaGrange, Ga.)","La Grange Female Institute (LaGrange, Ga.)","La Grange Female Academy (LaGrange, Ga.)","Women's Colleges--Georgia","Women--Education (Higher)--Georgia","Education--History--Georgia"],"dcterms_title":["[ Undergraduate] Bulletin, LaGrange College, LaGrange, Georgia, Catalogue Issue, 2006-2007, September 2006"],"dcterms_type":["Text"],"dcterms_provenance":["LaGrange College (LaGrange, Ga.)"],"edm_is_shown_by":null,"edm_is_shown_at":["https://archive.org/details/undergraduatebul2006lagr"],"dcterms_temporal":["2006-09"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":null,"dcterms_extent":null,"dlg_subject_personal":null,"iiif_manifest_url_ss":"https://iiif.archive.org/iiif/3/undergraduatebul2006lagr/manifest.json","dcterms_subject_fast":null,"fulltext":"*' \\ \n\n\n\n\n\n\n* ski ^ n, - ** \n\n\n\n1  \n\n\n\n\n\n\nw ' 1 \n\n\n 1 M \n\n\n\n\n\n\nin \n\n\n\n\nDigitized by the Internet Archive \nin 2013 \n\n\n\nhttp://archive.org/details/undergraduatebul2006lagr \n\n\n\nVOLUME CLXV SEPTEMBER 2006 NUMBER 1 \n\n\n\nBULLETIN \nLAGRANGE COLLEGE \n\nLAGRANGE, GEORGIA \n\n\n\nCATALOGUE ISSUE 2006-2007 \n\n\n\nCommunications Directory \n\nLaGrange College \n\n601 Broad Street \n\nLaGrange, Georgia 30240-2999 \n\n(706) 880-8000 Fax: (706) 880-8358 www.lagrange.edu \n\nFor prompt attention, please address inquiries as indicated below. \n\nPrefix is 706. \n\nLaGrange College (general information) 880-8000 \n\nOffice of the President 880-8230 \n\nDirector of Instructional \u0026 Information Tech 880-8050 \n\nVice President for Academic Affairs and Dean 880-8236 \n\nRegistrar 880-8997 \n\nVice President \u0026 Dean for Student Life and Retention 880-8004 \n\nDirector of Career Planning and Placement 880-8286 \n\nVice President for Enrollment Management 880-8736 \n\nDirector of Admission 880-8253 \n\nDirector Student Financial Planning 880-8229 \n\nExecutive Vice President for Administration 880-8267 \n\nController 880-8232 \n\nVice President for Advancement 880-8257 \n\nDirector of Communications and Marketing 880-8246 \n\nVisitors are welcome at LaGrange College throughout the year. \n\nThe administrative offices in the Quillian Building are open Monday through Friday \nfrom 8:00 a.m. to 5:00 p.m. Saturday visits may be arranged by appointment. Visitors \ndesiring interviews with members of the staff are urged to make appointments in advance. \n\nLaGrange College admits qualified students of any race, color, national and ethnic \norigin to all rights, privileges, programs and activities generally accorded or \nmade available to students at the school. It does not discriminate on the basis of sex, \nrace, color, national or ethnic origin in administration of its educational policies, \nadmissions policies, scholarship and loan programs, and athletic and other school- \nadministered programs. \n\nLaGrange College Bulletin, Volume CLXV, Number i \n\nPresident: Dr. F. Stuart Gulley Editor: Dr. Jay Simmons \n\nLaGrange College Bulletin, the official publication of LaGrange College for current \nand future students. Correspondence should be directed to the Office of Academic \nDean, LaGrange College, 601 Broad Street, LaGrange, GA 30240-2999. E-mail \ncorrespondence to jsimmonsC^lagrange.edu or fax to (706) 880-8358. \n\nChallenging the mind. \n\nInspiring the soul. \n\n\n\nContents \n\n\n\nCommunications Directory 2 \n\nCalendar 5 \n\nAbout LaGrange College, Purpose and History 10 \n\nLaGrange College at Albany 13 \n\nThe LaGrange College Campus 14 \n\nAdmission and Enrollment 21 \n\nFinancial Information 27 \n\nFinancial Aid 33 \n\nStudent Life 46 \n\nAcademic Advising 62 \n\nAcademic Support and Information Technology 78 \n\nAcademic Programs 86 \n\nDepartments and Courses 104 \n\nAcademic Divisions, Departments and Courses 106 \n\nFaculty 275 \n\nTrustees 286 \n\nAdministration 287 \n\nIndex 293 \n\nChange of Regulations \n\nThe College reserves the right to make modifications in the degree \nrequirements, courses, schedules, calendar, regulations, fees and other \nchanges deemed necessary or conducive to the efficient operation of the \nCollege. Such changes become effective as announced by the proper \ncollege authorities. \n\nNote: For information, regulations and procedures for graduate study, \nplease see the Graduate Bulletin. For information, regulations and \nprocedures for evening courses, please see the Evening College Bulletin. \nFor information, regulations and procedures of the Albany campus, please \nsee the Albany Bulletin. \n\n\n\n2006-2007 \n\nAcademic Calendar \n\nDay Program \n\n\nFall Semester (63 Class Days) \n\n\nAugust \n\n\nAugust \n\n\n22 \n\n\nNew faculty assemble \n\n\nAugust \n\n\n23 \n\n\nOpening Session \n\n\nAugust \n\n\n30-Sept 2 \n\n\nNew student orientation-First Week \n\n\nSeptember \n\n\nSeptember \n\n\n4 \n\n\nLabor Day-College closed \n\n\n\nReturning students move in \n\nRegistration for new and returning Day \nstudents not prepaid. Advisors for \nFirst-year, transfer and readmitted \nstudents are available. \n\n\n\nSeptember \n\n\n\nAll Classes Begin \n\n\n\nOpening Convocation \n\n\n\nSeptember \n\n\n\n12 \n\n\n\nEnd drop/add period and late \nregistration. No refunds for individual \ncourses dropped after 5:00 p.m. \"I\" \ngrades must be changed to permanent \ngrades. Syllabi and office hours due in \nDean's office. \n\n\n\nSeptember \n\n\n15 \n\n\nDay of Record \n\n\nSeptember \n\n\n28-29 \n\n\nInterim Term Travel Pre-Registration \n\n\nOctober \n\n\nOctober \n\n\n3 \n\n\nLast day to drop a class with an \nautomatic \"W\" \n\n\nEndowed Scholarship Luncheon \n\n\nOctober \n\n\n6-8 \n\n\nHomecoming \n\n\nOctober \n\n\n12-13 \n\n\nFall Break  No Classes \n\n\nOctober \n\n\n20 \n\n\nBoard of Trustees Meeting \n\n\n\nOctober \n\n\n\n20 \n\n\n\nMidterm. Faculty who choose to issue \ndeficiency reports will please have them in the \nDean's office by 5:00 p.m. so that advisors may \nhave copies before pre-registration advising \n\n\n\nOctober 30-Nov 3 \n\n\n\nAdvising period and pre-registration for Day \nprogram students. Students completing degree \nrequirements by end of fall term should file \npetitions for graduation. Students may declare \nmajors. Advisors available. \n\n\n\nNovember \n\n\nNovember \n\n\n9 \n\n\nLast day to drop a class \n\n\nNovember \n\n\n12 \n\n\nLoyalty Fund Scholars Luncheon \n\n\nNovember \n\n\n21 \n\n\nLast Day of Classes before Thanksgiving Break \n\n\nNovember \n\n\n23-24 \n\n\nAdministrative Offices Closed \n\n\nNovember \n\n\n27 \n\n\nClasses resume after Thanksgiving Break \n\n\nNovember \n\n\n27-Dec 2 \n\n\nCelebrate the Servant \n\n\nDecember \n\n\nDecember \n\n\n8 \n\n\nLast Day of Fall Semester Classes for Day \nCollege \n\n\nDecember \n\n\n9 \n\n\nReading Day \n\n\nDecember \n\n\n11-15 \n\n\nFinal Exams \n\n\nDecember \n\n\n\n\nBegin term break \n\n\nDecember \n\n\n21 \n\n\nGrades due \n\n\n\nDecember \n\n\n\nLast day to pre-pay or confirm pre-registration \nfor Interim and Spring Terms 2007; otherwise, \npre-registered students must go through \nregistration, January 2, 2007 \n\n\n\nDecember 22-26 \n\n\n\nHolidays for administration and staff \n\n\n\nDecember 27-29 \n\n\n\nAdministrative offices open \n\n\n\nInterim Term (20 Class Days) \n\n\n\n\nJanuary \n\n\n2007 \n\n\nJanuary \n\n\n1 New Year's Holiday \n\n\n\n\nJanuary \n\n\n2 Residence halls open \n\n\n\n\n\nRegistration for new and returning Day \nstudents. Advisors for First-year, \ntransfer and readmitted students are \navailable. Mandatory First Meeting for \nclasses. \n\n\n\nJanuary \n\n\n4 \n\n\n\n\nEnd Drop/Add. No refund for \nindividual classes dropped after this \ndate. Last day for late registration. \n\n\nJanuary \n\n\n9 \n\n\n\n\nLast day to drop a class with an \nautomatic \"W\" \n\n\nJanuary \n\n\n15 \n\n\n\n\nMartin Luther King, Jr. Day - College \nclosed. No Classes. \n\n\nJanuary \n\n\n22 \n\n\n\n\nLast day to drop a class \n\n\nJanuary \n\n\n30 \n\n\n\n\nLast day of class \n\n\n\n\nFeb 2 \n\n\n\n\nInterim Term Grades due \n\n\n\n\n\n\nSpring \n\n\nSemester (63 Class Days) \n\n\nFebruary 2007 \n\n\n\nFebruary 2 \n\n\n\nDay program registration for new and \nreturning students not prepaid. \nAdvisors for First-year, transfer and \nreadmitted students are available. \n\n\n\nInterim Term Grades due \n\n\n\nFebruary 5 \n\n\n\nClasses begin \n\n\n\nFebruary 9 \n\n\n\nEnd drop/add at 5:00 p.m. No refund \nfor individual classes dropped after this \ndate. \"F grades must be changed to \npermanent grades. Last day for late \nregistration. Day of Record. \n\n\n\nFebruary 27 \n\n\n\nAnnually Supported Scholarship \nLuncheon \n\n\n\nMarch \n\n\n\nLast day to drop with automatic \" W\" \n\n\n\nMarch \n\n\n\n19 \n\n\n\nMidterm \n\n\n\nMarch \n\n\n\n26-30 \n\n\n\nAdvising period and pre-registration for \nupper class Day program students. Students \ncompleting degree requirements in summer \nor fall should file petitions for graduation. \nStudents may declare majors. \nAdvisors available \n\n\n\nApril \n\n\n\nApril \n\n\n\n2-6 \n\n\n\nSpring Break \n\n\n\nApril \n\n\n\n13 \n\n\n\nLast Day to Drop a Class \n\n\n\nApril \n\n\n\n20 \n\n\n\nBoard of Trustees Meeting \n\n\n\nApril \n\n\n\n23-27 \n\n\n\nPre-Registration for Interim Travel Projects \n\n\n\nApril \n\n\n\n27 \n\n\n\nHonors Day \n\n\n\nApril \n\n\n\n28-30 \n\n\n\nFamily Weekend \n\n\n\nApril \n\n\n\n28 \n\n\n\nMay Day \n\n\n\nMay \n\n\nMay \n\n\n\n\nLast Day of Classes for Day Program \n\n\nMay \n\n\n10 \n\n\nReading Day \n\n\nMay \n\n\n11-16 \n\n\nFinal Tests \n\n\nGRADES DUE FOR GRADUATES BY 12:00 P.M. ON \nTHURSDAY, MAY 17 \n\n\n\n\nMay \n\n\n18 \n\n\nGraduation rehearsal, faculty marshals and \nstudent marshals attend \n\n\nSenior brunch, faculty and staff are invited. \n\n\nBaccalaureate at First United Methodist \nChurch. All faculty should plan to attend \n\n\nGrades due at 5:00 p.m. \n\n\nMay \n\n\n19 \n\n\nGraduation on Residential Quadrangle. All \nfaculty should plan to attend. \n\n\nMay \n\n\n28 \n\n\nMemorial Day - College closed. \n\n\n\nSummer I Term 2007 \n\n\nMay \n\n\n29 \n\n\nResidence halls open \n\n\nRegistration \n\n\nMay \n\n\n30 \n\n\nAll classes meet \n\n\nMay \n\n\n31 \n\n\nEnd drop/add at 5:00 p.m. No refund for individual \nclasses dropped after this date. Syllabi and office \nhours due in Dean's office \n\n\nJune \n\n\nJune \n\n\n7 \n\n\nLast day to drop a class with an automatic \"W \n\n\nJune \n\n\n19 \n\n\nLast day to drop a course \n\n\nJune \n\n\n29 \n\n\nWork aid and work study time sheets \n\n\nDepartmental Annual Reports due in Dean's Office \n\n\nJune \n\n\n27 \n\n\n12:00 and 2:00 classes have exams during class \ntimes \n\n\nJune \n\n\n28 \n\n\n7:30 and 9:30 classes have exams during class \ntimes \n\n\nJune \n\n\n29 \n\n\nGrade Reports due at noon \n\n\n\n\nSummer II Term 2007 \n\n\nJuly \n\n\nJuly \n\n\n4 \n\n\nJuly 4 th College Holidayno classes \n\n\nJuly \n\n\n9 \n\n\nRegistration, Registrar's Office, Smith Hall \n\n\nResidence Halls open \n\n\nJuly \n\n\n10 \n\n\nAll classes meet \n\n\nJuly \n\n\n11 \n\n\nEnd drop/add, 5:00 p.m. No refund for individual \nclasses dropped after this date. Syllabi and office \nhours due in Dean's office \n\n\nJuly \n\n\n18 \n\n\nLast day to drop a class with an automatic \"W\" \n\n\nJuly \n\n\n31 \n\n\nWork aid and work study time sheets due. \n\n\n\n\nAugust \n\n\nAugust \n\n\n1 \n\n\nLast day to drop a class \n\n\nAugust \n\n\n7 \n\n\n12:00 and 2:00 classes have exams during class \ntimes \n\n\nAugust \n\n\n8 \n\n\n7:30 and 9:30 classes have exams during class \ntimes \n\n\nAugust \n\n\n9 \n\n\nGrade reports due by noon \n\n\n\nAbout LaGrange College \n\nLaGrange College is called through the United Methodist Church to \nchallenge the minds and inspire the souls of students by improving their \ncreative, critical and communicative abilities in a caring and ethical community. \n\nMission \n\nLaGrange College, established in 1 83 1 , is owned by the North Georgia \nConference of the United Methodist Church. LaGrange College is proud of \nthis relationship and believes that its mission is an extension of the work of \nThe United Methodist Church. LaGrange College is committed to the free, \nuninhibited pursuit of truth. Academic freedom and free expression of \nfaculty and students are integral to the LaGrange College ethos. LaGrange \nCollege is committed to challenging the minds and inspiring the souls of \nstudents by improving their creative, critical and communicative abilities. \nFaculty recognize the part they play in a student's development by serving \nas mentors and role models. The total LaGrange College program - \ncurricular and co-curricular - is designed to challenge and support students \nas they deal with fundamental issues of self, world, and God. \n\nThe principal curricular methods by which the College assists students in \nthe improving of their creative, critical, and communicative abilities are an \ninterdisciplinary, technologically sophisticated liberal arts program (A.A., \nB.A., B.S., B.M.), and professional programs in business, nursing (B.S.N.) \nand education (B.A., M.Ed., M.A.T.) The principal co-curricular means is \nthrough a comprehensive program of student life and athletics. \n\nLaGrange College strives to be a caring and ethical community. The \nhallmark of the LaGrange College community is the quest for civility, \ndiversity, service, and excellence. \n\nAdopted by Faculty, Administration, and Board of Trustees, 1997; \nreaffirmed by Board of Trustees on October 20, 2000. \n\nHistory and Description \n\nThe history of LaGrange College is closely associated with the history of \nthe City of LaGrange and Troup County. When the vast tract of land lying \nbetween the Flint and Chattahoochee Rivers was secured by the Indian \nSprings Treaty of 1825 and was opened for settlement in 1827, one of the \nfive counties formed on the western border of the state was named Troup in \nhonor of Governor George Michael Troup. \n\nAn act was passed by the Georgia Legislature on December 24, 1827, \nproviding for the selection of a county seat. It was named LaGrange after \nthe country estate of the Marquis de Lafayette, American Revolutionary \n\n\n\n10 \n\n\n\nWar hero who had visited the region in 1 825 as the guest of Governor \nTroup. The site for the town of LaGrange was purchased in 1 828 and \nthe town was incorporated on December 18, 1828. On December 26, \n1831, the charter for the LaGrange Female Academy was granted at the \nstate capitol, then in Milledgeville. \n\nIn 1831 Andrew Jackson was president of the United States. Abraham \nLincoln was 22 years old. The Creek Indians had been moved out of \nthis area of the state only six years earlier. The only other college in the \nstate was Franklin College, now The University of Georgia. \n\nIn 1 847 the charter for the school was amended and the school became \nthe LaGrange Female Institute with power to confer degrees. The name \nwas changed to LaGrange Female College in 1851 and in 1934 it was \nchanged to LaGrange College. The College became officially \ncoeducational in 1953. \n\nThe first location of the school was in a large white building at what is \nnow 406 Broad Street. The school moved to its present location \"On the \nHill,\" the highest geographical point in LaGrange, after the construction \nof the building now known as Smith Hall in 1842. \n\nThe College was sold to the Georgia Conference of the Methodist \nEpiscopal Church South in 1856. Today it is an institution of the North \nGeorgia Conference of the United Methodist Church. \n\nStrong in the liberal arts, LaGrange College has an outstanding \nreputation in pre-professional programs, including pre-medical and \nallied fields, pre-law, pre-theology, and pre-engineering. \n\nLaGrange College offers the Bachelor of Arts degree with sixteen \nmajors, the Bachelor of Science degree in five areas, the Bachelor of \nMusic and the Bachelor of Science in Nursing degree. The Master of \nArts in Teaching, and the Master of Education degree in Early \nCurriculum and Instruction are offered. The Associate of Arts degree is \noffered in one area. \n\nLaGrange College operates on the modified (4-1-4) semester system for \nday classes. In addition there is an evening session during the regular \nyear and in the summer. During the regular school year, the night \nclasses follow a modified quarter system. The summer is divided into \ntwo sessions of day classes and one seven-week session in the evening. \nFor all day classes, credits earned are semester hour credits. \n\nThe College draws more than half of its student body from Georgia. \nHowever, students from at least one-third of the other states in the U.S. \n\n\n\n11 \n\n\n\nand from abroad nourish a rich cosmopolitan and international \ncommunity which includes various religious and ethnic backgrounds. \nGeorgia's leader in granting academic credit through the College Level \nExamination Program, the College also offers travel seminars, field \nstudy programs and internships. Students in the college's nursing \ndivision receive supervised learning experiences in many area medical \nfacilities. Campus art exhibitions, lectures, concerts, and varsity and \nintramural sports add to the cultural enrichment and recreational \nopportunities offered by the College. The College has a service learning \nprogram unlike any in the state. \n\nThe College is located in the town of LaGrange, Georgia, which has \na population of 28,000. Nearby are Callaway Gardens, the Warm \nSprings Foundation and Franklin D. Roosevelt's Little White House. \nThe West Point Dam on the Chattahoochee River provides one of the \nlargest lakes in the region, with waterfronts and a marina within the city \nlimits of LaGrange. \n\nAccreditation \n\nLaGrange College is accredited by the Commission on Colleges of the \nSouthern Association of Colleges and Schools to award associates, \nbachelors, and masters' degrees. \n\nLaGrange College is also approved by the United Methodist \nUniversity Senate. It has membership in the National Association of \nIndependent Colleges and Universities and the Georgia Foundation for \nIndependent Colleges. \n\nThe Georgia Professional Standards Commission, which confers \nprofessional certificates upon college graduates meeting requirements in \nearly childhood, middle grades, or secondary education, has awarded \nhighest approval to LaGrange College's program of teacher education. \n\nThe Bachelor of Science in Nursing program is accredited by the \nNational League for Nursing. \n\nThe undergraduate and graduate programs in business administration \nare accredited by the Association of Collegiate Business Schools \nand Programs. \n\nOther Sessions \nEvening College \n\nRecognizing the unique needs of the nontraditional learner who may be \nmanaging personal, professional, and collegiate careers, the Evening \nCollege structure supports full-time or part-time evening study for \n\n\n\n12 \n\n\n\nqualified adult students. Classes are scheduled Monday-Thursday \nevenings during four academic quarters; students may enroll in \nSeptember, January, March, or June. Degrees offered include the \nBachelor of Arts degree in Business Administration, the Bachelor of \nArts degree in Human Development, and the Associate of Arts degree in \nLiberal Studies. Students may also earn a minor in Sociology or Human \nResource Management . \n\nView the Evening College Bulletin online at www.lagrange.edu or call \n(706) 880-8298 for additional information. \n\nLaGrange College at Albany \n\nThe academic program at LaGrange College at Albany has been created \nin direct response to community and area needs. An extensive needs \nassessment in southwest Georgia was initiated prior to the planning and \ndevelopment of the program for LaGrange College at Albany. The \nresearch results stressed the need for a program for non-traditional \nstudents that would enable them to complete a baccalaureate degree. \nThe program offers a modular course schedule with a predictable \nstructure of course offerings, costs, and outcomes. The program \nemphasizes leadership knowledge and skills in the workplace and in \nthe community. \n\nAdditional information is contained in the Albany Bulletin or by calling \n229-420-8000 \n\n\n\n\n13 \n\n\n\nThe Lagrange College Campus \n\n\n\nWilliam and Evelyn Banks Library \n\nThe librarians and staff take great pride in the high level of service that is \noffered at the Banks Library. Each year the library staff receives high \nmarks from faculty and students on the annual library survey. Library \ninstruction is highly emphasized, with both individual and group instruction offered. \n\nThe Banks Library provides up-to-date resources that support the \ncurriculum and general information needs of students and faculty. The \nOnline Catalog can be accessed from anywhere in the world on the Web. \nAdditionally, the library makes available to students and faculty full-text \ndatabases on GALILEO plus other databases to which it subscribes \nincluding JSTOR, GALE 'S Business and Company Resource Center, ATLAS \nReligion Database, CINAHL, ProjectMuse, Wilson Omnifile and more. \n\nSeparate Education and Music \u0026 Art areas provide easy access to library \nmaterials for those disciplines in a comfortable, user-friendly environment. \nA Multi-Media Center provides access to the Internet, word processing, \npresentation software, and the library's electronic resources. The library \nprovides a scanner, computer projector, multi-media and Finale music \nworkstations for student use. Group study rooms, study carrels, video \nviewing-rooms, and a conference room are also available. \n\nThe Banks Library seeks to fulfill the mission of the College through the \nprovision of information resources and services supporting the curriculum, \nco-curricular, and research needs of students and faculty. \n\nJ. K. BOATWRIGHT HALL \n\nCompleted in 1962, this three-story brick building serves as a men's \ndormitory. J. K. Boatwright Hall is named in memory of a longtime \nmember of the College's Board of Trustees and chairman of the board's \nexecutive committee from 1956-1962. New designs were incorporated in \nrenovations to the building in 2003. \n\nFuller E. Callaway Academic Building \n\nCompleted in 1981 and renovated in 2000, the Fuller E. Callaway \nAcademic Building houses the Departments of Nursing, Psychology, \nHistory, Political Science, and Sociology and Anthropology. \n\n\n\n14 \n\n\n\nCallaway Auditorium \n\nBuilt in 1941, Callaway Auditorium was originally designed as a \nmultipurpose venue, and it served ably in that capacity for well over half \na century, hosting countless basketball games, volleyball matches, \ndances, children's recitals, luncheons and other varied events. Though \nversatile, the facility was severely limited in its ability to provide an \naccommodation that was greatly needed by the community and \nLaGrange College: an acoustically pleasing music performance venue. \n\nThe demand for such a facility was satisfied in 2005 with the \nauditorium's transformation from a \"gym with a stage\" to a state-of-the- \nart concert hall. Funded jointly by LaGrange College and Callaway \nFoundation, Inc., the $5.5 million renovation called for an almost \ncomplete internal makeover and a new roof. And while the hall's visual \nappearance has changed dramatically, the single most important \nimprovement is the superior sound quality the Auditorium now delivers. \n\n\n\n\n15 \n\n\n\nCallaway Campus \n\nAcquired by the College in 1992 as a gift from Callaway Foundation, Inc., \nthe campus includes three buildings of brick and concrete construction. \nCallaway Foundation, Inc., donated funds to build a state-of-the-art lighted \nsoccer field there in 1995, and the Callaway Campus also includes a \nSoftball complex, tennis courts, swimming pools, and a football practice \nfield. Referring to this southernmost portion of campus as the Callaway \nCampus can confuse visitors. Please use this label only when referring to \nthe historic gift and the property's origins. \n\nCallaway Education Building \n\nBuilt in 1965, renovated in 1994, and given a $2 million, 17,000 square- \nfoot addition in 2006, the building houses the Music Department, Offices \nof Intercollegiate and Intramural Athletics, Offices of the Department of \nHealth and Physical Education, a weight room, an athletic training room \nand a football locker room. \n\nCason J. Callaway Science Building \n\nBuilt in 1972, this three-story brick building is supplied with the latest \nequipment for instruction in general science, biology, chemistry, math, and \nphysics. The building is named in memory of a former member of the \nCollege's Board of Trustees. \n\nWarren A. Candler Cottage \n\nCompleted in 1929 as a home for the College president, Candler Cottage \nnow houses the Vice President for Advancement, Donor Relations, and \nAdvancement Services \n\nLee Edwards Candler and Vernon Street \nResidence Halls \n\nLee Edwards Candler and Vernon Street Residence Halls were completed \nin 2002. Each apartment-style hall houses 124 students. Arranged in \neither two or four bedroom floor plans with one bathroom per two students, \nthe apartments are fully furnished and also have a full kitchen. A \ncommunity room also is located at the end of one wing in each building. \nCandler Hall is named in memory of Mrs. Lee Edwards Candler. \n\n\n\n16 \n\n\n\nThe Chapel \n\nThe materials used in the construction of the Chapel in 1965 link it with \nChristian worship in LaGrange and other parts of the world. Included in \nthe structure are two stained glass windows made in Belgium more than \n100 years ago; a stone from the temple of Apollo at Corinth, Greece; a \nstone from the Benedictine Monastery, Iona, Scotland; and a stone from St. \nGeorge's Chapel, Windsor, England. Regular worship services are held \nwhen the College is in session. \n\nCleaveland Field \n\nCleaveland Field opened in 2000 as LaGrange College's new $2.21 million \nbaseball facility. Callaway Foundation, Inc., gave a challenge grant as well \nas the land to honor Philip Cleaveland, who served the College as a trustee \nfor 1 9 years \n\nHawkesHall \n\nCompleted in 1911, this four-story brick building is named in memory of \nMrs. Harriet Hawkes, mother of College benefactor, the late A.K. Hawkes. \nFollowing a SI. 4 million renovation, the building now houses women \nstudents on second, third, and fourth floors. Faculty offices and classrooms \nfor the Education Department occupy the ground floor. Also on the second \nfloor is the Nixon Parlor, named in honor of longtime supporter of the \nCollege Winifred Adams Nixon '33. \n\nWaights G. Henry, Jr., Residence Hall \n\nCompleted in 1970, this five-story brick building provides student housing. \nThe structure is named in honor of the late Dr. Waights G. Henry, Jr., who \nserved as president of the College from 1948-1978 and as chancellor from \n1978 until his death in 1989. The building also houses a 24-hour computer \nlab and tutoring center open to all students. \n\nCharles D. Hudson Natatorium \n\nThe swimming pool was constructed in 1947 as an oversized pool with \ndimensions of 80 by 150 feet. The cabana and bathhouse were built in \n1956. Today, the oversized pool has been divided into an outdoor pool and \na natatorium, and the complex is now equipped for a year-round aquatics \nprogram. The Natatorium is named in honor of Dr. Charles D. Hudson, \nlongtime chair of the Board of Trustees and retired chair of the Board's \nExecutive Committee. \n\n\n\n17 \n\n\n\nLamar Dodd Art Center \n\nCompleted in 1982, this building provides a physical environment and the \nequipment needed for art instruction as well as gallery space for the \nCollege's outstanding art collection. The building is named in honor of the \nlate Lamar Dodd, a Georgia artist who was reared in LaGrange and whose \npaintings won international recognition. \n\nLouise Anderson Manget Building \n\nBuilt in 1959 and completely renovated in 2001, the Louise Anderson \nManget Building houses the Division of Humanities, including the \nDepartments of English, Latin American Studies and Modern Languages, \nand Religion and Philosophy. \n\nAlfred Mariotti Gymnasium \n\nBuilt in 1959, the Mariotti Gymnasium houses physical education \nclassrooms and facilities for indoor athletics. The facility is named in \nmemory of Coach Alfred Mariotti, the College's basketball coach from \n1962 until 1974 and a member of the faculty until his retirement in 1979. \n\nMitchell Building \n\nThe Mitchell Building is located on the grounds of Sunny Gables Alumni \nHouse. It was named in memory of Evelyn Mitchell, a trustee of The \nArthur Vining Davis Foundations. The building formerly provided \nclassroom space for the Nursing Division and currently houses the \nCollege's Communications and Marketing Department. \n\nMargaret Adger Pitts Dining Hall \n\nCompleted in 1962 and renovated in 1998, this two-story brick building \nhouses the dining area, kitchen, and the College Bookstore. The building is \ndedicated in honor of the late Margaret Adger Pitts, a former College trustee. \n\nPitts Residence Hall \n\nCompleted in 1941, this two-story brick women's dormitory was renovated \nin 1990. Pitts Hall was rededicated in memory of Mr. and Mrs. W. I. H. \nPitts and in honor of their daughter, the late Miss Margaret Adger Pitts, a \nformer College trustee. The Pitts were longtime supporters of the College. \n\n\n\nPresident's Home \n\nAcquired by the College in 1964, this home originally was occupied by \nlocal attorney and former trustee Hatton Lovejoy. The first College \nfamily to live in the house was that of Dr. Waights G. Henry, Jr., who \nmoved from the former president's residence in Candler Cottage. \nDesigned in 1934, the home represents a combination of Georgian and \nNeoclassical elements. \n\nPrice Theater \n\nCompleted in 1975, this building features a 280-seat proscenium theatre \nwith 36 fly lines, 8 electrics (including 4 beam positions over the \nauditorium) and a hydraulic orchestra pit. It also houses the Department \nof Theatre Arts, including faculty offices, a scenery workshop, dressing \nrooms, a costume shop, an actors' lounge and a Black Box Theatre. \n\nQuillian Building \n\nBuilt in 1949 and named in memory of a former president Hubert T. \nQuillian, who served from 1938-1948, this building provides offices for \nthe President, the Vice President for Academic Affairs and Dean, the \nExecutive Vice President for Administration, the Business Office and \nInstitutional Research and Planning. \n\nSmith Hall \n\nSmith Hall is the oldest building on the campus. The main portion of the \nbuilding was constructed in 1842 of handmade brick formed from native \nclay. An addition was built in 1 887 and a major renovation was \ncompleted in 1989 at a cost of over $2.5 million. The building now \nhouses offices, classrooms and seminar rooms. Smith Hall was named \nin memory of Mrs. Oreon Smith, wife of former College president Rufus \nW. Smith, who served from 1885 until his death in 1915. The building \nis on the National Register of Historic Places. \n\n\n\n19 \n\n\n\nStudent Center \n\nBuilt in 1958 not long after the institution became co-educational, this \nthree-story brick building was first used to provide campus housing for \nmen, and later, women. In 2003, the structure was renovated and \nenlarged to become the Student Center, featuring large and small \nmeeting rooms, a student grill and a game room on the first two floors. \nStudent housing remains on the third floor and is known as the William \nH. Turner, Jr., Residence Hall. It is named in memory of Mr. Turner, a \ntextile executive of LaGrange who was a benefactor of the College, a \nlongtime member of the Board of Trustees and chairman of the board's \nexecutive committee from 1929 until 1950. \n\nSunny Gables Alumni House \n\nBuilt by Mary and Julia Nix in 1925, Sunny Gables Alumni House is an \noutstanding example of early 20th century Tudor Revival architecture. \nDesigned by P. Thornton Marye, it is now part of the National Register \nof Historic Places' Vernon Road Historic District. This multipurpose \nfacility serves as the permanent home for alumni as well as the Alumni and \nFamily Relations Office and the Development Office. The facility extends \nentertainment space to the College's constituents for specific \nprogramming purposes. \n\n\n\n\n20 \n\n\n\nAdmission And Enrollment \n\nThe application process at LaGrange College is selective and designed to \ncarefully consider each candidate's personal qualities and readiness for \ncollege. We seek applicants who have the potential to be successful \nacademically and who will contribute to our community in meaningful \nways. We will evaluate the application, transcript(s), course selection. \nSAT or ACT scores (if required), essay and recommendation when making \nour decision. An admission counselor will assist each prospective student \nthroughout the application and enrollment process. We encourage \nprospective students to visit campus for a personal interview as part of the \napplication process. \n\nStudents interested in attending LaGrange College must submit an \napplication for admission. March 1 is the deadline for best consideration \nfor admission, financial aid, and housing for the fall semester. Students \ninterested in scholarship consideration should apply before January 1 or the \npublished deadline for the scholarship, whichever is earlier. Students \napplying for admission to the January or Summer terms should submit the \napplication and supporting documents at least one month prior to the \nbeginning of the term for which admission is desired. \n\nApplying for Admission \n\nApplicants for First-year admission must submit the following items: the \napplication form, application fee, official high school transcripts, official \nSAT or ACT scores, essay and recommendation. The office of admission \nreserves the right to request or waive documentation as appropriate. \n\nApplicants who have attended a college or university following high school \ngraduation must submit the following items: application form, fee, college \nor university transcripts, essay, and recommendation. If the applicant has \ncompleted fewer than 30 semester hours or 40 quarter hours of college level \nwork, an ACT or SAT score and high school transcripts will also be required. \n\nTo be considered an official document, a transcript should be submitted \ndirectly to LaGrange College in a sealed envelope from the sending \ninstitution. Institutional records personally delivered to LaGrange College \nby a student must also be in a sealed envelope to be considered official. \nPhotocopies, faxes, or transcripts in unsealed envelopes are not \nconsidered official. \n\n\n\n21 \n\n\n\nLaGrange College prefers SAT scores but will accept ACT scores. \nLaGrange College requires a writing test for admission. This \nrequirement may be met by submitting the SAT including the essay or \nan ACT writing score in addition to the regular ACT. Test results \nshould be sent directly to LaGrange College, preferably by March of the \nstudent's senior year of high school. \n\nThe Admission Committee may request additional materials from an \napplicant or require an interview to gain a better understanding of the \nstudent's potential for success in a challenging academic environment. \nThe Office of Admission notifies applicants of their application status \nshortly after review by the Admission Committee. Admission to the \nCollege requires satisfactory completion of academic work in progress. \n\nLaGrange College values personal integrity in our community. Our \nstudents sign an Honor Code statement pledging not to lie, cheat, steal, \nnor tolerate these unethical behaviors in others. Recognizing the \nimportance of adherence to the Honor Code, the Office of Admission \nextends this principle to our application process. Any student who omits \nor falsifies material details in the application for admission will not be \nadmitted or their offer of admission may be revoked. \n\nAfter an offer of admission is extended, candidates wishing to accept the \noffer of admission are asked to submit a tuition deposit. The tuition \ndeposit reserves space for the student in the incoming class. The amount \nof the tuition deposit is $100 for commuting students and $200 for \nresidential students. The $100 deposit will be placed on the student's \naccount for the first semester. The additional $ 1 00 for residential \nstudents serves as a room reservation deposit and will reserve a space in \nthe residence halls for the student. The tuition deposit is fully \nrefundable provided the student submits a written request to the Office \nof Admission by the following dates: May 1 for Fall Semester, \nDecember 1 for the Interim (January) Term, and Spring Semester. \n\nLaGrange College encourages interested students to visit the campus. \nIndividual appointments may be scheduled by contacting the Office of \nAdmission at 1-800-593-2885 or by e-mail at admission@lagrange.edu. \nPlease contact the Office of Admission at least one week prior to the day \nyou plan to visit. \n\nAcademic Requirements for Admission \n\nFirst-year Admission: Prior to enrollment, an applicant is expected to \ncomplete graduation requirements from an approved high school. \n\n\n\n22 \n\n\n\nStudents graduating from Georgia high schools are normally expected to \ncomplete the requirements for the College Preparatory Curriculum \n(CPC) diploma. \n\nLaGrange College students come from a variety of public and private \nsecondary school backgrounds. Preference is given to applicants who \nhave strong academic preparation in high school. To qualify for regular \nadmission to the college, an applicant should complete at least the \nfollowing number of units, comparable to the Georgia College \nPreparatory Curriculum: \n\nSubject Area Units \n\nEnglish 4 \n\nSocial Studies (including American and world studies) 3 \n\nCollege Preparatory Mathematics 4 \n\n(Algebra I, Algebra II, Geometry,etc.) \nScience (including lab courses for life and physical sciences) 3 \n\nDesirable electives include additional academic courses in languages, \nmathematics, and the sciences. A basic understanding of computer \nscience is also encouraged. \n\nLaGrange College invites home-educated students to apply for \nadmission. In addition to the items requested for First-year admission, \nhome-schooled students are asked to provide a bibliography of all high \nschool literature including instructional texts and two letters of \nrecommendation. Please note family members may not submit \nletters of recommendation. \n\nStudents holding a General Education Development (GED) (High \nSchool Level) may be considered for admission although they will \ngenerally not be accepted to the college prior to the year in which their \nclass would have normally been eligible for admission to the college. \nApplicants must submit GED scores in addition to the certificate. \nStudents possessing a GED must also submit either SAT or ACT scores \nas a part of the application process. The SAT or ACT requirement may \nbe waived for students who are at least 22 years of age. \n\nAdmission Status \n\nA number of factors are considered in making an admission decision, \nincluding a student's grade point average, difficulty of course work, \nstandardized test scores, extracurricular and co-curricular activities, \nrecommendations and admission essay. Students may be accepted to \nLaGrange College in one of several categories. \n\n\n\n23 \n\n\n\nRegular Admission: Most students offered admission to LaGrange \nCollege are accepted with no stipulations, other than successful \ncompletion of their current academic course work and proof of high \nschool graduation. \n\nConditional Admission: In some cases a candidate who appears to \nmeet the standard requirements for admission may experience delays in \nobtaining required documents. At the discretion of the Admission \nCommittee, a student may be granted Conditional Admission pending \nreceipt of required documents. Upon submission of the documents, the \nstudent will be granted regular status. All documents must be submitted \nwithin 30 days of matriculation. \n\nProbation: In some cases candidates for admission may meet most of \nthe criteria for admission but still not qualify for regular admission. At \nthe discretion of the Admission Committee, such students may be \nadmitted on probation. Students admitted on probation must meet the \nminimum stated grade point average requirement based on their class \nlevel in order to be removed from probationary status. \n\nEarly Admission: Early admission is possible for academically talented \nstudents who have completed their junior year of high school. To \nqualify for early admission, a student must meet specific academic \ncriteria including a B+ or better high school average in a college \npreparatory program and completion of 15 of the 16 prescribed units, \nwith a minimum total of 16 units. Students seeking early admission \nmust also earn a minimum composite score of 1 690 on the SAT or 25 on \nthe ACT. A minimum of 550 on the verbal portion of the SAT or a \nminimum of 24 on the English subject area of the ACT is highly \ndesirable. An interview is required for all early admission candidates. \n\nJoint Enrollment: LaGrange College encourages qualified eleventh and \ntwelfth grade students to consider simultaneous enrollment in LaGrange \nCollege and their high school. Georgia high school seniors may wish to \nconsider participating in the Georgia Ace Program. Students wishing to \napply for the joint enrollment program or Georgia Ace Program must \nsubmit the following materials: an application for admission, application \nfee, recommendation letter from the student's principal or headmaster, \nSAT or ACT scores, and a high school average that indicates that the \nstudent has the academic ability to be successful in the program. \n\nStudents applying for the Georgia Ace Program must also submit an \nofficial recommendation from the high school counseling office as well \nas a notarized statement attesting to the fact that they live within a 25 \nmile radius of LaGrange College and do not live within 25 miles of a \npublic institution. \n\n\n\n24 \n\n\n\nTransfer Admission: Students attending another institution may apply \nfor transfer to LaGrange College provided they are eligible to return to \ntheir current institution at the time of entry to LaGrange College. A \nstudent may be accepted on probation under the standard probation \nregulations. Prior to admission to LaGrange College, the Office of \nAdmission must receive all necessary documents, including official \ntranscripts of all college course work. Applicants may enroll at the \nbeginning of any semester. \n\nLaGrange College is accredited by the Commission on Colleges of the \nSouthern Association of Colleges and Schools (1866 Southern Lane, \nDecatur, Georgia 30033-4097: Telephone number 404-679-4501) to \naward degrees of Associate of Arts, Bachelor of Arts, Bachelor of \nMusic, Bachelor of Science, Bachelor of Business Administration, \nBachelor of Science in Nursing, Master of Education, and Master of \nArts in Teaching. Accordingly, the college accepts course work from \nsimilarly regionally accredited colleges and universities. Academic \ncredit is normally given to students for grades of \"C\" or above. \nAcceptable credit from a junior college is limited to 54 semester hours. \nStudents enrolling from other senior colleges may be able to receive \nadditional semester credit but LaGrange College residency \nrequirements, the core curriculum, and appropriate major course work \nmust be satisfied. Transfer students who have attempted any \ndevelopmental-level course work must provide evidence that they have \ncompleted all requirements and successfully exited the program prior \nto evaluation by the Admission Committee. Members of Phi Theta \nKappa may qualify for academic scholarships reserved for members of \nthis society. \n\nTransient Admission: Students currently enrolled in good standing at \nanother college may enroll at LaGrange College as transient students. \nApproval of course work must be authorized by the primary institution \non the Transient Application for Admission, which is available in the \nAdmission Office. A permission letter from the student's home \ninstitution certifying status and granting permission for specific transient \ncourse work may also be sent. \n\nNon-degree Undergraduate Admission: Students not working toward \na degree may register as non-degree undergraduate students in any \ncourse for which they have the necessary prerequisites. An application \nfor non-degree undergraduate student status may be obtained through \nthe Admission Office. Students classified as non-degree undergraduate \nstudents may become regular, degree-seeking, students by meeting \n\n\n\n25 \n\n\n\nrequirements for regular admission. No more that 6 credit hours earned \nunder this classification may be applied toward a degree. \n\nReadmission to LaGrange College: Following an absence from \nLaGrange College of 3 or more semesters, or any time a student was not \nin good standing during the last term of attendance at LaGrange College, \nany student wishing to return to attempt additional course work must \nsubmit an Application for Readmission. This form is available in the \nOffice of Admission. Students absent from LaGrange College for 2 \nsemesters or less, and who were in good standing when he/she last \nattended LaGrange College may re-activate his/her file in the Registrar's \nOffice. These students do not need to apply for readmission. \n\nIn the event that a student seeking readmission has attended another \ninstitution as a transfer student (not transient) since he/she left LaGrange \nCollege, then the student, if readmitted, is treated as a new transfer \nstudent. Students fitting this description are subject to the Bulletin in \nforce at the time of transfer back to LaGrange College. Students who \nhave not attended another institution are generally governed by the \ncatalog in force at the time of their initial admission. However, students \nwho have been out of school for four calendar years or more re-enter \nLaGrange College under the Bulletin in force at the time of readmission \nand resumption of study. \n\nInternational Student Admission: Admission to LaGrange College \nrequires submission of the international student application, application \nfee, and translated and certified documents attesting to the student's \nacademic performance in secondary and/or university studies. Students \nseeking admission may submit one of the following to prove English \nproficiency: \n\nMinimum TOEFL score of 500 (173 computer-based); \n\nCertificate of completion of level 1 12 from the ELS Centers, Inc.; \n\nGrades of \"C\" or better on G.C.E., G.S.C.E, or C.X.C. English \nexaminations or equivalent tests; \n\nMinimum SAT verbal score of 450; \n\nMinimum ACT English section score of 21. \n\nInternational students must submit an affidavit of support and financial \nstatements demonstrating the ability to pay the cost of attendance for at \nleast one year of study. \n\nIf the prospective student is in the United States, an interview at the \ncollege is desirable. The Director of Admission should be contacted for \nan appointment as well as for the current interpretation of regulations \nwith regard to obtaining an F-l student visa. \n\n\n\n26 \n\n\n\nFinancial Information \nexpenses \n\nPayment of Charges \n\nAll charges for the semester are due and payable at the beginning of the \nterm, and each student is expected to make satisfactory arrangements at \nthat time. Students who pre-register and pay in advance of the deadline \neach semester are not required to attend final registration. Students \ncompleting registration after the Registration Day will be assessed a \nLate Registration fee as enumerated below. Realizing that some \nfamilies prefer to pay on a monthly basis, the College has arrangements \nwith AMS TuitionPay and FACTS to offer families this option. These \nplans are an agreement between the parent and the company; there is no \ninvolvement by LaGrange College in the agreements. For additional \ninformation, contact the Business Office. The College also offers a \ndeferred payment option that allows students to make monthly payments \nto cover educational costs. Interest will be assessed to students utilizing \nthis option. \n\nIn addition to cash and check, the College accepts American Express, \nDiscover, MasterCard, and VISA as payment of charges on a \nstudent's account. Online payments are also available through the \nCollege's website. \n\nCharges \n\n1. Admission \n\nApplication for admission (non-refundable) $20.00 \n\n2. Tuition \n\nA. Undergraduate \n\n(1) Part-time per semester hour \n\n(1-11 or greater than 15) $711.00 \n\n(2) Full-time (12-15 semester hours) $8,626.00 \n\n(3) Nursing (NSG) courses  per semester hour $71 1 .00 \n\nB. Summer Term charges are listed in the summer brochure. \n\nStudents may request information regarding offerings and \ncharges from the Registrar's Office. \n\nC. Audit (per semester hour) $71 1 .00 \n\n\n\n27 \n\n\n\n3. Room \n\nBoatwright, Hawkes, Henry, Pitts, and Turner \n\n(per semester) $2,119.00 \n\nCandler and Vernon (per semester) $2,332.00 \n\nBoard \n\nBoatwright, Hawkes, Henry, Pitts, and Turner \n\n1 5-meal plan (per semester) $ 1 ,472.00 \n\nCandler and Vernon 10-meal plan (per semester) $1,402.00 \n\n{Note: All students living in dormitories are required to pay room \n\nand board.) \n\n4. Private Room \n\nPrivate rooms are available at an additional charge \n\n(per semester) $685.00 \n\nAfter the beginning of the semester any student occupying a double \nroom alone will be charged the private rate. If a student occupying a \ndouble room alone does not wish to pay the private room rate, it is that \nstudent's responsibility to find a suitable roommate. Willingness to \naccept a roommate does not constitute grounds for waiving the single \nroom charge. \n\nFees - Miscellaneous \n\nLate registration (after Registration Day) $50.00 \n\nPersonal checks failing to clear $25.00 \n\nStudent Identification Card replacement fee $ 1 5.00 \n\nDocument Fee (International Students) $ 1 75 .00 \n\nParking Permit $15.00 \n\nTesting Fee (All New Students) $60.00 \n\nRoom deposit (Refundable) $ 1 00.00 \n\nAdmission Deposit (New Students) $ 1 00.00 \n\nSummary of Standard Charges Per Semester Per Year \n\nNon-Dormitory Students: \n\nTuition (full-time with 12-15 hours) $8,626 $17,252 \n\nDormitory Students: \n\nBoatwright, Hawkes, Henry, Pitts, and Turner residents \nTuition (full-time with 12-15 hours) \nSemi-private Room \nBoard Plan (15-meals) \n\n\n\n$8,626 \n\n\n$17,252 \n\n\n$2,119 \n\n\n$4,238 \n\n\n$1,472 \n\n\n$2,944 \n\n\n$12,217 \n\n\n$24,434 \n\n\n\n28 \n\n\n\nApartment Students: \n\n\n\n\n\n\nCandler and Vernon Road residents \n\n\n\n\n\n\nTuition (full-time with 12-15 hours) \n\n\n$8,626 \n\n\n$17,252 \n\n\nApartment \n\n\n$2,332 \n\n\n$4,664 \n\n\nBoard Plan ( 10-meals) \n\n\n$1,402 \n\n\nS2.804 \n\n\n\n\n$12,360 \n\n\n$24,720 \n\n\n\nAll undergraduate degree-seeking students taking twelve or more hours \nwho have been residents of the state of Georgia for twelve consecutive \nmonths are eligible to receive a Tuition Equalization Grant (TEG) \nregardless of need. The State Legislature establishes the amount of \nthis grant. \n\nIn addition, Georgia students who are entering freshmen as Hope \nScholars (B or better high school grade point average) will receive a \n$3,000 academic scholarship per year from the Georgia Hope \nScholarship program as long as a tc B or better\" average is maintained. \nEligibility is determined every spring by the Financial Aid Office. \n\nFees relating to the Evening and Graduate Programs are included in a \nseparate bulletin pertaining to those programs. You may contact the \nCollege to receive a copy of those publications. \n\nFederal Tax Credits \n\nThe Tax Reform Act of 1997 provided two tax credits for higher \neducation. The Hope Scholarship Credit provides up to a $1,500 tax \ncredit for the first two years of postsecondary education in a program \nthat leads to a degree, certificate, or other recognized educational \ncredential. The student must be enrolled at least halftime. Qualified \nexpenses are tuition and fees, and do not include room, board, books, \ninsurance, and other similar expenses. \n\nThe Lifetime Learning Credit provides up to a $2,000 per year tax credit \nper family after the first two years of higher education. These tax \ncredits are phased out as the modified adjusted gross income exceeds \ncertain limits. Please check with your tax advisor regarding these limits. \nFor additional information about these credits, please consult the \nBusiness Office or your tax preparer. \n\nMiscellaneous \n\nDepending upon individual requirements, a student may expect to spend \n$750 to $1,000 per year on books and personal expenses. \n\n\n\n29 \n\n\n\nThe above charges are applicable to an academic year of two semesters. \nSummer term charges and Interim Term fees, and curriculum, are \navailable in separate bulletins. \n\nNursing students should consult the Nursing Division concerning \nrequired nursing supplies and their projected costs. \n\nAll students must present the College with a proof of health insurance at \nthe time of registration and complete a waiver form including provider \nname and policy number. If the student does not have insurance, the \nCollege will assess the student for a limited coverage group sickness and \naccident insurance policy. \n\nOfficial transcripts and diplomas are withheld for any student who has a \nfinancial obligation owed to the College. \n\nCredit Balances \n\nStudents who have a credit balance on their student accounts receivable \nmay obtain a credit balance refund within fourteen (14) calendar days \nwhichever is the latest of: \n\n the date the balance occurs, \n\n the first day of classes of a payment period or enrollment period, \nas applicable, or \n\n the date the student rescinds authorization given the school to \nhold the funds. \n\nRefund and Repayment Policies \n\nNo refund of any nature will be made to any student who is suspended \nor dismissed for disciplinary reasons. \n\nNo refund will be made for individual courses dropped after the end of \nthe drop/add period as established by the school calendar. \n\nRefunds will be processed within thirty (30) days of notification of a \nComplete Withdrawal. A Complete Withdrawal date is defined by: \n\n the earlier of date student began school's withdrawal process or \ndate student otherwise provided \"official\" notice; or \n\n if student did not notify school, the midpoint in the term; or the \ndate of student's last attendance at documented academically- \nrelated activity, or \n\n if student did not notify due to circumstances beyond student's \ncontrol, date related to that circumstance. \n\n\n\n30 \n\n\n\nRefund Policies - Tuition and Fees \n\nA student withdrawing from the College must submit a Complete \nWithdrawal Form, which is available in the Registrar's Office. \nThe student should also consult the Financial Aid Office and the \nBusiness Office to determine the financial consequences of a \nComplete Withdrawal. \n\nThe Department of Education requires all unearned Title IV funds to be \nreturned to the program from which such aid was awarded. The College \nwill credit a student's account for all unearned institutional charges. \nThe Department of Education defines institutional charges as \"all \ncharges for tuition, fees, and room and board, and expenses for required \ncourse materials, if the student does not have a real and reasonable \nopportunity to purchase the required course materials from any place but \nthe school. \" \n\nIn the event of a Complete Withdrawal from the College, refunds of \ninstitutional charges will be calculated as follows: The College \ncalculates the amount of federal grant and loan funds the student has \nearned during the term by dividing the number of days a student actually \ncompletes by the total number of days within the term (excluding breaks \nof five days or more). The resulting percentage is multiplied by the \namount of federal funds that were applied to the student's account. This \nis the amount the student actually earned. The remainder is returned to \nthe federal program. If the resulting percentage is 60 percent or greater, \nthe student would be entitled to 100 percent of the federal funds. \nTuition credits will be applied to the student's account in the same \nmanner as the return of federal funds. After the student has completed \n60 percent of the term, there will be no refund of institutional charges. \n\nIn certain cases, these refund requirements may leave an indebtedness \non the student's account. This may also require the student to reimburse \nthe Department of Education for some or all of the applicable Federal \nPell and SEOG funds. It is therefore imperative that the students fully \ndiscuss the ramifications of a Complete Withdrawal with the Financial \nAid Office prior to making a final decision. \n\nA student will not receive a refund until all financial aid programs have \nbeen reimbursed. Refunds will be returned in the order indicated below: \n\nUnsubsidized Federal Stafford Loan Program \n\nSubsidized Federal Stafford Loan Program \n\nFederal Perkins Loan Program \n\nFederal PLUS Program \n\n\n\n31 \n\n\n\nFederal Pell Grant Program \n\nFederal SEOG Program \n\nOther Title IV Programs \n\nOther state, private, or institutional assistance programs \n\nTo the student \n\nRefund Policies - Room and Board \n\nIf a student does not enroll, the room deposit is refundable if the student \nnotifies the College of his/her cancellation by May 1st. There is no refund \nof room deposits after this date. No refund of room or board will be made \nif a student withdraws from the dormitory after registration. In the event of \na Complete Withdrawal from the College, there is no refund of ROOM \ncharges. The BOARD charges will be prorated at $ 1 5 per day from the \nmove-in date. \n\nStudent Repayment Policy \n\nStudents who receive cash disbursements after registration for that \nenrollment period will be assessed liability for repayment of the \nappropriate percentage of the refund due the Title IV programs upon \nwithdrawal, expulsion, or suspension. \n\nStudents who receive cash disbursements that are attributable to Federal \nPell or SEOG programs may owe a repayment of these funds to the College \nto prevent an overpayment. A student who owes a repayment will be \ndeemed ineligible for any financial assistance from any source until the \nstudent has resolved the overpayment. Repayments will be allocated to the \nstudent aid programs in the following order: Pell Grant, SEOG, other Title \nIV programs, and then to the institution. \n\nStudents have 45 days from the date of their notification to make \narrangements for repayment of the aid received. If they fail to make \nsatisfactory arrangements within the 45-day time period, the account will \nbe submitted to the Department of Education and the student could lose \nfuture eligibility for financial aid programs. \n\n\n\n32 \n\n\n\nFinancial Aid \n\n\n\nPhilosophy \n\nRecognizing the significant investment students and families make when \nchoosing a private college, LaGrange College offers a variety of \nassistance and payment options. We expect students and families to use \na combination of scholarships, grants, loans and work to meet college \ncosts. These resources may come from family, college, community, and \nstate or federal sources. Payment plans are available to distribute \nrequired payments over the course of an academic year or for longer \nterms using Federal loan programs. We encourage students to apply for \nfinancial aid and scholarships as early as possible to maximize eligibility \naccess to all available types of assistance. \n\nFinancial Aid Eligibility Requirements \n\nIn general, to be eligible for financial assistance, the applicant must: \n\n Be a U.S. Citizen or permanent resident alien of the United States. \n\n Be admitted or currently enrolled in an approved degree-seeking or \nteacher certification program. \n\n Have a high school diploma or a General Education Development \n(GED) Certification, or pass an approved Ability-to-Benefit test. \n\n -Be making Satisfactory Academic Progress towards the completion \n\nof their degree program. \n\n Not be in default on any federal educational loan or have made \nsatisfactory arrangements to repay the loan. \n\n Not owe a refund on a federal or state grant. \n\n Not have borrowed in excess of federal loan limits. \n\n Be registered with Selective Service, if required. \n\nFinancial Aid Application Procedures \n\nApplicants for financial aid must: \n\n Complete and submit a Free Application for Federal Student Aid \n(FAFSA) or a Renewal FAFSA annually. \n\n Complete a Georgia Tuition Equalization Grant Application, if \napplicable. \n\n\n\n33 \n\n\n\n Complete a HOPE Scholarship Application, if applicable. \n\n Submit all required documents for verification, if selected. \n\nDetermining Financial Need \n\nStudents seeking financial assistance must complete the federal need \nanalysis form, the Free Application for Federal Student Aid (FAFSA). \nThe FAFSA collects parental and student income and asset information \nneeded to determine eligibility for financial aid. This information is \nused in a federal need analysis formula to determine the Expected \nFamily Contribution (EFC). \n\nThe Financial Aid Office establishes Cost of Attendance Budgets each \nyear. A Cost of Attendance Budget includes tuition, fees, room, board, \nbooks, supplies, and living expenses. Other components of the Cost of \nAttendance, which is applied on an individual basis, are childcare \nexpenses, study abroad, and the purchase of a computer. These items \nmay require documentation from the student. Below are the Cost of \nAttendance Budgets for the 2006-2007 academic year. \n\nUndergraduate dependent residing on campus $27,710 \n\nUndergraduate dependent residing with parents $23,877 \n\nUndergraduate independent residing off campus $27,777 \n\nUndergraduate nursing dependent residing on campus $32,708 \n\nUndergraduate nursing dependent residing with parents $29, 1 75 \nUndergraduate nursing independent residing off campus $32,775 \n\nThe Expected Family Contribution (EFC) is deducted from the Cost of \nAttendance at LaGrange College to determine whether a need for \nfinancial assistance exists. If the family's EFC is less than the Cost of \nAttendance, a financial need is established. The Financial Aid Office \nattempts to meet the demonstrated financial need of applicants with \nfederal, state, and institutional grants and scholarships, work programs, \nand student loans. \n\nSatisfactory Academic Progress \n\nThe United States Department of Education requires institutions of \nhigher education to establish a satisfactory academic progress policy to \nbe applied to all recipients of federal financial aid. Satisfactory \nacademic progress means the student is progressing in a manner \nconsistent with fulfilling their degree or certification requirements. \nSatisfactory academic progress is evaluated throughout the course of the \ndegree program. A Satisfactory Academic Progress policy must include \n\n\n\n34 \n\n\n\ntwo components: qualitative and quantitative. Qualitative measures \ncumulative grade point average. Quantitative measures the number or \npercentage of courses completed. The quantitative component also \nestablishes the maximum time frame for completing a degree program. \nFinancial aid recipients must meet both of these standards to receive \nfinancial aid. \n\nThe standards established in the Satisfactory Academic Progress policy \napply to the following financial aid programs: Federal Pell Grant, Federal \nSupplemental Educational Opportunity Grant (FSEOG), Federal Perkins \nLoan, Federal Stafford Loan (subsidized and unsubsidized), Federal Parent \nLoan for Undergraduate Students (PLUS), Federal Work Study, HOPE \nScholarship, Georgia Tuition Equalization Grant (GTEG), Georgia LEAP, \nState Service Cancelable Loans, LaGrange College Grant, Lettie Pate \nWhitehead Grant, Clark and Ruby Baker Grant, all LaGrange College \nAcademic and Merit scholarships, and LaGrange College Work Aid. \n\nNote: HOPE scholarship guidelines require a cumulative grade point \naverage of 3.0 to maintain eligibility. \n\nQualitative Standard \n\nFederal regulations require a student to have a grade point average that is \nconsistent with the institution's policy governing academic progress. \nLaGrange College has set the following minimum grade point average \nrequirements. The Registrar and Academic Dean monitor this component \nof the policy each term. \n\n\n\nClassification \n\n\nMinimum Cumulative Grade Point Average \n\n\nFirst-year \n\n\n1.65 \n\n\nSophomore \n\n\n1.75 \n\n\nJunior \n\n\n1.85 \n\n\nSenior \n\n\n2 \n\n\n\nQuantitative Standard \n\n\n\nStudents receiving funds from any of the financial programs covered under \nthis policy must demonstrate measurable progress toward the completion of \ntheir degree program. LaGrange College requires students to successfully \n\n\n\n35 \n\n\n\ncomplete 67% of the credit hours for which the student enrolls each \nacademic term. The credit hours considered under this policy will be those \nfor which the student is registered at the conclusion of late registration. \nGrades of A, B, C, or D are considered as successful completion of a \ncourse. Grades of F, W, WF, NR, or I are considered failing and do not \ncount as successfully completed courses. Audited courses are not \nconsidered in either the quantitative or qualitative standards. \n\nMaximum Time Frame \n\nFederal regulations allow a student to receive financial assistance for no \nmore than 150% of the credit hours required to complete the degree \nprogram. Therefore, students pursuing a bachelor's degree must complete \ntheir program within 1 80 ( 1 62 for students enrolling prior to Fall, 2006) \nattempted semester credit hours. Most students will complete the program \nwithin the time frame; however, frequent withdrawals from courses or \nschool, changes of major, failed repeated courses, or taking courses that are \nnot related to your degree program could jeopardize financial aid \neligibility. All attempted hours are considered when reviewing maximum \ntime frame. \n\nTransfer students must complete their program within a maximum of 1 80 \n( 1 62 for students enrolling prior to Fall, 2006) attempted semester credit \nhours. Hours transferred to and accepted by LaGrange College from other \ninstitutions are considered in the maximum time frame. For example, if a \nstudent has 75 credit hours acceptable towards their degree program, the \nstudent may receive financial assistance for 105 (87 for students enrolling \nprior to Fall, 2006) additional credit hours. \n\nStudents pursuing an additional bachelor's degree are allowed an additional \n60 semester hours to complete the degree. \n\nEvaluation \n\nThe cumulative academic history of all financial aid recipients is reviewed \neach term to determine if the student is meeting the quantitative, qualitative \nand time frame standards. This includes all courses attempted regardless of \nwhether financial aid was received or not. Transfer grade point averages \nare not considered in either of these standards. However, accepted transfer \ncredit hours will be considered in the maximum time frame for completing \na degree program. Students who fail to meet both of these standards will \nbe placed on financial aid probation. Students placed on financial aid \nprobation are eligible for financial aid during the probationary term. If the \nstudent does not meet the satisfactory academic progress standards at the \nend of the probationary term, future financial aid will be terminated \n\n\n\n36 \n\n\n\neffective with the next term of enrollment. Students whose financial aid \nis terminated may appeal to the Financial Aid Appeals Committee for \nre-instatement of financial aid. The chart below indicates the minimum \ncredits a student must earn to meet the quantitative standard. \n\n\n\n\nAppeal Process \n\nStudent financial aid recipients who lose their eligibility for financial aid \nmay appeal in writing to the Financial Aid Appeals Committee except \nfor loss of eligibility due to time frame. Appeals must be submitted in \nwriting to the Director of Financial Aid outlining any mitigating \ncircumstance(s) that influenced the student's academic performance, \ndocumentation of circumstance(s), if applicable, and the manner by \nwhich the deficiency will be resolved. The Director will convene the \nFinancial Aid Appeals Committee to evaluate the request for \nreinstatement of financial aid eligibility. The Director of Financial Aid \nwill notify the student in writing of the decision of the Committee and \nany conditions associated with reinstatement. Students whose appeals \nare approved will receive financial aid on probationary status for the \nnext term of enrollment and will have their academic performance \nreviewed at the end of that term for continued eligibility. \n\nStudent Financial Aid Policies \n\n Financial aid applications for the up coming academic year are \navailable beginning January 1 in the financial aid office. \n\n LaGrange College awards aid to eligible students on a first-come, \nfirst-served basis. In awarding, first priority is given to students \npursuing their first undergraduate degree. Transient, non-degree \nseeking, and unclassified students are not eligible for \nfinancial assistance. \n\n\n\n37 \n\n\n\n All financial aid applications and documentation for verification \nmust be submitted before an official financial aid award letter \n\nis mailed. \n\n In constructing a financial aid award, funding is awarded in this order: \ngrants and scholarships, student loans, and student employment. \n\n External sources of financial aid available to a financial aid \nrecipient must be considered in the awarding of Federal, State, and \nLaGrange College need-based financial aid programs. LaGrange \nCollege reserves the right to cancel or reduce financial aid awards \nin the event that these resources result in financial aid in excess of \nfinancial need. \n\n Financial aid awards are made assuming full-time enrollment. \nMost LaGrange College and State financial aid programs require \nfull-time enrollment; however, financial assistance is available to \nstudents who enroll half-time. \n\n A student's enrollment status will be based on the credit hours for \nwhich the student is registered at the conclusion of late registration. \nAll financial aid awards will be calculated using final registration \ninformation. If it is later determined that attendance in all or some \ncourses cannot be documented, financial aid awards will be \nadjusted. The student will be responsible for repaying any \nineligible funds received. \n\n\n\n \n\n\n\nFinancial aid awards will be disbursed on the first day of \nclasses provided all required documents and eligibility \nrequirements are met. \n\nSources of Financial Aid \n\nThere are a variety of financial aid resources available to assist students \nwith funding their college education. These resources are in the form of \nscholarships, grants, loans, or student employment and are made \npossible by funding from federal, state, and institutional sources. \nAlthough financial need is a primary factor in financial aid eligibility, \nthere are financial aid programs available to students who do not \ndemonstrate financial need. These programs may be awarded based on \nresidency, merit, academic excellence, talent, and other criteria. \n\n\n\n38 \n\n\n\nLaGrange College Academic Scholarships \n\nPresidential Scholarship is a competitive four-year, renewable \nacademic scholarship awarded to incoming freshmen on the basis of \nacademic achievement in high school, SAT or ACT test scores, and \nparticipation in the Scholar Weekend Competition. Recipients of this \nprestigious award receive full tuition, mandatory fees, room, and board. \nPresidential Scholarships of Georgia residents eligible for the HOPE \nScholarship and Georgia Tuition Equalization Grant will be reduced by \nthe value of these state programs. If selected to receive one of the \nawards, the scholarship will replace any previous scholarship award. \n\nDean's Scholarship is a competitive, four-year, renewable, $12,000 \nacademic scholarship awarded to incoming freshmen on the basis of \nacademic achievement in high school, SAT or ACT test scores, and the \nScholar Weekend Competition. If selected to receive one of the awards, \nthe scholarship will replace any previous scholarship award. \n\nFellows Scholarship is a four-year, renewable, $10,000, academic \nscholarship awarded to incoming freshmen on the basis of academic \nachievement in high school and SAT or ACT test scores. Fellows \nScholarship recipients are eligible to compete in the Scholar Weekend \nCompetition for a Presidential or Dean's Scholarship. If selected to \nreceive one of the awards, the scholarship will replace any previous \nscholarship award. \n\nFounders Scholarship is a four-year, renewable, $8,000 academic \nscholarship awarded to incoming freshmen on the basis of academic \nachievement in high school and SAT or ACT test scores. Founders \nScholarship recipients are eligible to compete in the Scholar Weekend \nCompetition for a Presidential or Dean's Scholarship. If selected to \nreceive one of the awards, the scholarship will replace any previous \nscholarship award. \n\nLaFayette Scholarship is a four-year, $6,000 renewable academic \nscholarship awarded to incoming freshmen on the basis of academic \nachievement in high school and SAT or ACT test scores. \n\nQuadrangle Scholarship is a four-year, $4,500, renewable academic \nscholarship awarded to incoming freshmen on the basis of academic \nachievement in high school and SAT or ACT test scores. \n\n\n\n39 \n\n\n\nLaGrange College HOPE Match is awarded to enrolling freshmen \nwho graduate from high school as a HOPE Scholar. The award is a \nmaximum of $3,000 per year. Students awarded academic scholarships \nwill receive the greater of the HOPE Match or the academic award. \n\nState Match Scholarship is awarded to out-of-state enrolling freshmen \nthat are eligible of state-sponsored merit scholarships from Florida \n(Bright Futures), South Carolina (Palmetto and Life), Louisiana (TOPS), \nand Tennessee (HOPE). Scholarship award for students from Florida \nand Louisiana will be based on the weighted average of public school \ntuition in their state. State Match recipients who are eligible for a \nLaGrange College Academic Scholarship[ will receive the greater of the \ntwo awards. The student may be required to provide documentation of \neligibility for a state-sponsored scholarship in their home state. \n\nLaGrange College Fine Arts Scholarships are scholarships awarded to \nstudents who excel in the areas of Art and Design, Music, and Theatre \nArts. Scholarships are awarded based on academic promise, audition and \nportfolio. The departments' Scholarship Committee determines \nscholarship recipients. Auditions or portfolio reviews are required. \n\nSandra Kratina Nursing Scholarship is a renewable academic \nscholarship awarded to students pursuing careers in Nursing. \nScholarships are awarded based on academic excellence, promise, \ncharacter and an interview with the Division of Nursing \n\nPhi Theta Kappa Scholarship is a two-year, renewable $6,000, \nacademic scholarship awarded to qualified transfer students who are \nU.S. citizens or permanent resident aliens fully inducted into Phi Theta \nKappa Honor Society. Recipients must hold Associates of Arts or \nAssociate of Science degrees from an accredited two-year college and \nhave earned a 3.5 or better grade point average \n\nTransfer Scholarship is awarded to students transferring to LaGrange \nCollege from a college or university with a minimum of 30 semester \nhours and a minimum grade point average of 3.0 or higher. Scholarship \nawards range from $2,000 to $4,000. \n\nLaGrange College Methodist Scholarships are available to active \nmembers of the United Methodist Church. These scholarships are non- \nneed based and are awarded based on academic excellence, church \nactivities, essay and recommendation from the minister. The Office of \nAdmission determines the recipients of this scholarship. \n\n\n\n40 \n\n\n\nGoizueta Scholarship was established by a grant from the Goizueta \n\nFoundation to provide scholarship assistance to Hispanic students whose \nfamilies currently reside in the United States and demonstrate financial \nneed. The Financial Aid Office and the Office of Admission will award \nthe scholarship(s). \n\nFederal Financial Aid Programs \n\nFederal Pell Grant is awarded to undergraduate students pursuing a \nfirst bachelor's degree. The student's Expected Family Contribution \n(EFC), Cost of Attendance, and enrollment status determines the Pell \naward. Students enrolling less than full-time may qualify for a prorated \namount of Pell Grant based on their enrollment status and EFC. \n\nFederal Supplemental Educational Opportunity Grant is awarded to \nundergraduate students with exceptional financial need. Priority is \ngiven to students eligible for Federal Pell Grant. \n\nFederal Work-Study provides employment opportunities for \nundergraduate and graduate students with financial need to defray \neducational expenses. Jobs are available on campus and off-campus in \ncommunity service activities. Pay rates begin at $5.15 per hour, the \nminimum wage rate, with earnings paid monthly. \n\nFederal Perkins Loan is a low interest, repayable loan awarded to \nundergraduate and graduate students with exceptional financial need. \nThe interest rate is 5% and no interest accrues on the loan while the \nborrower is enrolled half-time and during the grace period. Repayment \nbegins nine months after graduating or withdrawal from school. This \nloan program has cancellation provisions for critical fields of study. \nContact the Financial Aid Office for more information. \n\nFederal Stafford Loan is a low interest, repayable loan available to \nundergraduate and graduate degree seeking students regardless of \nfinancial need. The interest rate is a fixed rate of 6.80% for loans \ndisbursed after July 1, 2006. Federal Stafford Loans are available from \nbanks, credit unions, savings and loans, and other lending institutions. \nThe Federal Stafford Loan Program consists of a subsidized (need- \nbased) and unsubsidized (non-need-based) loan programs. Subsidized \nloans will have interest subsidies paid by the federal government to the \nlender while the student is enrolled in school. Unsubsidized loans are \navailable to students regardless of financial need. Interest accrues while \nthe borrower is in school. The borrower has the option of paying the \naccruing interest or to allow the interest to accrue and capitalize. \n\n\n\n41 \n\n\n\nThe annual subsidized/unsubsidized Stafford Loan limit for a dependent \nundergraduate is $2,625 for freshmen, $3,500 for sophomores, and $5,500 \nfor juniors or seniors. The annual loan limits for an independent \nundergraduate is $6,625 for freshmen, $7,500 for sophomores, and $10,500 \nfor juniors and seniors. Federal Stafford Loans are delivered to the \nborrower in two separate disbursements, one at the beginning of the \nenrollment and the second at the middle of the loan period. \n\nRepayment of a Federal Stafford Loan begins six months after the borrower \ngraduates, withdraws, or ceases enrollment as at least a half-time student. \nThe standard repayment period for a Stafford Loan is 10 years. \n\nFederal Parent Loan for Undergraduate Students (PLUS) is available \nto the parents of a dependent student to defray remaining educational \nexpenses after all other financial aid resources are exhausted. Eligible \napplicants may borrow up to the cost of attendance less other financial aid. \nThe interest rate is a fixed rate of 8.5% for loans disbursed after July 1, \n2006. Unlike the Federal Stafford Loan program, PLUS borrowers must \nbe credit worthy to qualify for this loan and repayment begins within 60 \ndays of the loan disbursement. If the parent borrower is denied a PLUS, \nthe borrower may appeal to the lender if an extenuating circumstance exists. \n\nState of Georgia Student Financial Assistance \nPrograms \n\nThe State of Georgia provides several financial aid programs to assist \nresidents of Georgia. Recipients of these programs must meet financial aid \neligibility and Georgia residency requirements. An applicant for financial \naid will be considered a resident of Georgia if he/she can demonstrate that \nhe or she has physically resided in the state for twelve consecutive months \nprior to the term that state financial assistance is sought and can provide \ndocumentation of intent to remain indefinitely. Acceptable documentation \nof intent to remain indefinitely includes but is not limited to a Georgia \ndriver's license, voter registration card, automobile registration or other \ndefinitive evidence. Residency is established twelve months from the date \nthe documentation was issued. The residency of the supporting parent \ndrives the residency of a dependent student. The Director of Financial Aid \nmakes final determination of residency. \n\nGeorgia LEAP Grant is a State of Georgia need-based grant awarded to \nGeorgia residents who qualify for Federal Pell Grant and have substantial \nfinancial need. The annual amount is contingent upon appropriations by \nCongress and the Georgia Legislature. \n\n\n\n42 \n\n\n\nGeorgia Tuition Equalization Grant is a non-need-based grant \nawarded to Georgia residents attending a private college or university as \na full-time student. The annual amount is contingent upon funding by \nthe Georgia Legislature. \n\nHOPE Scholarship is a non-need-based lottery funded scholarship \nawarded to Georgia residents who graduate from high school with a \nminimum of a 3.0 cumulative grade point average in the college \npreparatory core-curriculum subjects or a 3.2 minimum grade point \naverage in the career/technology core-curriculum subjects. Students \nwho did not graduate as a HOPE scholar may become eligible after \nattempting 30, 60 or 90 semester hours provided the student's has a \ncumulative grade point average of 3.0 or better and meet all other \nprogram requirements. \n\nTo apply for the HOPE Scholarship, students must complete a HOPE \nScholarship and Georgia Tuition Equalization Grant application at: \nwww.GACollege41 l.org . HOPE Scholars attending a private college or \nuniversity are eligible for S 1,500 per semester as a full-time student or \n$750 per semester as a half-time student. Scholars must maintain their \nenrollment status for 14 days beyond the end of late registration (drop/ \nadd) to qualify for disbursement for a semester. \n\nHOPE Scholars are evaluated annually at the end of the spring semester, \nas well as, at increments of 30, 60, and 90 attempted hours. At each \nevaluation point, the scholar must have a minimum cumulative grade \npoint average of 3.0 for continued eligibility. The calculation of grade \npoint average for HOPE purposes must include all courses attempted \nsince the scholar's high school graduation. A HOPE Scholar may \nreceive assistance for a maximum of 127 attempted-semester hours or \nonce a baccalaureate degree is earned, whichever occurs first. \n\nHome schooled students and students who graduated from an ineligible \nhigh school may receive HOPE retroactively for tier 1 if they earn a 3.0 \ncumulative grade point average after attempting 30 semester hours and \nmeet all other HOPE Scholarship requirements. Home-schooled \nstudents will need to provide a copy of the \"declaration of intent to \nhome school\" submitted to their school system. \n\nHOPE Promise Scholarship provides forgivable loans to \nundergraduate students who plan to teach in Georgia upon \ncompleting their education degree. Applicants must be of junior or \nsenior standing with a 3.0 or better grade point average. Georgia \n\n\n\n43 \n\n\n\nresidency or full-time attendance is not a requirement. HOPE Promise \nrecipients may cancel the loan in full by working at a Georgia public \nschool at the preschool, elementary, middle or secondary level one \nacademic year for each $1,500 awarded through the scholarship. \n\nLaw Enforcement Personnel Dependents Grants provides non- \nrepayable grants of up to $2,000 per year to eligible Georgia \nresidents who are dependent children of Georgia law enforcement \nofficers, prison guards, or firemen who were permanently disabled or \nkilled in the line of duty. \n\nService Cancelable Stafford Loans provide forgivable Stafford \nloans to Georgia residents who are pursuing degrees in areas where \nthere is a critical shortage of qualified professionals. The terms and \nconditions of a service cancelable loan are the same as for a Federal \nStafford loan except the student may cancel the loan in full by \nworking one year at an approved Georgia location for each academic \nyear funding was received. The cancellation benefit will be principal \nand accrued interest. The only approved critical field at LaGrange \nCollege is nursing. Funding in this program is limited. Awards are \nmade on a first-come, first-serve basis. \n\nLaGrange College Financial \nAssistance Programs \n\nLaGrange College assists students in defraying the cost of attending our \ninstitution by offering institutional grants, scholarships and student \nemployment to eligible students. \n\nLaGrange College Grants offer a variety of need-based institutional \ngrants made possible by the generosity of alumni, foundations, and \nindividuals. These grants are available to undergraduate degree seeking \nstudents enrolled full-time. Recipients must be in good academic \nstanding and have a minimum of a 2.0 LaGrange College cumulative \ngrade point average. \n\nLettie Pate Whitehead Grant is available to female students enrolled full- \ntime with financial need. Eligible recipients must reside in Georgia, \nAlabama, South Carolina, Tennessee, Florida, Mississippi, or Louisiana. \nThe funds are made possible by an annual gift from the Lettie Pate \nWhitehead Foundation. Recipients must be in good academic standing \nand have a minimum of a 2.0 LaGrange College cumulative grade point average. \n\n\n\n44 \n\n\n\nLaGrange College Work Aid Program provides students, regardless of \n\nfinancial need, with opportunities to earn additional money for school \nthrough employment in campus departments and community service activities. \n\nStudent Financial Aid and Federal Tax \nImplications \n\nStudents receiving scholarships and grants that exceed their tuition, fees, \nbooks and supplies should be aware that these funds are taxable under \nfederal and state tax law. It is important that students maintain records of \ntheir grants and scholarships and documentation of educational expenses \nfor reporting purposes. \n\nFederal tax law allows for only qualified scholarships and grants to be \nexcluded from income. Qualified scholarships are any amount of grant \nand scholarship received that is used for tuition, fees, books, supplies and \nequipment required for course instruction. Scholarships and grants that \nare specifically designated for educational expenses other than those \ndescribed under qualified scholarships (room, board, transportation, or \nliving expenses) are taxable. \n\nFor information, please read IRS Publication 970, 'Tax Benefits for \nEducation,\" for more details on reporting requirements or consult a \ntax professional. \n\nSuspected Fraud \n\nInstitutions are required to report cases of suspected fraud to the Office \nof the Inspector General of the Department of Education, or, if more \nappropriate, to the state or local law enforcement agency having \njurisdiction to investigate these allegations. Fraud may exist if the \ninstitution believes the applicant misreported or altered information in \norder to increase their financial aid eligibility or fraudulently obtained \nfederal funds. \n\n\n\n45 \n\n\n\nStudent Life \n\n\n\nThe Student Life staff is concerned with providing those services which \nassist individuals in their personal growth. Their purpose is to provide \nassistance which facilitates the development of the total person. At \nLaGrange College, the emphasis is upon the intellectual, social, physical \nand spiritual development of each student. \n\nStudent Life involves a wide variety of programs and activities. The broad \nrange of available services is an outgrowth of complex student needs: \norientation, activities, student government, organizations, health services, \nwellness programs, parking, food service, discipline, leadership \ndevelopment, personal counseling, career development and placement, \nfraternities and sororities, and all residence programming. The Student \nLife staff is committed to creating a positive climate within which personal \ngrowth and development occur. \n\nStudent Conduct \n\nLaGrange College, as a church-related college, is committed to an \nhonorable and seemly standard of conduct. As an educational institution \nthe College is concerned not only with the formal in-class education of \nits students, but also with their welfare and their growth into mature men \nand women who conduct themselves responsibly as citizens. \n\nRegulations of the College are formulated to meet changing student \nneeds within the framework of college policy. These regulations become \neffective when the student enrolls. Some regulations may not be \nagreeable to everyone because they have been formulated to meet the \nneeds of the entire group. This, however, does not lessen the individual's \nobligation to uphold them. Regulations do not have as their primary \npurpose the punishment of the individual. The regulations are formulated \nto insure the right of all community members to have the best possible \nliving and learning conditions. \n\nThe College reserves the right to dismiss at any time a student who, in its \njudgment, is undesirable and whose continuation in the school is \ndetrimental to himself or his fellow student. \n\nFurthermore, students are subject to federal, state and local laws as well \nas College rules and regulations. A student is not entitled to greater \nimmunities before the law than those enjoyed by other citizens generally. \nStudents are subject to such disciplinary action as the administration of \nthe College may consider appropriate, including possible suspension and \nexpulsion for breach of federal, state or local laws, or College \n\n\n\n46 \n\n\n\nregulations. This principle extends to conduct off campus which is likely \nto have adverse effect on the College or on the educational process or \nwhich stamps the offender as an unfit associate for the other students. A \ncomplete description of student conduct policies, rules and regulations \ncan be found in the Student Handbook, which is published in the Panther \nPlanner each year. Copies of the Handbook are available in the Student \nDevelopment Office. \n\nStatement of Policy on Harassment \n\nAll members of the college community have the right to be free from \ndiscrimination in the form of harassment. Harassment may take two \nforms: (1) creating a hostile environment, and (2) quid pro quo . \n\nA hostile, demeaning, or intimidating environment created by \nharassment interferes with an individual's full and free participation in \nthe life of the College. \n\nQuid pro quo occurs when a position of authority is used to threaten to \nimpose a penalty or to withhold a benefit in return for sexual favors, \nwhether or not the attempt is successful. Sexual harassment may \ninvolve behavior by a person of either gender against a person of the \nsame or opposite gender. It should be noted that the potential of \nsexual harassment exists in any of the following relationships: \nstudent/student, faculty/student, student/faculty, and faculty/faculty. \nHere and subsequently \"faculty\" refers to faculty, staff, and \nadministration. Because of the inherent differential in power between \nfaculty and students, sexual relationships between faculty and students \nare prohibited. \n\nSexual harassment may result from many kinds of behavior. These \nbehaviors may range from the most egregious forms, such as sexual \nassault, to more subtle forms. Explicit behaviors include but are not \nlimited to requests for sexual favors, physical assaults of a sexual nature, \nsexually offensive remarks, and rubbing, touching or brushing against \nanother's body. More subtle behaviors may be experienced as \nintimidating or offensive, particularly when they recur or one person has \nauthority over another. Such behaviors may include but are not limited \nto unwelcome hugs or touching, inappropriate staring, veiled suggestions \nof sexual activity, requests for meetings in non-academic settings, and \nrisque jokes, stories, or images. \n\nAccusations of harassment which are made without good cause shall not be \ncondoned. Such accusations are indeed grievous and can have damaging \nand far-reaching effects upon the careers and lives of individuals. \n\n\n\n47 \n\n\n\nAny member of the college community having a complaint of \nharassment may raise the matter informally and/or file a formal \ncomplaint. The informal process is an attempt to mediate between the \nparties in order to effect a mutually agreeable solution without entering \ninto the formal hearing process. \n\nA. Informal Procedures \n\nThe following informal procedures may be followed: \n\n Clearly say \"no\" to the person whose behavior is unwelcome. \n\n Communicate either orally or in writing with the person whose \nbehavior is unwelcome. The most effective communication will \nhave three elements: \n\n a factual description of the incident(s) including the time, \nplace, date, and specific behavior, \n\n a description of the complainant's feelings, including any \nconsequences of the incident, \n\n a request that the conduct cease. \n\n Speak with a department chair, dean, director, counselor, or \nchaplain who may speak to the person whose behavior is \nunwelcome. The name of the complainant need not be disclosed. \nThe purpose of such conversation is the cessation of the \nunwelcome behavior. \n\n In the case of harassment of a student, it may be appropriate first \nto seek the advice of his or her advisor. \n\nB. Formal Procedures \n\nTo initiate a formal grievance procedure the complainant shall submit a \nwritten statement to the President of the College. The President, after \nsuch consultation as is deemed appropriate, will appoint a three-member \nReview Committee from among the membership of the Institutional \nPlanning Council, the Academic Council, or other College committees \nas the President deems appropriate. Members of the Review Committee \nwill then meet to discuss the complaint. Unless the Committee \nconcludes that the complaint is without merit, the parties to the dispute \nwill be invited to appear before the Committee and to confront any \nadverse witnesses. The Committee may conduct its own inquiry, call \nwitnesses, and gather whatever information it deems necessary to assist \nin reaching a determination as to the merits of the accusation. Once a \ndetermination has been reached, the Committee shall report its findings \nto the President of the College. \n\n\n\n48 \n\n\n\nPossible outcomes of the investigation are ( 1 ) that the allegation is not \nwarranted and cannot be substantiated, (2) a negotiated settlement of the \ncomplaint, or (3) that the allegation is substantiated requiring a \nrecommendation to the President that disciplinary action be taken. \n\nC. Faculty \n\nIn the case of a faculty member subject to the provisions of the Parts A or \nB of the 1977 tenure settlement, the Tenure Committee will be involved. \nDiscipline or dismissal of a faculty member will follow the procedure \noutlined in the LaGrange College Tenure Regulations. \n\nFor those faculty members subject to the provisions of the 1999 tenure \npolicy, the Promotion and Tenure Committee will be involved according to \nthe procedures defined in the 1999 tenure policy. \n\nD. Appeals \n\nFaculty, staff, administration, and students can appeal a final decision \nregarding a complaint to the Executive Committee of the Board of Trustees. \n\nE. Special Circumstances \n\nIf the President of the College is the accused, the case is referred to the \nExecutive Committee of the Board of Trustees. \n\nIf the chairperson of the Review Committee is the accused, the complaint \nshall be submitted to the President of the College. If any member of the \nReview Committee is the accused or for reason of prejudice must be \nrecused, the President of the College shall appoint another member. \n\nF. Confidentiality \n\nThe right to confidentiality of all members of the college community will \nbe respected in both formal and informal procedures insofar as possible. \n\nLaGrange College is committed to preventing harassment. To that end. \nthis policy and these procedures will be printed in appropriate College \npublications. In addition, educational programs will be conducted annually \nby the College to (1) inform students, faculty, staff, and administration \nabout identifying harassment and the problems it causes; (2) advise \nmembers of the college community about their rights and responsibilities \nunder this policy; (3) train personnel in the administration of this policy. \nThe Harassment Policy and Procedures will be issued to all incoming \nstudents and personnel. \n\n\n\n49 \n\n\n\nAims of Student Development Services \n\n To facilitate the transition from high school to college. \n\n To develop and sustain  through student-involvement activities, \norganizations and services  a campus life encouraging the cultural, \nintellectual, social, physical and religious development of all students. \n\n To assist students in discovering life goals and exploring career opportunities. \n\n To create an environment which stimulates qualities of self- \ndiscipline and personal responsibility. \n\n To provide a suitable context whereby the student can explore new \nideas, skills and life styles, thus gaining the insight and experience \nnecessary to make intelligent choices. \n\n To provide opportunity for the student to develop the understanding \nand skills required for responsible participation in a democratic \ncommunity through involvement in self-government. \n\n To serve a supervisory role in campus disciplinary concerns; to \ndevelop, with campus community involvement, and to distribute the \nnecessary rules and regulations for a harmonious and productive \ncollege community. \n\n To mediate, where necessary, conflicts between individuals and \ncampus community standards. \n\n To provide a comfortable, clean, safe environment that enhances the \npersonal growth as well as the academic pursuits of resident students. \n\n To collect retention data and to suggest/plan programs and \nstrategies to increase retention based on data collected. \n\nResidence Programs \nResident Classification \n\nAll traditional day students taking twelve or more hours are required to \nlive in college housing, so long as appropriate campus housing is \navailable. The Dean of Students may exempt a student for one of the \nfollowing reasons: \n\n1 . The student is married and living with spouse. \n\n2. The student is residing exclusively with parents or legal guardian \nin the parent's primary residence within a thirty-mile radius of \nthe College. \n\n\n\n50 \n\n\n\n3. The student is a veteran with at least two years of active \nmilitary service. \nStudents are assigned rooms of their choice in so far as facilities \npermit. Generally, freshmen are assigned to double rooms in \nBoatwright (men) and Pitts, Turner, or Hawkes Hall (women). \nRoommates are assigned by mutual preference whenever \npossible. The College reserves the right of approval of all room and \nresidence hall assignments. Also, the College reserves the right to \nmove a student from one room or residence hall to another room or \nresidence hall during the year. Resident students are required to \nsubscribe to the board plan. \n\nRoom Deposit \n\nA room and tuition deposit of $200 is required of all resident students. \nThe room deposit ($100) is not a prepayment to be applied to residence \nhall charges but will remain on deposit with the College to be refunded, \nprovided the student's account with the College is cleared, upon one of \nthe following: (1) change of status from resident student to commuter \nstudent, (2) formal withdrawal, or (3) graduation. The room \nreservation/damage deposit serves as a room reservation while the \nstudent is not occupying college housing and is refundable if a student \ncancels his/her reservation by the following dates: May 1 for fall \nsemester, December 1 for spring semester. It serves as a damage deposit \nwhile the student is occupying college housing and is refundable when \nthe student leaves the College housing minus any unpaid assessments \nand/or any debt owed to the College. Complete residence information \nand regulations can be found in the Student Handbook. \n\nResidence Hall Activities \n\nResidence Advisors also function as a governing body and coordinating \ncommittee. They plan activities within the residence halls such as \ncookouts, movie nights, decorating contests and other special events. \n\nOffice of Student Activities and Service \n\nThe Office of Student Activities and Service works closely with the \nstudents, faculty, and staff of LaGrange College to bridge the curricular \nand co-curricular experiences of students at LaGrange College. Located \nin the Turner Hall Student Center, the Director of Student Activities and \nService strives to provide a diverse array of social, multicultural, \npolitical, service, and leadership activities for the campus community. \n\n\n\n51 \n\n\n\nThe Director of Student Activities and Service is responsible for advising \nthe Student Government Association (SGA) and the Presidents' Council as \nwell as overseeing the activities and operations of all Lagrange College \nstudent organizations. With over 52 active student organizations at \nLaGrange College there is a club or organization for every student. If \nstudents do not feel as though there is something available of interest to \nthem there is always the option of creating and beginning a new \norganization on campus. Student Organizations are divided into six \ncategories: Departmental/Special Interest Organizations, Honor Societies, \nReligious Life Organizations, Social Greek Organizations, Service \nOrganizations, and Student Publications. Please refer to the following \nsection, Student Government and Other Organizations, for a complete \nlisting of active student organizations at LaGrange College. \n\nCommunity Service is another large component of the Office of Student \nActivities and Service. The Director of Student Activities and Service \nworks closely with the SGA's Service Council and the Servant Leadership \nProgram to provide LaGrange College students with a variety of service \nprojects throughout the academic year. The traditional service activities \noffered at LaGrange College include, but are not limited to the following: \nthe First Week Service Project, the Service Fair, the Annual West Point \nLake Clean-up, the American Heart Association's Heart Walk, Panther Toy \nStore, the Brian Center Beauty Pageant, The Boys' and Girls' Club Annual \nEaster Egg Hunt, Blood Drives, and the American Cancer Society's Relay \nfor Life. In addition to these activities, other service activities occur which \nare often associated with one or more of the following local agencies and \norganizations: \n\nAmerican Cancer Society Girl Scouts \n\nAmerican Heart Association Habitat for Humanity \n\nAmerican Red Cross Hospice of LaGrange \n\nBig Brothers Big Sisters of Humane Society \n\nTroup County Interfaith Food Closet \n\nBoys' and Girls' Club Parks and Recreation Department \nBoy Scouts of Troup County \n\nBurwell Program Salvation Army \n\nCarelink Americorps Special Olympics \n\nCASA-Court Appointed Troup County Schools \n\nSpecial Advocacy Group Twin Cedars Youth Services \n\nCommunities in Schools United Way \n\nD.A.S.H. -Dependable West Point lake \n\nAffordable, Sustainable West Georgia Medical Center \n\nHousing \n\n\n\n52 \n\n\n\nThe Lagrange College Gameroom, located in the basement of the Turner \nHall Student Center, is also supervised by the Office of Student Activities \nand Service. The Gameroom is open 7 days a week from 1 lam until 1 1pm \nand provides students with the opportunity to hang out and play pool, ping \npong, cards, board games, watch television, and listen to music. \n\nStudent Government and Other \nOrganizations \n\nThe Student Government Association exists to serve as a medium for \nstudent expressions, to coordinate campus activities, to promote good \ncitizenship and to govern within the parameters granted by the President of \nthe College. The SGA is an important part of student life. Upon acceptance \ninto the College, a student automatically becomes a member of the \nassociation. All students are encouraged to become active members, so \nthat the association is a truly representative body of student thought and \nopinion, voicing the needs and concerns of the student body. \n\nThe SGA, as a voice of the student body, promotes diversity and \ninvolvement through activities, entertainment, and service at LaGrange \nCollege and in the surrounding community. \n\nTraditional Activities \n\nFair on the Square Activities fair where students can become familiar \nwith LC student organizations and how to become \nmore involved. \n\nHomecoming Fall weekend featuring a concert, a \n\nparade, various alumni activities, and \nculminating with crowning of Queen \n\nLip Sync \n\nMay Day Step sing \n\nGreek Week Week of activities centering around campus Greek life \n\nVegas on the Hill \n\nQuadrangle Dance Spring Formal scheduled around \nValentine's Day \n\nSpring Concert Larger concert scheduled in April \n\nThere are numerous activities planned by the SGA and the Programming \nBoard. Please consult the Student Handbook for specific dates. The \n\n\n\n53 \n\n\n\nStudent Handbook is published by the Student Development Office \nand contains guidelines and regulations for successful campus life. \nIt appears in each year's Panther Planner. \n\nAll clubs and organizations are sanctioned by LaGrange College. \nThese include: \n\n\n\nSocial Sororities : \nAlpha Kappa Alpha \nAlpha Omicron Pi \nDelta Sigma Theta \nKappa Delta \nPhiMu \nZeta Phi Beta \nPanhellenic Council * \n* Sorority Governing Body \n\n\n\nSocial Fraternities : \n\nDelta Tau Delta \n\nKappa Sigma \n\nPhi Beta Sigma \n\nPi Kappa Phi \n\nInterfraternal Council * \n\n* Fraternity Governing Body \n\n\n\nStudent Publications : \nThe Hilltop News (newspaper) \nThe Scroll (literary magazine) \nThe Quadrangle (yearbook) \n\n\n\nService Clubs : \n\nCircle K \n\nFRISBEE \n\nLC Buddies \n\nLC Bus Project \n\nPanther Toy Store \n\nService Council (SGA) \n\n\n\nReligious Life Organizations : \nBaptist Student Union \nFellowship of Student Athletes \nGospel Choir \nInterfaith Council \nReformed Bible Fellowship \nYoung Life \nWesley Fellowship \nVarious Bible study groups \n\n\n\n54 \n\n\n\nDepartmental/Special Interest Organizations \n\nArt Student League \n\nCRIS - Campus Recreation and Intramural Sports \n\nDialogue (Philosophy) \n\nHilltoppers (Admissions - Campus Ambassadors) \n\nInternational Group \n\nLC Dance Team \n\nLC Student Nurses Association \n\nPhi Eta Omega (Pre-Health Professionals) \n\nPresidents 1 Council (SGA) \n\nStudent Athlete Advisory Council \n\nStudent National Association of Teachers of Singing \n\nSociety for Human Resource Management \n\nHonor Societies : \n\nAlpha Psi Omega (Drama! Theater) \n\nAlpha Delta Omega (Human Services) \n\nAlpha Sigma Lambda (Adult) \n\nDelta Mu Delta (Business) \n\nHonor Council \n\nKappa Delta Pi (Education) \n\nOmicron Delta Kappa (Leadership) \n\nNursing Honor Society \n\nPhi Alpha Theta History \n\nPi Sigma Alpha (Political Science) \n\nPsi Chi (Psychology) \n\nSigma Tau Delta (English) \n\nTheta Alpha Kappa (Religious Studies) \n\n\n\nPrograms, Exhibitions and Forum Lectures \n\nA balanced and comprehensive program of lectures, music \nperformances, dramatic presentations, workshops and other activities \ncontribute to student enrichment. Tuesdays and Thursdays from 11:15 \na.m. until 12:20 p.m. are reserved for programs, exhibitions, and \nforum lectures. \n\n\n\n55 \n\n\n\nAthletic Program \n\nLaGrange College is a member of the NCAA Division III and the Great \nSouth Athletic Conference. College colors are red and black. \nIntercollegiate teams compete in women's soccer, basketball, cross \ncountry, volleyball, softball, swimming and tennis, and men's baseball, \nfootball, basketball, cross country, golf, soccer, swimming and tennis. It \nis the philosophy of LaGrange College that the team participants are \nattending college primarily for a quality education, and no athletic \nscholarships are offered. The coaching staff is a group of highly \nqualified teachers who stress the educational aims of the College. \n\nLaGrange College is committed to a full program of non-scholarship \nathletics that encourages the student-athlete to reap the benefits of \neducationally sound activity that encourages and promotes a strong \nacademic regime. Students are given the opportunity to participate fully \nin their given sport and to compete with other teams locally, statewide, \nand regionally. \n\nPhilosophy Statement for \nIntercollegiate Athletics \n\nIntercollegiate athletics at LaGrange College provide students with an \nintegral complement to their total educational experience. Recognizing \nthe importance of athletics to the individual student while seeking to \nstrike an appropriate balance between the life of the mind and \nparticipation in co-curricular offerings, the College is committed to \nproviding a program of intercollegiate athletics that is student-centered \nfor both participants and spectators. The College believes that the \nprimary function of intercollegiate athletics at a small church-related, \nliberal arts college is one of a high quality co-curricular complement to \nits overall mission. As such, academics have priority over athletic or \nother co-curricular pursuits. \n\nLaGrange College seeks to recruit and retain student athletes who \nunderstand the balance of priorities between academics and co-curricular \nprograms, whether the latter are athletics, the performing arts, or other \nstudent activities. The College employs coaches who understand that \nbalance of priorities, and its coaches seek to recruit students who will be \nsuccessful student-athletes. Because the College awards no financial aid \nbased upon athletic ability, the aim of student-athlete recruitment by \ncoaches is not solely for athletic success but rather for student \ncontribution to the College's enrollment goals, although by no means do \nthose have to be mutually exclusive. \n\n\n\n56 \n\n\n\nThe College embraces a commitment to instill and develop the values of \nsuperlative ethical conduct and fair play among its athletes, coaches, \nspectators, and other constituents. Further, LaGrange College recognizes \nthat student-athletes are role models to their peers as well as \nrepresentatives of the College, and the College actively encourages \nstudent-athletes to conduct themselves in a manner which befits \nthose roles. \n\nLaGrange College is committed to gender equity and values cultural \ndiversity. The College will invest sufficient resources to ensure that \nmedical and athletic training services are available to all athletes at \nappropriate times. It shall strive to ensure that all individuals and all \nteams are treated with the same level of fairness, resources, and respect \nso that all athletes are afforded an equal opportunity to develop their \npotential as a student-athlete. \n\nINTRAMURALS \n\nIntramurals provide opportunities for wholesome recreation and \ncompetition among members of the campus community. Teams \nrepresenting campus organizations and independents compete in \norganized tournaments and events throughout the year. Competitive \nevents include flag football, volleyball, basketball, softball, dodgeball, \nand Ultimate Frisbee. Winners of the campus tournaments in some of \nthese events are eligible to represent LaGrange College in state or \nregional tournaments. \n\nMany opportunities are available for recreational use of the facilities in \nthe LaGrange College Aquatics Complex: recreational swimming and \nlap swimming all year round in the indoor pool; the aquarius water work- \nout stations, water aerobics or aqua exercise or aqua exercise class (non-credit). \n\nThe facilities and equipment of the Physical Education Department also \nare available for student recreational use when these are not scheduled \nfor instructional, athletic, or intramural sports use. The use of outdoor \nequipment (canoes, backpacks, tents, stoves, lanterns) requires the \npayment of a small deposit which is refunded upon the safe return of the \nequipment. The fitness center, gymnasium, and pools are available for \nstudent/faculty/staff use during posted hours. A valid LaGrange College \nID is necessary for admittance to all facilities. \n\nReligious Life \n\nCollege is a point of transition. Regardless of the student's age or \nreason for being on campus, college is a turning point. It is a time of \n\n\n\n57 \n\n\n\nexciting intellectual and social growth. During their collegiate \nexperiences, students will wrestle with new ideas, discover new \ninterests, and explore relationships and issues of identity. The struggle \nto define identity and personal values are opportunities for spiritual \ngrowth and faith relationships. Therefore, Religious Life programs at \nLaGrange College offer students a chance to examine their faith, to \nassess what is important, and to forge a system of values that will \nsustain them through their adult years. \n\nGrowing out of its history of service and its affiliation with The United \nMethodist Church, LaGrange College is committed to creating a caring \nand ethical community that challenges student's minds and inspires their \nsouls. As a result, the College offers a number of opportunities for \nstudents, faculty and staff members to celebrate life and explore God's \nintention for human living. Included in these opportunities are \noccasions for worship, fellowship, and service. Chapel services and \nspecial worship services occur throughout the year. Book discussion \ngroups and student forums are scheduled throughout the year. The \nAlternative Spring Break Trip during the College's Spring Break allows \ninterested students, faculty and staff members to experience life and \nservice in another culture. \n\nOffice of the Chaplain \n\nThe College employs a full-time chaplain who is available for \ncounseling and informal conversation. The Chaplain engages with many \ndifferent people throughout the campus community. In all the Chaplain \ndoes, the goal is to enable a clearer understanding of what one believes, \nof how one relates to one's own faith and to those of other faiths. As \nsuch, much of the Chaplain's work is done in conversation with \nindividuals and small groups for questions on matters of faith on \ncampus; offering liturgical/sacramental services; assisting students with \nspiritual discernment, and addressing pressing moral, ethical, emotional \nand theological questions. \n\nMission of the Chaplain's Office \n\nThe mission of the Office of the Chaplain is to lead the members of \nthe college community in fostering a sustaining vision for a caring and \nethical community through faith development, worship, and \nvocational discernment. This vision is manifested by: \n\n Efforts within the college community to discern the ways in which \none is called to respond to his/her individual dreams from God \n\n\n\n58 \n\n\n\n Efforts that help students grow as symbols of cooperation, \nhospitality, and tolerance \n\n Efforts to enrich humanity and the world through the articulation of \nethical and religious values and their implications. \n\nStudent Health Services \n\nAll students must have proof of medical insurance. For those not having \ncoverage through individual or group plans, LaGrange College makes \navailable accident and sickness coverage through a private carrier at \nreasonable rates. Application forms are available at registration or \nthrough the Business Office. In order to register for classes, students \nmust have a medical history form on file with the Student Development Office. \n\nFor a description of health services available to LaGrange College \nstudents, refer to the Student Handbook. \n\nCareer Development Center \n\nThe LaGrange College Career Development Center provides services to \nstudents, alumni, faculty, and staff. Students begin their career journeys \nin the first year of school by coming to the Center to meet with \ncounselors. From the first to the final day of school, students are \nencouraged to use the Center's resources to identify and prioritize \nvalues, interests, passions, and skills, and to recognize the impact each \nof these has on personal and career decisions. \n\nThe Center assists students in locating part- and full-time employment \nwhile in school, internships, scholarships, fellowships, graduate \nassistantships, summer jobs, and full-time jobs following graduation. \nAdditional resources and training provide students with job-search \nskills, including resume preparation, interview skills, as well as assistance \nwith graduate school applications, test preparation, and online resources. \n\nThe Internship program at LaGrange College utilizes over 150 \nemployers from around the world, the nation, Georgia, Atlanta, and \nLagrange. Students may begin doing Exploratory internships as early as \nthe summer following the first year of study. These internships will aide \nstudents in obtaining valuable experience as a prelude to future employment. \n\n\n\n59 \n\n\n\nLaGrange College is a member of the Georgia Consortium of Colleges \nand the Georgia Association of Colleges and Employers. Through these \norganizations, students receive valuable information and can attend \ncareer fairs twice each year with over 100 employers in a wide \nvariety of fields. \n\nPersonal and Academic Counseling \n\nAn important part of the philosophy of LaGrange College is that each \nstudent should have access to personal and academic counseling \nthroughout his or her academic career. The Counseling Center, located \non the first floor in Smith Hall offers a variety of counseling services to \nassist students in reaching their academic and personal goals. \nThe Counseling Center does this by providing short-term personal \ncounseling in the following areas: \n\nConflict resolution \n\nAdjustment to college life \n\nRelationships Issues \n\nStress Reduction \n\nDepression \n\nEating disorders \n\nAlcohol or substance abuse \n\nHealthy lifestyle choices \n\nGender identity issues \n\nThe Counseling Center also provides information on study skills and \ntime management, maintains the campus-tutoring center, and offers one \non one academic coaching to students. In addition, the Counseling \nCenter works with students who have documentation of a disability to \nensure that students receive the accommodations they need to reach their \nacademic goals. \n\nThe Counseling Center strives to help students make the most of \nthemselves as developing individuals along with creating successful \nrelationships with others. Additionally, it is important that students find \nbalance in their daily life which can be accomplished by practicing \nhealthy lifestyle choices. Some of these goals can be challenging to \nattain. It is during these times that the Counseling Center can be \nextremely useful. Students can call the Counseling Center (880-8177) \nand set up weekly appointments to resolve personal and academic issues \nwhen time slots are available. All discussions are confidential in \nkeeping with professional standards. \n\n\n\n60 \n\n\n\nVehicle Registration \n\nTo insure efficient control of traffic and parking on campus and the \nsafety of all persons and vehicles, every vehicle must be registered and \nmust have a parking permit. These permits are issued to students, \nalong with a copy of existing parking regulations. There is a fee. \nFailure to adhere to published policies may result in vehicles being \nticketed and/or towed. \n\nStudent Appeal of Decisions \n\nRecognizing that decisions must be made and that some students may \nfeel aggrieved by some decisions, LaGrange College provides the \nfollowing procedures: \n\nA student must first attempt to resolve an issue with the college staff \nmember first rendering a decision. If this does not resolve the issue, a \ndecision rendered by a college staff member may be appealed by a \nstudent as follows: \n\nI. Student Life: \n\n(a) A disciplinary decision rendered either by a duly constituted \nstudent judicial board or by the Dean of Students. Disciplinary \ndecisions rendered originally by the Dean of Students may be \nappealed in writing to the Vice President and Dean for Student \nLife and Retention who shall seek, in an informal conference, to \nsettle the grievance to the satisfaction of the two parties involved. \nIf no resolution can be found, the Vice President will deliver \n\nthe appeal to the Student Affairs Committee of the faculty for \nits determination. \n\n(b) Other grievances in the area of student life may be appealed \nto the Dean of Students. If the grievance involves an original \ndecision rendered by the Dean of Students, the decision may be \nappealed as above. \n\nII. Financial Aid. See the Financial Aid Section. \n\nIII. Academic Matters. See the Academic Advising Section. \n\n\n\n61 \n\n\n\nAcademic Advising \n\n\n\nHonor Code \n\nStudents at LaGrange College sign the Honor Code, which states, \n\nAs a member of the student body of LaGrange College, I \nconfirm my commitment to the ideals of civility, diversity, \nservice, and excellence. Recognizing the significance of \npersonal integrity in establishing these ideals within our \ncommunity, I pledge that I will not lie, cheat, steal, nor tolerate \nthese unethical behaviors in others. \n\nThe Honor Council is selected each spring from student candidates by \nthe outgoing President of the Honor Council, the outgoing President of \nthe SGA, the Vice President for Academic Affairs and Dean, the \nPresident of the Faculty Assembly, and the Advisor to the Honor \nCouncil. A member of the faculty serves as advisor to the council. Both \nmembers of the faculty and the student body are expected to report any \nsuspected violation of the Honor Code to the Honor Council, either to \nthe Vice President for Academic Affairs and Dean or to the President of \nthe Honor Council. Students who suspect a violation may, in a course- \nrelated case, first report the suspected violation to the course instructor. \n(For a complete description of the Honor Code and policies, please see \nthe Student Handbook.) \n\nThe following are examples of violations of the Honor Code: \n\n1 . Lying in any academic matter \n\n2. Cheating by either giving aid to or receiving aid from a student \nor other source without the consent of the instructor \n\n3. Plagiarizing (using another's words or ideas without proper \ncitation) \n\n4. Failure to report a violation of the Honor Code \n\n5. Failure to appear before the Honor Council as requested by \nwritten notice \n\n6. Failure to maintain confidentiality regarding an Honor \nCouncil case. \n\n\n\n62 \n\n\n\nSanctions include the following: \n\n1 . Assigning a grade of zero to the related academic work \n(assignments, exams, reports, projects, case studies, etc.) \n\n2. Lowering the final grade in the course by one letter, in a grade- \nrelated offense \n\n3. Assigning a grade of F in the course, in a grade-related offense \n\n4. Suspension for the next semester, either fall or spring; or \nsuspension for the next semester and an F in the course, in a grade- \nrelated offense; or \n\n5. Dismissal from the College; or dismissal from the College and an \nF in the course, in a grade-related offense. \n\nWhen a student accused of a violation does not appear for a preliminary \ninterview when notified to do so, a hold will be placed on the student's \ntranscript. A hold will also be placed on the transcript when the President \nof the Honor Council and the Vice President for Academic Affairs and \nDean determine that the case will proceed to a hearing. This hold will be \nremoved when the case has been resolved. \n\nIf a case cannot be heard before the end of a grading period, the instructor \nwill submit the grade of \"F' until the Honor Council acts on the case. \n\nThe Honor Council reserves the right to conduct a hearing in absentia \nwhen a party to the case fails to appear as directed. \n\nAn investigation and hearing shall be confidential and those within the \nbounds of confidentiality shall not divulge anything that is said or done \nwith regard to these proceedings to anyone outside the bounds of \nconfidentiality. Should anyone outside the bounds of confidentiality \nreceive information which is considered to be confidential, he or she will \nautomatically be bound by confidentiality. Those within the bounds of \nconfidentiality include Council members, the faculty advisor to the \nCouncil, the Vice President for Academic Affairs and Dean, the President, \naccusers, the accused, witnesses, persons interviewed during the \ninvestigation, and the College's attorney. In addition, the accused may \ninclude within the bounds of confidentiality his or her parents, faculty, \nstaff, minister, personal or legal counsel. \n\nAll tests at the College are conducted under the Honor Code. \nAccordingly, instructors may leave the room during the examination and \nstudents are on their honor to do their own work. The Honor Code should \nbe abbreviated on the outside of the test and signed by the \n\n\n\n63 \n\n\n\nstudent before handing in the examination. Students should leave all books \nand materials not pertaining to the test either in the hall outside the \nclassroom, or next to the wall in front of the classroom. Students should \ntake the test in the designated classroom, except under extenuating \ncircumstances or by prior arrangement. \n\nWork prepared out of class should be that of the individual. Any assistance \nfrom fellow students, books, periodicals, or other materials should be \ncarefully acknowledged. Instructors should give specific guidance \nregarding what constitutes a violation of the Honor Code. If any doubts \nabout plagiarism arise, a question should be raised by the instructor. \n\nAs early as possible in the term, the instructor should make clear to his or \nher classes how the specifications of the Honor Code apply to class \nrequirements. For example, what constitutes a legitimate use of source \nmaterial, especially material on the Internet, should be made clear. \n\nOrientation \n\nAll new students are introduced to LaGrange College through an \norientation and academic program which takes place during the summer. \nThe student life aspect of the program is designed to acquaint the new \nstudents with various phases of the life of the College including traditions, \nprocedures, and regulations. Students profit from a proper introduction to \nthe opportunities and responsibilities of college life. \n\nThe academic component of the summer program is a one credit hour \ncourse called the Cornerstone First Week Experience. Planned concurrently \nwith the student life aspect of the summer program, the Cornerstone First \nWeek Experience requires first year students to select from a program of \nseminars where faculty present their research interests, academic \nopportunities, and standards for excellence. In addition to the six hours of \nacademic seminars, the first year student is also required to attend five \nhours of Cornerstone classes to discuss seminars and the assigned summer \nreading, as well as a two hour Honor Code Presentation and Signing \nCeremony. The first year student will complete 13 hours of academic work \nduring First Week to earn one credit hour. Grading for this one credit \ncourse is on a pass/fail system evaluated by a 500-word summer reading \nessay graded with a common rubric, attendance and disposition. \n\nFollowing the Cornerstone First Week Experience students will enroll in \nCornerstone, a course designed to enhance the valuing and decision- \nmaking processes emphasizing Christian influences on ethical behavior. \nStudents use skills of comparison, contrast, analysis, and synthesis of \nmultiple perspectives as they examine issues that imbue an ethical \n\n\n\n64 \n\n\n\nobligation to oneself and to the community in the context of a global \nethical perspective. Cornerstone also addresses morality in a developmental \nprocess that requires investigation into many ways of knowing. Caring for \nthe community is another integral aspect of the course along with \ndiscussions about why academic integrity is essential for individual success \nand critical for sustaining a college community. \n\nTo become successful in college, the student must acquire the skills to \nthink critically and read critically about ethics and the world. They also \nmust possess requisite life skills for a successful personal experience that \nincludes coming to know oneself in relationship to others, as well as time \nand career management knowledge. All of these enduring understandings \nare not achievable unless the student is equipped with library and research \nskills. It is through these skills that the student can begin to synthesize and \nevaluate complex phenomena. The course emphasizes active learning, \nsmall group problem solving, and service learning, including reflection on \nthose experiences. \n\nRegistration and Advising \n\nAll students should register on the dates specified. All registration \nprocedures for all terms are under the direction of the Vice President for \nAcademic Affairs and Dean. Students have not completed registration until \nthey have cleared the Registrar, Office of Student Life, and the Business \nOffice. Students enrolled for twelve or more hours must obtain a campus \npost office box. Communications to the student will be through campus \nemail or campus mail. \n\nEach student is assigned to a faculty adviser who assists the student in \nplanning an academic program. However, the ultimate responsibility for \nmeeting all requirements rests with the individual student \n\nA student interested in a particular major should inform his/her general \nadviser in order that special prerequisite courses for the major may be \nscheduled. A major may be formally declared anytime after the student has \nearned 1 8 hours of credit. The student must declare his/lier major in \nwriting to the Department by the time the student has earned 51 semester \nhours of credit. The student will then be assigned to an adviser in the \ndepartment in which the student will major. \n\nA student's major program requirements are those described in the College \nBulletin at the time of declaration of the major. \n\n\n\n65 \n\n\n\nWithdrawal \n\nTo withdraw from an individual course, a student must confer in the \noffice of the Registrar. Failure of a student to withdraw officially \nthrough this office may result in the assignment of a \"WF.\" A student \nwho wishes to withdraw completely from the college must confer with \nthe Director of Counseling. \n\nMedical Withdrawal \n\nMedical withdrawal is defined as complete withdrawal without \nacademic penalty for reasons of health. Except in circumstances of \nemergency, a physician licensed health care provider, or a qualified \ncounselor must provide a written recommendation for medical \nwithdrawal to the Vice President for Academic Affairs and Dean. This \nwritten recommendation must be on file prior to approval for \nwithdrawal. Anytime medical withdrawal is initiated, the student's \ninstructors, the Office of Financial Aid, and the Business Office will be \nnotified by the Registrar. The re-entry of the student following medical \nwithdrawal for medical reasons requires a clearance from the attending \nphysician, licensed health care provider, or a qualified counselor with an \nevaluation of the student's potential to resume study successfully at \nLaGrange College. The Vice President for Academic Affairs and Dean \nwill review this evaluation and make the decision concerning the \nstudent's re-entry. \n\nClass Attendance Regulations \n\nA student is expected to attend all classes, including labs, for all courses \nfor which he/she is registered. The student is solely responsible for \naccounting to the instructor for any absence. An instructor may \nrecommend that the Registrar drop from class, with a grade of \"W\" or \nM WF\", any student whose absences are interfering with satisfactory \nperformance in the course. \n\nCourse Repetition \n\nA student is prohibited from repeating a course in which he has made a \"C\" \nor better (while enrolled at LaGrange College or any institution) without the \napproval of the Vice President for Academic Affairs and Dean, and the \nAcademic Council. All courses in which a student receives an \nunsatisfactory grade must be repeated at LaGrange College. A student may \nnot remove from the transcript an unsatisfactory grade earned at LaGrange \nCollege or elsewhere even if he repeats the course. \n\n\n\n66 \n\n\n\nAcceleration \n\nStudents desiring to accelerate their college program may complete \nrequirements in less than four academic years. This may be \naccomplished by attending summer schools and/or taking an academic \noverload. Permission to take an overload in any semester is granted \nonly to those students who have earned at least a cumulative average of \n\"B\" (3.0), except that a student may take an overload during one \nsemester of his or her senior year without respect to grade-point average. \n\nStudents may be eligible for credit and/or exemption in certain areas \nthrough the College Level Examination Program (CLEP) and other \nrecognized testing procedures. Advanced placement credit is accepted \nfor those students who present evidence from their high schools that \nadvanced placement programs have been completed and appropriate \nscores earned on the advanced placement test of the College Entrance \nExamination Board administered by Educational Testing Service. The \nRegistrar and department chairs keep up-to-date standards for AP credit. \n\nTransient work \n\n( 1 ) Students who have failed a course at LC are not allowed to take \nthe course elsewhere \n\n(2) Students must take ENGL 1 101 and 1 102 here. \n\n(3) Students must take all CORE designated courses here. \n\nCredit through United States Armed Forces \nInstitute and Service Schools \n\nCourses taken through The United States Armed Forces Institute and \nother recognized military educational programs are accepted in \naccordance with the policy governing transfer work when presented on \nofficial transcripts from accredited institutions. Nine semester hours of \nelective credit will be allowed for military service credit, including \nUSAFI correspondence courses and military service school courses as \nrecommended by the American Council on Education. Academic credit \nfor one activity course in physical education, up to a maximum of four, \nwill be awarded for each two months served in the Armed Forces. \n\n\n\n67 \n\n\n\nInternational Students \n\nStudents who are on a student visa in the United States are subject to \nspecial regulations mandated by the U.S. Citizenship and Immigration \nServices (USCIS) of the United States Government. As the institution \nwhich issues documents certifying student status, LaGrange College is \nsubject to USCIS regulations as a matter of law. USCIS regulations \nchange from time to time, so students are encouraged to contact the \nVice President for Academic Affairs and Dean or the Registrar when \nquestions about USCIS regulations arise. Under current guidelines, \npersons with student visas must be enrolled for a full academic load (at \nleast 12 semester hours) at all times. Federal regulations concerning \n\"status\" for all international students on an F-l visa state that any \nstudent who falls below 12 semester hours at any time will be \nconsidered out-of-status and must be reinstated by the U.S. Citizenship \nand Immigration Services (USCIS). \n\nEnglish proficiency is fundamental to a successful academic course at \nLaGrange College. Therefore, in addition to the minimum TOEFL \nscore required for admission, the Vice President for Academic Affairs \nand Dean may require that a student attend a special, intensive English \nlanguage course if it is apparent that a student's English continues to \njeopardize a successful academic career. If such a requirement is \nplaced on a student, failure to attend the English language course can \nresult in withdrawal of the student visa. \n\nInternational students must enroll in an English course each \nsemester they are in school until they satisfactorily complete their \nEnglish studies. \n\nINTERNATIONAL STUDIES \n\nIncreasing international understanding is valued at LaGrange College. \nIn promoting that understanding, LaGrange College seeks to enroll an \ninternationally diverse student body. The College serves as a host or \nhome base institution for short-term international visitors and has \nexecuted cooperative agreements with Seigakuin University in Tokyo, \nJapan; Nippon Bunri in Oita City, Japan, Instituto Laurens in Monterrey, \nMexico, and Oxford-Brookes University in Oxford, England. \n\n\n\n68 \n\n\n\nGrades and Credits \n\nThe definitions of grades given at LaGrange College are as follows: \n\n\n\nA+ 4.0 \n\nA superior 4.0 \n\nA- 3.75 \n\nB+ 3.25 \n\nB above average 3.0 \nB- 2.75 \n\nC+ 2.25 \n\nC average 2.0 \n\nC- 1.75 \n\nD+ 1.25 \n\nD below average 1.0 \n\nF failing 0.0 \n\nI incomplete. This grade is assigned in case a student is doing \nsatisfactory work but for some reason beyond the student's \ncontrol has been unable to complete the work during that term. \n\nP pass \n\nNC no credit or non-credit \n\nW withdrawn. During the first three weeks a student may withdraw \nfrom a class with an \"automatic\" \"W.\" After this trial period the \nstudent may withdraw, but the grade assigned, \"W\" or \"WF,\" \nwill be at the discretion of the professor. \n\nWF withdrawn failing. The grade of \"WF\" is included in computing \nthe grade-point average. \n\nAW audit withdrawn \n\nAU audit complete \n\nNR grade not reported by instructor at the time the report issued. \n\nA student may register for a course on a non-credit basis, for which he \nor she pays full tuition. To have a grade of \"NC\" recorded, he or she \nmust fulfill all course requirements. \n\n\n\n69 \n\n\n\nAll requests for audit courses must be approved in writing by the \ninstructor and Vice President for Academic Affairs and Dean. Only \nlecture courses may be audited. No new First-year student may audit \nany course during the first semester of residence at LaGrange College. \n\nAn \"I\" is a temporary grade, assigned by an instructor within the last \nthree weeks of the term to students who are doing satisfactory work and \nwho cannot complete the course due to circumstances beyond their \ncontrol. Should conditions prohibiting completion of a course arise \nwithin the first eight weeks, students should withdraw. \n\nAn \"I\" is to be removed by the date indicated in the academic calendar. \nFailure to remove an \"I\" by the date set initiates the following action: \nThe Registrar will write a letter to the student using the address on file. \nThe letter indicates that the student has two weeks to respond. Otherwise \nthe \"I\" grade will be converted to an \"F\". \n\nGrades are assigned and recorded for each course at the end of \neach term. Grades are available to students on the web. Transcripts \nare withheld for any student who is under financial obligation to \nthe College. \n\nAcademic Standing Probation Regulations \n\nStudents are placed on academic probation when the quality of work \nis such that progress toward graduation is in jeopardy. The purpose of \nprobation is to warn. It is not a penalty. Students on probation will \nbe notified, and the regulations governing probation will be called to \ntheir attention. \n\nFreshmen (fewer than 30 hours) must maintain a cumulative grade point \naverage (GPA) of at least 1 .65 to avoid being placed on probation. \nSophomores (30-59 hours), a 1.75 GPA; Juniors (60-89 hours), a 1.85 \nGPA; and Seniors (90 or more hours), a 2.00 GPA. In most cases, \nstudents have two semesters to remove their probationary status. Failure \nto do so could result in suspension. \n\nStudents are also subject to suspension for failure to earn at least three \nsemester hours of academic credit in any semester, or for other valid \nacademic reasons (such as violating cheating and plagiarism standards). \nIn the case of part-time students, the extent of application of these \nregulations will be at the discretion of the Vice President for Academic \nAffairs and Dean. Normally, all applications of the regulations will be \nbased upon a full academic load. \n\n\n\n70 \n\n\n\nA letter from the Vice President for Academic Affairs and Dean is sent \nto the student providing information on standing. \"Probation One\" \nmeans that the student's next term will be the first term on probation, etc. \n\"Dean's Decision\" means that the student's academic records have been \ngiven to the Vice President for Academic Affairs and Dean for action. \n\nStudent Grade Appeals \n\nThe initial determination of a student's grade is entirely the prerogative \nof the instructor. However, a smdent who wishes to contest a course \ngrade or other academic decision may initiate an appeal by the \nprocedures outlined below. Grade appeals must be initiated no later than \nmid-term of the academic term following that in which the grade was \nassigned. The date of the academic term is defined in the College \ncalendar in the front of this Bulletin. \n\nThe following procedures govern all student requests for grade changes: \n\n The student should first attempt to resolve the matter by \ndiscussing the question with the course instructor. \n\n If the student and the instructor are unable to reach a resolution, \nthe student must then submit a written appeal to the Vice \nPresident for Academic Affairs and Dean. The appeal must state \nthe manner in which the course syllabus was violated. \n\n The Dean shall then seek an informal conference between the \nstudent and the instructor to settle the grievance to the satisfaction \nof the two parties involved. If no resolution can be found, the \nDean will deliver the student's appeal together with any other \npertinent documents provided by the student and/or the instructor \nto the Review Subcommittee of the Academic Standards \nCommittee for its determination. \n\n The Review Subcommittee shall then convene to conduct a \npreliminary review of the appeal, after which the Chair of the \nReview Subcommittee will set times convenient to the student and \nthe instructor for hearing both sides of the dispute. \n\n Upon completion of its hearings, the Review Subcommittee will \nreport its findings to the Vice President for Academic Affairs and \nDean. The Dean will in turn inform the principal parties involved \nof whether the student's request for a change of grade or other \ndecision was denied or approved. \n\n\n\n71 \n\n\n\n It is the responsibility of the Review Subcommittee to make every \nreasonable effort to complete its deliberations prior to the end of \nthe term in which an appeal was initiated. \n\nAcademic Forgiveness \n\nAcademic forgiveness is a process which allows a student to have his or \nher prior academic record adjusted if: \n\n1 . four or more calendar years have elapsed since the period of last \nenrollment at LaGrange College; \n\n2. the student applying for forgiveness has successfully completed \nsince readmission to LaGrange College a minimum of 12 semester \nhours and has no course grade lower than \"C\" since the time \n\nof readmission. \n\nThe student may petition for forgiveness through the Academic \nAdvisory Council and, if approved, the College will: \n\n1 . apply toward the student's common core, general education \ncurriculum, and electives requirements but not necessarily toward \nthe student's academic major or minor, all those courses in which \nthe student earned a grade of \"C\" or better; \n\n2. set the student's cumulative grade point average to 0.0; \n\n3. require the student to successfully complete a minimum of 30 \nsemester hours after bankruptcy declaration in order to graduate; \nand allow all graduation requirements (see LaGrange College \nBulletin) to remain the same and apply equally, except that students \nwho have \n\n4. petitioned for and received academic forgiveness will not be eligible \nto receive honors at graduation. \n\nLaGrange College will maintain the student's complete record, including \nthose courses excluded from the GPA by the granting of forgiveness. \nNo course work will be expunged from the student's academic record. \nThe student's official transcript will clearly indicate that the student has \nbeen granted academic forgiveness. Ordinarily, no transfer or transient \ncredits will be accepted after academic forgiveness. A student may be \ngranted academic forgiveness only once during his or her academic \ncareer at LaGrange College. \n\n\n\n72 \n\n\n\nRequirements for Bachelor Degrees: \nA Summary \n\nLaGrange College's Undergraduate Day Program offers the Bachelor of \nArts degree, the Bachelor of Science degree, the Bachelor of Music \ndegree, and the Bachelor of Science in Nursing degree. To obtain a \nsecond bachelor's degree, at least 30 additional semester hours must be \nearned beyond the first degree, in a minimum of two semesters. \nBaccalaureate degrees require a minimum of 120 semester hours of \ncredit including required course work in the core curriculum, interim \nterms, and the major. There is often an opportunity to select course work electives. \n\nTo be eligible for the degree, a student must meet all requirements for \nthe degree (core curriculum, major program, all necessary assessments, \n120 semester hours and 2.0* cumulative grade point average in all \ncourse work taken at LaGrange College), and make application for the \ndegree before the beginning of his or her final term. A student who does \nnot earn a degree in ten full semesters or the equivalent may be denied \nfurther registration. \n\nIn order to graduate in four academic years a student, at a minimum, \nshould enroll for at least 30 semester hours each academic year. A \nstudent who takes at least 12 semester hours credit is classified as full- \ntime. The maximum full load is 15 semester hours; anything beyond is \nconsidered an overload. No student whose average is below 3.0 is \npermitted to enroll for more than 15 (16 if lab is involved) hours in any \none term without the written permission of the Vice President for \nAcademic Affairs and Dean. \n\nThe quality-point average is computed by multiplying the grade point \n(cf. page 65) by the course credit, summing, and then dividing the total \nquality points earned by the total GPA hours. If a student has received \ncredit for a course and repeats that course, he or she receives no \nadditional credit toward the degree. In computing the student's average, \nGPA hours and quality points are counted on all attempts. \n\nNot more than 60 semester hours of credit earned at a junior college are \ncounted toward the degree. No credit is granted toward the degree for \ncourse work taken at a junior college after a student has attained junior \nstanding except that up to 9 hours of transient credit from a junior \ncollege may be granted for courses that are below the LaGrange College \n3000-level. (The 60 credit-hour limit still applies.) A transfer student is \nnot given credit toward graduation for any Ds earned elsewhere. \nTransient work with a grade of \"C\" or better is acceptable. Academic \naverages are computed on work done only at LaGrange College. \n\n\n\n73 \n\n\n\nThere are two ways by which a student must meet residency \nrequirements for graduation: \n\n( 1 ) The student must be in residence the last 39 credit hours; \nOr \n\n(2) 5 1 credit hours of the last 60 credit hours must be earned at \nLaGrange College. \n\nWith prior approval of the adviser and the Vice President for Academic \nAffairs and Dean up to nine hours of transient study may be earned at \nanother accredited institution. Transient credit is awarded only for \ncourses in which the grade is \"C\" or better. \n\nGrades earned for transient work are not included in the cumulative \ngrade average. Normally, after receiving an unsatisfactory grade in a \ncourse at LaGrange College, a student will not be given permission to \nrepeat that course at another institution. \n\nTransient credit for courses within a student's major will only be \naccepted from a four-year baccalaureate degree conferring, regionally \naccredited institution that offers a major in the specific discipline of the \ncourse being requested for credit. The department chair retains the right \nto deny the request. \n\nAny regularly enrolled LaGrange College student who desires to take \ncourse work for credit by extension, correspondence, or through on-line \nvendors must obtain prior approval in writing from his academic adviser \nand from the Vice President for Academic Affairs and Dean. Such \nextension, correspondence, and on-line credit may in no case exceed six \nhours (grades of M C\" or better); however, no credits earned in this \nmanner may be applied toward the fulfillment of the core \ncurriculum requirements of LaGrange College. No courses with the \nsubject code CORE or ENGL 1101 or 1102 may be met at \ninstitutions other than LaGrange College. Any course or courses so \ntaken must be completed and all grades recorded before the end of the \nstudent's final term, in order to be graduated that term. \n\nA student is classified as a first-year student if he or she has earned \nfewer than 30 hours of credit. A student is classified as a sophomore if \nhe or she has earned 30-59 hours of credit. To be classified as a junior, a \nstudent must have completed 90 earned hours of credit. A student is \nclassified as a senior upon having earned 90 hours of credit. A student \nshould be alert to the fact that a minimum of 120 hours are required for \ngraduation and that some majors may require more than 120 hours. \n\n\n\n74 \n\n\n\nAttaining these minimum progression requirements may not be sufficient \nto insure graduation within the two semesters of the senior year. \n\nNo grade below \"C\" in any course above 1000-leveI may be applied \ntoward a major \n\n*2.5 for Education, Nursing, Business Management, and Accountancy. \n\nAcademic Honors \n\nUpon graduation, students who have been in residence at LaGrange \n\nCollege for at least their last 54 hours (90 quarter hours for Evening \nCollege students) and \n\n1 . have attained a quality point average of 3.50 to 3.74 may be granted \nthe bachelor degree cum laude or \n\n2. have attained a quality point average of 3.75 to 3.89 may be granted \nthe bachelor degree magna cum laude or \n\n3. have attained a quality point average of 3.90 to 4.0 may be granted \nthe bachelor degree summa cum laude. \n\nAt the end of each academic semester, students who have maintained a \n3.60 cumulative grade point average on a minimum of 12 GPA hours of \nwork will be placed on the Dean's List. \n\nUpon graduation, students who have been in residence at LaGrange \nCollege (as transfer students in the day program, in the Evening College, \nor in the Albany program) for at least 42 semester hours (70 quarter \nhours) and have attained a grade point average of 3.50 or higher may be \ngranted the bachelor degree with distinction. \n\nCultural Enrichment Requirement at \nLaGrange College \n\nBecause the intellectual and cultural opportunities during one's college \nyears are exceptionally rich, and because exposure to a variety of \ncultural experiences, and participation in a lively collegial atmosphere, \nduring one's intellectually formative years, are vital to the concept of a \nliberal education, LaGrange College is dedicated to assisting in this \nenrichment by requiring all students to accumulate a prescribed number \nof Cultural Enrichment credits over the course of their careers. Each \nsemester a list of approved Cultural Enrichment programs  lectures, \npresentations, events, performances, recitals, etc.  will be published in a \nbrochure and on the college web page. Attendance at a maximum of six \ndesignated athletic events will count toward the total required for \n\n\n\n75 \n\n\n\ngraduation. Many of these events will occur during the Contact Hour on \nTuesdays and Thursdays, and some will double as required programs in \nthe CORE classes. Students will meet their obligation according to the \nfollowing schedule. \n\n\n\n\n\nEARNED HOURS \n\n\nCULTURAL \n\n\n\n\nUPON ENTRY TO \n\n\nEVENTS \n\n\n\n\nLAGRANGE \n\n\nNEEDED TOO \n\n\nCLASSIFICATION \n\n\nCOLLEGE \n\n\nGRADUATE \n\n\nNew/Transfer First- \n\n\n\n\n\n\nyear \n\n\n0- 14Sem. Hrs. \n\n\n40 \n\n\nTransfer First-year \n\n\n15- 29Sem. Hrs. \n\n\n35 \n\n\nTransfer Sophomore \n\n\n30- 45 Sem. Hrs. \n\n\n30 \n\n\nTransfer Sophomore \n\n\n46- 59 Sem. Hrs. \n\n\n25 \n\n\nTransfer Junior \n\n\n60- 75 Sem. Hrs. \n\n\n20 \n\n\nTransfer Junior \n\n\n76- 89 Sem. Hrs. \n\n\n15 \n\n\nTransfer Senior \n\n\n90 and above \n\n\n10 \n\n\n\nGRADUATION REQUIREMENTS \n\nA student who enters LaGrange College under a given Bulletin \ngenerally will be graduated under the core curriculum, hours \nrequirement, and grade point average requirements of that Bulletin. \nMajor requirements are those in force at the time a student formally \ndeclares a major. If a student suspends his or her study and re-enters \nmore than four years later, he or she will graduate under the \nrequirements of the Bulletin in effect at the time of re-entry. \n\nStudents in their last year of college work must have an audit of their \ncourse credits and planned courses examined prior to registration for \ntheir final semester in residence. This is called a \"graduation petition.\" \nThe major adviser and the Office of the Vice President for Academic \nAffairs and Dean assist the student in completing this petition. No \nstudent may participate in Commencement exercises if he or she has not \ncompleted a graduation petition. Also, no student may participate in \nCommencement unless all graduation requirements have been \ncertified as completed by the Registrar and the Vice President \nfor Academic Affairs and Dean. \n\nStudents at LaGrange College will participate in the evaluation of the \nextent to which institutional education goals are being achieved. This \n\n\n\n76 \n\n\n\nevaluation will be in both the core curriculum and the major. Students who \ngraduated in June of 1 990 were the first to participate in these \ncomprehensive evaluations. Consult the specific majors for the details. \n\nTranscripts \n\nStudents are entitled to transcripts of their record free of charge. No \ntranscripts will be issued for any student under financial obligation to the \nCollege. Transcript requests must be made in writing to the Registrar well \nin advance of the time the transcript is needed. Transcripts will be issued \npromptly; however, at the beginning and end of terms some delay may be \nunavoidable. Unofficial transcripts may be obtained from the online \nstudent module of the web. \n\nStudent Appeal of Academic Policy \n\nStudents may petition for exception to published academic policy. The \nAcademic Advisory Council reviews the petition. \n\n\n\n\nAcademic Support and \nInformation Technology \n\n\n\nLaGrange College Policy for the Responsible \nUse of Information Technology \n\nThe purpose of this policy is to ensure a computing environment that \nwill support the academic, research, and service mission of LaGrange \nCollege. Simply stated, continued and efficient accessibility of campus \ncomputing and network facilities depends on the responsible behavior of \nthe entire user community. The College seeks to provide students, \nfaculty, and staff with the greatest possible access to campus \ninformation technology resources within the limits of institutional \npriorities and financial capabilities and consistent with generally \naccepted principles of ethics that govern the College community. To that \nend, this policy addresses the many issues involved in responsible use of \nthe College's information technology resources, including systems, \nsoftware, and data. Each authorized user of information technology \nassumes responsibility for his or her own behavior while utilizing these \nresources. Users of information technology at LaGrange College accept \nthat the same moral and ethical behavior that guides our non-computing \nenvironments also guides our computing and networking environment. \nAny infraction of this policy may result minimally in loss of computer \nand network access privileges, or may result in criminal prosecution. \n\nUse \n\nAll users of the College's information technology resources agree to \nabide by the terms of this policy. Information technology resources \ninclude, but are not limited to, College owned computers and \ninformation technology hardware, the College campus network, \ninformation sources accessible through the campus network, and \nInternet access. When accessing any remote resources utilizing \nLaGrange College information technology, users are required to comply \nwith both the policies set forth in this document and all applicable \npolicies governing the use and access of the remote resource. The \nCollege, through a review and amendment process directed by the \nInstructional and Information Technology Round Table (IITR), reserves \nthe right to amend this policy. For the most up-to-date version of this \nresponsible use policy, see the information technology helpdesk \n(helpdesk.lagrange.edu). As far as possible, changes will be made only \nafter consulting with the user community. LaGrange College computing \n\n\n\n78 \n\n\n\nresources and associated user accounts are to be used only for the \nCollege activities for which they are assigned or intended. The \ncomputing systems are not to be used for any non-college related \ncommercial purpose, public or private, either for profit or non-profit. \nUnless placed in public domain by its owners, software programs are \nprotected by Section 1 1 7 of the 1976 Copyright Act. It is illegal to \nduplicate, copy, or distribute software or its documentation without the \npermission of the copyright owner. Copyright protection of text, \nimages, video and audio must also be respected in all uses of College \ntechnology resources. The LaGrange College Campus Network must \nnot be used to serve information outside of LaGrange College without \nwritten permission approved by the IITR. \n\nUser Accounts \n\nMany technology resources at LaGrange College are accessed through \nuser accounts. No user accounts should be used to execute computer \nsoftware or programs or attempt to gain access to resources other than \nsoftware, programs or resources specifically granted and offered for use \nby LaGrange College. All users are responsible for both the protection \nof their account passwords and the data stored in their user accounts. \nSharing a password is prohibited. Users must change their password \nperiodically to help prevent unauthorized access of their user account. \nWhen working on computers that are in general access areas \n(laboratories and public access), users must log off or lock the computer \nbefore leaving to protect the security of their data and the network. \nLeaving the web-based email page (Outlook Web-Client) open on an \naccessible computer, especially outside of campus, leaves the account \navailable to anyone who passes by, and allows the changing of the user's \npassword giving the passerby access to the LaGrange College Network. \nBefore leaving a computer, users must log off the web-based email. If a \nstudent becomes locked out of their account or for other reasons needs \nto have their password reset, they must make the request in person to an \nInformation Technology staff member and present a valid LaGrange \nCollege ID. Any suspected unauthorized access of a user's account \nshould be reported immediately to the Executive Director of \nInstructional \u0026 Information Technology or another College authority. \nUser accounts will be deactivated when the user's affiliation with the \nCollege is terminated and all files and other data will be removed from \nthose accounts. \n\n\n\n79 \n\n\n\nCollege Email Accounts \n\nThe College provides email accounts for students, faculty and staff. All \ncourse and advising related email and other official College electronic \ncommunication with students must be sent to the student's campus email \naddress or via WebCT. Official College email communications with \nfaculty and staff will use their College email address. Email must not be \nused for purposes inconsistent with the mission of the College. Users \nmay not conceal, mask or misrepresent their identity when sending \nemail or other electronic messages. Transmission of abusive, harassing \nor libelous electronic messages is forbidden. Deliberate transmission or \npropagation of malicious programs such as viruses, worms, Trojan \nHorses, data mining programs or participation in denial of service \nattacks are subject to disciplinary and possible criminal action. \n\nLaGrange College maintains faculty and staff mail groups (distribution \nlists or aliases) for the purposes of communications concerning the \noperation of the College. The College maintains a Community mail-list \nfor communications of a less formal nature. Users must make \nappropriate use of the subject line in postings to all College related mail \ngroups (distribution lists or aliases) and mail-lists (list servers). \nAnnouncements to faculty and staff about campus events should be \nmade through FYI. These announcements should be sent to the \nCommunications and Marketing staff for inclusion in FYI. A single \nreminder close to the date of the event may be made to the faculty and \nstaff mail groups. Exceptions to this policy may be made by approval of \nthe Instructional and Information Technology Round Table. Daily \nreminders of an upcoming event are inappropriate. Examples of \nmessages appropriate for the FYI/email reminder procedure are Cultural \nEnrichment Events, Faculty Meetings, Staff Council Meetings, Faculty- \nStaff Coffees, and Sports Events. Messages not directly related to the \noperation of the College should be posted to the Community mail-list. \nFor example, items for sale, contests, fund-raisers, sports scores, \nhumorous items and commentaries belong on the Community mail-list \nrather than being sent to the faculty and staff mail groups. Users can \nunsubscribe from and re-subscribe to the Community mail list as they \ndesire. Instructions for subscribing and unsubscribing are available on \nthe helpdesk (helpdesk.lagrange.edu). \n\nPosting of messages to the email group containing all students must be \ncleared through the appropriate Vice President's Office or their \ndelegates. Use of the electronic signs on the Patio and in the Dining \nHall, posters and flyers are suggested alternative means of reaching all \nstudents. Messages to the student body should not be made through the \n\n\n\n80 \n\n\n\nfaculty mail group. Messages to faculty containing variations on \n\"Please announce to your class\" are ineffective in reaching all students. \n\nCampus Computing Facilities \n\nComputer labs on the LaGrange College campus are available for \ngeneral use by students, faculty and staff except during the periods when \nthe rooms have been reserved for teaching purposes. Additional \ncomputers are placed in public access areas for student, faculty and staff \nuse. It is the responsibility of every user to use lab and public access \nfacilities in a responsible manner. Accidental damage or damage caused \nby other parties should be reported as soon as possible so that corrective \naction can be taken. Use of laboratory or public access facilities to view \nmaterial that may be considered offensive to others which includes, but \nis not limited to, racially hateful and sexually explicit material, is \nconsidered a form of harassment. The viewing of harassing material is \ninconsistent with the Mission of LaGrange College. Viewing such \nharassing material in a lab or public access area may result in \ndisciplinary action. \n\nPersonal Web Pages \n\nAny authorized user or group at the College may have a personal home \npage on a LaGrange College World Wide Web server, provided that the \ngraphical images, multimedia information, text, or the intent of the home \npage do not refute the mission of LaGrange College. Users must sign a \nRegistered Information Provider Agreement before web pages are \nplaced on the server. Groups must designate an individual as their \nRegistered Information Provider, who is responsible for the content of \ntheir web pages. Registered Information Provider Agreements must be \nrenewed annually. Failure to renew will result in removal of content \nfrom the web server. No individual user is authorized to create and \nserve a web site on the World Wide Web utilizing College computer \nresources. Applications for personal web pages should be made to the \nDirector of Information Technology. \n\nStudent Computer Configurations \n\nAccess to the LaGrange College Campus Network is available in \ndormitory rooms for students who bring to campus personal computers \nmeeting the minimum specifications defined by Information \nTechnology. These specifications are revised annually and will be made \navailable to all new students. The Campus Network will allow students \nto access the World Wide Web (WWW) and email. By accessing the \nCollege network, students agree to abide by this usage policy. Students \n\n\n\n81 \n\n\n\nmust not change network configurations specified by Information \nTechnology. The Information Technology staff will only support \nsoftware installed by Information Technology personnel, and do not \nprovide support for personally owned computer equipment other than \nverifying that the network link is functional. \n\nStudents are responsible for all network traffic originating from their \nnetwork access. Students should employ appropriate and up-to-date \nantivirus software. \n\nCampus Network \n\nThe College provides network access in classrooms, laboratories, the \nlibrary, offices, public access locations and student dormitory rooms. \nWhile the College is committed to free speech and open access to \ninformation and communication, these must be tempered by the need to \nrespect others' rights to speech, access and communication. Each user is \nexpected to balance their needs with the needs and expectations of the \nCollege community as a whole. The College reserves the rights to limit \nbandwidth to users and access to non-academic, resource intensive \napplications if they threaten to interfere with academic uses of the \ncampus network. \n\nUsers on the network must not attempt to conceal, mask or misrepresent \ntheir identity or the identity of computers when using the network. \nUsers shall not employ software or hardware that interferes with the \noperation or security of the network. Users shall not interfere with the \nadministration of the campus network nor shall they attempt to breach \nany network or resource security system. In administering the network, \nnetwork activities of users may be monitored as to type and quantity. \n\nUsers are responsible for all network activities originating from \nresources provided to them by the College. \n\nWireless Network \n\nWireless networking provides many benefits to the College, but with \nthese benefits comes unique security threats. In order to make a \nreasonable effort to prevent access to network resources from \nunauthorized users via the Wireless Local Area Network (WLAN), the \nfollowing policy and associated best practices exist. \n\nAn unsecured Wireless Access Point (WAP) has the potential to open a \nbackdoor into an otherwise secure network. All WAPs located in \nacademic and administrative buildings must be managed by IT. Faculty \nand staff are prohibited from installing a WAP without explicit \n\n\n\n82 \n\n\n\npermission from the Director of Information Technology. Requests for \nexpansion of the wireless network should be made to the Network \nManager via the IT Helpdesk. In order to allow flexibility for students \nto utilize wireless networking in the residence halls, secured personal \nWAPs are allowed. IT must be notified of intent to install a WAP via \nthe IT Helpdesk. WAPs must be physically located in the vicinity of the \nowner's conventional wired jack and they must be secured in at least \none of two ways. At least 40-bit Wired Equivalent Privacy (WEP) must \nbe enabled on the WAP and client. Ideally the WAP's internal MAC \naddress table should be set to only allow access from authorized clients. \nIT reserves the right to scan for and disable any unauthorized or \nunsecured WAPs. \n\nWAP Best Practices: \n\n Activate WEP on the WAP and client \n\n Change the default administrator password to a more secure \npassword \n\n Don't use the default Service Set Identifier (SSID) \n\n Don't broadcast the SSID if possible \n\n Use the lowest power radio output possible to minimize propagation \noutside the building \n\n Disable the WAP in non-usage periods \n\nRemote Access \n\nLaGrange College provides very limited direct telephone dialup access \nto the Campus Network for college business. This service was created \nfor technical and administrative access to the network not available \nthrough a regular Internet connection, and is not intended to provide \ngeneral Internet access to members of the LaGrange College \ncommunity. In order to be granted dialup access to the Campus \nNetwork, a user must submit a request to the IITR via their department \nchair/supervisor. The request should indicate the period of time for \nwhich this access is to be granted and indicate how this access is \nconsistent with the technical and/or administrative purpose of the dialup \nresource. For regular dialup needs, service through a commercial \nInternet Service Provider is recommended. \n\n\n\n83 \n\n\n\nData Security \n\nWithin institutional priorities and financial capabilities, LaGrange \nCollege provides reasonable security against unauthorized intrusion and \ndamage to data, files and messages stored on its computer systems. The \nCollege maintains facilities for archiving and retrieving data stored in \nuser accounts. If a user needs to recover data after an accidental loss, \nInformation Technology staff should be contacted and every reasonable \nattempt will be made to recover the lost or corrupted data. Neither the \nCollege nor any Information Technology staff can be held accountable \nfor unauthorized access by other users, nor can they guarantee data \nprotection in the event of media failure, fire, criminal acts or natural \ndisaster. Backing up critical files regularly is recommended. \n\nInformation Resource Use by Guests \nand Alumni \n\nUse of physical facilities for information technology by guests \n(individuals not currently enrolled as students or currently employed as \nfaculty or staff members of LaGrange College) and alumni is allowed \nonly within William and Evelyn Banks Library and under the \nsupervision of library staff. Additionally, such access is allowed only \nwhen existing resources are not being fully utilized by LaGrange \nCollege students, faculty, or staff. The use of technological resources \nmay be extended to alumni and friends of LaGrange College without the \nimposition of a \"user fee.\" A \"per printed page\" user fee established by \nBanks Library will be assessed for use of College printing resources. \n\nUser Awareness: \n\nBecause Information technologies change at so rapid a rate, updates to \nthe Responsible Use Policy may be made between printings of College \npublications. It is the responsibility of the user to keep informed of the \nchanges in this policy, which will be available on a LaGrange College \nweb site (http://panther.lagrange.edu). \n\nLaGrange College Cell Phone and Pager Policy \n\nThe carrying and use of cell phones, pagers and other electronic \ncommunications devices are allowed on the LaGrange College campus. \nUsers of these devices, however, must be attentive to needs and \nsensibilities of other members of the College community. Furthermore, \nthe use of these devices must not disrupt the functions of the College. \n\n\n\n84 \n\n\n\n\n\n\nDevices must be off or ringers silenced in classes, laboratories, the \nlibrary, study spaces and other academic settings and during events such \nas plays, concerts, speakers and College ceremonies. The term \n'laboratories' explicitly includes computer laboratory spaces. \nAnswering or operating the device during classes, laboratories, meetings \nor events is only appropriate in case of emergency. If the device must \nbe answered, the user must move to a location where the class, \nlaboratory, library patrons, etc. will not be disrupted before making use \nof the device. \n\n\n\n\n85 \n\n\n\nAcademic Programs \n\n\n\nIntroduction \n\nFaculty members and the staff of LaGrange College implement \nacademic and non-academic programs toward the fulfillment of the \nmission of the College. Undergirding all of the academic programs at \nLaGrange is the fundamental commitment to the liberal arts. Therefore, \nLaGrange College is first and foremost a liberal arts college. The \nunderlying philosophy of liberal learning is found in all parts of the \ncurriculum of the College but is most obvious in the structure of the \nLiberal Studies Core Curriculum, that part of the curriculum that serves \nas foundation and complement to the major. All baccalaureate majors \nshare the same Liberal Studies Core Curriculum, which represents just \nunder fifty percent of a student's formal study at the College. \n\nThe curriculum is designed to provide the components of a liberal arts \neducation that historically have proved to be of lasting value. Those \ncomponents include skills such as writing, computation, speaking, \nproblem solving, computer utilization, ethical decision-making, and \nanalytical thinking. Additionally, specific courses are designed to \nintegrate knowledge from diverse disciplines including history, the arts, \nliterature, religion, health, and the social sciences. \n\nThe desired results of this curriculum are that students will be better able \nto communicate clearly; to interpret and evaluate the influence of \nhistorical, cultural, scientific, and religious developments upon human \nexperiences; to gather, interpret and evaluate information to assist in \nproblem solving and decision making; and to establish personal values, \napplying them to service to the community. \n\nCore Program in the Liberal Arts \n\nAs a Methodist related institution, LaGrange College offers an \neducational experience which emphasizes the inter-relatedness of \nknowledge and the importance of understanding and evaluating human \nexperience. The Core Program in the Liberal Arts (also known as the \nCommon Core Program) uses an interdisciplinary approach to develop \nthe students' creative, critical and communicative abilities. The specific \nobjectives of the Core Program are noted elsewhere in this Bulletin (see \n\"Core Curriculum\"). \n\nThe Core Program is designed to be integrated with other courses during \nthe first three years of the student's experience at LaGrange College. \nThe forty-nine semester hours included in the Core Program are \n\n\n\n86 \n\n\n\narranged in three divisions: foundation studies, integrative studies, and \nexploratory studies. The twelve hours of integrative studies, which \nbring an interdisciplinary focus to the humanities, the social sciences, \nand quantitative reasoning, are central to the entire Core Program. Other \ninterdisciplinary courses required in the Core Program are First-year \nCornerstone I and Dimensions of Well Being. No transient credit will \nbe allowed for any Rhetoric and Composition course (ENGL 1101 or \n1 102) or for the Integrative Studies courses (Problem Solving, Computer \nApplications, Humanities I and II, The American Experience). \n\n\n\nFoundation Studies 30 Hours \nCourse Taken \n\nFirst-year Cornerstone (CORE 1101) \n\n\n\nMin. Credit Year \n\n3 First-year \n\n\n\nFirst Week Experience (CORE 1 102) 1 First-year \n\nRhetoric and Composition (ENGL 1 101, 1 102) 6 First-year \n\nMathematics \n\n(MATH 1101, 2105, 2221, or 2222) 3 First-year \n(Entry level by placement) \n\nWorld Languages and Culture 6 as best scheduled \n(2 sequential courses in languages: FREN, GERM, SPAN) \n\n\n\nLaboratory Science I and II 8 \n\n(BIOL 1 101-1 102, 1 148*-1 149*; CHEM 1 101-1 102; \nPHYS 1 101-1 102; PHYS 1 121-1 122) \n*Mandatory for BSN students \n\n\n\nas best scheduled \n\n\n\nDimensions of Well Being (CORE 2000) \nNot required of BSN students \n\n\n3 \n\n\nas best scheduled \n\n\n\n\n30 Hoi \n\n\nurs \n\n\nIntegrative Studies \n\n\n\n\n\n\nProblem Solving (CORE 1 120) \nComputer Applications (CORE 1 140) \n\n\n3 \n1 \n\n\nas best scheduled \n\n\nHumanities I and Humanities II \n(CORE 2001, 2002) \n\n\n6 \n\n\nSophomore \n\n\nThe American Experience (CORE 3001 ) \n\n\n3 \n\n\nJunior \n\n\n\n\n13 Hours \n\n\n\n87 \n\n\n\nExploratory Studies \n\nFine Arts 3 as best scheduled \n\n(any beginning level classes in the Fine Arts Division Courses that \nsatisfy this requirement are marked with an asterisk (*) in the Art, \nMusic, and Theatre Sections of the Bulletin) \n\nReligion (RLGN 1 101, 1 102, 1 103, 1 104, or 1 105) 3 as best scheduled \n\n6 hours \n\nTOTAL CORE PROGRAM 49 Hours \n\nTOTAL CORE PROGRAM 49 hours** \n\n* Transfer students with 30 or more hours may be waived from the \nCORE 1 101/1 102 requirement. \n\n** Although not considered a part of the Core Program, each student is \nrequired to pass 3 interim term courses (one three semester hour course per \nterm) as part of the graduation requirements. Students may elect to \ncomplete 4 interim terms, and are encouraged to do so. Most interim term \ncourses offer a Pass/No Credit grade option. \" Requirements for Bachelor \nDegrees: A Summary\" (pp. 69) in this Bulletin for details. \n\nPlease read carefully the next section titled Placement. \n\nPlacement \n\nAppropriate placement in certain courses is essential. \n\nDuring the first few days on campus all students will participate in \nplacement evaluation inventories. These inventories are necessary for \n(1) planning for majors and careers, (2) providing the comparison levels \nfor subsequent assessment of the CORE Program curriculum, and (3) \ndetermining current skill levels for placement purposes. Placement in \nmathematics and English is based on skills assessment or standardized \ntest scores. Students who are not predicted to be successful in \nMathematics 1101 are required to enroll in Mathematics 1 00. This is a \npre-Core Program mathematics course, and credit in this course does \nnot count toward the fulfillment of the 49 hours of core requirements, \nbut does count toward hours required for graduation. English placement \nis based on scores obtained on the Scholastic Aptitude Test (SAT). \nBased on scores obtained students are placed in an appropriate section \n(standard, honors, or grammar-intensive) of English 1 101 (cf. \ndescription of English program). \n\n\n\n88 \n\n\n\nStudents entering LaGrange College with two (2) years of high school \nlevel foreign language are placed in an intermediate level course of \nthat language; or if the students choose, they may start the study of \nanother language at the beginning level. Any student for whom English \nis not the native language may have the language requirement waived \nby submitting a written request to the Registrar from the student's \nadvisor, the Director of International Student Services, or the Chair of \nthe Humanities Division. Those students who are allowed to waive \nthe language requirement must still complete the minimum 120 hours \nfor graduation. \n\nCORE Program, Time Restrictions \n\nThere is no time limit on the credit or validity of coursework in the \nCORE Program. It should be noted, however, that students who have \nnot been enrolled at LaGrange College for four years, or who transferred \nfrom LaGrange College and subsequently return, enter the college under \nthe Bulletin in force at the time of re-entry. \n\nCredit by Examination and Exemption \n\nStudents may be eligible for credit and/or exemption in certain areas \nthrough Advanced Placement (AP) Tests or the College Level \nExamination Program (CLEP) and other recognized testing procedures. \nTo determine the test scores that qualify for college credit and/or \nexemption, students should contact the Registrar. This information is \nalso available in the individual department sections of the Bulletin. \nCredit by examination (AP or CLEP) may reduce the 49 semester hour \nrequirement of the CORE Program by the number of credit hours earned \nby this process. \n\nAssessment of the CORE Program \n\nPrior to graduation, students take an inventory. The Academic Profile, \ndesigned to determine the extent to which they have achieved the \nobjectives of the curriculum of the Core Program. The optimal time to \ntake The Academic Profile is during the semester following the \ncompletion of CORE 3001, the American Experience (usually either \nsecond semester of the junior year or first semester of the senior year). \nMeaningful participation in this testing program is a requirement for \ngraduation with a baccalaureate degree. \n\n\n\n89 \n\n\n\nThe Major Programs \n\nA major is defined as a primary program of study in which the student \ncompletes a designated number and sequence of courses within a \nspecific discipline, department or subject area. A major may or may not \noffer concentrations for focused course work within the major. \n\nA student may choose to pursue one of four baccalaureate degrees: the \nBachelor of Arts, the Bachelor of Science, the Bachelor of Music, or the \nBachelor of Science in Nursing. Most students pursue one of these \nbaccalaureate degrees. \n\n\n\nBachelor of Arts \n\nArt and Design \n\nBiochemistry \n\nBiology \n\nChemistry \n\nComputer Science \n\nEducation \n\nEarly Childhood \nEnglish \nHistory \n\n\n\nMathematics \n\nMusic \n\nPolitical Science \n\nPsychology \n\nReligion \n\nSociology \n\nSpanish \n\nTheatre Arts \n\n\n\nBachelor of Science \n\nAccountancy \n\nBiology \n\nBusiness Management \n\nChemistry \n\nComputer Science \n\nMathematics \n\nBachelor of Science in Nursing \n\nNursing \n\nBachelor of Music \n\nCreative Music Technologies \n\nPerformance (voice, piano, organ, guitar, percussion) \n\nChurch Music \n\nLaGrange College also offers graduate programs. In these programs, \nstudents may complete the Master of Arts in Teaching or the Master of \nEducation in Curriculum and Instruction. Please refer to the Graduate \nBulletin for more information about these programs. \n\n\n\n90 \n\n\n\nInterdisciplinary Major \n\nThe Interdisciplinary Major at LaGrange College allows highly motivated \nstudents to pursue a self-designed, individualized program leading to a \nBachelor of Arts degree in Interdisciplinary Studies. \n\nTo be eligible to pursue the interdisciplinary major, a student must exhibit \na high-level of maturity and self-direction. A grade point average of 3.3 or \npermission of the Academic Dean is required at the time of submission of \nthe proposal The major may be declared upon completion of 27 semester \nhours, but no later than 66 semester hours. \n\nPolicies and Procedures: \n\n1) The proposed major must stem from at least two separate \ndisciplines, but no more than three, and be supportable by the \nexisting resources of the college. \n\n2) The student must select an advisor in each discipline with one \nagreeing to serve as the principal advisor. \n\n3) The student must research and select classes totaling at least 36 \nsemester hours that relate to the proposed major and justify the \ninclusion of each course. At least 30 semester hours must be from \ncourses at the 3000 level or above. \n\n4) The proposal must include a clear sense of where the \ninterdisciplinary major would lead the student (graduate school or \ncareer possibilities). The proposal should also state why the \n\n' Interdisciplinary Studies Major better suits the student's needs than \nexisting majors/minors offered at LaGrange College. \n\n5) The final major curriculum will be determined by the student in \nconsultation with all advisors. All general education requirements \nmust be met for graduation. The major must culminate in a \ncapstone paper or project approved by all advisors and supervised \nby the principal advisor. The student must register for INDV 4499 \nduring his or her senior year. \n\n6) The student must complete the Interdisciplinary Studies Proposal \nForm, which may be acquired from the registrar's office. The \nproposed major must be approved by all advisors, the curriculum \ncommittee and the Academic Dean. It must also be filed with the \nregistrar's office. Any changes to the approved curriculum must \nhave the approval of all advisors, the curriculum committee and the \nAcademic Dean. An amendment form with these approvals must be \nsubmitted to the Registrar's office. \n\n\n\n91 \n\n\n\nMajor Requirements, Time Restrictions \n\nCourse work requirements in major programs necessarily change in \nresponse to evolving curriculum concerns and changing student needs. \nStudents' major requirements are governed by the Bulletin in force at the \ntime of the declaration of the major. The declaration of major is initiated \nwith the head of the respective department. \n\nAt the discretion of the department chair, students may be required to \ndemonstrate proficiency and/or currency in the subject matter if the \nmajor course work is older than five (5) academic years. Normally \ncredit hours earned in the major may not be applied to the completion of \nthe major, if the hours earned are older than eight years, dated from the \nstudent's initial matriculation. \n\nStudents who have been out of school longer than two years must again \ndeclare their majors. \n\nIndependent Study in the Major \n\nIn certain majors, independent study courses are offered. These courses \nare limited to upper-class major and minor students who have completed \nat least two-thirds of their particular major or minor program, and who \nwish to pursue a special problem or course of reading beyond that taken \nup in any formal course and lying within the capabilities of the library \nand laboratories. In order to be eligible for independent study, the \nstudent must have at least a 3.0 average in major courses. Total credit \nwhich can be earned through independent study normally will not be \nmore than six semester hours. Written permission to enroll in such a \ncourse must be obtained from the instructor, the chair of the department \nconcerned, and the Vice President for Academic Affairs and Dean. A \ndescriptive syllabus including the method of evaluation must be \nsubmitted with the petition. \n\nAssessment in the Major \n\nThe faculty members who are responsible for instruction in the major \nprograms have identified specific objectives for a major in that \ndiscipline. There is an assessment, devised by the faculty in the \ndiscipline that determines the extent to which the objectives have been \nmet by the student. That assessment is a requirement for students who \ngraduated in June 1 990, or who will graduate thereafter. The assessment \nstyles are varied. Students should carefully explore with their adviser in \ntheir intended major the nature of the assessment. A satisfactory \nassessment in the major is a requirement for the degree. The chair of the \n\n\n\n92 \n\n\n\ndepartment offering the major must certify satisfactory completion o\\' \nthe assessment component. \n\nStudents who fail to complete satisfactorily the assessment in the major \nand exhaust reassessment opportunities at the departmental level may \nappeal the decision of the department as described in the Academic \nProcedures and Regulations section. \n\nAdvice and Counseling in the Major \n\nAll students are assigned an academic adviser. Prior to the declaration of \na major a student is advised by his or her First-year Cornerstone \ninstructor. Subsequent to declaring a major, the student and the \ndepartment chair work together in planning a program. The ultimate \nresponsibility for selecting the proper courses in order to complete the \ndesired degree is the responsibility of the student. \n\nMinors \n\nAcademic minors may be earned in most departments. A minor must \ninclude at least 12 semester hours, 6 of which must be in 3000-level or \nabove courses. Some departments do not designate the courses required \nfor the minor, but the courses selected must be approved by the chair of \nthat department. \n\nPre-professional Programs of Study \n\nLaGrange College has a curriculum and environment that is well suited \nto preparation for further study in fields such as law and medicine. \nThese programs include, but are not necessarily limited to, preparation \nfor the following areas. \n\nDentistry \n\nDr. William McCoy is the general adviser. Students should consult \nfrequently with Dr. McCoy in addition to their primary advisors for their \nmajors. The pre-dental student should select a major as early as possible \nand work toward the B.A. degree. Some dental schools accept students \nwith fewer than four years of college training, but most of them prefer a \nstudent with the baccalaureate degree. \n\nThe pre-dental student should be familiar with the specific requirements \nset by the dental schools to which he or she plans to apply. There is \nsome variation in the requirements of the various schools, but the \nminimum requirements set by most schools of dentistry are: \n\n\n\n93 \n\n\n\nInorganic (General) Chemistry with lab 8 semester hours \n\nOrganic Chemistry with lab 8 semester hours \n\nBiology with lab 8 semester hours \n\nPhysics with lab 8 semester hours \n\nEnglish 9 semester hours \n\nAll applicants must complete the Dental Admission Test not later than \nthe October 3 1 testing preceding the year of desired entry. Dental \nschools also expect experience in the dental field. The student should \nkeep records of dates, duration and type of experience when involved in \nshadowing, volunteer, or paid work. \n\nEngineering \n\nLaGrange College has an engineering-oriented program designed to \nprovide a broad liberal arts background while preparing the student for a \nprofessional engineering program. Dual-degree programs in \nengineering have been established with Georgia Institute of Technology \nand Auburn University. Students accepted in the dual-degree program \nwill attend LaGrange College for approximately three years (90 \nsemester hours if entering under this Bulletin) while they complete \nthe Core Curriculum and the pre-engineering courses listed at the end \nof this section. The student will then attend the engineering institution \nand complete a major in engineering, a process that generally takes two \nto three additional years. After completion of the degree requirements \nfor both institutions, the student will receive an engineering degree \nfrom the engineering institution and a Bachelor of Arts degree from \nLaGrange College. \n\nAll students considering either dual degree option should contact the \npre-engineering adviser, Dr. Bill McCoy, prior to registration. Students \nmust complete all components of the Core Curriculum, including the \nexit Academic Profile exam before transferring to the engineering \ninstitution. Pre-engineering students must complete all of the following \ncourses before attending the engineering institution: \n\nCalculus I, II and III \n\nDifferential Equations \n\nLinear Algebra (Ga. Tech.) \n\nGeneral Chemistry \n\nGeneral Physics I and II \n\n\n\n94 \n\n\n\nPlease note that calculus based physics (General Physics PHYS 1121-1 122) \nis required. Students must begin the study of calculus as early as possible in \norder to be prepared for the physics sequence. \n\nJournalism \n\nThe student who plans a career in journalism needs a wide range of \ncourses in many areas. A recommended basic program would include: \nENGL 2260 Journalistic Writing I (3), ENGL 2261 Journalistic Writing \nII (3), ARTD 2201 Graphic Design I: Fundamentals (3), ARTD 2223 \nBasic Photography (3), plus experience working on one of the \nstudent publications: \n\nThe Hilltop News (paper) \n\nThe Scroll (magazine) \n\nSpecific courses to prepare for admission to individual schools should \nbe selected in consultation with the student's advisor. \n\nLaw \n\nThe pre-law advising committee is chaired by Dr. Tracy Lightcap and \nis composed of Dr. Lightcap, Dr. Frederick Mills, and Dr. Brenda \nThomas. Students considering law school should consult with one of \nthese faculty members beginning in their first year and should meet \nregularly with other students interested in pre-law. Law school bulletins \nand LSAT study guides are located in the William and Evelyn Banks Library. \n\nStudents entering law school come from varied undergraduate programs. \nIt is not really possible to say which major serves as the best preparatory \nbackground for law school. Almost every law school bulletin, however, \nsuggests that entering students must have a strong background in \nhistory, political science, and English as well as some preparation in \neconomics, business, sociology, psychology, and mathematics. \n\nMedicine (M.D.) \n\nDr. William McCoy is the general adviser. Students should consult early \nand frequently with Dr. McCoy in addition to their primary advisers for \ntheir majors. The pre-medicine student should select a major as soon as \npossible and seek the B.A. or B.S. degree. Medical schools rarely accept \ncandidates with less than the baccalaureate degree. \n\nThe student should be familiar with the requirements of the several \nmedical schools to which he or she plans to apply. Requirements vary \n\n\n\n95 \n\n\n\nsomewhat in the various medical schools, but the minimum \nrequirements of most medical schools are: \n\nBiology with lab 8 semester hours \n\nGeneral Chemistry with lab 8 semester hours \n\nOrganic Chemistry 8 semester hours \n\nPhysics 8 semester hours \n\nEvery applicant must take the Medical College Admission Test, \npreferably in the spring preceding the submission of his or her \napplication to medical school, but no later than the fall of that year. \nStudents should take General Chemistry (CHEM1 101-1 102) as a First- \nyear student to be on-track for the MCAT exam, normally taken in the \nspring of Junior year. Biology 1 101-1 102 is also suggested for freshmen \nyear if scheduling allows. Medical schools also expect experience in \nthe field of medicine. Students should keep records of dates, duration \nand types of experience when participating in shadowing or volunteer or \npaid work in a hospital, doctor's office, or other medical facility. \n\nOptometry \n\nThe pre-optometry general adviser is Dr. William McCoy. Students \nshould consult early and frequently with Dr. McCoy in addition to their \nprimary advisers for their majors. Though selected students may be \nadmitted to optometry school after three years of preparation, most are \nadmitted after receiving Bachelors or Masters degrees. Optometry \ninvolves fours years of study after admission to the program and in some \nareas also includes a brief internship. Majors in any academic area are \nacceptable though the student should include emphasis on the sciences. \nThe pre-optometry requirements are the same as pre-med plus a course \neach in statistics and calculus. Preparation for admission to a specific \nschool can be planned with the assistance of the advisor. Prospective \noptometry students must take the Optometry Admission Test (OAT) in \nOctober or February. \n\nPharmacy \n\nThe pre-pharmacy general adviser is Dr. William McCoy. Students \nshould consult early and frequently with Dr. McCoy in addition to their \nprimary advisers for their majors. While the admission requirements \nvary, the following is standard course work as a minimum: CHEM \n1 101-1 102, 2201-2202, BIOL 1 101-1 102, MATH 2221 and 1 1 14, \nPH YS 1101, ECON 220 1 -2202, ENGL 1 1 1 - 1 1 02, and 6 semester \nhours each of Humanities and Social/Behavioral Science. POLS 1101 \n\n\n\n96 \n\n\n\nand HIST 1 1 1 1 or 1 1 12 may be required as well as electives to reach 60 \nsemester hours. \n\nPhysical Therapy \n\nThe pre-physical therapy general adviser is Dr. William McCoy. A few \nschools which offer training in physical therapy award a Bachelor's \ndegree after successful completion of classroom and clinical work. \nStudents are admitted to such programs after completion of 60 semester \nhours of work including approximately 12 hours in Humanities, 12 \nhours in math and science, 12 hours in social science plus 24 hours in a \nmajor field such as biology. \n\nSpecific courses to prepare for admission to individual schools should \nbe selected in consultation with the adviser. Many schools have moved \nto the Doctor of Physical Therapy (DPT) degree. These schools require \na bachelor's degree as well as completion of the pre-physical therapy \ncore. Most schools look for experience working with or observing a \ncertified physical therapist. Students should keep records of dates and \nduration of such experience. \n\nVeterinary Medicine \n\nDr. William McCoy is the general adviser. Students should consult early \nand frequently with Dr. McCoy in addition to their primary advisers for \ntheir majors. The pre-veterinary student should be familiar with the \nspecific requirements of the school to which he/she plans to apply. The \nminimum requirements set by most schools of veterinary medicine are \nas follows: \n\nA candidate must have completed at least 54 semester hours of college \ncredit by the end of the spring semester before fall matriculation at the \nveterinary school. The baccalaureate degree is preferred. The following \ncourses on the next page should be completed prior to entry into \nveterinary school. \n\n\n\n97 \n\n\n\nEnglish \n\nBiology with lab \n\nAdvanced Biological Science \n\nPhysics \n\nBiochemistry \n\nInorganic (General) Chemistry with lab \n\nOrganic Chemistry with lab \n\n\n\n6 semester hours \n8 semester hours \n8 semester hours \n8 semester hours \n3 semester hours \n8 semester hours \n8 semester hours \n\n\n\nThe candidate must have worked with a veterinarian and must have had \nhands-on experience working with large and small animals. \n\nEach applicant will be required to take the Graduate Record \nExamination (GRE) and the GRE biology subject test. These tests \nshould be taken in October or December of the year prior to probable \nadmission to veterinary school. The results should be received by \nVMC AS by February 1 of the year following the application. \n\n\n\n98 \n\n\n\nSummary List of Majors and Minors Offered at \nLaGrange College \n\n\n\n\n\nMajor \n\n\nMinor \n\n\nAccountancy \n\n\nX \n\n\nX \n\n\nArt and Design \n\n\nX \n\n\nX \n\n\nBiology \n\n\nX \n\n\n\n\nBiochemistry \n\n\nX \n\n\n\n\nBusiness Management \n\n\nX \n\n\nX \n\n\nChemistry \n\n\nX \n\n\nX \n\n\nCoaching \n\n\n\n\nX \n\n\nComputer Science \n\n\nX \n\n\nX \n\n\nEducation \n\n\nX \n\n\n\n\nEnglish \n\n\nX \n\n\nX \n\n\nFrench \n\n\n\n\nX \n\n\nHistory \n\n\nX \n\n\nX \n\n\nInterdisciplinary Studies \n\n\nX \n\n\n\n\nLatin American Studies \n\n\n\n\nX \n\n\nMathematics \n\n\nX \n\n\nX \n\n\nMusic (BA.) \n\n\nX \n\n\nX \n\n\nMusic (B.M.) \n\n\nX \n\n\nX \n\n\nNursing \n\n\nX \n\n\n\n\nPhilosophy \n\n\n\n\nX \n\n\nPolitical Science \n\n\nX \n\n\nX \n\n\nPsychology \n\n\nX \n\n\nX \n\n\nReligion \n\n\nX \n\n\nX \n\n\nChurch Leadership \n\n\nX \n\n\nX \n\n\nSociology \n\n\nX \n\n\nX \n\n\nSpanish \n\n\nX \n\n\nX \n\n\nTheatre Arts \n\n\nX \n\n\nX \n\n\nWomen's Studies \n\n\n\n\nX \n\n\n\n99 \n\n\n\nEvening College degrees: \n\nAssociate of Arts in Liberal Studies \n\nBachelor of Arts in Business \n\nBachelor of Arts in Human Development \n\nStudents should not assume the privilege of automatic transfer from \nthe Day program to the Evening program. Students interested in \nchanging their enrollment classification from Day to Evening must \ncomplete an Academic Petition indicating the reason for requesting \nthe program transfer. Before presenting to the Vice President for \nAcademic Affairs and Dean for consideration, the Petition must be \nsigned by the current academic advisor and the major advisor of the \nEvening program into which the student desires to transfer. Note that \ntransfer between programs may only be requested one time during a \nstudent's undergraduate career. \n\nGraduate degrees: \n\nMaster of Education in Curriculum and Instruction \nMaster of Arts in Teaching \nArt Education (MAT) \nSecondary Education (MAT) \n\nEndowed Lectureship \n\nThe Jennie Lee Epps Memorial Lecture was re-established in 1997 by \na gift from Dr. Grace Hadaway Boswell '49 and her husband, Dr. R. \nDean Boswell. Dr. Epps was a faculty member from 1931 until her \ndeath in 1961. \n\nThe Waights G. Henry, Jr., Endowed Lectureship was established by \na gift from the Neighbors Fund, Inc. in memory of Dr. Henry, president \nand chancellor of LaGrange College over a period of 42 years. Income \nfrom the endowment is to be used in funding the Waights G. Henry \nLecture for the benefit of our students and as approved by the trustees of \nthe College. \n\nThe Arthur H. Thompson Lectureship brings to the campus a noted \nscholar to address the faculty and student body on the interrelationship \nof a field knowledge and the Christian religion. The endowment was \nestablished by Mrs. Mary Will Thompson, class of 1898, in memory of \nher husband, who served as chairman of the Board of Trustees of the \nCollege. He expressed his philosophy in the statement: \" The greatest \nthing in life is the simple faith of an honest man.\" \n\n\n\n100 \n\n\n\n\n\n\nThe Lorenzo Valla Visiting Scholar Program was established in 1996 \nby Mr. and Mrs. Tom Bushar (Linda Doolittle Bushar *96) The program \nwas named for the 15 th century Italian humanist and brings to campus a \nrecognized scholar. \n\nAwards and Recognitions \n\nThe Nancy Alford Award is awarded each year to the sorority \naccumulating the greatest number of points in the areas of scholarship, \nleadership, sportsmanship, and community service. \n\nThe Irene E. Arnett Drama Award is presented annually to the \nmember of the senior class who shows that greatest potential for \ncontribution to the field of theatre, devotion to the tasks in the theatre, \nand dedication to the principles of good theatre- to amuse the heart and \nlift the spirit to a better understanding of man and his struggle in this \nworld and towards his God. \n\nThe Needham Avery Art Award is a purchase award granted \nannually in visual arts, provided by Dr. and Mrs. R.M. Avery in \nmemory of their son. \n\nThe Josephine A. Case Scholarship is awarded to a junior for \nexcellence in art and promise of achievement in that field. This award \ncarries a stipend and is associated with the Josephine A. Case Collection \nof American Indian Art which Mrs. Case and her husband, the late Dr. \nLeland D. Case of Tucson, donated to LaGrange College. Both hold \nhonorary doctorates from this school. \n\nThe Frances Marion Chalker Medlock Prize for Poetry is awarded to \na student exhibiting profound love and appreciation of poetry in memory \nof Frances Marion Chalker Medlock. The deserving student is chosen by \nthe English Department. \n\nThe Austin P. Cook Award is presented annually by the Student \nGovernment Association to the organization that made the most positive \nimpact on campus life during the year. \n\nThe Roger Guptill Award is presented annually in memory of the late \nDr. Roger Guptill, minister, teacher, and Christian gentleman, to a senior \nclass student of the Department of Religion preparing for full-time \nchurch service. \n\nThe Mamie Lark Henry Drama Scholarship is presented annually \nto a student in recognition of superior contribution to the Theatre \nArts Department. \n\n\n\n101 \n\n\n\nThe Mamie Lark Henry Scholarship Cup is presented each semester \nto a sorority with the highest grade-point average the previous semester. \n\nThe Waights G. Henry, Jr., Leadership Award is given annually by \nthe Student Government Association to a student who has actively \ndemonstrated effective leadership skills. Selection of the recipient is \nmade by a committee composed of students, faculty, and administrators. \n\nThe Evelyn Powell Hoffman Drama Scholarship is provided by her \nfamily in memory of their wife, mother and sister, a graduate of the class \nof 1930. It is to be awarded annually to a First-year student through \naudition. The selection of the recipient is to be made by the Theatre \nArts Department faculty. \n\nThe Karen Sue Kafrouni Award is presented annually by the History \nDepartment for a member of Phi Alpha Theta and a graduating senior \nwith the highest academic achievement. \n\nThe Mary Hunter Lindsey Award is provided by the late Rev. \nWilliam Oliver Lindsey, Sr., in memory of his wife, Mary Hunter \nLindsey, class of 1914. It is awarded annually to United Methodist \nstudents entering the senior class in college and preparing for a full-time \nchurch ministry. The selection of the awardees is made by the faculty of \nthe Religion Department. \n\nThe John Love Scholarship Cup is presented each semester to the \nfraternity with the highest grade point average the previous semester. \n\nThe Weston L. Murray Award is presented to the senior class member \nof the Georgia Delta Chapter of Pi Gamma Mu who has the highest \nrecord of achievement and contribution in the field of Social Science. \n\nThe Meri Meriwether Norris Award was established in 1998 in \nmemory of this 1980 alumna by her husband, Dr. Tommy Norris. This \naward is presented annually to a nursing student who demonstrates \nextraordinary compassion. \n\nThe Outstanding Achievement in Psychology Award is presented \nannually by the psychology department to the senior psychology major \nwho, through academic excellence and service, has made an outstanding \ncontribution to the field of psychology. \n\nThe Pike Award is provided by Mrs. William C. Key (Ruth Pike) and \nthe late Mrs. William Franklin Daugherty (Ethel Pike) in memory of \nAdelia Hunter and Christian Nathaniel Pike. It is awarded annually to \n\n\n\n102 \n\n\n\nMethodist or Baptist students entering the senior class in college and \npreparing for a full-time church vocation or majoring in Religion or \ni Religious Education. \n\nThe Walter Malcolm Shackelford Award is presented annually to a \n(graduating senior who has majored in Education and has demonstrated \noutstanding academic performance, leadership, and service to the College. \n\nThe Annie Moore Smith Award is a purchase award given annually in \n[visual arts, provided by Mrs. Rebecca Moore Butler, class of 1924, in \n(memory of her sister, Annie Moore Smith, class of 1915. \n\nThe W. Lee Wilson, Jr., Art Award is presented annually by the Art \nDepartment to a graduating senior who has excelled in the art of \n'photography. Mr. William L. Wilson established the award in 1998 in \nmemory of his son. \n\nThe Jean Young Award in Photography granted annually, was \n'established in memory of Jean Young who was the first curator of the Lamar \ni Dodd Art Center. The award is a book on contemporary photography and is \npresented to the student who has demonstrated an exceptional commitment \nto photographic art. \n\n'Departmental Awards are presented annually at Honors Day in the \nspring. Numerous departmental awards are made at that time. \n\n\n\n\n03 \n\n\n\nDepartments and Courses \n\nTable of Contents 4 \n\nAcademic Divisions 106 \n\nAbbreviations and Numbers 108 \n\nArt and Design 109 \n\nProfessor John Lawrence \n\nBiology 118 \n\nDr. William McCoy \n\nBusiness 124 \n\nDr. Jon Birkeli \n\nAccountancy 125 \n\nDr. Lydia Rosencrants \n\nChemistry 142 \n\nDr. William McCoy \n\nComputer Science 153 \n\nDr. Fay Riddle \n\nCore Curriculum 162 \n\nDr. Sarah Beth Mallory \n\nEducation 165 \n\nDr. Don Livingston \n\nEnglish 172 \n\nDr. Laine Scott \n\nHealth and Physical Education 181 \n\nProfessor Nancy Alford \n\nHistory 188 \n\nDr. Fred Mills \n\nHuman Services 193 \n\nDr. Frank O 'Connor \n\nLatin American Studies and Modern Languages 197 \n\nDr. Amanda Plum lee \n\nMathematics 206 \n\nDr. Greg McClanahan \n\n\n\n104 \n\n\n\nMusic 214 \n\nDr. Ton i Anderson \n\nNursing 228 \n\nDr. Celia Hay \n\nPhysics 238 \n\nDr. William McCoy \n\nPolitical Science 239 \n\nDr. Tracy Lightcap \n\nPsychology 246 \n\nDr. Chuck Kraemer \n\nReligion and Philosophy 252 \n\nDr. David Ahearn \n\nSociology and Anthropology 260 \n\nDr. Framk O 'Connor \n\nTheatre Arts 266 \n\nProfessor Kim Barber \n\nWomen's Studies 273 \n\nDr. Amanda Plum lee \n\n\n\n\n105 \n\n\n\nACADEMIC DIVISIONS, \nDEPARTMENTS, AND COURSES \n\nArts Kim Barber, Chair \n\nProfessors: Anderson, Joiner, Lawrence, Taunton \n\nAssociate Professors: Barber, M. Brown, Edwards, L. Johnson, Reneke \n\nAssistant Professors: Ogle, Tomschek, Turner \n\nThis division includes the Departments of Art and Design, Music, and \n\nTheatre Arts. The B.A. and B.M. degrees are offered. \n\nCore Program and Interim Term Sarah Beth Mallory, Chair \n\nHumanities and Social Sciences David Ahearn, Chair \nProfessors: Cafaro, Dulin-Mallory, Mills, Slay, Thomas \nAssociate Professors: Ahearn, Cook, O'Connor, Plumlee, \nScott, Williams, Lightcap, Simmons \n\nAssistant Professors: Brevik, Cody, Gulley, Lee, Lingenfelter, \nMatthews, Shirley, Tures , Wilson \n\nThis division offering the B. A. Degree includes the following \n\ndepartments: \n\nEnglish Language and Literature, History, Human Services, Latin \n\nAmerican Studies and Modern Languages, \n\nPolitical Science, Religion and Philosophy, Sociology \u0026 Anthropology \n\nProfessional Programs Maranah Sauter, Chair \n\nProfessors: Birkeli, Sauter \n\nAssociate Professors: Barrett, Hillyer, Rosencrants, Williamson \n\nAssistant Professors: Alford, Bearden, Blair, Geeter, Hampton, Hay, \n\nLivingston, Mason, McMullen, Messer, Yates \n\nThis division includes the following departments: \nDepartment of Business offering The B. S. in Business Management, B. \nS. in Accountancy, minor in Business Management, minor in \nAccountancy, Department of Education offering: The B.A. M.A.T. and \nM.Ed, degrees Department of Health and Physical Education, \nDepartment of Nursing offering the B.S.N. \n\nScience and Mathematics Greg McClanahan, Chair \n\nProfessors: Evans, Hurd, Kraemer, McClanahan, McCoy, Riddle, \n\nShelhorse, \n\nAssociate Professors: Haas, Mallory, Paschal, C. Yin, W. Yin \n\nAssistant Professors: Barlow, Cauther, Hall, Hwang, \n\nLangdon, Pomeroy-Black \n\n\n\n106 \n\n\n\nThe Natural Sciences and Mathematics Division includes the \nDepartments of Biology, Chemistry and Physics, Computer Science, \nMathematics and Psychology. The B.A. and B.S. degrees are offered. \n\nCourse Numbering System and Abbreviations \n\nThe projected schedule of classes will be followed insofar as possible, \nbut is subject to change. \n\nCourses numbered 1 100 through 1 199 are intended primarily for \nfreshmen and sophomores. Courses numbered 2200 to 2299 are intended \nprimarily for sophomores; the number may, alternately, mean credit of \nless than three semester hours. \n\nCourses numbered 3300 through 3399 and above are intended primarily \nfor juniors and seniors. \n\nCourses numbered 4400 through 4499 are intended primarily for seniors. \nThe number in parentheses following the course title indicates the number \nof semester hours credit for the course. \n\n\n\n\n07 \n\n\n\nAbbreviations \n\n\n\n\nAccountancy \n\n\nACCT \n\n\nArt and Design \n\n\nARTD \n\n\nBiology \n\n\nBIOL \n\n\nChemistry \n\n\nCHEM \n\n\nComputer Science \n\n\nCSCI \n\n\nCore \n\n\nCORE \n\n\nEconomics \n\n\nECON \n\n\nEducation \n\n\nEDUC \n\n\nEarly Childhood \n\n\nEDUC \n\n\nEnglish \n\n\nENGL \n\n\nFinance \n\n\nFNCE \n\n\nFrench \n\n\nFREN \n\n\nGerman \n\n\nGERM \n\n\nHealth and Physical Education \n\n\nHPED \n\n\nPhysical Education \n\n\nPEDU \n\n\nHistory \n\n\nHIST \n\n\nHuman Services \n\n\nHUSV \n\n\nLanguage \n\n\nLANG \n\n\nLatin American Studies \n\n\nLAST \n\n\nLibrary Science \n\n\nLIBR \n\n\nManagement \n\n\nMGMT \n\n\nMarketing \n\n\nMRKT \n\n\nMathematics \n\n\nMATH \n\n\nMusic \n\n\nMUSI \n\n\nNursing \n\n\nNURS \n\n\nPhilosophy \n\n\nPHIL \n\n\nPhysics \n\n\nPHYS \n\n\nPolitical Science \n\n\nPOLS \n\n\nPsychology \n\n\nPSYC \n\n\nReligion \n\n\nRLGN \n\n\nSociology \n\n\nSOCI \n\n\nSpanish \n\n\nSPAN \n\n\nTheatre Arts \n\n\nTHEA \n\n\nWomen's Studies \n\n\nWMST \n\n\n\n108 \n\n\n\nART AND DESIGN \n\nIntroduction \n\nThe Department of Art and Design offers major concentrations in \npainting/drawing, graphic/surface design, ceramics/sculpture, \nphotography, and in art history/museum studies. The courses required of \nthe studio concentration are specific and scheduling should be \ndetermined in consultation with an art faculty advisor. A student may \nchoose a studio concentration in more than one area. \n\nObjectives \n\nThe following objectives are established as a basis for the Art and \nDesign Studio Program at LaGrange College: \n\n to develop technical knowledge pertaining primarily to the \nstudent's chosen area of concentration, but not limited to it. \n\n to assist students in finding and focusing their creative ideas into a \nconsistent body of work. \n\n to instruct students in the correct means of presenting their work in \na portfolio and culminating in a required senior exhibition. \n\n to encourage students to exhibit their work and acquaint them with \nthe gallery system. \n\n to encourage students to pursue graduate study. \n\n to provide students with a basic understanding of the history of \nWestern art. \n\n to provide the students with a creative environment by using all \navailable resources. This would include field trips to galleries \nand museums, course work in locations of artistic interest, \nguest lectures and workshops related to the exhibitions in the \nCollege's galleries. \n\nRequirements for a Studio Concentration \nmajor in Art and Design: \n\n9 hrs. Art History - ARTD 1 1 09. 1 1 1 0. 1 1 1 1 or an \nArt History elective \n\n9 hrs. Basic Core - These should be taken during the \n\nfreshman/sophomore year as these courses are generally \nconsidered to be prerequisites for all other studio courses - \nARTD 1151, 1152, 1153 \n\n\n\n109 \n\n\n\n12 hrs. Introductory Studio Courses: One course from each \nof the following studio disciplines: \n\nPainting or Drawing \n\nDesign or Printmaking \n\nPhotography \n\nCeramics or Sculpture \n\n9 hrs. Major Concentration - three additional courses in \none of the above disciplines. \n\n3 hrs. Senior Seminar - A course in which senior art majors \nbring into focus their artistic objectives in a body of \nwork to be presented in an exhibition. The student \nwill also create an artists' statement, resume and a \nslide portfolio. \n\n42 hrs total hours required \n\nAssessment \n\nSuccess in achieving the objectives of the Art and Design major will be \nmeasured in the following ways: \n\n Completion of each major course with a grade of C or better. \n\n Exemplary completion of assignments and independent study, and \nthe presentation of work in scheduled critiques. \n\n An Exit or Senior Exhibition of work done in the student's major \nstudio discipline. \n\nRequirements for Art History/Museum Studies \nConcentration \n\nThe Art History/Museum Studies Concentration offers two options. A \nstudent may focus on art history or may choose a combination of art \nhistory and museology. Courses include art history, graphic design, \nstudio courses, and an internship. The program also offers hands-on \nexperience in the exhibition program and the regular collection of the \nLamar Dodd Art Center. \n\n\n\n110 \n\n\n\nREQUIREMENTS FOR A CONCENTRATION IN ART \nHISTORY: \n\n6 hrs. Art History Survey I and II ARTD 1 109, 1 1 10 \n\n18 hrs. Art History courses - The Art of Greece and Rome, Art of the \nRenaissance, Art of the Seventeenth and Eighteenth Centuries in Europe \nand America, Art of the Nineteenth Century in Europe and America, \nModern and Contemporary Art, Art of the Non- Western World. - \nARTD 1111,3101,3105,3106,3107,3108 \n\n12 hrs. Studio Courses \n\n3 hrs. Internship or Independent Study in Art History \n\n3 hrs. Senior Seminar - A course in which senior art history and \nmuseum studies students work on research and writing skills. They also \nprepare a resume and focus on applying for graduate school. \n\n42 total hours required \n\nREQUIREMENTS FOR A MAJOR IN ART HISTORY/MUSEUM \nSTUDIES CONCENTRATION: \n\n6 hrs. Art History Survey I and II - ARTD 1 109, 1 1 10 \n\n15 hrs. Art History electives - The Art of Greece and Rome, Art of \nthe Renaissance, Art of the Seventeenth and Eighteenth Centuries in \nEurope and America, Art of the Nineteenth Century in Europe and \nAmerica, Modern and Contemporary Art, Art of the Non- Western \nWorld. -ARTD 1111, 3103, 3105, 3106, 3108 \n\n9 hrs. Studio Coursework - Three courses in elective studio \n\n3 hrs. Graphic Design - ARTD 220 1 \n\n6 hrs. Museum Studies I and II - ARTD 3101, 3102 \n\n3 hrs. Internship \n\n42 total hours required \n\n\n\n11 \n\n\n\nAssessment \n\nSuccess in achieving the objectives of the Art History/Museum Studies \nConcentration will be measured in the following ways: \n\n Sophomore review \n\n Completion of each major course with a grade of C or better \n\n Participation in the Art History Forum or other public presentation \nof research \n\n\n\nAwards \n\nThe Art and Design Department presents four awards annually during \nHonor's Day Convocation. These are purchase awards that allow the \ncollege to acquire works of art by the award recipients. The faculty of \nthe Art and Design Department presents these awards to students for \nsuperior performance and a proven commitment to their craft. \n\nMinor \n\nA minor in Art and Design, Art History/Museum Studies consists of 1 8 \nsemester hours: at least one course in art history, at least one course at \nthe 1000 level, and 4 other courses selected in consultation with your \nminor advisor. \n\nCourse Descriptions (ARTD) \n\nARTD 1109 Art History Survey I. (3) * Fall \n\nThis course surveys the history of Western Art and architecture from the \n\nPaleolithic period through the Gothic era. \n\nARTD 1110 Art History Survey II. (3)* Spring \n\nThis course surveys the history of Western art and architecture from the \n\nearly Renaissance to the beginning of the 20 th century. \n\nARTD 1111 Modern and Contemporary Art History (3)* \n\nSpring-alternate years \nThis course surveys the development of Western art from the beginning \nof the 20 th through the early 21 st century. \n\nARTD 1151 Basic Drawing (3)* Fall \nA course in drawing fundamentals, including line, value, \ncomposition, perspective, and chiaroscuro. A variety of drawing \nmedia will be explored. \n\n\n\n12 \n\n\n\nARTD 1152 2-D Design. (3) * Spring \n\nA study of the basic design elements and principles. Emphasis will be on \ncreative problem solving and development of unified designs. A study of \ncolor theory and relationships will be included. \n\nARTD 1153 3-D Design. (3) * Fall \n\nThis course will explore the fundamentals of three-dimensional form \n\nusing various materials such as wood, clay, plaster, paper, etc. \n\nCraftsmanship, creative thought, and transformation of ideas into \n\nform while becoming familiar with proper use of tools and equipment is \n\nalso emphasized. \n\nARTD 2201 Graphic Design I: Fundamentals. (3) Fall \nAn introduction to the fundamentals of graphic design, including \ntypography, and layout. Basic Macintosh computer skills will be \ncovered, including working with fonts, system basics, printers and \nservice bureaus, and understanding file formats. \n\nARTD 2211 Life Drawing. (3) Spring \n\nA course in the study of human anatomy and the expressive potential of \nthe human form. Drawing from the model, both nude and clothed, and \nfrom the skeleton using a variety of drawing media. \n\nPrerequisite: ARTD 1151 (Basic Drawing) or permission of instructor \n\nARTD 2222 Graphic Design II: Logos and concepts. (3) Spring \nA course exploring the development of graphic ideas through projects in \nadvertising, layout, corporate identity, magazine and poster design. \nStudents will be exposed to basic concepts of logo design. \nPrerequisite: ARTD 2201 \n\nARTD 2223 Basic Photography. (3) * Fall \nAn introductory course in black and white photography. The course \nincludes the mechanics of the camera, film exposure for zone placement, \nfilm processing and printing from the negative as well as a survey of the \nhistory of photography. \n\nARTD 2224 Photography II . (3) Spring \nA course in studio and large format photography using both black / \nwhite and color materials. Projects are assigned in lighting, exposure \ncontrols using sheet film with the 4 x 5 and 8x10 view camera, film \nprocessing, printing, and advanced techniques of photographing the still \nlife, portraits, architecture, landscape, and in commercial applications \nof photography. \n\n\n\n113 \n\n\n\nARTD 2227 Ceramics-Methods and Materials (3) * Fall \nThis course is an introduction to ceramic methods and techniques. It \nwill explore both wheelthrowing and hand building used in forming \nvessels and sculpture. This will include using the potter's wheel, slabs, \ncoils, textures to create form. Glazing, decoration and firing methods \nsuch as raku, pitfire and standard reduction will also be emphasized. \n\nARTD 2229 Ceramics-Wheelthrowing. (3) * Spring \nThis course is an introduction to basic wheelthrowing techniques, \nbeginning with centering and opening then progressing to pulling basic \ncylindrical forms, teapots and bottles. Glazing, decoration and firing \nmethods such as raku, pitfire, and standard reduction are also included. \n\nARTD 2271 Beginning Painting. (3) Fall \nAn introduction to painting with acrylics or oils. Projects will explore \nthe fundamentals of composition and modeling with color and light, as \nwell as abstraction and mixed media. \nPrerequisite: ARTD 1151 (Basic Drawing) or permission of instructor \n\nARTD 2272 Sculpture I. (3) * Spring \nThe projects in this class will address both traditional and \ncontemporary issues in sculpture such as figure modeling, carving, \nnarrative imagery, and environmental sculpture. \n\nARTD 2273 Printmaking I. (3) * Fall \n\nA course in the basics of intaglio and relief printmaking techniques, \n\nselected print and book arts media, and the development of creative imagery. \n\nARTD 3101 Museum Studies I. (3) Fall \nIn addition to textbook study, students are actively engaged in the \nactivities of the Lamar Dodd Art Center: cataloguing the collection, \norganizing and hanging exhibitions, and overseeing the gallery's daily \nactivities. Students visit area museums not only to view their collections \nand special exhibitions, but also to learn from museum personnel about \nthe functioning of a museum. \n\nARTD 3102 Museum Studies II. (3) Spring \nThis course traces the history of museums, discusses contemporary \npractice in museums, and examines current issues in Museology. It \nexplores the museum's mission and its role in society through case \nstudies and exhibitions in a variety of museums: art, living history, \nhistory, children's, and ethnographic. \nPrerequisites: ARTD 3101 (Museum Studies I) \n\n\n\n114 \n\n\n\nARTD3103 The Art ofGreece and Rome. (3)* Spring \nThis course focuses on the art ofGreece and Rome, emphasizing the \nhistorical and cultural context of the works studied. \nPrerequisite: ARTD 1 109 (Art History Survey I) or permission \nof instructor \n\nARTD 3105 Art of the Renaissance. (3)* Fall \nThis course focuses on the painting, sculpture, and architecture of the \nRenaissance, considering works in their historical and cultural context. \nPrerequisites: ARTD 1110 (Art History Survey II) or permission \nof instructor \n\nARTD 3106 Art of the Seventeenth and Eighteenth Centuries in \n\nEurope and America. (3)* Spring \nThis course examines works of painting, sculpture, and architecture \ncreated in Western Europe and in the United States during the \nseventeenth and eighteenth centuries and explores the cultural and \nhistorical circumstances of their creation. \nPrerequisites: ARTD 1110 (Art History Survey II) or permission \n\nof instructor \n\nARTD 3107 Art of the Nineteenth Century in Europe \n\nand America. (3)* Fall \nThis course focuses on the painting, sculpture, photography, and \ngraphics of the nineteenth century in Europe and America. \nPrerequisites: ARTD 1110 (Art History Survey II) or permission \n\nof instructor \n\nARTD 3108 Art of the Non-Western World. (3)* Spring \n\nThis course treats the art of non-western cultures: South and Southeast \n\nAsia, China, Japan, Korea, Pre-Columbian America, Africa, and Oceania. \n\nARTD 3222 Digital Imaging. (3) Spring \n\nA course dealing with the art of computer technology, with emphasis on \nphotographic image manipulation. Emphasis will be placed on \ndeveloping creative personal imagery. \nPrerequisite: ARTD 2201 or permission of instructor \n\nARTD 3301 Advanced Graphic Design. (3) Fall \nThis course explores advanced design principles in applied surface \ndesign, and advanced topics in typography, layout and corporate \nidentity. The course is designed to assist students in developing a \nportfolio of their work. \nPrerequisite: ARTD 2201, ARTD 2222, ARTD 3222 \n\n115 \n\n\n\nARTD 3311 Advanced Life Drawing. (3) Spring \nAdvanced work with the figure in projects exploring composition and \nsubjective expression. \nPrerequisite: ARTD 22 11 \n\nARTD 3323 Photography HI. (3) Fall \n\nAdvanced work in black and white photography to illustrate social and \nnarrative issues relevant to the photographer's concerns. Emphasis will \nbe placed on documentary photography, its history and the stylistic \ntechniques of contemporary photojournalism. Projects dealing with \nreportage, illustration, documentation and the photographic essay will \nbe assigned. \nPrerequisite: ARTD 2223 or consent of instructor \n\nARTD 3324 Photography IV. (3) Spring \n\nIndependent studio experience in advanced large format photography. \nEach student will create a series of projects based on the concepts \npresented in ARTD 2224. \nPrerequisite: ARTD 2224 \n\nARTD 3327 Intermediate Ceramics. (3) Fall \nThis course will emphasize ceramic design using hand building and/or \nwheelthrowing techniques. Projects are flexible in their construction \nmethod in order to accommodate different ability levels and interests. \nProjects with commercial potential such as lamp bases, teapots, covered \njars and tile, etc. will be explored. Glazing, decoration and firing methods \nsuch as raku, pitfire, and standard reduction are also emphasized. \nPrerequisite: ARTD 2227, 2229 or consent of instructor \n\nARTD 3329 Advanced Ceramics (3) Spring \nThis course is designed to allow the student to independently explore \nmethods and techniques covered in previous ceramic classes. \nPrerequisite: ARTD 2227, ARTD 2229, 3327 \n\nARTD 3341 Internship. (3-9) Fall, January, Spring \nA supervised experience in an off campus professional environment \nsuch as a photography studio, a surface or graphic design studio, or a \nmuseum or gallery administrative office. \n\n\n\n116 \n\n\n\nARTD 3351 - 3352 Senior Seminar. (3-6) Fall and Spring \n\nAn independent studio experience where the advanced and senior status \nart major brings into focus and produces a body of work in one or two \ndisciplines. The student may take from 3 to 6 hours of credit in this course \ndepending on the student's interest. The course includes discussion and \nreadings in contemporary theory and criticism, field trips to museums and \ngalleries, the creation of a personal artist statement, group critiques, \nwriting a vitae, and business and graduate school opportunities. \n\nARTD 3371 Intermediate Painting. (3) Fall \nAdvanced work in either acrylics or oils. Projects will allow for the \ndevelopment of personal imagery, experimental approaches to the \nmedia, and other advanced concepts. \nPrerequisite: ARTD 2271 or 2275 \n\nARTD 3372 Sculpture Methods II. (3) Spring \nThis course is designed to allow the student to independently explore \nideas, methods and techniques covered in previous sculpture classes. \nPrerequisite: ARTD 2272 \n\nARTD 3373 Printmaking II. (3) Fall \n\nA continuation of Art 2273 including advanced exploration of color \nprints and other selected print and book arts media. \nPrerequisite: ARTD 2273 \n\nARTD 3375 Advanced Painting. (3) Spring \nA further exploration of either oils or acrylics. Students develop a series \nof paintings that explore specific imagery, materials, or techniques. \nPrerequisite: consent of instructor \n\n\n\n* Denotes courses in Art and Design that may satisfy Fine Arts \nrequirements in Core Curriculum \n\n\n\n17 \n\n\n\nBIOLOGY \n\nSpecific Objectives for the Major \n\nThe biology faculty works with their majors to help them develop an \nunderstanding and working knowledge of the life phenomenon at \nsubcellular through organismal levels. Within the major, a student may \nelect to emphasize human biology, field-oriented biology, or biochemical \nand microscopic aspects of life science. \n\nMethods of Accomplishing Objectives \n\nThe student is presumed to have accomplished the specific collection of \nobjectives by satisfactorily completing the courses which constitute his/her \nmajor. In addition to the Core Curriculum, all biology majors are required \nto successfully complete General Biology I and II (BIOL 1101 and 1 102) \nand General Biology I and II Laboratory (BIOL 1 101 L and BIOL 1 102 L) \nor Anatomy and Physiology I and II (BIOL 1 148 and 1 149); General \nChemistry I and II (CHEM 1101 and 1 102); one course in Mathematics \nchosen from MATH 1114 (Statistics), MATH 2105 (Precalculus), or \nMATH 2221 (Calculus I); one course in the cellular-level biology \ncategory; and one course in the organismal-level biology category. \n\nThe department offers two degree tracks beyond these basic courses: the \nBachelor of Arts in Biology (B.A.) and the Bachelor of Science in Biology \n(B.S.). Additionally, the department offers a Minor in Biology. The \nrequirements for each of these are as follows: \n\nBachelor of Arts in Biology \n\nCore Curriculum \n\nBIOL 1101,1 101 L, 1 102, and 1 102 L or BIOL 1 148 and 1 149 \n\n(Core science requirement) \n\nCHEM 1101 and 1102 \n\nChoice of MATH 1114, MATH 2105, or MATH 2221 \n\nChoice of one cellular-level biology course (BIOL 3321, 3322, \n\n3360, 3370, 3372, 3373, 3374, 3376) \n\nChoice of one organismal-level biology course (BIOL 3334, 3335, \n\n3336,3351,3353,3384) \n\n6 additional upper level biology courses. \n\nThis represents 40 semester hours of coursework in addition to the \nCore requirements. \n\n\n\n118 \n\n\n\nBachelor of Science in Biology \nCore Curriculum \n\nBIOL 1101, 1101 L, 1102, and 1102 Lor BIOL 1 148 and 1149 \n(Core science requirement) \nCHEM 1101 and 1102 \n\nChoice of MATH 1114. MATH 2105, or MATH 2221 \nChoice of one cellular-level biology course (BIOL 3321, 3322, \n3360, 3370, 3372, 3373, 3374, 3376) \n\nChoice of one organismal-level biology course (BIOL 3334, \n3335,3336,3351,3353,3384) \n\nOrganic Chemistry I (CHEM 2201) and Organic Chemistry II \n(CHEM 2202) \n\nIntroductory Physics I (PHYS 1101) and Introductory Physics II \n(PHYS 1102) \n5 additional upper level biology courses \n\nThis represents 52 semester hours of coursework in addition to \nthe Core requirements. \n\nMinor in Biology \n\nBIOL 1101,1 101 L, 1 102. and 1 102 L or BIOL 1 148 and 1 149 \n\nChoice of one cellular-level biology course (BIOL 3321, 3322, \n\n3360, 3370, 3372, 3373, 3374, 3376) \n\nChoice of one organismal-level biology course (BIOL 3334, \n\n3335,3336,3351,3353,3384) \n\n2 additional upper level biology courses \n\nDemonstration of Accomplishment of Objectives \n\nThe student will demonstrate that he/she has accomplished the \nobjectives of the major by passing the departmental exit interview exam \nat the 70% level or higher. The Biology Department continues to use \nthe success of its graduates in the job market and in advanced study as a \ngauge of the applicability of its goals and the success of its students in \nattaining these goals. \n\nCareer Options \n\nGraduates of the College who have majored in biology typically pursue \ncareers in teaching, pharmacy, medicine, dentistry, veterinary medicine, \nor physical therapy. In addition, many graduates find employment in \nindustry - some in laboratories, some in management, and others in \nresearch and development. Most careers require further formal study in \ngraduate or professional schools. \n\n\n\n119 \n\n\n\nCourse Descriptions (BIOL) \n\nBIOL 1101 General Biology I. (3) Fall \n\nThis is the beginning Biology course for majors and non-majors. It is a \nprerequisite to all other biology courses except for Human Anatomy and \nPhysiology. General Biology deals with the phenomenon of life as is \nmanifested in all types of living organisms. The origin of life, chemistry \nof life, cellular and tissue organization, metabolism, cell division, \ngenetics, gene action, and functioning of the organ systems are among \ntopics covered in General Biology. \n\nPrerequisite: None \n\nCorequisite: BIOL 1101 L \n\nBIOL 1101 L General Biology I Laboratory. (1) Fall \n\nThis laboratory course is designed to complement and to provide \n\nexperiential learning for General Biology I. \n\nPrerequisite: None \n\nCorequisite: BIOL 1101 \n\nBIOL 1 102 General Biology II. (3) Spring \nThis course is a continuation of General Biology I. \n\nPrerequisite: BIOL 1101 \n\nCorequisite: BIOL 1 102 L \n\nBIOL 1102 L General Biology II Laboratory. (1) Spring \nThis laboratory course is designed to complement and provide \nexperiential learning for General Biology II and is a continuation of \nGeneral Biology I Laboratory. \n\nPrerequisite: BIOL 1101 \n\nCorequisite: BIOL 1102 \n\nBIOL 1148 Human Anatomy and Physiology I. (4) Fall \nA study of the structure and function of the human body. Designed for \npre-nursing majors. \nPrerequisite: None \n\nBIOL 1149 Human Anatomy and Physiology II. (4) Spring \nA continuation of Human Anatomy and Physiology I. \nPrerequisite: BIOL 1148 \n\n\n\n120 \n\n\n\nBIOL 3320 Medical Microbiology. (4) Spring \nA study of human disease caused by pathogenic microbes and \nhelminthes. Laboratory activities focus on bacteria as model organisms. \nPrerequisites.BlOL 1101,1 101 L, 1 102 and 1 102 L or BIOL \n1148 and 1149 \n\nBIOL 3321 Microbiology. (4) Fall 2006 (even years) \n\nA study of the morphology, physiology, classification, ecology, and \neconomics of microbial forms, especially bacteria and fungi. \nPrerequisites: BIOL 1 101, 1 101 L, 1 102 and 1 102 L or BIOL \n1148 and 1149 \n\nBIOL 3322 Immunology. (4) Fall 2007 (odd years) \nA study of the fundamentals of immunology. Emphasis is placed on \ntissues of the immune system, control, and cellular interaction of the \nhealthy and diseased immune system. \n\nPrerequisites: BIOL 1 101, 1 101 L, 1 102 and 1 102 L or BIOL \n1148 and 1149 \n\nBIOL 3334 General Ecology. (4) Fall 2007 (odd years) \nAn introduction to the basic principles and concepts of ecology with \nemphasis on environmental sampling, analysis and characterization. \nPrerequisites: BIOL 1 101, 1 101 L, 1 102, and 1 102 L \n\nBIOL 3335 General Zoology. (4) Fall 2006 (even years) \nA phylogenetic approach to the Animal kingdom following cladistic \nprinciples. Emphasis will be placed upon representative animal groups \nand the position of Animalia within the domains of life. Studies of local \nfaunae will be highlighted. \n\nPrerequisites: BIOL 1 101, 1 101 L, 1 102, and 1 102 L \n\nBIOL 3336 General Botany. (4) Spring 2007(odd years) \n\nA phylogenetic survey of the kingdom Plantae. Cladistic principles will \n\nbe followed while discovering the position of plants among the other \n\nforms of life. Certain plant-like protists will also be covered in the \n\ncourse. Characteristics, contributions and life cycles of major groups \n\nwill be emphasized. Lab work will be strongly oriented toward the local \n\nflorae. \n\nPrerequisites: BIOL 1 101. 1 101 L, 1 102. and 1 102 L \n\n\n\n121 \n\n\n\nBIOL 3351 Vertebrate Embryology. (4) Spring 2008(even years) \n\nA study of the embryological development of representative vertebrates, \nwith laboratory emphasis upon the chick and pig. \n\nPrerequisites: BIOL 1 101, 1 101 L, 1 102, and 1 102 L \n\nBIOL 3353 Fundamentals of Evolutionary Theory. (4) \n\nFall 2006 (even years) \nA balanced survey of the present-day concepts of the processes and \nproducts of evolution with emphases on 1 ) contrasting models and their \nconsequences, 2) mass extinctions, 3) evolution of man, 4) methods of \nscience and pseudoscience, and 5) philosophical considerations. \nPrerequisites: BIOL 1101,1 101 L, 1 102, and 1 102 L \n\nBIOL 3360 Histology. (4) Spring 2008 (even years) \nA study of the microscopic features of vertebrate cells, tissues, and \norgans. Lectures correlate cell structure with tissue or organ system \nfunction. Laboratory experiences include the microscopic identification \nof major tissues and organs at the cellular level. \n\nPrerequisites: BIOL 1101,1 101 L, 1 102, and 1 102 L or BIOL \n1148 and 1149 \n\nBIOL 3370 Toxicology. (4) Fall 2006 (even years) \nAn introduction to the principles of toxicology and the cellular, \nphysiological, and ecological effects of toxicants, with an emphasis on \neffects of toxicants on the nervous system, cardiovascular system, \nrespiratory system, immune system, and other organ systems. \nPrerequisites: BIOL 1 101, 1 101 L, 1 102 and 1 102 L or BIOL \n1148 and 1149 \n\nBIOL 3372 Molecular Biology. (4) Spring 2007 (odd years) \nThe study and application of molecular biology techniques that are \ncommonly used in many fields of science. Topics of study may include \nrecombinant DNA technology, DNA, RNA, and protein isolation, \npolymerase chain reaction, DNA and protein agarose gel \nelectrophoresis, growth and evaluation of bacterial cultures and \ncolonies, DNA sequencing, and evaluation of data using biocomputing \ntechniques. \n\nPrerequisites: BIOL 1 101, 1 101 L, 1 102, 1 102 L, CHEM 1 102, \nCHEM 1 102 L, and BIOL 3373 or BIOL 3321 \n\n\n\n22 \n\n\n\nBIOL 3373 Genetics. (4) Fall 2006 (even years) \nThis course includes topics in both classical and molecular genetics. \nTopics of study may include but are not limited to Mendelian and non- \nMendelian transmission of genes, sex-linked traits, chromosomal \ngenetics and genomes, DNA structure, replication, mutation and repair, \ngene expression and its regulation, recombinant DNA technology, \ncancer, and population genetics. The laboratory will evaluate wild type \nand mutant model organisms using classical and molecular genetic \napproaches. \n\nPrerequisites: BIOL 1 101, 1 101 L, 1 102 and 1 102 L \n\nBIOL 3374 Cell Biology. (4) Spring 2007 (odd years) \nAn advanced study of the structure and functions of the eukaryotic cell. \nEmphasis will be on the role of cellular membranes and proteins as they \nrelate to cellular activities such as intracellular communication, \nsecretion, and recognition. \n\nPrerequisites: BIOL 1101,1 101 L, 1 102, and 1 102 L \n\nBIOL 3376 Virology. (4) Fall 2008 (even years) \n\nThis introduction to virology will focus on animal viruses that are \n\nimportant for basic science and human and animal diseases. The topics \n\nin this course may include viral taxonomy, structure, entry/exit, \n\nreplication, quantitation, genetics, pathogenesis, and virus-host \n\ninteraction. The laboratory will study nonpathogenic model viral \n\nsystems. \n\nPrerequisites: BIOL 1101,1 101 L, 1 102, 1 102 L, and BIOL 3373 \nor BIOL 3374 \n\nBIOL 3384 Neurobiology. (4) Fall 2007 (odd years) \nAn integrated study of the human nervous system correlating \nneuroanatomy and neurophysiology with fundamentals of clinical \nneurology. \n\nPrerequisites: BIOL 1 101, 1 101 L, 1 102, and 1 102 L \n\n\n\n123 \n\n\n\nBUSINESS AND ACCOUNTANCY \n\nIntroduction \n\nThe Business Department of LaGrange College is committed to \nacademic excellence through degree programs designed to prepare \nstudents for a wide variety of careers in business. The liberal arts \neducation that students receive at LaGrange College provides the \nfoundation for critical thinking, communication, and the leadership \nskills needed for a successful professional career. The department seeks \nto enhance the College's liberal arts curriculum by offering coursework \nand internship opportunities that give students a fundamental \nunderstanding of business and provide them with the knowledge and \nskills needed for effective decision making in a dynamic, global, and \ntechnologically oriented environment. \n\nMission Statement \n\n We are dedicated to the development of our students' abilities to \nthink critically and creatively and to the enhancement of their \ncommunication skills. \n\n We seek to integrate and extend liberal arts-based values through \ndiscussion, discovery, and reflection based on contemporary \nbusiness content. \n\n We seek to provide a safe, caring and ethical place for all our \nstudents to grow and mature. \n\nLearning Outcomes of Our Programs \n\nUpon completion of a degree from the Business Department, a student \nshould be able to: \n\n Demonstrate general knowledge and comprehension of business \nconcepts and the ability to integrate this knowledge. \n\n Synthesize and make connections among different ideas, as well as \ndemonstrate the ability to think creatively and critically, and to \nformulate logical arguments. \n\n Show an intrinsic desire to learn and a curiosity about the world and \nabout business by actively participating in class, group work, and \nindividual research. \n\n Formulate and defend ethical judgments and develop an \nunderstanding of individual moral responsibility, particularly in a \ngroup or corporate setting. \n\n\n\n124 \n\n\n\n Communicate in a professional manner, both orally and in writing, \nusing technology appropriately. \n\n Work in teams and demonstrate an understanding of interpersonal \nrelations, and the leadership and followership processes. \n\n Accept and embrace risk and uncertainty in the business environment. \n\nPrograms \n\nThe following programs are available: \n\n Bachelor of Science (B.S.) in Accountancy \n\n Bachelor of Science (B.S.) in Business Management \n\n Minor in Accountancy \n\n Minor in Business Management \n\n Bachelor of Arts (B.A.) in Business Administration (See separate \nLC Evening College Bulletin) \n\nThe Bachelors programs are accredited nationally by the Association of \nCollegiate Business Schools and Programs (ACBSP). \n\nAccountancy and Business Majors \n\nBusiness majors (B.S. in Accountancy and B.S. in Business \nManagement) should note that the applicable requirements for the \nmajor, including required courses, are those in effect when they declare \ntheir major, not those in effect at the time of their matriculation. \n\nIn addition to the course requirements, students pursuing a Bachelor's \ndegree offered by the Business Department must participate in a \ncomprehensive Departmental Assessment Program (DAP), as well as an \nexit interview with department faculty or Advisory Council members. \n\nProgram Requirements for the B.S. in \nAccountancy \n\nThe B.S. in Accountancy gives students the accounting foundation \nneeded for effective decision making in an organization. Today's \naccountants must be able to communicate, synthesize and innovate. \nThey not only provide the information upon which the business world \ndepends, but also make crucial decisions and act as trusted advisors. \nThe Accountancy major builds upon the liberal arts skill base to give \nstudents the business and accounting knowledge they need. Students \n\n\n\n125 \n\n\n\nplanning to work in the accounting function will receive the necessary \nskills and knowledge to pursue the CMA and CFM professional \ndesignations and be prepared for the fifth year of study for the CP A. \n\nTo declare a major in Accountancy the student must meet the following criteria: \n\n1 . Have an overall GPA of 2.75/4.00 or better. \n\n2. Complete MGMT 2200, ACCT 221 1, and ECON 2200 with a grade of \n'C or better. \n\n3. Normally, a student desiring to major in Accountancy will complete \nACCT 22 1 1 with a grade of 'B' or better. \n\nTo remain a major in Accountancy in good standing, the student must meet \nthe following criteria: \n\n1 . Complete all other major requirements with a grade of 'C or better. \n\n2. Maintain an overall and major GPA of at least 2.50/4.00. \n\nExceptions to the above criteria may be made at the discretion of the \ndepartmental faculty. Any accountancy major whose overall GPA or major \nGPA falls below a 2.50/4.00 will be placed on probation and has one \nsemester in which to remove the probationary status. \n\nStudents pursuing a Bachelor of Science degree in Accountancy must \ncomplete their course work as follows: \n\n\n\n^Students declaring the accountancy major after September 1, 2007, will \ntake two additional courses in Accountancy. \n\nMatriculation in the Major Before September After September \n\n2007 2007 \n\n\n\nCore Requirements \n\n\n49 hours \n\n\n49 hours \n\n\nCommon Business Core \n\n\n33 hours \n\n\n33 hours \n\n\nAccountancy Core \n\n\n21 hours \n\n\n27 hours* \n\n\nInterim \n\n\n9 hours \n\n\n9 hours \n\n\nGeneral Elective \n\n\n5 hours \n\n\n2 hours \n\n\nTotal \n\n\n1 1 7 hours \n\n\n120 hours \n\n\n\n126 \n\n\n\n\n\n\nThe required courses in the Accountancy major are: \n\nACCT 22 1 1 ACCT 330 1 ACCT 3302 \n\nACCT3311 ACCT 4401 ACCT 4410 \n\nACCT 44 1 5 ACCT 4430 ACCT 4440 \n\nECON 2200 FNCE 3353 MATH 1 1 14 \n\nMGMT2200 MGMT3312 MGMT3351 \n\nMGMT 3370 MGMT 3372 MRKT 3380 \n\n\n\nStudents planning to pursue licensure as a Certified Public Accountant \n(CPA) are required by Georgia law to complete 150 semester credit \nhours. Although a total of 1 1 7 hours are required for a B.S. degree in \nAccountancy, it is recommended that students pursuing CPA licensure \ncomplete 120 semester hours during their first four years of study. The \nAccountancy Program Director will assist students in determining how \nthey should acquire the final 30 semester hours needed. Students are \neligible to sit for the uniform CPA examination upon graduation with \nthe B.S. in Accountancy degree. \n\nInternship Program \n\nAccountancy majors may have the opportunity to participate in an \nextended internship during the interim and spring semesters of their \nsenior year. Internships typically run from the beginning of January until \nthe end of March. Students may receive up to 9 hours of academic credit \nfor this internship experience. Upon returning to campus at the end of \nMarch, students would be expected to take two or three intensive \ncourses during the remaining weeks of the semester. \n\nProgram Requirements for the B.S. in Business \nManagement \n\nThe B.S. in Business Management degree program is designed to help \nstudents develop ideals that are ethically sound and socially desirable, \ncultivate an awareness of the social, political, and economic \ndevelopments to which businesses must adapt, develop sound judgment \nand effective communication skills, and develop individual interests and \ntalents. Coursework provides both the theoretical and practical \nfoundation needed for those entering businesses, as well as government \nand not-for-profit organizations. \n\n\n\n27 \n\n\n\nThere are two concentrations in the Business Management major: Market \nResearch and International Economics. \n\nTo declare a major in Business Management the student must meet the \nfollowing criteria: \n\n1 . Have a GPA of 2.75/4.00 or better. \n\n2. Complete MGMT 2200, ACCT 221 1, and ECON 2200 with a grade of \n'C or better. \n\n3. Normally, a student desiring to major in Business Management with a \nconcentration in International Economics will complete ECON 2200 \nwith a grade of 'B' or better. \n\nTo remain a major in Business Management in good standing, the student \nmust meet the following criteria: \n\n1 . Complete all other major requirements with a grade of 'C or better. \n\n2. Maintain an overall and major GPA of at least 2.50/4.00. \n\nExceptions to the above criteria may be made at the discretion of the \ndepartmental faculty. Any Business major whose overall or major GPA \nfalls below a 2.50/4.00 will be placed on probation and has one semester in \nwhich to remove the probationary status. \n\nStudents pursuing a Bachelor of Science degree in Business Management \nmust complete 48 semester credit hours of major coursework (above the \ngeneral education requirements of 58 hours). Students will complete the \ntotal required 108 hours (120 hours for students enrolling in the Fall of \n2006) as follows: \n\n\n\nMatriculation in the Major \n\n\nBefore September \n\n\nAfter September \n\n\n\n\n2007 \n\n\n2007 \n\n\nCore Requirements \n\n\n49 hours \n\n\n49 hours \n\n\nCommon Business Core \n\n\n33 hours \n\n\n33 hours \n\n\nConcentration Core \n\n\n9 hours \n\n\n9 hours \n\n\nConcentration Directed Elec- \n\n\n\n\n\n\ntives \n\n\n6 hours \n\n\n12 hours \n\n\nInterim \n\n\n9 hours \n\n\n9 hours \n\n\nGeneral Elective \n\n\n2 hours \n\n\n8 hours \n\n\nTotal \n\n\n108 hours \n\n\n1 20 hours \n\n\n\n128 \n\n\n\nThe required courses in the Common Business Core include the \nfollowing: \n\nACCT2211 ACCT3311 ECON 2200 \n\nFNCE 3353 MATH 1114 MGMT 2200 \n\nMGMT3312 MGMT 3351 MGMT 3370 \n\nMGMT 3372 MRKT 3380 \n\n\n\nStudents choosing not to major in Accountancy will have two options: a \nfive-course, in-depth study in either \"Market Research \" or \n\"International Economics. \" The student would begin the concentration \nwith one course in the second semester of the junior year and complete \nthe sequence at the end of the senior year. Both concentrations, while in \ndifferent sub-disciplines, will share common learning goals such as \nintegration, creative application, ethics, and skills development in \nresearch and communication [writing and oral delivery]. \n\nStudents must meet with their advisor before October 15 of their \njunior year in order to enroll in their chosen concentration. \n\nMarket Research Concentration \n\nStudents choosing the Market Research concentration must complete: \n\nCapstone I: Business Modeling (MGMT 4410) \n\n Decision making/problem solving process \n\n Creativity in problem solving \n\n Visual modeling \n\n Quantitative modeling \n\n Simulation \n\n Decision analysis \n\n Communication \n\nCapstone II: Business Intelligence (MGMT 4420) \n\n Decision making/problem solving process \n\n Database structure \n\n Data warehousing/On-line Analytical Processing (OLAP) \n\n Data Mining \n\n Converting data into information \n\n Communication \n\nCapstone III: Applied Business Analysis (MGMT 4430) \n\n Decision support Systems \n\n\n\n129 \n\n\n\n Financial/quantitative \n\n Data-based \nForecasting \n\nRisk  Benefit Analysis \nGroup dynamics \nPolicy implications \nCommunication \n\n\n\nInternational Economics Concentration \n\nStudents choosing the International Economics concentration must complete: \n\nCapstone I: International Economic Environment (ECON 4410) \n\n Macro economics  U.S. and globally \n\n Trading patterns and economic geography \n\n Capital markets and currency exchange \n\n Economic and political risk \n\n Appropriate electives: \nPHIL 1410 Introduction to Philosophy \nPHIL 2410 Moral Philosophy \nPOLS 2210 Comparative Politics \nPOLS 2220 International Politics \nPOLS 3321 International Political Economy \nLAST 3210 Latin American Politics \nAny intermediate/advanced foreign language \n\ncourse \nCaptstone II: Managing Across International Borders (ECON 4420) \nEvolution of the global enterprise \nCultural Understanding \nIntercultural communication \nCultural divergence and convergence \nThe international manager \n\n Appropriate electives: \n\n LAST 1 104 Intro. To Latin American Culture \n\n LAST 3930 Intercultural Communications \n\n PSYC 3321 Social Psychology \n\n HUSV 3308 Cultural and Social Anthropology \n\n RLGN 3220 History of Christian Political Thought \n\n RLGN 3340 Sociology of Religion \n\n MGMT4401 Entrepreneurship \n\n Any intermediate/advanced foreign language course \n\n\n\n130 \n\n\n\nCapstone III: Special Topics in International Economics (ECON 4440) \n\nThe class will explore 3-4 international topics in depth through independent \nresearch, group discussion and debate, oral presentations and written \nreports. Chosen topics are likely to vary from year to year. \n Sample topics: \n\nComparative Value Systems and Ethical Behavior \n\nIncome and Wealth Distribution \n\nOutsourcing \n\nSustainability \n\nDoha Round \n\nKyoto Protocol \n\nAccountancy and Business Minors \n\nProgram Requirements for the Minor in Accountancy \n\nThe department offers a Minor in Accountancy. With the accountancy \nminor, business majors will develop a deeper understanding of financial \nreporting and the use of financial information. \n\nA minor in Accountancy consists of the following 12 hours of coursework \nabove ACCT 22 1 1 and ACCT 3311: \n\nACCT3301 \nACCT 3302 \nACCT 4401 \nACCT 4410 \n\nTo declare a minor in Accountancy the student must meet the following \ncriteria: \n\n1 . Have a GPA of 2.75/4.00 or better. \n\n2. Complete MGMT 2200, ACCT 22 1 1 and ECON 2200 with a grade \nof 'Cor better. \n\nThe remaining courses in the minor must be completed with a grade of \n'C or better. Students must take at least five of the minor courses at \nLaGrange College. \n\n\n\n131 \n\n\n\nProgram Requirements for the Minor in \nBusiness Management \n\nA Minor in Business Management is available to any LaGrange \nCollege student, regardless of major. Courses cover the basic functional \nareas of business. The minor is designed to help students develop the \nability to recognize and solve business and organizational problems and \nunderstand the role of business in the community, nation, and the world. \nSuch exposure should enhance the student's employment opportunities. \n\nA Minor in Business Management consists of the following 15 hours of \ncoursework: \n\nACCT2211 \n\nECON 2200 \n\nMRKT 3380 \n\nMGMT 2200 \n\nMGMT 3370 \n\nTo declare a minor in business, the student must have a GPA of at least \n\n2.75/4.0. \n\nCourses in the minor must be completed with a grade of 'C or better. \nStudents must take at least four of the minor courses at LaGrange College. \n\nCourse Descriptions \n\nNote that most courses have prerequisites and, generally, 2200-level \ncourses are introductory. Prerequisites are shown after the course \ndescription. \n\nAll major and minor courses must be completed with a grade of f C f \nor better \n\nTo take any course other than MGMT 2200, ACCT 2211 or ECON \n2200, students must have a GPA of at least 2.5/4.0. \n\nAccountancy (ACCT) \n\nACCT 2211 Principles of Financial Accounting. (3) Spring \nThis course focuses on the accounting cycle and preparation of financial \nstatements. Students will engage in professional research and work with \na variety of computer applications. \n\nSuggested Prerequisite or Corequisite: MGMT 2200 \n\n\n\n132 \n\n\n\nACCT3301 Intermediate Financial Accounting I. (3) Fall \nThis course focuses on the decision-making implications of information \nprovided to external stakeholders including investors, creditors, \ncustomers, and regulators, and regulation theory and practice as \napplied to accountancy. Topics include regulation of accountancy \nprocedures for external reporting, current problems in reporting financial \nposition, income determination, and an integration of current \nprofessional pronouncements. \nPrerequisite: ACCT 221 1 \n\nACCT 3302 Intermediate Financial Accounting II. (3) Spring \nContinuation of Intermediate Financial Accounting I. \nPrerequisites: ACCT 3301 \n\nACCT 331 1 Principles of Managerial Accounting. (3) Fall \nA study of the uses of accounting for planning and control, including \nanalysis and interpretation of data, and use of cost information for \nbusiness policy implementation. Active learning projects will be \nemphasized. \n\nPrerequisite: ACCT 22 1 1 \n\nACCT 3354 Financial Statement Analysis. (3) Fall \nThis course focuses on the structure and analysis of financial statements \nprepared in accordance with US GAAP, providing students with a \nframework for using financial statement data in a variety of valuation \nand business analysis contexts. \nPrerequisite: ACCT 3301 \n\nACCT 4401 Auditing and Accounting Ethics and Liability. \n\n(3) Spring \nThis course focuses on the legal and ethical environment in which the \naccounting professional practices and in which financial statements are \nprepared and presented. Students will consider the conflict between \nprofit motive and accurate and complete financial reporting, examining \nthe participation in the financial reporting process by internal \naccountants, internal auditors, other business managers, and the \nindependent auditors engaged to attest to the accuracy and completeness \nof management's financial statements. These conflicts will be discussed \nin relation to the business's responsibility to employees, investors, and \nother stakeholders. Traditional auditing practices will also be studied to \ndetermine the efficiency and the effectiveness of such methods. \nPrerequisite: ACCT 3301 \n\n\n\n33 \n\n\n\nACCT 4410 Federal Income Tax Concepts and Practice. (3) Spring \nThis course introduces students to U.S. Federal income tax concepts and \nprinciples and the application of such concepts to business operating, \ninvesting, and financing activities. Ethical and legal issues confronting tax \npractitioners are discussed throughout the course. Students engage in tax \nresearch utilizing professional databases and gain expertise in technical writing. \nPrerequisites: ACCT 22 1 1 \n\nACCT 4415 Cost Accounting. (3) On demand \nThis course focuses on the decision making implications of information \nprovided to organization managers. Concepts from economics, statistics, \nand psychology emphasize the use of quantitative techniques to manage \nuncertainty and risk. Topics include planning and control techniques, \nconstruction of static and flexible budgeting, and product costing mechanisms. \nPrerequisite: ACCT 33 1 1 \n\nACCT 4430 Advanced Accounting. (3) Spring \nThis is an intensive course that integrates the disciplines of accounting, \nfinance, and taxation with respect to selected complex business \ntransactions. Topics will include: business combinations, goodwill, \ninventory costing, property exchanges and advanced stockholders' \nequity transactions. \nPrerequisites: ACCT 3302 \n\nACCT 4440 Accounting Information Systems. (3) Fall \nThis course is an introduction to the systems, procedures, and processes \nmanagement employs to control operating activities and information \nreporting systems. \nPrerequisite: ACCT 22 1 1 \n\nACCT 4460 Internship in Accounting. (1-6) On demand \nThis course represents a unique opportunity for a qualified student to \nexpand his/her understanding of the practical applications of accounting \nconcepts by entering into a specific \"help rendered learning \naccomplishment\" contract with a cooperating area enterprise. The contract \nwill specifically identify the student's obligations and duties, the nature and \nextent of the host enterprise's commitment to assist the student in further \nextending his/her knowledge of enterprise operations, and the basis on \nwhich the student's learning accomplishments will be measured. No more \nthan 1 2 credit hours may be applied toward the student's graduation requirements. \nPrerequisites: Accountancy major with demonstrated superior \n\ncapabilities and prior approval of the contract by the \n\ndepartment faculty \n\n\n\n134 \n\n\n\nACCT 4480 Special Topics in Accounting. (3) On demand \nA series of special topic courses will provide students with exposure to \nissues and concepts not covered in their regular course work. Most \ntopics will include work with \"real-world\" organizations. \nPrerequisite: ACCT 22 1 1 and consent of instructor \n\nACCT 4488 Research and Current Topics in Accounting. \n\n(3) Spring \nThis course provides a conceptual understanding of the accounting \nprocess and the background skills to do research in the authoritative \naccounting literature. Students will gain proficiency using FARS. \nCurrent topics in accounting will be researched and discussed. Technical \nwriting abilities will be stressed. \nPrerequisite: ACCT 3301 \n\nEconomics (ECON) \n\nECON 2200 Principles of Economics. (3) Fall \nAn introduction to the science of economics and its analytical tools. \nThis course is devoted to providing the student with a thorough \nunderstanding of the basic principles of a) microeconomics: the study of \nthe economic behavior of individual households and firms and the \ndetermination of factor prices, and b) macroeconomics: the study of the \ndetermination of the aggregate levels of income, output, employment \nand prices and the examination of fiscal and monetary policy. \nPrerequisites: ENGL 1101, MATH 1101 \n\nECON 3310 Managerial Economics. (3) On demand \n\nFocuses on the use of microeconomic principles using mathematical and \n\nstatistical tools to make/analyze business decisions. \n\nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1 and MATH 1114 \n\nECON 4410 International Economic Environment. (3) Spring \nA comprehensive study of the economic forces affecting global \ncommerce, including economic geography, trading patterns, capital \nflows  FDI and portfolio investments  and economic and political \nrisk factors. The course is designed to provide the student with an \nunderstanding of the economic environment in which international \nbusinesses operate. \n\nPrerequisites: Management major with Junior Standing \n\n\n\n135 \n\n\n\nECON 4420 Managing across International Borders. (3) Fall \nA study of the cultural complexity in which international managers live \nand work. The course will seek to help students of international \nmanagement grasp some of the essentials of doing business in a global \neconomy  the opportunities and threats inherent in a multicultural \nenvironment and their impact on both the individual manager, the \ntransaction, and the business organization. \nPrerequisites: ECON 4410 \n\nECON 4440 Special Topics in International Economics. (3) Spring \nThis class will explore 3-4 international topics in depth through \nindependent research, group discussion and debate, oral presentations \nand written reports. Chosen topics are likely to vary from year to year. \nPrerequisites: ECON 4420 \n\n\n\nFinance (FNCE) \n\nFNCE 3353 Corporate Finance. (3) Spring \nThe first half of this course focuses on various methods used by \ncorporate managers to evaluate alternative investment opportunities, \nincluding discounted payback, internal rate of return, discounted cash \nflow and \"economic value added\" analyses. The second half of the \ncourse focuses on the methods used to finance corporate investments in \nassets, including capital structure, cost of capital, impact of leverage, \nbankruptcy risk, informal workout and Chapter 1 1 reorganization issues. \nPrerequisites: ACCT 22 1 1 \n\nFNCE 3354 Business Performance Analysis. (3) Spring \nA comprehensive survey of the basic tools and models used in \ncontemporary financial statement analysis. \nPrerequisite: ACCT 221 1 \n\nFNCE 3357 Investments. (3) On demand \nThis course provides students with an introduction to the tools for \nanalyzing the potential returns and risks of individual securities and how \nto combine them efficiently into portfolios. The subject matter will be \npresented primarily from the viewpoint of the individual investor. The \ncourse will also examine the market equilibrium pricing of capital \nassets, risk-adjusted evaluations of portfolio performance, the efficiency \nof the capital allocation process in security markets, the formulation of \ninvestment policies and strategies, and other investment-related topics. \nPrerequisites: ECON 2200, FNCE 3353 \n\n\n\n136 \n\n\n\nManagement (MGMT) \n\nMGMT 2200 Foundations in Business. (3) Fall and Spring \nThis course will serve as an integrative introduction to the functional \nareas of business. Projects based on current business dilemmas will \nemphasize the need for constant research and innovation required to \naddress problems students will encounter in the business world. \nPotential decisions will be evaluated in the context of reducing risk and \nmaximizing returns to a variety of stakeholders. Creative and critical \nthinking, problem solving, and ethical decision making will be stressed. \nSuggested Prerequisites: Completion of MATH 1101 or MATH \n2 1 05 and ENGL 1 1 02 with a \"B\" or better \n\nMGMT 3312 Business Communication. (3) Fall and Spring \nThis course provides an opportunity for students to practice all forms of \nbusiness communication including: written documents and reports, oral \npresentations, phone, e-mail, meetings, etc. Particular consideration will \nbe given to audience analysis, appropriate medium, cultural and gender \nissues, feedback, and biases affecting communication. \nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1 \n\nMGMT 3322 Business Ethics. (3) On demand \nA study of current social problems faced by business with particular \nattention paid to the background factors giving rise to those problems, \nvarious proposed solutions, and the approach that is currently being followed. \nPrerequisites: Senior standing, MGMT 2200, ECON 2200, ACCT \n221 1 or consent of instructor \n\nMGMT 3351 Legal and Ethical Environment of Business. (3) Fall \nThis course addresses the legal and ethical implications of business \ndecisions. Topics may include legal organization, employment, \ndiscrimination, contracts, workplace, safety, product liability, and \nantitrust issues. Cost-benefit analysis will be used as a tool to evaluate \nbusiness decisions in light of existing legal rules and social responsibility. \nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1 \n\nMGMT 3370 Management and Organizational Behavior. (3) \n\nFall and Spring \nA study of the science and art of management with special emphasis on \nmotivating and leading individuals in an organization. \nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1 \n\n\n\n137 \n\n\n\nIMGMT 3372 Operations Management. (3) Fall \nA study of the application of the science of management in the \noperations management environment. Primary emphasis placed on the \ntheories, principles, and tools that improve the efficiency and \neffectiveness of the operations manager. \nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1 \n\nMGMT 3374 Interpersonal Relations in Organizations. (3) \n\nOn demand \nA study of human interaction in the organization context. Topics to be \ncovered include self-concept, frames of reference, values and attitudes, \nbarriers and breakdowns in communications. \nPrerequisites: MGMT 3370 or consent of instructor \n\nMGMT 3376 Managing Human Resources. (3) On demand \nThe study of the basic principles and functions of effective personnel \nadministration and human resource management. Extensive use is made \nof the case method of study. Students gain experience looking at \npersonnel problems, individually and as members of groups. \nPrerequisites: MGMT 3370 or consent of instructor \n\nMGMT 3377 Career Management. (3) Fall and Spring \nThis course is designed to help guide students through the process of \npreparing for a career. Topics to be covered include experiences and \nactivities that enhance employability, resume preparation, cover, and \nthank you letter development, identifying skills needed for a job, \nquestion and answer preparation, and effective interviewing techniques. \nPrerequisites: declared business or accountancy major \n\nMGMT 3385 Management Information Systems. (3) Spring \nThis course is designed for future managers who need to understand and \ncritically evaluate the role and potential contribution of information \ntechnology for their organizations, and understand and effectively apply \nvarious computerized support systems to make better decisions. \nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1 \n\nMGMT 3388 Research Methods. (3) Spring \nFocuses on the survey research process and the analysis of data. Covers \ntopics such as problem definition, research design, sampling techniques, \nquestionnaire development, data collection methods and data analysis. \nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1, MATH 1114 \n\nMGMT 3392 International Business. (3) On demand \nA study of the major opportunities, challenges, and approaches to \nincreased effectiveness in the international business area. \nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1 \n\n\n\n138 \n\n\n\nMGMT 4401 Entreprcncurship. (3) On demand \nA study of the application of the science of management to the \ndevelopment and management of the small business enterprise. \nOpportunities, characteristics, and problems with the small business will \nbe evaluated. Students will be required to develop a business plan for a \nsmall business and when possible students will be given an opportunity \nto work on special projects with small businesses in the community. \nThe class requires active participation by students in and out of \nthe classroom. \n\nPrerequisites: ACCT or FNCE 3354, MGMT 3370, MRKT 3380 \n\nMGMT 4410 Business Modeling. (3) Spring \nA look at managerial problem solving from a modeling perspective. \nProblems are represented both visually and mathematically so that \nappropriate analysis can be performed. Analytical tools including \nmanagement science methods, optimization, and simulation will be \ncovered. Interpretation of analyses in the form of business \ncommunication will be emphasized. \nPrerequisites: MGMT 3372 \n\nMGMT 4420 Business Intelligence. (3) Fall \nThis course is designed for future managers who need to understand \nhow organizational data can be converted to actionable information \nthrough the use of data warehouse, data mining, and data visualization \ntechnologies. The design of information system and database structures \nrequired to implement business intelligence systems will be covered. \nPrerequisites: MGMT 4410 \n\nMGMT 4430 Applied Business Analysis. (3) Spring \nA comprehensive look at the application of various business analysis \ntechniques in all functional areas of a business. A simulated \nenvironment will provide students an opportunity to create various \ndecision support and forecasting systems and use the resulting output to \nmanage a large enterprise. Risk-benefit and stakeholder analysis will be \nused to analyze policy implications of proposed decisions. \nPrerequisites: MGMT 4420 \n\n\n\n39 \n\n\n\nMGMT 4440 Management Simulation. (3) Spring \nThis is the capstone course for majors in business. It incorporates the use \nof a computer-based simulation in an effort to integrate all of the functional \nareas of business into one comprehensive course. Students are required to \nwork in groups as managers of a simulated company and make the \nnecessary marketing, finance, economic, accounting, and management \ndecisions to run their company effectively. The student's grades are a \nfunction of individual and group performance. \n\nPrerequisites: Senior standing, completion of all course requirements \nin major, or consent of instructor \n\nMGMT 4460 Internship in Business. (1-3) On demand \nThis course represents a unique opportunity for a qualified student to \nexpand his/her understanding of the practical applications of enterprise \noperations by entering into a specific \"help rendered learning \naccomplishment\" contract with a cooperating area enterprise. The contract \nwill specifically identify the student's obligations and duties, the nature and \nextent of the host enterprise's commitment to assist the student in further \nextending his/her knowledge of enterprise operations, and the basis on \nwhich the student's learning accomplishments will be measured. No more \nthan 6 credit hours may be applied toward the student's graduation requirements. \nPrerequisites: Business major with demonstrated superior \n\ncapabilities and prior approval of the internship \n\ncontract by department faculty. \n\nMGMT 4483 Special Topics in Management. (3) On demand \nA series of special topic courses providing students with exposure to issues \nand concepts not covered in their regular course work. \nPrerequisites: Senior standing and consent of instructor \n\n\n\nMarketing (MRKT) \n\nMRKT 3380 Principles of Marketing. (3) Fall and Spring \nAn introduction to the important principles of marketing management and \nthe role of marketing in a contemporary society, in business enterprises and \nin the nonprofit organization. Considers the planning, operation and \nevaluation of marketing and promotional efforts necessary to the effective \nmarketing of consumer and industrial offerings. \n\nPrerequisites: MGMT 2200, ECON 2200, ACCT 221 1 \n\n\n\n140 \n\n\n\nMRKT 3381 Advanced Marketing. (3) On demand \nProvides training in marketing decision making. Uses case studies \nsimulating actual business settings to help students develop analytical \nabilities and sharpen their communication skills. Covers topics that range \nfrom techniques used to analyze a market to the development of a total \nmarketing strategy. \nPrerequisite: MRKT 3380 \n\nMRKT 4484 Special Topics in Marketing. (3) On demand \nA series of special topic courses providing students with exposure to issues \nand concepts not covered in their regular course work. \nPrerequisites: Senior standing, MRKT 3380, and consent of instructor \n\n\n\n\n141 \n\n\n\nCHEMISTRY \n\nIntroduction \n\nChemistry is often referred to as the central science, because chemical \nconcepts are used throughout the other sciences. Therefore, in addition \nto being a major in its own right, the study of chemistry is a part of \nmany curricula. The Chemistry Department focuses its introductory \nchemistry course as an element in a liberal education, a service to other \ndepartments, and the beginning of a comprehensive study of chemistry. \nThe department offers B.A. and B S. majors as well as a minor which \ncan lead to a variety of future occupations. Students with a major in \nchemistry have gone on to traditional pursuits such as graduate school in \nchemistry or biochemistry, pharmacy, medical school and law school \n(patent law and corporate law), as well as becoming laboratory \ntechnicians and salespersons for chemistry and related industries. \n\nThe B.A. degree offers a broad background in chemistry while allowing \nample time for extensive coursework in other fields. The B.A. is \nappropriate for those interested in one of the medical or law-related \nprofessions, teaching, or for students desiring the broadest possible \neducation with an emphasis in natural science. The B.S. program is \ndesigned for those going on to graduate school in a chemically related \nfield (chemistry, biochemistry, molecular biology, chemical physics, \nenvironmental science, or forensics) or those seeking employment as \nchemists after graduation. The B.S. degree is generally more highly \nvalued at professional schools. While the B.S. degree is more \ndemanding of a student's time, there is sufficient time for electives \noutside the sciences. \n\nObjectives \n\nThe specific objectives for the respective degrees are as follows: \n\nThe Bachelor of Science Degree \n\nStudents who earn the B.S. degree with a major in chemistry will be \nappropriately competent in the following areas: \n\n Atomic and molecular structure and chemical bonding \n\n The language of chemistry: verbal, written, numerical and graphical \npresentation of chemical concepts \n\n Equilibria and stoichiometry \n\n Periodic Relationships \n\n Thermochemistry \n\n\n\n142 \n\n\n\n Chemistry laboratory skills, including data organization and analysis \n\n Recognition, structure and reactivity of the major organic \nfunctional groups \n\n Experimental synthesis and characterization of organic compounds \nby physical and instrumental methods \n\n Volumetric and gravimetric analytical theory and practice \n\n Analytical instrumentation theory and practice \n\n Thermodynamics \n\n Chemical dynamics \n\n Quantum mechanics and spectroscopy \n\n Either advanced inorganic chemistry, advanced organic chemistry, \nor biochemistry \n\n Knowledge of the research process in chemistry \n\nStudents earn these competencies by pursuing the following Bachelor of \nScience curriculum in chemistry: \n\nGeneral Chemistry 1 1 1 , 1 1 02 8 semester hours \n\n\n\nOrganic Chemistry 2201, 2202 \n\n\n\n8 semester hours \n\n\n\nAnalytical Chemistry 225 1 4 semester hours \n\nPhysical Chemistry 3301, 3302 8 semester hours \n\nJunior Seminar, Chemistry 3371 2 semester hours \n\nSenior Seminar, Chemistry 447 1 2 semester hours \n\nInstrumental Analysis 445 1 4 semester hours \n\nChemistry Elective (3000 or 4000 level) 4 semester hours \n\nAdditionally, a research experience is required. This should be taken \nbetween the junior and senior years or during the first semester of the \nsenior year. This may be done on campus, in industry, or in a research \nuniversity summer program. Students may elect to earn 4900 credit for \nthis required activity. \n\nSupporting required courses include the following: \n\n8 semester hours \nMathematics 2221, 2222 \n\nPhysics 1121,1122 8 semester hours \n\nA Computer Science programming 3 semester hours \ncourse \n\n\n\n43 \n\n\n\nThe scheduling of the B.S. curriculum is important as the Physical \nChemistry sequence (3301-3302) alternates years with Analytical \nChemistry (225 1) and Instrumental Analysis (445 1 ). To be prepared to \ntake the physical chemistry sequence, students should take calculus during \nthe freshman year and physics during the sophomore year. It is highly \nrecommended that students take general chemistry during their freshman \nyear. The following would be typical sequences of courses for the B.S. \nchemistry degree: \n\nFall Spring \n\nFirst Year CHEM 1101 CHEM 1 1 02 \n\n\n\nSecond Year \n\n\n\nMATH 2221 \nCHEM 2201 \nPHYS1121 \n\n\n\nMATH 2222 \nCHEM 2202 \nPHYS1122 \n\n\n\nJunior and Senior Year Sequence depends on which year Physical \n\nChemistry and Analytical Chemistry are being offered \n\nThird Year CHEM 3301 CHEM 3302 \n\nCHEM 3371 \n\n\n\nFourth Year \n\n\nCHEM 2251 \n\n\nCHEM 4451 \n\n\n\n\nComputer Programming \n\n\nCHEM 4471 \n\n\n\n\nChemistry Elective or \n\n\nChemistry Elective \n\n\nOr: \n\n\n\n\n\n\nThird Year \n\n\nCHEM 2251 \n\n\nCHEM 4451 \nCHEM 3371 \n\n\nFourth Year \n\n\nCHEM 3301 \n\n\nCHEM 3302 \n\n\n\n\nComputer Programming \n\n\nCHEM 4471 \n\n\n\n\nChemistry Elective or \n\n\nChemistry Elective \n\n\n\nStudents who earn the B.S. degree will have demonstrated their \nattainment of the specific objectives by appropriate scores on the current \nAmerican Chemical Society (ACS) Examinations on the following three \ntopics: General, Organic, and Physical. The students will additionally \nattain an appropriate score from one of the following examinations: \nAnalytical, Instrumental, Inorganic, or Biochemistry. The passing score \nwill be at or above the 40 th percentile of the national norms for these \nexams or at an appropriate level, as determined by the Chemistry \nDepartment, based on the accumulated data of the performance of \nLaGrange College students on these exams. The results which are in the \nbest interest of the students will be used. These exams will be given at \nthe end of the appropriate courses and will be offered to students up to \nthree additional times prior to the time of the student's scheduled \n\n\n\n144 \n\n\n\ngraduation. The student must attempt a retest at least once a semester \nuntil successful completion of the exam. In the event that a student \nneeds to repeat an exam for the second, third, or final time, evidence of \npreparation must be presented. Reexamination cannot be scheduled \nearlier than two weeks following a previous examination. \n\nThe Bachelor of Arts-Chemistry \n\nStudents who earn the B.A. degree with a major in chemistry will be \nappropriately competent in the following areas: \n\n Atomic and molecular structure and chemical bonding \n\n The language of chemistry: verbal, written, numerical, and \ngraphical presentation of chemical concepts \n\n Equilibria and stoichiometry \n\n Periodic relationships \n\n Thermochemistry \n\n Chemistry laboratory skills, including data organization and analysis \n\n Recognition, structure and reactivity of the major organic functional \ngroups \n\n Experimental synthesis and characterization of organic compounds \nby physical and instrumental methods \n\n Either advanced inorganic chemistry, advanced organic chemistry, \nor biochemistry. \n\nStudents earn these competencies by pursuing the following courses \nrequired for the Bachelor of Arts curriculum in chemistry: \n\n\n\nGeneral Chemistry 1 101, 1 102 \nOrganic Chemistry 2201, 2202 \nAnalytical Chemistry 2251 \nPhysical Chemistry 3301, 3302 \nJunior Seminar, Chemistry 3371 \nSenior Seminar, Chemistry 4471 \nChemistry Elective \n\n\n\n8 semester hours \n8 semester hours \n4 semester hours \n8 semester hours \n2 semester hours \n2 semester hours \n4 semester hours \n\n\n\n145 \n\n\n\nRequired supporting courses include the following: \nPhysics 1 1 1 , 1 1 02 or 1 1 2 1 , 1 1 22 8 semester hours \n\nMath 1121 or 222 1 3 or 4 semester hours \n\n\n\nThe scheduling of the courses for the B.A. in chemistry can be \nsomewhat flexible. The following are possible sequences to fulfill the \nrequirements for the major. \n\nFall Spring \n\nFirst Year CHEM 1101 CHEM 1 1 02 \n\nMATH 2221 \nSecond Year CHEM 220 1 CHEM 2202 \n\nPHYS 1 101 or 1 121 PHYS 1 102 or 1 122 \n\nJunior and Senior Year Sequence depends on which year Physical \nChemistry and Analytical Chemistry are being offered \n\nCHEM 3302 \n\nCHEM 3371 \n\nChemistry Elective \nCHEM 4471 \n\nChemistry Elective \nCHEM 3371 \nCHEM 3302 \nCHEM 4471 \n\nStudents who earn the B.A. degree will have demonstrated their \nattainment of the specific objectives by appropriate scores on the current \nAmerican Chemical Society (ACS) Exams for (1) General Chemistry \nand (2) Organic Chemistry. The passing score will be at or above the \n40 th percentile of the national norms for these exams or at an appropriate \nlevel, as determined by the Chemistry Department, based on the \naccumulated data of the performance of LaGrange College students on \nthese exams. The results which are in the best interest of the students \nwill be used. These exams will be given at the end of the appropriate \ncourses and will be offered to students up to three additional times prior \nto the time of the student's scheduled graduation. The student must \nattempt a retest at least once a semester until successful completion of \n\n\n\nThird Year \n\n\nCHEM 3301 \n\n\nFourth Year \n\n\nCHEM 2251 \n\n\nOr: \n\n\n\n\nThird Year \n\n\nCHEM 2251 \n\n\nFourth Year \n\n\nCHEM 3301 \n\n\n\n146 \n\n\n\nthe exam. In the event that a student needs to repeat an exam for the \nsecond, third, or final time, evidence of preparation must be \npresented. Reexamination cannot be scheduled earlier than two weeks \nfollowing a previous examination \n\nThe Bachelor of Arts-Biochemistry \n\nStudents who earn the B.A. with a major in biochemistry will be \nappropriately competent in the following areas: \n\nAtomic and molecular structure and chemical bonding \n\nThe language of chemistry: verbal, written, numerical, and \ngraphical presentation of chemical concepts \n\nEquilibria and stoichiometry \n\nPeriodic relationships \n\nThermochemistry \n\nPhysical measurements of chemical systems \n\nChemistry laboratory skills, including data organization and analysis \n\nRecognition, structure and reactivity of the major organic \nfunctional groups \n\nExperimental synthesis and characterization of organic compounds \nby physical and instrumental methods \n\nIn-depth study of biological molecules and metabolism \n\nTechniques of biotechnology. \n\nStudents earn these competencies by pursuing the following courses \nrequired for the Bachelor of Arts-Biochemistry: \n\nGeneral Chemistry 1 1 1 , 1 1 02 8 semester hours \n\nOrganic Chemistry 220 1 , 2202 8 semester hours \n\nBiophysical Chemistry 3311 4 semester hours \n\nJunior Seminar, Chemistry 3371 2 semester hour \n\nBiochemistry, Chemistry 442 1 , 4422 8 semester hours \n\nSenior Seminar, Chemistry 4471 2 semester hours \n\nMath 1 1 1 4 or 1 1 2 1 3 semester hours \n\nPhysics 1 1 1 . 1 1 02 8 semester hours \n\nSuggested but not required Biology 8 semester hours \n\n\n\n147 \n\n\n\nStudents who earn the B.A. with a major in biochemistry will have \ndemonstrated the attainment of the specific objectives by appropriate \nscores on the current American Chemical Society (ACS) Exams for (1) \nGeneral Chemistry, (2) Organic Chemistry and/or (3) Biochemistry. The \npassing score will be at or above the 40 th percentile of the national norms \nfor these exams or at an appropriate level, as determined by the Chemistry \nDepartment, based on the accumulated data of the performance of \nLaGrange College students on these exams. The results which are in the \nbest interest of the students will be used. These exams will be given at the \nend of the appropriate courses and will be offered to students up to three \nadditional times prior to the time of the student's scheduled \ngraduation. The student must attempt a retest at least once a semester until \nsuccessful completion of the exam. In the event that a student needs to \nrepeat an exam for the second, third, or final time, evidence of preparation \nmust be presented. Reexamination cannot be scheduled earlier than two \nweeks following a previous examination. \n\n\n\nThe scheduling for the B.A. degree in biochemistry is flexible. The \nfollowing is a proposed schedule to meet the requirements for the \ndegree. This degree provides a flexible yet strong program for the pre- \nhealth professional requirements. \n\n\n\nFall \n\n\n\nFirst Year \n\n\n\nSecond Year CHEM1101 \n\nThird Year CHEM2201 \n\nPHYS 1101 \n\n\n\nFourth Year \n\n\n\nCHEM4421 \nCHEM3311 \n\n\n\nSpring \n\nMATH 1121 or \nMATH 1114 \n\nCHEM 1102 \nCHEM 2202 \nPHYS 1102 \nCHEM 3371 \nCHEM 4422 \n\nCHEM 4471 \n\n\n\n148 \n\n\n\nA suggested schedule to meet the Pre Health Professional Requirements \nand earn a B.A. degree in biochemistry is the following: \n\n\n\nFirst Year \n\n\n\nSecond Year \n\n\n\nThird Year \n\n\n\nFourth Year \n\n\n\nFall \n\nCHEM 1101 \nBIOL 1101 \nCHEM 2201 \nPHYS 1101 \nMATH \n\nMolecular Biology \nCHEM 3301 \n\n\n\nCHEM 4421 \n\n\n\nSpring \n\nCHEM 1102 \nBIOL 1102 \nCHEM 2202 \nPHYS 1102 \nMATH \n\nMolecular Biology \nCHEM 3371 \nMCAT, PCAT, \nDAT, etc. \nCHEM 4422 \nCHEM 4471 \n\n\n\nThe Molecular Biology and Biochemistry course could be switched during \nthe third and fourth year depending on the interest of the student. \n\nDeclaration of Major \n\nBefore declaring a major in chemistry, a student must successfully (C or \n-better) complete the introductory sequence (CHEM 1101, 1 102). A student \nmay declare a major after one term of chemistry with permission of the \nchair of the department. \n\nMinor \n\nA minor in chemistry shall consist of CHEM 1 101, 1 102, 2201, 2202 and two \nadditional chemistry courses from the following: CHEM 2251, 3301, 3302, \n3311, 442 1 , 4422, 443 1 , 445 1 . Students must demonstrate proficiency in \ngeneral chemistry by passing the ACS General Chemistry Examination as \nstated above. \n\n\n\nChemistry Awards \n\nThe CRC Freshman Chemistry Award is awarded annually on Honors Day \nto the student with the most outstanding achievement in the CHEM 1101, \n1 102 General Chemistry sequence. \n\n\n\n149 \n\n\n\nA.M. Hicks Award for outstanding achievement in organic chemistry is \nawarded annually on Honors Day to the student taking organic \nchemistry who has attained the most outstanding record. The award is \nmade in honor of Dr. A. M. Hicks who was a long time faculty member \nand chair of the department. \n\nCourse Descriptions (CHEM) \n\nChemistry is a laboratory science and the department views the \nlaboratory experience as an essential component of those courses with \nan associated laboratory. Consequently, students must achieve a passing \ngrade in both the lecture and laboratory portions of the course to obtain a \npassing grade in the course. \n\nCHEM 1101 General Chemistry I. (3 hrs. lec^ 3 hrs. lab per week) (4) \n\nFall \nA study of the foundations of chemistry including stoichiometry, atomic \nstructure and periodicity, molecular structure and bonding models, \nand thermochemistry. \n\nPrerequisite: MATH 1101 or placement in 2105 or higher. \n\nCHEM 1102 General Chemistry II. (3 hrs. lee., 3 hrs. lab per week) (4) \n\nSpring \nA continuation of CHEM 1 101; a study of the gas, liquid, and solid \nphases, chemical thermodynamics, kinetics, equilibria, acid^ase \nequilibria, oxidation-reduction reactions and electrochemistry. \nPrerequisites: CHEM 1101, MATH 1 1 1 or placement in 2 1 05 \n\nor higher. \n\nCHEM 220 1 Organic Chemistry I. (3 hrs. lee., 3 hrs. lab per \n\nweek) (4) Fall \nA study of the fundamentals of organic chemistry with respect to the \nbonding, structure, nomenclature and reactivity of various classes of \norganic compounds including aromatic compounds. \nPrerequisite: CHEM 1102 \n\nCHEM 2202 Organic Chemistry II. (3 hrs. lee., 3 hrs. lab per week) (4) \n\nSpring \nA continuation of CHEM 2201 including spectroscopy, synthesis, \ncarbonyls, and biomolecules. \nPrerequisite: CHEM 2201 \n\n\n\n150 \n\n\n\n\n\n\nCHEM 2251 Analytical Chemistry. (3 hrs. lee, 3 hrs. lab per week) (4) \n\nFall of even years \nA study of the theory and practice of volumetric and gravimetric \nquantitative analysis, chemical equilibrium, and acid/base chemistry. \nPrerequisite: CHEM 1102 \n\nCH EM 330 1 Physical Chemistry I. (3 hrs. lec 3 hrs. lab per week) (4) \n\nFall of odd years \nA study of the basic principles of physical chemistry including the \nproperties of gases, kinetic theory of gases, thermodynamics, \nthermochemistry, changes of state, phase rules, electrochemistry, and \nchemical dynamics \n\nPrerequisites: CHEM 2202 or permission of instructor, MATH \n\n2221, PHYS 1 102 or PHYS 1 122 \n\nCHEM 3302 Physical Chemistry II. (3 hrs. lee, 3 hrs. lab per week) (4) S \n\nSpring of even years \nThe study of basic principles of physical chemistry continues with chemical \nkinetics and quantum mechanics. \n\nPrerequisites: CHEM 3301. MATH 2222 \n\nCHEM 3311 Biophysical Chemistry. (3 hrs. lee 3 hrs. lab per week) (4) \n\nFall \nAn overview of thermodynamics, dynamics and quantum chemistry. \nPrerequisites: CHEM 2202 or permission of instructor, MATH \n1 1 1 4 or MATH 2 1 05 or placement in MATH 222 1 . \nPhysics 1101 is a prerequisite (preferred) or may be \ntaken as a corequisite. \n\nCHEM 3371 Junior Seminar (2 hrs. class per week) (2) Spring \nA course that acquaints the student with the chemical literature as well as \npresentation and discussion of scientific data and information. In addition, \nstudents will explore career opportunities, prepare a portfolio, and develop \ncareer plans. Note: Course is graded on a pass/no credit basis. \nPrerequisite: Junior standing \n\nCHEM 4421 Biochemistry I. (3 hrs. lee, 3 hrs. lab per week) (4) \n\nFall \nAn introductory course in the principles of biochemistry, with emphasis on \nthe structure and function of biomolecules, membrane structure and function \nand an introduction to metabolism and bioenergetics. \nPrerequisite: CHEM 2202 or permission of instructor. \n\n\n\n151 \n\n\n\nCHEM 4422 Biochemistry II . (3 hrs. lee, 3 hrs. lab per week) (4) Spring \nA continuation of CHEM 4421 with emphasis on cellular metabolism, \nfundamentals of molecular genetics, and current topics in biochemistry. \nPrerequisite: CHEM 4421 \n\nCHEM 4431 Inorganic. (3 hrs. lee. per week) (3) On demand \nAn in-depth examination of atomic and molecular structure. Symmetry \nconcepts are introduced and used. \n\nPrerequisite: CHEM 3301 or consent of the instructor. \n\nCHEM 445 1 Instrumental Analysis. (3 hrs. lee., 3 hrs. lab per week) (4) Spring \n\nof odd years \nA study of instrumentation and advanced analytical techniques. \n\nCHEM 4471 Senior Seminar. (2 hrs. class per week) (2) Spring \nA capstone course which is thematic. Emphasis is on integration of the \nstudent's experience in chemistry and the presentation of chemical literature \nin seminar and written form. \nPrerequisite: Senior standing \n\nCHEM 4800 Special Topics. (1-4 hours) On demand \n\nA special topics course that may be designed to provide the student with \n\nexposure to topics and concepts not covered in the regular course offerings. \n\nCHEM 4900 Independent Study. \n\nThis course can vary and may be used to satisfy the research requirement \nfor the B.S. major and provide research experience for B.A. majors. \n\n\n\n\n152 \n\n\n\nComputer science \nIntroduction \n\nThe Computer Science Department at LaGrange College has several \ngoals. With the goal of computer literacy for our general student \npopulation, courses are offered to acquaint students with microcomputer \napplications and networks. For students who want further study in \ncomputer science, the following options are available: \n\nA minor in computer science \n\nB.A. degree in computer science \n\nB.A. degree in computer science with a concentration in business \n\nB.S. degree in computer science \n\nObjectives \n\nGraduates from the B.A. and B.S. degree programs at LaGrange College \nshould be able to do each of the following: \n\n Write programs in a reasonable amount of time that work \ncorrectly, are well documented, and are readable. \n\n Determine whether or not they have written a reasonably \nefficient and well-organized program. \n\n Know which general types of problems are amenable to \ncomputer solution and the various tools necessary for solving \nsuch problems. \n\n Assess the implications of work performed either as an \nindividual or as a member of a team. \n\n Understand basic computer architectures. \n\n Pursue in-depth training in one or more application areas or \nfurther education in computer science. \n\nIn addition, students in the B.S. degree program should be able to do \nresearch, be able to convey technical ideas in a clear writing style, and \nhave the mathematical background necessary for scientific problem- \nsolving. Students in the B.A. degree program with a concentration in \nbusiness should have the knowledge of the functional areas of business \nnecessary for working in that environment. \n\nIn order to be a major in computer science, a student must maintain a \nGPA of 2.25 or better. Students pursuing a B.S. degree must have a 3.0 \naverage in those courses required for the major. All of the 1000-level or \n\n\n\n153 \n\n\n\nabove courses in computer science, mathematics, and business that are \nrequired for the B.A. or B.S. degree or the minor must be completed \nwith a grade of C or better. \n\nThe computer science curriculum at LaGrange College is based on the \nrecommendations of the A. CM. (Association for Computing \nMachinery). In addition, our students have the opportunity to take \ncourses that will make them more attractive in the job market. These \ncourses include programming languages (such as C++, COBOL, Visual \nBasic, and Java), PC support and troubleshooting (including an A+ \ncourse), database administration (Oracle), network administration \n(Windows NT), and web programming (including JavaScript, Perl, CGI, \nHTML, DHTML, XML, CSS, and Macromedia applications). \n\nThe accomplishment of these objectives will be demonstrated by \nthe following: \n\n1 . Satisfactory performance on a programming test. This test will be \nbased on the concepts learned in CSCI 1990 and 2990 and must \nbe taken at the end of the semester in which the student completes \nCSCI 2990. The test will be offered once at the end of every \nsemester in which CSCI 2990 is offered. The test must be \nsatisfactorily completed by the end of the semester in which the \nstudent reaches senior status, but under no circumstances will a \nstudent be allowed to take the test more than four times prior to \nand including that semester. If the test has not been completed \nsatisfactorily by that time, the student will not be allowed to \ncontinue in either the B.A. or the B.S. degree programs in \ncomputer science. \n\n2. Satisfactory performance by the student in delivering a \npresentation at a regularly scheduled Computer Science \nDepartment seminar. This presentation will be developed with the \napproval of and possible input from the computer science faculty. \nIf the student does not arrive at the scheduled time for the seminar \nor does not perform satisfactorily in the seminar, the department \nreserves the right to impose additional requirements to substitute \nfor the seminar. A student who fails to fulfill these requirements \nwill not be allowed to graduate. \n\n3. Satisfactory completion of an assessment portfolio to be kept on \neach computer science major. The purpose of this portfolio will \nbe to aid in assessing the professional development of each \nstudent and the growth of the student's programming skills as the \nstudent progresses through the computer science curriculum. Each \n\n\n\n154 \n\n\n\n\n\n\nportfolio will include the programming test described in item (1) \nabove, a program selected by the instructor from CSCI 3250, \nthree additional examples of the student's work, a copy of the \nstudent's resume, material from the departmental seminar \npresentation made by the student and described in item (2), a copy \nof the student's web page, and a personal information sheet \n(including forwarding address and phone number, e-mail address, \nand plans after graduation). The three examples of the student's \nwork mentioned above must be approved for inclusion by faculty \nconsensus. Maintaining the portfolio is the responsibility of the \nstudent. Additional information about the portfolio is available \nfrom the department. \n\n4. Attendance at Computer Science Department seminars. Each \nstudent will be required to attend at least 50% of these seminars \neach semester. A student who fails to attend 50% of the seminars \nwill be required to submit a short written report for each seminar \nunder the 50% missed. Details concerning such written reports are \navailable from the department. Failure to attend 50% of the \nseminars and submit such reports will result in the student not \nbeing certified as a computer science graduate. \n\nCareer Opportunities \n\nStudents who complete the computer science major have a wide range of \nemployment opportunities. These include positions in programming, PC \nsupport and troubleshooting, database administration, network \nadministration, and web programming. Graduates of the computer \nscience degree program at LaGrange College have secured positions as \nI.T. department managers, IT. security specialists, systems analysts, \ndatabase administrators, webmasters, web designers, PC support \nspecialists, as well as other positions. Companies employing these \ngraduates include Milliken and Co., Interface, Duracell, Hitachi, Walt \nDisney World (I.T. security), Chick-Fil-A (I.T. department), WestPoint \nStevens, Total Systems Services, BellSouth, Texas Instruments, General \nMotors, and others. \n\nIn addition, a number of graduates have gone on to graduate school in \nareas such as computer science, computer engineering, electrical \nengineering, and management information systems. \n\n\n\n155 \n\n\n\nCourse Requirements \n\nCore requirements for all students pursuing a minor, B.A., or B.S. \nin Computer Science \n\n(12 semester hours) \n\nCSCI 1990 \n\nCSCI 2990 \n\nOne of the following: CSCI 2500, 2850, or 2900 \n\nCSCI 3000 \nRequirements for the minor in Computer Science \n\n(6 additional hours): \n\nTwo additional CSCI courses at the 3000-level or above \n\n(excluding internship credit) \nRequirements for the B.A. Degree \n\n(30 additional hours) \n\nCSCI 3050 \n\nCSCI 3700 \n\nFour additional CSCI courses at the 3000-level or above \n\n(excluding internship credit) \n\nMATH 1114 \n\nMATH 1121 \nRequirements for the B.A. with a concentration in Business \n\n(39 additional hours) \n\nCSCI 3990 \n\nFive additional CSCI courses at the 3000-level or above \n\n(excluding internship credit) \n\nMATH 1114 \n\nMATH 1121 \nThe five courses required for a minor in business: MGMT 2200, ACCT \n221 1, ECON 2200, MGMT 3370, and MRKT 3380. \n\nRequirements for the B.S. Degree \n(41 additional hours) \n\nCSCI 3050 \n\nCSCI 3250 \n\nCSCI 3990 \n\nCSCI 4100 \n\nCSCI 4250 \n\nCSCI 4900 \n\nFour additional CSCI courses at the 3000-level or above \n\nMATH 1114 \n\nMATH 2221 \n\nMATH 2222 \n\nPHYS 1 101/1 102 or 1 121/1 122 required as the laboratory \n\nscience courses in the Core Program \n\n156 \n\n\n\nCourse Descriptions (CSCI) \n\nCSCI 1610 Introduction to Editing and System Languages. (2) \n\nOn demand \nThis course is designed to assist and familiarize the student with the \nUNIX operating system. The course is designed for computer science \nstudents and for those who need to learn a UNIX-like operating system. \n\nCSCI 1700 Microsoft Office and Information Systems. (3) \n\nOn demand \nAn introduction to information systems software. Microsoft Office \nProfessional will be the primary software utilized. \n\nCSCI 1990 Introduction to Algorithmic Design. (3) Fall, Spring \nProblem solving and algorithmic design using the language Java or \nPython. Structured programming concepts, debugging and documentation. \n\nCSCI 2050 PC Maintenance and Troubleshooting. (3) \n\nOn demand \nA study of basic computer hardware, how to install hardware \ncomponents, and how to diagnose hardware problems. In addition, the \ncourse will include a study of the basics of Windows and DOS \nnecessary for maintaining computer hardware. The course is designed \nto begin to prepare students for A+ certification, as well as for the \nbenefit of those who just wish to upgrade and diagnose hardware and \noperating system problems on their own computers. \nPrerequisite: CSCI 1 990 or consent of instructor \n\nCSCI 2500 Visual Basic. (3) \n\nFall Semester in odd-numbered years \nThe study of Visual Basic, an event-driven (as opposed to \nprocedural) language. \nPrerequisite: CSCI 1990 or consent of instructor \n\nCSCI 2850 COBOL Programming I. (3) On demand \nThe study of COBOL, a language used primarily in business data \nprocessing applications. Emphasis on information retrieval problems. \nTeam project required. \n\nPrerequisite: CSCI 1990 or consent of instructor \n\nCSCI 2860 COBOL Programming II. (3) On demand \nAdvanced programming concepts with a strong emphasis on ISAM files \nand interactive programming. \nPrerequisite: CSCI 2850 \n\n\n\n157 \n\n\n\nCSCI 2900 Advanced Java Programming. (3) On demand \nAdvanced programming in Java, including the Java utilities package, bit \nmanipulation, collections, database connectivity, servlets, and JSP. \nPrerequisite: CSCI 3990 or consent of instructor \n\nCSCI 2990 Algorithmic Design. (3) Spring \nA continuation of CSCI 1990. Further development of techniques in \nJava for program design, program style, debugging and testing, \nespecially for larger programs. Introduction to algorithmic analysis. \nIntroduction to the basic aspects of string processing, recursion, internal \nsearch/sort methods, and simple data structures. Programming using \ngraphical user interfaces. \nPrerequisite: CSCI 1990 \n\nCSCI 3000 Introduction to Computer Systems. (3) Fall \n\nsemester in odd-numbered years \nComputer structure and machine language, assembly language \nprogramming. Addressing techniques, macros, file I/O, program \nsegmentation and linkage, assembler construction, and interpretive routines. \n\nCSCI 3050 Introduction to Computer Organization. (3) Spring \n\nsemester in even-numbered years \nBasic logic design, coding, number representation and arithmetic, \ncomputer architecture, and computer software. \nPrerequisite: CSCI 1 990 \n\nCSCI 3150 Introduction to File Processing. (3) On demand \n\nConcept of I/O management (fields, keys, records, and buffering). File \norganization, file operations, and data structures. Time and storage \nspace requirements. Data security and integrity. \nPrerequisite: CSCI 3000 or 3250 or consent of instructor \n\nCSCI 3250 Data Structures. (3) Fall semester in even- \n\nnumbered years \nReview of basic data structures such as stacks, queues, lists, and trees. \nGraphs and their applications. Internal and external searching and \nsorting. Memory management. \n\nPrerequisite: CSCI 2990 or consent of instructor \n\nCSCI 3310 Organization of Programming Languages. (3) \n\nOn demand \nAn introduction to the structure of programming languages. Language \ndefinition structure, data types and structures, control structures and data \nflow. Run-time consideration, interpretative languages, lexical analysis \nand parsing. \n\nPrerequisite: CSCI 3000 or consent of instructor \n\n\n\n158 \n\n\n\nCSCI 3350 Digital Computer Architecture. (3) On demand \n\nStructures for the central computer are studied; arithmetic logic units, \nmachine language features, information transfer, memory hierarchy, \nchannels, etc. \n\nPrerequisite: CSCI 3050 \n\nCSCI 3400 Computer Networks I. (3) Fall Semester in odd- \n\nnumbered years \nAn introduction to networks with particular emphasis on the TCP/IP \nprotocols used on the Internet. This will be taught using the Windows \nXP platform. \n\nPrerequisite: CSCI 1990 or consent of instructor \n\nCSCI 3450 Computer Networks II. (3) Spring Semester in \n\neven-numbered years \nA continuation of CSCI 3400 including Windows XP networking. \nPrerequisite: CSCI 3400 \n\nCSCI 3500 Web Programming. (3) Fall Semester in \n\nodd-numbered years \nThe study and practice of the planning, construction, and programming \nof web pages using HTML, CSS, SSI, and CGI. Graphics, sound, \nvideo, and animation will also be discussed. \nPrerequisite: CSCI 1 990 or consent of instructor \n\nCSCI 3700 Discrete Mathematical Structures in Computer \n\nScience. (3) Spring Semester in even-numbered years \nAn introduction to the mathematical tools for use in computer science. \nThese include sets, relations, and elementary counting techniques. \nAlgebra and algorithms, graphs, monoids and machines, lattices and \nBoolean algebras, groups and combinatorics, logic and languages will \nalso be involved. \nPrerequisites: MATH 1121, 222 1 , or consent of instructor \n\nCSCI 3990 Object-Oriented Programming. (3) On demand \n\nObject-oriented programming and design in the language Java. \nPrerequisites: CSCI 1990 and 2990 \n\nCSCI 4050 Database Management Systems Design. (3) \n\nOn demand \nIntroduction to database concepts using SQL and Oracle. Data \nmodels, normalization, data description languages, query facilities. \nFile organization, index organization, file security, and data integrity \nand reliability. \nPrerequisite: CSCI 1990 \n\n\n\n59 \n\n\n\nCSCI4100 Numerical Methods. (3) On demand \n\nIntroduction to numerical analysis with computer solution. Taylor \nseries, finite difference calculus, interpolation, roots of equations, \nsolutions of linear systems of equations, matrix inversion, least-squares, \nnumerical integration. \nPrerequisites: MATH 1121, 2221, or consent of instructor \n\nCSCI 4150 Advanced Program Design. (3) On demand \n\nA formal approach to techniques in software design and development. \nIncludes structured programming concepts, organization and \nmanagement of software development. A large-scale software project \nwill be developed by students working in teams. \nPrerequisite: CSCI 3250 \n\nCSCI 4200 Theory of Programming Languages. (3) \n\nOn demand \nReview of grammars, languages, and their syntax and semantics. \nScanners, parsers, and translation. \nPrerequisite: CSCI 3310 \n\nCSCI 4250 Algorithms. (3) On demand \n\nA study of problems and their algorithmic solution. Algorithms will be \nchosen from areas such as combinatorics, numerical analysis, systems \nprogramming, and artificial intelligence. Domain independent techniques \nwill also be included. \nPrerequisite: CSCI 3250 \n\nCSCI 4300 Computer Graphics. (3) On demand \n\nAn overview of graphical concepts and applications on the computer. \nThese include programming graphics, graphical manipulation software, \nanimation, web graphics, and graphics in multimedia presentations. \nPrerequisite: CSCI 3000 or consent of instructor \n\nCSCI 4500 Operating Systems. (3) On demand \n\nA course in systems software that is largely concerned with operating \nsystems. Such topics as process management, device management, \nand memory management are discussed, as are relevant issues \nassociated with security and protection, networking, and distributed \noperating systems. \nPrerequisite: CSCI 3000 or consent of instructor. \n\n\n\n160 \n\n\n\nCSCI 4510 -4520 -4530 Special Topics. (3) On demand \nThis series of courses will provide the student with material not covered \nin the courses above. Topics such as telecommunications, \nmicrocomputer interfacing, artificial intelligence, automata theory, \nsurvey of modern languages, fourth-generation languages, operating \nsystems, and object-oriented design will be covered. \nPrerequisite: Determined by topic \n\nCSCI 4700 Research in Computer Science. (1-3) \n\nOn demand \nResearch project or paper in computer science. Designed for those \nstudents who need it to fulfill a research component of the B.S. degree in \ncomputer science. Student must present a course description in writing \nto the department chairman to be approved by the end of pre-registration \nduring the semester prior to enrolling for the course. \n\nCSCI 4900 Formal Languages. (3) On demand \n\nAn introduction to the basic theoretical models of computability. Finite \nautomata, Turing machines, computability, decidability, and Godel's \nincompleteness theorem. \nPrerequisite: CSCI 3250, 3310, or 3700 or consent of instructor \n\nCSCI 4950 Independent Study. (3) On demand \n\n\n\n\n61 \n\n\n\nCore Program Curriculum \n\nThe principal outcomes of the LaGrange College Core Curriculum are to \nassist students: \n\n1 . gather, interpret, and evaluate information to make decisions and \nsolve problems appropriately; \n\n2. communicate clearly, both orally and in writing; \n\n3. interpret and evaluate the influence of historical, cultural, scientific, \nand religious developments upon human experience; and \n\n4. establish personal values and apply them in service to the \ncommunity. \n\nCourse Descriptions (CORE) \n\nCORE 1101 First-year Cornerstone I. (3) \n\nA course designed to enhance the valuing and decision-making \nprocesses emphasizing Christian influences on ethical behavior. \nStudents use skills of comparison, contrast, analysis, and synthesis of \nmultiple perspectives as they examine an issue of common concern. \nThe course emphasizes active learning, small group problem solving, \nand service learning, including reflection on these experiences. \n\nCORE 1 102* First-year Cornerstone First Week Experience. (1) \n\nDuring the week that precedes the beginning of the fall semester, \nreferred to as First Week, first-year students will select from a program \nof seminars where faculty present their research interests, academic \nopportunities, and standards for excellence. In addition to the six hours \nof seminars, the first-year student is also required to attend five hours \nCornerstone classes to discuss seminars and the assigned summer \nreading, a two-hour Honor Code Presentation and Signing Ceremony. \nThe first-year student will complete 13 hours of academic work during \nFirst Week to earn one credit hour. Grading for this one credit course is \non a pass/fail system evaluated by a 500-word summer reading essay \ngraded with a common rubric, attendance, and disposition. \n* Transfer students with 27 or more hours may be waived from the \nCORE 1 101/1 102 requirement. \n\n\n\n162 \n\n\n\n\n\n\nCORE 1 120 Problem Solving. (3) \n\nIndividual and small-group problem solving geared toward real-life \nsituations and nontraditional problems. The course will focus on a \nnumber of problem solving strategies, such as: draw a diagram, \neliminate possibilities, make a systematic list, look for a pattern, guess \nand check, solve an easier related problem, sub-problems, use \nmanipulatives, work backward, act it out, unit analysis, use algebra, \nfinite differences, and others. Divergent thinking and technical \ncommunication skills of writing and oral presentation will be emphasized. \nPrequisite: MATH 1101 or higher \n\nCORE 1 140 Computer Applications. ( 1 ) \n\nMathematical techniques and computer methods will be used in \nthe development of quantitative reasoning skills. These techniques and \nmethods will be examined in the context of examples taken from \nbusiness and economics. The applications of spreadsheets and graphing \nwill be used. \nPrerequisite: MATH 1101 or higher \n\nCORE 2000 Dimensions of Well Being. (3) \n\nA course designed to increase students' understanding of the \ninterrelationships among the physical, intellectual, emotional, and \nspiritual dimensions of well being. Individual assessments and \nevaluation of these abilities in addition to reading, analysis, and \ndiscussion of research findings from various sources are central to \nthis course. \n\nCORE 2001 Humanities I. (3) \n\nThis course is the first of a two-course sequence focusing on our cultural \nheritage with an emphasis on the impact of the Judeo-Christian tradition \nas it relates to all knowledge. The period from the emergence of human \nhistory to 1660 is covered in this course. Students confront primary and \nsecondary source materials to gain an historical consciousness. \nPrerequisites: ENGL 1101, 1102. \n\nCORE 2002 Humanities II. (3) \n\nThis course is the second of a two-course sequence focusing on our \ncultural heritage with an emphasis on the impact of the Judeo-Christian \ntradition as it relates to all knowledge. The period from 1660 to the \npresent is covered in this course. Students confront primary and \nsecondary source materials to gain an historical consciousness. \nPrerequisite: CORE 2001. \n\n\n\n163 \n\n\n\nCORE 3001 The American Experience. (3) \n\nThis course provides an understanding of the unique American identity, \nparticularly from the social and behavioral science perspectives. The \nAmerican Experience enables students to understand the forces that have \ngiven rise to the American Republic, articulate the basic concepts of \nAmerican civil discourse, understand the benefits and limitations of a \nmarket-based economic system, and confront the perspectives conveyed \nthrough selected works of American culture. \nPrerequisites: CORE 2001 and CORE 2002. \n\n\n\n\n164 \n\n\n\nEducation \n\nIntroduction \n\nThe Department of Education offers several teacher preparation \nprograms: Bachelor of Arts programs at the Early Childhood \n(PK - 5th) level; a Master of Arts in Teaching program for both the \nHigh School and Middle Grades level; a post-baccalaureate certification \nprogram for Early Childhood. The Master of Education in Curriculum \nand Instruction program is designed for those who already have a \nteaching certificate. \n\nThe education curriculum at LaGrange College serves four basic purposes: \n\n1 . to provide for the development of those professional \nunderstandings and abilities which are essential for the \nteaching profession, \n\n2. to provide planned and carefully guided sequences of field \nexperiences (this requires that all students meet with their advisors \nbefore making any work plans), \n\n3. to provide initial preparation programs in Early Childhood \neducation at the undergraduate level, and a Master of Arts in \nTeaching initial preparation program for middle and high school \ngrades, all of which are fully accredited by the Southern \nAssociation of Colleges and Schools and the Georgia Professional \nStandards Commission, \n\n4. to provide a program for certified teachers that leads to the Master \nof Education degree in Curriculum and Instruction. \n\nTeacher Certification \n\nThe education department offers a variety of programs that are approved \nby the Georgia Professional Standards Commission and lead to \ncertification in Georgia. Students desiring to be certified upon \ncompletion of their programs should plan to work closely with their \nadvisors since certification requirements are subject to change. \n\nUpon successful completion of approved initial preparation programs in \nEarly Childhood. Middle Grades, and Secondary programs, and \nqualifying scores on the Praxis exam requirements, students are eligible \nto receive Initial Clear Renewable Certificates. \n\n\n\n165 \n\n\n\nAdmission to Undergraduate Teacher \nEducation \n\nThe following are required for entrance into an undergraduate program: \n\n Praxis I requirement or exemption \n\n EDUC 1 1 99 - Foundations of Education (grade of \"C\" or better) \n\n GPAof2.5 or better \n\n Submission of application to program with recommendation from \nEDUC 1 1 99 professor and current advisor \n\n Background check to ensure that no criminal record or discharge \nfrom the armed services would prevent teacher certification \n\n Successful interview with Education faculty \n\nAfter interviewing with education faculty, students may be admitted \nconditionally if the results of the Praxis examination are pending, or if \none of the other criteria falls marginally short of the minimum \nrequirements. The student has one semester in which to remove the \nconditional status. Failure to do so will result in being dropped from the \nteacher education program. Admissions requirements are listed in the \nEducation Department Student Handbook. \n\nAll Education pre-service teachers have extensive field experiences each \nsemester. They are in schools for a minimum of 7 hours each week \nprior to student teaching. Student teaching takes place in Troup County. \n\nCore Program Requirements \n\nAll students planning to complete approved programs of Teacher \nEducation must complete the CORE program requirements with a \nminimum of 12 semester hours in the humanities, 6 semester hours in \nnatural sciences, and 6 semester hours in mathematics. \n\nObjectives \n\nApproved Program in Early Childhood Education \n\nStudents completing the Early Childhood Education Major will: \n\n develop a thorough understanding of the social, intellectual, \nphysical, and emotional development of the child from birth to \napproximately eight years \n\n identify the nature of learning and behaviors involving the \nyoung child \n\n\n\n166 \n\n\n\n construct a curriculum appropriate to the needs of the young child \n\n utilize existing knowledge about parents and cultures in dealing \neffectively with children \n\n gain a thorough knowledge of the fundamental concepts of \nappropriate disciplines and how to relate them to the young child \n\n identify and implement differentiated teaching strategies in lessons \ndesigned for elementary students \n\n understand diagnostic tools and approaches for assessing students at \nall levels and how to remediate learning problems in the various disciplines \n\n develop their maximum potential through the provision of a \nsuccession of planned and guided experiences. \n\nIn order to achieve these objectives, students will take 48 semester hours of \nEducation courses to include: EDUC 1 199, 3317, 3319, 3342, 3354, 3355, \n4356, 4360, 4449, 4456, 4457, 4459, 4460, 4480, 4490E and two \nadditional math courses (MATH 3001, 3002, 3003, 3004). \n\nCombined B.A. and M.A.T Program of Study \n\nUndergraduate students who meet the admission requirements for the MAT \n(passing Praxis I or a combined SAT score of more than 1000) and those \nwho have a GPA of 3.0 or higher in their undergraduate studies have the \nopportunity to participate in a Combined B.A. and M.A.T. program of \nstudy after the completion of 80 semester hours. Once accepted, candidates \nmay take one graduate course in each Summer Semester. Candidates may \ntake one three credit graduate course during the Fall, Interim, and Spring \nSemesters only if enrolled with twelve undergraduate credits. \n\nProgram of Study: \n\nSemester Course \n\nFirst Summer Semester I EDUC 6040 Foundations of \n\n(after 80 credit hours) Education \n\nFirst Summer Session II EDUC 6020 Educational Technology \n\nFirst Fall Semester EDUC 5060 Secondary/Middle \n\nGrades Exceptional Child \n\nInterim EDUC 5040 Affirming Diversity \n\nFirst Spring Semester Research in Curriculum (3 cr.) \n\n(formal observations) \n\n\n\n167 \n\n\n\nSecond Summer Semester I Problems of Reading (3 cr.) \n\nSecond Summer Semester II Assessment and Accountability (3 cr.) \n\nSecond Fall Semester Methods of Teaching (3 cr.) \n\n(formal observations ) \n\nSecond Spring Semester Internship I (4 cr.) (formal observations ) \n\nInternship II Student Teaching (8 cr.) \n\nCourse Descriptions (EDUC) \n\nEDUC 1199 Foundation in Education. (3) Fall and Spring \nAn introduction to teaching and learning. This course addresses teacher \nbehavior, teacher roles, teacher ethics and experiences, historical \nperspectives, philosophical foundations, approaches to curriculum \ndevelopment, the politics of education, school governance, school funding \nand legal issues, school environments, and living and learning in a diverse \nsociety. Prerequisite for admission to education program and education \nclasses. This course includes an initial school visitation experience. \n\nEDUC 3317 Science Methods. (3) Spring \n\nThis course addresses science content, process skills, attitudes, and real- \nworld applications that are developmentally appropriate for science and \ninstruction. Effective teaching strategies that incorporate integrated and \ninterdisciplinary approaches, technology, literature, multicultural \neducation, and the Georgia QCC objectives are combined with theories of \nlearning. Field experience required. \n\nEDUC 3319 Math Methods. (3) Fall \n\nThe math methods course focuses on a constructivist approach to teaching \nand learning with emphasis on problem-solving, NCTM standards, and \nQCC objectives. The course stresses mental mathematical exercises and \nactivities with manipulatives that promote mathematical confidence in \nchildren. There is an extensive field experience that involves a semester \nrelationship with exemplary math teachers. Coursework involves \nimplementation of the tenets that underlie the conceptual framework of the \nEducation Department. \n\n\n\n168 \n\n\n\nEDUC 3342 Child Development Practicum. (3) Fall \nA study of the principles of growth and development from conception \nthrough twelve years of age. Specific attention will be given to the \ninfluences of family on physical maturation, cognitive development, \nsocial skills, and personality development. Major contributions from \nthe leading authorities in the field will be emphasized during the study \nof each area of development. A nursery and preschool field experience \nis required. \n\nEDUC 3354 Theories of Reading Instruction. (3) Spring \nDifferent theories of reading instruction will be the focus for this course. \nSpecial emphasis will be on children's literature and its role in \nsuccessful reading programs. Other topics include: reading process, \nprinciples of reading instruction, and emergent literacy. IRA standards \nand Georgia QCC objectives will provide a basis for lesson plans and \nfield experiences in local schools. \n\nEDUC 3355 Fundamentals of Reading Instruction. (3) Fall \nA study of word recognition strategies with emphasis on phonics. \nTeaching techniques for vocabulary and comprehension, reading in \ncontent areas, and interrelatedness of reading and writing will also be \naddressed. Standards from IRA and Georgia QCC objectives will be \nused in combination with various approaches to effective instruction in \nplanning effective lessons for experiences in local schools. \n\nEDUC 4356 Diagnosis and Remediation of Problems in Reading. \n\n(3) Fall \nThe focus of this course is the identification and correction of reading \nproblems in elementary school students. Special attention is given to \ntesting and teaching materials for corrective work including reading \ninventories, formal and informal assessment, and computer programs. A \nvariety of assessment techniques. IRA standards, and technology will be \nincorporated throughout the course. \n\nEDUC 4360 Curriculum and Accountability in Elementary \n\nGrades. (3) Fall \nThis course addresses the practical aspects of curriculum development \nalong with the role of preparation and its contribution to successful \nclassroom management. A variety of assessment techniques, use of \nGeorgia QCC objectives, technology, and portfolio development are \namong other key areas that are studied. EDUC 4360 Curriculum and \nAccountability in the Elementary Grades is taken in conjunction with \nEDUC 4480 Senior Seminar. \n\n\n\n169 \n\n\n\nEDUC 4449 Classroom Technology for Elementary Grades. (3) \n\nFall and Spring \nClassroom technology is a 3 semester-hour course offered to early \nchildhood and middle grades education majors during the fall and spring \nsemesters. This course will meet the expected performances found in the \nGeorgia Technology Standards for Educators. It is designed to teach (a) \nGlobal Communication Skills (b) Application Skills and (c) Integrative \nStrategies. All students will be responsible for designing a professional \nweb site and electronic portfolio that will contain evidence of their \nexpertise in classroom technology. The evidence will be aligned with the \nGeorgia Technology Standards. \n\nEDUC 4456 Language Arts Methods. (3) Spring \nThis course provides a thematic approach to methods for teaching language \narts in the elementary grades. Major topics include oral and written \nlanguage, reading and writing workshop, spelling, and grammar. Georgia \nQCC objectives, NCTE and IRA standards will be used in developing \ninstructional resources and units. Field experience is required. \n\nEDUC 4457 Social Studies Methods. (3) Spring \nThe interdisciplinary nature of social studies will be the focus for the study \nof curriculum, methods, technology, and professional sources. An \nemphasis will be on planning for and developing resources for instruction, \nincluding the development of a unit with emphasis on the NCSS standards \nand Georgia QCC objectives for a chosen grade level. This course includes \na field experience component. \n\nEDUC 4459 Special Needs and Exceptional Children. \n\n(3) Fall and Spring \nA study of identification and diagnostic techniques for teachers related to \nareas of exceptionality among students and of alternative styles of teaching \nto meet special needs. The introduction to the Student Support Team \n(SST) process, the writing of eligibility reports and Individual Education \nPlans (IEP) will be explored. The psychological and behavioral \ncharacteristics of exceptional children will be studied. The importance of \ntransition and other forms found within the exceptional children's \ncategories will be identified. Weekly field experience in the exceptional \nchildren's areas will be provided. \n\nEDUC 4460 Diversity in the Elementary Classroom. (3) Interim \nThis course addresses a variety of issues in diversity including \npsychological, physiological, and social conditions of different students. \nVarious issues of equality and equal opportunity are also examined as well \nas strategies for working with children at risk. This course includes a field \nexperience in diverse school settings outside of Troup County. \n\n\n\n170 \n\n\n\nEDUC4480 Senior Seminar. (3) Fall \n\nSenior seminar is taken in conjunction with the curriculum course for early \nchildhood the semester prior to student teaching. Senior education majors \nwork closely with a local school for eight hours each week supervised by \ncollege faculty. \n\nEDUC4490E Early Childhood Student Teaching. (12) \n\nFall and Spring \nThis course provides a full-day teaching experience for a minimum of \nthirteen weeks. Pre-service teachers will be assigned to diverse public \nschools and will gradually assume responsibility for working with groups \nand individuals. They will participate in classroom teaching and \nobservation, planning and evaluation conferences, and other school- \nrelated experiences with guidance provided by the cooperating teacher and \ncollege supervisor gradually assuming total responsibility for the class. \n\n\n\n\n171 \n\n\n\nENGLISH \n\nIntroduction \n\nThe Department of English Language and Literature offers a wide range \nof courses to meet a variety of needs and demands: \n\n composition at introductory and advanced levels \n\n the literature of England and America \n\n continental literature (in translation) \n\n grammar and the history of the English language \n\n Journalism \n\n creative writing. \n\nObjectives \n\nThe primary goal of courses in composition and literature is to help \nstudents become competent readers and writers by providing them with \nchallenging texts and ample opportunities to practice their skills of \ncritical thinking and expression. Toward this end, the English faculty \nhave set the following four objectives. All students completing the core \ncurriculum will demonstrate: \n\n proficiency in expository writing with Standard American English \ngrammar, punctuation, and usage \n\n proficiency in critical reading \n\n the ability to assimilate, organize, and develop ideas logically and effectively \n\n an understanding of the rudiments of research-based writing, \nincluding accurate and ethical citation and MLA documentation. \n\nObjectives of English Major Courses \n\nAll students completing the baccalaureate program in English will be \nprepared to pursue careers in which a broad knowledge of literature and \na proficiency in critical reading, critical thinking, and expository writing \nare important. They also will be prepared to pursue graduate studies in \nEnglish and in other professional areas, such as law, medicine, or \njournalism. In addition, students who wish to prepare for a career in \nteaching may do so by completing a major in English. For each of these \nendeavors, English majors will demonstrate: \n\n an extensive knowledge of the development of British literature and \nAmerican literature from their origins to the present \n\n\n\n172 \n\n\n\n\n\n\n a capacity for interpreting literature, reading critically, and \nexpressing literary ideas, both in oral discussion and in written work \n\n an ability to bring informed critical and analytical judgment to bear \non the study of literary issues, both in oral discussion and in written work \n\n a mastery of the techniques of literary research and the use of MLA style \n\n a knowledge of Standard American English grammar, punctuation, \nand syntax \n\n a knowledge of Standard American English usage. \n\nRequirements for English Majors \n\nBefore declaring English as a major, students must complete the CORE \ncomposition classes (ENGL 1101 and 1 102) with no grade lower than a C. \n\nEnglish majors are required to take 37 semester hours in English \nlanguage and literature above the 1000 level. \n\nRequirements for English Minors \n\nIntroductory Course (required) (1) \n\nENGL 2200 Introduction to English Studies \n\n\n\nSurvey Courses (all 4 required) \n\nENGL 2204, 2205 British Literature I, II \n\nENGL 2206, 2207 American Literature I, II \n\n\n\n(12) \n\n\n\nLanguage Courses (2 required) (6) \n\nENGL 3300 History of the English Language (required) \n\nENGL 3302 Advanced Grammar OR \n\nENGL 3303 Advanced Composition \n\n\n\nSingle Author Courses (1 required) \n\nENGL 4410 Chaucer \n\nENGL 4420 Shakespeare \n\nENGL 4430 Milton \n\n\n\n(3) \nOR \n\nOR \n\n\n\nEnglish Electives (3000 level or above) (4 required) (12) \n\nSenior-Level Course (required) (3) \n\nENGL 4495 Senior Thesis \n\n\n\n173 \n\n\n\nA minor in English consists of 18 semester hours above the 1000 level, \nthree courses of which must be at the 3000 level or above. \n\nAssessment \n\nSuccess in achieving the objectives of the English major will be \ndemonstrated in the following ways: \n\n completion of each major course with a grade of C or better \n\n completion of an entrance and an exit examination \n\n satisfactory performance on the senior thesis and its presentation. \n\nStudents are required to take the ETS Major Field Achievement Test in \nLiterature while enrolled in ENGL 2200 and again while enrolled in ENGL \n4495. Scores will be compared to measure progress. Students preparing for \ngraduate study in English or law are encouraged to take the GRE or the \nLSAT. \n\nAwards \n\nThe English Department gives two awards to outstanding senior English \nmajors during the Honors Day Convocation: \n\n the Walter D. Jones Award for Excellence in Composition \nand Scholarship \n\n the Murial B. Williams Award for Excellence in Literary Studies \n\nThe Jones award is given to the student whose paper written for a major \ncourse is judged as outstanding by an impartial panel of reviewers. The \nWilliams award is given to the student who is deemed by the English \nfaculty to demonstrate the highest standards of scholarship and who \ncontributes the most to the advancement of literary studies among English \nmajors at LaGrange College. \n\nIn addition, each spring at Honors Day, the Department of English \nrecognizes the most outstanding essay(s) composed for a Rhetoric and \nComposition course (ENGL 1 101 or 1 102) during the current academic \nyear. The winning essay(s) will be published in the next year's edition of \nthe LaGrange College Handbook of Freshman English. \n\nWriting Center \n\nThe Department of English Language and Literature maintains a Writing \nCenter, which is located in Banks Library. This center serves the college \n\n\n\n174 \n\n\n\n\n\n\ncommunity by providing advice and support for student writers. The center \nis directed by Dr. Laine Scott, who trains upper-level students to serve as \npeer writing consultants. The hours of the center are posted each semester. \n\nThe Scroll and LC Writing Contest \n\nSince 1922, The Scroll has been LaGrange College's journal of creative \narts; published each spring, the magazine features the best of fiction, \ndrama, poetry, essays, and artwork by the students and faculty of the \nCollege. \n\nThe LC Writing Contest is an annual event sponsored by the English \nDepartment, the Writing Center, and The Scroll. It is open to all LC \nstudents. First and second prizes are awarded to best entries in fiction/ \ndrama, poetry, and essay. Winners are announced at Honors Day and \n\nincluded in the annual Scroll. \n\nAdvanced Placement \n\nMost LaGrange College students will take Rhetoric and Composition I and \nII (ENGL 1101 and 1 102) during their freshman year. Some students will \nreceive credit for one of these courses based on the Advanced Placement Test. \n\n Students who earn a score of 4 or 5 on the AP Test in English \nLanguage and Composition will receive three hours of credit for \nRhetoric and Composition I [English 1101]. \n\n Students who earn a score of 4 or 5 on the AP Test in English \nLiterature and Composition will receive three hours of credit for \nRhetoric and Composition II [English 1 102]. \n\n Students who earn a score of 4 or 5 on both tests must choose which \ncourse they prefer to exempt. Only one exemption is allowed. \n\n Only the AP Tests in English Language or English Literature are \naccepted for credit in the LaGrange College English program. \n\nInternational Students \n\nInternational students must enroll in an English course during each \nsemester that they spend at LaGrange College until they have satisfactorily \ncompleted both semesters of freshman composition (ENGL 1101 and 1 102). \n\nTransient Credit \n\nNo transient credit will be accepted for courses in freshman composition \n(ENGL 1101 or 1102). \n\n\n\n175 \n\n\n\nCourse Descriptions (ENGL) \n\nENGL 1101 Rhetoric and Composition I. (3) Fall and Spring \nIntroduction to expository writing, emphasizing the essay form, the writing \nprocess, and rhetorical modes of thesis development. Standardized test \nscores, among other criteria, will determine each student's placement in \neither a standard, honors, or grammar- in tensive section of ENGL 1101. \nPrerequisite to all higher-numbered English courses. \n\nENGL 1102 Rhetoric and Composition II. (3) Fall and Spring \nIntroduction to critical thinking and writing about literature, emphasizing \nreading strategies, analytic writing, research techniques, and modes of \ndocumentation. Some students may be invited to join an honors section of \nENGL 1102 \n\nPrerequisite to all higher-numbered English courses. \n\nENGL 2200 Introduction to English Studies. (1) Fall 2006 \nIntroduces students to the academic discipline of English and focuses on \nthe critical issues (past and present) involved in English Studies. This \ncourse is a prerequisite for English majors for any 3000- or 4000-level course. \nPrerequisites: ENGL 1101, 1102 \n\nENGL 2204 British Literature I. (3) Fall 2006 \nA survey of British Literature from the Anglo-Saxon period through the \neighteenth century. Short critical essays required, at least one with documentation. \nRequired of all English majors. \n\nENGL 2205 British Literature II. (3) Spring 2007 \nA survey of British literature from the Romantics through the Modern/ \nPostmodern period. Short critical essays required, at least one with documentation. \nRequired of all English majors. \n\nENGL 2206 American Literature I. (3) Fall 2006 \nA survey of American Literature from the Colonial period through \nAmerican Romanticism. Short critical essays required, at least one with \ndocumentation. Required of all English majors. \n\nENGL 2207 American Literature II. (3) Spring 2007 \nA survey of American literature from Realism and Naturalism through the \nModern/ Postmodern period. Short critical essays required, at least one \nwith documentation. Required of all English majors. \n\n\n\n176 \n\n\n\n\n\n\nENGL 2260 Journalistic Writing I. (3) On demand \n\nAn introduction to basic types of writing for newspapers: news, feature, \n\ninterview, review, and editorial. \n\nENGL 2261 Journalistic Writing II. (3) On demand \nAdvanced instruction and practice in writing news, features, and editorials. \nCourse also involves copy editing and layout and design of news pages. \nPrerequisite: ENG 2260 or permission of the instructor \n\nFor English majors: \n\nPrerequisite to 3000-level or 4000-level courses: ENGL 1101, 1102, 2200 \n\nENGL 3300 History of the English Language. (3) Spring 2008 \nIntroduction to principles of linguistics; a survey of the origins and \ndevelopment of English, and a study of its structure. \nRequired of all English majors. \n\nENGL 3302 Advanced Grammar. (3) Fall 2006 \n\nA survey of the basic logic and grammatical structure of English, from \n\nmorpheme to word, phrase and clause, to sentence. \n\nENGL 3303 Advanced Composition. (3) Fall 2007 \nThis course is open to all students, regardless of major, who are interested \njn strengthening their written expression beyond the level of \"functional.\" \nThe focus will be on producing nonfiction prose that is exemplary for its \nclarity and finesse. \n\nENGL 3306 Creative Writing Workshop (poetry). (3) Spring 2007 \nAn advanced course in imaginative writing. Professional models studied, \nbut student writing emphasized. Only one workshop (poetry or fiction) may \nbe taken for major credit. \n\nENGL 3308 Creative Writing Workshop (fiction). (3) Spring 2008 \nAn advanced course in imaginative writing. Professional models studied, \nbut student writing emphasized. Only one workshop (fiction or poetry) may \nbe taken for major credit. \n\nENGL 3312 Business Writing. (3) On demand (see MGMT 3312) \n\nA study of the basic communication skills needed to prepare business \npublications in today's world. Special attention given to fonnat and correct usage. \n\n\n\n177 \n\n\n\nENGL 3314 Classical Backgrounds. (3) On demand \n\nAn examination of major classics, in modern translation, of Greek, Roman, \n\nand Medieval literature. \n\nENGL 3316 Masterpieces of Continental Literature. (3) \n\nOn demand \nMajor European classics in translation from the Renaissance through the \ntwentieth century. \n\nENGL 3320 Medieval Literature. (3) Spring 2007 \n\nA survey, mostly in Middle English, of English literature to about 1500. \n\nENGL 3330 English Literature of the Renaissance. (3) On demand \nRenaissance English literature to about 1675, excluding Shakespeare. \n\nENGL 3335 Development of English Drama. (3) On demand \nAn examination of the development of English drama, excluding \nShakespeare, from its beginnings up to the Restoration. \n\nENGL 3340 Restoration and Eighteenth-Century English \n\nLiterature. (3) On demand \nSelected Restoration, Neoclassical, and Pre-Romantic English literature, \nexcluding the novel. \n\nENGL 3345 The Rise of the English Novel. (3) On demand \nA study of the rise of the English novel with an emphasis on selected \nworks of the late seventeenth-century and eighteenth-century novelists. \n\nENGL 3350 Romanticism in English Poetry and Selected Prose. (3) \n\nOn demand \nA study of selected major nineteenth-century British prose and poetry, \nwith emphasis on lyric verse. \n\nENGL 3355 The English Novel in the Nineteenth Century. (3) \n\nOn demand \nA study of the selected works of Romantic and Victorian novelists. \n\nENGL 3360 Victorian Poetry and Selected Prose. (3) Fall 2006 \nA study of selected major Victorian prose and poetry, with emphasis on \nTennyson, Browning, and the Pre-Raphaelites. \n\n\n\n178 \n\n\n\nENGL 3375 American Romanticism. (3) Spring 2007 \n\nMajor American Romantic writers of the United States through Whitman \n\nand Dickinson. \n\nENGL 3380 Post Civil War American Literature. (3) On demand \nMajor American writers of the Realistic and Naturalistic movements in the \nUnited States. \n\nENGL 3385 Southern American Literature. (3) On demand \nA study of major Southern writers from about 1 8 1 5 to the present. \n\nENGL 4400 Literary Theory and Modern Criticism. (3) On demand \nA study of literary theory through postmodern literary criticism. \n\nENGL 4410 Chaucer. (3) On demand \n\nA survey of Chaucer's work. Consideration will also be given to \n\nChaucerian influence and criticism. \n\nENGL 4420 Shakespeare. (3) Fall 2006 \n\nThe development of Shakespeare's art, as reflected in selected individual \n\nplays or groups of plays. \n\nENGL 4430 Milton. (3) On demand \nSelected poetry and prose of Milton. \n\nENGL 4440 Twentieth Century Fiction. (3) On demand \n\nA study of selected novels and short stories of Modern, Postmodern, and \n\nContemporary American and British fiction writers. \n\nENGL 4450 Twentieth Century Poetry. (3) On demand \n\nA study of the major American and British poets of the twentieth century, \n\ntheir verse techniques, and their contributions to poetic art. \n\nENGL 4460 Twentieth Century Drama. (3) On demand \nA study of major American and British playwrights of the twentieth \ncentury, their dramatic techniques, and their contributions to the \ndramatic arts. \n\n\n\n179 \n\n\n\nENGL 4495 Senior Thesis and Presentation. (3) Spring 2007 \nEnglish majors will write and present orally an original research project based \non a significant topic in American or English language or literature. \nRequired of all English majors. \nPrerequisite: Senior Standing \n\nENGL 4499 Independent Study/Research. (3) On demand \n\n\n\n\n180 \n\n\n\nHealth and Physical Education \n\nIntroduction \n\nThe curriculum in the Department of Health and Physical Education is \ncomposed of two programs. The physical education activities program \noffers a selection of physical skills classes. These classes are designed \nto promote physical skill development as well as knowledge in a variety \nof activity areas including physical fitness and conditioning, aquatics, \nlifetime leisure pursuits, and traditional team sports. \n\nObjectives \n\nTwo minor programs in physical education/athletics are available. A \n15-hour coursework minor in coaching is available to any student. \nStudents completing the minor in coaching will: \n\n demonstrate knowledge of the profession of athletics \n\n understand professional practices, issues, trends, and literature \nessential for effective coaching \n\n demonstrate appropriate professional behaviors for athletic \ncoaching. \n\nCriteria for completion of this minor are stipulated below. \n\nRequired Core for the Physical Education/ \nCoaching Minor \n\nHPED 3305 Sports Psychology 3 hours \n\nHPED 33 10 Coaching Theory and Methods 3 hours \nHPED 3312 Principles of Strength, Conditioning, \n\nand Nutrition for Athletes 3 hours \n\n9 hours \n\nSelect two (2) courses from the following for a total of 6 hours \n\nHPED 2202 Sports Statistics 3 hours \n\nHPED 3302 Organization and Administration \n\nof P.E. and Athletics 3 hours \n\nHPED 3332 Prevention and Care of Athletic \n\nInjuries/Illnesses 3 hours \n\nHPED 3390 Seminar and Lab Practice in \n\nPhysical Education 3 hours \n\nA 15-hour coursework minor also is available in physical education. \nStudents completing the minor in physical education will 1 ) demonstrate \n\n\n\n181 \n\n\n\nknowledge of the profession of physical education; 2) understand \nprofessional practices, issues, trends, and literature essential for effective \nteaching; 3) demonstrate appropriate professional behaviors for classroom \nmanagement. This minor is designed in consultation with the department \nchair in Health and Physical Education. \n\nCriteria for Completion of the Physical Education and Coaching \nMinors \n\n satisfactorily complete all course work requirements \n\n maintain a minimum 2.5 cumulative GPA \n\n current certification in Community First Aid/CPR. \n\nCourse Descriptions (HPED) \n\nHPED 1153 Camp Leadership and Program. (3) On demand \nA study of camping in an organized setting and of the leadership skills \nnecessary for the implementation of the camp program. \n\nHPED 1 154 Community First Aid/CPR. (3) Fall, Spring \nThis course focuses on the identification of emergency situations and \nselection of correct response. Certification in American Red Cross \nstandard first aid and adult, child and infant rescue breathing and \ncardiopulmonary resuscitation are earned upon successful completion of \nthe course. \n\nHPED 1155 Lifeguard Training. (3) Spring \n\nCompetencies in swimming and life guarding techniques, swimming speed \nand endurance are developed in this course. American Red Cross lifeguard \ntraining and cardiopulmonary resuscitation for the professional rescuer \ncertifications are the result of successful completion of this course. \nPrerequisites: Current Standard First Aid Certification; \n\nPassing of the following practical exams on the first \nday of class; 500 yd. continuous swim (crawl, breast \nstroke and sidestroke); treading water for two minutes \nwith legs only and retrieving a brick from the deep \nend of the pool. \n\nHPED 1 156 Water Safety Instructor. (3) Spring. \nA course which focuses on the development of competencies in swimming \nstroke and instructional techniques. Students who successfully complete \nthis course earn certification in Red Cross WSI, enabling them to teach all \nlevels of the Learn to Swim Program, Basic and Emergency Water Safety courses. \n\n\n\n182 \n\n\n\nHPED 2202 Sports Statistics. (3) On demand \n\nTechniques of recording sports statistics and maintaining scorebooks are \n\nthe focus of this class. \n\nHPED 2251 Introduction to Physical Education. (3) On demand \nA survey course of the career choices available in physical education. \nOpportunities to talk with and observe professionals in various sub- \nspecializations are provided. \n\nHPED 3302 Organization and Administration of Recreational \nand Physical Education Programs. (3) On demand \nA study of the organization and administration of instructional, intramural, \nand interscholastic activity programs. Special emphasis is placed on the \nselection, purchase, and care of safe equipment and facilities as well as on \nthe legal requirements for providing and maintaining safe programs and facilities. \n\nHPED 3305 Sports Psychology. (3) Spring \n\nA study of human behavior in the context of the sporting experience and \nhow performance is affected by the interactions of the coach, athletes and \nthe environment. Emphasis is on motivation, personality, attributions, \ndisengagement from sport, aggression, leadership, and communication patterns. \n\nHPED 3306 Techniques of Sports Officiating. (3) Spring \nThis course focuses on techniques of officiating athletic events. \nKnowledge of the rules of selected sports and extensive practical \nofficiating in selected sports form the basis of this course. \n\nHPED 3310 Coaching Theory and Methods. (3) On demand \nAnalysis of teaching skills and techniques of the different interscholastic \nsports in high schools. \n\nHPED 3312 Principles of Strength Conditioning and Nutrition \n\nfor Athletes. (3) Fall \nThis course focuses on the examination of proper techniques, concepts, and \napplications of exercise science. Nutritional principles as these relate to \nathletic performance also are included. \n\nHPED 3313 Leadership in Physical Education and Athletics. \n\n(3) Spring \nA study of the leadership skills necessary to implement and conduct \nphysical activity programs and functions. \n\n\n\n183 \n\n\n\nHPED 3320 Methods in Health and Physical Education in \n\nthe Elementary School. (3) Fall \nA study of the objectives, materials, activities, and curricula appropriate for \nelementary school physical education and health. Supervised observation \nand practical experiences in the elementary schools are provided. \n\nHPED 3331 Personal Health Issues. (3) On demand \nThis course allows students to explore basic health issues and principles in \ndepth. Topics include fitness, diet and weight control, nutrition, human \nsexuality, stress management, death education, aging, and drug and \nalcohol education. \n\nHPED 3332 Prevention and Care of Athletic Injuries/Illnesses. \n\n(3) Spring \nThis course focuses on common injuries and illnesses occurring in \nathletics. Topics include, but are not limited to, heat exhaustion, heat \nstroke, abdominal injuries, injury management, emergency triage, \nanatomical instability, blood borne pathogens, and mechanics of injury. \n\nHPED 3333 Yoga for Wellness. (3) Fall, Winter \nA study of the effects that yoga has on all aspects of the human body, \nincluding physical, mental, and spiritual. Topics will include breathing \ntechniques, asanas, fasting, meditation, and different disciplines of yoga. \nThere will also be a physical component of this course. \n\nHPED 3334 Advanced Yoga with Martial Arts Training. \n\nFall and Spring \nThis advanced course will build on the foundation that the yoga for \nwellness course established. Advanced Yoga with Martial Arts Training \nwill emphasize mental focus, body organization, alignment, technique, and \ncore development. This advanced yoga course with martial arts training is \ndesigned to bring the student eye to eye with their greatest obstacles, which \nare perceived physical and mental limitations. This course is one pathway \nto cultivating the mind/body clarity and power that leads to developing the will. \n\nHPED 3352 Physiology of Exercise. (3) On demand \nThe effects of exercise on the major systems of the human body, including \ncardio respiratory, neuromuscular, glandular, and digestive are the focus of \nthis course. Effects of heat, altitude, and ergogenic aids on the human body \nduring exercise also are included. \nPrerequisites: BIOL 1 148- BIOL 1 149 \n\n\n\n184 \n\n\n\nHPED 3390 Seminar and Lab Practice in Physical Education. (3) \n\nFall, Spring \nThis course provides supervised leadership experiences in various \nphysical education or athletic settings. Seminar discussions focus on \ncommon issues and concerns. \nPrerequisites: Junior or Senior standing and completion of 6 hours of \n\nHPED courses \n\nHPED 4400 Internship in Physical Education and Coaching. (3) \n\nInterim \nDirected observation and participation in physical education, coaching, \nand/or supervisory situations. \nPrerequisites: Junior or Senior standing, recommendation by the \n\ndepartment chair in health and physical education \n\nPhysical Education Activities (PEDU) \n\nThe physical education activity program is designed to provide \nopportunities for learning or enhancing those skills necessary to \nparticipate in leisure time activities throughout the life cycle. Special \nemphasis also is given to activities which improve one's physical fitness \nand condition. All courses carry one semester hour of credit and \ncount toward the hours needed for graduation. \n\nPEDU 1102 Beginning Archery. (1) Fall, Spring \n\nBasic competencies in archery techniques and safety with experiences in \n\ntarget shooting. \n\nPEDU 1103 Badminton. (1) Spring \n\nIntroduction to the skills, strategies, and rules of badminton. \n\nPEDU 1104 Basketball. (1) On demand \n\nBasic competencies in the techniques, strategies, and rules of basketball. \n\nPEDU 1105 Jogging. (1) Fall, Spring \n\nParticipation in progressive running programs designed to increase \n\ncardiovascular endurance. \n\nPEDU 1107 Bowling. (1) On demand \n\nIntroduction to the basic skills and rules of bowling. Course conducted \n\nat local bowling lanes. \n\nPEDU 1108 Physical Conditioning. (1) Fall, Spring \nBasic assessment, maintenance, and improvement of over-all \nphysical fitness. \n\n\n\n185 \n\n\n\nPEDU 1109 Beginning Golf. (1) Fall, Spring \n\nIntroduction to the basic skills, strategies, and rules of golf. Field trips to \n\ncity golf courses. \n\nPEDU 1111 Softball. (1) Fall \n\nBasic competencies and knowledge of rules and strategies of Softball. \n\nPEDU 1112 Beginning Tennis. (1) Fall, Spring \nIntroduction to the basic skills, strategies, and rules of tennis. \n\nPEDU 1114 Volleyball. (1) Fall, Spring \n\nBasic competencies in the techniques, strategies, and rules of volleyball. \n\nPEDU 1116 Personal Fitness. (1) Spring \n\nIntroduction to diet and weight control techniques as well as assessment \n\nand maintenance of personal fitness. \n\nPEDU 1120 Karate. (1) On demand \n\nBasic competencies and skills in karate techniques. \n\nPEDU 1121 Bicycling. (1) On demand \n\nIntroduction to the basic equipment, safety, and techniques of cycling \n\nincluding training and racing strategies. Weekend field trips. \n\nPEDU 1122 Weightlifting/Plyometrics. (1) Fall, Spring \nIntroduction to exercises that are geared toward increasing speed, power, \nand jumping ability. A basic overview of the physiological factors \ninvolved in the exercises will be included. \n\nPEDU 1123 Beginning Swimming. (1) Spring \n\nIntroduction to the aquatic environment with emphasis on competence in \n\nprimary swimming and safety skills and stroke readiness. \n\nPEDU 1124 Intermediate/Advanced Swimming. (1) On demand \nDevelopment and refinement of key swimming strokes. Introduction to \nturns, surface dives, and springboard diving. \nPrerequisite: PEDU 1 123 or equivalent skills \n\nPEDU 1130 SCUBA. (1) Fall, Spring \n\nDevelop competencies in safe diving techniques and practices as well as \nsafe use of SCUBA diving equipment. PADI open Water Diver \nCertification available upon completion of course and optional trip for \ncheckout dives. \nPrerequisite: PEDU 1 1 24 or equivalent intermediate swimming skills \n\n\n\n186 \n\n\n\nPEDU 1156 Canoeing. (1) Fall, Spring \n\nFundamental canoeing skills emphasized. Field trips to lake facilities \nand overnight camping experience are provided to give extensive \nopportunities for recreational canoeing. \n\nPEDU 1158 Backpacking. (1) Spring \n\nIntroduction to basic equipment, safety, and techniques of trail camping. \n\nExtensive field trips to state and national trails are provided. \n\nPEDU 1159 Sailing. (1) On demand \n\nBasic sailing competencies and understanding with experiences in \n\nfundamental racing strategy. Field trips to lake facilities are provided. \n\nPEDU 1160 Snow Skiing. (1) Spring \n\nIntroduction to basic techniques, safety, and equipment of snow skiing. \n\nField trip to area ski facilities is included. \n\nPEDU 1161 Rhythmic Aerobics. (1) Fall. Spring \nA conditioning course in which exercise is done to musical \naccompaniment for the purpose of developing cardiovascular efficiency, \nstrength and flexibility. \n\nPEDU 1 162 Hiking, Orienteering, and Camping. (1) Fall, Spring \nIntroduction to basic techniques of tent camping, map, and compass \nwork. Field trips to nearby campgrounds and forest lands. \n\nPEDU 1164 Water Aerobics. (1) Fall, Spring \nDevelopment of cardio respiratory endurance, flexibility, body \ncomposition, and muscle endurance/tone through vigorous water \nexercise. The resistance of the water makes this course an excellent \nchoice for the beginner as well as the well-conditioned athlete, and for \nthe swimmer as well as the non-swimmer. \n\nPEDU 1165 Aqua Fitness. (1) On demand \nDevelopment and/or maintenance of cardiovascular fitness through \nvarious aquatic activities including water jogging, circuit training, and \nwater resistance training. Students will learn to use various aquatic \nequipment to implement their personal training. \nPrerequisite: PEDU 1 123 or equivalent beginning swimming skills \n\nPEDU 1 166 Scottish Country Dance. (1) Fall, Spring \nIntroduction to, and dancing folk dances of Scotland. Learn figures \nand steps of reels, jigs, and strathspey. Opportunity to attend workshops \nsponsored by the Atlanta Branch of The Royal Scottish Country \nDance Society. \n\n\n\n187 \n\n\n\nHistory \nIntroduction \n\nThe faculty of the Department of History believe that all persons, whatever \ntheir selected role in life, require an understanding of their past in order to \nprepare for their future. The faculty firmly believes that the liberal arts \npreparation, which encompasses courses from the discipline of history, \nprovides the student with the most appropriate educational background for \nlife by integrating knowledge from the broadest range of disciplines. The \nobjective of the Department of History is to provide students at LaGrange \nCollege with knowledge of the historical forces which have shaped \ncivilization as we know it. \n\nObjectives \n\nTo achieve the objective set forth above the faculty seeks to: \n\n provide students with a basic understanding of the historical forces \nwhich have contributed to the development of civilization \n\n develop in students an understanding and appreciation of his/her \ncivilization which is a part of the world community. \n\nThe faculty of the department believes that students who select to complete \na major course of study in history should have the foundation knowledge \nand understanding of the discipline, developed by classroom instruction \nand individual study, necessary to provide them with the opportunity to: \n\n pursue graduate study within the discipline \n\n pursue a professional degree in a selected field of study \n\n pursue employment as a teacher in pre-collegiate education \n\n seek employment in a field such as government, entry level historic \ndocumentation and preservation, social or historic entry level research, \nor a field where their liberal arts preparation can be beneficially \nutilized. \n\nGraduates of the Department of History may be found pursuing careers in \nbusiness, law, education, politics and government, broadcasting, \njournalism, the ministry and other fields of endeavor. In all of these \nendeavors our graduates have found that their education has provided a \nfoundation for their careers and for their growth in life. \n\n\n\n188 \n\n\n\nThe Department of History offers the following major in history: \n\nA. Prerequisite Courses: \n\nHIST 1 1 1 and 1 1 02 World Civilization \nHIST 1 1 1 1 and 1 1 12 United States History \n\nThese are prerequisite courses for the major. \n\nPrerequisite courses can be met by AP, CLEP tests, or by transfer credit. \n\nWe strongly encourage the history major to pursue the widest possible liberal \narts preparation by the careful selection of courses from the core \nprogram structure. \n\nB. Two courses from: \n\nHIST 3307 Social and Intellectual History of the United \n\nHIST 3308 American Diplomatic History \n\nor \n\nHIST 3310-3311 Constitutional History of the United States \n\nTwo courses from: \n\nHIST 3301 Greco-Roman world \n\nHIST 3302 Middle Ages \n\nHIST 3320 Renaissance and Reformation \n\nTwo courses from: \n\nHIST 3372 Europe 1660-1870 \n\nHIST 3374 Europe 1870 - the Present \n\nRequired courses: \n\nHIST 2000 Research Methods in History \n\nHIST 4490 Senior History Seminar \n\nC. An additional nine semester hours of 3000 and 4000 level history \ncourses are required. The total major course requirements are \n33 semester hours credit beyond 1000 level courses. \n\n\n\nSuccess in achieving the objectives established for the major will be \ndemonstrated as follows: \n\n successful completion of each major course with a grade of C or better \n\n Successful completion of the Research Methods in History course \n\n successful completion of the senior history seminar and defense of the \nsenior thesis before the students and faculty of the department \n\n\n\n189 \n\n\n\n successful completion of a major field examination during their \nsenior year. \n\nThose wishing to major in history are encouraged to declare their major \nduring the beginning of the spring semester of their sophomore year. \n\nUpper level courses in history, those numbered 3000 or above (with the \nexception of HIST 4490), are available to all students who have \nsuccessfully completed prerequisites. \n\nCourse Descriptions (HIST) \n\nHIST 1101 World Civilization I. (3) Fall, Spring \n\nSurvey course on the development of world civilization up to 1660. \n\nHIST 1102 World Civilization II. (3) Fall, Spring \n\nSurvey course on the development of world civilization from 1660 to \n\nthe present. \n\nHIST 1111 History of the United States to 1865. (3) Fall \n\nEmphasis on the Colonial, Revolutionary, early national, and Civil \nWar periods. \n\nHIST 1 1 12 History of the United States, 1865 to the Present. \n\n(3) Spring \nEmphasis on Reconstruction, liberal nationalism, New Deal, and \npostwar periods. \n\nHIST 2000 Research Methods in History. (3) Interim only \n\nThis course is required of all sophomore history majors. It will \nacquaint the student with the basic components of historical \nmethodology and research. \n\nHIST 2010 Islamic Civilization. (3) On demand \n\nAn introduction to the basic tenets of Islam and survey of the growth \n\nand diversification of Islamic Civilization. \n\nHIST 3301 Greco-Roman World. (3) Fall 2007 \n\nA study of Greco-Roman civilization from its birth in ancient \nGreece through the collapse of the western Roman empire in the fifth \ncentury A.D. \n\nHIST 3302 The Middle Ages, 350-1350. (3) Spring 2008 \n\nThis course offers a comprehensive study of the development \nof medieval civilization from the late fifth century to the late \nfourteenth century. \n\n\n\n190 \n\n\n\nHIST 3306 History of the South. (3) On demand \n\nEmphasis on the antebellum. Civil War, Reconstruction, and New South periods. \n\nHIST 3307 Social and Intellectual History of the United States. \n\n(3) Fall 2006 \nA review of ideas and patterns of thought, the role of social, ethnic, and \nracial groups, and the major institutions of American society . \n\nHIST 3308 American Diplomatic History. (3) Fall 2007 \n\nEmphasis on the procedure for developing foreign policy as well as \ndiplomatic history. \n\nHIST 3310 Constitutional History of the United States to 1900. (3) \n\nFall 2007 \nAn analysis of fundamental constitutional development from 1776 to present. \nPrerequisites: HIST 1 1 1 1 and HIST 1112 \n\nHIST 3311 Constitutional History of the United States 1901 to \n\nthe Present. (3) Spring 2008 \n.An analysis of fundamental constitutional development from 1901 to the present. \n\nHIST 3312 Economic History of the United States. (3) On demand \n\nAmerican economic development from colonial times to the present. \n\nHIST 3315 Georgia History. (3) Summer On demand \n\nA study of Georgia History from the pre-colonial period to the present with \nemphasis on the historical, social, economic and political development of \nthe State. \n\nHIST 3320 The Renaissance and the Reformation. 1350-1600. (3) \n\nFall 2006 \nThis course offers a detailed study of the civilization of Renaissance and \nReformation Europe. Primary focus will be placed on the artistic and \nreligious achievements of the period 1350 to 1600. \n\nHIST 3330 The Medieval Church and Papacy. (3) Spring 2007 \n\nThis course will examine the institutional and cultural history of the \nmedieval church, with special emphasis on the role of the papacy, and its \nimpact on medieval civilization. \n\nHIST 3340 Medieval Kings and Queens. (3) Fall 2008 \n\nA survey of medieval kings and queens and their influence on the \ndevelopment of medieval civilization. \n\nHIST 3341 Russia to 1856. (3) Fall 2007 \n\nA comprehensive survey of the Russian historical development from the \n\nappearance of the Kievan State in the 9 th century through the Crimean War. \n\n\n\n191 \n\n\n\nHIST 3342 Russia 1856 to the Present. (3) Spring 2008 \n\nAn examination of the Imperial Russian state. \n\nHIST 3350 Renaissance and Renascences. (3) Spring 2007 \n\nAn examination of the great cultural revivals from the age of Charlemagne \n\nto the age of Michelangelo. \n\nHIST 3361 History of England to 1689. (3) Fall 2006 \n\nA political, economic, social, and cultural history of England from 55 B.C. to 1689. \n\nHIST 3362 History of England from 1689 to Present. (3) \n\nSpring 2007 \nA political, economic, social and cultural history of England from 1689 to present \n\nHIST 3372 Europe 1660-1870. (3) Fall 2006 \n\nA comprehensive survey of European history from the reign of Louis XTV through \n\nthe rise of the modem German state in 1 870. \n\nHIST 3374 Europe 1870 to the Present. (3) Spring 2007 \n\nA comprehensive survey of European history from the Bismarckian Era to \n\nthe present. \n\nHIST 3378 European Diplomatic History : 1890 to the Present. (3) \n\nOn demand \nA detailed examination of European international relations from 1890, the \nend of the Bismarkian system to the present. \n\nHIST 4416 Twentieth Century America. (3) On demand \n\nAn intensive study of the United States during the twentieth century. \n\nHIST 4478 Contemporary Europe. (3) On demand \n\nAn examination of European history focusing on major issues since 1945. \n\nHIST 4490 Senior History Seminar. (3) Spring \n\nA study of historiography and research methods and materials. \n\nPrerequisites: Senior History Major or permission of the \n\nprofessor and the Chair of the Department. This \ncourse may only be attempted twice. \n\n\n\n192 \n\n\n\nHuman Services \n\nAs of January, 2006, the Human Services major has been \ndiscontinued. No new majors or minors in Human Services will be \naccepted. \n\nIntroduction \n\nThe Department of Human Services and Sociology offers a bachelor of \narts degree in human services that equips generalist-level helping \nprofessionals with the knowledge and skills necessary to provide caring \nand ethical services to individuals, families, and communities. \n\nObjectives \n\nThe Human Services curriculum provides students with valuable \nknowledge and skills applicable in virtually every personal, \nprofessional, social, and cultural setting. Human Services majors \nbenefit from extensive liberal arts linkages with courses reaching across \nvarious disciplines, including Social Work, Sociology, Anthropology, \nand Psychology. Human Services graduates are prepared to pursue \nadvanced degrees in a variety of graduate and professional programs, \nincluding Social Work, Sociology, Community Counseling, and Public \nAdministration. In addition, majors may pursue careers in a wide \nvariety of fields, such as social work, criminal and juvenile justice, \nmental health and healthcare, nonprofit administration and management, \ncommunity organization and urban planning, community education, and \nsocial policy research. \n\nHuman Services coursework will provide students with both factual and \ntheoretical knowledge of society and culture, as well as strategies for \nunderstanding and working with diverse populations and marginalized \ngroups. Because of the increasing diversity of the population of the \nUnited States, and as the world becomes a global community, this match \nof knowledge and skills will be increasingly important for our \nprofession and our society. \n\nDuring their final year, human services majors participate in a field \npracticum or internship, which allows them to gain insight and actual \nexperience working in a particular area of Human Sen ices. There are \nmany opportunities in various fields, such as youth support \norganizations, child advocacy, shelters for women and families, teen \npregnancy centers, community centers for the elderly, criminal justice \norganizations, community development corporations, recreational \ntherapy, faith-based interventions, and other non-profit and \ngovernmental organizations. \n\n\n\n193 \n\n\n\nRequirements for Minor \n\nA minor in Human Services consists of 12 semester hours, six of which \nmust be at the 3000 level or higher. \n\nAll students planning to minor in Human Services must take the \nfollowing: \n\nHUSV 2299 Introduction to Human Services \nHUSV 33 1 1 Ethical Human Services Practice \n\nStudents must also complete an additional six semester hours of HUSV \ncoursework, three of which must be at the 3000 level or higher. A \nrelevant Interim course may be accepted upon approval of the \ndepartment chair. \n\nAssessment \n\nMastery of the curriculum for a Human Services major is measured by: \n\n completion of all major requirements with a \"C\" or higher in \nevery course \n\n receiving credit for the field practicum course \n\n satisfactorily delivering an integrative presentation during the \nculmination of the field practicum \n\nCourse Descriptions (HUSV) \n\nHUSV 1148 Introduction to Anthropology. (3) On demand \n\nA general introduction to the scientific study of the origin, the behavior, \n\nand the physical, social, and cultural development of humans. \n\nHUSV 2299 Introduction to Human Services. (3) Spring 2006 \nAn introduction to generalist human services. Emphasis is placed on the \nhistorical development of this young profession as well as exposure to \nvarious career opportunities in the helping profession. A 50-hour field \nexperience is required. \n\nHUSV 3308 Cultural and Social Anthropology. (3) Fall 2005 \nA study of comparative cultures and social structures with special \nemphasis upon the ethnography of primitive people. \n\nHUSV 3311 Ethical Human Services Practice. (3) Fall 2005 \nThis course integrates theory and technique development through a \ncombination of lecture and laboratory to provide students with the \nopportunity to develop generalist level ethical human services practice skills. \nPrerequisite: HUSV 2299 \n\n\n\n194 \n\n\n\nHUSV 3312 Groups and Adventure-Based Therapy. (3) \n\nOn demand \nAn introduction to key concepts in basic therapeutic group processes with a \nspecial emphasis on experiential outdoor therapeutic interventions. \nStudents will participate in outdoor activities such as teambuilding \nexercises, ropes course, and spelunking. This course requires multiple off- \ncampus trips of one to two days in duration. \n\nHUSV 3352 Life Course and the Social Environment. (3) \n\nFall 2005 \nAn in-depth look into the American life course. The course will consider \nthe biological, psychological, and sociological aspects of various life \ncourse stages. Students will become familiarized with the ways in which \nsocial, economic, and historical changes help to construct and reconstruct \nthe life course. \n\nHUSV 3377 Social Welfare: Policy and Analysis. (3) On demand \nAn advanced study of the current policies determining the provision of \nsocial welfare services in America. Students explore the role of public \npolicy in helping or deterring people in maintaining or achieving optimal \nhealth and well-being. Analysis of current social welfare policies and their \neffect on human services practice will be undertaken. \n\nHUSV 4422 Cultural Competency in Human Services. (3) \n\nSpring 2006 \nUtilizing an intensive travel or home stay model, this course enables \nstudents to learn about differences and similarities in the experiences, \nneeds, and beliefs of all people and to develop the necessary and \ndifferential assessment and intervention skills that will enable them, as \nhelping professionals, to serve an increasingly diverse population. \nPrerequisites: HUSV 2299, HUSV 331 1 and student must have \n\nSenior standing \nCo-requisite: HUSV 4491 \n\nHUSV 4476 Research Methods in Human Services. (3) Fall 2005 \nAn overview of research design and methodology germane to the helping \nprofessions. Course emphasizes different methods of gathering data, \nethical concerns in this area, and basic statistical matters. \n\nPrerequisites: HUSV 2299 and MATH 1114 \n\nCross-listing: POLS 3300 \n\n\n\n195 \n\n\n\nHUSV 4478 Special Topics in Human Services Practice. (3) \n\nOn demand \nThis course offers students information and insight into a selected area of \nthe practice of human services. \nPrerequisites: HUSV 2299 (or chair's approval) \n\nHUSV 4491 Field Practice. (9) Spring and Summer 2006 \nSeniors engage in a 320-hour field experience that serves as a capstone to \nthe major and introduces the student to the human services profession. \nStudents are placed at a human services organization and are supervised by \na field instructor who will work with the faculty to design a customized \nexperience that provides an integrative learning experience. A \ncomplementary weekly seminar serves to ensure that the student \ndemonstrates integration of theory with practice by allowing for processing \nof information and the completion of assignments that link the major's \ncurriculum to the practicum. \n\nGrading: Pass/No Credit \n\nPrerequisites: HUSV 2299, HUSV 331 1 and student must have \nSenior standing \n\nCo-requisite: HUSV 4422 \n\n\n\n\n196 \n\n\n\nLatin American Studies and \nModern Languages \n\nIntroduction \n\nLatin American Studies is a growing program at LaGrange College. It is \nan interdisciplinary program that introduces the student to the cultural \ndiversity and richness of Latin America and its people. Due to the \nincreasing presence and importance of Latinos in the United States, a \nminor in Latin American Studies enhances one's career opportunities and \neffectiveness in such fields as business, government, health care, \njournalism, law, and social work. \n\nObjectives \n\nWhile the minor in Latin American Studies currently requires 6 hours of \nSpanish language study, students are encouraged to take more Spanish \ncourses in order to develop basic conversational fluency. In addition, study \nabroad is strongly encouraged because it provides the student with total \ncultural immersion. At present the College offers only a minor in Latin \nAmerican Studies; yet, the hope is to expand and to be able to provide a \nmajor in the near future. \n\nA minor in Latin American Studies consists of the following 18 hours of \ncourse work: \n\nSpanish courses 6 hrs. \n\nLAST 1 104 Latin American Culture 3 hrs. \n\nLAST 2000 Introduction to Latin American Studies 3 hrs. \n\nLAST 3110 Special Topics or Spanish 3110 3 hrs. \n\nElective in either LAST or Spanish 3 hrs. \n(3000 level or above) \nCourse Descriptions (LAST) \n\nLAST 1104 Introduction to Latin American Culture. (3) \n\nA study of the art. literature, history, and anthropology of Latin America \n(fulfills LANG 2000 requirement). \n\nLAST 1199 Latin American Travel Seminar. (1-9) \n\nA travel-study seminar which provides valuable educational experience \nthrough close contact with the contemporary life and civilization of a \nselected Latin American country. Basic academic preparation in the \nhistory and customs of the target culture is undertaken before departure. \nPrerequisites: SPAN 1101, SPAN 1 102. and SPAN 2103 or \n\npermission of instructor and chair of Latin \n\nAmerican Studies \n\n\n\n197 \n\n\n\nLAST 2000 Introduction to Latin American Studies. (3) \n\nAn interdisciplinary approach to the people, culture, development, and \nidentity of Latin America. Attention will be given to such topics as art, \nclass, economics, gender, history, literature, music, politics, race, and religion. \n\nLAST 3001 Survey of Latin American Literature I. (3) \n\nA general survey of contemporary Latin American literature. \n\nLAST 3002 Survey of Latin American Literature II. (3) \n\nFocuses on the works of a current major Latin American writer or writers. \n\nLAST 31 10 Special Topics. (3) \n\nA study of selected topics from a specific discipline. Since the focus of this \ncourse changes frequently, this course may be repeated for credit. \n\nLAST 3210 States and Politics in Latin America (3) \n\nA comparative study of political systems in Latin America. Topics \nconsidered include: Basic comparative political theory, modern history of \nlatin American societies, politics of selected Latin American states, and the \ninteraction of economic and political factors in Latin America. \n\nLAST 3930 Intercultural Communications. (3) \n\nA study of the cultural risks confronting the business manager in an \ninternational environment. This course will survey the differences in \nvalues and codes of behavior among a number of cultures with the primary \nfocus being on Latin America. This course will give the student the \nopportunity to learn how to read and respond to the organizational culture \nof regulators, business associates, and customers across cultural borders. \n\nSpanish \n\nAs the Latino population increases in the United States, the ability to speak \nSpanish is becoming an asset if not a necessity in the market place. This \nneed is already occurring in such diverse fields as business, education, \nhealth care, law, and social work. In order to better prepare our students to \nmeet this growing need in their future fields, we offer a major and minor in \nSpanish. While not required, study abroad is strongly encouraged for both \nour majors and minors to improve language fluency and cultural \nawareness. \n\nA major in Spanish consists of a total of 36 hours. Thirty of these hours \nare in Spanish courses above 1 102. Required courses are as follows: \n\nSPAN 2 1 03 Intermediate Spanish I 3 hrs. \n\nSPAN 2 1 05 Intermediate Spanish II 3 hrs. \n\nSPAN 2 106 Introduction to Hispanic Literature 3 hrs. \n\n\n\n198 \n\n\n\nSPAN 3000 Spanish Conversation and Composition I 3 hrs. \n\nSPAN 3001 Spanish Conversation and Composition II 3 hrs. \n\nSPAN 3002 Hispanic Culture and Civilization 3 hrs. \n\nSPAN 4000 Latin American Literature 3 hrs. \n\nSPAN 4001 Peninsular Spanish Literature 3hrs. \nThe remaining six hours of the major consist of two Latin American \nStudies electives. \n\nA minor in Spanish consists of 18 hours. Eighteen of these hours are in \nSpanish courses above Spanish 1 102. Required courses are as follows: \n\nSPAN 2103 Intermediate Spanish I 3 hrs. \n\nSPAN 2 1 05 Intermediate Spanish II 3 hrs. \n\nSPAN 2106 Introduction to Hispanic Literature 3 hrs. \n\nSPAN 3000 Spanish Conversation and Composition 3 hrs. \n\nSPAN 3001 Spanish Conversation and Composition II 3 hrs. \nPlus: \n\nSPAN Spanish Elective 3 hrs. \nCourse Descriptions (SPAN) \n\nSPAN 1101 Elementary Spanish I. (3) \n\nA course for beginners with intensive practice in pronunciation, essentials \nof grammar, and reading of simple prose. \n\nSPAN 1102 Elementary Spanish II. (3) \n\nA continuation of Spanish 1101. \nPrerequisite: Spanish 1101 \n\nSPAN 2103 Intermediate Spanish I. (3) \n\nA review of grammar and syntax with practice in reading selected texts. \nPrerequisite: Spanish 1 102 or permission of instructor \n\nSPAN 2105 Intermediate Spanish II. (3) \n\nA continuation of Spanish 2103. \nPrerequisite: SPAN 2103 or permission of instructor \n\nSPAN 2106 Introduction to Hispanic Literature. (3) \n\nAn introductory course designed to introduce the intermediate level \nlanguage student to reading and analyzing short literary works in Spanish. \nPrerequisite: SPAN 2103 or permission of the instructor \n\n\n\n199 \n\n\n\nSPAN 2199 Latin American Seminar. (1-9) \n\nA travel-study seminar which provides valuable educational experience \nthrough close contact with the contemporary life and civilization of a \nselected Spanish-speaking country. Basic academic preparation in the \nhistory and customs of the target culture is undertaken before departure. \nPrerequisites: SPAN 1101, SPAN 1 102, and SPAN 2103 or \n\npermission of instructor and chair of Latin American Studies \n\nSPAN 3000 Spanish Conversation and Composition I. (3) \n\nA course stressing practice in speaking and writing Spanish. Not open to \nstudents fluent in Spanish. \n\nPrerequisite: SPAN 2105 or permission of instructor \n\nSPAN 3001 Spanish Conversation and Composition II. (3) \n\nA continuation of Spanish 3000. Not open to students fluent in Spanish. \nPrerequisite: SPAN 3000 or permission of instructor \n\nSPAN 3002 Hispanic Culture and Civilization. (3) \n\nThis course provides an overview of Spain's and Latin America's cultures \nand civilizations. \nPrerequisite: SPAN 2 1 06 or permission of instructor \n\nSPAN 3110 Special Topics. (3) \n\nThe further development of Spanish language skills by focusing on a \nvariety of professions or fields of study. Since the focus of this course \nchanges frequently, this course may be repeated for credit. \nPrerequisite: SPAN 2103 or permission of instructor \n\nSPAN 4000 Latin American Literature. (3) \n\nAn advanced course designed to introduce the student to Latin America's \nmajor literary movements and writers. \nPrerequisite: SPAN 2 1 06 or permission of instructor \n\nSPAN 4001 Peninsular Spanish Literature. (3) \n\nAn advanced course designed to introduce the students to Spain's major \nliterary movements and writers. \nPrerequisite: SPAN 2106 or permission of instructor \n\nSPAN 4002 Latin American Women Writers. (3) \n\nThis course will introduce the student to major contemporary Latin American \nand Latina women writers. Writers and works to be studied will change periodically. \nPrerequisite: SPAN 4000 or SPAN 400 1 or permission of instructor \n\n\n\n200 \n\n\n\nModern Languages \n\nThe program in Modern Language is administered by the department of \nLatin American Studies. Courses are taught in Spanish, French, German, \nand other modern languages (under the LANG label). \n\nMinor in French \n\nFor students wishing to develop their general understanding of French and \nthe Francophone world, and/or wish to concentrate in a particular area of \nFrench language study. The French minor consist of 18 credits (12 \nadditional credits beyond the intermediate level). \n\nRequired courses : 15 credits \n\nFREN2103 Intermediate French I 3 credits \n\nFREN 2105 Intermediate French II 3 credits \n\nFREN 3000 French Conversation 3 credits \n\nFREN 3001 Advanced Grammar and Composition 3 credits \n\nFREN 3002 French Civilization or \n\nFREN 3003 French Literature (every other year) 3 credits \n\nThe remaining 3 hours can come from any 3000 level French course \nlisted below: \n\nFREN 3004 Francophone Culture and Literature (On demand) \n\nFREN 31 10 Special Topics: \nTopics will change, so students may take for repeat credit. \n\nFREN 3110 Business French (On demand) \n\nFREN 3110 Translation and Reading in French (On demand) \n\nFREN 3110 French Philosophers (On demand) \n\nTotal credits: 18 credits \n\nFrench (FREN) \n\nFREN 1101 Beginning French I. (3) \n\nA course for beginners with intensive practice in pronunciation, essentials \nof grammar, and reading of simple prose. \n\nFREN 1102 Beginning French II. (3) \n\nA continuation of French 1101. \nPrerequisite: FREN 1101 or permission of instructor \n\n\n\n201 \n\n\n\nFREN 2103 Intermediate French I. (3) \n\nA continuation of French 1 102 with additional readings. \nPrerequisite: FREN 1 1 02 or permission of instructor \n\nFREN 2105 Intermediate French II. (3) \n\nA systematic and thorough review of French grammar with emphasis on \nthe production of speech. Not open to students fluent in French. \nPrerequisite: FREN 2103 or permission of instructor \n\nFREN 2199 Francophone Travel Seminar. (1-9) \n\nA travel-study seminar composed of preliminary academic preparation \nfollowed by contact with the target culture through travel in the selected \nFrench-speaking country. \nPrerequisite: FREN 1101, FREN 1 102, and FREN 2103 or \n\npermission of instructor and chair of Latin \n\nAmerican Studies \n\nFREN 3000 French Conversation. (3) \n\nThe goal of this course is to help students improve their \n\n( 1 ) vocabulary \n\n(2) aural comprehension: listening skills \n\n(3) oral production: speaking skills \nPrerequisite: FREN 2105 or permission of instructor \n\nFREN 3001 Advanced Grammar and Composition. (3) \n\nThe objective of this course is to allow the participants to improve their \ncomposition skills in French. The course has three major components: \ngrammar review and refinement; reading and analysis of various kinds \nof texts, both literary and journalistic; a variety of composition \nassignments involving such techniques as description, analysis, \npersuasion, and managing complicated chronologies. The participants \ncan expect to improve their command of French grammar, to increase \ntheir vocabulary, and to develop appropriate strategies for writing \ngood compositions. \n\nPrerequisite: FREN 2105 or permission of instructor \n\n\n\n202 \n\n\n\nFREN 3002 French Civilization: Making and Identity of France. (3) \n\nConcentrating on political and social history, rather than \"high culture\", \nthis course is designed to introduce you to the great moments and great \npersonages who have defined France and what it is to be French across the \ncenturies. Some high points include Roman Gaul, the Carolingian \nRenaissance, St. Louis and the high Gothic Period, Jeanne d'Arc and the \nHundred Years' War, Renaissance and Reform, Louis XIV and Versailles, \nthe Revolution, Napoleon, Revolution and Restoration in the 19th century, \nFrance at war in the 20th century. \n\nFREN 3003 Introduction to French Literature. (3) \n\nAn introduction to representative writers from the Middle Ages to the \nRevolution. Attention will be paid to the changing social and cultural \ncontexts in which the literature was produced; emphasis will be on \nenduring humanistic values. \nPrerequisite: FREN 2105 or permission of instructor \n\nFREN 3004 Francophone Literature and Culture. (3) \n\nAs a four skills course, this FREN 3004 class seeks to improve the reading, \nwriting, speaking, and listening skills of students studying French \nparticularly with the goal of preparing those students who wish to go on for \nupper division French. The four skills mentioned will be integrated into \nthe body of the course and will be developed simultaneously. \nPrerequisite: FREN 3002 or FREN 3003 \n\nFREN 3110 Special Topics. (3) \n\nTopics will change so students may repeat for credit \n\nPrerequisite: FREN 2 1 03 or permission of instructor \n\nTranslation and Reading in French \n\nTranslation and Reading skills. This course concentrates exclusively on the \ncultivation of reading and translation abilities in the French language. \nClasses are in English and all work is from French to English. \n\nBusiness French \n\nThe trend of internationalizing business and services forces companies to \ncope with cultural differences inside a company and when sending \nexecutives and their families abroad. In a foreign country there are more \nthan language barriers to overcome. Methods which work at home can lead \nto failure abroad. Likewise, the most competent manager can damage an \noperation if not properly prepared for his or her stay in the host country. \nThis course is designed to help you cross cultural boundaries, whether you \nare planning on living abroad as a student, an intern, or an employee. It is \nnot meant to be a technical business course, but rather a course that will \nhelp you understand what culture shock is and how you can prepare \nyourself for it. \n\n\n\n203 \n\n\n\nFrench Philosophers \n\nAn introduction to French philosophers and the different philosophical \ncurrents that have shaped French thought and the world at large. \n\nGerman (GERM) \nGERM 1101 Beginning German I. (3) \n\nA course for beginners with intensive practice in pronunciation, essentials \nof grammar, and reading of simple prose. \n\nGERM 1102 Beginning German II. (3) \n\nA continuation of German 1101. \nPrerequisite: GERM 1101 or permission of instructor \n\nGERM 2103 Intermediate German I. (3) \n\nContinuation of the development of proficiency in listening and speaking, \nwhile expanding the reading and writing skills using materials of a literary \nor cultural nature; grammar review included. \nPrerequisite: GERM 1 102 \n\nGERM 2104 Intermediate German II. (3) \n\nA continuation of German 2103. \nPrerequisite: GERM 2103 \n\nOther Languages and Culture (LANG)* \n\nLANG 1101 Beginning Language I. (3) Fall 2006 \nA course for beginners with intensive practice in oral communications, \npronunciation, essentials of grammar, and where possible, reading of \nsimple prose. \n\nLANG 1102 Beginning Language II. (3) Spring 2007 \nA continuation of LANG 1101. \nPrerequisite: LANG 1101 or equivalent \n\nLANG 1199 Language Travel Seminar (1-9) \n\nA travel-study seminar which provides further preparation in the target \nlanguage and culture through travel in a country which speaks the \nlanguage. Academic work is determined by the course instructor. \nPrerequisites: LANG 1101, LANG 1 102, and LANG 2103 or consent of \ninstructor and chair of Latin American Studies \n\nLANG 2000 Culture and Civilization of a Selected Country. (3) \n\nA survey of the civilization and culture of one of the major societies of the \nworld. The course examines the culture's social and political development, \nits customs and traditions, and its contributions to the global community in \nterms of art, music, and literature. (LAST 1 104 can fill this requirement.) \n\n\n\n204 \n\n\n\nLANG/JAPA 2103 Intermediate Japanese. (3) \n\nA continuation of LANG 1 102 \n\nPrerequisite: LANG 1 1 02 or equivalent \n\nLANG 2105 Intermediate Language II (3) \n\nAn intensive review of the language grammar with emphasis on the \nproduction of speech. Not open to students fluent in the language. \n*Note: These courses are available so that a language other than French. \nGerman, or Spanish may be available from time-to-time. \n\n\n\n\n205 \n\n\n\nMathematics \nIntroduction \n\nThe Mathematics curriculum at LaGrange College provides a solid \nundergraduate mathematics foundation. Along with the broad-based \ngeneral education curriculum, the Mathematics department seeks to prepare \nmathematics majors for careers in industry or teaching, or for graduate \nstudy in mathematics. \n\nObjectives \n\nTo be accepted as a major in the Mathematics Department, a student must \nhave completed Mathematics 2221, have an overall GPA of 2.25 or better, \nand a GPA of 2.5 or better in all mathematics courses numbered 2221 or \nhigher. Students can pursue the Bachelor of Arts degree with a major in \nmathematics or a Bachelor of Science degree with a major in mathematics. \nStudents who pursue the Bachelor of Arts degree have more options in \nselecting their courses. This is the liberal studies degree in mathematics. \nA more in-depth degree is earned by students in the Bachelor of Science program. \n\nThe Bachelor of Arts Degree \n\nThis degree requires a minimum of 42 semester hours in mathematics \ncourses, as follows: \n\nMATH 222 1 Analytic Geometry and Calculus I (4) \n\nMATH 2222 Analytic Geometry and Calculus II (4) \n\nMATH 2223 Analytic Geometry and Calculus III (4) \n\n MATH 2224 Differential Equations (3) \n\nMATH 3306 College Geometry (3) \n\nMATH 33 16 Probability Theory (3) \n\nMATH 3335 Linear Algebra (3) \n\nMATH 3380 Discrete Mathematics (3)* \n\nOR MATH 3382 Combinatorial Design Theory (3)* \n\nMATH 4333 Modern Algebra I (3)** \n\nOR MATH 4343 Analysis I (3)** \n\nMATH 4350 Problem Solving (3) \n\n* One of these courses must be taken. The other may be used to satisfy one \n\nof the additional courses listed below. \n\n** One of these courses must be taken. The other may be used to satisfy \n\none of the additional courses listed below. \n\n\n\n206 \n\n\n\nplus 3 additional courses \n\nMATH 2261 \n\nMATH 3305 \n\nMATH 33 17 \n\nMATH 3340 \n\nMATH 3342 \n\nMATH 3380 \n\nMATH 3382 \n\nMATH 4333 \n\nMATH 4334 \n\nMATH 4343 \n\nMATH 4344 \n\nMATH 44 10 \nORCSCI 4100 \n\nMATH 4495 \n\nMATH 4496 \n\nMATH 4499 \n\n\n\nselected from \nCalculus Applications \nNumber Theory \nMathematical Statistics \nHistory of Mathematics \nComplex Variables \nDiscrete Mathematics \nCombinatorial Design Theory \nModern Algebra I \nModern Algebra II \nAnalysis I \nAnalysis II \nNumerical Analysis \nNumerical Analysis \nIndependent Study \nIndependent Study \nSpecial Topics in Mathematics \n\n\n\n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n(3) \n\n\n\nA programming course in Computer Science is required, as approved by advisor. \n\nBachelor of Science Degree \n\n\n\nThis degree requires \ncourses, as follows: \nMATH 2221 \nMATH 2222 \nMATH 2223 \nMATH 2224 \nMATH 3316 \nMATH 3317 \nMATH 3335 \nMATH 3342 \nMATH 3380 \nOR MATH 3382 \nMATH 4333 \nMATH 4343 \nMATH 4350 \n\n\n\na minimum of 48 semester hours in mathematics \n\n\n\nAnalytic Geometry and Calculus I \nAnalytic Geometry and Calculus II \nAnalytic Geometry and Calculus III \nDifferential Equations \nProbability Theory \nMathematical Statistics \nLinear Algebra \nComplex Variables \nDiscrete Mathematics \nCombinatorial Design Theory \nModern Algebra I \nAnalysis I \nProblem Solving \n\n\n\n(4) \n\n(4) \n\n(4) \n\n(3) \n\n(3) \n\n(3) \n\n(3) \n\n(3) \n\n(3)* \n\n(3)* \n\n(3) \n\n(3) \n\n(3) \n\n\n\n*One of these courses must be taken. The other may be used to satisfy one \nof the additional courses listed below. \n\n\n\nplus 3 additional courses selected from : \n\nMATH 2261 Calculus Applications \nMATH 3305 Number Theory \nMATH 3306 College Geometry \n\n\n\n(3) \n(3) \n\n(3) \n\n\n\n207 \n\n\n\nMATH 3340 History of Mathematics (3) \n\nMATH 4334 Modern Algebra II (3) \n\nMATH 4344 Analysis II (3) \n\nMATH 44 1 Numerical Analysis (3) \n\nOR CSCI 4100 Numerical Analysis (3) \n\nMATH 4495 Independent Study (3) \n\nMATH 4496 Independent Study (3) \n\nMATH 4499 Special Topics in Mathematics (3) \n\nA programming course in Computer Science is required, as approved by \nadvisor. Physics 1121 and 1 122 are recommended. \n\nAssessment \n\nAssessment of the objectives of the mathematics program is based on the \nfollowing: \n\n completion of each major course with a grade of \"C\" or better, \n\n successful completion of a standardized examination at the conclusion \nof MATH 4350 during the senior year. \n\nA survey will be sent to recent graduates of the program during the fall \nterm of each year. The results of these surveys will be considered and \nmay result in changes to improve the program. \n\nMinor \n\nA minor in mathematics consists of the following courses: MATH 2221, \nplus five additional courses selected from MATH 2222, 2223, 2224, 2261, \n3305, 3306, 3316, 3317, 3335, 3342, 3380, 3382, 4333, 4334, 4343, 4344, \n4350, 4410, 4495, 4496, and 4499. At least two of the six courses must be \nat the 3000 or 4000 level. \n\nCourse Descriptions (MATH) \n\nMATH 0100 Basic Mathematics. (3) Fall, Spring \n\nAn introduction to algebra. Topics include instruction in real numbers, \n\ngraphs, algebraic expressions, equations, and polynomials. \n\nMATH 1101 College Algebra. (3) Fall, Spring \nA study of sets, real numbers, operations, order, inequalities, polynomial \nfactoring, functions, graphs, exponents, first- and second-degree equations, \nand systems of equations. \nPrerequisite: MATH 0100 or satisfactory score on mathematics \nplacement test \n\n\n\n208 \n\n\n\nMATH 1114 Introduction to Statistics. (3) Fall, Spring \nAn introduction to probability and statistics. Topics include descriptive \nstatistics, probability, normal probability, confidence intervals, hypothesis \ntesting, and linear regression. \nPrerequisite: MATH 1 101 or 2105 or 2221 \n\nMATH 1117 Quantitative Methods. (3) On demand \nA study of finite mathematical models with an emphasis on the quantitative \nskills required to solve applications related to business. \nPrerequisite: MATH 1 101 or 2105 or 2221 \n\nMATH 1121 A Survey of Calculus. (3) Spring \nAn intuitive introduction, using technology, to the concepts and \napplications of calculus. Topics include functions and graphing, tangents \nto a curve, differentiation and integration, maxima, minima, and area under \na curve. \nPrerequisite: MATH 1 101 or 2105 or satisfactory score on \nmathematics placement test. \nNote: Not open to students who have credit for \nMATH 2221 \n\nMATH 2105 Precalculus. (4) Fall, Spring \nA study of calculus-oriented algebra and trigonometry. Topics include \nsimplifying algebraic expressions, solving equations, exponential and \nlogarithmic functions, applications of functions, graphs, and the \ntrigonometric functions. \nPrerequisite: MATH 1101 or satisfactory score on mathematics \nplacement test \n\nMATH 2221 Analytic Geometry and Calculus I. (4) Fall, Spring \nAn introduction to differential and integral calculus. Topics include limits, \ndifferentiation and applications, integration and applications, and the \ncalculus of trigonometric functions. \nPrerequisite: MATH 2 1 05 or 1 1 2 1 (and permission of instructor) or \nsatisfactory score on mathematics placement test \n\nMATH 2222 Analytic Geometry and Calculus II. (4) Fall, Spring \nA continuation of Math 2221. Topics include the calculus of the \nexponential, logarithimic, and inverse trigonometric functions, techniques \nof integration, indeterminate forms, improper integrals, the conic sections, \nparametric equations, and polar coordinates. \nPrerequisite: MATH 2221 \n\n\n\n209 \n\n\n\nMATH 2223 Analytic Geometry and Calculus III. (4) Fall \nA continuation of the study of the calculus. Topics include sequences \nand series, functions of two or more variables, partial derivatives, \nmultiple integrals, and vector analysis. \nPrerequisite: MATH 2222 \n\nMATH 2224 Differential Equations. (3) Spring \nA study of first and second order differential equations with \napplications, numerical methods, and solution in series. \nPrerequisite or Co-requisite: MATH 2223 \n\nMATH 2261 Calculus Applications. (3) Interim 2007 \nA study of applications which can be solved using calculus. The course \nwill utilize technology, in the form of graphing calculators, a software \npackage (such as Mathematica or Maple), or both. \nPrerequisite: MATH 2222 \n\nMATH 3001 Mathematical Applications for Teachers. (3) \n\nFall, even years \nA study of topics in graph theory, linear programming, scatterplots, least \nsquares regression, topics in coding theory, exponential growth and \ndecay, number patterns, symmetry and tilings. \nPrerequisite: MATH 1101 or higher. \n\nNote: Open only to Elementary and Middle Grades \n\nEducation Majors \n\nMATH 3002 Geometry for Teachers. (3) Spring, even years \nA study of conditional statements, angles, congruent figures, parallel \nlines, similar figures, transformations, trigonometric ratios, and two- and \nthree-dimensional figures. \nPrerequisite: MATH 1101 or higher \n\nNote: Open only to Middle Grades Education Majors \n\nMATH 3003 History of Mathematics for Teachers. (3) \n\nSpring, even years \nAn historical development of mathematical concepts. \nPrerequisite: MATH 1101 or higher \n\nNote: Open only to Elementary and Middle Grades \nEducation Majors \n\n\n\n210 \n\n\n\nMATH 3004 Probability and Statistics for Teachers. (3) \n\nSpring, odd years \nA study of basic probability and statistics and its applications with an \nemphasis on the skills required to organize and analyze data as it relates \nto the education field. \nPrerequisite: MATH 1101 or higher \n\nNote: Open only to Elementary and Middle Grades \n\nEducation Majors \n\nMath 3005 Problem Solving for Teachers. (3) Fall, odd years \n\nA study of topics in mathematics designed for future elementary and \nmiddle school teachers who are not getting a concentration in \nmathematics. Topics will include problem solving, number systems and \nthe relationships between these systems, understanding multiplication \nand division, including why standard computational algorithms work, \nproperties of arithmetic, and applications of elementary mathematics. \nPrerequisite: MATH 1101 or higher \n\nNote: Open only to Elementary and Middle Grades \nEducation Majors \n\nMath 3006 A Survey of Mathematics for Teachers. (3) \n\nOn demand \nA study of problem solving techniques selected from the spectrum of \nmathematical knowledge required of middle grades teachers. \nPrerequisite MATH 1 101 or higher \n\nNote: Open only to Elementary and Middle Grades \n\nEducation Majors \n\nMATH 3305 Number Theory. (3) On demand \nAn introduction to number theory. \nPrerequisite: MATH 222 1 \n\nMATH 3306 College Geometry. (3) Spring, odd years \nA study of the concepts of plane Euclidean geometry, with an \nintroduction to coordinate geometry and non-Euclidean geometries. \nPrerequisite: MATH 222 1 \n\nMATH 3316 Probability Theory. (3) Spring \nAn introduction to probability. Topics include random variables, \ndiscrete and continuous distributions, the Poisson process, expectation \nand conditional expectation, and problem solving. \nPrerequisite: MATH 2222 \n\n\n\n21 \n\n\n\nMATH 3317 Mathematical Statistics. (3) Fall 2007 \nAn introduction to the mathematical theory of statistics. Topics include \nestimation and maximum likelihood estimates, sampling distributions, \nconfidence intervals, and hypothesis testing. \nPrerequisite: MATH 3316 \n\nMATH 3335 Linear Algebra. (3) Spring \nAn introduction to linear algebra and matrix theory. \nPrerequisite: MATH 1 121 or 2221 \n\nMATH 3340 History of Mathematics. (3) Spring even years \nAn historical development of mathematical concepts. \nPrerequisite: MATH 2221 or permission of instructor \n\nMATH 3342 Complex Variables. (3) Spring, even years \nAn introduction to complex variables. \nPrerequisite: MATH 2222 \n\nMATH 3380 Discrete Mathematics. (3) Fall, even years \nAn introduction to discrete mathematics. Topics include set theory, \ncombinatorics, recurrence relations, linear programming, and \ngraph theory. \nPrerequisite: MATH 222 1 \n\nMATH 3382 Combinatorial Design Theory. (3) Fall, odd years \nA study of techniques used for constructing combinatorial designs. \nBasic designs include triple systems, Latin squares, and affine and \nprojective planes. \nPrerequisite: MATH 2221 \n\nMATH 4333 Modern Algebra I. (3) Fall, odd years \nAn introduction to modern abstract algebra. \nPrerequisite: MATH 2222 \n\nMATH 4334 Modern Algebra II. (3) On demand \nA continuation of Modern Algebra I. \nPrerequisite: MATH 4333 \n\nMATH 4343 Analysis I. (3) Fall, even years \nAn introduction to Analysis. \nPrerequisite: MATH 2223 \n\nMATH 4344 Analysis II. (3) On demand \nA continuation of Analysis I. \nPrerequisite: MATH 4343 \n\n\n\n212 \n\n\n\nMATH 4350 Problem Solving. (3) Fall \n\nA study of problem solving techniques selected from the spectrum of \nMathematics course work required to complete a mathematics major at \nLaGrange College. Topics come from a variety of areas, including \nalgebra, trigonometry, geometry, calculus, discrete mathematics, \nprobability and statistics, and mathematical reasoning and modeling. \nPrerequisite: Senior standing and permission of instructor \n\nMATH 4410 Numerical Methods. (3) On demand \nAn introduction to numerical analysis with computer solutions. Topics \ninclude Taylor series, finite difference, calculus, roots of equations, \nsolutions of linear systems of equations, and least-squares. \nPrerequisite: MATH 2222 and CSCI 1990 \n\nMATH 4495 Independent Study in Mathematics I. (Variable) \n\nOn demand \n\nThis course allows students to pursue a special problem or topic beyond \n\nthose encountered in any formal course. \nPrerequisites: Minimum prerequisites are outlined in the LaGrange \nCollege Bulletin. Additional prerequisites will be \ndetermined by the instructor, based on the material to be studied. \n\nMATH 4496 Independent Study in .Mathematics II. (Variable) \n\nOn demand \n\nThis course allows students to pursue a second special problem or topic \n\nbeyond those encountered in any formal course. \nPrerequisites: Minimum prerequisites are outlined in the LaGrange \nCollege Bulletin. Additional prerequisites will be \ndetermined by the instructor, based on the material to be studied \n\nMATH 4499 Special Topics in Mathematics. (Variable) \n\nOn demand \nA course offered at the junior/senior level focusing on a specialized topic \nfrom the field of mathematics. A prerequisite may be required. \n\n\n\n213 \n\n\n\nMUSIC \n\nIntroduction \n\nThe Department of Music is committed to developing skilled and \ntechnologically astute musicians within a challenging learning \nenvironment that encourages creativity, scholarship, and musical \nexcellence. We offer the Bachelor of Arts and the Bachelor of Music, as \nwell as a minor in Music. The B.A. in Music provides a broad study of \nmusic while allowing ample time for extensive coursework in a related \nminor. The B.M., a professional music degree, demands more courses \nwithin the music department and is offered in three areas of study: \nCreative Music Technologies, Performance (Voice, Piano, Organ, \nGuitar, Percussion), and Church Music. \n\nObjectives \n\n To equip music majors with the necessary musical knowledge and \nskills required to obtain successful careers in music. \n\n To equip music majors with the necessary musical knowledge and \nskills required for admission into graduate study in music. \n\n To provide classes, ensembles, and private music instruction for \nnon-music majors. \n\n To provide culturally enriching experiences for the college and \ncommunity to heighten aesthetic awareness and appreciation of the \nmusical arts. \n\nFacilities and Resources \n\nThe Department of Music is located on the Callaway Campus and is \nhoused in the Callaway Educational Building. Our facilities include the \nCallaway Auditorium, music faculty studios/offices, Callaway Recital \nHall, instructional and rehearsal space, student practice rooms, theory \nlab, keyboard lab, composition lab, edit/mix suite, video editing suite, \nand two recording studios. Most laboratories are 24/7 facilities and \nenjoy a great deal of student use and creative productivity. \n\nGeneral Information for Music Majors \n\nAcceptance into the Department of Music is granted by a music faculty \ncommittee to those students who have submitted an application and \ncompleted an audition/interview. Please inquire about audition dates, \nusually held in early spring. Incoming students who have not auditioned \nor interviewed before the committee prior to the beginning of the fall \n\n\n\n214 \n\n\n\nsemester should contact the Chair of the Department before enrolling in \nmusic courses. Admission of all new music students to the Department of \nMusic, freshmen and transfers, is provisional in nature and will be \nevaluated at the end of the first year of study (see Entry Requirements for \nMusic Majors below). \n\nThe Bachelor of Music degree is designed for students who are preparing \nfor professional careers in music and/or graduate study in music. The \ncurricula leading to this degree are based on a philosophy that recognizes \nthe need for rigorous study in all aspects of music. Each program of study \nrequires a heavy concentration of music courses/experiences, and many \ncourses are sequential. Therefore, potential music majors are strongly \nencouraged to begin taking music courses in their first-year. The Chair of \nthe Department of Music can provide you with advisement and a four-year \nsuggested course guideline. \n\nThe music faculty provides incoming students with a Music Majors \nHandbook containing departmental policies and further details about \nrequirements for music majors. \n\nMusic Scholarships \n\nTalent-based scholarships are available for incoming freshmen as well as \ntransfer students. Audition dates for scholarships are held annually in the \nspring. Applicants to the Creative Music Technologies degree track must \npresent two or three original compositions and or arrangements on \nmanuscript or any recorded format. Applicants to all other degrees should \nbe prepared to present two selections of contrasting styles. \n\nEnsembles \n\nThe LaGrange College Singers is a select group of singers chosen by \naudition. This ensemble represents the College and Department of Music \nin public performances throughout the academic year, both locally and abroad., \n\nBoth the jazz and guitar ensembles are open to talented students by \naudition only. Those interested may audition at the beginning of each semester. \n\nMusic Minor \n\nTo obtain a minor in Music, students must complete the following courses- \n\nMUSI 1 1 1 and 1 1 02 Theory 1 -2 4 hours \n\nMUSI 1 1 1 3 and 1 1 1 4 Ear Training 1 -2 4 hours \n\nMUSI 1110 and 1111 Literature \n\n\u0026 Language of Music 1-2 2 hours \n\n\n\n215 \n\n\n\nPiano 1 \n\n\n1 hour \n\n\nMusic History 1 (or 2) \n\n\n3 hours \n\n\n\n\n3 hours \n\n\nTotal: \n\n\n17 hours \n\n\n\nMUSI 1103 \n\nMUSI 3301 (or MUSI 3302) \n\nMusic Electives \n\n\n\nEntry Requirements for Music Majors \n\nIn addition to fulfilling the general requirements for admission to LaGrange \nCollege, students desiring to major in music must complete the following: \n\n audition/interview before the music faculty prior to enrolling in music \ncourses, \n\n take the Music Theory Placement Exam. The results of this exam will \nbe used to determine the appropriate level of music theory instruction, \n\n take the Piano Placement Exam. The results of this exam will be used \nto determine the appropriate level of piano instruction, \n\n at the end of the first year of study, a music faculty committee will \nevaluate each student's progress in the department and determine \nwhether or not to accept the student into full standing as a music major. \n\nExit Requirements for Music Majors \n\n Students must earn a grade of \"C\" or better in all music courses. \n\n All music majors must take the Theory Competency Exam upon \ncompletion of MUSI 2202 and MUSI 2214 and must receive a \nminimum score of 80% in each section. A detailed description of this \nexam is included in the Music Majors Handbook. \n\n All music majors must take the Piano Proficiency Exam demonstrating \nkeyboard skill, receiving a \"Pass\" on each of the exam's criteria. \nFurther details about this exam are included in the Music Majors \n\n Handbook. \n\n All music majors must present either a capstone presentation or a \npublic recital featuring their talent (according to the degree \nrequirements). Recital requirements vary between the different \nprograms of study. Consult the Music Majors Handbook for specific \nguidelines. \n\n All music majors must attend at least 80% of departmentally sponsored \nconcerts and events each semester of study. \n\nMusic Core \n\nThe following courses are common to all Music Majors and are referred to \nas the Music Core. A student testing out of Piano Class 1-3, or those \nwhose primary applied instrument is piano or organ must take an additional \n\n\n\n216 \n\n\n\n3 hours of music electives to substitute for these classes. Theory 1 and \nEar Training 1 fulfills the Fine Arts elective requirement and is counted \nas part of the Common Core Program above. \n\nMUSI 1 1 10 \u0026 1111 Literature \u0026 Language of Music 2 hours \n\nMUSI 1 1 1 , 1 1 02, 220 1 , 2202 Music Theory 1 -4 8 hours \n\nMUSI 1113, 1114,2213,2214 Ear Training 1-4 8 hours \n\nMUSI 1 103, 1 104, 2203 Piano Class 1-3 3 hours \n\nMUSI 3310, 3302 Music History 1 \u0026 2 6 hours \n\nTotal: 27 hours \n\nBachelor of Arts in Music \n\nThis program of study provides the student with a broad, liberal arts \nbased music education. The major consists of course work in four areas \nof study: 1) academic, 2) performance, 3) music electives, and 4) \ncapstone presentation. The academic areas include music theory and \nmusic history. The performance component is comprised of Piano Class \n(1-3) and applied lessons or ensemble. The music electives consist of \nMUSI courses and may not be counted in the academic or performance \nareas. MUSI 4486 Special Topics may be taken multiple times for \ncredit. The capstone presentation should be a senior-level investigation \nof a topic approved by the music faculty and may take the following \nforms: a) recital, a 30-minute public performance; b) lecture-recital, the \nstudent presents a combination lecture and recital totaling 20-30 \nminutes; or c) lecture, a 20-30 minute presentation of research on some \nmusic topic appropriate to the student's interests and abilities. The \nsuccessful capstone project should bring together each facet of the \nstudent's music education, and thus should be completed in the student's \nfinal semester. The student is encouraged to choose a complementary \nminor area of study, including (but not limited to) English, Philosophy, \nHistory, or Theater. The student must adhere to all entrance/exit \nrequirements common to all Music Majors. \n\nIn addition to the other degree requirements, students complete the \n\nfollowing Music courses: \n\nMusic Core 27 hours \nMUSI 1105, 1106 (or 1107, 1108) \n\nApplied Lessons or Ensemble 6 hours \n\nMUSI 4488 Capstone Presentation 1 hour \n\nMusic Electives 12 hours \n\n\n\n217 \n\n\n\nBachelor of Music in Creative Music Technologies \n\nThis program of study prepares the student for an entry-level position in \nthe music industry or continued study at the graduate level. Students of \nthis program typically come from backgrounds that include performance, \nsong writing, composition, electronic and/or computer music. The course \nwork prepares students for a wide variety of activities, such as film/video \nscoring, multimedia, electro-acoustic concert and studio applications, \nmusic printing, digital audio and video editing, 5.1 audio editing and \nmixing, and MIDI applications of every sort. \n\nInternships allow students to tailor their academic work to their specific \ncareer goals and gain valuable experience with industry professionals. \nInternships may be repeated for credit. \n\nIn addition to the other degree requirements, students complete the \nfollowing Music courses: \n\n\n\nMusic Core \n\nMUSI 1105, \n\n\n1106 \n\n\nApplied Instrument \n\n\n27 hours \n3 hours \n\n\nMUSI 1211, \n\n\n2210, \n\n\n2211,3210,3211,4210 \nComposition 1-6 \n\n\n6 hours \n\n\nMUSI 1107, \n\n\n1108 \n\n\nEnsemble \n\n\n2 hours \n\n\nMUSI 2310 \n\n\n\n\nOrchestration \n\n\n2 hours \n\n\nMUSI 2390 \n\n\n\n\nAudio Engineering \n\n\n3 hours \n\n\nMUSI 3369 \n\n\n\n\nMusic Technology \n\n\n5 hours \n\n\nMUSI 3352 \n\n\n\n\nJazz Theory \u0026 Popular Practice \n\n\n2 hours \n\n\nMUSI 3384 \n\n\n\n\nJunior Recital \n\n\n1 hour \n\n\nMUSI 3366 \n\n\n\n\nBasics of Conducting \n\n\n3 hours \n\n\nMUSI 4470 \n\n\n\n\nInternship \n\n\n1 hour \n\n\nMUSI 4484 \n\n\n\n\nSenior Recital \n\n\n1 hour \n\n\nMusic Electives \n\n\n\n\n4 hours \n\n\nBachelor of Music in Performance \n(Voice, Piano, Organ, Guitar, Percussion) \n\n\n\nThis program of study is designed for students seeking careers as \nprofessional classical performers and/or studio teachers. Students admitted \nto this program of study must possess exceptional talent in their principal \napplied area, and instrumental and keyboard majors must demonstrate \nprevious training. The curriculum couples rigorous scholarship with \nnumerous performance opportunities, thus adequately preparing students \nfor graduate study in performance. \n\n\n\n218 \n\n\n\nIn addition to the other degree requirements, students complete the \nfollowing Music courses: \n\n\n\nVocal Majors \n\n\nTrack: \n\n\n\n\n\n\nMusic Core \n\n\n\n\n27 hours \n\n\nMUSI 1105, \n\n\n1106 \n\n\nApplied Voice \n\n\n8 hours \n\n\nMUSI 1107, \n\n\n1108 \n\n\nChoir \n\n\n8 hours \n\n\nMUSI 2239 \n\n\n\n\nDiction for Singers \n\n\n\n\n\n\n\n\n(may be repeated for credit) \n\n\n3 hours \n\n\nMUSI 3384 \n\n\n\n\nJunior Recital \n\n\n1 hour \n\n\nMUSI 3366 \n\n\n\n\nBasics of Conducting \n\n\n3 hours \n\n\nMUSI 4484 \n\n\n\n\nSenior Recital \n\n\n1 hour \n\n\nMUSI 4480 \n\n\n\n\nOpera Workshop \n\n\n3 hours \n\n\nForeign Language \n\n\n(Non-Music Required) \n\n\n6 hours \n\n\nInstrumental \n\n\nMajors \n\n\nTrack: \n\n\n\n\nMusic Core \n\n\n\n\n\n\n27 hours \n\n\nMUSI 1105, \n\n\n1106 \n\n\nApplied Instrument \n\n\n8 hours \n\n\nMUSI 1107, \n\n\n1108 \n\n\nEnsemble \n\n\n8 hours \n\n\nMUSI 3366 \n\n\n\n\nBasics of Conducting \n\n\n3 hours \n\n\nMUSI 3352 \n\n\n\n\nJazz Theory \u0026 Popular Practice 2 hours \n\n\nMUSI 3384 \n\n\n\n\nJunior Recital \n\n\n1 hour \n\n\nMUSI 4484 \n\n\n\n\nSenior Recital \n\n\n1 hour \n\n\nMusic Electives \n\n\n\n\n6 hours \n\n\nBachelor of Music in Church Music \n\n\n\n\n\nThrough a broad interdenominational curriculum, the degree in Church \nMusic prepares future leaders for music ministry in the church. The course \nof study affirms both the rich heritage of the sacred musical tradition and \ncontemporary worship styles practiced in many churches today. This \ndegree is also appropriate for those students pursuing graduate study in \nchurch music at the seminary/graduate school level. \n\nThe required internships provide an opportunity for students to practice \ntheir craft in a real-world environment. Students are expected to provide \ntheir own transportation to and from the internship site. Because the \ninternship experience offers valuable interaction with professionals and \nspiritual mentoring, students are encouraged to enroll for as many \ninternship credit hours as their schedule permits. Internship may be \nrepeated for credit. \n\n\n\n219 \n\n\n\nIn addition to the other degree requirements, students complete the \nfollowing Music courses: \n\n\n\nMusic Core \n\n\n\n\n27 hours \n\n\nMUSI 1105, 1106 \n\n\nApplied Instrument \n\n\n8 hours \n\n\nMUSI 1107, 1108 \n\n\nEnsemble \n\n\n8 hours \n\n\nMUSI 3331 \n\n\nChristian Hymnody \n\n\n3 hours \n\n\nMUSI 3366 \n\n\nBasics of Conducting \n\n\n3 hours \n\n\nMUSI 4470 \n\n\nInternship \n\n\n1 hour \n\n\nMUSI 4484 \n\n\nSenior Recital \n\n\n1 hour \n\n\nMusic or Religion \n\n\nElectives \n\n\n9 hours \n\n\n\nCourse Descriptions (MUSI) \n\nMUSI 1100 Music Fundamentals. (3)* Fall and Spring \n\nProvides an introduction to elementary music theory, including scales, key \n\nsignatures, staff notation, clefs, rhythm, meter, intervals, and general \n\nmusic terminology. \n\nMUSI 1101 Theory 1. (2)* Fall \n\nThis course is designed to provide the student with the basics of music \ntheory, including: scales, key signatures, intervals, triads, beginning voice \nleading, harmony, figured bass, basic reductive and hierarchic graphing \ntechniques. Some lab time will be devoted to internet music resources and \nnotation using FINALE. Other topics will include basic MAC computer \nskills especially as they pertain to music theory and CAI in music theory. \nMust be taken with MUSI 1113. \nPrerequisite: MUSI 1 100 or passing score on Theory \nPlacement Exam \n\nMUSI 1102 Theory 2. (2) Spring \n\nContinuation of MUSI 1101. This course is designed to provide the \nstudent experience with intermediate-level music theory topics, including: \nphrase structure, non-chord tones, voice leading, harmony, figured bass, \nbasic reductive and hierarchic graphing techniques. Some lab time will be \ndevoted to internet music resources and notation using FINALE. Other \ntopics will include basic MAC computer skills, especially as they pertain to \nmusic theory and CAI in music theory. Must be taken with MUSI 1114. \nPrerequisite: MUSI 1101 \n\nMUSI 1103 Piano 1.(1) Spring \n\nBeginning instruction in piano for music majors with no previous keyboard \ntraining. Development of basic reading skills. \n\n\n\n220 \n\n\n\nMUSI 1104 Piano 2.(1) Fall \n\nContinuation of Piano 1 with additional emphasis on sight-reading. \nPrerequisite: MUSI 1 103 or permission of Chair \n\nMUSI 1105-1106 Applied Lessons. (1-2) Fall, Spring \nIndividual instruction in the student's choice of instrument or voice to \ndevelop technical proficiency, repertoire knowledge, and performance \nskills. May be repeated for credit. \n\nPrerequisite: Audition and authorization by the Chair \nSection A - Voice \n\nSection B - Piano (Classical and Jazz) \nSection C - Organ \n\nSection D - Guitar (Classical, Jazz and Bass) \nSection E - Percussion \nSection F - Trumpet \nSection G - Composition \nSection H - Cello \n\nMUSI 1107-1108 Ensemble. (1) Fall, Spring \n\nPerformance organization(s) providing ensemble experience. May be \n\nrepeated for credit. \n\nPrerequisite: Audition \nSection A - Concert Choir \nSection B - Jazz Ensemble \nSection C - Guitar Ensemble \n\nMUSI 1 109 Beginning Classical Guitar. (1) Fall, Spring \n\nBasic techniques of Classical guitar taught in a classroom setting, \nintended for non-music majors. The course includes fundamentals of \nreading music and understanding elementary music theory. In addition, \nstudents will study examples of simple folk music and music for \nworship. A selection of the most useful guitar chords, suitable for \nbeginners, and basic accompaniment patterns will be taught to allow the \nstudents to accompany their singing. Students will need to own an \nacoustic guitar and plan for daily practice time. \n\nMUSI 1110 Literature and Language of Music 1. (1) Fall \n\nThis course will acquaint students with the appropriate language needed \nfor a precise discussion of music and the literature that corresponds to \nmusical evolution since notation developed. Students will learn to \ndistinguish between related genres, i.e., opera and oratorio, concerti and \nconcerto grossi. Moreover, they will learn to recognize musical styles \nand be able to place music in the most likely historical period based on \n\n\n\n221 \n\n\n\nstylistic observations. Although not a survey course, it will incorporate \nmusical historical perspectives and highlight those important composers \nwho have changed the direction of music or perfected a certain style. The \ncourse will also have a strong listening component, thereby encouraging \nmore discriminate listening. \n\nMUSI 1111 Literature and Language of Music 2. (1) Spring \n\nContinuation of MUSI 1110, this course will place a great emphasis on \nlistening to and talking about different musical styles and prominent \ncomposers who exemplify those styles. Score study will be an \nimportant component. \n\nMUSI 1112 Music Survey. (3)* Fall, Spring \n\nA broad survey of music aimed at developing aesthetic awareness and \n\ncritical analysis of music from diverse styles and genres. \n\nMUSI 1113 Ear Training 1. (2)* Fall \n\nThis course is designed to provide the student with basic sight singing and \nlistening skills. Some lab time will be devoted to internet music resources \nand notation using FINALE. Other topics will include basic MAC \ncomputer skills especially as they pertain to music theory and CAI in \nmusic theory and ear training. Must be taken with MUSI 1101. \nPrerequisite: MUSI 1 100 or passing score on Theory \nPlacement Exam \n\nMUSI 1114 Ear Training 2. (2) Spring \n\nContinuation of MUSI 1114. Must be taken with MUSI 1 102. \nPrerequisite: MUSI 1 101 and MUSI 1113 \n\nMUSI 1211 Composition 1. (1) Spring \n\nScore preparation, performance, and recording of works created by the \nstudent. This is a seminar class; therefore, peer evaluation and \ncommentary is part of the classroom experience. At least one work must \nbe offered in the recital given by the composition class at the end of the term. \nPrerequisite: MUSI 1 102 and MUSI 1113 \n\nMUSI 2201 Theory 3. (2) Fall \n\nContinuation of MUSI 1 102. This course is designed to provide the \nstudent with more advanced knowledge of music theory, including: basic \nreductive and hierarchic graphing techniques, chromatic harmony, \nmodulations, form (binary, ternary, and variations), advanced voice \nleading, and advanced part writing. Some lab time will be devoted to \ninternet music resources and notation using FINALE. Other topics will \ninclude basic MAC computer skills, especially as they pertain to music \ntheory and CAI in music theory. Must be taken with MUSI 2213. \nPrerequisite: MUSI 1 102 and MUSI 1 1 14 \n\n\n\n222 \n\n\n\nMUSI 2202 Theory 4. (2) Spring \n\nContinuation of MUSI 220 1 . This course is designed to provide the \nstudent with more advanced knowledge of music theory, including: \nreductive and hierarchic graphing techniques, advanced chromatic \nharmony, modulations, sonata and rondo form, advanced voice leading, \nadvanced part writing, and introductory 20 th century compositional \ntechniques. Some lab time will be devoted to internet music resources \nand notation using FINALE. Other topics will include basic MAC \ncomputer skills, especially as they pertain to music theory and CAI in \nmusic theory. Must be taken with MUSI 2214. \nPrerequisite: MUSI 2201 and 2213 \n\nMUSI 2203 Piano Class 3. (1) Spring \n\nContinuation of MUSI 1 104 with emphasis on transposition and chord \naccompaniment. Upon completion of this course, the student should be \nprepared for the Piano Proficiency Exam. May be repeated for credit. \nPrerequisite: MUSI 1 104 \n\nMUSI 2210 Composition 2. (1) Fall \n\nScore preparation, performance, and recording of works created by the \nstudent. This is a seminar class, therefore, peer evaluation and \ncommentary is part of the classroom experience. At least one work \nmust be offered in the recital given by the composition class at the end \nof the term. \nPrerequisite: MUSI 1211 \n\nMUSI 2211 Composition 3. (1) Spring \n\nScore preparation, performance, and recording of works created by the \nstudent. This is a seminar class, therefore, peer evaluation and \ncommentary is part of the classroom experience. At least one work \nmust be offered in the recital given by the composition class at the end \nof the term. \nPrerequisite: MUSI 2210 \n\nMUSI 2213 Ear Training 3. (2) Fall \n\nContinuation of MUSI 1114. This course is designed to provide the \nstudent with a more advanced knowledge, sight singing, and listening \nskills. Some lab time will be devoted to internet music resources and \nnotation using FINALE. Other topics will include basic MAC computer \nskills, especially as they pertain to music theory and CAI in music \ntheory and ear training. Must be taken with MUSI 2201 . \nPrerequisite: MUSI 1 102 and MUSI 1114 \n\n\n\n223 \n\n\n\nMUSI 2214 Ear Training 4. (2) Spring \nContinuation of MUSI 2213. Must be taken with MUSI 2202. \nPrerequisite: MUSI 2201 and MUSI 2213. \n\nMUSI 2239 Diction for Singers. (1) Fall and Spring \nTrains students in the use of the International Phonetic Alphabet to \npronounce foreign language art songs. Practice in transcribing English, \nItalian, French, and German art songs and applying the rules of correct \npronunciation. May be repeated for credit. \n\nMUSI 2310 Orchestration. (2) Fall \n\nTechniques of scoring for string, brass, woodwind, percussion instruments \nand MIDI instruments. \nPrerequisite: MUSI 1 102 and MUSI 1114 \n\nMUSI 2390 Audio Engineering. (3) Spring \n\nClassroom instruction in digital and analog audio engineering. Recording \nconsole operation, microphone placement and usage, mixing, tape based \nand hard disc recording, mastering, CD burning and troubleshooting. \n\nMUSI 3210 Composition 4. (1) Fall \n\nScore preparation, performance, and recording of works created by the \nstudent. This is a seminar class, therefore, peer evaluation and commentary \nis part of the classroom experience. At least one work must be offered in \nthe recital given by the composition class at the end of the term. \nPrerequisite: MUSI 221 1 \n\nMUSI 3211 Composition 5. (1) Fall \n\nScore preparation, performance, and recording of works created by the \nstudent. This is a seminar class, therefore, peer evaluation and commentary \nis part of the classroom experience. At least one work must be offered in \nthe recital given by the composition class at the end of the term. \nPrerequisite: MUSI 3210 \n\nMUSI 3301 Music History 1. (3) Fall \n\nThe study of the western classical tradition, from earliest antiquity through \nBach. Emphasis on musical analysis and criticism. \nPrerequisite: MUSI 2202 \n\nMUSI 3302 Music History 2. (3) Spring \n\nMusic of the Classical, Romantic, and Modern eras, including the music of \nAfrican Americans. Course will emphasize historical analysis and \ncriticism, aural identification, and research. \nPrerequisite: MUSI 2202 \n\n\n\n224 \n\n\n\nMUSI 3331 Christian Hymnody. (3)* January Term \nA survey of Christian hymnody in the English-speaking world from its \nroots in the early Christian Church to present day practices in worship. \nThe study of selected hymns and hymn writers associated with a number \nof different Christian traditions will be included. \n\nMUSI 3352 Jazz Theory and Popular Practice. (2) Fall \nTheoretical foundations of the Jazz tradition, and consideration of \nrelated contemporary style; blues, fusion, rock, gospel, and current \npopular idioms. Aural skills emphasized, with keyboard harmony \nstudies oriented to realizing technical comprehension of the material. \nPrerequisite: MUSI 2202 \n\nMUSI 3366 Basics of Conducting. (3) Fall \nConducting techniques, score reading, rehearsal techniques for choral \nand/or instrumental ensembles. \nPrerequisite: MUSI 2202 \n\nMUSI 3369 Music Technology. (5) Fall \n\nBasic studio techniques, music sequencing, music printing, synthesizers, \nstudio operation. \nPrerequisite: MUSI 2390 Audio Engineering \n\nMUSI 3384 Junior Recital. (1) Fall and Spring \nA 30-minute public performance of the student's creative work and/or \ntalent presented during the junior year. \nPrerequisite: Successful completion of the Pre-Recital Hearing \n\nMUSI 4210 Composition 6. (1) Fall \nContinuation of MUSI 321 1. A projects course. \nPrerequisite: MUSI 3211 \n\nMUSI 4413 Business of Music Industry. (3) \n\nThe study of basic issues pertaining to the music industry: music \ncopyrights, music synchronization, musical mechanical licensing, \nstandard music contracts, royalties, artists' advances and contracts, \nbuyouts. Introduction to the major licensing organizations, i.e., ASCAP, \nBMI, SESAC, and the National Academy of Recording Arts \u0026 Sciences, \nthe professional society of musicians. \n\nMUSI 4460 Production Project. (3) January Term \nA special projects course with hands-on participation and teamwork \nrequired. Each project is unique; specific content will be publicized in \nthe semester preceding the course offering. \n\n\n\n225 \n\n\n\nMUSI 4470 Internship. (1) Fall, January, Spring \nA supervised, practical \"real world\" experience in a professional off- \ncampus environment. May be repeated for credit. \n\nMUSI 4480 Opera Workshop. (3) Fall, January, or Spring Term \nStaged and directed performances of complete compositions and/or \nexcerpts from operatic literature of several styles and periods. \nPrerequisite: Audition. \n\nMUSI 4484 Senior Recital. (1) Fall, Spring \n\nA one-hour public performance of the student's creative work and/or talent \npresented during the senior year. \nPrerequisite: Successful completion of the Pre-Recital Hearing. \n\nMUSI 4486 Special Topics. (3) Fall or Spring, alternate years \nClass instruction for musical topics of a highly specialized nature. The \ncontent of this course will change based upon the expertise of the \ninstructor and the needs of the students. \n\nMUSI 4488 Capstone Presentation. (1) \n\nThe capstone presentation is a senior level investigation of some music- \nfaculty approved topic and may take the following forms: 1) recital, a 30- \nminute public performance; 2) lecture -recital, where the student presents a \ncombination lecture and recital totaling at least 20-30 minutes; or 3) \nlecture, a 20-30 minute presentation of research on some music topic \nappropriate to the student's interests and abilities. \n\n* Denotes courses in Music that may satisfy Fine Arts requirement in \nCore Curriculum. \n\n\n\n226 \n\n\n\n\n227 \n\n\n\nNursing \nIntroduction \n\nThe Bachelor of Science in Nursing (BSN) curriculum consists of two \nplans of study. The basic program prepares graduates for entry into \nprofessional nursing practice and confers eligibility for initial licensure \nas a registered professional nurse (RN). A degree-completion option is \ndesigned for licensed RNs who wish to earn the BSN degree. \n\nThe curriculum provides professional nursing education within a heritage \nof Christian faith and liberal arts learning. The nursing major, grounded \nin an ethic of caring, encourages independent thought, appreciation for \nthe discovery of excellence, and commitment to supporting the health of \nindividuals and society. BSN studies establish a sound foundation for \nprofessional nursing practice, graduate study, and continuing progress \ntoward personal and professional goals. Faculty and students serve as \nresources for the College and community in nursing education, service, \nand research. Opportunities for collaborative study with students of other \nmajors and clinical experience with varied health care providers \nemphasize the interdisciplinary nature of nursing practice. As \nprofessional nurses, graduates will be able to assist individuals, groups, \nand communities in meeting health care goals. \n\nThe BSN program is approved by the Georgia Board of Nursing and is \naccredited by the National League for Nursing Accrediting Commission. \n\nObjectives \n\nGraduates of the Bachelor of Science in Nursing program will be able to: \n\n Practice nursing from a knowledge and research base utilizing skills \nof critical thinking, and communication, with the ability to expand \nknowledge and skills through lifelong learning. \n\n Engage in nursing practice based in a value system consistent with \nprofessional standards of nursing and the philosophy of the nursing \nprogram, characterized by caring and valuing of self and others. \n\n Participate in transitions of health recognizing the opportunities and \nlimitations imposed by historical, sociocultural, spiritual, legal, \nethical, political, economic, and environmental contexts. \n\nAssume the role of professional nurse, accountable as provider of care, \nmanager, collaborator, educator, learner, and resource for individuals, \nfamilies, groups, and communities in promoting and restoring health \nand well-being. \n\n\n\n228 \n\n\n\nAdmission to the BSN Program \n\nStudents may declare the intent to pursue a nursing major at any \ntime. However, application for admission to the upper-division program \nis made during the sophomore year. Nursing studies begin at the junior \nlevel with the exception of Nutrition (NURS 3305) which may be \ncompleted prior to admission to the nursing program. Admission \nrequirements are as follows: \n\n A completed Application for Admission to Nursing. An application \nform is available from the College Admissions office and in the \noffice of the Department of Nursing. \n\n Completion of a sufficient number of credits in Common Core and \nother required courses to permit an uninterrupted progression in the \nnursing major. \n\n A grade of C or higher is required in anatomy, physiology, \nmicrobiology, and English composition courses. Should a student \nearn less than a C more than once in any combination of these \ncourses, the students will be ineligible to enter the nursing program. \nA limit of five years applies to completion of anatomy, physiology, \nand microbiology courses. \n\n A cumulative overall GPA of 2.5 or higher at the time of entry into \nthe nursing program, including all courses completed or attempted \nat any institution. \n\n An interview with a member of the nursing faculty may be required. \nAn applicant may request an interview if desired. \n\n Applicants are required to provide a current urine drug screen and a \ncriminal background check. These documents must accompany the \nApplication for Admission to Nursing. \n\nAn applicant who has completed any program of study leading to \nlicensed employment in the health care area (such as registered or \npractical nursing, emergency medical technician) must present the \nlicense in person. \n\nUnlicensed students enrolled in the nursing program may not be \nemployed by any health care agency in the capacity of licensed nursing \npersonnel. They shall not represent themselves in any practice setting as \nnursing students unless engaged in planned programmatic learning \nactivities which are part of the nursing curriculum. \n\n\n\n229 \n\n\n\nAdmission to the BSN Completion Option \n\nThe BSN Completion Option is open to Registered Nurses who have \ngraduated from an Associate Degree or Diploma program in Nursing \nand who hold a valid license to practice as a Registered Nurse. \nCurrent Georgia RN licensure is required prior to entering a clinical \nnursing course. \n\nIn addition to RN licensure, the general admission requirements above \napply to RN applicants, with the following exceptions: \n\n RN students who enter the nursing sequence on a full-time basis \nmust have completed all Common Core requirements and all \nrequired non-nursing courses through the junior level. \n\n No time limit applies to the completion of anatomy, physiology, or \nmicrobiology courses. \n\n Thirty (30) previously earned Associate or Diploma nursing \nsemester credits may be accepted toward the BSN degree, subject to \nthe terms of the Georgia RN-BSN Articulation Agreement (the \ncomplete Agreement is available in the office of the Department of \nNursing). These 30 semester credit hours represent previously \ncompleted nursing courses in Adult Health, Child Health, Maternal \nHealth, and Mental Health and are not intended to equal the actual \nnumber of previously earned nursing credits. Normally, no more \nthan 30 hours of Associate Degree or Diploma nursing course \ncredits may be applied toward fulfilling any requirements of the \nBSN degree. \n\n Twenty-four (24) additional nursing course credits must be earned \nat the upper division level (3000 and 4000 courses). Up to 9 of \nthese credits may be earned through challenge examinations on a \none-attempt basis. A minimum of one year of nursing practice \nexperience within the past three years is required for eligibility for \nchallenge examinations. \n\nMatriculation Requirements \n\n An accepted student must possess a level of physical and emotional \nhealth sufficient to enable him/her to meet nursing program \nrequirements and the standards of professional nursing practice. \n\n Prior to beginning the first clinical nursing course, a medical \nexamination is required which documents the student's level of \nhealth and immunization including current documentation of the \nHepatitis series and TB skin test. \n\n\n\n230 \n\n\n\n Professional liability insurance (purchased on a group basis through \nthe College) and basic cardiopulmonary resuscitation (CPR) \ncertification is required prior to beginning the first nursing course and \nmust be continued throughout all clinical nursing courses. \n\nCurriculum \n\nNursing courses are offered in a 4-1-4 semester sequence during the junior \nand senior years of study. The total BSN curriculum can be completed in \nfour academic years (8 semesters) and includes 45 credit hours in the \nCommon Core, 19 credit hours in other required and elective courses, and \n58 credit hours in nursing courses. Included in these hours are two elective \nand one required interim courses which compose 9 hours of required \ninterim hours. Selected courses required for the BSN degree may fulfill \ncertain Common Core Requirements; these and other required non-nursing \ncourses are: \n\nBIOL 1 148 and BIOL 1 149 Human Anatomy and \n\nPhysiology* \n\n\n\nMATH 1101 \nCORE 1120, 1140 \n\n\n\nCollege Algebra* \n\nProblem Solving/Computer \nApplications \n\n\n\nPSYC 1101 Introduction to Psychology* \n\nPSYC 3302 Human Growth and \n\nDevelopment* \n\nENGL 1101, 1 1 02 Rhetoric and Composition* \n\nBIOL 3320 Microbiology * \n\nRLGN2310 Bioethics \n\n* These courses are prerequisite to entering the nursing courses. \n\nCORE 2000, Dimensions of Well-Being, is not required of Nursing Majors. \n\nJunior Year \n\n\n\nFall: \n\n\n\nNURS 3305 Nutrition and Health* \n\n(may be completed in advance) \n\nNURS 3310 Health Promotion I, Aging \n\nNURS 33 1 1 Health Assessment \n\nNURS 3330 Health Promotion 101, \n\nMaternal Infant \n\n\n\n231 \n\n\n\nInterim: \n\nNURS 3312 Issues and Trends in Nursing. \n\nSpring: \n\nNURS 333 1 Pharmacology* \n\nNURS 3340 Pediatric Health Formation \u0026 Restoration \n\nNURS 3350 Health Restoration I, Life Span \nSenior Year \n\nFall: NURS 4400 Health Restoration II, Psych/Mental Health \n\nNURS 4405 Concepts in Clinical Nutrition \n\nNURS 4430 Health Restoration III, Complex Problems \n\nNURS 443 1 Research in Nursing* \n\nSpring: NURS 4432 Nursing Senior Capstone* \n\nNURS 4440 Concepts in Health Promotion III: A \nCommunity Focus* \n\nNURS 4450 Leadership \u0026 Role Transition: A Clinical \nPracticum \n\nNursing courses designated above by an asterisk are required of RN \nstudents enrolled in the BSN-completion option. RN students also \ncomplete two RN only courses: \n\nJunior Level NURS 33 1 3 RN Seminar, Transitions (Fall) \n\nSenior Level NURS 4460 RN Practicum (Spring) \n\nInformation regarding the program length and costs is provided to the \nNational League for Nursing Accrediting Commission and is available \nfrom that organization at 61 Broadway - 33 rd Floor, NY 10006, 800-669- \n1656 Ext. 153. \n\nProgression \n\n1 . A grade of C (75%) or higher is required for successful completion \nof all nursing courses. Course syllabi and the BSN Student \nHandbook detail requirements for achieving a passing grade of C or \nbetter. A grade of D, F, or WF is a failing grade. \n\n2. A minimum cumulative GPA of 2.0 must be maintained throughout \nthe period of enrollment in nursing courses. A nursing major whose \nGPA falls below 2.0 will be placed on departmental probation and \nhas one semester in which to raise the GPA to 2.0 or higher. Failure \n\n\n\n232 \n\n\n\nto achieve a 2.0 in one semester will result in withdrawal from the \nnursing program. A 2.0 GPA is required for entrance into senior \nlevel courses. \n\n3. Students earning a D or F in any nursing course may repeat the \ncourse one time. The course may be repeated, and if the student \npasses, he/she is eligible to continue the nursing program. However, \nany other failure in that or any other nursing course will result in \ndismissal from the program. \n\n4. All Common Core and other required non-nursing courses, with the \nexception of Bioethics and an interim elective must be completed \nprior to beginning the senior level nursing courses. \n\n5. Students who fail a course in the first semester of the program must \ncompete for readmission with the next year's applicant pool. \n\n6. Students must successfully complete all Junior level clinical courses \nbefore proceeding to Senior level clinical courses. \n\n7. The faculty of the Department of Nursing reserve the right to \ndismiss at any time a student whose health, conduct (academic \ndishonesty, professional conduct), general attitude, clinical \nperformance, or scholastic standing make it inadvisable to retain the \nstudent in the program. Students are expected to display qualities \nthat are desirable in professional persons. \n\nProgression in BSN Completion Option \n\nIn addition to the guidelines above, the following policies apply to \nprogression in the BSN Completion Option: \n\n A valid Georgia RN license must be maintained throughout \nenrollment in clinical nursing courses. \n\nAll previously earned ADN or Diploma nursing credits will be placed in \nescrow when the RN student enters the nursing program. Upon \nsatisfactory completion of 6 credit hours of BSN nursing courses, the \nescrowed credits will be transferred to the student's permanent academic \nrecord. Should the RN student not be successful in the initial 6 hours of \nnursing course's, the previously earned nursing credits will not be \napplied toward the BSN degree. \n\nAssessment in the Major \n\nStandardized achievement tests are administered at intervals throughout the \nnursing program. These tests are included within specific nursing courses. \nDuring the final semester of nursing studies, all students must complete \na comprehensive assessment of learning in the major at a pre-determined \nlevel required for graduation: Non-RN students will complete a \n\n\n\n233 \n\n\n\nstandardized comprehensive examination in nursing. RN students will \ncomplete an essay-type examination. A description of these assessment \nprocesses will be provided to students during the first semester \nnursing studies. \n\nCourse Descriptions (NURS) \n\nCourse credit hours and corresponding clock hours are shown in \nparentheses. One class clock hour/week equals one credit hour; three \nlaboratory or practice clock hours/week equal one credit hour. \n\nNURS 3305 Nutrition and Health (1) Fall \nAn introduction to nutrition concepts and current dietary trends, \nfocusing on health promotion. Nutrients are explored with regard to \nsources, dietary requirements, and health implications. Student interests \nare incorporated. \nPrerequisite: None. \n\nNURS 3310 Concepts in Health Promotion I: Focus on Aging. \n\n(2 hrs. class 6 hrs. lab/clinical per week) (4) Fall \nA foundation course to introduce and develop concepts, practices and \nprocesses of health promotion in professional nursing, emphasizing the \nneeds of the elderly. The skills of communication, problem solving, and \ncritical analysis in nursing are included. \n\nPrerequisite: Admission to BSN program. \n\nCo-requisites: NURS 331 1, NURS 3330 \n\nNURS 331 1 Health Assessment Across the Life-span. \n\n(2 hr. class, 3 hrs. lab per week) (3) Spring \nA study of the health assessment process applied to persons of all ages, \nwith emphasis on building knowledge and skill in data acquisition, \norganization, and interpretation. \nPrerequisite: RN status or Co-requisite: NURS 3310. \n\nNURS 3312 Issues and Trends in Nursing. (3) Interim \nAn introduction to professional nursing practice and the varied roles of \nthe nurse in multiple practice settings. The significance of research in \nnursing practice and inquiry as a means of defining the nursing role \nis included. \nPrerequisite: Admission to BSN program. \n\nNURS 3313 Transitions: A Seminar for Registered Nurses. (2) Fall \nA study of varied perspectives and conceptual bases of the professional \nnursing role. The research process and research significance in nursing \npractice is introduced. \nPrerequisite: Admission to BSN program, RN status. \n\n\n\n234 \n\n\n\nNURS 3330 Concepts in Health Promotion II, Mother, \n\nNewborn, Family. (3 hrs. class, 6 hrs. lab/clinical \nper week) (5) Fall \nA study of nursing care of mother, newborn, and family, including \nselected women's health care issues. The nursing role in health \npromotion is emphasized, with examination of physical, developmental, \nand psychosocial challenges to health. \nPrerequisite: Admission to the BSN Program \nCo-requisites: NURS 3305, NURS 3310, NURS 331 1 \n\nNURS 3331 Pharmacology in Nursing. \n\n(3 hrs. class, 3 hrs. lab per week) (4) Spring \nPharmacologic concepts and skill essential for nursing practice, \nincluding the basic science of drugs, determination of dosage, nursing \nimplications, and medication administration techniques. \n\nPrerequisites: NURS 33 10, 33 1 1 , 3330 \n\nCo-requisites: NURS 3340, 3350 \n\nNURS 3340 Pediatric Health Promotion and Restoration \n\n(2 hrs. class, 6 hrs. lab/clinical per week) (4) Spring \nA course designed to assist students in developing pediatric nursing \nknowledge and skills. An understanding of growth and development \nprovides a basis for the nursing care in health promotion and restoration of \nwell and ill children in a variety of clinical settings. \nPrerequisites: NURS 3305, NURS 3310, NURS 331 1, \n\nNURS 3312, NURS 3330 \nCo-requisites: NURS 3331, NURS 3350 \n\nNURS 3350 Concepts in Health Restoration I: \n\nA Life-span Focus. (3 hrs. class, 12 hrs. lab/clinical \nper week) (7) Spring \nThe foundation course in nursing care of individuals and families who \nare experiencing challenges to health, emphasizing understanding and \nskill in health restoration. \n\nPrerequisites: NURS 3310, NURS 331 1, NURS 3312, 3330 \nCo-requisite: NURS 3331, 33340 \n\n\n\n235 \n\n\n\nNURS 4400 Concepts in Health Restoration II: \nA Psych/Mental Health Focus. \n(2 hrs. class,6 hrs. lab/clinical per week) (4 ) Fall \nCourse provides the student with a foundation in psychiatric and mental \nhealth nursing with a focus on therapeutic communication, influences \naffecting mental health and illness, and nursing care for mental health \nmaintenance and restoration. \n\nPrerequisites: NURS 33310, NURS3330, NURS 3331, NURS 3350, \nNURS 3340 \n\nNURS 4405 Concepts in Clinical Nutrition. (1) Fall \nA study to recognize the value of nutritional assessment in \ncomprehensive nursing care. The nursing role in understanding dietary \nneeds as they relate to various body systems and diseases is included. \nPrerequisites: NURS 3305, NURS 3310, NURS 3330, NURS 3340, \nNURS 3350 \n\nNURS 4430 Concepts in Health Restoration III: Complex \n\nProblems Across the Life-span. (3 hrs. class, 12 hrs. \nlab/clinical per week) (7) Fall \nA study of advanced nursing care relevant to acutely ill patients with \ncomplex health problems. Learning experiences emphasize \ncollaboration and critical analysis necessary in providing and \ncoordinating care. \nPrerequisites'. NURS 3330, NURS 3331, NURS 3350, NURS 3340 \n\nNURS 4431 Research in Nursing. (3) Fall \nA course designed to assist students in developing a sense of inquiry, \nincluding research designs, sampling strategies, data analysis methods, \nand the use of research in clinical nursing practice. \nPrerequisites: NURS 33 12 or NURS 33 13 \n\nNURS 4432 Nursing Senior Capstone. (2) Spring \nA seminar to assist students in synthesizing learning related to the roles \nand practices of professional nurses, exploring the health care system \nand the legal-ethical, sociopolitical, cultural, and professional issues \ninfluencing contemporary nursing. \nPrerequisites: NURS 4400, NURS 4430, NURS 443 1 \nCo-requisite: NURS 4440, NURS 4450, NURS 4460 \n\n\n\n236 \n\n\n\nNURS 4440 Concepts in Health Promotion III: \nA Community Focus. \n\n(3 hrs. class, 3 hrs. lab/clinical per week) (4) Spring \nA course directed toward the knowledge and skills necessary to the \npractice of community health nursing. Emphasis is placed on the \npromotion and protection of the health of individuals and groups within \nthe context of community. A research project is completed focusing on \na problem or issue in community health. \nPrerequisites'. NURS 4400, NURS 4430, NURS 4431 \nCorequisites: NURS 4432, NURS 4450, NURS 4460 \n\nNURS 4450 Leadership and Role Transition: A Clinical \n\nPracticum. (2 hrs. class per week, 180 total hours \nclinical practice) (6) Spring \nA course to facilitate the transition to professional practice. Leadership \nand management roles assumed in clinical practice and increasing \nautonomy in patient care are guided through preceptorial experiences. \nPrerequisites: NURS 4400, NURS 4430, NURS 443 1 , \nCo-requisites: NURS 4432, NURS 4440 \n\nNURS 4460 Practicum for Registered Nurses. \n\n(2 hrs. class per week, 108 total hours clinical \n\npractice) (4) Spring \nA clinical practicum to facilitate RN transition to professional practice. \nPrinciples of leadership are examined as they relate to Nursing Practice \nfor the RN. \nPrerequisite: All nursing courses except Co-requisite NURS 4440 \n\nNURS 4495 Independent Study in Nursing (Variable) \n\nOn demand \nFor students meeting requirements, the opportunity to pursue special \ninterests beyond those in the formal course of study. \nPrerequisite: Completion of 2/3 nursing major, 3.0 GPA, \nand permission. \n\n\n\n237 \n\n\n\nPhysics \n\nIntroduction \n\nThe physics curriculum at LaGrange College serves two basic purposes: \n\n1) an introduction to the physical sciences, oriented towards \ndeveloping problem solving, and reasoning skills suitable for the \ncore requirements of the college. \n\n2) provides courses that support programs in mathematics, \nchemistry, biology, computer science, dual-degree in engineering, \nand education, and preparation for health professional schools \nincluding medicine, dentistry, veterinary, pharmacy, and \nphysical therapy. \n\nCourse Descriptions (PHYS) \n\nPHYS 1101 Introductory Physics I. \n\n(3 hrs. lee, 2 hrs. lab per week) (4) Fall \nA noncalculus-based introduction to elementary kinematics, dynamics, \nenergy, momentum, fluids, and thermodynamics. The two hour \nlaboratory illustrates the concepts introduced in class. \nPrerequisite: MATH 2105 \n\nPHYS 1 102 Introductory Physics II. \n\n(3 hrs. lee, 2 hrs. lab per week) (4) Spring \nA continuation of Physics 1101 and an introduction to sound and waves, \nelectric charge, Coulomb's Law, electric and magnetic fields, optics, \nspecial relativity and quantum mechanics. \nPrerequisite: PHYS 1101 \n\nPHYS 1121 General Physics I. \n\n(3 hrs. lee, 2 hrs. lab per week) (4) Fall \nA calculus-based introduction to particle dynamics, energy and \nmomentum conservation, rotational dynamics, hydrostatics, and \nthermodynamics. The two-hour laboratory illustrates the concepts \nintroduced in class. \nPrerequisite: MATH 2222 \n\nPHYS 1122 General Physics II. \n\n(3 hrs. lee, 2 hrs. lab per week) (4) Spring \nA continuation of Physics 1121 covering wave mechanics, electricity \nand magnetism, simple circuits, optics, special relativity and quantum \nphysics. The laboratory introduces students to electronics. \nPrerequisites: PHYS 1121 \n\n\n\n238 \n\n\n\nPolitical Science \n\nIntroduction \n\nThe political science program is designed to provide students with the \nknowledge and skills they will need to become active, useful citizens in \nmodern democratic polities. For students who concentrate in political \nscience or those who take only occasional courses, this means that the \npolitical science program will develop their capacity to understand \npolitical organizations and political processes, to analyze the forces \naffecting political decisions, and to form judgments about their \nobligations and rights as citizens. It also means that the political science \nprogram will provide students with the skills necessary to begin a career \nin business, public service, consulting, or journalism or to continue their \ntraining in graduate studies or law school. \n\nObjectives \n\nStudents majoring in political science at LaGrange College will acquire \nbasic knowledge of these areas: \n\n the values, processes, and institutions that affect collective \ndecision-making and contemporary politics in the United States, \n\n the comparative analysis of the values, processes, and institutions \nthat affect collective decision-making and contemporary politics in \nother countries, \n\n the relations between and among states, especially those affecting \ninternational conflict and international cooperation, \n\n the ethical dimensions of public policy issues, political practices, \nand constitutional and legal questions. \n\nStudents majoring in political science at LaGrange College will also \nacquire the basic skills necessary to comprehend and perform modern \npolitical analysis. These include: \n\n ability to analyze the foundations of and differences between \nnormative and empirical inquiry, \n\n knowledge of the basic elements of research design and methods in \nnormative, empirical, and historical studies of politics, \n\n knowledge of basic data management and analysis and of the use of \ncomputers in political research, \n\n ability to convey findings in both written and oral presentations. \n\n\n\n239 \n\n\n\nCourse of Study \n\nThe Department of Political Science offers both a major and minor \ncourse of study in political science. \n\nFor a Major in Political Science \n\nDemand Sequence for the Program in Political Science (POLS) \nPOLS 1101 U.S. Government \n\nOR \n\nPOLS 1 102 Introduction to Political Science \n\nPOLS 22 1 Comparative Politics \n\nPOLS 2220 International Relations \n\nPOLS 3300 Research Methods in Political Science \n\nPOLS 4430 Senior Seminar in Political Science \n\nStudents majoring in political science must also complete an additional \n1 8 semester hours of elective courses chosen from among the three and \nfour thousand level courses listed for the program in this catalog. At \nlease one of these courses must be in the field of American politics and \npublic policy (POLS 3310, 331 1, 3312, 3313, 3314, or 3315) and one in \nthe fields of international relations (POLS 3320, 3321, 3322, 3323) or \ncomparative politics (POLS 3350, 3351, 3352, 3353). Political science \ninternships (POLS 4400) can earn up to a full semester (12 hours) of \ncredit toward graduation, but usually only three (3) hours will be \ncredited toward completion of the major course. This limit can be \nwaived by the Department under special circumstances. \n\nFor a Minor in Political Science \n\nDemand Sequence for the Program in Political Science (POLS) \nPOLS 1 101 U.S. Government \n\nOR \n\nPOLS 1 102 Introduction to Political Science \n\nPOLS 22 1 Comparative Politics \n\nPOLS 2220 International Relations \n\nStudents minoring in political science must also complete an additional \n6 semester hours of elective courses chosen from among the three and \nfour thousand level courses listed for the program in this catalog. In the \nminor course of study, political science internships cannot substitute for \nelective course credit. \n\n\n\n240 \n\n\n\nAssessment of Objectives \n\nAssessment of the objectives of the program in political science is based \non successful completion of each major course with a grade of \"C\" or \nbetter and successful completion of POLS 4430: Senior Seminar in \nPolitical Science. To enroll in POLS 4430 students must have \ncompleted POLS 1 101. 1 102, 2210, 2220, and an additional nine (9) \nsemester hours of elective courses in the political science program. In \nspecial circumstances, these requirements may be waived by permission \nof the faculty of the program. \n\nSpecial Opportunities \n\nLaGrange College is a charter member of the United Methodist College \nWashington Consortium that sponsors the Capital Hill Internship \nProgram in Washington, D.C., for students of political science and other \ndisciplines. The program in political science also supervises a variety of \ninternships in local and state government and in Georgia's legal \ncommunity. Students interested in pursing one of these opportunities \nshould consult with the program faculty. The program also includes \nservice learning opportunities in several of its courses. Again, students \nshould consult with program faculty concerning these courses prior \nto registration. \n\nCourse Descriptions (POLS) \n\nPOLS 1101 United States Government. (3) \n\nAn introduction to political science through an analysis of the political \nsystem of the United States. Topics considered include: basic concepts \nof political science, federalism, civil liberties and civil rights, basic \ngovernmental institutions, elections and public opinion, political parties \nand groups, and domestic and foreign public policy. \n\nPOLS 1102 Introduction to Political Science. (3) \n\nAn introductory course which focuses on the nature of the discipline of \npolitical science and which deals with the way political scientists study \npolitics through an overview of the major topics of the discipline. \n\nPOLS 2210 Comparative Politics. (3) \n\nAn introduction to comparative analysis of political systems. Topics \nconsidered include: basic concepts of comparative theory, modern \npolitical history in developed and developing areas, the interaction of \npolitical and economic factors in developed and developing areas, \npolitics and state institutions in selected countries, and comparative \naspects of domestic and foreign public policy. \n\n\n\n241 \n\n\n\nPOLS 2220 International Politics. (3) \n\nAn introduction to the interaction of nation-states in the global \nsystem. Topics considered include: war and power, economic and \nsocial interdependence, and problems specifically associated with \ndeveloping nations. \n\nPOLS 3300 Research Methods in Political Science. (3) \n\nA study of basic social science research methods as applied in political \nscience. Topics considered include: research design and data collection, \nmeasurement and causality, fitting models to data with various methods, \ngraphic analysis, and the use of statistical software. \n\nPOLS 3310 State and Local Government. (3) \n\nA study of state and local government in the United States. Topics \nconsidered include: the political cultures and social environments of \nAmerican states and communities, political processes in states and \ncommunities, the structure of state and local political institutions, and \npolicy issues facing states and communities. \n\nPOLS 3311 Congress and the Presidency. (3) \n\nA study of the institutional interactions of the executive and legislative \nbranches of the United States government. Topics considered include: \nthe President and policymaking, Congress and policymaking, \ninstitutional constraints on executive and legislative policymaking; \nforeign policy, civil rights policy, economic policy and budgeting, and \nsocial welfare policy. \n\nPOLS 3312 Public Administration and Public Policy. (3) \n\nAn introduction to the study of public administration and public policy. \nTopics considered include: theoretical approaches to the study of public \nadministration, the historical and constitutional basis for public \nadministration in the United States, the organization and management \nof public institutions, the social, political, and legal environments of \npublic institutions, the role of political processes in public \nadministration, the analysis and evaluation of public policy, and the \nethical basis of public administration. \n\nPOLS 3313 American Judicial Institutions. (3) \n\nA study of judicial institutions in the United States. Topics considered \ninclude: the functions of legal and judicial institutions, the structure and \npowers of national and state court systems, the legal profession, judicial \nselection, judicial procedure, court administration, and policy formation \nby judicial institutions. \n\n\n\n242 \n\n\n\nPOLS 3314 American Constitutional La\\v:Institutions. (3) \n\nAn introduction to the study of constitutional law as it applies to \ngovernment institutions in the United States. Topics considered include: \nbasic concepts of constitutional analysis, historical development of \npresent legal institutions and regimes, judicial policy decisions in \ndifferent areas of law, and the social, political, and economic factors \naffecting those decisions. \n\nPOLS 3315 American Constitutional Law: Civil Liberties and \nCivil Rights. (3) \n\nAn introduction to the constitutional liberties and rights accorded \nAmerican citizens. Topics considered include: basic concepts of \nconstitutional analysis, historical development of present legal \ninterpretations and regimes, judicial decisions in different areas of law, \nthe social, political, and economic factors affecting those decisions, and \ntheir effect on governing in the United States. \n\nPOLS 3320 Analysis of Foreign Policy. (3) \n\nAn introduction to how structures, institutions, outside actors, and \npolitical culture produce American foreign policy. Topics covered \ninclude: recent history of U.S. foreign relations, the roles played by both \nthe President and the Congress, the roles, functions and structures of \nU.S. State Department, the Defense Department, intelligence agencies \nand the National Security Council, the policy making process and the \nmeasurement of outcomes, roles played by the public, interest groups, \nand other actors. Current major foreign policy issues will be discussed \nand examined as case studies. \n\nPOLS 3321 International Political Economy. (3) \n\nA study of international economics and trade through the analysis of the \nfactors influencing past and present changes. Topics covered include: \ncurrent and past international finance systems and mechanisms of \nexchange, the role of the state and other actors, an examination of \ncomparative advantage, various strategies states employ such as import \nsubstitution or export promotion, the nature and impact of formal and \ninformal barriers to trade, the GATT and WTO, the problems, failures, \nsuccesses and prospects of the international economic system and its \nimpact on domestic politics. \n\n\n\n243 \n\n\n\nPOLS 3322 International Organizations. (3) \n\nA study of the current international system. Topics covered include: the \nnature of \"systems\", the recent history of global affairs and the evolution \nof the international system to its present state, selected theoretical \nanalyses of international systems, the nature, roles and functions of the \nvarious actors in the system, how advances in technology have \nfundamentally changed the world, and the evolving roles of both states \nand supranational institutions. \n\nPOLS 3323 International Conflict. (3) \n\nA study of the conditions that produce war and peace in international \nrelations. Topics considered include: an examination of recent conflicts \nin the international system, theories concerning the potential sources and \ndeterminants of war with an emphasis on the theory of realism and \ncompeting theories, and theories of war settlement and potential sources \nof future interstate tension. \n\nPOLS 3340 Themes in Political Philosophy. (3) \n\nAn introduction to the basic ideas of political philosophy. Topics \nconsidered include: the social and historical context of political theory; \nthe development of major ideas in political philosophy; critical analysis \nof theoretical arguments; and the relation of political theory to \ncontemporary politics. \n\nPOLS 3341 Modern Political Theory. (3) \n\nAn overview of liberalism, communism, and fascism, the three primary \npolitical ideologies that have shaped the twentieth century. \n\nPOLS 3350 The Politics of Development. (3) \n\nA comparative study of the political systems in developing countries. \nTopics considered include: basic comparative political theory, modern \nhistory of developing societies, and an overview of theories explaining \neconomic and political change in developing countries. \n\nPOLS 3351 States and Politics in Developed Areas (3) \n\nA comparative study of the political systems of developed societies. \nTopics considered include: basic comparative theory, modern history of \ndeveloped societies, political systems of selected states, and the \ninteraction of political and economic factors in developed societies. \n\nPOLS 3352 States and Politics in Latin America (3) \n\nA comparative study of political systems in Latin America. Topics \nconsidered include: Basic comparative political theory, modern history \nof Latin American societies, politics of selected Latin American states, \nand the interaction of economic and political factors in Latin America. \n(See also LAST 3210) \n\n\n\n244 \n\n\n\nPOLS 3353 States and Politics in Africa. (3) \n\nA comparative study of political systems in Africa. Topics considered \ninclude: Basic comparative political theory, modern history of African \nsocieties, politics of selected African states, and the interaction of \neconomic and political factors in Africa.. \n\nPOLS 4400 Political Science Internship, (credit may vary) \n\nA supervised internship opportunity for students to work for approved \npublic or private organizations. \n\nPOLS 4410 Selected Topics in Political Science. (3) \n\nThis course examines particular issues related to topics in political science \nselected by program faculty. \n\nPOLS 4420 Directed Study in Political Science. (3) \n\nA supervised course of independent study available to selected students. \nThe course provides an opportunity for close cooperation between program \nfaculty and students on research projects and presentations. \n\nPOLS 4430 Senior Seminar in Political Science. (3) \n\nA seminar course on a major subject of national or international concern \nbased on individual research and assigned readings. \n\n\n\n\n245 \n\n\n\nPsychology \nIntroduction \n\nThe goal of this department is to acquaint the student with basic principles \nof behavior and the research methods necessary to understand them. \n\nObjectives \n\nA student who graduates from LaGrange College with a major in \npsychology will: \n\n recognize the importance of an EMPIRICAL approach in \nattempting to understand behavior, \n\n be familiar with the concepts, terms, and explanatory principles \ncharacteristic of major psychological theorists and be able to \nevaluate them critically, \n\n be able to identify and discuss examples of the major \"types\" \nof learning, to wit: classical, operant, observational, and \ninformation processing, \n\n be familiar with generalizations regarding physiological correlates \nof behavior, \n\n be familiar with the major historical developments in psychology, \n\n be familiar with the terminology of the current edition of the \nDiagnostic and Statistical Manual (DSM-IV-TR) of the American \nPsychiatric Association, \n\n be able to describe how clinicians of different theoretical \norientations (e.g., psychoanalytic, humanistic, cognitive, behavioral, \nand physiological) explain and treat psychological disorders, \n\n be able to list and discuss the various objective and projective \npersonality assessment techniques including the Rorschach , \n\nthe Thematic Apperception Test, the MMPI, the NEO-PI-R, and \nthe MBTI, \n\n recognize the basic philosophical (e.g., What is personality?) and \nmethodological issues (e.g., How do we quantify and measure \npersonality?) in psychological research, \n\n be familiar with the sections of an APA style research report \nincluding the kinds of information typically found in each, \n\n be familiar with the standard procedures for summarizing data \n(including construction of frequency tables), the calculation of \nmeasures of central tendency (means, medians, and modes), the \n\n\n\n246 \n\n\n\ncalculation of measures of dispersion (range, variance, and standard \ndeviation), and correlation coefficients, \n\n be familiar with the logic of hypothesis testing including the \nstatement of research and statistical hypotheses, the notion of Type I \nand Type II errors, the power and efficiency of a statistical test, and \nthe major inferential techniques used in psychology (especially \ntest, analysis of variance, and chi-square), \n\n recognize the concepts and principles of psychology as exemplified \nin everyday situations. \n\nA major in psychology consists of 37 semester hours (12 courses) \nbeyond the introductory course (PSYC 1101). (See note 4) Twenty- five \nof these hours come from the categories below. \n\nMethods (Both Required - See Note 1 Below) \n\nPSYC 2298, PSYC 2299 \n\nExperimental Content (Select Two) \n\nPSYC 4455, PSYC 4465, PSYC 4470 \n\nSocial/Personality /Development Content \n\n(Select Three  See Note 2 Below) \n\nPSYC 3321, (PSYC 3302 or PSYC 3358), PSYC 3350, PSYC 4460 \n\nAdvanced Special Topics (Required - See Note 3 Below) \n\nPSYC 4480 \n\nNotes: \n\n1 . Since this department views psychology as a research-based \ndiscipline, it is strongly recommended that the student complete \nPSYC 2298 and PSYC 2299 as soon as possible after the major \nis declared. \n\n2. Students may take either PSYC 3302 or PSYC 3358 but not both to \nsatisfy this requirement. If a student takes both, one course counts \ntoward the 12 hours of major electives. \n\n3. PSYC 4480 will be offered once per year during January term and \nwill involve advanced study of a specialized topic. Topics will \nvary from year to year. \n\n4. PSYC 1101, Introduction to Psychology, may be taken \nsimultaneously with PSYC 2298 and PSYC 3341. It is the \nprerequisite to all other 2000 level and above Psychology courses. \nSome courses have other prerequisites. \n\n\n\n247 \n\n\n\nMajor Electwes \n\nAn additional 12 hours of major courses will be selected by the student. \nA student may select any 3000 or 4000 level psychology course beyond \nthose counted in the required areas. Up to three courses selected from \nSOCI 2500, HUSV 2299, HUSV 3308, and BIO 1 148 may be applied \ntoward the major with the approval of the advisor. \n\nMinor \n\nA minor in psychology consists of PSYC 1101 and five additional courses \nwith the approval of the chair of the department. Any course that is listed \nin the current bulletin as counting toward the major in psychology also \ncounts toward the minor. The exception is that a maximum of two of the \nmajor courses offered outside the psychology department may be counted \ntoward the minor (i.e., at least four of the courses for the minor must be \ntaken in the psychology department). \n\nAssessment \n\nThe accomplishment of the psychology objectives by students majoring in \nPsychology will be demonstrated by obtaining an acceptable score on the \nArea Concentration Achievement Test (ACAT) in psychology. Normally, \nthis test will be given during the student's final semester at \nLaGrange College. \n\nCareer Options \n\nStudents who complete the major in psychology have a wide variety of \ncareer options. Psychology is a very broad field that overlaps many \ndifferent areas. Some of the jobs taken by recent psychology graduates \ninclude management and supervisory positions in business and industry \nand positions in community and state service agencies. A psychology \nmajor also serves as good preparation for advanced study in law, social \nscience, counseling, and psychology. \n\nMiscellaneous \n\nNo course with a grade below \"C\" may be applied toward the major in \npsychology. The only exception is PSYC 4000 in which a grade of Pass \nmust be obtained. \n\n\n\n248 \n\n\n\nCourse Descriptions (PSYC) \n\nPSYC 1101 Introduction to Psychology. (3) Fall, Spring \n\nA survey of major topics in psychology including research methods, basic \nneuroanatomy, learning, perception, personality and abnormal behavior. \nPrerequisite to all other psychology courses \n\nPSYC 2298 Behavioral Statistics. (3) Fall \n\nIntroduction to the measurement of behavior and quantitative methods of \ndata analysis emphasizing parametric statistics and their application to the \nbehavioral sciences. May be taken simultaneously with PSYC 1101. \n\nPSYC 2299 Research Methods. (4) Spring \n\nA survey of various types of research design, including the strengths and \nweaknesses of each. The laboratory includes practice in designing and \nconducting experiments, as well as analysis and reporting of results. \nPrerequisites: PSYC 2298 and PSYC 1101 \n\nPSYC 3302 Human Growth and Development. (3) Fall, Spring \nA study of human life beginning with conception. Important \ndevelopmental phenomena are considered in the light of major \ntheories of development. \n\nPSYC 3304 Educational Psychology. (3) Fall \nApplication of psychological principles and research to the teaching/ \nlearning process. Major topics include behavioral and cognitive \napproaches to learning, classroom management, and test construction \nand interpretation. \n\nPSYC 3321 Social Psychology. (3) Fall. Spring \nA course dealing with behavior as affected by social influences. Major \ntopics include social perception, social communication (verbal and \nnonverbal), altruism, attitudes, aggression, and prejudice. Also, applied \nareas such as forensic psychology are considered. \n\nPSYC 3330 History and Systems of Psychology. (3) On demand \nA study of the historical background of psychology, with emphasis upon \nthe major schools of thought. \n\nPSYC 3341 Human Sexuality. (3) Fall \n\nThis course involves a multidisciplinary examination of human sexual \nbehavior and intimate relationships. Typical topics considered include \nmale and female sexual response, gender roles, sexual disorders and \ndysfunctions, gender identity, legal and cross-cultural aspects of human \nsexuality, sexual orientation, and relationship issues related to sexuality. \nMay be taken simultaneously with PSYC 1101. \n\n\n\n249 \n\n\n\nPSYC 3350 Abnormal Psychology. (3) Fall, Spring \n\nA survey of the causes, characteristics, current theories, and treatment of \n\npsychological disorders. \n\nPSYC 3351 Introduction to Counseling. (3) On demand \nAn introduction to counseling approaches, methods, and assessment \ntechniques. Emphasis is placed on individual counseling. \n\nPSYC 3357 Psychology of Religion. (3) On demand \nPsychological interpretation of religious experience and growth. \n\nPSYC 3358 Psychology of Aging. (3) Spring \nHuman aging is examined from physiological (e.g. sensory and \ncardiovascular changes), psychological (e.g. memory and intellectual \nchanges) and sociological (e.g. adjusting to retirement) perspectives. \nAlso, death and disorders associated with aging such as Alzheimer's \nDisease are explored. \n\nPSYC 3380 Special Topics in Psychology. (3) On demand \nA course offered at the sophomore/junior level focusing on a specialized \ntopic from the field of psychology. \nPrerequisites: A prerequisite may be required. \n\nPSYC 4000 Internship in Psychology. (3) On demand \nThis course requires 120 hours of supervised experience (observation, \nwork, etc.) in a local agency or office and selected readings. \nApplication for internship must be submitted in the term or semester \nprior to placement. Students are then selected on a competitive basis for \nenrollment. Grading is on a Pass - No Credit basis. \nPrerequisite: Major in psychology with junior or senior standing and \npermission of department \n\nPSYC 4400 Individual Research. (3) On demand \nUnder supervision of a faculty member, the student will develop a \nproject on a topic that is psychological in nature. The emphasis will be \non analyzing and synthesizing scientific literature with the goal of \nproducing a literature review and/or research proposal. A successful \nproposal may lead to data collection and analysis. The result of the \nproject will be a paper written in APA style. \nPrerequisites: PSYC 2298 and PSYC 2299 \n\nPSYC 4455 Cognitive Psychology. (3) Spring 2007 \nAn information processing analysis of topics in perception, thinking, \nlearning, and memory. \nPrerequisites: PSYC 2298 and PSYC 2299 or consent of professor. \n\n\n\n250 \n\n\n\nPSYC 4460 Psychology of Personality. (3) Fall \nA critical study of major personality theories, principles and instruments \nof assessment, and relevant empirical research. \nPrerequisites: PSYC 2298 and PSYC 2299 or consent of professor \n\nPSYC 4465 Physiological Psychology. (3) Spring 2008 \nNeuroanatomy and neurophysiology will be explored and will provide a \nfoundation for examining biological aspects of various behaviors (e.g., \nsensory processes and sleep). Also, the psychopharmacology of selected \ndrugs and genetic influences on behavior will be considered. \n\nPSYC 4470 Behavior Analysis and Its Applications. (3) Spring \nA survey of principles, research findings, and applications of classical, \noperant, and observational learning. \nPrerequisites: PSYC 2298 and PSYC 2299 or consent of professor \n\nPSYC 4480 Special Topics in Psychology. Interim \nA course offered at the junior/senior level focusing on a specialized topic \nfrom the field of psychology. \nPrerequisites: A prerequisite may be required. \n\n\n\n\n251 \n\n\n\nRELIGION AND PHILOSOPHY \n\n\n\nIntroduction \n\nAs a field of inquiry within the liberal arts, the study of religion affords \nall students an opportunity to hone the critical thinking and \ncommunication skills that are an asset to any profession. Students who \nare considering church-related vocations also may tailor their courses \neither to prepare for such careers directly after completion of the degree \nor to provide a foundation for graduate study in religion or theology. \n\nThe Religion and Philosophy Department offers two major plans of \nstudy: the religion and philosophy major, and the religion major with a \nconcentration in church leadership. The department also offers three \nminor programs: religion, church leadership, and philosophy. \n\nThe Religion and Philosophy Major \n\nThe Religion and Philosophy Major is a traditional liberal arts study of \nthe field. It is especially suited for those with a general interest in \nreligion and philosophy or those who wish to prepare for graduate study \nof Religion. \n\nThe major consists of 1 1 courses in addition to the exploratory course in \nReligion that is taken as part of the core (RLGN 1 101-05), yielding a \ntotal of 12 courses. The Religion major must include at least 2 courses \nin each of these areas: Biblical Studies, Historical Studies, and Ethics \nand Theological Studies. The major also requires at least one course in \nthe area of Philosophy. In addition, all Religion \u0026 Philosophy majors \nwill complete a senior thesis or project. Thus, of the 12 courses \nrequired for a Religion major, at least 8 courses must conform to the \nfollowing guidelines: \n\nI. Biblical Studies (2 courses). Minimum requirement is one course \nin Old Testament and one course in New Testament at the 2000- \nlevel or above. Courses: 2110, 211 1, 2120, 2121, 31 10-3160. \n\nII. Historical Studies (2 courses). Courses: 1 104 (if not taken for the \ncore), 2210-2230, 3210-3220. \n\nIII. Ethics and Theological Studies (2 courses). Courses: 1 105 (if not \ntaken for the core), 2310, 3310-3350. \n\nIV. Philosophy (1 course). Courses: any of the philosophy courses, \nwhich are listed under Area IV in the course listing below. \n\n\n\n252 \n\n\n\nV. Senior Thesis or Project ( 1 course). Course: 4620, taken either in \nthe fall or spring of the senior year. Thesis topics must be approved \nby the Department Chair prior to the semester in which the student \nenrolls for the course. \n\nStudents are free to choose any other religion or philosophy department \ncourses for the remaining 4 courses. Internships may be taken for up to \n1 full course of credit, with permission of the department chair. At least \n6 courses in the major must be numbered at the 2000-level or above. \n\nThe Religion \u0026 Philosophy Major with a \nConcentration in Church Leadership \n\nThe Church Leadership Concentration is designed to prepare students \nfor future careers in church service. Many of our graduates take \npositions in Christian Education or Youth Ministry directly after \ngraduation. Others enroll in seminaries as a preparation for ordained ministry. \n\nLaGrange College is one of only nine colleges in the nation that is \nauthorized by the United Methodist Church to offer certification \nprograms in Youth Ministry and Christian Education. United Methodist \nstudents who complete our Church Leadership program fulfill all of the \neducational requirements needed for professional certification in these fields. \n\nThe major consists of 1 1 courses in addition to the exploratory course in \nReligion that is taken as part of the core (RLGN 1 101-05), yielding a \ntotal of 12 courses. The Church Leadership concentration requires \nsuccessful completion of the following courses: \n\nI. Biblical Studies (1 course). Courses: 1 102 or 1 103 (if not taken \nfor the core requirement), 2110, 2111,2120, 2121,3110-3160. \n\nII. Historical Studies (1 course). Courses: 1 104 (if not taken for the \ncore), 2210-2230, 3210-3220. \n\nIII. Ethics and Theological Studies (1 course). Courses: 1 105 (if not \ntaken for the core), 2310, 3310-3350. \n\nIV. Philosophy (1 course). Courses: any of the philosophy courses, \nwhich are listed under Area IV in the course listing below. \n\nV. Church Leadership and Youth Ministry (4 courses). Courses: \n3510-3560. \n\nVI. Internship (1 course). Course: 3550, scheduled in consultation \nwith the Church Leadership Program Director. \n\nVII. Senior Thesis or Project ( 1 course). Project topics must be \napproved by the Department Chair prior to the semester in which \nthe student enrolls for the course. \n\nAt least two of the courses in Areas I-III must be at the 2000-level or \nabove. In addition, students seeking certification in Christian education \n\n253 \n\n\n\nby the United Methodist Church must complete United Methodist \nStudies (3210). Students who do not seek United Methodist certification \nmay choose any religion department course for the remaining to fulfill \nthe remaining course requirements for the major. \n\nThe Religion \u0026 Philosophy Major with Honors \n\nStudents who maintain a 3.5 grade point average in departmental \ncourses and who receive \"A\" grades on their senior theses or projects \nmay graduate with honors. \n\nThe Religion \u0026 Philosophy Minor \n\nA minor in religion requires completion of 3 courses in addition to the \nexploratory religion core requirement: 4 courses in all. At least 2 \ncourses must be at the 2000-level or above. \n\nThe Church Leadership Minor \n\nA minor in Church Leadership consists of 4 courses in addition to the \nexploratory religion core requirement: 5 courses in all. The minor \nincludes at least two courses taken at the 2000-level or above in Area I, \nII, III, IV, or VI. In addition, the minor includes at least 2 courses taken \nin Area V (Church Leadership). \n\nThe Philosophy Minor \n\nNo major program currently is offered in philosophy. A minor consists \nof 4 courses in Area IV, of which at least 2 courses must be taken at the \n2000-level or above. \n\nThe Church Music Program \n\nThe church music program is administered through the music department \nin cooperation with the Religion and Philosophy department. See the \nMusic Department section of the catalogue for a program description. \n\nCourse Descriptions \n\nCore Exploratory Courses: Explorations of the Christian \n\nFaith (RLGN) \n\nRLGN 1101 Introduction to Christianity. (3) Spring 2007 \n\nAn introduction to the Christian tradition of faith through a study of its \n\ncentral symbols, sacred texts, and practices. \n\n\n\n254 \n\n\n\nRLGN 1 102 Jewish Origins in Context. (3) Every term \nA study of the Hebrew bible, commonly called by Christians the Old \nTestament, in the context of the ancient near eastern world. The course \nalso will ask students to reflect on the impact of the Hebrew bible on \nWestern civilization and its implications for the contemporary world. \n\nRLGN 1 103 New Testament Writings in Context. (3) Every term \nA study of the New Testament writings in the context of Greco-Roman \ncivilization. The course also will ask students to reflect on the impact of \nChristian scriptures on Western civilization and consider their implications \nfor the contemporary world. \n\nRLGN 1104 Dialogue with World Faith Traditions. (3) \n\nSpring 2007 \nThe course will place the insights of the Christian faith in dialogue with \nthose of major living world religions. \n\nRLGN 1105 Moral Traditions and Contemporary Social \n\nProblems. (3) Fall 2006, Spring 2007 \nA study of contemporary ethical issues in the light of the moral traditions \ncentral to the Christian faith. The course will examine such issues as \nmarriage and family, war and peace, racism, abortion, and the environment. \nServant leadership component. \n\nReligion and Philosophy Departmental Courses \n\nRLGN 2110 Introduction to Biblical Hebrew I. (3) \n\nA beginning course designed to teach the fundamentals of Biblical Hebrew. \nPrerequisite: None \n\nRLGN 2111 Introduction to Biblical Hebrew II. (3) \n\nA continuation of RLGN 2110. \nPrerequisite: RLGN 2110 \n\nRLGN 2120 Introduction to Hellenistic Greek I. (3) Fall 2006 \nA beginning course designed to teach the fundamentals of Hellenistic or \nKoine Greek, which includes the language of the New Testament. \nPrerequisite: None \n\nRLGxN 2121 Introduction to Hellenistic Greek II. (3) Spring 2007 \nA continuation of RLGN 2120. \nPrerequisite: RLGN 2120 \n\nRLGN 2130 Readings in New Testament Greek. (3) \n\nSelected readings from New Testament texts with some attention to \ndeveloping intermediate Greek grammar. \nPrerequisite: RLGN 2120 and 2121 \n\n\n\n255 \n\n\n\nRLGN3110 The Law. (3) \n\nA detailed study of the first five books of the Old Testament. \nPrerequisite: RLGN 1 102, or permission of professor \n\nRLGN 3120 The Prophets. (3) \n\nA detailed study of prophetic movements in Israel and of the individual \nprophets, their historical background, lives, messages, and contributions \nto the religious life of Israel. \nPrerequisite: RLGN 1 102, or permission of professor \n\nRLGN 3130 The Writings. (3) \n\nAn examination of wisdom, apocalyptic and poetic literature of the \nOld Testament. \nPrerequisite: RLGN 1 102, or permission of professor \n\nRLGN 3140 The Life and Teachings of Jesus. (3) \n\nA study of the message of Jesus within the context of the synoptic \ngospels and its application to contemporary society. \nPrerequisite: RLGN 1 103, or permission of professor \n\nRLGN 3 1 50 The Apostolic Age. (3) \n\nAn examination of the origin and expansion of the early Christian \nChurch, with studies in the Epistles and the Acts of the Apostles. \nPrerequisite: RLGN 1 103, or permission of professor \n\nRLGN 3160 The Gospels. (3) Fall 2005 \n\nAn examination of one of the four canonical gospels with emphasis on \nthe historical context, history of interpretation, and modern \nappropriations of the text. \nPrerequisite: RLGN 1 103, or permission of professor \n\nArea II: Historical Studies (RLGN) \n\nRLGN 2210 Early Church History. (3) \n\nA survey of the history of the Christian Church from the close of the \nApostolic age to the end of the Middle Ages. \nPrerequisite: None \n\nRLGN 2220 Modern Church History. (3) Fall 2005 \nA history of the Christian Church from the reformation era to the \nmodern period. \nPrerequisite: None \n\n\n\n256 \n\n\n\nRLGN 2230 Race and Religion in America. (3) Spring 2007 \nThis course will examine the role that religion played and continues to play \nin American race relations and racial identities. The course will emphasize the \nhistory and the theorists of the civil rights contemporary era. \nPrerequisite: None \n\nRLGN 3210 United Methodist Studies. (3) Fall 2005 \nA survey of the history, theology, and polity of the United Methodist Church. \nPrerequisite: A religion core course \n\nRLGN 3220 A History of Christian Political Thought. (3) \n\nA study of the impact of the Christian theorists and the institutions of the \nChurch on the development of political theory in the West. \nPrerequisite: A religion core course \n\nArea III: Theology, Ethics, and the Social Scientific Study of \nReligion (RLGN) \n\nRLGN 2310 Bioethics. (3) Spring 2007 \n\nA study of the ethical issues raised by the practice of nursing, medicine, \nand biomedical research. \nPrerequisite: None \n\nRLGN 3310 Contemporary Christian Thought. (3) Fall 2006 \nA survey of the development of Christian thought, with particular attention \nto the nineteenth and twentieth centuries. \nPrerequisite: A religion core course \n\nRLGN 3320 The Ethics of Sexuality, Marriage, and Gender. (3) \n\nA study of the moral issues related to sexuality, gender roles, and family \nlife. Topics will vary per offering, but may include ethical reflection on \nsuch topics as the meaning and purpose of sexuality, gender roles, pre- \nmarital and extra-marital sexuality, homosexuality, and family structure. \nThe course also is cross-listed in the Women's Studies Program as \nWMST 3320 \nPrerequisite: A religion core course \n\nRLGN 3340 Sociology of Religion. (3) \n\nA sociological analysis of the interplay between religion and culture. \nPrerequisite: A religion core course \n\nRLGN 3350 Psychology of Religion. (3) \n\nPsychological interpretation of religious experience and growth. \nPrerequisite: A religion core course \n\n\n\n257 \n\n\n\nArea IV: Philosophy (PHIL) \n\nPHIL 1410 Introduction to Philosophy. (3) \n\nA survey of major philosophical themes and figures that were formative \nin Western civilization. \nPrerequisite: None \n\nPHIL 2410 Moral Philosophy. (3) Fall 2006 \nA study of the major philosophical understandings of morality and the \ngood life. \nPrerequisite: None \n\nPHIL 2420 Ancient and Medieval Philosophy. (3) \n\nA historical survey of classical and medieval philosophy. \nPrerequisite: None \n\nPHIL 2430 Modern Philosophy. (3) \n\nA historical survey of the philosophies of the Renaissance through the \npost-modern era. \nPrerequisite: None \n\nPHIL 2440 Elementary Logic. (3) \n\nAn introduction to the logic of propositions with attention to the \nstructure and evaluation of informal arguments. The rhetoric of \npersuasion and its use of logic and emotions also will be discussed. \nPrerequisite: None \n\nPHIL 3410 Philosophy of Religion. (3) \n\nAn investigation of problems related to philosophical reflection on \nreligious thought and experience. \n\nPrerequisite: At least one prior course in philosophy or \npermission of professor \n\nPHIL 3420 Themes in Political Philosophy. (3) Spring 2007 \nAn introduction to the basic ideas of political philosophy. Topics \nconsidered include the social and historical context of political theory, \nthe development of major ideas in political philosophy, critical analysis \nof theoretical arguments, and the relation of political theory to \ncontemporary politics. The course also is cross-listed in the Political \nScience Program as POLS 3340. \nPrerequisite: None \n\nPHIL 4410 Selected Topics in Philosophy. (3) Spring 2007 \n\nA seminar course on a major subject of concern in philosophy based on \nindividual research and assigned readings. \n\nPrerequisite: At least one prior course in philosophy or \npermission of professor \n\n\n\n258 \n\n\n\nArea V: Church Leadership Courses (RLGN) \n\nRLGN 3510.Christian Education in the Local Church. (3) Fall 2005 \nA study of issues confronting those participating in a local church \nsetting. Required of all students in the Internship. \nPrerequisite: A religion core course \n\nRLGN 3520 Christian Worship. (3) Spring 2007 \nThe study and practice of Christian worship in its historical and \ncontemporary contexts. Topics will include the theology of worship, \nsacraments, liturgy, and the place of music in worship. \nPrerequisite: A religion core course \n\nRLGN 3540 Youth Ministry. (3) Fall 2006 \nThe study and practice of ministry to persons from adolescence through \nyoung adulthood. \nPrerequisite: A religion core course \n\nRLGN 3560 Congregational Leadership. (3) Spring 2006 \nThe study of the leadership styles and skills necessary for leadership of a \nreligious institution. Topics may include congregational dynamics, \nleading institutional change, working with volunteers, avoiding burnout, \nand racial and gender issues in leadership. \nPrerequisite: A religion core course \n\nRLGN 3550 Internship. (1-6) As scheduled \n\nSupervised participation in the local church setting. May be repeated for \ncredit up to 6 hours. \nPrerequisite: Two courses from Area V \n\nArea VI: Capstone and Other Courses (RLGN) \n\nRLGN 4610 Selected Topics in Religion. (3) Spring 2006 \nA seminar course on a major subject of concern based on individual \nresearch and assigned readings. \nPrerequisite: Permission of professor \n\nRLGN 4620 Senior Thesis or Project. (3) As scheduled \nPrerequisite: Application to Religion Department Chair \n\n\n\n259 \n\n\n\nSociology \u0026 Anthropology \nIntroduction \n\nThe mission of the Sociology \u0026 Anthropology department is to equip \nstudents with an entry-level knowledge of social science concepts, \ntheories, and research strategies. \n\nDescription of Major \n\nSociology is the study of human social relationships and institutions. \nSociology's subject matter is diverse, ranging from crime to religion, from \nthe family to the state, from the divisions of race and social class to the \nshared beliefs of a common culture, and from social stability to radical \nchange in whole societies. Unifying the study of these diverse subjects of \nstudy is sociology's purpose of understanding how human action and \nconsciousness both shape and are shaped by surrounding cultural and \nsocial structures. \n\nAnthropology is the holistic and comparative study of human practice and \nbehavior. Anthropology, a sister discipline to sociology, has traditionally \nfocused on the investigation and analysis of human action through the lens \nof culture and by means of ethnographic fieldwork. Its initial subject matter \nwas the study of small-scale, non-industrial groups primarily outside the \ndeveloped world. Through a four field (cultural/social anthropology, \nphysical anthropology, linguistics and archeology) approach, \nanthropologists strove to make relevant generalizations about human \nbehavior and society. In the last forty years, the scope and focus of \nanthropology has broadened and, now, anthropologists investigate all \naspects of life in the industrialized world as well. Anthropology provides a \nglobal perspective on life and today, with its global focus, anthropology \noffers preparation for effective living in a rapidly changing world that is \ncomplementary to the sociological perspective. \n\nSociologists emphasize the careful gathering and analysis of evidence \nabout social life to develop and enrich our understanding of key social \nprocesses. The research methods sociologists use are varied. \nSociologists observe the everyday life of groups, conduct large-scale \nsurveys, interpret historical documents, analyze census data, study \nvideo-taped interactions, interview participants of groups, and conduct \nlaboratory experiments. The research methods and theories of sociology \nyield powerful insights into the social processes shaping human lives \nand social problems and prospects in the contemporary world. By better \nunderstanding those social processes, we also come to understand more \nclearly the forces shaping the personal experiences and outcomes of our \nown lives. The ability to see and understand this connection between \n\n\n\n260 \n\n\n\nbroad social forces and personal experiences - what C. Wright Mills \ncalled \"the sociological imagination\"  is extremely valuable academic \npreparation for living effective and rewarding personal and professional \nlives in a changing and complex society. \n\nDegrees Offered: We currently offer a major in Sociology. \n\n\n\nGeneral Objectives \n\nStudents majoring in Sociology will acquire a basic knowledge of the \nfollowing areas: \n\n the \"sociological imagination,\" or ability to link individual \nbiography with history and culture \n\n the difference between micro- and macro-level groups and \nprocesses, and the interconnections among them \n\n the importance and necessity of theory in the process of learning \n\n the strengths and weaknesses of various research methods, and the \nappropriateness of each for various research questions \n\n the social bases and biases of what constitutes knowledge or \nconventional wisdom \n\n the opportunities as well as constraints that are imposed on us by \nsocial structure \n\nRequirements for the Sociology Major \n\nSociology majors are required to complete the following courses, \ntotaling 30 semester hours, with no grade lower than a \"C\" in \nany course. \n\nFoundation (15 hours) \n\nSOCI 1000 Principles of Sociology \n\nSOCI 2000 Social Problems and Policy \n\nSOCI 4000 Development of Sociological Thought \n\nHUSV 1 148 Introduction to Anthropology \n\nHUSV 3308 Cultural and Social Anthropology \n\nResearch (6 hours) \n\nMATH 1 1 14 Introduction to Statistics \n\nSOCI 3900 Research Methods in Social Science \n\n\n\n261 \n\n\n\nOr, students may elect to fulfill the research component by \ntaking the following sequence of courses: \n\nPSYC 2298 Behavioral Statistics. \n\nPSYC 2299 Research Methods. \n\nNote: Please note that PSYC 2298 is a prerequisite for PSYC 2299. \n\nMATH 1114 will not serve as the prerequisite. \n\nElectives/Substantive Component (9 hours) \n\nStudents may complete the major by electing 3 other courses from the \nfollowing list, two of which must be 3000-level or higher. \n\nSOCI 2500 Marriages and Families \n\nSOCI 3500 Gender \u0026 Society \n\nSOCI 3300 Sociology of Childhood \n\nSOCI 3400 Criminology \n\nSOCI 3000 Social Change \n\nLAST 1 1 04 Introduction to Latin American Culture \n\nRLGN 2230 Race \u0026 Religion in America \n\nSOCI 3340 Sociology of Religion \n\nWMST 1 101 Introduction to Women's Studies \n\nSOCI 3600 Sociology of Education \n\nSOCI 4478 Special Topics in Sociology/Anthropology \n\nPSYC 332 1 Social Psychology \nOne appropriate Interim course may count towards the elective \nrequirement, with approval of the department chair. \n\nRequirements for the Sociology Minor \n\nA minor in sociology consists of 5 courses, two of which must be at the \n3000 level or higher. \n\nAH students planning to minor in sociology must take the following: \n\nSOCI 1000 Principles of Sociology \n\nSOCI 2500 Marriages and Families \n\nSOCI 2000 Social Problems and Policy \n\nStudents must choose 2 courses from the following list: \n\nSOCI 3500 Gender \u0026 Society \n\nSOCI 3300 Sociology of Childood \n\nSOCI 3400 Criminology \n\nSOCI 3000 Social Change \n\nPSYC 332 1 Social Psychology \n\nRLGN/SOCI 3340 Sociology of Religion \n\nSOCI 3600 Sociology of Education \n\nSOCI 4478 Special Topics in Anthropology or \n\nSociology, with approval of department chair \n\n262 \n\n\n\nAssessment \n\nMastery of the curriculum for a major in Sociology is measured by: \n\n\n\n \n\n\n\nCompletion of all major requirements with a C or higher in every course \n\n Completion of a formal research proposal (typically during a \n\nstudent's final semester) as part of the requirements for SOCI 4000, \nDevelopment of Sociological Thought, that demonstrates competence \nin 1) the selection of an appropriate and contemporarily relevant \nsociological research question; 2) integration and application of \ntheory; 3) and assessment and defense of a suitable research design. \n\nCourse Descriptions (SOCI) \n\nSOCI 1000 Principles of Sociology. (3) Fall and Spring \nA study of the fundamental concepts and principles of the discipline, with \nemphasis on socialization, social institutions, social interaction, social \nstratification and inequality, as well as mechanisms of social control. \nFamiliarization with the distinction between macro- and micro-level \nsociological processes will be emphasized. \n\nSOCI 2000 Social Problems and Policy. (3) Spring \nUsing a special topics approach, this course provides the most current \nassessment of social problems and the policies created in an attempt to \nremedy these social ills. This course may require an overnight off-campus \nurban immersion experience. \n\nSOCI 2500 Marriages and Families. (3) Fall \nThis course offers a multi-disciplinary perspective on contemporary \nmarriages, families, and other intimate relationships. Students will become \nfamiliarized with competing models and theories on family relationships. \nIn addition, the course explores cross-cultural variation in family systems \nas well as diversity and change within the American population. Topics to \nbe covered include: mate selection, sexuality, marital structure, marital \nhappiness, divorce, parenting, and alternative family forms. \n\nSOCI 3000 Social Change. (3) On demand \n\nAn analysis of the sources, patterns, and consequences of social and \ncultural change. The roles of socio-economic, political, technological and \nother factors in processes of change at institutional and societal levels \nare investigated. \n\nSOCI 3300 Sociology of Childhood. (3) Fall, on demand \nAn analysis of current issues confronting America's children. \n\n\n\n263 \n\n\n\nSOCI3340 Sociology of Religion. (3) \n\nA sociological analysis of the interplay between religion and culture. \nPrerequisite: A religion core course \n\nSOCI 3400 Criminology. (3) Fall, on demand \nA multi-disciplinary examination of criminal behavior and corrections, \nwith an emphasis on competing theories regarding the origins and \nincidence of criminality. The course will explore the history of laws and \nthe criminal justice system, as well as various categories of crime. \nSpecial attention will be given to the social forces underlying criminal \nand deviant behavior. \nPrerequisite: SOCI 1000, with a grade of C or higher \n\nSOCI 3500 Gender \u0026 Society. (3) Every other Spring \nStudents will become aware of the gendered society in which we live, \nthe norms, values, and patterns of communication associated with each \ngender and how these affect personal life choices and social status. \nSpecifically, students will become aware of how our basic social \ninstitutions, such as the economy, the family, education, religion, and \nthe political system are gendered institutions with differing ideals and \nexpectations for women and men. \nPrerequisite: SOCI 1000, with a grade of C or higher \n\nSOCI 3600 Sociology of Education (3) Spring 07 \nThis course will examine, from a sociological perspective, the structure \nand process of education in contemporary society, and its effects. The \nprimary focus will be on U.S. public education. Topics include the \ncontribution of sociology to understanding education and teaching; the \nrelationship of education to other social institutions such as families and \nreligion; the effects of socio-demographic variables on learning \noutcomes, etc. In addition, the course will cover current controversies \nfacing schools such as school funding, school prayer, violence, bi- \ncultural education, IQ testing (and cultural bias) and educational \nreform movements. \n\nSOCI 3900 Research Methods in Social Science. (3) Fall \nA study of basic social science research methods. Topics considered \ninclude:research design and data collection, measurement and causality, \nfitting models to data with various methods, graphic analysis, and the \nuse of statistical software. \n\n\n\n264 \n\n\n\nSOCI 4000 Development of Sociological Thought. (3) \n\nEvery other Spring \nThis course is an introduction to the development and current state of \nsociological theory. It focuses on the most influential figures in the \ndevelopment of sociological theory and their legacy in contemporary sociology. \nPrerequisites: SOCI 1000 \u0026 POLS 3300 or SOCI 3900, with a \n\ngrade of C or higher; normally taken during a student's \n\nfinal semester; senior status preferred \n\nSOCI 4478 Special Topics in Sociology. (3) \n\nThis course will involve in-depth exploration into a unique topic in either \nSociology or Anthropology. The course content will rotate from year to \nyear. Students may repeat the course for credit so long as the topic changes \nand with departmental approval. \n\n\n\n\n265 \n\n\n\nTHEATRE ARTS \n\nIntroduction \n\nThe Department of Theatre Arts offers a pre-professional training program \nemphasizing the practical aspects of theatre and the importance of process. \nIt is the belief of the faculty that the training process must prepare students \nfor the real world of theatre. Faculty teaching in the Theatre Arts program \nare experienced, working professionals. With the belief that theatre is both \nan art form and a business the curriculum provides a strong undergraduate \nfoundation in theatre performance, design, production and literature. \n\nOffering a B.A. in Theatre Arts, majors must successfully complete 24 \ncommon core hours designed to foster an appreciation for, and an \nunderstanding of each area of theatre. In addition, students must complete \n1 8 additional track courses in their area of interest: performance, technical, \ndesign or a combination of the three, to complete the theatre arts degree \ncomposed of a total of 42 major hours. \n\nObjectives \n\nThe following objectives are established as a basis for the training program \nin Theatre Arts. Upon application for graduation, the Theatre Arts major \nwill be expected to: \n\n understand the basic theoretical concepts behind each of the four major \nareas within the discipline: performance, design, production and literature, \n\n have an extensive artistic vocabulary in their specific area of concentration, \n\n have the technical knowledge pertaining, but not limited to the \nstudent's chosen area of concentration, \n\n demonstrate an understanding of auditioning and/or portfolio presentation, \n\n be knowledgeable of viable avenues of employment and sources noting \nsuch information, \n\n have an understanding of opportunities for graduate studies and \nemployment in theatre and the performing arts. \n\n\n\n266 \n\n\n\nGraduation Requirements for the \nTheatre Arts Major \n\nA student pursuing a major in Theatre Arts must meet all of the following \ncriteria on an ongoing basis: \n\nA. Satisfactory completion of all degree requirements as outlined in the \ncatalogue. \n\nB. Participation in all departmental productions and activities, including \nauditions, production crews, work calls and production strikes as \nassigned by faculty. \n\nC. Attendance at all scheduled departmental meetings and activities. \n\nAdmission to the Theatre Arts Major \n\nIn order to be admitted and to continue as a Theatre Arts major, a student \nmust meet the following criteria: \n\nA. Overall grade point average of 2.25 or better. Scholarship \nrecipients must maintain a 3.0 grade point average or better \n\nB. Writing proficiency-a grade of \"C\" or better in English 1 101, 1 102 \n\nC. Theatrical Proficiency-a grade of \"C\" or better in all Theatre \nArts courses \n\nD. Prognosis for Success- evaluation during Theatre courses \npertinent to: \n\n1) attendance \n\n2) attitude \n\n3) cooperation \n\n4) oral and written skills \n\n5) enthusiasm and dedication to the Theatre Arts program. \n\nE. Transfer students wishing to continue as a Theatre Arts major \nmust provide evidence of all of the above plus the following: \n\n1 ) past participation in departmental productions \n\n2) recommendations of at least two theatre faculty from the \ntransferring institution \n\n3) acceptance as a major is subject to approval by a majority of \nthe LaGrange College Theatre Arts faculty. \n\nA student that does not meet all of the above criteria each semester may be \nplaced on probation. After the probationary' period, the student will be re- \nevaluated by the Theatre Arts faculty. If it is determined that the student \n\n\n\n267 \n\n\n\nhas failed to meet the above criteria satisfactorily, the student may be \nremoved as a major. \n\nREQUIREMENTS FOR THE THEATRE ARTS MAJOR \n\nA total of 42 semester hours are required for the Theatre Arts major. \nCore Requirements (24 hours): \n\n\n\nTHEA 1101 \n\n\nDrama Survey I \n\n\n3 \n\n\nTHE A 1102 \n\n\nDrama Survey II \n\n\n3 \n\n\nTHEA 1180 \n\n\nStagecraft \n\n\n3 \n\n\nTHEA 1184 \n\n\nActing I \n\n\n3 \n\n\nTHEA 21 10 \n\n\nIntroduction to Design \n\n\n3 \n\n\nTHEA 2330 \n\n\nScript Analysis \n\n\n3 \n\n\nTHEA 2285 \n\n\nPracticum \n\n\n6 \n\n\nCommon core \n\n\nhours \n\n\n24 \n\n\nTRACK COURSE REQUIREMENTS \n\n\n\n\nPerformance Track (18 hours) \n\n\n\n\nTHEA 2200/01 \n\n\nStunts/Fights for Stage, \n\n\n\n\n\n\nTV and Film I \n\n\n3 \n\n\nTHEA 2205 \n\n\nMovement for the Actor \n\n\n3 \n\n\nTHEA 2210 \n\n\nVoice and Diction \n\n\n3 \n\n\nTHEA 2351 \n\n\nActing II \n\n\n3 \n\n\nTHEA 4451 \n\n\nAuditioning \n\n\n3 \n\n\nOne Theatre Arts Course Elective \n\n\n3 \n\n\nTotal Performance Track Hours \n\n\n18 \n\n\n\nTechnical Track (18 hours) \n\nARTD 1 1 52 Basic Drawing 3 \nTHEA 2283 Stage Management \nOr \n\nTHEA 3420 Theatre Management 3 \n\nTHEA 3360 Scenic Design 3 \n\nTHEA 3370 Directing 3 \n\nTwo Theatre Arts Course Electives 6 \n\nTotal Technical Track Hours 18 \n\n\n\n268 \n\n\n\nDesign Track (18 hours) \n\n\n\nARTD 1152 \n\n\nBasic Drawing \n\n\n3 \n\n\nARTD 1153 \n\n\n3-D Design \n\n\n3 \n\n\nARTD 22 11 \n\n\nLife Drawing \n\n\n3 \n\n\nTHEA 3360 \n\n\nScenic Design \n\n\n\n\nOr \n\n\n\n\n\n\nTHEA 3381 \n\n\nLighting Design \n\n\n\n\nOr \n\n\n\n\n\n\nTHEA 3385 \n\n\nCostume Design \n\n\n3 \n\n\nTHEA 3370 \n\n\nDirecting \n\n\n3 \n\n\nOne Theatre Art or Art and Design \n\n\n\n\nCourse Elective \n\n\n3 \n\n\nTotal Design \n\n\nTrack Hours \n\n\n18hrs \n\n\n\nTheatre Arts Major hours 42 \n\nTheatre Performance Minor (18 hours) \n\n\n\nTHEA 1184 \n\n\nActing I \n\n\n3 \n\n\nTHEA 2200/01 \n\n\nStunts \n\n\n3 \n\n\nTHEA 2205 \n\n\nMovement for the Actor \n\n\n3 \n\n\nTHEA 22 10 \n\n\nVoice \u0026 Diction \n\n\n3 \n\n\nTwo courses of the following: \n\n\n\n\nTHEA 2351 \n\n\nActing II \n\n\n\n\nTHEA 3305 \n\n\nPeriod Styles \n\n\n3hrs. \n\n\nTHEA 3345 \n\n\nMusical Theatre \n\n\n\n\nTHEA 4451 \n\n\nAuditioning \n\n\n6 \n18hrs \n\n\n\nCourse Descriptions (THEA) \n\nTHEA 1101 Drama Survey I. (3)* \nA survey of the discovery of theatre beginning in ancient Greece \ncontinuing through the rise of Realism. Students will study theatre as a \ndeveloped art form through reading, viewing and discussing plays \nrepresenting diverse eras of history. \nDrama Survey II may be taken independently of Drama Survey I. \n\nTHEA 1102 Drama Survey II. (3)* \n\nA survey of the discovery of theatre from the rise of Realism through \ncontemporary drama. Students will study theatre as a developed art form \nthrough reading, viewing and discussing plays representing diverse eras of history. \nDrama Survey II may be taken independently of Drama Survey I. \n\n\n\n269 \n\n\n\nTHEA1180 Stagecraft. (3)* \n\nA course designed to provide the student with theoretical and working \nknowledge of technical theatre. An emphasis is placed on the fundamental \ntechniques and processes used in theatre productions. Students will work \non a departmental production. \n\nTHEA1184 Acting I. (3)* \n\nA course designed to introduce students to the fundamentals of acting for \nthe stage. Course will include achievement of a simple objective, self and \nsensory awareness, relaxation, concentration and beginning scene and \ntext analysis. \n\nTHEA2110 Introduction to Design. (3) \n\nA course designed to introduce students to the fundamental elements of \nthe design process, with emphasis on script analysis and visual communication. \nPrerequisites: Basic Drawing highly recommended for Design and \nTechnical Track Majors \n\nTHEA 2200 Stunts /Fights for Stage, TV and Film I. (3) * \n\nA performance course covering basic stage movement, acrobatics, faints, \nfalls, flips, kicks, slapstick comedy, hand-to-hand combat, and stage \nweapons when applicable. \n\nTHEA 2201 Stunts/Fights for Stage, TV and Film II. (3) * \n\nA continuation of THEA 2200. adding period weaponry such as, but not \nlimited to quarterstaff, broadsword, rapier, dagger, food fights, etc. for \nthe stage. \n\nTHEA 2205 Movement for the Actor. (3) * \n\nA course designed to develop body awareness by exploring movement \nconnected to impulse and instinct, focusing on integration of the mind, \nbody and spirit. \n\nTHEA 2210 Voice and Diction. (3) \n\nTo introduce students to the process of voice production, methods of \nLinklater's freeing the voice with emphasis on relaxation and breathing, \nand applicable techniques for working with text. \n\nTHEA 2283 Stage Management. (3) \n\nA course designed to provide student with introduction to, and basic \ntraining in, the area of stage management. \n\nTHEA 2285 Theatre Practicum. (1-3) \n\nDesigned for students to gain practical experience in and outside their \narea of focus. \nPrerequisites: Roles/responsibilities for credit must be approved by faculty. \n(May be taken for 1 -3 hours of credit per semester.) \n\n\n\n270 \n\n\n\nTHEA 2286 Makeup for the Stage. (3)* \n\nA study in the theories and application of stage makeup. Topics may \ninclude corrective, old age and character makeup, as well as prosthetics. \n\nTHEA2330 Script Analysis. (3) \n\nA study of major genres of dramatic literature designed to provide the \ndirector, actor, designer, dramaturge and/or technician with basic \nguidelines for text analysis. Students will develop and utilize skills to \nthoroughly analyze text. \nPrerequisite: THE A 1101 or 1102 \n\nTHEA2351 Acting II. (3) \n\nA continuation of THEA 1 184 which explores further character \ndevelopment through advanced scene work and improvisational exercises. \nPrerequisite: THEA 1 1 84 \n\nTHEA 3272 Creative Dramatics. (3) On demand \nA course which introduces methods of creating, designing and utilizing \ndrama to enhance teaching skills and foster the educational \ndevelopment of students. \n\nHighly recommended for early childhood and secondary \n\neducation majors \n\nTHEA 3305 Period Styles of Acting. (3) \n\nA course designed to introduce students to period styles of acting and \nmovement which may include: Greek, Elizabethan, Comedy of Manners, \nFarce, Realism and the Theatre of the Absurd. \nPrerequisites: THEA 1 184, THEA 2351 \n\nTHEA 3310 Playwriting/Screenwriting. (3) \n\nA course designed to stimulate critical and creative thinking through the \ncreation of original material. Students will be guided in the completion of \nwriting a play/screenplay. \nPrerequisite: THEA 2330, grade B or better in ENGL 1 101 \u0026 1 102, . \nor consent of instructor \n\nTHEA 3345 Musical Theatre. (3) \n\nA practical study of techniques and styles of musical theatre. \nPrerequisite: THEA 1 1 84 \n\nTHEA 3360 Scenic Design. (3) \n\nAn advanced study of the Scenic Design process. Students will apply the \nprinciples of design to scenery through intense practical assignments. \nEmphasis is placed on communication through Drafting, Renderings and Models. \nPrerequisite: THEA 21 10 \n\n\n\n271 \n\n\n\nTHEA3370 Directing. (3) \n\nA course designed to introduce students to the director's role in \ninterpreting, choosing, rehearsing and staging a play. Course includes \ndirection for performance of a short play. \nPrerequisites: THEA 1 184, THEA 21 10, THEA 2330 \n\nTHEA3381 Lighting Design. (3) \n\nAn advanced study of the Lighting Design process. Students will apply the \nprinciples of design to lighting through intense practical assignments. \nEmphasis is placed on communication through Rendering, Magic Sheets, \nand Lighting Plots. \nPrerequisite: THEA 21 10 \n\nTHEA 3385 Costume Design. (3) \n\nA course that acquaints the student with the basic skills needed to design \ntheatrical costumes, which includes patterning and cutting/draping. \nPrerequisite: THEA 21 10 \n\nTHEA 3420 Theatre Management/Arts Management. (3) \n\nA course which introduces the fundamentals of Arts management. Course \nwill investigate and navigate through the conflicting issues, strategies and \nopportunities in management in the Arts. \n\nTHEA 4451 Auditioning. (3) \n\nA course designed for developing audition techniques and examining \nguidelines for audition procedures with emphasis on practical auditions, \nresume, headshots, selection of audition material and compilation of an \naudition portfolio. \nPrerequisite: THEA 1 184, THEA 2351 \n\nTHEA 4470-2 Special Topics. (1-3) \n\nA series of courses designed to provide students with advanced \nmaterial/study in either performance or design tracks. \nPrerequisite: Consent of instructor \n\nTHEA 4484 Senior Thesis. (3) \n\nA course in which senior Theatre Arts majors bring their training and \nemphasis into focus. Senior thesis projects may be track-specific special \nprojects in acting, design, directing, stage-managing or playwriting. \nAll proposals must be approved by the Department Chair and are \nsubject to scheduling and faculty supervisory commitments. \n\n* Denotes courses in Theatre Arts that may satisfy Fine Arts \nrequirement in Core Curriculum. \n\n\n\n272 \n\n\n\nWOMEN'S STUDIES \n\nIntroduction \n\nWomen's Studies is an interdisciplinary field of study which \ncomplements a liberal arts education by drawing upon a variety of \ndisciplines to gain a critical awareness of the female experience. \nIn developing this awareness and in presenting its diversity, courses \nexplore gender as well as race, ethnicity, culture, age, and social class \nas categories of analysis. While exploring these issues, the courses \nalso promote the development of skills in critical thinking, speaking, \nand writing. Courses focus on women's past and present roles in \nculture, politics, the family, the arts and sciences, health care business, \nand religion. \n\nObjectives \n\nA minor in Women's Studies consists of twelve semester hours: Three \nof which must be WMST 1101: Introduction to Women's Studies. Of \nthe remaining nine hours, six must be taken at the 3000 level. This \nflexibility coupled with the interdisciplinary nature of the field, permits \nstudents to design a minor which best reflects their academic and future \ncareer interests. (Only cross-listed courses taken during or after the fall \nof 2000 may be applied to the minor in Women's Studies.) \n\nCourse Descriptions (WMST) \n\nWMST 1101 Introduction to Women's Studies. (3) \n\nThis course will provide a better understanding of the female experience \nand the evolution of women's roles within one's own culture and that of \nothers. In developing this understanding emphasis will be placed on the \ngreat diversity of women's individual lives by considering such factors \nas race, age, marital, and class status. \n\nCross-listed Courses \nWMST 3302/SOCI 3302: \n\nGender \u0026 Society. \nWMST 31 10/LAST 3110: \n\nSpecial Topics/Latin American Women Writers. (3) \nWMST 3247/SOCI 2247: \n\nMarriages and Families. (3) \nWMST 3312/ENGL 3345: \n\nThe rise of the English Novel. (3) \nWMST 3320/RLGN 3320: \n\nThe Ethics of Sexuality, Marriage, and Gender. (3) \n\n\n\n273 \n\n\n\nWMST 3340/ENGL 3340: \n\nRestoration and Eighteenth Century English Literature. (3) \nWMST 4500: \n\nAdvanced Library Research in the Sciences. (2) \nWMST 4400: \n\nAdvanced Library Research in the Social Sciences \n\nand Humanities. (2) \nWMST 4478/HUSV 4478: \n\nWomen in Ministry (3) \n\nAlso, interim term courses are offered in Women 's Studies. \n\n\n\n\n274 \n\n\n\nFaculty \n\n\n\nDavid Oki Ahearn( 1995) \n\nAssociate Professor of Religion and Philosophy; Chair, Division of \nHumanities; Chair of the Religion Department \n\nB. A. Austin College; M.Div., Southern Methodist University; Ph.D., \nEmory University \n\nNancy Thomas Alford (1969) \n\nAssistant Professor of Health and Physical Education, Chair of the \n\nHealth and Physical Education Department \n\nB.S. Georgia College; M.S., University of Tennessee \n\nToni P. Anderson (1999) \n\nProfessor of Music; Chair of the Music Department \n\nB.M., Lamar University; M.M., New England Conservatory of Music; \n\nPh.D., Georgia State University \n\nKim Barber (1995) \n\nAssociate Professor of Theatre Arts; Chair, Division of Fine \nArts; Chair of the Theatre Department \n\nB.S., University of Tennessee; M.F.A., University of California at \nLos Angeles \n\nDouglas A. Barlow (2006) \n\nAssistant Professor of Physics \n\nB.S., University of Florida; M.S. Pittsburg State University; \n\nPh.D., University of Alabama \n\nDavid M. Barrett (2003) \n\nAssociate Professor of Business \n\nB.S.M.E., Tufts University; M.B.A., Georgia State University; Ph.D. \n\nGeorgia State University \n\nCharlene Baxter (1976) \n\nAssistant Professor; Librarian for Public and Technical Services \nA.B.. West Georgia College; M.L.S., George Peabody College \nfor Teachers \n\nCindiBearden(2001) \n\nAssistant Professor of Business \n\nB.S., Jacksonville State University; Master of Accountancy, University \n\nof Alabama, Certified Public Accountant \n\nJon Birkeli (1987) \n\nEly R. Callaway, Sr. Professor in International Business; Chair of the \n\nBusiness Department \n\nA.B., Lenoir-Rhyne College; Ph.D., University of South Carolina \n\n\n\n275 \n\n\n\nSandra Blair (2000) \n\nAssistant Professor of Nursing \n\nB.S.N. LaGrange College; M.S.N. Georgia State University \n\nFrank W. Brevik (2006) \n\nAssistant Professor of English \n\nB.S. Troy State University; M.A. University of Manchester; Ph.D., \n\nUniversity of Louisiana at Lafayette \n\nMarcia Langham Brown ( 1 996) \n\nAssociate Professor of Art and Design \n\nB.F.A., Guilford College; M.F.A., University of Georgia \n\nJoseph J. Cafaro( 1984) \nProfessor of History \n\nA. A., Manatee Junior College; B.A., Florida Atlantic University; \nM.A., Ph.D., Florida State University \n\nAngela N. Cauthen (2006) \n\nAssistant Professor of Biology \n\nB.S., Shorter College; Ph.D., University of Georgia \n\nSusan R. Cody (2002) \n\nAssistant Professor Sociology \n\nB.A., Jacksonville University; M.A., University of Florida; Ph.D., \n\nUniversity of Florida \n\nJohn Granger Cook (1994) \n\nAssociate Professor of Religion \n\nB.A., Davidson College; M.Div., Union Theological Seminary; Ph.D. \n\nEmory University \n\nMary Lou Dabbs (1999) \n\nAssistant Professor; Electronic Resources Librarian \n\nB.A., Florida Presbyterian College; M. Ln., Emory University \n\nNina Dulin-Mallory (1989) \nProfessor of English \n\nB.A., Clemson University; M.Ed., LaGrange College; Ph.D., \nAuburn University \n\nSteven Earl Edwards (1992) \n\nAssociate Professor of Theatre Arts \n\nB.A., Texas Wesleyan University; M.A., University of Arkansas; \n\nPh.D., Texas Tech University \n\nCharles H.Evans (1981) \nProfessor of Psychology \nB.S., M.S., Ph.D., University of Georgia \n\n\n\n276 \n\n\n\nGordon Jeffrey Geeter (1990) \n\nAssistant Professor of Health and Physical Education \n\nA.S., Andrew College; B.S., Tennessee Wesleyan College; M.S.S., United \n\nStates Sports Academy \n\nF. Stuart Gulley ( 1996) \n\nAssistant Professor of Religion \n\nB. A., Vanderbilt University; M.Div., Emory University; \n\nPh.D., Georgia State University \n\nHeather A. Haas (2001) \n\nAssociate Professor of Psychology \n\nB.S. Rocky Mountain College; M.S. University of St. Andrews; Ph.D. \n\nUniversity of Minnesota \n\nMelvin H. Hall (2002) \n\nAssistant Professor of Chemistry \n\nB.S. Cuttington University College; M.A., University of California at \n\nBerkeley; Ph.D. Auburn University \n\nJenny Hampton (2000) \n\nAssistant Professor of Business \n\nB.S. University of Georgia; MTx Georgia State University; \n\nJ.D. University of Chicago \n\nCeliaG. Hay (1996) \n\nAssistant Professor of Nursing \n\nDiploma, Piedmont Hospital School of Nursing; \n\nM.S., Georgia State University, Ph.D. Georgia State University \n\nB. Joyce Hillyer ( 1995) \n\nAssociate Professor of Education \n\nA.S. Southern Union State Junior College; B.S., M.Ed., Ed.D. \n\nAuburn University \n\nJohn C. Hurd( 1974) \nProfessor of Biology \nB.S., Alabama College; M.S., Ph.D., Auburn University \n\nSeok Hwang (2005) \n\nAssistant Professor of Mathematics \n\nB.S. Yeungnam University; M.A. University of Wisconsin; Ph.D. \n\nUniversity of Wisconsin \n\nLee E.Johnson (1990) \n\nFuller E. Callaway Associate Professor of Music \nB.A., Auburn University; M. M., Indiana University \n\n\n\n277 \n\n\n\nDorothy M. Joiner (2001) \n\nLovick Corn Professor of Art History \n\nB.A. St. Mary's Dominican College; M.A. Emory University; Ph.D. \n\nEmory University \n\nDonald Jolly (1961) \n\nProfessor of Mathematics \n\nB.S. University of Southern Mississippi; M.S. University of Illinois; \n\nPh.D. Auburn University \n\n(Retired from full-time teaching in 1995) \n\nBill Kovack (2006) \n\nAssistant Professor of Business \n\nBA Michigan State University; MBA Michigan State University \n\nCharles P. Kraemer ( 1978) \n\nProfessor of Psychology; Chair of Psychology Department; Director of \n\nUndergraduate research \n\nB.A., LaGrange College; M.S., Ph.D., University of Georgia \n\nJennifer Langdon (2005) \n\nAssistant Professor of Mathematics \n\nB.S., U. Nebraska-Lincoln, M.S., U. Nebraska-Lincoln, M.S. U. \n\nNebraska-Lincoln, Ph.D., U. Nebraska-Lincoln \n\nJohnD. Lawrence (1970) \n\nFuller E. Callaway Professor of Art and Design, Chair of the Art Department \nB.F.A., Atlanta College of Art; M.F.A., Tulane University \n\nKyoo Lee (2004) \n\nAssistant Professor of Philosophy \n\nB.A., Ewha Women's University; M.A. Ewha Women's University; \n\nPh.D. Warwick University \n\nTracy L. R. Lightcap (1991) \n\nAssociate Professor of History and Political Science, Chair of Political \nScience Department \n\nA.B., University of the South; M.A., University of South Carolina; \nPh.D., Emory University \n\nAlvin B. Lingenfelter (2003) \n\nAssistant Professor of Religion \n\nB.A., Mississippi College; Masters of Divinity, Duke Divinity School. \n\nDonald R. Livingston (2001) \n\nAssistant Professor of Education, Chair of the Education Department \nB.S. Drexel University; M.Ed. West Chester University; Ed. D. Georgia \nSouthern University \n\n\n\n278 \n\n\n\nDr. Sharon Livingston (2006) \nAssistant Dean \n\nB.S. Drexel University; M.S. West Chester University; \nPh.D. Georgia State University \n\nSarah Beth Mallory (1993) \n\nAssociate Professor of Biology, Director of the Interim Term and \n\nCore Curriculum \n\nB.S., M.S., University of Georgia; Ph.D. Auburn University \n\nLinda A. Mason (2006) \n\nAssistant Professor of Nursing \n\nB.S., University of Florida; M.S.N., University of South Florida \n\nTodd Lee Matthews (2006) \n\nAssistant Professor of Sociology/Anthropology \n\nB.A. Salisbury University; M.A. University of Tennessee; \n\nPh.D., Mississippi State University \n\nGreg A. McClanahan (1988) \n\nProfessor of Mathematics; Chair, Division of Science and Mathematics, \n\nChair of Mathematics Department \n\nB.S., M.S., Auburn University; Ph.D., Clemson University \n\nWilliam J. McCoy, IV (1991) \n\nProfessor of Chemistry/Physics, Chair of Biology, Chemistry, and Physics \n\nDepartments \n\nB.S., Yale University; Ph.D., University of North Carolina \n\nLinda H. McMullen ( 1999) \n\nAssistant Professor of Organizational Leadership and Director of the \nEvening College; B.S., Geneva College; M.S., Geneva College \n\nDavid W. Messer (2003) \nAssistant Professor \n\nB.S., University of Tennessee; M.S., University of Tennessee; Ed.S., \nWest Georgia College; Ed.D., East Tennessee University \n\nFrederick V.Mills (1967) \n\nProfessor of History, Chair of the History Department \n\nA.B., Houghton College; S.T.B., Temple University; \n\nM.Th., Princeton University; M.A., Ph.D., University of Pennsylvania \n\nWalter Y. Murphy \n\nA.B., Emory University; M.Div., Emory University; LL.D., Bethune- \nCookman College; D.D., LaGrange College (1980-1996) \n\n\n\n279 \n\n\n\nFrancis A. O'Connor (1997) \n\nAssociate Professor of Latin American Studies, Head of Sociology \u0026 \nAnthropology Department \n\nB.A., University of Pennsylvania; M.A., Idaho State University; \nPh.D., University of Iowa \n\nDebbie Ogle (2003) \n\nAssistant Professor of Music \n\nB.S., University Montevallo; M.M., University of Alabama \n\nWilliam G. Paschal (1994) \n\nAssociate Professor of Biology \n\nB.S., Saint Joseph's College; Ph.D., Indiana University School \n\nof Medicine \n\nLoren L. Pinkerman (1998) \n\nAssistant Professor; Director of Banks Library \n\nB.A., Westmar College; M.A.T., Colorado State University; \n\nM.L.S., Indiana University \n\nAmanda R. Plumlee (1996) \n\nAssociate Professor of Latin American Studies and Modern Languages, \n\nChair of Latin American Studies and Modern Languages \n\nB.S., UTC of Chattanooga; M.A., Ph.D., University of Tennessee \n\nMelinda Pomeroy-Black (2005) \nAssistant Professor of Biology \nB.A. Rhodes College; M.S. Virginia Tech; Ph.D. Virginia Tech \n\nMargaret Reneke (1999) \n\nAssociate Professor of Art and Design \nB.F.A., University of Georgia; M.F.A., \nVirginia Commonwealth University \n\nFay A. Riddle (1980) \n\nProfessor of Computer Science, Chair of the Computer Science \n\nDepartment \n\nB.S., H. Sophie Newcomb College of Tulane University; M.S., \n\nPh.D., University of Florida \n\nArthur Robinson (1998) \n\nAssistant Professor; Public Services Librarian \n\nB.A., Trinity College; M.L.S., Ph.D., Indiana University-Bloomington \n\nLydia W. Rosencrants (1999) \n\nBoatwright Assistant Professor of Accountancy \n\nAssociate Professor of Accountancy, Chair of the \n\nAccountancy Department \n\nB. S., University of Richmond; Ph.D., Michigan State University \n\n\n\n280 \n\n\n\nMaranah A. Sauter(1983) \n\nProfessor of Nursing; Chair of the Professional Programs Division \nA. A., B.S., Georgia Southwestern College; M.S., Georgia State \nUniversity; Ph.D., Medical College of Georgia \n\nLaine Allison Scott (1998) \n\nAssociate Professor of English, Chair of the English Department \nB.A., The College of William \u0026 Mary; M.A., Middlebury College; \nM.A., Salisbury State University; Ph.D., University of Alabama \n\nBailey Brooks Shelhorse. Jr. (1968) \n\nProfessor of Mathematics and Computer Science \nA.B., LaGrange College; M.A., Louisiana State University; M.Ed., \nWashington State University; M.S., University of Evansville; \nPh.D. Georgia State University \n\nKevin L.Shirley (1998) \n\nAssistant Professor of History \n\nB.A., M.A. (history), M.A. (religion), Ph.D., Florida State University \n\nJayK. Simmons (1997) \n\nAssociate Professor of Political Science; \nVice President for Academic Affairs and Dean \nB.A., Birmingham-Southern College; M.A., \nPh.D., University of Alabama \n\nJackC. Slay, Jr. (1992) \nDean of Students \n\nB.A., M.A., Mississippi State University; \nPh.D., University of Tennessee \n\nTimothy N. Taunton (1984) \n\nProfessor of Art and Design \n\nB.A., University of Arkansas-Little Rock; \n\nM.F.A., Louisiana State University \n\nBrenda W.Thomas (1989) \nProfessor of English \n\nA.B.. Samford University; M.A., Auburn University; \nPh.D., Georgia State University \n\nCharles A. Thompson (200 1 ) \n\nAssociate Dean and Director of LaGrange College at Albany \nB.A., Gustavus Adolphus College; M.A., Wichita State University; \nPh.D. University of Missouri \n\nNathan Tomsheck (2004) \n\nAssistant Professor of Theatre Arts \n\nB.F.A., Whitworth College; M.F.A., Yale School of Drama \n\n\n\n281 \n\n\n\nJohn A. Tures(2001) \n\nAssistant Professor of Political Science \n\nB.A., Trinity University; M.S. Marquette University; \n\nPh.D., Florida State University \n\nMitchell Turner, (2002) \n\nAssistant Professor of Music \nBachelor of Science, Georgia Southern University; \nMaster of Music, University of Georgia; \nPh.D., University of Georgia \n\nJohn M.Williams (1989) \n\nAssociate Professor of English \n\nB.A., M.A., Auburn University; Ph.D., Georgia State University \n\nPhillip R. Williamson (1969) \n\nAssociate Professor of Health and Physical Education; \nB.S., M.S., Troy State University \n\nAnthony Wilson (2004) \n\nAssistant Professor of English \n\nB.A., Oglethorpe University; M.A., Vanderbilt University; \n\nPh.D., Vanderbilt University \n\nMargie Yates (2005) \n\nAssistant Professor of Education \n\nB.X. University of Georgia; M. Ed. Columbus State University; Ph. D. \n\nAuburn University \n\nCarol M. Yin (1991-1994, 1996) \n\nAssociate Professor of Mathematics \nB.S., M.A.M., Ph.D., Auburn University \n\nKuo-chuan Yin (1994) \n\nAssociate Professor of Mathematics \n\nB.S., National Chung Hsing University; M.S., Ph.D., Auburn University \n\n\n\nAdjunct Faculty \n\nLisa Adams \n\nInstructor of Business \n\nB.A. LaGrange College; M.F.A., University of Alabama; M.Ed.; State \n\nUniversity of West Georgia \n\nEthyl L. Ault \n\nInstructor of Education \n\nM.Ed., Georgia State University \n\n\n\n282 \n\n\n\n\n\n\nMichael Bishop \n\nWriter in Residence \n\nB.A. University of Georgia; M.A. University of Georgia; Honorary \n\nDoctorate LaGrange College \n\nLinda Buchanan \n\nInstructor of Education \n\nB.A., George William College; M.A., Eastern Kentucky; \n\nPh.D., Georgia State \n\nPatricia Callaway \n\nInstructor of Music \n\nB.A., Emory, M.M. State University of West Georgia; \n\nD.MA, University of Georgia \n\nJames Anthony Criswell \nInstructor of Music \nB. Med., Columbus State University; M.M., Samford University \n\nAndrea Fernandez \n\nInstructor of Freshman Cornerstone \n\nB.A., The College of Wooster; M.S. Miami University \n\nAnton Flores \n\nInstructor of Sociology \n\nB.S.W., Georgia State University; M.S.W., University of Georgia \n\nJerean C. Grau \n\nInstructor of Nursing \n\nB.S., University Medical College of Virginia; Pharm.D., University \n\nof Florida \n\nKevin Howard \nInstructor \nB.A., College of Wooster; M.S. Morehead State University \n\nEric Jones \n\nInstructor of Music \n\nB.F.A. Music, California Institute of the Arts; M.F.A. Music, California \n\nState University, Northridge \n\nTakemi Kapamaya \n\nInstructor of Modern Foreign Language \n\nB.A., Kyoto Sangyo University, M.A., Himeji Dokkyo University \n\nAshley McNair \nInstructor \nB.S. LaGrange College; M.A.T. LaGrange College \n\n\n\n283 \n\n\n\nKristen B. Miller \n\nInstructor of English \n\nB.A., LaGrange College; M.A. Auburn University \n\nChristiane B. Price \n\nInstructor of Modern Foreign Language \n\nM.A., Freie Universitat; Ph.D., Emory University \n\nTracy Clahan Riggs \n\nInstructor of Theatre Arts \n\nB.F.A., Catholic University; M.F.A., Florida Atlantic University \n\nThomas P. Steele \n\nInstructor of Religion \n\nB.A., Newberry College; M. Div., Lutheran School of Theology; D. \n\nMin., McCormick Theological Seminary \n\nJessica Taylor-Edwards \nInstructor of English \n\nB.A., University of West Florida; M.S., Florida State University; \nM.F.A. Georgia College and State University \n\nPamela Tremblay \n\nInstructor of Cornerstone and Physical Education \n\nABJ, University of Georgia; M.Ed., State University of West Georgia; \n\nEd.S. State University of West Georgia \n\nPaul M. Wolkoff \n\nInstructor of Wellness and Physical Education \n\nB.S., Georgia Institute of Technology; M.Ed., East Tennessee \n\nState University \n\nPresident Emeritus \n\nWalter Y. Murphy \n\nA.B., Emory University; M.Div., Emory University; LL.D., \nBethune-Cookman College; D.D., LaGrange College (1980-1996) \n\nRetired Faculty Members \n\nProfessors Emeritus \n\nSybil L. Allen, B.S., M.Ed., Ed.D. (1976-1994) \nRoland B. Cousins, B.S., M.S., D.B.A. (1990-2005) \nSue M. Duttera, Ph.D. (1986-2002) \nSantiago A. Garcia, B.A., M.A., Ph.D. (1977-1995) \nLuke K. Gill, Jr., B.B.A., M.S.W., J.D. (1971-2002) \n\n\n\n284 \n\n\n\nS. G. Hornsby, B.S.Ed., M.A., Ph.D. (1966-2005) \n\nSandra K. Johnson B.A., M.Ed., Ed.D. (1983-2005) \n\nRichard Donald Jolly, B.A., M.S., Ed.D. (1961-1995) \n\nEvelyn B. Jordan, A.A, B.S., M.Ed., Ed.D. (1977-2001) \n\nWalter Dickinson Jones, A.B., M.A., Ph.D. ( 1 962- 1 982) \n\nFrank R. Lewis, A.B., M.L.S. (1973-1996) \n\nCharles Franklin McCook, A.B., S.T.B., S.T.M., Ph.D. (1961-1994) \n\nMaynard L. Reid, B.S.E., M.S.E., Ed.D (1973-1995) \n\nJohn L. Shibley, B.S., M.S., Ph.D. (1950-1986) \n\nAssociate Professors Emeritus \n\nJulia B. Burdett, A.A., B.A., M.P.E., M.S.W. (1974-1997) \n\nPatrick M. Hicks, B.S., M.S. (1958-1998) \n\nJennifer S. Harrison, Baccalaureate, M.Ed., Ph.D. (1995-2005) \n\nAssistant Professors Emeritus \n\nMartha M. Estes, B.A., M.A. (1982-1991) \nMarvin D. Johnson, B.A., M.A. (1995-2006) \n\n\n\n\n285 \n\n\n\nBoard of Trustees \n\n\n\nOfficers \n\nChairman George W. (Buddy) Darden \n\nVice Chairman Ray C. Anderson \n\nSecond Vice Chairman F. Stuart Gulley \n\nSecretary Nancy N. Durand \n\nTreasurer Phyllis D. Whitney \n\nMembers \n\nRay C. Anderson, Atlanta, Georgia 2007 \n\nSally AsKew, Athens, Georgia Ex Officio \n\nGeorge W. Baker, Jr., LaGrange, Georgia 2006 \n\nA. Quillian Baldwin, Jr., LaGrange, Georgia 2009 \n\nJ. Barry Bennett, LaGrange, Georgia Alumni Trustee \n\nJ. Kennedy Boatwright III, LaGrange, Georgia 2006 \n\nDavid E. Boyd, Atlanta, Georgia 2008 \n\nHal N. Brady III, Columbus, Georgia 2008 \n\nJames F. Bruce, Jr., LaGrange, Georgia 2008 \n\nH. Speer Burdette III, LaGrange, Georgia 2007 \n\nRobert L. Carmichael, Jr., LaGrange, Georgia 2008 \n\nJanet Gipson Caswell, Atlanta GA 2008 \n\nRobert B. Copeland, LaGrange, Georgia 2009 \n\nGeorge W. (Buddy) Darden, Marietta, Georgia 2009 \n\nG. Lindsey Davis (Bishop), Atlanta, Georgia Ex Officio \n\nE. Malone Dodson, Alpharetta, Georgia 2007 \n\nNancy N. Durand, LaGrange, Georgia 2006 \n\nGarnett J. Giesler, LaGrange, Georgia 2009 \n\nEdmund C. Glover, LaGrange, Georgia 2006 \n\nWilliam G. Griffin, Jr., Rome, Georgia Ex Officio \n\nElizabeth C. Harris, Cartersville, Georgia 2007 \n\nEllen Hudson Harris, Franklin, Georgia 2008 \n\nScott D. Hawkins, Atlanta, Georgia 2009 \n\nWilliam M. Hodges, Atlanta, Georgia 2006 \n\nPat H. Holder, LaGrange, Georgia 2007 \n\nJohn S. Holle, LaGrange, Georgia 2007 \n\nWayne Hunter, LaGrange, Georgia 2006 \n\nRobert L. Johnson, West Point, Georgia 2009 \n\nHarold A. Lawrence Jr., LaGrange, Georgia Ex Officio \n\nDeDe W. Leetch, LaGrange, Georgia Ex Officio \n\nSusan S. Middlebrooks, Manchester, Georgia Ex Officio \n\n\n\n286 \n\n\n\nCharles M. Miller, Cornelia. Georgia 2008 \n\nPolly C. Miller. Columbus. Georgia 2007 \n\nMarie T. Morshell. Columbus, Georgia 2006 \n\nH. Andrew Owen. Jr., Atlanta, Georgia 2009 \n\nSGA President. Benjamin Podbielski Ex Officio \n\nPeggy Cobb Schug. Charlotte. North Carolina 2006 \n\nJason Slaughter. McDonough. Georgia 2007 \n\nCharles W. Smith, LaGrange, Georgia 2009 \n\nRichard W. Story, Gainesville, Georgia 2007 \n\nStanley E. Thomas. Sharpsburg. Georgia 2009 \n\nJames L. Waits. Atlanta. Georgia 2008 \n\nAlmonese Brown Clifton Williams, Atlanta, Georgia 2006 \n\nRicky Wolfe. LaGrange, GA 2008 \n\nAlumni Representatives \n\nJ. Barry Bennett. LaGrange. Georgia \n\nConsultants \n\nLinda R. Buchanan, Vice President and Dean for Student Life and Retention \n\nF. Stuart Gulley. President \n\nWilliam G. Paschal. Faculty Representative \n\nWalter Y. Murphy. President Emeritus \n\nKimberly Myrick, Vice President for Enrollment Management \n\nB. David Rowe, Vice President for Advancement \n\nJay K. Simmons. Vice President for Academic Affairs and Dean \n\nPhyllis D. Whitney, Executive Vice President for Administration \n\nLegal Counsel \n\nDaniel W. Lee. LaGrange, Georgia \n\nPresident's Advisory Council \n\nCarolyn M. Bernard, Athens. Georgia \nSamuel G. Candler. Atlanta. Georgia \nJ. Philip Cleaveland. LaGrange. Georgia \nLovick P. Corn, Columbus. Georgia \nWilliam B. Fackler. Jr.. LaGrange. Georgia \nJohn J. Flynt. Jr.. Griffin. Georgia \nCharles L. Foster. Jr.. LaGrange. Georgia \nClifford C. Glover, West Point, Georgia \n\nG. Sanders Griffith III. Columbus. Georgia \nCharles D. Hudson. LaGrange. Georgia \n\nL. Bevel Jones III, Decatur. Georgia \nJ. Smith Lanier II. West Point. Georgia \n\n\n\n287 \n\n\n\nFrank R. Lewis, LaGrange, Georgia \nC. Stephen Lynn, Nashville, Tennessee \nWalter Y. Murphy, LaGrange, Georgia \nHoward R. Park, LaGrange, Georgia \nS. Cliff Rainey, LaGrange, Georgia \nJohn W. Stewart, Jr., LaGrange, Georgia \n\nAdministrative Officers and Staff \nPresident's Cabinet \n\nFrank Stuart Gulley (1996) - President \n\nB.A., Vanderbilt University; M.Div., Emory University; Ph.D., \nGeorgia State University \n\nQuincy D. Brown (1997) - The Elizabeth Walker Lanier Campus \nMinister and Director of Servant Leadership \nB.S., DeVry Institute of Technology; M.Div., Emory \nUniversity; D.Min., Interdenominational Theological Center \n\nLinda R. Buchanan (1997) - Vice President and Dean for Student Life \nand Retention \n\nB.S., George Williams College; M.S., Eastern Kentucky \nUniversity; Ph.D., Georgia State University \n\nKimberly Myrick (2003)-Vice President for Enrollment Management \nB.A., University of Tulsa; M.A., University of Denver \n\nB. David Rowe (2000) - Vice President for Advancement \n\nB.S., Southwestern University; M.Div., Emory University \n\nJay K. Simmons (1997) -Vice President for Academic Affairs and Dean \nB.A., Birmingham-Southern College; M.A., Ph.D., The \nUniversity of Alabama \n\nPhyllis D. Whitney (1998) -Executive Vice President for \nAdministration \nB.S., M.A., Murray State University \n\n\n\n288 \n\n\n\nADMINISTRATIVE STAFF \n\n\n\nRebecca \n\n\nAnderson \n\n\n2000 \n\n\nNate \n\n\nBaughman \n\n\n2005 \n\n\nCharlene \n\n\nBaxter \n\n\n1976 \n\n\nDavid \n\n\nBeard \n\n\n2005 \n\n\nJackie \n\n\nBelcher \n\n\n2000 \n\n\nJames \n\n\nBlackwood \n\n\n1997 \n\n\nKelly \n\n\nBritsky \n\n\n1997 \n\n\nQuincy D. \n\n\nBrown \n\n\n1997 \n\n\nSusan \n\n\nBrown \n\n\n1999 \n\n\nLinda R. \n\n\nBuchanan \n\n\n1997 \n\n\nMyrtice \n\n\nCarpenter \n\n\n2005 \n\n\nBecky \n\n\nCarter \n\n\n1999 \n\n\n\nDiana \n\n\n\nCelorio \n\n\n\n2001 \n\n\n\nKaren \n\n\nClark \n\n\n2004 \n\n\nJennifer \n\n\nClaybrook \n\n\n1999 \n\n\nSteve \n\n\nClose \n\n\n2005 \n\n\nAustin P. \n\n\nCook, III \n\n\n1981 \n\n\nLynn \n\n\nCox \n\n\n2003 \n\n\nJames \n\n\nCurry \n\n\n2005 \n\n\nMary Lou \n\n\nDabbs \n\n\n1999 \n\n\nStacy \n\n\nDavis \n\n\n2005 \n\n\nSandra \n\n\nDennis \n\n\n1972 \n\n\nRob \n\n\nDicks \n\n\n2001 \n\n\nJulie \n\n\nDobbs \n\n\n2005 \n\n\nLyndsey \n\n\nDodd \n\n\n2005 \n\n\nMarion \n\n\nEdwards \n\n\n2004 \n\n\nVickie \n\n\nEvans \n\n\n2005 \n\n\nAndrea \n\n\nFernandez \n\n\n2004 \n\n\nJohnnie \n\n\nFreeman \n\n\n2005 \n\n\nBrandon \n\n\nFetner \n\n\n1999 \n\n\n\nSecretary, Social and Behavioral Sciences \n\nResident Director, Boatwright Dorm \n\nLibrarian for Public \u0026 Technical Services \n\nWebmaster \n\nFinancial Aid Counselor \n\nDirector of Information Technology, Chief \n\nSecurity Officer, Informational \u0026 \n\nInstructional Technology \n\nWomen's Basketball and Volleyball Coach, \nSenior Women's Administrator \n\nThe Elizabeth Walker Lanier Campus \nMinister, Director of Servant Leadership \n\nSwimming Coach \n\nVice-President and Dean for Student Life \n\nand Retention \n\nTennis Coach \n\nAccounts Receivable Specialist, Business \n\nOffice \n\nCoordinator of Employer Relations, Career \nDevelopment Center \n\nInternational Student Advisor \n\nDevelopment Writer \n\nSoftball Coach, Volleyball Assistant Coach \n\nTennis Coach \n\nPostmaster \n\nFinancial Aid Counselor \n\nAdmission Counselor \n\nElectronic Resources Librarian, Library \n\nSerials Assistant \n\nHuman Resources \n\nAssistant Athletic Trainer \n\nGraduate Assistant Coach Women's \n\nBasketball \n\nAdmission Counselor \n\nBishop in Residence \n\nAdministrative Assistant, Evening College \n\nDirector Student Activities and Sen ice \n\nEvening/Weekend Library Assistant \n\nDatabase Administrator, Information \n\nTechnology \n\n\n\n289 \n\n\n\nG. Jeffrey \n\n\nGeeter \n\n\n1990 \n\n\nJason \n\n\nGoodner \n\n\n2001 \n\n\nF. Stuart \n\n\nGulley \n\n\n1996 \n\n\nRon \n\n\nHamilton \n\n\n2003 \n\n\nSusan A. \n\n\nHancock \n\n\n1975 \n\n\nTracy \n\n\nHarden \n\n\n2004 \n\n\nShirley \n\n\nHarrington \n\n\n1997 \n\n\nDean \n\n\nHartman \n\n\n2000 \n\n\nWarren \n\n\nHaynes \n\n\n1998 \n\n\nWylene \n\n\nHerndon \n\n\n1979 \n\n\nJimmy G. \n\n\nHerring \n\n\n1974 \n\n\nHillary \n\n\nHolder \n\n\n2004 \n\n\nKevin \n\n\nHoward \n\n\n1999 \n\n\nParti \n\n\nHoxsie \n\n\n2000 \n\n\nJanet \n\n\nHughes \n\n\n2004 \n\n\nJohn \n\n\nHughes \n\n\n2002 \n\n\nMelissa \n\n\nHunt \n\n\n2004 \n\n\nRobin \n\n\nHurst \n\n\n1999 \n\n\nMark \n\n\nIsenhour \n\n\n2004 \n\n\nStacy \n\n\nJackson \n\n\n2000 \n\n\nDorothy \n\n\nJoiner \n\n\n2001 \n\n\nKevin \n\n\nKime \n\n\n2004 \n\n\nLori \n\n\nKnopp \n\n\n1998 \n\n\nJennifer \n\n\nKnox \n\n\n2005 \n\n\nCatherine \n\n\nKostilnik \n\n\n1993 \n\n\nTony  \n\n\nKunczewski \n\n\n2005 \n\n\nSusan A. \n\n\nLaforet \n\n\n1994 \n\n\nAnita \n\n\nLaney \n\n\n1974 \n\n\nDerrick \n\n\nManley \n\n\n2005 \n\n\nDawn \n\n\nMarrin \n\n\n2000 \n\n\nCynthia \n\n\nMayfield \n\n\n2006 \n\n\nKirby H. \n\n\nMcCartney \n\n\n1983 \n\n\nLaurel \n\n\nMcDaniel \n\n\n2001 \n\n\n\nMen's and Women's Soccer Coach \nAsst. Director of LaGrange College \n\nPresident \n\nAssistant Director for Media Relations \n\nSecretary, Alumni and Family Relations \n\nReceptionist, Admission Office \n\nCampaign Director \n\nDirector of Communications and Marketing \n\nMen's Basketball Coach \n\nParking \n\nRegistrar \n\nResident Director, Pitts Hall \n\nHead Baseball Coach \n\nAssistant Controller, Business Office \n\nAssistant to Vice President Advancement \n\nSports Information Director \n\nBookstore \n\nAdministrative Assistant-Humanities Division \n\nAsst. Boys Basketball Coach, \n\nAsst. Director of Publications \n\nCurator of the Lamar Dodd Art Center \n\nGraduate Assistant Baseball Coach \n\nSecretary, Division of Nursing \n\nField Placement, Office Assistant \n\nDirector, Center for Community Studies \n\nAssistant Coach, Football \n\nSecretary, Division of Natural Sciences \n\nand Mathematics \n\nBookstore Director \n\nAdmission Counselor \n\nAdmin. Asst, Lamar Dodd Art Center \n\nAdmin. Asst. Communications and Marketing \n\nAdministrative Assistant, Student \n\nDevelopment Office; RD Hawkes Dorm \n\nCopy/Mail Center Manager \n\n\n\n290 \n\n\n\n\n\n\nLinda McGill 2000 \n\nPatricia A. McKay 1998 \n\nLinda H. McMullen 1999 \n\nAshley McNair 2004 \n\n\n\nCarolyn \n\n\nMcNearney \n\n\n2000 \n\n\nTiffany \n\n\nMixon \n\n\n1999 \n\n\nBrandon \n\n\nMobley \n\n\n2000 \n\n\nTodd \n\n\nMooney \n\n\n2005 \n\n\nLisa \n\n\nMorgan \n\n\n1991 \n\n\nJackie L. \n\n\nMorman. Sr. \n\n\n1992 \n\n\nKimberly \n\n\nMyrick \n\n\n2003 \n\n\nSharon \n\n\nNewton \n\n\n2000 \n\n\nDebbie \n\n\nOgle \n\n\n1997 \n\n\nMike \n\n\nPetite \n\n\n2003 \n\n\nLoren \n\n\nPinkerman \n\n\n1998 \n\n\nMartha W. \n\n\nPirkle \n\n\n1994 \n\n\nKathy \n\n\nPiirman \n\n\n2000 \n\n\nMarty \n\n\nPirrman \n\n\n1999 \n\n\nCarly \n\n\nPryor \n\n\n2005 \n\n\nAlexis \n\n\nRaley \n\n\n2005 \n\n\nMichele \n\n\nRaphoon \n\n\n2005 \n\n\nMichelle \n\n\nReeves \n\n\n1998 \n\n\nCarla \n\n\nRhodes \n\n\n2005 \n\n\nLee \n\n\nRichter \n\n\n1993 \n\n\nBrenda T. \n\n\nRiley \n\n\n1989 \n\n\nJohn \n\n\nRiley \n\n\n2003 \n\n\nArthur \n\n\nRobinson \n\n\n1998 \n\n\nTammy \n\n\nRogers \n\n\n1992 \n\n\nDavid \n\n\nRowe \n\n\n2000 \n\n\nTammy \n\n\nSawyer \n\n\n2003 \n\n\nLyn \n\n\nSchenbeck \n\n\n2004 \n\n\nLaine A. \n\n\nScott \n\n\n1998 \n\n\nAnn \n\n\nSellman \n\n\n2002 \n\n\nCindy \n\n\nSaines \n\n\n2006 \n\n\nWells \n\n\nShepard \n\n\n2004 \n\n\nDavid \n\n\nShonts \n\n\n2005 \n\n\n\nSwitchboard Operator/Receptionist \nAdministrative Assistant, Registrar's Office \nDirector, Evening College \nHead Coach Cross Country, Asst. Coach \nWomen's Basketball \n\nAdministrative Assistant, Vice President \nAcademic Affairs \u0026 Dean \n\nSupport Manager, Information Technology \n\nSystems Analyst, Information Technology \n\nHead Coach, Football \n\nAssistant to Library Director, Circulation Manager \n\nPool Operations Manager \n\nVice President for Enrollment Management \n\nAdministrative Assistant, Career \n\nDevelopment Center and Counseling \n\nChoral Director \n\nAssistant Coach, Women's Soccer \n\nDirector, William and Evelyn Banks Library \n\nDirector of Alumni and Family Relations \n\nApplication Coordinator, Admission \n\nController, Business Office \n\nAdmission Counselor \n\nData Manager, Community Studies \n\nDepartmental Assistant, Theatre \n\nAssistant Director, Financial Aid \n\nExecutive Secretary to the President \n\nGolf Coach \n\nSecretary, Division of Business \n\nDirector of Leadership Giving \n\nPublic Services Librarian, Library \n\nDirector of Donor Relations \n\nVice President for Advancement \n\nSoftball Assistant Coach \n\nDirector of Career Development \n\nDirector of Writing Center \n\nAdministrative Asst. Music Dept \n\nAssistant Registrar \n\nDirector of Admission \n\nAssistant Coach. Football \n\n\n\n291 \n\n\n\nJayK. \n\n\nSimmons \n\n\n1997 \n\n\nLori \n\n\nSlay \n\n\n1997 \n\n\nJack \n\n\nSlay \n\n\n1992 \n\n\nSylvia \n\n\nSmith \n\n\n1985 \n\n\nNancy \n\n\nSpradlin \n\n\n2001 \n\n\nRonald \n\n\nStafford \n\n\n2005 \n\n\nEva \n\n\nStephen \n\n\n2005 \n\n\nBarbara \n\n\nStorie \n\n\n1992 \n\n\n\nCharles Thompson 2001 \n\n\n\nEmma S. \n\n\nTrammell \n\n\n1992 \n\n\nPamela \n\n\nTremblay \n\n\n1998 \n\n\nGlenda \n\n\nTurner \n\n\n1993 \n\n\nDevon \n\n\nWard \n\n\n2005 \n\n\nTony \n\n\nWatkins \n\n\n2005 \n\n\nDarlene R. \n\n\nWeathers \n\n\n1988 \n\n\nMary \n\n\nWeiss \n\n\n2005 \n\n\nTina \n\n\nWhatley \n\n\n2005 \n\n\nPhyllis D. \n\n\nWhitney \n\n\n1998 \n\n\nDavid \n\n\nWiggins \n\n\n2003 \n\n\nPhillip R. \n\n\nWilliamson \n\n\n1969 \n\n\nSandra \n\n\nWilliamson \n\n\n1999 \n\n\nJoan \n\n\nWilson \n\n\n2001 \n\n\nMary \n\n\nWilson \n\n\n1994 \n\n\nPaul \n\n\nWolkoff \n\n\n1997 \n\n\n\nVice President for Academic Affairs and Dean \nCataloging and General Assistant, Library \nDean of Students \nDirector of Financial Aid \nAccounting Assistant, Business Office \nNetwork Manager, Information Technology \nEvening/Weekend Library Assistant \nSecretary, Athletics/ Health, Physical \nEducation and Recreation \n\nAssociate Dean and Director of LaGrange \n\nCollege at Albany \n\nInformation Specialist, Admission Office \n\nDirector of Counseling \n\nResident Director of Candler Hall \n\nRecords Secretary, Advancement \n\nGraduate Assistant Coach Basketball \n\nManager, Campus Bookstore \n\nLeadership Secretary \n\nHelpdesk Technician \n\nExecutive Vice President for Administration \n\nAcquisitions Assistant \n\nAthletic Director \n\nAccounts Payable Specialist, Business Office \n\nAdministrative Asst., Development Office \n\nResident Director of Henry Dorm \n\nAthletic Trainer \n\n\n\n292 \n\n\n\nINDEX \n\n\n\nA \n\nAbbreviations 108 \n\nAcademic \n\nAdvising 62 \n\nCalendar 5 \n\nDivisions 106 \n\nForgiveness 72 \n\nHonors 75 \n\nLoad 73 \n\nPrograms 86 \n\nPetition 72,76,77 \n\nRegulations \u0026 Procedures.... 4 \n\nSupport Services 78 \n\nStanding 70 \n\nAcceleration 67 \n\nAccreditation 12 \n\nACT 21 \n\nAdministration 288 \n\nAdmission 21 \n\nAdvanced Placement Tests 67, 1 75 \n\nAdvisers 65 \n\nAlbany Campus 13 \n\nAppeals 37,49,71 \n\nAssessment 89, 92 \n\nAssociate Degree 12 \n\nAthletics 56, 181 \n\nAttendance, Regulations 66 \n\nAttendance, Class 66 \n\nAuditing Courses 27 \n\nAwards and Recognition 100 \n\nB \n\nBaccalaureate Degree \n\nRequirements 73 \n\nBuilding Descriptions 14 \n\nC \n\nCalendar, Academic 5 \n\nCareer Planning 59 \n\nChange of Regulation 4 \n\nCommunications Directory 2 \n\n\n\nConduct 46 \n\nCooperative Programs 68 \n\nCore Program, Liberal Arts \n\n86, 162 \n\nCounseling 60 \n\nCourses of Instruction \n(see Departments) \n\nNumbering 107 \n\nAbbreviations 108 \n\nCourse Repetition 66 \n\nCredit-By Examination and \n\nExemption 67, 89 \n\nAdvanced Placement.... 67, 89 \nCollege Level Examination \n\nProgram (CLEP) 67 \n\nCredit through USAFI and \n\nService Schools 67 \n\nCurriculum (See Departments) \nCultural Enrichment 75 \n\nD \n\nDean's List 75 \n\nDeclaration of Major 92 \n\nDegree Requirements 73 \n\nDegrees Offered 13. 90 \n\nDepartments \n\nArt and Design 109 \n\nBiology 118 \n\nBusiness 1.24 \n\nAccountancy 132 \n\nEconomics 135 \n\nFinance 136 \n\nManagement 137 \n\nMarketing 140 \n\nChemistry 142 \n\nComputer Science 153 \n\nCore Courses 162 \n\nEducation 165 \n\nEnglish 172 \n\nFrench 201 \n\nGerman 204 \n\n\n\n293 \n\n\n\nHealth \u0026 Physical Ed 181 \n\nHistory 188 \n\nHuman Services 193 \n\nLatin American Studies ... 197 \n\nMathematics 206 \n\nModern Language 197 \n\nMusic 214 \n\nNursing 228 \n\nPhilosophy 252 \n\nPhysics 238 \n\nPolitical Science 239 \n\nPsychology 246 \n\nReligion 252 \n\nSociology 260 \n\nSpanish 199 \n\nTheatre Arts 266 \n\nWomen's Studies 273 \n\nDivisions, Academic 106 \n\nE \n\nEarly Admission 24 \n\nEndowed Lectureships 100 \n\nEnrollment 21 \n\nEvening College 12 \n\nF \n\nFaculty 275 \n\nFederal Tax Credits 29 \n\nFees 28 \n\nFinancial Aid 33 \n\nFinancial Information 27 \n\nForeign Languages (See Latin \nAmerican Studies) \n\nFraternities 54 \n\nFraud (Suspected) 45 \n\nG \n\nGrade Points 69 \n\nGraduation Petitions 76 \n\nGraduation Requirements 73 \n\nGrants-in-Aid 32 \n\nH \n\nHistory of the College 10 \n\nHolidays (See Academic Calendar) \n\n\n\nHome Schooled Students 23 \n\nHonor Code 62 \n\nHonor Societies 55 \n\nHonors, Prizes and Awards ... 101 \n\nHOPE Scholarship 43 \n\nHousing Requirements 50 \n\nIncomplete Grade 69 \n\nIndependent Study 92 \n\nInformation Technology \n\nCampus Network 82 \n\nCell phone and Pager Policy 84 \n\nData Security... 84 \n\nEmail accounts 80 \n\nFacilities 81 \n\nPersonal Web Pages 81 \n\nResponsible Use Policy 78 \n\nStudent Computer \n\nConfigurations 81 \n\nUse 78 \n\nUse by Guests and Alumni .. 84 \n\nUser Account 79 \n\nUser Awareness 84 \n\nWAP Best Practices 82 \n\nWireless Network 82 \n\nIntercollegiate Athletics 56 \n\nInterdisciplinary Major 91 \n\nIntramural Sports 57 \n\nInternational Students and \n\nStudies 26,68 \n\nInternship (consult indv. depts.) \n\nJ \n\nJoint Enrollment 24 \n\nL \n\nLaGrange College \n\nAt Albany 13 \n\nCampus 14 \n\nEvening College 13 \n\nPurpose and History 10 \n\nLectures 55, 75 \n\nLibrary 14 \n\nLoad (Course) 73 \n\n\n\n294 \n\n\n\nLoans 33 \n\nLocation of College 12 \n\nM \n\nMajors 92 \n\nMinors 93 \n\nMission Statement 10 \n\nN \n\nNon-degree student 25 \n\nNon-traditional student ( See \nEvening College Bulletin) \n\nO \n\nOfficers, Administration 288 \n\nOfficers, Board of Trustees ...286 \nOrganizations: Honorary \n\nReligious 54 \n\nService 54 \n\nSpecial Interests 55 \n\nStudents 54 \n\nOrientation 64 \n\nOther Languages \u0026 Cultures . 204 \nOverload 67.73 \n\nP \n\nPetition, Academic 77 \n\nPlacement (Course) 88 \n\nPlacement Services 59 \n\nPhilosophy of College 10 \n\nPre-professional Programs 93 \n\nPresident's Cabinet 288 \n\nProbation, Academic 24, 70 \n\nPublications 54 \n\nQ \n\nQuality Points 73 \n\nR \n\nReadmission 26 \n\nRefund Policy 30 \n\nRegistration and Academic \n\nAdvisers 65 \n\n\n\nReligion-in-Life Lectures \n\nThompson Lectureship 100 \n\nReligious Life 57 \n\nRepeating a course 66 \n\nRequirements: \n\nAdmission 22 \n\nDegree 73 \n\nGraduation 76 \n\nResidence Requirements 50 \n\nRetired Faculty Members 285 \n\nRoom and Board 28 \n\nS \n\nSAT 21 \n\nSatisfactory Academic Progress ..34 \n\nScholarships 39 \n\nSemester Hours 27 \n\nSession, Other 12 \n\nSexual Harassment 47 \n\nSocial Life 53 \n\nSororities, Social 54 \n\nStaff 289 \n\nStatus \n\nFull-time 73 \n\nPart-time 70 \n\nStudent \n\nAid 33 \n\nClassification 74 \n\nConduct and Honor Code. 46, 62 \n\nDevelopment 46 \n\nGovernment 53 \n\nHousing 50 \n\nLife 46 \n\nOrganizations 53 \n\nPublications 54 \n\nReview of Decisions 61, 71 \n\nTraditional Activities 53 \n\nSummer School 67 \n\nSummer Theatre Laboratory ..266 \nSuspension 32, 46. 63, 70 \n\nT \n\nTeacher Education and \n\nCertification 165 \n\nTesting 67,89 \n\n\n\n295 \n\n\n\nACT 21 \n\nCEEB(SAT) 21 \n\nCLEP 67 \n\nFee 28 \n\nTime Restrictions: \n\nMajor 92 \n\nCore Program 89 \n\nFinancial Aid 36 \n\nTranscripts 70, 77 \n\nTransfer \n\nAdmission 25 \n\nCredit 36 \n\nTransient \n\nStudents 25 \n\nStudy (elsewhere) 67, 68 \n\nTrustees, Board of 286 \n\nTuition and Fees: \n\nGeneral Summary 28 \n\nTutoring Center 60 \n\nV \n\nVehicle Registration 61 \n\nW \n\nWithdrawal 66 \n\nWork Opportunities 45 \n\nWriting Center 175 \n\n\n\n296 \n\n\n\n\n297 \n\n\n\n298 \n\n\n\n299 \n\n\n\n300 "},{"id":"dlg_ggpd_y-ga-bg630-pc73-bs1-bc7-b1996","title":"1995 VOCA Victim Assistance Grant Program guidelines for administrative and financial compliance [Feb. 1996]","collection_id":"dlg_ggpd","collection_title":"Georgia Government Publications","dcterms_contributor":["Georgia. Governor. Criminal Justice Coordinating Council"],"dcterms_spatial":["United States, Georgia, 32.75042, -83.50018"],"dcterms_creator":["Georgia. Governor. Criminal Justice Coordinating Council"],"dc_date":["1996-02"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Atlanta, Ga. : Georgia. Governor. Criminal Justice Coordinating Council"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Georgia"],"dcterms_title":["1995 VOCA Victim Assistance Grant Program guidelines for administrative and financial compliance [Feb. 1996]","Victims of Crime Act (VOCA) Victim Assistance Grant Program"],"dcterms_type":["Text"],"dcterms_provenance":["University of Georgia. Map and Government Information Library"],"edm_is_shown_by":["https://dlg.galileo.usg.edu/do:dlg_ggpd_y-ga-bg630-pc73-bs1-bc7-b1996"],"edm_is_shown_at":["https://dlg.galileo.usg.edu/id:dlg_ggpd_y-ga-bg630-pc73-bs1-bc7-b1996"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["publications (documents)"],"dcterms_extent":null,"dlg_subject_personal":null,"iiif_manifest_url_ss":null,"dcterms_subject_fast":null,"fulltext":"[ C1r., Gt\"30.t.13 S, \nl C1 19q/D \n \nOffice of the Governor Criminal Justice \nCoordinating Council \n1995 VOCA Victim Assistance Grant Program Guidelines for Administrative and \nFinancial Compliance Zell Miller Governor \nJohn T. Clower Acting Director \nFebruary 1996 \n \n Zell Miller Governor \n \nOFFICE OF THE GOVERNOR \nCRIMINAL JUSTICE COORDINATING COUNCIL \n503 Oak Place Suite 540  Atlanta, Georgia 30349 TEL. (404) 559-4949  FAX 559-4960  TOY 559-4177 \nFebruary 9, 1996 \n \nJohn T. Clower Acting Director \n \nDear Colleague: \nThe following guidelines were compiled and edited by the staff of the Criminal Justice Coordinating Council (hereafter referred to as the \"Council\"). These guidelines are not intended to be inclusive of every administrative and financial requirement pertinent to the Victims of Crime Act (VOCA) Victim Assistance Grant Program award, but should serve as a reference source assisting the Subgrantee in the implementation and administration of its individual project. These guidelines are basically a compendium of current authoritative literature [i.e., Federal statutes, OMB Circulars, Department of Justice requirements, and so forth] issued with the objective of informing the Subgrantee of the administrative and financial requirements conditioned under the Subgrant. By issuing these guidelines, the Council is striving to promote more efficient and effective use of the funds available to the Subgrantee. \nThe guidelines are divided into ten Parts. Part I discusses the relevant aspects of the various administrative requirements to be imposed upon the Subgrantee through acceptance \nof this award. Part n is a reproduction of the final program guidelines relevant to the Subgrantee, as published in the Federal Register. Part m discusses the nature of control \nand provides an overview of the internal control structure. Part IV focuses on the design and implementation of the internal control structure. Part V provides an overview of financial and accounting guidance for non-profit organizations. Parts VI and VB addresses the applicable cost principles which governmental units and non-profit organizations should adhere to. The nuclei of these parts focuses upon the elements involved in the \ndetermination of what is or is not an allowable cost. Part vm provides guidance regarding \nthe maintenance of the Subgrant budget including specific instructions on preparing the Request for Reimbursement. Part IX highlights the audit requirements applicable to the Subgrant, while providing insight into the development and purpose of the Single Audit Act. Part X is comprised of several attachments referenced in the body of the guidelines plus a glossary defining key terms cited in the guidelines and a bibliography of reference sources and/or publications consulted in the preparation of the guidelines; \nThe Council's ultimate responsibility is to administer this Program in compliance with established policies and procedures published by the U.S. Department of Justice. In order \n \nAN EQUAL OPPORTUNITY EMPLOYER \n \n to accomplish this objective, the Council is required to provide whatever technical assistance to Subgrantees that is deemed necessary and appropriate. We request that each Subgrantee hold us to this requirement. In turn, the Council requests that each Subgrantee abide by the administrative and financial requirements outlined in these guidelines. Only through a joint and coordinated effort can the successful administration of this award Program occur. \nPlease direct all questions concerning the contents of these guidelines to either John C. Cook, Program Director/Grants Administration, or Joseph W. Hood, ill, Senior Auditor, at (404) 559-4949. \nIn closing, I would like to personally thank each Subgrantee for their tireless efforts in providing direct services to crime victims. \nSincerely, \nJohn T. Clower Acting Director \n \n TABLE OF CONTENTS \nINTRODUCTION \n \nPART 1- ADMINISTRATIVE REQUIREMENTS \n \nPART II - VICTIMS OF CRIME ACT \n \nVICTIM ASSISTANCE GRANT PROGRAM \n \nFINAL PROGRAM GUIDELINES \n \n38 \n \nPART III - INTERNAL CONTROLS \n \n60 \n \nPART IV - MORE ON CONTROLS \n \n73 \n \nPART V - FINANCIAL AND ACCOUNTING GUIDANCE \n \nFOR NON-PROFIT ORGANIZATIONS \n \n84 \n \nPART VI - COST PRINCIPLES \n \nFOR STATE AND LOCAL GOVERNMENTS \n \n120 \n \nPART VII - COST PRINCIPLES \n \nFOR NON-PROFIT ORGANIZATIONS \n \n142 \n \nPART VIII - BUDGETING \u0026 REIMBURSEMENTS \n \n164 \n \nPART IX - AUDIT REQUIREMENTS \n \n178 \n \nPART X - ATTACHMENTS \n \n PART I ADMINISTRATIVE \nREQUIREMENTS \n \n SECTION 1 - CONDITIONS OF AWARD AND ACCEPTANCE \n \nSection 1.1 - Award Document Section 1.2 - Acceptance Procedures Section 1.3 - Special Cancellation Conditions for Formula Subgrants \n \nSECTION 2 - CERTIFICATIONS AND DISCLOSURES \n \nSection 2.1 - Non-supplanting Certification \n \n2 \n \nSection 2.3 - Certification Regarding Debarment, Suspension, \n \nIneligibility, and Voluntary Exclusion \n \n2 \n \nSection 2.2 - Certification of Matching Funds \n \n2 \n \nSection 2.4 - Disclosure of Lobbying Activities \n \n5 \n \nSection 2.5 - Special Award Conditions \n \n6 \n \nSECTION 3 - FINANCIAL ADMINISTRATION \n \n6 \n \nSection 3.1 - Standards for Financial Management Systems \n \n(State and Local Governments) \n \n6 \n \nSection 3.2 - Standards for Financial Management Systems \n \n(Non-profit Organizations) \n \n7 \n \nSECTION 4 - PROVIDING MATCH \n \n8 \n \nSection 4.1 - Matching or Cost Sharing (State and Local Governments) \n \n8 \n \nSection 4.2 - Cost Sharing or Matching (Non-profit Organizations) \n \n11 \n \nSECTION 5 - PROGRAM INCOME \n \n13 \n \nSection 5.1 - State and Local Governments \n \n13 \n \nSection 5.2 - Non-profit Organizations \n \n14 \n \nSECTION 6 - REVISION OF BUDGET AND PROGRAM PLANS \n \n15 \n \nSection 6.1 - State and Local Governments \n \n15 \n \nSection 6.2 - Non-profit Organizations \n \n16 \n \nSECTION 7 - REAL PROPERTY \n \n17 \n \nSection 7.1 - State and Local Governments \n \n17 \n \nSection 7.2 - Non-profit Organizations \n \n18 \n \n SECTION 8 - EQUIPMENT \n \n19 \n \nSection 8.1 - State and Local Governments \n \n19 \n \nSection 8.2 - Non-profit Organizations \n \n20 \n \nSECTION 9 - SUPPLIES AND OTHER EXPENDABLE PROPERTY \n \n22 \n \nSection 9.1 - State and Local Governments \n \n22 \n \nSection 9.2 - Non-profit Organizations \n \n22 \n \nSECTION 10 - COPYRIGHTS AND INTANGIBLE PROPERTY \n \n23 \n \nSection 10.1 - State and Local Governments \n \n23 \n \nSection 10.2 - Non-profit Organizations \n \n23 \n \nSECTION 11 - PROCUREMENT STANDARDS \n \n24 \n \nSection 11.1 - Policies and Principles \n \n24 \n \nSection 11.2 - State and Local Governments \n \n25 \n \nSection 11.3 - Non-profit Organizations \n \n27 \n \nSECTION 12 - RETENTION AND ACCESS REQUIREMENTS FOR RECORDS \n \n30 \n \nSection 12.1 - State and Local Governments \n \n30 \n \nSection 12.2 - Non-profit Organizations \n \n32 \n \nSECTION 13 - ENFORCEMENT AND TERMINATION \n \n33 \n \nSection 13.1 - State and Local Government \n \n33 \n \nSection 13.2 - Non-profit Organizations \n \n34 \n \nSECTION 14 - LATER DISALLOWANCES AND ADJUSTMENTS \n \n35 \n \nSection 14.1 - State and Local Governments \n \n35 \n \nSection 14.2 - Non-profit Organizations \n \n36 \n \nSECTION 15 - COLLECTION OF AMOUNTS DUE \n \n36 \n \nSection 15.1 - State and Local Governments \n \n36 \n \nSection 15.2 - Non-profit Organizations \n \n37 \n \n SECTION 1 - CONDITIONS OF AWARD AND ACCEPTANCE \nSection 1.1 - Award Document \nGrant applications designated for approval are formally awarded in the form of an issuance of an Award Document. This statement identifies the Grantee and Subgrantee, the period of award, the type and amount of Federal funds, and the award number. This award notification is applicable to all approved Subgrant applications. Correspondence concerning the award should refer to the designated award number shown on the Award Document. \nSection 1.2 - Acceptance Procedures \nThe Award Document constitutes the operative document obligating and reserving Federal funds for use by the Subgrantee in execution of the program or project covered by the award. Such obligation may be terminated without further cause if the Subgrantee fails to affirm its timely utilization of the Subgrant by signing and returning the acceptance to the Criminal Justice Coordinating Council (hereafter referred to as the \"Council\") WITHIN 45 DAYS from the date of the award. No Federal funds shall be disbursed to the Subgrantee until the signed acceptance has been received by the Council. \nSection 1.3 - Special Cancellation Conditions for Formula Subgrants \nThe State must condition each formula Subgrant award to include the following cancellation procedures. \nSection 1.3a - Commencement Within 60 Days \nIf a project is not operational within 60 days of the original starting date of the grant period, the Subgrantee must report by letter to the State the steps taken to initiate the project, the reasons for delay, and the expected starting date. \nSection 1.3b - Operational WIthin 90 Days \nIf a project is not operational within 90 days of the original starting date of the grant period, the Subgrantee must submit a second statement to the State explaining the implementation delay. Upon receipt of the 90-day letter, the State may' cancel the project and request Federal awarding agency approval to redistribute the funds to other project areas. The State may also, where extenuating circumstances warrant, extend the implementation date of the project past the 90-day period. \nSECTION 2 - CERTIFICATIONS AND DISCLOSURES \nSection 2.1 - Non-supplanting Certification \n1 \n \n As required by Sections 1403(b)(3) and 1404(a)(2)(b) of the Victims of Crime Act, a certification must be provided that Federal funds made available under this Act will not be used to supplant State or local funds. Certifications must be in writing and should be to the effect that Federal funds will not be used to replace State or local funds that would, in the absence of such Federal aid, be made available for law enforcement, criminal justice, and victim assistance. \nSection 2.2 - Certification of Matching Funds \nThe Victims of Crime Act provides that the match requirement is 20 percent in-kind or cash match or a combination thereof for existing projects and 35 percent in-kind or cash match or a combination thereof for new projects. \nMatch is restricted to the same use of funds as allowed for Federal funds. \nThe Victims of Crime Act guidelines provide that the non-Federal share of the cost of any project must be matched on a project-by-project basis only. No exceptions will be granted to this policy. \nSection 2.2a - Timing of Matching Contributions \nMatching contributions need not be applied at the exact time or in proportion to the obligation of the Federal funds. However, the full matching share must be obligated by the end of the period for which the Federal funds have been made available for obligation under an approved program or project. Time-phased matching may be required by the Council on appropriate awards to Subgrantees. \nSection 2.2b - Records for Match \nAll Subgrantees must maintain records which clearly show the source, the amount, and the timing of all matching contributions. In addition, if a program or project has included within its approved budget, contributions which exceed the required matching portion, the Subgrantee must maintain records of them in the same manner as it does the Federal funds and required matching shares. For all block/formula funds, the State has primary responsibility for Subgrantee compliance with the requirements. \nSection 2.3 - Certification Regarding Debarment, Suspension, Ineligibility, and Voluntary Exclusion \nPeople and organizations that have been \"debarred\" or \"suspended\" are excluded from Federal irnancial assistance programs and activities. The Federal debarment and suspension system for non-procurement programs is similar to the one covering Federal procurement contracts under the Federal Acquisition Regulation (FAR) (48 CFR Subpart 9.4). The two systems covering procurement and non-procurement programs are similar, \n2 \n \n yet separate and distinct. The' non-procurement system, which sets forth debarment procedures for grant programs, uses essentially the same due process procedures and substantially similar causes for debarment and suspension as those in the FAR. \nFederal agencies and Grantees are prohibited from knowingly doing business with any organization or person (as a Grantee, Subgrantee, contractor or key employee) if they have been debarred or suspended. \nSection 2.3a - Background \nThe President signed Executive Order (E.O.) 12549, \"Debarment and Suspension,\" on February 18, 1986. As part of the Reagan administration's initiatives to curb fraud, waste and abuse, the directive established government-wide guidelines for an agency's nonprocurement debarment or suspension action. \nSection 6 of the executive order directed the Office of Management and Budget (OMB) to issue guidelines for implementing the executive order. OMB published guidelines in the May 29, 1987, Federal Register (52 Fed. Reg., 20360-20369). The guidelines state that \"It is the policy of the Federal Government to conduct business only with responsible persons. Debarment and suspension are serious actions which shall be used only in the public interest and for the Federal Government's protection and not for the purposes of punishment. \" \nSection 2.3b - Government-Wide Common Rule \nSection 3 of E.O. 12549 directed the Federal departments and agencies to adopt final rules consistent with these guidelines. On May 26, 1988, the Federal agencies adopted a government-wide common rule. \nSection 2.3c - Causes for Debarment and Suspension \nThe grounds for debarment and suspension focus on the commission of fraud or wrongdoing, whether against a Federal agency, state or individual. It is the act of wrongdoing, and not the program or victim, that is relevant. Further, mere technical cause for debarment does not require an agency to debar. \nSection _.305 of the common rule for non-procurement debarment outlines three categories of causes for action. These include: \n(1) conviction of civil judgment for fraud, criminal offenses, viOlation of antitrust statutes, embezzlement, theft, forgery, bribery, falsification of records, false claims, obstruction of justice or \"other offenses indicating a lack of business integrity or business honesty that seriously and directly affects the present responsibility of a person\"; \n3 \n \n (2) violation of a public agreement \"so serious as to affect the integrity of an agency program,\" such as a willful failure to perform, history of substantial noncompliance, and willful violation of statutory or regulatory provisions; and, \n(3) knowingly doing business with debarred or suspended parties or failure to pay a substantial debt or a number of outstanding debts. \nSection 2.3d - Applicability \nDirect Federal grants (Le., those awarded by the Federal agencies), subgrants, contracts awarded under grants and key employees are covered under the non-procurement debarment and suspension restrictions. \nThe common rule covers any person or organization that submits a proposal for, enters into, or reasonably may be expected to enter into a \"covered transaction.\" Under the common rule, a person is defined as any individual, corporation, partnership, association, unit of government or legal entity. Also covered under the debarment common rule are \"principals,\" which include officers, directors, owners, partners and key employees who have primary management responsibility, critical influence on or substantive control over a grant or contract. \nThe common rule distinguishes between \"primary covered transactions\" and \"lower tier covered transactions.\" Primary covered transactions are essentially all Federal activities (except Federal procurements), including grants, cooperative agreements and loans. \nLower tier transactions are those between a grantee and another person, organization or contractor. There are three types of lower tier transactions: \n(1) Subgrants - all subgrants, including awards made under block grants and other passthrough programs regardless of the type of recipient (state government, local government, university or non-profit organization). \n(2) Contracts under grants that exceed $25,000 - contracts under grants for goods and services, regardless of the type of recipient of the contract (state government, local government, non-profit organization or commercial organization), which equal or exceed $25,000. \n(3) Contracts with persons who have critical influence or substantive control notwithstanding the $25,000 threshold, the services of certain categories of individuals who have critical influence or substantive control over the transaction, such as principal investigators on research grants and providers of Federally required audit services. Agency-specific rules list examples of other persons for purposes of their individual programs. Only contracts with persons listed either in the common rule or as a result of agency-specific additions are covered. \n4 \n \n Section 2.3e - Compliance \nThere are two \"tools\" for compliance with the debarment and suspension restrictions: \n(1) review of the \"List of Parties Excluded from Federal Procurement and NonProcurement Programs\"; and, \n(2) use of certifications. \nSection 2.3f - Non-Compliance \nSubgrantees are required to certify that they and their principals (i.e., key persons who have primary management responsibility, critical influence or substantive control) are not debarred or suspended. They are further prohibited from knowingly doing business with debarred or suspended parties. Knowingly doing business with a debarred or suspended party could result in a cost disallowance. Section _.225 of the common rule provides for more serious sanctions as well, including annulment or termination of the Subgrant award. To guard against such action, a Grantee may rely on a certification provided by the Subgrantee, contractor or employee, unless the Grantee knows that the certification is erroneous. The Federal Government has the burden of proving that the Subgrantee knowingly did business with a debarred or suspended party. \nSection 2.4 - Disclosure of Lobbying Activities \nNo appropriated funds may be expended by the recipient of a Federal contract, grant, loan, or cooperative agreement to pay any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with any of the following covered Federal actions: the awarding of any Federal contract, the making of any Federal grant, the making of any Federal loan, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or cooperative agreement. \nEach person who requests or receives from an agency a Federal contract, grant, loan, or cooperative agreement shall file with that agency a certification that the person has not made, and will not make, any payment prohibited by the preceding paragraph. \nEach person who requests or receives from an agency a Federal contract, grant, loan, or a cooperative agreement shall file with that agency a disclosure form, if such person has made or has agreed to make any payment using nonappropriated funds (to include profits from any covered Federal action), which would be prohibited if paid for with appropriated funds. \nSection 2.5 - Special Award Conditions \n5 \n \n If a Subgrantee: (a) has a history of poor performance, (b) is not financially stable, (c) has a management system that does not meet the standards prescribed or established standards, (d) has not conformed to the terms and conditions of a previous award, or (e) is not otherwise responsible, then the Council may impose additional requirements as needed, provided that the Subgrantee is notified in writing as to: the nature of the additional requirements, the reason why the additional requirements are being imposed, the nature of the corrective action needed, the time allowed for completing the corrective actions, and the method for requesting reconsideration of the additional requirements imposed. Any special conditions shall be promptly removed once the conditions that prompted them have been corrected. \nSECTION 3 - FINANCIAL ADMINISTRATION \nSection 3.1 - Standards for Financial Management Systems (State and Local Governments) \nA State must expend and account for Grant funds in accordance with State laws and procedures for expending and accounting for its own funds. Fiscal control and accounting procedures of the State, as well as its Subgrantees, must be sufficient to: \n(1) Permit preparation of reports required by this subsection and the statutes authorizing the Grant; and, \n(2) Permit the tracing of funds to a level of expenditures adequate to establish that such funds have not been used in violation of the restrictions and prohibitions of applicable statutes. \nThe financial management systems of Grantees and Subgrantees must meet the following standards: \n(1) Financial reporting. Accurate, current, and complete disclosure of the financial results of financially assisted activities must be made in accordance with the financial reporting requirements of the Grant or Subgrant. \n(2) Accounting records. Grantees and Subgrantees must maintain records which adequately identify the source and application of funds provided for financiallyassisted activities. These records must contain information pertaining to Grant or Subgrant awards and authorizations, obligations, unobligated balances, assets, liabilities, outlays or expenditures, and income. \n(3) Internal control. Effective control and accountability must be maintained for all Grant and Subgrant cash, real and personal property, and other assets. Grantees and Subgrantees must adequately safeguard all such property and must assure that it is used solely for authorized purposes. \n6 \n \n (4) Budget control. Actual expenditures or outlays must be compared with budgeted amounts for each Grant or Subgrant. Financial information must be related to performance or productivity data, including the development of unit cost information whenever appropriate or specifically required in the Grant or Subgrant agreement. If unit cost data is required, estimates based on available documentation will be accepted whenever possible. \n(5) Allowable cost. Applicable OMB cost principles, agency program regulations, and the terms of the Grant and Subgrant agreement will be followed in determining the reasonableness, allowability, and allocability of costs. \n(6) Source documentation. Accounting records must be supported by such source documentation as cancelled checks, paid bills, payrolls, time and attendance records, contract and Subgrant award documents, and so forth. \nThe Council may review the adequacy of the fmancial management system of any applicant for financial assistance as part of a preaward review or at any time subsequent to award. \nSection 3.2 - Standards for Financial Management Systems (Non-profit Organizations) \nThe Federal awarding agency shall require Recipients and Subrecipients to relate financial data to performance data and develop unit cost information whenever practical. \nRecipients' and Subrecipients' financial management systems shall provide for the following: \n(1) Accurate, current and complete disclosure of the financial results of each Federallysponsored project or program in accordance with the reporting requirements set forth in the Grant and Subgrant agreement. If the Federal awarding agency requires reporting on an accrual basis from a Recipient and/or Subrecipient that maintains its records on other than an accrual basis, the Recipient and/or Subrecipient shall not be required to establish an accrual accounting system. These Recipients and/or Subrecipients may develop such accrual data for its reports on the basis of an analysis of the documentation on hand. \n(2) Records that identify adequately the source and application of funds for Federallysponsored activities. These records shall contain information pertaining to Federal awards, authorizations, obligations, unobligated balances, assets, outlays, income and interest. \n(3) Effective control over and accountability for all funds, property and other assets. Recipients and Subrecipients shall adequately safeguard all such assets and assure they are used solely for authorized purposes. \n7 \n \n (4) Comparison of outlays with budget amounts for each award. Whenever appropriate, financial information should be related to performance and unit cost data. \n(5) Written procedures for determining the reasonableness, allocability and allowability of costs in accordance with the provisions of the applicable Federal cost principles and the terms and conditions of the award. \n(6) Accounting records including cost accounting records that are supported by source documentation. \nThe Council may review the adequacy of the rmancial management system of any applicant for financial assistance as part of a preaward review or at any time subsequent to award. \nSECTION 4 - PROVIDING MATCH \nSection 4.1 - Matching or Cost Sharing (State and Local Govermnents) \nBasic rule: Costs and contributions (Jceptable \nWith the qualifications and exceptions listed in this subsection, a matching or cost sharing requirement may be satisfied by either one or both of the following: \n(1) Allowable costs incurred by the Subgrantee under the assistance agreement. This includes allowable costs borne by non-Federal grants or by other cash donations from non-Federal third parties. \n(2) The value of third party in-kind contributions applicable to the period to which the cost sharing or matching requirements applies. \nQualifications and exceptions: \n(1) Costs borne by other Federal grant agreements. Except as provided for by Federal statute, a cost sharing or matching requirement may not be met by costs borne by another Federal grant. This prohibition does not apply to income earned by a Subgrantee from a contract awarded under another Federal grant. \n(2) General revenue sharing. For the purpose of this subsection, general revenue sharing funds distributed under 31 U.S.C. 6702 are not considered Federal grant funds. \n(3) Cost or contributions counted towards other Federal costs-sharing requirements. Neither costs nor the values of third party in-kind contributions may count towards satisfying a cost sharing or matching requirement of a Subgrant agreement if they have been or will be counted towards satisfying a cost sharing or matching \n8 \n. \n \n requirement of another Federal grant agreement, a Federal procurement contract, or any other award of Federal funds. \n(4) Costs financed by program income. Costs financed by program income shall not count towards satisfying a cost sharing or matching requirement unless they are expressly permitted in the terms of the assistance agreement. \n(5) Services or property financed by income earned by contractors. Contractors under a Subgrant may earn income from the activities carried out under the contract in addition to the amounts earned from the party awarding the contract. No costs of services or property supported by this income may count toward satisfying a cost sharing or matching requirement unless other provisions of the Subgrant agreement expressly permit this kind of income to be ,used to meet the requirement. \n(6) Records. Costs and third party in-kind contributions counting towards satisfying a cost sharing or matching requirement must be verifiable from the records of the Subgrantee. These records must show how the value placed on third party in-kind contributions was derived. To the extent feasible, volunteer services will be supported by the same methods that the organization uses to support the allocability of regular personnel costs. \n(7) Special standards for third party in-kind contributions. (i) Third party in-kind contributions count towards satisfying a cost sharing or matching requirement only where, if the party receiving the contributions were to pay for them, the payments would be allowable costs; (ii) Some third party in-kind contributions are goods and services that, if the Subgrantee receiving the contribution had to pay for them, the payments would have been an indirect cost. Costs sharing or matching credit for such contributions shall be given only if the Subgrantee has established, along with its regular indirect cost rate, a special rate for allocating to individual projects or programs the value of the contributions; and, (iii) A third party in-kind contribution to a fixed-price contract may count towards satisfying a cost sharing or matching requirement only if it results in: \na) An increase in the services or property provided under the contract (without additional cost to the Subgrantee); or, \nb) A cost savings to the Subgrantee. \n(iv) The values placed on third party in-kind contributions for cost sharing or matching purposes will conform to the rules in the succeeding paragraphs. If a third party in-kind contribution is a type not treated in those paragraphs, the value placed upon it shall be fair and reasonable. \nValulltion of donated servkes: \n9 \n \n (1) Volunteer services. Unpaid services provided to a Subgrantee by individuals will be valued at rates consistent with those ordinarily paid for similar work in the Subgrantee's organization. If the Subgrantee does not have employees performing similar work, the rates will be consistent with those ordinarily paid by other employers for similar work in the same labor market. In either case, a reasonable amount for fringe benefits may be included in the valuation. \n(2) Employees of other organizations. When an employer other than a Subgrantee furnishes free of charge the services of an employee in the employee's normal line of work, the services will be valued at the employee's regular rate of pay exclusive of the employee's fringe benefits and overhead costs. If the services are in a different line of work, number (1) above applies. \nValuation of third party donated supplies and loaned equipment or space: \n(1) If a third party donates supplies, the contribution will be valued at the market value of the supplies at the time of donation. \n(2) If a third party donates the use of equipment or space in a building but retains title, the contribution will be valued at the fair rental rate of the equipment or space. \nValuation of third party donated equipment, buildings, and lond: \nIf a third party donates equipment, buildings, or land, and title passes to a Subgrantee, the treatment of the donated property will depend upon the purpose of the Subgrant, as follows: \n(1) Awards for capital expenditures. If the purpose of the Subgrant is to assist the Subgrantee in the acquisition of property, the market value of that property at the time of donation may be counted as cost sharing or matching. \n(2) Other awards. If assisting in the acquisition of property is not the purpose of the Subgrant, paragraphs (a) and (b) apply: \na) If approval is obtained from the Council, the market value at the time of donation of the donated equipment or buildings and the fair rental rate of the donated land may be counted as cost sharing or matching. The approval may be given only if a purchase of the equipment or rental of the land would be approved as an allowable direct cost. If any part of the donated property was acquired with Federal funds, only the non-Federal share of the property may be counted as cost-sharing or matching. \nb) If approval is not obtained under paragraph a), no amount may be counted for donated land, and only depreciation or use allowances may be counted for \n10 \n \n donated equipmerit and buildings. The depreciation or use allowances for this property are not treated as third party in-kind contributions. Instead, they are treated as costs incurred by the Subgrantee. They are computed and allocated (usually as indirect costs) in accordance with the applicable cost principles, in the same way as depreciation or use allowances for purchased equipment and buildings. The amount of depreciation or use allowances for donated equipment and buildings is based on the property's market value at the time it was donated. \nSection 4.2 - Cost Sharing or Matching (Non-profit Organizations) \nAll contributions, including cash and third party in-kind, shall be accepted as part of the Subgrantee's cost sharing or matching when such contributions meet all of the following criteria: \n(1) Are verifiable from the Subgrantee's records. \n(2) Are not included as contributions for any other Federally-assisted project or program. \n(3) Are necessary and reasonable for proper and efficient accomplishment of project or program objectives. \n(4) Are allowable under the applicable cost principles. \n(5) Are not paid by the Federal Government under another award, except where authorized by Federal statute to be used for cost sharing or matching. \n(6) Are provided for in the approved budget when required by the Council. \n(7) Conform to other provisions of these Guidelines, as applicable. \nUnrecovered indirect costs may be included as part of cost sharing or matching only with the prior approval of the Council. \nValues for Subgrantee contributions of services and property shall be established in accordance with the applicable cost principles. \nVolunteer services furnished by professional and technical personnel, consultants, and other skilled and unskilled labor may be counted as cost sharing or matching if the service is an integral and necessary part of an approved project or program. Rates for volunteer services shall be consistent with those paid for similar work in the SUbgrantee's organization. In those instances in which the required skills are not found in the Subgrantee's organization, rates shall be consistent with those paid for similar work in the \n11 \n \n labo,r market in which the Subgrantee competes for the kind of services involved. In either case, paid fringe benefits that are reasonable, allowable, and allocable may be included in the valuation. \nWhen an employer other than the Subgrantee furnishes the services of an employee, these services shall be valued at the employee's regular rate of pay (plus an amount of fringe benefits that are reasonable, allowable, and allocable, but exclusive of overhead costs), provided these services are in the same skill for which the employee is normally paid. \nDonated supplies may include such items as expendable equipment, office supplies, laboratory supplies or workshop and classroom supplies. Value assessed to donated supplies included in the cost sharing or matching share shall be reasonable and shall not exceed the fair market value of the property at the time of the donation. \nThe value of donated property shall be determined in accordance with usual accounting policies of the Subgrantee, with the following qualifications: \n(1) The value of donated land and buildings shall not exceed its fair market value at the time of donation to the Subgrantee as established by an independent appraiser (e.g., certified real property appraiser or General Services Administration representative) and certified by a responsible official of the Subgrantee. \n(2) The value of donated equipment shall not exceed the fair market value of equipment of the same age and condition at the time of donation. \n(3) The value of donated space shall not exceed the fair rental value of comparable space as established by an independent appraisal of comparable space and facilities in a privately-owned building in the same locality. \n(4) The value of loaned equipment shall not exceed its fair rental value. \n(5) The following requirements pertain to the Subgrantee's supporting records for inkind contributions from third parties: \na) Volunteer services shall be documented and, to the extent feasible, supported by the same methods used by the Subgrantee for its own employees. \nb) The basis for determining the valuation for personal service, material, equipment, buildings and land shall be documented. \nSECTION 5 - PROGRAM INCOME \nSection 5.1 - State and Local Governments \n12 \n \n Program income includes income from fees for services performed, from the use or rental of real or personal property acquired with Subgrant funds, from the sale of commodities or items fabricated under a Subgrant agreement, and from payments of principal and interest of loans made with Subgrant funds. Except as otherwise provided in regulations of the Federal awarding agency, program income does not include interest on Subgrant funds, rebates, credits, discounts, refunds, and so forth, and interest earned on any of them. \nDefinition ofprogram income \nProgram income means gross income received by the Subgrantee generated by a Subgrant supported activity, or earned only as a direct result of the Subgrant agreement during the grant period. \"During the grant period\" is the time between the effective date of the award and the ending date of the award reflected in the final financial report. \"Direct result\" is defined as a specific act or set of activities that are directly attributable to Subgrant funds and which are directly related to the goals and objectives of the project. Determinations of \"direct result\" will be made by the Council. \nCost of generating program income \nIf authorized by Federal regulations or the Subgrant agreement, costs incident to the generation of program income may be deducted from gross income to determine program income. \nGovernmental revenues \nTaxes, special assessments, levies, fines, and other such revenues raised by a Subgrantee are not program income unless the revenues are specifically identified in the Subgrant agreement or Federal awarding agency regulations as program income. \nRoyalties \nIncome from royalties and license fees for copyrighted material, patents, and inventions developed by a Subgrantee is program income only if the revenues are specifically identified in the Subgrant agreement or Federal awarding agency regulations as program income. \nThe Council reserves a royalty-free, nonexclusive, and irrevocable license to reproduce, publish or otherwise use, and to authorize others to use, for Federal Government purposes: \n(1) The copyright in any work developed under a Subgrant; and, \n(2) Any rights of copyright to which a Subgrantee purchases ownership with Subgrant support. \n13 \n \n Property \nProceeds from the sale of real property or equipment will be handled in accordance with the guidelines as stipulated under subsection 7.1. \nUse of program income \nProgram income shall be deducted from outlays which may be both Federal and nonFederal as described below, unless the Federal awarding agency regulations or the Subgrant agreement specify another alternative (or a combination of alternatives). In specifying alternatives, the Federal awarding agency may distinguish between income earned by the Subgrantee and between the sources, kinds, or amounts of income. When Federal awarding agencies authorize the alternatives in the paragraphs under numbers (1) and (2), program income in excess of any limits stipulated shall also be deducted from outlays. \n(1) Deduction. Ordinarily program income shall be deducted from total allowable costs to determine the net allowable costs. Program income shall be used for current costs unless the Federal awarding agency authorizes otherwise. Program income which the Subgrantee did not anticipate at the time of the award shall be used to reduce the Grantee's contribution rather than to increase the funds committed to the project. \n(2) Addition. When authorized, program income may be added to the funds committed to the Subgrant agreement by the Grantee. The program income shall be used for the purposes and under the conditions of the Subgrant agreement. \n(3) Cost sharing or matching. When authorized, program income may be used to meet the cost sharing or matching requirement of the Subgrant agreement. The amount of the Federal award remains the same. \nIncome after the award period \nThere are no Federal requirements governing the disposition of program income earned after the end of the award period (Le., after the ending date of the final financial report, unless the terms of the Subgrant agreement or the Federal awarding agency regulations provide otherwise). \nSection 5.2 - Non-profit Organizations \nExcept as provided below, program income earned during the project period shall be retained by the Subgrantee and, in accordance with Federal awarding agency regulations or the terms and conditions of the award, shall be used in one or more of the ways listed below. \n14 \n \n (1) Added to funds committed to the project by the Grantee and Subgrantee and used to further eligible project or program objectives. \n(2) Used to finance the non-Federal share of the project or program. \n(3) Deducted from the total project or program allowable cost in determining the net allowable costs on which the Federal share of costs is based. \nWhen an agency authorizes the disposition of program income as described in numbers (1) and (2) above, program income in excess of any limits stipulated shall be used in accordance with number (3). \nIn the event that the Federal awarding agency does not specify in its regulations or the terms and conditions of the award how program income is to be used, number (3) listed above shall apply automatically to all projects or programs. \nUnless Federal awarding agency regulations or the terms and conditions of the award provide otherwise, Subgrantees shall have no obligation to the Federal Government regarding program income earned after the end of the project period. \nIf authorized by Federal awarding agency regulations or the terms and conditions of the award, costs incident to the generation of program income may be deducted from gross income to determine program income, provided these costs have not been charged to the award. \nProceeds from the sale of property shall be handled in accordance with the requirements listed under subsection 7.2. \nUnless Federal awarding agency regulations or the terms and conditions of the award provide otherwise, Subgrantees shall have no obligation to the Federal Government with respect to program income earned from license fees and royalties for copyrighted material, patents, patent applications, trademarks, and inventions produced under an award. \nSECTION 6 - REVISION OF BUDGET AND PROGRAM PLANS \nSection 6.1 - State and Local Givemments \nSubgrantees are permitted to rebudget within the approved cost budget to meet unanticipated requirements and may make limited program changes to the approved project. However, unless waived by the Council, certain types of post-award changes in budgets and projects shall require the prior written approval of the Council. \nSubgrantees must obtain the prior approval of the Council whenever any of the following \n15 \n \n actions is anticipated. \n(1) Any revision of the scope or objectives of the project (regardless of whether there is an associated budget revision requiring prior approval). \n(2) Changes in key persons in cases where specified in an application or a Subgrant award. \n(3) Contracting out, subgranting (if authorized by law) or otherwise obtaining the services of a third party to perform activities which are central to the purposes of the award. This requirement does not apply to the procurement of equipment, supplies, and general support services. \n(4) Any revision to the approved budget. This request for a revIsIon must be accompanied by a narrative justification for the proposed revision. \nA request for prior approval must be addressed in writing to the Council. The Council will promptly review such request and shall approve or disapprove the request in writing. The Council will not approve any budget or project revision which is inconsistent with the purpose or terms and conditions of the Subgrant agreement or the Federal Grant awarded to the Council. \nSection 6.2 - Non-profit Organizations \nThe budget plan is the financial expression of the project or program as approved during the award process. It may include either the Federal and non-Federal share, or only the Federal share, depending upon Federal awarding agency requirements. It shall be related to performance for program evaluation purposes whenever appropriate. \nSubgrantees are required to report deviations from budget and program plans, and request prior approvals for budget and program plan revisions, in accordance with this subsection. \nSubgrantees shall request prior approvals from the Council for one or more of the following program or budget related reasons. \n(1) Change in the scope or the objective of the project or program (even if there is no associated budget revision requiring prior written approval). \n(2) Change in a key person specified in the application or award document. \n(3) The absence for more than three months, or a 25 percent reduction in time devoted to the project. \n(4) The need for additional Federal funding. \n16 \n \n (5) The transfer of amounts budgeted for indirect costs to absorb increases in direct costs, or vice versa, if approval is required by the Federal awarding agency. \n(6) The transfer or contracting out of any work under an award. This provision does not apply to the purchase of supplies, material, equipment or general support services. \n(7) Any revision to the approved budget. This request for a revIsIon must be accompanied by a narrative justification for the proposed revision. \nA request for prior approval must be addressed in writing to the Council. The Council will promptly review such request and shall approve or disapprove the request in writing. The Council will not approve any budget or project revision which is inconsistent with the purpose or terms and conditions of the Subgrant agreement or the Federal Grant awarded to the Council. \nSECTION 7 - REAL PROPERTY \nSection 7.1- State and Local Governments \n(1) Title. Subject to the obligations and conditions set forth in this subsection, title to real property acquired under a Subgrant will vest upon acquisition in the Subgrantee. \n(2) Use. Except as otherwise provided by Federal statutes, real property will be used for the originally authorized purposes as long as needed for those purposes, and the Subgrantee shall not dispose of or encumber its title or other interests. \n(3) Disposition. When real property is no longer needed for the originally authorized purpose, the Subgrantee will request disposition instructions from the Council. The instructions will provide for one of the following alternatives: \na) Retention of title. Retain title after compensating the Council. The amount paid to the Council will be computed by applying the Council's percentage of participation in the cost of the original purchase to the fair market value of the property. However, in those situations where a Subgrantee is disposing of real property acquired with Subgrant funds and acquiring replacement real property under the same program, the net proceeds from the disposition may be used as an offset to the cost of the replacement property. \nb) Sale of property. Sell the property and compensate the Council. The amount due to the Council will be calculated by applying the Council's percentage of participation in the cost of the original purchase to the proceeds of the sale \n17 \n \n after deduction of any actual and reasonable selling and fIXing-up expenses. If the Subgrant is still active, the net proceeds from sale may be offset against the original cost of the property. When a Subgrantee is directed to sell property, sales procedures shall be followed that provide for competition to the extent practicable and result in the highest possible return. \nc) Transfer of title. Transfer title to the Council or to a third-party designated/approved by the Council. The Subgrantee shall be paid an amount calculated by applying the Subgrantee's percentage of participation in the purchase of the real property to the current fair market value of the property. \nSection 7.2 - Non-prorrt Organizations \nTitle to real property shall vest in the Subgrantee subject to the condition that the Subgrantee shall use the personal property for the authorized purpose of the project as long as it is needed and shall not encumber the property without approval of the Council. \nThe Subgrantee shall obtain written approval by the Council for the use of real property in other Federally-sponsored projects when the Subgrantee determines that the property is no longer needed for the purpose of the original project. Use in other projects shall be limited to those under Federally-sponsored projects (i.e., awards) or programs that have purposes consistent with those authorized for support by the Federal awarding agency. \nWhen the real property is no longer needed as provided in the previous two paragraphs, the Subgrantee shall request disposition instructions from the Council. The Council shall observe one or more of the following disposition instructions. \n(1) The Subgrantee may be permitted to retain title without further obligation to the Federal Government after it compensates the Federal Government for that percentage of the current fair market value of the property attributable to the Federal participation in the project. \n(2) The Subgrantee may be directed to sell the property under guidelines provided by the Council and pay the Federal Government for that percentage of the current fair market value of the property attributable to the Federal participation in the project (after deducting actual and reasonable selling and fIX-Up expenses, if any, from the sales proceeds). When the Subgrantee is authorized or required to sell the property, proper sales procedures shall be established that provide for competition to the extent practicable and result in the highest possible return. \n(3) The Subgrantee may be directed to transfer title to the property to the Federal Government or to an eligible third party provided that, in such cases, the Subgrantee shall be entitled to compensation for its attributable percentage of the \n18 \n \n current fair market value of the property. \nSECTION 8 - EQUIPMENT \nSection 8.1 - State and Local Governments \nUse \n(1) Equipment shall be used by the Subgrantee in the program or project for which it was acquired as long as needed, whether or not the project or program continues to be supported by Federal funds. When no longer needed for the original program or project, the equipment may be used in other activities currently or previously supported by a Federal agency. \n(2) The Subgrantee shall also make equipment available for use on other projects or programs currently or previously supported by the Federal Government, providing such use will not interfere with the work on the projects or program for which it was originally acquired. First preference for other use shall be given to other programs or projects supported by the Council. User fees should be considered if appropriate. \n(3) The Subgrantee must not use equipment acquired with Subgrant funds to provide services for a fee to compete unfairly with private companies that provide equivalent services, unless specifically permitted or contemplated by Federal statute. \n(4) When acquiring replacement equipment, the Subgrantee may use the equipment to be replaced as a trade-in or sell the property and use the proceeds to offset the cost of the replacement property, subject to the approval of the Council. \nManagement requirements \nProcedures for managing equipment (including replacement equipment), whether acquired in whole or in part with Subgrant funds, until disposition takes place will, as a minimum, meet the following requirements: \n(1) Property records must be maintained that include a description of the property, a serial number or other identification number, the source of property, who holds title, the acquisition date, and cost of the property, percentage of Federal participation in the cost of the property, the location, use and condition of the property, and any ultimate disposition data including the date of disposal and sale price of the property. \n(2) A physical inventory of the property must be taken and the results reconciled with the property records at least once every two years. \n19 \n \n (3) A control system must be developed to ensure adequate safeguards to prevent loss, damage, or theft of the property. Any loss, damage, or theft shall be investigated. \n(4) Adequate maintenance procedures must be developed to keep the property in good condition. \n(5) If the Subgrantee is authorized or required to sell the property, proper sales procedures must be established to ensure the highest possible return. \nDisposition \nWhen original or replacement equipment acquired under a Subgrant is no longer needed for the original project or program or for other activities currently or previously supported by a Federal agency, disposition of the equipment will be made as follows: \n(1) Items of equipment with a current per-unit fair market value of less than $5,000 may be retained, sold or otherwise disposed of with no further obligation to the Council. \n(2) Items of equipment with a current per unit fair market value in excess of $5,000 may be retained or sold and the Council shall have a right to an amount calculated by multiplying the current market value or proceeds from sale by the Council's share of the equipment. \n(3) In cases where a Subgrantee fails to take appropriate disposition actions, the Council may direct the Subgrantee to take additional disposition actions. \nSection 8.2 - Non-profit Organizations \nTitle to equipment acquired by a Subgrantee with Federal funds shall vest in the Subgrantee, subject to conditions of this subsection. \nThe Subgrantee shall not use equipment acquired with Federal funds to provide services to non-Federal outside organizations for a fee that is less than private companies charge for equivalent services, unless specifically authorized by Federal statute, for as long as the Federal Government retains an interest in the equipment. \nThe Subgrantee shall use the equipment in the project or program for which it was acquired as long as needed, whether or not the project or program continues to be supported by Federal funds and shall not encumber the property without approval of the Council. When no longer needed for the original project or program, the Subgrantee shall use the equipment in connection with its other Federally-sponsored activities, in the following order of priority: (i) Activities sponsored by the Federal awarding agency which funded the original project, then, (ii) activities sponsored by other Federal agencies. \n20 \n \n During the time that equipment is used on the project or program for which it was acquired, the Subgrantee shall make it available for use on other projects or programs if such other use will not interfere with the work on the project or program for which the equipment was originally acquired. First preference for such other use shall be given to other projects or programs sponsored by the Federal awarding agency that financed the equipment; second preference shall be given to projects or programs sponsored by other Federal agencies. \nWhen acquiring replacement equipment, the Subgrantee may use the equipment to be replaced as trade-in or sell the equipment and use the proceeds to offset the costs of the replacement equipment subject to the approval of the Council. \nThe Subgrantee's property management standards for equipment acquired with Federal funds shall include all of the following. \n(1) Equipment records shall be maintained accurately and shall include the following information. \na) A description of the equipment. \nb) Manufacturer's serial number, model number, or other identification number. \nc) Source of the equipment, including the award number. \nd) Whether title vests in the Subgrantee or the Council. \ne) Acquisition date and cost. \nf) Information from which one can calculate the percentage of Federal participation in the cost of the equipment. \ng) Location and condition of the equipment and the date the information was reported. \nh) Unit acquisition cost. \ni) Ultimate disposition data, including date of disposal and sales price or the method used to determine current fair market value where a Subgrantee compensates the Council for its share. \n(2) A physical inventory of equipment shall be taken and the results reconciled with the equipment records at least once every two years. Any differences between quantities determined by the physical inspection and those shown in the accounting records shall be investigated to determine the causes of the difference. The Subgrantee shall, \n21 \n \n in connection with the inventory, verify the existence, current utilization, and continued need for the equipment. \n(3) A control system shall be in effect to insure adequate safeguards to prevent loss, damage, or theft of the equipment. Any loss, damage, or theft of equipment shall be investigated and fully documented. \n(4) Adequate maintenance procedures shall be implemented to keep the equipment in good condition. \n(5) Where the Subgrantee is authorized or required to sell the equipment, proper sales procedures shall be established which provide for competition to the extent practicable and result in the highest possible return. . \n(6) When the Subgrantee no longer needs the equipment, the equipment may be used for other activities in accordance with the following standards. For equipment with a current per unit fair market value of $5,000 or more, the Subgrantee may retain the equipment for other uses provided that compensation is made to the original Federal awarding agency or its successor. The amount of compensation shall be computed by applying the percentage of Federal participation in the cost of the original project or program to the current fair market value of the equipment. If the Subgrantee has no need for the equipment, the Subgrantee shall request disposition instructions from the Council. \nSECTION 9 - SUPPLIES AND OTHER EXPENDABLE PROPERTY \nSection 9.1 - State and Local Governments \n1itle \nTitle to supplies acquired under a Subgrant will vest, upon acquisition, in the Subgrantee. \nDisposition \nIf there .is a residual inventory of unused supplies exceeding $5,000 in total aggregate fair market value upon termination or completion of the Subgrant, and if the supplies are not needed for any other Federally-sponsored programs or projects, the Subgrantee shall compensate the Council for its share. \nSection 9.2 - Non-prof'rt Organizations \nTitle to supplies and other expendable property shall vest in the Subgrantee upon acquisition. If there is a residual inventory of unused supplies exceeding $5,000 in total \n22 \n \n aggregate value upon termination or completion of the project or program and the supplies are not needed for any other Federally-sponsored project or program, the Subgrantee shall retain the supplies for use on non-Federal sponsored activities or sell them, but shall, in either case, compensate the Federal Government for its share. The amount of compensation shall be computed in the same manner as for equipment. \nThe Subgrantee shall not use supplies acquired with Federal funds to provide services to non-Federal outside organizations for a fee that is less than private companies charge for equivalent services, unless specifically authorized by Federal statute as long as the Federal Government retains an interest in the supplies. \n \nSECTION 10 - COPYRIGHTS AND INTANGmLE PROPERTY \n \nSection 10.1 - State and Local Governments \n \nThe Federal awarding agency reserves a royalty-free, nonexclusive, and irrevocable license to reproduce, publish or otherwise use, and to authorize others to use, for Federal Government purposes: \n \n(1) The copyright in any work developed under a Subgrant; and, \n \n(2) Any rights of copyright to which a Subgrantee purchases ownership with Subgrant \n \nsupport. \n \n. \n \nSection 10.2 - Non-profit Organizations \n \nThe Subgrantee may copyright any work that is subject to copyright and was developed, or for which ownership was purchased, under a Subgrant. The Federal awarding agency(ies) reserves a royalty-free, nonexclusive and irrevocable right to reproduce, publish, or otherwise use the work for Federal purposes, and to authorize others to do so. \n \nSubgrantees are subject to applicable regulations governing patents and inventions, including government-wide regulations issued by the Department of Commerce at 37 CFR part 401, \"Rights to Inventions Made by Nonprofit Organizations and Small Business Firms Under Government Grants, Contracts and Cooperative Agreements.\" \n \nUnless waived by the Federal awarding agency, the Federal Government has the right to: \n \n(1) Obtain, reproduce, publish or otherwise use the data first produced under a Subgrant. \n \n(2) Authorize others to receive, reproduce, publish, or otherwise use such data for Federal purposes. \n \n23 \n \n SECTION 11 - PROCUREMENf STANDARDS \nSection 11.1 - Policies and Principles \nFive policies and principles form the foundation of acceptable procurement under grants: \nEqtUl1 Treatment \nThe underlying principle of good procurement is that equal treatment must be provided to all prospective sources of the items or services to be purchased. Except where social and economic programs are supported through the procurement process, potential contractors are not given special treatment in making awards or in administering contracts after awards have been made. This basic guarantee of equity is embodied in virtually every public procurement procedure. The integrity of any procurement system rests on how well this equal treatment principle is followed. \nMaximum Open and Free Competition \nMaximum open and free competition must be sought for every purchase, regardless of the dollar value of the purchase, or the article or service to be bought. However, this statement is not to imply that competition is obtained for each procurement. There are simply some situations where no competition exists, or where it is not prudent to obtain it. These situations are usually described in regulations, and when they occur, a determination is required which explains why there has been a deviation from the maximum competition standard. In seeking maximum competition, secretive purchases and special treatment are prohibited. \nArms-length Business Relotionships \nThe relationship between the purchasing organization and the contractor must be an \"armslength\" business arrangement under which the rights of both parties are stated clearly in the contract. Payment is made only for deliverable items as specified in the contract. Special treatment that would benefit the contractor but would not provide commensurate benefit to the purchasing organization is prohibited. Conversely, the contractor is not expected to provide benefits other than those specifically required in the contract. To ensure that only those items called for in the contract are delivered, a strict code of conduct should exist that prohibits \"under-the-table\" favors from contractors or special treatment of persons having a financial or personal interest with procuring officials. After the contract is completed, the contractor is not given a competitive advantage in subsequent purchases by virtue of having successfully completed a contract. \nRemedies \n24 \n \n Both parties to a contract should have the right to remedy a situation in which either believes it is being required to do more than its contractual obligation indicates. Just as the contract requirements must be stated specifically, the rights of each party to remedy undesirable conditions must be defined clearly. The ability to correct such conditions is linked integrally to the \"arms-length\" principle because it provides a framework for maintaining the buyer-seller relationship even when disputes occur. \nSocioeconomic Objectives \nThe procurement process is often used to support social and economic programs. Such a policy permits limited deviations from the first two principles discussed above to provide contracting opportunities to businesses that are classified as being socially or economically disadvantaged. These opportunities involve some special treatment for the group targeted. Special treatment includes actions such as awarding contracts to a disadvantaged contractor in the case of tie bids and setting aside certain contracts for a prescribed group or individual contractor. \nSection 11.2 - State and LocaI Govermnents \nStandLuds \nSubgrantees will use their own procurement procedures which reflect applicable State and local laws and regulations, provided that the procurements conform to applicable Federal law and the standards identified in this subsection. \nSubgrantees will maintain a contract administration system which ensures that contractors perform in accordance with the terms, conditions, and specifications of their contracts or purchase orders. \nSubgrantees will maintain a written code of standards of conduct governing the performance of their employees engaged in the award and administration of contracts. No employee, officer or agent of the Subgrantee organization shall participate in selection, or in the award or administration of a contract supported by Federal funds if a conflict of interest, real or apparent, would be involved. Such a conflict would arise when: \n(1) The employee, officer or agent; (2) Any member of his immediate family; (3) His or her partner; or, (4) An organization which employs, or is about to employ, any of the above, has a \nfinancial or other interest in the firm selected for award. The Subgrantee's officers, employees or agents will neither solicit nor accept gratuities, favors or anything of monetary value from contractors, potential contractors, or parties to subagreements. Subgrantees may set minimum rules where the financial interest is not substantial or the gift is an unsolicited item of nominal intrinsic value. To the \n25 \n \n extent permitted by State or local law or regulations, such standards or conduct will provide for penalties, sanctions, or other disciplinary actions for violations of such standards by the Subgrantee's officers, employees, or agents, or by contractors or their agents. The Council may in regulation provide additional prohibitions relative to real, apparent, or potential conflicts of interest. \nSubgrantee procedures will provide for a review of proposed procurements to avoid purchase of unnecessary or duplicative items. Consideration should be given to consolidating or breaking out procurements to obtain a more economical purchase. Where appropriate, an analysis will be made of lease versus purchase alternatives, and any other appropriate analysis to determine the most economical approach. \nTo foster greater economy and efficiency, Subgrantees are encouraged to enter into State and local intergovernmental agreements for procurement or use of common goods and services. \nSubgrantees are encouraged to use Federal excess and surplus property in lieu of purchasing new equipment and property whenever such use is feasible and reduces project costs. \nSubgrantees will make awards only to responsible contractors possessing the ability to perform successfully under the terms and conditions of a proposed procurement. Consideration will be given to such matters as contractor integrity, compliance with public policy, record of past performance, and financial and technical resources. \nSubgrantees will maintain records sufficient to detail the significant history of a procurement. These records will include, but are not necessarily limited to the following: rationale for the method of procurement, selection of contract type, contractor selection or rejection, and the basis for the contract price. \nSubgrantees alone will be responsible, in accordance with good administrative practice and sound business judgment, for the settlement of all contractual and administrative issues arising out of procurements. These issues include, but are not limited to source evaluation, protests, disputes, and claims. These standards do not relieve the Subgrantee of any contractual responsibilities under its contracts. Federal agencies will not substitute their judgment for that of the Grantee or Subgrantee unless the matter is primarily a Federal concern. Violations of law will be referred to the local, State, or Federal authority having proper jurisdiction. \nSubgrantees will have protest procedures to handle and resolve disputes relating to their procurements and shall in all instances disclose information regarding the protest to the Council. A protestor must exhaust all administrative remedies with the Grantee and Subgrantee before pursuing a protest with the Federal awarding agency. Reviews of protests by the Federal awarding agency will be limited to: \n26 \n \n (1) Violations of Federal la# or regulations and the standards of this subsection (violations of State or local law will be under the jurisdiction of State or local authorities); and, \n(2) Violations of the Grantee's or Subgrantee's protest procedures for failure to review a complaint or protest. Protests received by the Federal awarding agency other than those specified above will be referred to the Grantee or Subgrantee. \nCompetition \nAll procurement transactions will be conducted in a manner providing full and open competition consistent with the standards prescribed in this subsection. Some of the situations considered to be restrictive of competition include but are not limited to: \n(1) Placing unreasonable requirements on firms in order for them to qualify to do business; \n(2) Requiring unnecessary experience and excessive bonding; \n(3) Noncompetitive pricing practices between firms or between affiliated companies; \n(4) Noncompetitive awards to consultants that are on retainer contracts; \n(5) Organizational conflicts of interest; \n(6) Specifying only a \"brand name\" product instead of allowing \"an equal\" product to be offered and describing the performance of other relevant requirements of the procurement; and, \n(7) Any arbitrary action in the procurement process. \nSubgrantees will conduct procurements in a manner that prohibits the use of statutorily or administratively imposed in-state or local geographical preferences in the evaluation of bids or proposals, except in those cases where applicable Federal statutes expressly mandate or encourage geographic preference. \nSection 11.3 - Non-profit Organizations \nSubgrantee Responsibilities \nThe Subgrantee is the responsible authority, without recourse to the Federal awarding agency, regarding settlement and satisfaction of all contractual and administrative issues arising out of procurements entered into in support of an award of other agreement. This includes disputes, claims, protests of award, source evaluation or other matters of a \n27 \n \n contractual nature. Matters concerning violation of statute are to be referred to such Federal, State or local authority as may have proper jurisdiction. \nCodes of Conduct \nThe Subgrantee shall maintain written standards of conduct governing the performance of its employees engaged in the award and administration of contracts. No employee, officer, or agent shall participate in the selection, award, or administration of a contract supported by Federal funds if a real or apparent conflict of interest would be involved. Such a conflict would arise when the employee, officer, or agent, any member of his or her inunediate family, his or her partner, or an organization which employs or is about to employ any of the parties indicated herein, has a financial or other interest in the firm selected for an award. The officers, employees, and agents of the Subgrantee shall neither solicit nor accept gratuities, favors, or anything of monetary value from contractors, or parties to subagreements. However, Subgrantees may set standards for situations in which the financial interest is not substantial or the gift is an unsolicited item of nominal value. The standards of conduct shall provide for disciplinary actions to be applied for violations of such standards by officers, employees, or agents of the Subgrantee. \nCompetition \nAll procurement transactions shall be conducted in a manner to provide, to the maximum extent practical, open and free competition. The Subgrantee shall be alert to organizational conflicts of interest as well as noncompetitive practices among contractors that may restrict or eliminate competition or otherwise restrain trade. In order to ensure objective contractor performance and eliminate unfair competitive advantage, contractors that develop or draft specifications, requirements, statements of work, invitations for bids and/or requests for proposals shall be excluded from competing for such procurements. Awards shall be made to the bidder or offeror whose bid or offer is responsive to the solicitation and is most advantageous to the Subgrantee, price, quality and other factors considered. Solicitations shall clearly set forth all requirements that the bidder or offeror shall fulfill in order for the bid or offer to be evaluated by the Subgrantee. Any and all bids or offers may be rejected when it is in the Subgrantee's interest to do so. \nProcurement Procedures \nAll Subgrantees shall establish written procurement procedures. These procedures shall provide for, at a minimum, that: \n(1) Subgrantees avoid purchasing unnecessary items. \n(2) Where appropriate, an analysis is made of lease and purchase alternatives to determine which would be the most economical and practical. \n28 \n \n (3) Solicitations for goods and services provide for all of the following. \na) A clear and accurate description of the technical requirements for the material, product or service to be procured. In competitive procurements, such a description shall not contain features which unduly restrict competition. \nb) Requirements which the bidder/offeror must fulfill and all other factors to be used in evaluating bids or proposals. \nc) A description, whenever practicable, of technical requirements in terms of functions to be performed or performance required, including the range of acceptable characteristics or minimum acceptable standards. \nd) The specific features of \"brand name or equal\" descriptions that bidders are required to meet when such items are included in the solicitation. \ne) The acceptance, to the extent practicable and economically feasible, of products and services dimensioned in the metric system of measurement. \nt) Preference, to the extent practicable and economically feasible, for products and services that conserve natural resources and protect the environment and are energy efficient. \nCost and Price Analysis \nSome form of cost or price analysis shall be made and documented in the procurement mes in connection with every procurement action. Price analysis may be accomplished in various ways, including the comparison of price quotations submitted, market prices and similar indicia, together with discounts. Cost analysis is the review and evaluation of each element of cost to determine reasonableness, allocability and allowability. \nProcurement Records \nProcurement records and mes for purchases in excess of the small purchase threshold ($25,000) shall include the following at a minimum: (a) basis for contractor selection, (b) justification for lack of competition when competitive bids or offers are not obtained, and (c) basis for award cost or price. \nContract Administration \nA system for contract administration shall be maintained to ensure contractor conformance with the terms, conditions and specifications of the contract and to ensure adequate and timely follow up of all purchases. Subgrantees shall evaluate contractor performance and \n29 \n \n document, as appropriate, whether contractors have met the terms, conditions and specifications of the contract. \nSECTION U - RETENTION AND ACCESS REQUIREMENTS FOR RECORDS \nSection U.l- State and Local Governments \nThis subsection applies to all financial and programmatic records, supporting documents, statistical records, and other records of Subgrantees which are: \n(1) Required to be maintained by the terms of this subsection, program regulations or the Subgrant agreement; or, \n(2) Otherwise reasonably considered as pertinent to program regulations or the Subgrant agreement. \nLength of Retention Period \nExcept as otherwise provided, records must be retained for three years from the starting date of the retention period. \nIf any litigation, claim, negotiation, audit or other action involving the records has been started before the expiration of the 3-year period, the records must be retained until completion of the action and resolution of all issues which arise from it, or until the end of the regular 3-year period, whichever is later. \nStilTting Date of Retention Period \nGeneral. When Subgrant support is continued or renewed at annual or other intervals, the retention period for the records of each funding period starts on the day the Subgrantee submits to the Council its single or last expenditure report for that period. However, if Subgrant support is continued or renewed quarterly, the retention period for each year's records starts on the day the Subgrantee submits its expenditure report for the last quarter of the Federal fiscal year. In all other cases, the retention period starts on the day the Subgrantee submits its fmal expenditure report. If an expenditure report has been waived, the retention period starts on the day the report would have been due. \nReal property and equipment records. The retention period for real property and equipment records starts from the date of the disposition or replacement or transfer at the direction of the Council. \nRecords for income transactions after Subgrant support. In some cases Subgrantees must report income after the period of Subgrant support. Where there is such a requirement, \n30 \n \n the retention period for the records pertaining to the earning of the income starts from the end of the Subgrantee's fiscal year in which the income is earned. \nIndirect cost rate proposals, cost allocation plans, and so forth. This paragraph applies to the following types of documents, and their supporting records: indirect cost rate computations or proposals, cost allocation plans, and any similar accounting computations of the rate at which a particular group of costs is chargeable (such as computer usage chargeback rates or composite fringe benefit rates). \n(1) If submitted for negotiation. If the proposal, plan, or other computation is required to be submitted to the Federal Government for negotiation purposes, then the 3-year retention period for the proposal plan, or computation and its supporting records starts from end of the fiscal year (or other accounting period) covered by the proposal, plan, or other computation. \n(2) If not submitted for negotiation. If the proposal, plan, or other computation is not required to be submitted to the Federal Government for negotiation purposes, then the 3-year retention period for the proposal plan, or computation and its supporting records starts from end of the fiscal year (or other accounting period) covered by the proposal, plan, or other computation. \nSubstitution of Microfibn \nCopies made by microfilming, photocopying, or similar methods may be substituted for the original records. \nAccess to Records \nThe Council and the Comptroller General of the United States, or any of their authorized representatives, shall have the right of access to any pertinent books, documents, papers, or other records of Subgrantees which are pertinent to the examinations, excerpts and transcripts. \nThe rights of access in this subsection must not be limited to the required retention period but shall last as long as the records are retained. \nRestrictions on Public Access \nThe Federal Freedom of Information Act (5 U.S.C. S52) does not apply to records. Unless required by Federal, State, or local law, Subgrantees are not required to permit public access to their records. \nSection 12.2 - Non-profit Organizations \n31 \n \n Financial records, supporting documents, statistical records, and all other records pertinent to a Subgrant shall be retained for a period of three years from the date of submission of the final expenditure report or, for Subgrants that are renewed quarterly or annually, from the date of submission of the quarterly or annual financial report, as authorized by the Federal awarding agency. The only exceptions are the following. \n(1) If any litigation, claim, or audit is started before the expiration of the 3-year period, the records shall be retained until all litigation, claims or audit findings involving the records have been resolved and final action taken. \n(2) Records for real property and equipment acquired with Federal funds shall be retained for 3 years after final disposition. \n(3) Indirect cost rate proposals, cost allocation plans, and so forth. \nCopies of original records may be substituted for the original records if authorized by the Council. \nThe Federal awarding agency, the Inspector General, Comptroller General of the United States, or any of their duly authorized representatives, have the right of timely and unrestricted access to any books, documents, papers, or other records of Subgrantees that are pertinent to the Subgrants, in order to make audits, examinations, excerpts, transcripts and copies of such documents. This right also includes timely and reasonable access to a Subgrantee's personnel for the purpose of interview and discussion related to such documents. The rights of access in this paragraph are not limited to the required retention period, but shall last as long as records are retained. \nUnless required by statute, no Federal awarding agency shall place restrictions on Subgrantees that limit public access to the records of Subgrantees that are pertinent to a Subgrant, except when the Federal awarding agency can demonstrate that such records shall be kept confidential and would have been exempted from disclosure pursuant to the Freedom of Information Act (5 U.S.C. 552) if the records had belonged to the Federal awarding agency. \nNumbers (1) and (2) below apply to the following types of documents, and their supporting records: indirect cost rate computations or proposals, cost allocation plans, and any similar accounting computations of the rate at which a particular group of costs is chargeable (such as computer usage chargeback rates or composite fringe benefit rates). \n(1) If submitted for negotiation. If the Subgrantee submits to the Federal awarding agency the proposal, plan, or other computation to form the basis for negotiation of the rate, then the 3-year retention period for its supporting records starts on the date of such subscription. \n32 \n \n (2) If not submitted for negotiation. If the Subgrantee is not required to submit to the Federal awarding agency the proposal, plan, or other computation for negotiation purposes, then the 3-year retention period for the proposal, plan, or other computation and its supporting records starts at the end of the fiscal year (or other accounting period) covered by the proposal, plan, or other computation. \nSECTION 13 - ENFORCEMENT AND TERMINATION \nSection 13.1 - State and LocaI Government \nRemedies for Noncompliance \nIf a Subgrantee materially fails to comply with any term of a Subgrant, whether stated in a Federal statute or regulation, an assurance, in a State plan or application, a notice of award, or elsewhere, the Council may take one or more of the following actions, as appropriate in the circumstances: \n(1) Temporarily withhold payments pending correction of the deficiency by the Subgrantee or more severe enforcement action by the Council, \n(2) Disallow (that is, deny both use of funds and matching credit for) all or part of the cost of the activity or action not in compliance, \n(3) Wholly or partly suspend or terminate the current Subgrant for the Subgrantee's program or project, \n(4) Withhold further Subgrants for the program or project, or, \n(5) Take other remedies that may be legally available. \nHearings and Appeals \nIn taking an enforcement action, the Council will provide the Subgrantee an opportunity for such hearing, appeal, or other administrative proceeding to which the Subgrantee is entitled under any statute or regulation applicable to the action involved. \nEffects of Suspension and Termination \nCosts resulting from obligations incurred by the Subgrantee during a suspension or after termination of a Subgrant are not allowable uuless the Council expressly authorizes them in the notice of suspension or termination or subsequently thereafter. Other costs incurred during suspension or after termination which are necessary and not reasonably avoidable are allowable if: \n33 \n \n (1) The costs result from obligations which were properly incurred by the Subgrantee before the effective date of suspension or termination, are not in anticipation of it, and, in the case of a termination, are noncancellable, and, \n(2) The costs would be allowable if the Subgrant were not suspended or expired normally at the end of the funding period in which the termination takes effect. \nRelotionship to Debannent and Suspension \nThe enforcement remedies identified in this subsection, including suspension and termination, do not preclude the Subgrantee from being subject to \"Debarment and Suspension\" under E.O. 12549. \nTermination for Convenience \nExcept as provided for in this subsection, Subgrants may be terminated in whole or in part only as follows: \n(1) By the Council with the consent of the Subgrantee in which case the two parties shall agree upon the termination conditions, including the effective date and in the case of partial termination, the portion to be terminated, or, \n(2) By the Subgrantee upon written notification to the Council, setting forth the reasons for such termination, the effective date, and in the case of partial termination, the portion to be terminated. However, if, in the case of a partial termination, the Council determines that the remaining portion of the Subgrant will not accomplish the purposes for which the Subgrant was made, the Council may terminate the Subgrant in its entirety. \nSection 13.2 - Non-prorrt Organizations \nRemedies for NoncomplUmce \nIf a Subgrantee materially fails to comply with the terms and conditions of a Subgrant, whether stated in a Federal statute, regulation, assurance, application, or notice of award, the Council may take one or more of the following actions, as appropriate in the circumstances. \n(1) Temporarily withhold payments pending correction of the deficiency by the Subgrantee or more severe enforcement action by the Council. \n(2) Disallow (that is, deny both use of funds and any applicable matching credit for) all or part of the cost of the activity or action not in compliance. \n34 \n \n (3) Wholly or partly suspend or terminate the current Subgrant. \n(4) Withhold further awards for the project or program. \n(5) Take other remedies that may be legally available. \nHearings and Appeals \nIn taking an enforcement action, the Council shall provide the Subgrantee an opportunity for hearing, appeal, or other administrative proceeding to which the Subgrantee is entitled under any statute or regulation applicable to the action involved. \nEffects of Suspension and Termination \nCosts resulting from obligations incurred by the Subgrantee during a suspension or after termination of a Subgrant are not allowable unless the Council expressly authorizes them in the notice of suspension or termination or subsequently thereafter. Other costs incurred during suspension or after termination which are necessary and not reasonable avoidable are allowable if numbers (1) and (2) apply. \n(1) The costs result from obligations which were properly incurred by the Subgrantee before the effective date of suspension or termination, are not in anticipation of it, and in the case of a termination, are noncancellable. \n(2) The costs would be allowable if the Subgrantee were not suspended or expired normally at the end of the funding period in which the termination takes effect. \nRelationship to Debarment and Suspension \nThe enforcement remedies identified in this subsection, including suspension and termination, do not preclude a Subgrantee from being subject to debarment and suspension under E.O.s 12549 and 12689 and the Federal awarding agency implementing regulations. \nSECTION 14 - LATER DISALLOWANCES AND ADJUSTMENTS \nSection 14.1 - State and Local Governments \nThe closeout of a Subgrant does not affect: \n(1) The Council's right to disallow costs and recover funds on the basis of a later audit or other review; \n(2) The Subgrantee's obligation to return any funds due as a result of later refunds, \n35 \n \n corrections, or other transactions; \n(3) Records retention; \n(4) Property management requirements; or, \n(5) Audit requirements. \nSection 14.2 - Non-profit Organizations \nThe closeout of a Subgrant does not affect any of the following. \n(1) The right of the Council to disallow costs and recover funds on the basis of a later audit or other review. \n(2) The obligation of the Subgrantee to return any funds due as a result of later refunds, corrections, or other transactions. \n(3) Audit requirements. \n(4) Property management requirements. (5) Record retention. \nSECTION 15 - COLLECTION OF AMOUNTS DUE \nSection 15.1 - State and Local Governments Any funds paid to a Subgrantee in excess of the amount to which the Subgrantee is finally determined to be entitled under the terms of the Subgrant constitute a debt to the Federal Government. If not paid within a reasonable period after demand, the Federal awarding agency may reduce the debt by: \n(1) Making an administrative offset against other requests for reimbursements, or, \n(2) Other action permitted by law. \nExcept where otherwise provided by statutes or regulations, the Federal awarding agency will charge interest on an overdue debt in accordance with the Federal Claims Collection Standards (4 CFR Ch. II). The date from which interest is computed is not extended by litigation or the filing of any form of appeal. \nSection 15.2 - Non-profit Organizations \n36 \n \n Any funds paid to a Subgrantee in excess of the amount to which the Subgrantee is finally determined to be entitled under the terms and conditions of the Subgrant constitute a debt to the Federal Government. If not paid within a reasonable period after the demand for payment, the Federal awarding agency may reduce the debt by: (1) Making an administrative offset against other requests for reimbursements, or, (2) Taking other action permitted by statute. Except as otherwise provided by law, the Federal awarding agency shall charge interest on an overdue debt in accordance with 4 CFR Chapter II, \"Federal Claims Collection Standards.\" \n37 \n \n PART II VICTIMS OF CRIME ACT \nVICTIM ASSISTANCE GRANT PROGRAM \nFINAL PROGRAM GUIDELINES \n \n SECTION 1 - BACKGROUND \n \n38 \n \nSECTION 2 - ALLOCATION OF VOCA VICTIM ASSISTANCE FUNDS \n \n38 \n \nSection 2.1 - Distribution of the Crime Victims Fund \n \n38 \n \nSection 2.2 - Availability of Funds \n \n39 \n \nSection 2.3 - AUocation of Funds to States \n \n40 \n \nSection 2.4 - AUocation of Funds Within the States \n \n40 \n \nSECTION 3 - THE DEVELOPMENT OF THE FINAL PROGRAM GUIDELINES 40 \n \nSection 3.1 - Summary of the Comments to the Proposed Program Guidelines 41 \n \nSection 3.2 - Background \n \n41 \n \nSection 3.3 - AUocation ofVOCA Victim Assistance Grant Fnnds \n \n42 \n \nSection 3.4 - Program Requirements \n \n42 \n \nSection 3.5 - Services, Activities, and Costs \n \n47 \n \nSECTION 4 - SUBRECIPIENT ORGANIZATION ELIGIBILITY REQUIREMENTS 48 \n \nSECTION 5 - ELIGIBLE SUBRECIPIENT ORGANIZATIONS \n \n50 \n \nSECTION 6 - INELIGIBLE RECIPIENTS OF VOCA FUNDS \n \n52 \n \nSECTION 7 - SERVICES, ACTIVITIES, AND COSTS \n \n52 \n \nSection 7.1 - AUowable Direct Services, Activities, and Costs \n \n52 \n \nSection 7.2 - Other Related AUowable Services, Activities, and Costs \n \n54 \n \nSECTION 8 - UNALLOWABLE SERVICES, ACTIVITIES, AND COSTS \n \n57 \n \n SECTION 1 - BACKGROUND \nIn 1984, the Victims of Crime Act (VOCA) established the Crime Victims Fund (Fund) in the U.S. Treasury and authorized the Fund to receive deposits from fines and penalties levied on criminals convicted of Federal crimes. This Fund provides the source of funding for carrying out all of the activities authorized by VOCA. \nThe Office for Victims of Crime (OVC) serves as the Federal focal point for all crime victim issues, which includes ensuring that the criminal justice system addresses the legitimate rights and interests of crime victims. OVC's program activities support this role. These Program Guidelines address the specific program and financial requirements of the VOCA crime victim assistance grant program. \nOVC makes annual VOCA crime victim assistance grants from the Fund to States. The primary purposes of these grants are to support the provision of direct services to innocent victims of violent crime throughout the Nation, to assist victims of crime as soon as possible in order to reduce the severity of the psychological and emotional consequences of the victimization, and to demonstrate on-going support for the victim in coping with the impact of the victimization. \nVOCA gives latitude to States to determine how VOCA victim assistance grant funds will best be used within each State. However, each State Grantee must abide by the minimal statutory requirements outlined in VOCA and these Program Guidelines. \nSECTION 2 - ALLOCATION OF VOCA VICTIM ASSISTANCE FUNDS \nSection 2.1 - Distribution of the Crime Victims Fund \nOVC administers the deposits made into the Fund for activities, as authorized by VOCA. The amount of funds available for distribution each year is dependent upon the total deposits into the Fund during the previous Federal Fiscal Year. \nThe Federal Courts Administration Act of 1992 removed the cap on the Fund, beginning with Federal Fiscal Year (FFY) 1993 deposits. This Act also eliminated the need for periodic reauthorization of VOCA and the Fund by Congress. Thus, under current legislation, the Fund will receive deposits indefinitely. \nDeposits into the Fund are distributed as follows: \n(1) The first $6,200,000 deposited in the Fund in each of the fiscal years 1992 through 1995 and the first $3,000,000 in each fiscal year thereafter shall be available to the Federal judicial branch for administrative costs to carry out the functions of the judicial branch under Section 3611 of Title 18, U.S. Code. \n38 \n \n (2) Of the next $100,000,000 deposited in the Fund in a particular fiscal year, \na) 49.5 percent shall be available for victim compensation grants; \nb) 45 percent shall be available for victim assistance grants; \nc) 1 percent shall be available for training and technical assistance services to eligible crime victim assistance programs and for the financial support of services to victims of Federal crime by eligible crime victim assistance programs; and, \nd) 4.5 percent shall be available for child abuse prevention and treatment grants. \n(3) The next $5,500,000 deposited in the Fund in a particular fiscal year shall be available for child abuse prevention and treatment grants. \n(4) The next $4,500,000 deposited in the Fund in a particular fiscal year shall be available for victim assistance grants. \n(5) Any deposits in the Fund in a particular fiscal year that remain after the funds are distributed for the above purposes shall be available as follows: \na) 47.5 percent shall be available for victim compensation grants; \nb) 47.5 percent shall be available for victim assistance grants; and, \nc) 5 percent shall be available for training and technical assistance services to eligible crime victim assistance programs and for the financial support of services to victims of Federal crime by eligible crime victim assistance programs. \nSection 2.2 - Availability of Funds \nAll States, the District of Columbia, the Commonwealth of Puerto Rico, the U.S. Virgin Islands, Guam, American Samoa, Northern Mariana Islands, and Palau (hereinafter referred to as \"States\") are eligible to apply for, and receive, VOCA victim assistance grants. \nFunds are available for expenditure during the FFY of award and in the next FFY (the grant period). The FFY begins on October 1 and ends on September 30 of the following year. States may incur expenses retroactively to the beginning of each year's grant, October 1, even though the VOCA grant may not be awarded until later in the grant period. Under VOCA, funds that are not obligated by the end of the grant period must be returned to the General Fund of the U.S. Treasury. Therefore, States are encouraged \n39 \n \n to closely monitor the expenditure of VOCA funds at the Subrecipient level and to reallocate unexpended funds prior to the end of the grant period, when possible. \nSection 2.3 - Allocation of Funds to States \nFrom the Fund deposits available for victim assistance grants, each State receives a base amount of $200,000, except Palau. The remaining Fund deposits are distributed to each State, based upon the State's population in relation to all other States, as determined by current census data. \nSection 2.4 - Allocation of Funds Within the States \nThe Governor of each State designates the State agency that will administer the VOCA victim assistance grant program. That designated State agency establishes policies and procedures regarding the implementation and administration of the VOCA victim assistance grant program. These policies and procedures must meet the minimum requirements of VOCA and the Program Guidelines but can be more restrictive. \nVOCA victim assistance funds granted to the States are to be used by eligible public and private nonprofit organizations to provide direct services to crime victims. States have sole discretion for determining which organizations will receive funds, and in what amounts, as long as the recipients meet the requirements of VOCA and the Program Guidelines. \nStates are encouraged to develop a VOCA program funding strategy, which should consider the following: the range of victim services throughout the State and within communities; the unmet needs of crime victims; the demographic profile of crime victims; the coordinated, cooperative response of community organizations in organizing services for crime victims; the availability of services to crime victims throughout the criminal justice process; and the extent to which other sources of funding are available for services. \nStates are encouraged to expand into new service areas as needs change. Many States use VOCA funds to stabilize victim services by continuously funding selected organizations. Some States end funding to organizations after several years in order to fund new organizations. Other States limit the number of years an organization may receive VOCA funds. These practices are within the State's discretion and are supported by OVC, when they serve the best interests of crime victims within the State. \nSECTION 3 - THE DEVEWPMENT OF THE FINAL PROGRAM GUIDELINES \nThe Office for Victims of Crime (OVC), Office of Justice Programs (OJP), U.S. Department of Justice (DOJ), is publishing Final Program Guidelines to implement the victim assistance grant program as authorized by the Victims of Crime Act of 1984, as amended, 42 U.S.C. 10601, et seq. (hereafter referred to as VOCAl. \n40 \n \n VOCA authorizes Federal financial assistance to States for the purpose of compensating and assisting victims of crime, providing funds for training and technical assistance, and assisting victims of Federal crimes. These Program Guidelines provide information on the administration and implementation of the VOCA victim assistance grant program as authorized in Section 1404 of VOCA, Public Law 98-473, as amended, codified at 42 U.S.C. 10603. \nThe Guidelines are based on the experience gained during the first seven years of the grant program and are in accordance with VOCA. These Final Program Guidelines supersede any Guidelines issued previously by OVC. \nSection 3.1 - Summary of the Comments to the Proposed Program Guidelines \nOn August 26, 1993, the Office for Victims of Crime (OVC) published proposed Victims of Crime Act (VOCA) victim assistance Program Guidelines in the Federal Register, Vol. 58, No. 164, pages 45126 through 45135. These proposed Guidelines were published for the purposes of soliciting comments on the revised rules of the VOCA victim assistance grant program from all interested individuals and organizations. OVC received 48 individual letters from interested individuals and organizations and had conversations with almost all State VOCA administrators. In total, over 200 different issues, questions, recommendations, and comments were received, which often reflected diverse views from a variety of perspectives. \nAlthough it was not possible to reply to each respondent on an individual basis, all comments were carefully considered in developing these Final Program Guidelines. As a result, OVC rewrote, deleted, and incorporated additional information to further clarify various sections of the Guidelines. Explanation of the resolutions and final determinations is provided in the following subsections. \nSection 3.2 - Background \nMany representatives from sexual assault and domestic violence programs expressed concern that the Proposed Guidelines would encourage States to make mandatory the reporting of the crime as a condition of receiving services. There is no provision in VOCA mandating that crime victims report crimes to law enforcement agencies as a condition of receiving VOCA-supported assistance and services. Neither the Proposed nor these Final Program Guidelines deviates from the original purpose of VOCA---to support all victims of crime both outside of, and within, the criminal justice system. \nFurther, some respondents expressed concern that the proposed Guidelines symbolized a significant shift from a victim service focus to one which encouraged assistance and support with the criminal justice system. The sole purpose of the VOCA victim assistance grant program is to assist States in providing direct services to crime victims, through local public and nonprofit organizations. Direct services include crisis intervention, emergency shelter, \n41 \n \n information and referral, and group counseling, as well as those services that assist the crime victim with, and encourage willingness to participate in, the criminal justice system, such as temporary restraining orders, emergency child abuse petitions, assistance with property return, court accompaniment, assisting with victim impact statements, and case notification. OVC believes that VOCA victim assistance funds have supported a variety of services in the past and should continue to do so in the future. \nSection 3.3 - Allocation of VOCA Victim Assistance Grant Funds \nA1locaJion of Funds to States \nSeveral respondents questioned the method for allocating grant funds. The allocation of funds to all State Grantees is determined by VOCA. OVC does not have the authority under the Act, as some respondents suggested, to fund less populated States at a higher rate, to authorize a separate grant program for Native Americans, or to extend the length of the grant period to the year of award plus two years. \nA1locaJion of Funds within the States \nSome respondents raised the issue of seed money versus stabilizing victim services through ongoing programs, an issue which has been raised on numerous occasions. There is no provision in VOCA or the Program Guidelines to require or prohibit State Grantees from using VOCA as seed money. Each State VOCA administrator is responsible for developing a funding strategy that meets the unique needs of crime victims within the State. \nFortunately, there has been growth in victim services organizations throughout the Nation, resulting in crime victims having greater access to a wider variety of services. This growth has placed additional burdens upon State administrators to develop funding strategies that address how to most effectively distribute limited VOCA funds to reach the greatest numbers of crime victims. As a result, States are beginning to competitively award VOCA funds versus funding the same organizations every year. \nIn keeping with the intent of VOCA, these Final Program Guidelines will continue to give sole discretion to State administrators for (1) determining which organizations will receive funds, (2) the amount of funds to be awarded, (3) the length of time an organization will receive funding, and, (4) the types of services to be provided to meet the divergent needs of their crime victims. \nSection 3.4 - Program Requirements \nSection 3.4a - Priority Crime Victims \nThe letters from domestic violence and sexual assault coalitions and programs urged OVC to mandate that States be required to allocate more than 10 percent of each year's grant \n42 \n \n to priority crime victims [i.e., victims of child abuse, sexual assault, and domestic violence]. These Final Guidelines will continue to give flexibility to State VOCA administrators in allocating limited funds for victim services. \nSection 3.4b - Underserved Crime Victims \nVOCA was amended in October 1988 to require States to make VOCA victim assistance funds available to previously underserved crime victims, other than victims of child abuse, sexual assault, and domestic violence. As a result, since 1989, States have been required to allocate a minimum of 10 percent to previously underserved crime victims such as victims of assault, homicide, elder abuse, and DUl/DWI crashes. This requirement can be met by allocating funds for one type of crime or by combining allocations for two or more types of crime victims. \nStates must identify underserved crime victims by type of crime in order for OVC to monitor each State's ability to fulfill this requirement. Identifying crime victims by a particular characteristic prevents the State and OVC from determining if the underserved requirement has been met. For example, Hispanic crime victims may be underserved within a State; however, unless the State identifies the type of crime, it is impossible to determine whether the funds allocated should be used to meet a priority or the underserved requirement. \nBeginning with the FFY 1994 VOCA victim assistance grant, States are required to identify underserved crime victims by type of crime only. Thus, States serving Native Americans, Hispanic, geographically isolated, and so forth, must identify the type of crime to which these crime victims are subjected. \nOVC strongly encourages State administrators to include the needs of all crime victims within their State in their funding strategy, including those crime victims residing in isolated geographical areas, and to award VOCA funds appropriately. \nThe Final Program Guidelines permit States to allocate less than 10 percent to underserved crime victims, if they can document that a smaller percentage of funds is warranted for underserved crime victims, as described in the Final Program Guidelines. \nSection 3.4c - Underserved Requirement - Vulnerable Adults \nSince 1989, States have been permitted to identify elder abuse as a type of crime. The Proposed Program Guidelines broadened the crime of elder abuse to include all vulnerable adults, regardless of age. However, comments from respondents indicated that the Proposed Guidelines were not clear. Therefore, these Final Program Guidelines have been revised to identify abuse of vulnerable adults as a type of crime, which may be used by States to meet the underserved requirement. \n43 \n \n For the purpose of the VOCA victim assistance grant program, abuse of vulnerable adults occurs when an adult, who does not have the mental and/or physical capacity to manage his/her daily needs, is subjected to either physical or emotional abuse by a guardian or caretaker. This description parallels that of child abuse. This description differs significantly from other types of crime to which individuals, who are able to maintain an independent lifestyle, are subjected such as assault, robbery, fraud, and so forth. \nSection 3.4d - 10 Percent Requirements for Priority and Underserved Crime Victims \nBeginning with the FFY 1994 grant period, States will be given the latitude to assess the needs of crime victims within their State and allocate less than 10 percent to a specific category of priority or underserved crime victims, so long as they can demonstrate that (1) a specific category of crime victims is receiving sufficient amounts of financial assistance from the State or other funding sources, (2) a smaller amount of financial assistance, or no assistance, is needed from the VOCA victim assistance grant program, and, (3) crime rates for that category of crime victims have diminished, warranting a lesser amount of VOCA funds to be allocated. If States cannot satisfy these conditions, they then must meet the 10 percent requirement for priority and underserved crime victims. This flexibility is offered to States who may be experiencing an influx of funds designated for a specific category of crime victim during a grant period or who may be fortunate in that some types of crime are very low in their State. \nSection 3.4e - Subrecipient Eligibility Requirement - Use of Volunteers \nVOCA requires that \"eligible crime victim assistance programs\" use volunteers in providing direct services to crime victims, unless, and to the extent, that the chief executive determines that a compelling reason exists to waive the requirement. In response to requests to delete this requirement, please note that OVC does not have the statutory authority to change this legislative requirement. OVC encourages State administrators to carefully consider waivers of this requirement. \nSome respondents believe that the use of volunteers prevents victim services from being looked upon as a profession. OVC believes that volunteers in many organizations are the foundation of the victim services program. Perhaps the issue of professionalism relates more to proper training and support of both paid and volunteer staff, as opposed to whether or not the individual is paid by the agency. For example, many Subrecipient organizations have a cadre of professionally trained volunteers. \nOther respondents requested OVC to specify the number of hours and the value of a volunteer's time in relationship to total personnel within a Subrecipient organization. State VOCA administrators have total discretion in personnel management decisions; OVC is not authorized to regulate this matter. \nSection 3.4f - Subrecipient Eligibility Requirement - Coordination Activities Versus \n44 \n \n Coordination of Services on Behalf of Individual Crime Victims \nMany respondents questioned sections of the Proposed Guidelines concerning coordination of activities. Coordinating public and private efforts on behalf of all crime victims within a conununity differs significantly from ensuring that an individual crime victim receives coordinated services within the conununity. The former is an eligibility criteria for any organization to receive VOCA funds, and as such, cannot be supported with VOCA funds. The latter is an allowable VOCA-supported activity. \nVOCA identifies an \"eligible crime victim assistance program\" as an organization that \".. ,promotes within the conununity served coordinated public and private efforts to aid crime victims.\" It is expected that organizations conduct a number of coordination activities on behalf of crime victims as part of their routine activities to be eligible to receive VOCA funds, such as (1) being known to the general public and to conununity organizations serving crime victims; (2) having established working relationships with other service organizations, such as interagency agreements for appropriate referral of crime victims for other services; (3) serving on task forces, commissions, multidisciplinary teams, and/or other working groups on behalf of crime victims, in general; (4) being known as an advocate for crime victims within the conununity; (5) having developed policies, procedures, and protocols on offering victim services; (6) having developed methods to assess the needs of crime victims within their community; (7) having developed methods of assisting and supporting crime victims; and, (8) having developed their own strategies for serving crime victims and training individuals to provide direct services. Organizations that do not perform these activities would have difficulty meeting the statutory requirements of an eligible crime victim assistance program. \nVOCA funds are designated exclusively to provide direct services to crime victims. Therefore, they cannot, and should not, be used to help an organization meet eligibility criteria as defined by VOCA. \nSection 3.4g - Subrecipient Eligibility Requirements - Contracted Services \nMany respondents expressed concern about the use of VOCA funds to support contracted services. The intent of VOCA has always been to support services to crime victims through the staff of a Subrecipient organization. It was not intended that VOCA Subrecipients serve as contractors of services. \nIn previous years, the Program Guidelines prohibited VOCA funds from supporting professional services. The rationale behind this prohibition was that VOCA could not support administrative, indirect, and other organizational costs that were included in a loaded hourly rate, when these costs were strictly prohibited by VOCA. However, VOCA Subrecipients have always been, and will continue to be, permitted to augment their staff by awarding a contract (for the equivalent of an individual's salary and fringe benefits) to an individual or organization whose hourly or yearly rate contains no administrative and/or \n45 \n \n other VOCA-unallowable costs. \nAlthough it was not the intent that VOCA Subrecipients serve as contractors of services, OVC recognizes that, at times, it may be necessary for VOCA Subrecipients to contract for specialized services. For example, if there is an infrequent need for a victim service, it may not be cost-effective for the VOCA Subrecipient to employ an individual with the skills to perform the needed service, either on a part- or full-time basis. At other times, there may be emergency situations requiring victim services that are beyond the scope of the VOCA Subrecipient organization. In situations such as these, VOCA Subrecipients may contract for VOCA-a1lowable services, at the discretion of the State Grantee and within the parameters of the OJP contracting rules and regulations and the OJP \"Financial and Administrative Guide for Grants\" (M7IOO.ID), effective edition. VOCA funds can only support limited use of contract services. Subrecipients are prohibited from using a majority or their entire award for contracted services that have administrative, overhead, and other indirect costs included in the hourly or daily rate. However, all contract documentation is subject to review by OVC and the Office of the Comptroller at both the State and the Subrecipient level. States who permit VOCA funds to be used for contracted services are encouraged to closely scrutinize each request to use VOCA funds to purchase services and consider the following: (I) how the need for, and frequency of, the contracted services was determined; (2) the total amount of contracted services requested within the grant period; (3) how reasonable is the hourly fee; (4) does the hourly fee contain any administrative costs; (5) what other options for service provision were available; (6) do the Subrecipient's contracting procedures strictly adhere to OJP contract guidelines; (7) the proportion of the contracted services in relation to other VOCA supported activities; and so forth. \nWhen contracted services are a necessity, they are expected to comprise a very small percentage of a Subrecipient's VOCA award. Thus, Subrecipients cannot use their entire VOCA award or a majority of their award to purchase services. To do so raises questions such as: (I) how did the VOCA Subrecipient meet the VOCA eligibility criteria of providing crime victim services, if they are contracting for a majority or all of the services; (2) if the organization providing contracted services is not eligible to receive funding, is the contract mechanism an attempt to circumvent the eligibility criteria established by VOCA; (3) if the organization providing contracted services is an eligible crime victim service provider, why doesn't that organization receive VOCA funds directly; (4) if services are continually purchased, what incentive exists for the organization to hire qualified staff to provide the service within the organization; and, (5) with VOCA funds being so limited and the needs of crime victims so great, how can a loaded rate that includes administrative and other indirect costs be justified? \nSection 3.4h - Eligible Subrecipient Organizations - Program Income \nA number of respondents questioned OVC's prohibiting VOCA-funded projects from generating program income. OVC has discovered during site visits that a growing number of organizations are generating program income from VOCA-funded projects and that few \n46 \n \n States and Subrecipients understand the financial and monitoring burden they assume when program income is generated. OVC has four major concerns regarding Federal funds generating income for Subrecipient organizations. \nFirst, the rates being charged to crime victims are loaded hourly rates that include administrative and many types of indirect costs prohibited with VOCA grant funds. Program income that is received by the Subrecipient is used to off-set unallowable VOCA costs. Further, VOCA funds were never intended to be a revenue-generating source for the Subrecipient. \nSecond, few States and Subrecipients have the capability to track program income appropriately and in accordance with Federal financial accounting requirements. All program income generated from a VOCA-funded project is restricted to the same uses as the VOCA grant, which presents many problems for the Subrecipient and the State, particularly when VOCA funds only support a portion of the counselor's time. \nThird, any and all program income, no matter how large or small, must be tracked and accounted for, both at the Subrecipient and State Grantee level. Few Subrecipients have procedures for reporting the income to the State so the State can monitor the appropriate uses of the VOCA-generated income. \nFourth, the purpose of the VOCA victim assistance grant program is to provide services to all crime victims without concern for their financial resources or availability of insurance or other third-party payors. Crime victims suffer tremendous emotional, physical, and financial losses; and it was not the intent of VOCA to exacerbate the injustice by asking the crime victim to pay---again. \nOVC is mindful that some Subrecipients use program income, in part, to offer additional services to crime victims, thus expanding available services beyond the VOCA-funded position. Therefore, these Final Program Guidelines will permit States and Subrecipients to generate income from VOCA-funded staff time under the following conditions: (1) Q!!ly with prior approval of financial and monitoring procedures by the Office of the Comptroller; and, (2) with the stipulation that no crime victim is ever denied services for lack of insurance or personal resources to cover the cost of the service. \nSection 3.5 - Services, Activities, and Costs \nSection 3.5a - Allowable Direct Services, Activities, and Costs - Liability Insurance \nSeveral respondents questioned the use of VOCA funds to pay for liability insurance for direct-service providers who are subject to civil action. These Program Guidelines permit State administrators the option of including this type of insurance as an allowable cost, when it is part of an organization's benefit package for employees. OVC believes that to force direct-service providers to pay their own liability insurance, when many direct service \n47 \n \n providers receive low salaries, could have serious consequences on the quality of services provided to crime victims. NOTE: This subsection does not include the indirect organizational costs of building liability insurance, and so forth, which are not VOCA allowable costs. \nSection 3.Sh - Other Related Allowable Services, Activities, and Costs - Supervision \nSeveral respondents requested that OVC reconsider its ruling on supervision of direct service providers as an allowable direct service. VOCA funds are not intended to defray the costs of management and administrative salaries within an organization. This is reflected in the \"no administrative costs provision\" of VOCA. The primary purpose of VOCA is to offer a supplement to those organizations that are able and willing to absorb the costs of supervising additional VOCA-funded staff. However, OVC realizes that the quality and quantity of direct services can be enhanced by funding a volunteer coordinator's salary or the salary of an individual who supervises interns. Therefore, these Final Program Guidelines will continue to give State Grantees the latitude of determining under which circumstances VOCA funds should support supervisory activities. \nSECTION 4 - SUBREClPmNT ORGANIZATION ELIGmILITY REQUIREMENTS \nVOCA establishes minimal eligibility criteria that must be met by all organizations that receive VOCA funds. These funds are to be awarded to Subrecipients for the purpose of providing direct services to victims through their staff. Each Subrecipient organization shall: \n(I) Be a public or nonprofit organization that provides direct services to crime victims. \n(2) Have a record of providing effective direct services to crime victims for a minimum of one year, have the support and approval of its services by the community, have a history of providing direct services in a cost-effective manner, and have financial support from non-Federal sources. An organization meeting these criteria is considered an \"existing\" organization for match purposes. \nStates may choose to fund organizations which have been providing direct victim services for less than one year. However, these organizations must have financial support from non-Federal sources and meet the match requirement for \"new\" victim services organizations. \n(3) Be able to meet program match requirements. Match must be committed for each VOCA-funded project, must be derived from other resources within the organization, and cannot be derived from other Federal funds and/or sources, except as provided in Chapter 2, paragraph 14, of OJP's M7100.ID. All funds designated as match are restricted to the same uses as the VOCA victim assistance funds and \n48 \n \n must be expended within the grant period. Thus, only services and activities that are VOCA-a1lowable qualify as match. Because of this requirement, VOCA Subrecipients must maintain records which clearly show the source, the amount, and the period during which the match was expended. Organizations are not encouraged to commit excessive amounts of match to the VOCA-funded project. \nMatch requirements are as follows: \na) For an \"existing\" victim services organization, the match is 20 percent, cash or in-kind, of the total VOCA project (VOCA Subgrant plus match). \nb) For a \"new\" victim services organization the match is 35 percent, cash or inkind, of the total VOCA project (VOCA Subgrant plus match). \n(4) Use volunteers unless the State determines there is a compelling reason to waive this requirement. A \"compelling reason\" may be a statutory or contractual provision concerning liability or confidentiality of counselor/victim information, which bars using volunteers for certain positions, or the inability to recruit and maintain volunteers after a sustained and aggressive effort. \n(5) Promote, within the community served, a coordinated approach for serving crime victims, thus avoiding duplication of effort. Coordination may include, but is not limited to, serving on State, Federal, or local task forces, commissions and/or working groups; developing written interagency agreements; and so forth---a11 of which contribute to better and more comprehensive services to crime victims. NOTE: The examples of coordination efforts, as mentioned above, qualify an organization to receive VOCA victim assistance funds, but are not activities that can be supported with VOCA funds. \n(6) Assist crime victims with crime victim compensation benefits. Such assistance may include identifying and notifying crime victims of the availability of compensation, assisting them with application forms and procedures, obtaining necessary documentation, and/or checking on claim status. \n(7) Comply with the applicable provisions of VOCA, the Program Guidelines, and the requirements of M7100.1D, which includes maintaining appropriate programmatic and financial records that fully disclose the amount and disposition of VOCA funds received. This includes financial documentation for disbursements; daily time and attendance records specifying time devoted to VOCA allowable victim services; client fJIes; the portion of the project supplied by other sources of revenue; job descriptions; contracts for services; and other records which facilitates an effective audit. \n(8) Maintain statutorily required civil rights statistics on victims served by race or \n49 \n \n national origin, sex, age, and disability, within the timetable established by the State Grantee; and permit reasonable access to its books, documents, papers,and records to determine whether the Subrecipient is complying with applicable civil rights laws. NOTE: This requirement is waived when providing a service, such as telephone counseling, where soliciting the information is inappropriate or offensive to the crime victim. \n(9) Submit statistical and programmatic information on the use of and impact of VOCA funds, as requested and within the timetable established by the State Grantee. \n(10) Provide services to victims of Federal crimes on the same basis as victims of State crimes. Federal crimes are prosecuted by U.S. Attorney Offices. \n(11) Provide a variety of services and assistance to crime victims, beyond assistance with compensation and information/referral services. \n(12) Abide by any additional eligibility or service criteria as established by the State Grantee. \n(13) Provide services, at no charge, through the VOCA-funded project. Any deviation from this provision requires prior approval by the State and OVC. \n(14) Maintain confidentiality of client-counselor information. VOCA Subrecipients cannot use or reveal any client information without the consent of the client. \nSECTION 5 - ELIGmLE SUBRECIPIENT ORGANIZATIONS \nNonprofit and public organizations that provide direct services to crime victims are eligible to receive VOCA funds. These include, but are not limited to, rape crisis centers, domestic violence shelters, child abuse treatment facilities, centers for missing children, prosecutor offices, courts, probation and parole authorities, hospitals, public housing authorities, and religious-affiliated organizations. \nAlthough nonprofit and public organizations may be eligible to receive VOCA funding, there are limitations on the use of VOCA victim assistance grant funds by these organizations. For example, VOCA funds cannot be used for an activity mandated by State legislation for which State or local funds are not available. However, VOCA funds can extend or enhance the legislatively mandated activities. NOTE: In situations where a service is mandated by law but funds have not been appropriated, State Grantees are cautioned to closely review using VOCA funds to support such activities. States may use VOCA funds to support an unfunded legislative mandate for a limited time, if the State believes that such support is essential to meeting the needs of crime victims. \n50 \n \n In addition to victim services organizations, whose sole mission is to serve crime victims, many other public and nonprofit organizations that offer services to crime victims may be eligible to receive VOCA victim assistance grant funds. These organizations include, but are not limited to, the following: \n(1) Criminal justice agencies such as law enforcement organizations, prosecutor offices, courts, probation and parole authorities. However, these organizations may only use VOCA funds for services that exceed the boundaries of their mandate. For example, a police department cannot use VOCA victim assistance funds to hire law enforcement personnel for activities that a sworn law enforcement officer would be expected to provide in the normal course of his/her duties, such as crime scene intervention, questioning of victims and witnesses, investigation of the crime, and follow-up activities. \n(2) State and local public agencies charged with, for example, providing child and adult protective services or mental health services. Because rules and laws governing each jurisdiction differ, OVC encourages each State to closely review requests for VOCA funding by social services and public mental health organizations to ensure supplantation does not occur. \n(3) Religious-affiliated organizations. Religious organizations that receive VOCA funds must ensure that (a) services are offered to all crime victims without regard to religious views; (b) the receipt of services is not contingent upon participation in a religious activity or event; and, (c) receipt of the funds does not create an \"excessive entanglement\" of church and State. \n(4) Other public and nonprofit organizations whose primary mission or purpose is not providing services to crime victims but who have a component of the organization that provides services to crime victims. Such organizations mID:: include State Grantees, mental health centers, hospitals, legal services agencies, coalitions, and so forth. These organizations must meet the same eligibility criteria as all other Subrecipients. \n(5) State crime victim compensation agencies. Compensation programs that provide direct services such as group treatment, therapy and counseling, court accompaniment, shelter, and so forth, may receive VOCA funds. These services extend far beyond information/referral counseling regarding compensation benefits, and assistance with filing for compensation benefits. NOTE: Because State compensation programs do not generally provide the type of direct services envisioned by the VOCA victim assistance grant program and the Program Guidelines, State Grantees are encouraged to discuss with OVC any proposed award of VOCA victim assistance funds to a compensation program prior to making a fmal funding decision. \n51 \n \n (6) ,Hospitals and emergency medical facilities. Such organizations must offer counseling, support groups, and other types of victim services. Additionally, States may award VOCA funds to a medical facility for the purpose of performing forensic examinations 1m sexual assault victims if (a) the examination meets the standards established by the State, local prosecutor's office, or State-wide sexual assault coalition; and, (b) appropriate crisis counseling and/or other types of victim services are offered to the victim in conjunction with the examination. \nSECTION 6 - INELIGmLE RECIPIENTS OF VOCA FUNDS \nSome public and nonprofit organizations that offer services to crime victims are not eligible to receive State VOCA victim assistance funding. These organizations include, but are not limited to, the following: \n(1) Federal agencies, including U.S. Attorney Offices, are not eligible to receive VOCA funds. Receipt of VOCA funds would constitute an augmentation of the Federal budget with money intended for State agencies. However, private nonprofit organizations that operate on Federal land may be eligible Subrecipients of VOCA victim assistance grant funds. \n(2) In-patient treatment facilities that are designed to provide treatment to individuals with drug, alcohol, and/or mental health-related conditions are not eligible to receive VOCA victim assistance grant funds. In-patient facilities are not open and accessible to the general public and, therefore, do not meet the criteria for a victim services organization as intended by VOCA and these Program Guidelines. \nSECTION 7 - SERVICES, ACTIVITIES, AND COSTS \nThroughout the legislative history of VOCA, Congress has provided gnidance on the types of direct services intended by this Act. These include those services which respond to the inunediate needs of crime victims, so that the severity of the psychological trauma is reduced; assist the victim in participating in the criminal justice process; and help restore the victim's sense of dignity, self esteem, and coping mechanisms. Likewise, costs that are necessary and essential to providing these direct services may be supported with VOCA victim assistance grant funds. \nSection 7.1 - Allowable Direct Services, Activities, and Costs \nThe following is a non-exhaustive listing of services, activities, and costs that are considered to be eligible for support with VOCA victim assistance grant funds within a Subrecipient's organization: \n52 \n \n (1) those services which immediately respond to the emotional and physical needs (excluding medical care) of crime victims such as crisis intervention; accompaniment to hospitals for medical examinations; hotline counseling; emergency food, clothing, transportation, and shelter; emergency legal assistance such as filing restraining orders; and other emergency services that are intended to restore the victim's sense of dignity, self esteem, and coping mechanisms. \n(2) those services and activities that assist the primary and secondary victims of crime in understanding the dynamics of victimization and in stabilizing their lives after a victimization such as counseling, group treatment, and therapy. \n(3) services that are directed to the needs of the victim within the criminal justice system but not, primarily, to the needs of the criminal justice system. These services may include criminal justice advocacy, accompaniment to law enforcement offices, transportation to court, child care while in court, trial notification and case disposition information, restitution advocacy, assistance with victim impact statements, and parole notification. \n(4) services which offer an immediate measure of safety to crime victims such as preventing the reburglarization by boarding-up windows, replacing or repairing locks, and so forth. \n(5) forensic examinations for sexual assault victims mtly to the extent that other funding sources (such as State compensation or private insurance or public benefits) are unavailable or insufficient. NOTE: State Grantees should establish controls for using VOCA victim assistance funds to pay for forensic examinations in sexual assault cases. The controls should require VOCA Subrecipients to investigate to what extent other resources are available to pay for the examinations; what other direct services will be offered in conjunction with the examination; and if the examination meets the evidentiary standards established by the State, local prosecutor's office, or State-wide coalition. \nVOCA funds cannot be used to pay for those forensic examinations that do not conform to one of these standards. \n(6) costs that are necessary and essential to providing direct services such as pro-rated costs of rent, telephone service, transportation costs for victims to receive services or participate in the criminal justice system, and local travel expenses for direct service providers. \n(7) services which assist crime victims with managing practical problems created by the victimization such as acting on behalf of the victim vis-a-vis other service providers, creditors, or employers; assisting the victim to recover property that is retained as evidence; assisting in filing for compensation benefits; helping to apply for public \nS3 \n \n assistance; managing the overall service and informational needs on behalf of the crime victim until such time that the victim can assume these responsibilities; and so forth. \n(8) costs that are directly related to providing direct services through staff. Such costs may consist of the following: advertising costs associated with recruiting VOCAfunded personnel; training costs for paid and volunteer staff; salaries and fringe benefits, to include malpractice insurance for professional direct service providers who are subject to civil actions. \n(9) meetings and panels where crime victims are able to confront perpetrators, if they are requested by the victim and if they offer therapeutic value to crime victims. At times, such meetings and panels can provide victims with an opportunity to tell and retell one's story, put feelings and experiences into words, and enable victims to move forward with their lives. \nStates that plan to fund this type of service should closely review the criteria for, and the standards governing, the service to be provided. At a minimum, the following should be considered: (1) the benefit or therapeutic value to the victim, (2) the type of crimes and subsequent victims that will benefit from the service, (3) the number of victims wishing to participate, (4) the provision of appropriate support and accompaniment for the victim, (5) appropriate \"debriefing\" opportunities for the victim after the meeting or panel, (6) the credentials of the facilitators, (7) the other needs of individual crime victims, and, (8) the opportunity for a crime victim to withdraw from the process at any time without negative feelings or penalty. States are encouraged to discuss proposals with OVC prior to awarding VOCA funds for this type of activity. NOTE: Victim-Offender mediation services in which the mediation serves to replace criminal justice proceedings cannot be supported with VOCA victim assistance funds. \nSection 7.2 - Other Related Allowable Services, Activities, and Costs \nThe services, activities, and costs discussed under this section are not generally considered direct crime victim services. For example, staff training is often a necessity and essential activity to ensure that quality direct services are provided; however, it is not a direct service. Other costs described in this section !!!l!Y, also, be tied to direct services, although in a more remote way. Before these costs can be supported with VOCA funds, the State and Subrecipient must agree that direct services to crime victims cannot be offered without support for these expenses, that the Subrecipient has no other source of support for them, and that only limited amounts of VOCA funds will be used for these purposes. The following list provides examples of such items: \n(1) skills training for staff. VOCA funds designated for training are to be used exclusively for developing the skills of direct service providers (paid and volunteer) so that they are better able to offer quality services to crime victims. An example \n54 \n \n of skills development is training focusing on how to respond to a victim in crisis. This type of training differs significantly from being apprised of legislative updates or recent research findings regarding victims of crime. \nVOCA funds can be used for training direct service providers within the Subrecipient's organization, who are not supported with VOCA funds; however, priority should be given to the individuals supported with VOCA funds. \nVOCA funds can purchase materials such as books, training materials, and videos for direct service providers, within the VOCA-funded organization, and can support the costs of a trainer for in-service staff development. Although VOCA cannot support training individuals in other organizations, other staff from other organizations can be invited to attend training activities that are held for the Subrecipient's staff, if no additional costs will be incurred by the VOCA-funded project. \nVOCA funds can support costs associated with attendance at training activities held on a Statewide basis or within a similar geographic area, such as travel, meals, lodging, and registration fees. This limitation encourages State Grantees and Subrecipients to first look for available training within their immediate geographical area, as travel costs will be minimal. However, when needed training opportunities are unavailable within the immediate geographical area, State Grantees mID: authorize the use of VOCA funds to support needed training outside of this geographical limitation. \nVOCA funds cannot be used to support attendance at local, regional, or national-level conferences that do not focus on skills development for direct service providers but focus, instead, upon national issues, networking, legislative updates, presentation of research papers, and so forth, nor can VOCA funds support management and administrative training for executive directors, board members, and other individuals that do not provide direct services. \n(2) equipment and furniture that the State determines is necessary and essential to providing or enhancing direct services to crime victims, as demonstrated by the VOCA Subrecipient. NOTE: VOCA funds cannot support the entire cost of equipment that is not used exclusively for victim-related activities but can support a prorated share. Additionally, Subrecipients cannot use VOCA funds to purchase equipment for another organization or individual to perform a victim-related service. Examples of allowable costs may include beepers; typewriters and word processors; video-tape cameras and players for interviewing children; two-way mirrors; and equipment and furniture for shelters, work spaces, victim waiting rooms, and children's play areas. \nAt times, computers may increase a Subrecipient's ability to reach and serve crime victims. In such cases, VOCA Subrecipients must describe to the State how the computer equipment will enhance services to crime victims; how it will be integrated into and/or enhance the \n55 \n \n Subrecipient's current system; the cost of installation; the cost of training staff to use the computer equipment; the on-going operational costs, such as maintenance agreements, supplies; how these additional costs will be supported, and so forth. \nStates who authorize equipment to be purchased with VOCA funds must establish policies and procedures on the acquisition as well as the disbursement of the equipment, when the Subrecipient no longer receives a VOCA grant. (See M7100.1D). Additionally, at a minimum, property records must be maintained, which contain the following: a description of the property and a serial number or other identifying number; who holds title; the acquisition date, the cost and the percentage of VOCA funds supporting purchase; the location, use, and condition of the property; and any ultimate disposition data, including the date of disposal and sale price. \n(3) contracts for professional services. VOCA funds can only support limited use of contract services. Subrecipients are prohibited from using a majority or their entire award for contracted services that have administrative, overhead, and other indirect costs included in the hourly or daily rate. \nVOCA Subgrant funds are to be used within the Subrecipient's organization. It was not intended that VOCA Subrecipients serve as contractors of services. However, at times, it may be necessary for VOCA Subrecipients to contract for specialized services such as when there is an infrequent need for a specialized victim service. In such situations, Subrecipient organizations may find that it is not cost-effective to employ an individual with the skills to perform the needed service, either on a part- or full-time basis. Additionally, there may be emergency situations requiring victim services that are beyond the scope of the VOCA Subrecipient organization. Examples include the following: an attorney's fee for securing an emergency temporary restraining order; a physician's fee for conducting a forensic \nexamination on a sexual assault victim !!illY to the extent that other funding sources are \nunavailable or insufficient; emergency psychological or psychiatric services; and so forth. NOTE: VOCA funds cannot be used to pay for legal costs or legal representation for divorces, child custody or visitation rights litigation, and so forth, for victims of spousal or child abuse. \n(4) operating costs directly related to serving crime victims are allowable, such as: office supplies; equipment use fees, when supported by usage logs; printing, photocopying, and postage; brochures which describe available services; books and other victim-related materials; and so forth. VOCA funds may support administrative time to complete VOCA-required time and attendance sheets and programmatic documentation, reports, and statistics; administrative time to maintain crime victims' records; pro-rated share of audit costs; and so forth. \n(5) supervision of direct service providers !!illY to the extent that the State Grantee \nbelieves that such supervision is necessary and essential to providing direct services to crime victims. For example, a State Grantee may believe that using VOCA funds \n56 \n \n to support a volunteer coordinator position that is responsible for recruiting, screening, training, supervising, and maintaining volunteers is necessary and essential as well as being a cost-effective way of serving more crime victims. \n(6) repair and/or replacement of an essential item of a victim service that contributes to maintaining a healthy and/or safe environment, such as a furnace in a shelter. State Grantees are cautioned to scrutinize each request for expending VOCA funds for such purposes to ensure the following: (a) that the building is owned by the Subrecipient organization and not rented/leased, (b) all other sources of funding have been exhausted, (c) there is no available option for providing the service in another location, (d) that the cost of the repair or replacement is reasonable considering the value of the building, and, (e) the cost of the repair or replacement is pro-rated among all sources of income. States are encouraged to discuss individual requests for substantial repairs of essential service components with OVC. \n(7) activities and costs related to describing the services available to crime victims within the community such as presentations, brochures, newspaper articles, and so forth. \nSECTION 8 - UNALLOWABLE SERVICES, ACTIVITIES, AND COSTS \nThe following services, activities, and costs, although not exhaustive, cannot be supported with VOCA victim assistance grant funds: \n(1) crime prevention activities and other activities intended to educate the community on the prevention of crime and to raise the public's consciousness regarding crime. \n(2) lobbying and administrative advocacy for victim legislation or administrative reform, whether conducted directly or indirectly. \n(3) perpetrator rehabilitation and counseling. Subrecipients cannot knowingly use VOCA funds to offer rehabilitative services to offenders. Likewise, VOCA funds cannot support services to incarcerated individuals, even when the service pertains to the victimization of that individual. \n(4) needs assessments, surveys, evaluations, studies, and research efforts conducted by individuals, organizations, task forces, special commissions, and so forth, which study and/or research a particular crime victim issue. \n(5) activities that are directed at prosecuting an offender and/or improving the criminal justice system's effectiveness and efficiency such as witness notification and management activities; expert testimony at a trial; victim/witness expenses such as travel to testify in court and subsequent lodging and meal expenses; victim protection costs, and so forth, which are considered part of the criminal justice agency's \n57 \n'~ \n \n responsibility. \n(6) fundraising activities. \n(7) indirect organizational costs such as liability insurance on buildings and vehicles; capital improvements; security guards and body guards; property losses and expenses; real estate purchases; mortgage payments; construction costs; and so forth. \n(8) use of assistance funds for reimbursing crime victims for expenses incurred as a result of a crime or to supplement crime victim compensation awards to victims of crime for such costs as funeral expenses, lost wages, medical bills, and so forth. \n(9) vehicles, purchased or leased. State Grantees who believe that crime victims will not be able to receive services without VOCA support for a vehicle are urged to discuss the situation with OVC. Unless OVC gives prior approval to use VOCA to support a vehicle, such an expense is unallowable. \n(10) nursing home care, home health-care costs, in-patient treatment costs, hospital care, and other types of emergency and non-emergency medical and/or dental treatment. VOCA victim assistance grant funds cannot support medical costs regardless of whether they are a result of a victimization or not. EXCEPTION: See subsection 7.1(5), regarding forensic examinations for sexual assault victims. \n(11) relocation expenses such as moving expenses, security deposits on housing, ongoing rent, mortgage payments. However, VOCA funds may be used to support staff time in locating resources to assist victims with these expenses. \n(12) professional dues and memberships in the name of a specific individual. However, VOCA funds may purchase organizational memberships, or a membership, for example, in the name of the \"Executive Director,\" if such membership will offer needed, timely, and relevant information on victim services and issues that assist direct service providers to provide quality services. \n(13) salaries, fees, and reimbursable expenses associated with administrators, board members, executive directors, consultants, coordinators, and other individuals unless, and to the extent that, these expenses are incurred while providing direct services to crime victims. \n(14) development of protocols, interagency agreements, and other working agreements that benefit crime victims, in general, throughout the community. These activities are considered examples of the types of activities that organizations undertake as part of their role as a victim services organization, which in turn qualifies them as an eligible VOCA Subrecipient. As such, VOCA funds cannot be used to support these activities. \n58 \n \n (15) the costs of sending individual crime victims to conferences. The purpose of the VOCA victim assistance grant program is to maximize the impact of the limited VOCA funds by expanding the number of direct service providers available to offer services. VOCA funds are insufficient to support individual crime victims' needs and cannot be used for this purpose. \n(16) attendance at national-level conferences and symposia that have as a primary focus discussions and presentations on national issues, networking, sharing ideas, presenting research findings, and so forth, even when held in a Subrecipient's community. Conferences that focus on skills development components that enable service providers to offer quality services to crime victims may be allowable. \n(17) development of training manuals and/or extensive training materials. Viable crime victim organizations that receive VOCA funds should, prior to receiving aVOCA Subgrant, offer training and materials for their staff. \n59 \n \n PART III INTERNAL CONTROLS \n \n SECTION 1 - NATURE OF CONTROL \n \n60 \n \nSection 1.1- The Control Process \n \n60 \n \nSection 1.2 - Elements of a Control Process \n \n61 \n \nSECTION 2 - INTERNAL CONTROL STRUCTURE \n \n61 \n \nSection 2.1 - Internal Control Objectives \n \n62 \n \nSection 2.2 - Elements of the Internal Control Structure \n \n62 \n \nSection 2.3 - The Control Environment \n \n63 \n \nSection 2.4 - Accounting Control System \n \n64 \n \nSection 2.5 - Control Procedures \n \n64 \n \nSection 2.6 - Impediments to Effective Control \n \n65 \n \nSection 2.7 - Types of Risk Exposure \n \n66 \n \nSection 2.8 - Degree of Risk Exposure \n \n67 \n \nSECTION 3 - FRAUD AND CONTROL PROBLEMS RELATED TO COMPUTERS 68 \n \nSection 3.1 - Types of Computer Crimes \n \n68 \n \nSection 3.2 - Other Computer-Related Mischief and Control Problems \n \n68 \n \nSection 3.3 - Reasons Underlying Computer Control Problems \n \n69 \n \nSection 3.4 - Other Control Considerations \n \n70 \n \n SECTION 1 - NATURE OF CONTROL \nThe process of control is one of management's basic functions. Management must establish and maintain control over its operational system, organization, and information system. The decisions made by management in doing so are crucial to the organization's success. Effective control decisions enable an organization to employ its resources efficiently, to fulfill its legal responsibilities, and to generate reliable and useful information. It is important to distinguish between \"control\" and \"controls.\" The term \"controls\" refers to various measures and procedures put in place to counteract exposure to certain risks. An integral part of a firm's control is a \"framework of controls.\" The framework of policies and control procedures is also called an organization's internal control structure. Composed of underlying management policies and a wide variety of control procedures, this framework spans all of the organization's transactions. The overall purpose of this framework is to provide reasonable assurance that a firm's objectives will be achieved. Thus, it also encompasses the organization's operations and system of management. \nThis structure is the means through which the process of internal control functions. If the internal control structure is strong and sound, all of the operations, physical resources, and data will be monitored and kept under control. Information outputs will be trustworthy. However, a weak and unsound internal control structure can lead to serious repercussions. The information generated and made available for managerial decision making by accounting departments and others in the organization is likely to be unreliable, untimely, and perhaps unrelated to the firm's objectives. Without control, the implementation of policies may be dysfunctional. Furthermore, the organization's resources may be vulnerable to loss through theft, carelessness, sabotage, and natural disaster. \nSection 1.1 - The Control Process \nIn brief, the control process consists of measuring actual results against planned accomplishments and taking corrective actions when necessary. These corrective actions are the decisions that keep the organization moving toward its established objectives. \nThe best way to understand the nature of the control process is by seeing it in terms of a household heating system. The overall purpose of a heating system is to control the temperature, which is the characteristic or performance measure. A homeowner begins the process by setting the thermostat reading for the desired temperature (the benchmark). He or she chooses a setting that is determined by personal objectives such as comfort and economy. Then an automatic process takes over. As the furnace (the operating process) generates heat, the thermostat's thermometer (the sensor element) detects the actual temperature (fed to it by the sensor element) with the bench mark temperature. When the actual temperature rises above the preset temperature, the control element notifies the activating mechanism in the thermostat to shut down the furnace. Later, when the actual temperature drops below the preset temperature, the information feedback leads to the furnace being turned on again. \n60 \n \n What allows a thermostat to function is feedback. As the foregoing heating system example shows, feedback is an information output that returns (\"feeds back\") to a regulator element and then to the operating process as an input. Feedback therefore provides the means for deciding when corrective action, such as turning off the furnace, is necessary. Like the temperature control system, a control process also both monitors and regulates. What makes this possible is feedback obtained through various information systems. \nSection 1.2 - Elements of a Control Process \nA typical organizational control process consists of six elements: \n(1) A factor being controlled, called the characteristic or performance measure; \n(2) An operating process that gives rise to the characteristic; \n(3) A sensor element that detects the actual state of the operating process; \n(4) A planned accomplishment, or bench mark, against which the actual state of the characteristic is to be compared; \n(5) A planner who sets the bench mark; and, \n(6) A regulator element that compares the actual state of the characteristic against the bench mark and feeds back corrections to the operating process. \nAn organization may employ a variety of control processes. They may be preventive, designed to keep problems from occurring in the first place. Controls could also be detective, aimed at discovering problems as soon as possible. Alternatively, they could be corrective, meant to solve problems after they are discovered. Corrective controls work in association with detective controls. \nAs an organization grows in size and complexity, the number of needed control processes (and controls) are likely to increase. Moreover, these processes may vary in sophistication and could take the form of feedback or feedforward. \nSECTION 2 - INTERNAL CONTROL STRUCTURE \nSince the internal control structure is the vehicle through which the Accounting Information System (AIS) employs an array of controls, it deserves prominent attention. In this section control objectives that the structure fosters, its key elements, and the three control systems that it incorporates are examined. \nSection 2.1 - Internal Control Objectives \n61 \n \n According to the American Institute of Certified Public Accountants (AICPA), the internal control structure of an organization has the following objectives: \n(1) To encourage adherence to management's prescribed policies and procedures; \n(2) To safeguard the assets of the organization; and, \n(3) To assure the accuracy and reliability of the accounting data and information. \nThe control objectives above pertain to the operational system of an organization. In essence, their purposes are to assure that operations are performed effectively in a manner that best achieves the organization's broad goals; that operations are performed efficiently in a manner that does not waste resources; and that resources are provided with adequate security. (Security consists of safeguarding and protecting a firm's tangible and intangible assets via physical measures and control procedures.) \nThe last control objective, concerning accuracy and reliability, is dependent on the transaction processing portion of the AIS. In order to fulfill this objective, such control sub-objectives as the following must be accomplished: \n(1) Ensuring that all transactions entered for processing are valid and authorized. \n(2) Ensuring that all valid transactions are captured and entered for processing on a timely basis. \n(3) Ensuring that the input data of all entered transactions are accurate and complete, with the transactions being expressed in proper monetary values. \n(4) Ensuring that all entered transactions are processed properly to update all affected records of master files and/or other types of data sets. \n(5) Ensuring that all required outputs are prepared by appropriate rules to provide accurate and reliable information; for example, that financial statements such as income statements are prepared from complete and up-to-date records and in accordance with generally accepted accounting principles. \nIn striving to achieve these objectives, the internal control structure performs a variety of established procedures. For instance, the actual cash on hand and in the bank is matched to the amount reflected in the cash ledger account. \nSection 2.2 - Elements of the Internal Control Structure \nThe internal control structure may be viewed in different ways. In an audit-oriented view, the internal control structure consists of three elements: the control environment, the \n62 \n \n accounting system, and control procedures. \nOne of the elements of the internal control structure is control environment. The control environment is the effect various factors exert collectively on establishing, enhancing, or mitigating the impact of specific management policies and procedures. The factors that make up an organization's control environment include the following: management's philosophy and operating style; the entity's organizational structure; the functioning of the board of directors and its committees, particularly the audit committee; methods of assigning authority and responsibility; management's control methods for monitoring and following up on performance, including internal auditing; personnel practices and policies; and various external influences that affect an entity's operations and practices. \nSection 2.3 - The Control Environment \nThe management's philosophy and operating style is the most critical component of the control environment. If managers act like internal control is important, so will the employees. Management's philosophy and operating style can be defined by answering the following types of questions: \n(1) Does management take undue business risks to achieve objectives, or does it act prudently in assessing risks and rewards before committing the organization to a course of action? \n(2) Does management attempt to manipulate measures of business performance? \n(3) Does management put pressure on employees to achieve results regardless of the methods required, or is it concerned that employees behave ethically? Is the organization dominated by one or a few individuals, or is responsibility distributed among a team? \nOrganization structure defines the lines of authority and responsibility in an organization. The structural factors that in turn affect internal control are: \n(1) Relative degree of centralization or decentralization within the organization. \n(2) The use of functional or divisional organization structure. \n(3) The organization of the accounting and information systems functions. \n(4) The roles played by the audit committee of the board of directors. An audit committee is responsible for overseeing the organization's internal control structure, its financial reporting process, and its compliance with related laws, regulations, and standards. It works closely with both the internal and external auditors. \n63 \n \n (5) The methods used by management to assign authority and responsibility. \n(6) The existence of a formal code of conduct, a policy and procedures manual, and job descriptions can also affect organizational structure by assigning responsibility and stating policies in effect. \n(7) Methods of monitoring performance (supervision, internal audit and responsibility accounting). \nSection 2.4 - Accounting Control System \nThe second element of internal control, the accounting control system, is designed to achieve two objectives: to safeguard the firm's assets and to ensure the accuracy and reliability of the data and information. Assets refer to resources, inclUding data and information; accuracy means freedom from errors and reliability means consistency in results from processing like data. To achieve these objectives, the accounting control system employs groups of accounting controls. One group of accounting controls, called safeguards or security measures, protects information from unauthorized users. Another group of accounting controls focuses on accuracy and reliability within the records and procedures (methods) of the accounting system. These controls represent screening mechanisms over the flows of transactions where data errors and losses can occur. In effect, the accounting control system provides a series of controls throughout transaction processing activities, from the points where authorization occur to the points where financial outputs are provided to users. \nSection 2.5 - Control Procedures \nThis element includes all of the procedures that are not covered by the control environment and accounting system. These control procedures are: \n(1) Sound design and use of documents and records. Thus, source documents and other forms should require transactions to be recorded and established procedures to be followed. To encourage adherence to prescribed procedures, adequate and up-todate documentation should be maintained. \n(2) Adequate segregation of employees' duties to ensure organizational independence. In order to achieve adequate segregation, different persons or organizational units should be assigned the responsibilities of authorizing transactions, recording transactions, and maintaining custody of the assets to which the transactions pertain. Organizational independence through the separation of functions reduces the opportunities for a person to be able to perpetrate and then conceal errors or irregularities in the normal course of duties. \n(3) Proper authorization of transactions and other activities. Unauthorized transactions \n64 \n \n can lead to abuses and errors. \n(4) Adequate safeguards and security measures for assets, computer facilities, records, and data sets. Safeguards and security measures include locked safes and doors, fenced-in areas, alarm systems, and passwords. \n(5) Independent checks on performance. In addition to assiguing one employee to check the work (e.g., counting cash) of another, independent checks include reconciling a control account balance with the total of balances in a subsidiary ledger and comparing on-hand physical inventory levels with the recorded inventory balances. \n(6) Proper valuation of recorded amounts. Control procedures are needed to ensure that assets are assigned proper quantitative values based on sound measurement methods. These procedures often include reviews by knowledgeable persons. \nSection 2.6 - Impediments to Effective Control \nEffective control requires ongoing efforts. Impediments to effective managerial control can be caused by a number of factors, individually or in combination. Among them are: \n(1) Exposure to risks; (2) Technological problems; (3) Behavioral problems; and, (4) Cost-related considerations. \nSome examples of potential impediments or risks to control are: \n(1) Clerical and operational employees, who process transactional data and have access to assets. \n(2) Computer programmers, who prepare computer programs and have knowledge relating to the instructions by which transactions are processed. \n(3) Managers and accountants, who have access to records and financial reports and often have authority to approve transactions. \n(4) Former employees, who may still understand the control systems and may harbor grudges against the organization. \n(5) Competitors, who may desire to acquire confidential information of the organization. \n(6) Outside persons, such as computer hackers and criminals, who have serious reasons to access the firm's data or its assets or to commit destructive acts. \n65 \n \n (7) Acts of nature or accidents, such as floods and fires and equipment breakdowns. \nEvery organization faces impediments like those discussed above, which reduce the chances of it achieving its control objectives. For the controls provided by the internal control structure to be adequate, they should counteract all the significant risks to which an organization is exposed. In order to design sound control systems, accountants and system designers should be able to assess the risks to which an organization is subject. Risk assessment consists of identifying the risks, analyzing the risks in terms of the extent of exposure, and proposing effective control procedures. \nSection 2.7 - Types of Risk Exposure \nAmong the system-related risks that confront the typical organization, other than poor decision making and inefficient operations, are: \nUnintentioTUd Errors. Errors may appear in input data, alternatively, they may appear during processing. These errors often occur on an occasional and random basis, as when a clerk accidentally strikes the wrong key on a terminal keyboard. However, errors may occur consistently. For instance, an incorrectly written computer program may produce computational errors each time the program is executed. In any of these situations, the erroneous data will damage the accuracy and reliability of an organization's files and outputs. Unintentional errors often occur because employees lack knowledge owing to inadequate training; they may also occur when employees become tired and careless or are inadequately supervised. \nDeliberate Errors. Deliberate errors constitute fraud, since they are made to secure unfair or unlawful gain. These irregularities may appear in input data, during processing, or in generated outputs. Deliberate errors may conceal thefts (and, hence, losses) of assets. \nUnintentioTUd Loss of Assets. Assets may be lost or misplaced by accident. Data, as well as physical assets, may be lost. \nThefts ofAssets. Assets of an organization may be stolen by outsiders, such as professional thieves who break into a storeroom in the dead of night. Alternatively, assets may be misappropriated through embezzlement or defalcation, that is, taken by employees who have been entrusted with their care. Employees who embezzle often create deliberate errors in order to hide their thefts. \nBreaches of Security. Unauthorized persons may gain access to the data files and reports of an organization. Security breaches can be very damaging in certain cases. \nActs of VIOlence and Natural Disasters. Certain violent acts cause damage to an organization's assets, including data. If sufficiently serious, they can interrupt operations and even propel organizations toward bankruptcy. Although violent acts are sometimes \n66 \n \n performed by outsiders such as ~errorists, they are more often performed by disgruntled employees and ex-employees. Also, violent acts can arise from nonhuman sources, such as fires that engulf computer rooms or short circuits that disable printers. \nSection 2.8 - Degree of Risk Exposure \nTo combat these risks effectively, the degree of risk exposure should be assessed. Exposure to risk is caused by factors such as: \n(1) Frequency. The more frequent an occurrence, the greater the exposure to risk. \n(2) Vulnerability. The more vulnerable an asset, the greater the exposure to risk. Cash is highly vulnerable to theft, since it is easily hidden and fully convertible. A telephone may be vulnerable to unauthorized use for long distance calls, especially if it is left untended in a remote office. \n(3) Size. The higher the monetary value of a potential loss, the greater the risk exposure. \nWhen two or more of the above factors act in unison, the exposure to risk is multiplied. \nSection 2.9 - Conditions Affecting Exposures to Risk \nThe exposures to risk faced by an organization can be heightened by various internal conditions. Perhaps most serious are weaknesses in one or more of the control systems. Weaknesses may be caused by an inadequate selection of controls. Thus, thefts are abetted when the organizational structure is weakened by an inadequate segregation of duties. Control system weaknesses may also occur because of breakdowns. For instance, an accountant who is responsible for investigating variances from standards may not pursue the exception sufficiently to determine appropriate corrective measures. Other problem conditions involve collusion, lack ,of enforcement, and computer crime. \nCoUusion. A frustrating condition of which an organization must be aware is internal COllusion, the cooperation of two or more employees for a fraudulent purpose. Collusion may also involve an employee and a non-employee. This situation is known as external collusion. Either type of collusion is difficult to counteract, even with soundly designed control systems. \nLack of Enforcement. Still another troubling condition is lack of enforcement. Thus, an organization may have adequate management policies and control procedures, but may overlook irregularities. For instance, an employee who has committed embezzlement may not be prosecuted on being detected, perhaps so that the organization can avoid embarrassment over its weak security measures. Such lack of action by an organization may encourage other potential wrongdoers. Management may even actively abet the \n67 \n \n problem. For example, a higher-level manager might improperly override an installed control procedure, either with the intent of personal gain or to enhance the organization's financial condition. \nSECTION 3 - FRAUD AND CONTROL PROBLEMS RELATED TO COMPUTERS \nComputer systems present special risk exposures and problems of control. Accountants are becoming increasingly concerned about these controls, since computer-based information systems are rapidly growing in number and complexity. Offenses involving computer-based systems have grown in quantity and seriousness in recent years. Computer fraud poses very high degrees of risk, since all three factors---frequency, vulnerability, and size---tend to be present. A computer-based system may process hundreds of transactions per hour, with each transaction being subject to error or to fraudulent activity. A computer and its stored data are often vulnerable to unauthorized access as well as to damage. To make matters worse, fraudulent activities---by either authorized or unauthorized persons---are very difficult to detect. Also, a loss from computer fraud tends to be several times larger than the average fraud loss when manual systems are involved. \nSection 3.1 - Types of Computer Crimes \nComputer crimes take various forms. Two types already listed are unauthorized access of stored data and sabotage of computer facilities. Other types of computer crimes include the following: \n(1) Theft of computer hardware and software. The latter, known as software piracy, is quite prevalent. It involves making copies of programs and software packages, usually from diskettes. \n(2) Unauthorized use of computer facilities for personal use. This crime may be committed by a \"hacker,\" who breaks into a computer system via a remote terminal or microcomputer, or by an employee who runs his or her own programs on the organization's computer. \n(3) Fraudulent modification or use of data or programs. In most fraud cases the perpetrator intends to steal assets, such as cash or merchandise. For instance, a purchasing agent may enter unauthorized purchase transactions via a terminal and have merchandise sent to his or her home. A programmer employed by a bank may modify a withdrawal program in a manner that causes withdrawals against his or her personal account to be charged to an inactive account. \nSection 3.2 - Other Computer-Related Mischief and Control Problems \nIn addition to fraud, computer systems are subject to each type of risk exposure listed in the previous section. Unintentional errors in transactions and loss of assets, as well as \n68 \n \n breaches of security and acts of violence, can and do occur on a frequent basis. \nFurthermore, computer programs themselves are vulnerable to a variety of mischievous software techniques. These techniques, which often are programs but are never authorized by an organization's management, travel under such colorful names as viruses, worms, trapdoors, and Trojan horses. \nSection 3.3 - Reasons Underlying Computer Control Problems \nComputer-based information systems manipulate and transcribe data with impeccable accuracy. In spite of this significant advantage, there is convincing evidence that computers do introduce severe problems of control. The major reasons for such problems can be traced to the following inherent characteristics of computer-based systems. \nProcessing is Concentrated. In manual systems the processing is done by clerks in various departments, thereby providing for adequate segregation of duties. Employees can crosscheck each other's work, thus detecting processing errors. In computer-based systems the processing is often concentrated within self-contained computer facilities. Certain organizational units are bypassed during processing operations. Consequently, less opportunity exists for detecting errors and fraudulent events such as unauthorized transactions, changes in programmed instructions, and thefts of assets. \nAudit. Trails May be Undennined. Portions of the audit trail are more likely to be fragmented or eliminated in computer-based systems than in manual systems. Source documents may not be used. Journals or other records may not be maintained when transactions or adjustments are posted directly to ledgers (master files). These shortcuts improve processing efficiency but cause partial losses of the audit trail. One consequence is that fraudulent acts are less likely to leave traces that can be detected. \nHuman Judgment is Bypassed. Computers perform programmed instructions blindly; that is, they exercise no judgment. Thus, fewer opportunities exist for persons to spot errors and questionable data or to observe processing steps. With no special programmed controls and reviews of processed results, transaction errors and irregularities in data can easily escape detection. \nDevice-Oriented Datil Storage. The stored data is invisible. Although this characteristic does not cause a serious problem, it is necessary for users to take specific steps to retrieve the data in readable form. The necessity for data retrieval increases opportunities for error and often frustrates users. Another source of problems is that stored data (except for ROM memory) are erasable. Thus, valuable data may be lost. Third, data are stored in compressed form. A single magnetic disk can hold as much data as several file cabinets. Thus, damage to a single device can cause the loss of a tremendous quantity of valuable data. Finally, stored data are relatively accessible. This condition is particularly acute in the cases of on-line computer systems and computer networks, since persons can access data \n69 \n \n from various points where terminals and on-line microcomputers are located. Thus, knowledgeable but unauthorized persons may more easily gain access to vital files. \nVulnerable Computer Equipment. The computers are increasingly powerful but also complex and vulnerable. As a result of its processing power, a computer-based system can disseminate errors throughout files and reports more quickly. Because of its complexity, a computer system tends to be confusing to many employees, both at the clerical and the managerial levels. Such confusion can cause employees to make errors. It also may lead employees to resist improvements in computer systems, including improved control procedures. Complexity in computer hardware also causes a system to be vulnerable to breakdowns. If the breakdowns are not quickly repaired, serious interruptions to business operations may occur. Furthermore, computer hardware is often placed in fixed locations, thus rendering it relatively vulnerable to disasters such as fires, floods, and vandalism. \nSection 3.4 - Other Control Considerations \nBuilding an effective and feasible internal control structure is not a simple task. It involves more than assembling all of the controls and security measures that come to mind. Audit, cost, and ethical issues need to be considered, since they too can impede the effectiveness of the controls. \nAudit-Reloted Considerations. A typical AIS undergoes periodic audits. Normally, the internal control structure receives particularly close scrutiny during such audits. Thus, the internal control structure should be designed to be fully auditable. Generally speaking, auditors should be consulted during the system design phase, so that all of the needed controls are considered beforehand. Adding controls after the system is designed usually tends to be more costly and difficult. \nCost-Benefit Considerations. Incorporating a control into an information system involves a cost. If every conceivable control were included within an internal control structure, the total cost would likely be exorbitant. Thus, an organization should conduct a cost-benefit analysis, in which the following key question is posed: Will the addition of a specific control provide expected benefits that exceed the costs of the control? If the answer is yes, and there is reasonable assurance that the control will achieve specified objectives, then the control is a desirable addition. \nThe broadest benefit provided by a control usually consists of reducing risk exposures, that is, of reducing the risks of failing to achieve one or more of the objectives pertaining to the internal control structure. Specific benefits may be either quantitative or qualitative in nature, such as reducing the losses due to thefts of assets; improving the reliability of information provided to management; and improving the reputation of the organization. \nCosts of a control include one-time costs, recurring costs, and opportunity costs. One-time costs include the installation of security devices and training of employees; recurring costs \n70 \n \n may be for supplies and salaries of new employees needed to implement the control. An example of an opportunity cost arises from the reduced efficiency in transaction processing caused by the added control; reduced efficiency translates into lost income. \nWhen the costs of a control exceed its expected benefits, and the control is nevertheless installed, overcontrol exists. For instance, a control might be installed that detects certain errors that are missed by complementary controls. However, the costs deriving from these errors may not be as great as the costs of maintaining the added control. \nA cost-benefit analysis includes the following steps: \n(1) Assessing the risks to which the organization is exposed, such as losses of vital records. \n(2) Measuring the extent of each risk exposure in dollar terms. For instance, if the exposure is the possible loss of an asset, the value would be the amount needed to replace the asset. \n(3) Multiplying the estimated effect of each risk exposure by the estimated frequency of occurrence over a reasonable period, such as a year. The resulting product is the potential loss that can be incurred by not reducing or avoiding a particular risk. Alternatively, it is the benefit to be gained by avoiding the risk or improving the reliability of information. \n(4) Determining the cost of installing and maintaining a control that is to counteract each risk exposure. Comparing the benefits against the costs for each control. On a broader level, this comparison should be employed for the group of controls pertaining to individual transaction processing system and to the activities of the organization as a whole. \nCost-benefit analyses are difficult to apply. None of the factors are easy to measure. Also, in many situations several controls may be needed to mitigate a particular risk. However, new analytical techniques are being developed. For instance, a technique known as reliability analysis calculates reliability by measuring the error probabilities related to a process such as transaction processing. \nEthical Issues. Unfortunately, employees are often subject to negative influence in the workplace. Perhaps their organization gives them strong incentives to engage in questionable behavior. For instance, employees may be pressured to meet unrealistic shortterm performance goals, with the consequence that they may \"pad\" the figures on reports. They may also be affected by appealing temptations. For example, an employee might be tempted to engage in the dishonest act of stealing assets when he or she is aware that controls are missing or penalties are likely to be trivial. Such undesirable behaviors can be reduced or eliminated by removing the incentives and temptations, that is, through an \n71 \n \n emphasis on ethics and controls. \nA strong ethical climate is vital to an organization's well-being, since it contributes to the effectiveness of the component control systems. Thus, management, from the chief executive officer on down, should exhibit high ethical values. The organization should seek and hire employees who are not only competent but also possess integrity. To aid in attracting competent and trustworthy individuals, management should establish enlightened policies. Specific policies might encourage long-term goals, delineate fair human resource practices, and so on. \nEthical standards might also be stated in a written code of conduct and communicated widely to all employees. A sound code of conduct would set out acceptable practices with respect to employee behavior. It might address matters such as conflicts of interest, improper payments, anticompetitive actions, and'so on. Management should ensure that all employees are as aware of these standards as they are of their assigned job responsibilities. Furthermore, the managers of the organization should strictly follow the standards in their own daily behavior. The internal control structure of an organization is only as effective as the people who create it, operate it, and function within it. One of the primary concerns in designing the structure, therefore, is to provide controls that will influence in a positive manner the behavior of the employees and others who interact with the structure. Consequently, the management of an organization and the designers of the internal control structure must be concerned with the reactions of employees to controls. If controls are perceived by affected employees as being weak or unnecessary, the employees may circumvent the controls. Thus, it is highly desirable to inform employees of the purposes of the controls and to instruct them carefully in duties where controls are involved. Supervisors should watch for adverse reactions on the parts of employees, so that this understanding can be reinforced. For instance, it can be pointed out to accounting clerks that controls restricting their access to cash are desirable, in that temptation is thus removed from honest employees. \nFrom the foregoing discussion we can conclude that ethical issues and internal controls are closely intertwined. Any internal control structure can be circumvented when the ethical climate is weak, while even a porous internal control structure will be enhanced if the ethical climate is strong. \n72 \n \n PART IV MORE ON CONTROLS \n \n SECTION 1 - INTRODUCTION \n \n73 \n \nSection 1.1 - Systems Within the Internal Control Structure \n \n73 \n \nSection 1.2 - Other Control Classifications \n \n74 \n \nSECTION 2 - ORGANIZATIONAL CONTROLS \n \n75 \n \nSection 2.1 - Manual Systems Control Organization \n \n76 \n \nSection 2.2 - Computer-Based Systems Organization \n \n76 \n \nSECTION 3 - MANAGEMENT PRACTICE CONTROLS \n \n78 \n \nSection 3.1 - Asset Accountability Controls \n \n79 \n \nSection 3.2 - Planning Practices \n \n81 \n \nSection 3.3 - Personnel Practices \n \n81 \n \nSection 3.4 - Audit Practices \n \n81 \n \nSection 3.5 - System Change Procedures \n \n82 \n \nSection 3.6 - New Systems Development Procedures \n \n82 \n \nSection 3.7 - Documentation Controls \n \n82 \n \n SECTION 1 - INTRODUCTION \nThose charged with documenting procedures must not only reckon with the fact that an effective internal control structure for an organization consists of numerous and varied controls, but they must also allow for the variety in accounting information systems. There exists both manual and computer-based systems and they require both specific forms of controls as well as controls common to both. Specific controls, such as cross-checking of calculations, may be associated primarily with manual processing. Other specific controls, such as passwords, are applicable only to computer-based processing systems. Still other controls, such as supervision, are needed in either type of processing system. \nSection 1.1 - Systems Within the Internal Control Structure \nThe internal control structure may also be viewed as a collection of three component control systems or processes. Although known by various names, we will label these systems as: \n(1) The management control system seeks to encourage compliance with management's policies and procedures with the help of administrative controls. \n(2) The operational control system seeks to promote efficiency in operations with the help of administrative and technological controls. \n(3) The accounting control system seeks to safeguard assets and ensure the accuracy and reliability of data and information with the help of accounting controls. \nManagement Control System. The management control process focuses on managerial performance, rather than on technical operations. Its purpose is to encourage compliance with the organization's policies and procedures. Policies are the strategies or guidelines by which the overall goals and objectives are to be achieved; procedures are the prescribed steps by which specified tasks are accomplished. If the policies and procedures are soundly developed, resources will be acquired and used effectively and efficiently. As the term implies, management control is exercised through the actions of managers. It follows the organizational structure of an organization, since the managers function through responsibility centers. \nAll of the controls implemented by management control systems are known as administrative controls. These controls roughly parallel those encompassed by what is called the control environment. Specific administrative controls include: \n(1) Preparing budgets; \n(2) Preparing documentation such as procedures manuals; \n(3) Establishing an organizational structure that provides adequate direction through \n73 \n \n supervision; \n(4) Providing adequate overseeing of accounting policies and practices via audit committees, internal auditors, and external auditors; and, \n(5) Carefully selecting, training, and supervising employees. \nOperatiorud Control System. The process or system that promotes efficiency in performing tasks, the second listed objective of internal control, is called operational control. \nLike the management control system, an operational control system incorporates administrative controls. In the context of operational control, however, the controls are related to specific transactions. \nSection 1.2 - Other Control Classifications \nControls may also be classified by objectives, by risk aversion, by settings, and by system architectures. Such alternative perspectives on control enhance the perception of what control seeks to achieve within an organization. \nClassifkaJion by Objectives. Two major control categories under the objectives classification plan are the administrative and accounting controls previously discussed. Administrative controls relate to the broad objectives of encouraging adherence to management's policies and procedures and promoting operational efficiency. Accounting controls have the broad objectives of safeguarding an organization's assets and ensuring accuracy of the accounting data and information. \nControls based on objectives can also be categorized as operations controls, financial reporting controls, and compliance controls. Operations controls are those needed in managing an organization's activities. Financial reporting controls are those that ensure reliable financial reports. Compliance controls are those that ensure compliance with laws and regulations. \nClassifkaJion by Risk Aversion. Controls may also be classified according to the ways that they combat the risks to which an organization and its information are exposed. Preventive controls block adverse events, such as errors or losses, from occurring. An example is a manual of processing procedures. Preventive controls tend to be passive in nature. Detective controls discover the occurrence of adverse events. They are more active than preventive controls. An example of a detective control is key verification of data typed onto a magnetic medium by an employee. Certain detective controls cause further processing to be halted, as when an input error in a transaction is detected. Corrective controls lead to the righting of effects caused by adverse events, usually by providing needed information. In some instances, corrective controls may anticipate adverse events, as when insurance coverage is prescribed against the theft of assets. Corrective controls are \n74 \n \n generally more active than detective controls. \nClassification by Settings. Controls are generally separated into general controls and application controls. General controls are those controls that pertain to all activities involving an organization's accounting information system and resources (assets). These controls include those provided by the control environment, plus other control procedures. Application controls relate to specific accounting tasks or transactions; hence, they may also be called transaction controls. Application or transaction controls roughly correspond to the accounting system. Another group of controls pertains both to the control environment and to transactions, and does not fit comfortably into either category. These controls, which we shall call security measures, are intended to provide adequate safeguards for access to and use of assets and data records. \nClassification by System Architectures. System architectures include manual systems, computer-based batch processing systems, computer-based on-line processing systems, computer-based database systems, and computer-based data communications systems. \nSECTION 2 - ORGANIZATIONAL CONTROLS \nAn agency's organizational structure represents an underlying control because it specifies the work relationship of employees and units. The central control objective when designing the organizational structure is to establish organizational independence. When properly provided through a careful and logical segregation of assigned duties and responsibilities, organizational independence results in a complete separation of incompatible functions. It involves two or more employees or organizational units in each procedure, who can be assigned to check on the work of one another. Thus, errors made by one employee or unit will be detected by another. No single employee is able to commit a fraudulent act in the normal course of duties and then hide the deed. Fraud under such an arrangement can be perpetrated only by means of collusion. Thus, the chance for fraudulent activities is greatly reduced, since most persons who might consider fraud are afraid of being rejected if they propose the idea to a co-worker. Collusion by related persons, such as mother and daughter, can be prevented by employment rules that prohibit nepotism. \nAlthough very important to organizational control, the segregation of duties is usually not sufficient. Most organizations also depend on the diligence of independent reviewers as well as internal and external auditors. To be truly effective, these reviewers/auditors must stand apart from the procedures themselves. A typical large- or medium-sized organization has several types of reviewers. The higher-level managers, including the board of directors, represent reviewers who have broad perspectives and responsibilities. Lower-level managers, who receive and use the majority of outputs from the Accounting Information System (AIS) , represent reviewers with narrower perspectives. Finally, internal and external auditors represent reviewers who are both expert and objective. A small organization having only a few employees may not be able to afford all these reviewers. \n75 \n \n However, since it cannot provide adequate segregation of duties, a small organization is in desperate need of review. The answer to this dilemma must be the manager or director of the organization. He or she should carefully supervise the employees as they perform duties such as processing transactions, either manually or with the aid of computers. In addition, the manager or director should perform key tasks such as opening mail, writing checks, and reconciling bank statements. \nTo understand how the concept of organizational independence enhances control, we should review its application in various types of systems by focusing on how the various functions to be performed must be segregated. We will begin with manual systems, since they present the most familiar situations. Then, we will apply the concept to differing computerbased environments. \nSection 2.1 - Manual Systems Control Organization \nAuthorizing, record keeping, and custodial functions should be separated in manual systems. Thus, employees who handle assets, such as cash and inventory, should not authorize transactions involving those assets or keep the records concerning them. For instance, if an accountant is allowed to handle cash receipts and also keep the accounts receivable records, the accountant can easily conceal a theft. \nThe concept of organizational independence also prohibits the combining of duties in those cases where assets are endangered or adequate checks are not applied. For example, a clerk who is assigned the duty of handling a petty cash fund should not also handle cash received by other parties, since the funds might become commingled and later lost. A purchasing agent who prepares a purchase order should not also approve the prepared form; instead, the purchase order should be signed by the purchasing manager. An accountant who prepares a journal voucher should present the completed form to an accounting manager for signature. An accounting clerk who performs key steps in a procedure, such as posting cash receipts, should not perform a check on the procedure, such as preparing a bank reconciliation. \nSection 2.2 - Computer-Based Systems Organization \n. Organizational independence should also be maintained in computer-based systems, although adjustments are necessary. As with manual systems, the authorizing, custodial, and record keeping functions are to be separated. Our discussion of organizational controls in computer-based systems will first consider the needed segregation between user departments and the information systems function; then, we will look at needed segregation of responsibilities within the systems function itself. \nSection 2.2a - Segregation of Responsibilities Between Departments \nThe information systems (IS) function has responsibilities relating to processing and \n76 \n \n controlling data (Le., record keepirig). Thus, it should be organizationally independent of all departments that use data and information, those departments that perform operational and custodial duties, and those persons who authorize transactions. All transactions and changes to master records and application programs should be initiated and authorized by user departments. Errors in transactions should be corrected by user departments. All assets (except computer and data processing facilities) should reside under the control of designated operational departments. \nSection 2.2b - Segregation of Responsibilities Within the IS Function \nTo achieve organizational independence, it is necessary to subdivide several key responsibilities within the organizational structure of the IS function itself. The IS function has the overall purpose of providing information-related services to other departments within an organization. In those organizations having computer-based systems, it has taken over the array of record preparation, record keeping, and processing activities traditionally performed by several accounting departments. That is, the presence of computers centralizes duties that should otherwise be segregated. \nThe major segregation of responsibilities is between systems development tasks, which create systems, and data processing tasks, which operate systems. The systems development function is concerned with analyzing, designing, programming, and documenting the various applications needed by user departments and the organization as a whole. Not only is it responsible for new computer-based applications, but it must also make changes in existing applications as needed. Furthermore, it can help users via an information center. The data processing function has responsibility for ensuring that transaction data are processed and controlled and the related files and other data sets are properly handled. These two major functions are separated---both organizationally and physically---for a very sound reason. If the same individuals had both detailed knowledge of programs and data and access to them, they could make unauthorized changes. Thus, systems analysts and programmers should not be allowed to operate the computer or to have access to \"live\" programs or data. Furthermore, computer operators and other data processing personnel should not have access to the documentation concerning programs or to various assets such as inventory and cash. \nThe IS function also includes other functions, such as technical services and database administration. Technical services has responsibilities with respect to computer-related areas such as data communications, systems programming, and decision modeling. Database administration is concerned with all aspects of the data resources. The database administrator must establish and define the schema of the database, control the use of the database via appropriate security measures, and control all changes in data and programs that use the database. The database administrator should have functional authority over the data library. However, he or she should not have direct access to \"live\" data or programs. A high degree of segregation is needed to reduce the risks of alteration to \"live\" data or programs. Without adequate segregation, a computer operator could make changes \n77 \n \n to his or her personnel records at will and escape detection, or a programmer could alter a computer program and not be caught. \nSection 2.2c - Segregation of Responsibilities Within the Data Processing Function \nThis discussion illustrates how a suitable division of responsibilities provides needed segregation of duties in the course of a batch processing application: \n(1) The data control unit serves as an interface between the various user departments and computer operations. It records input data (including batch totals) in a control log, follows the progress of data being processed, and distributes outputs to authorized users. As a part of its control responsibilities, it maintains the control totals pertaining to master files as well as transaction files, and reconciles these totals with updated totals shown on exception and summary reports. Finally, it monitors the correction of detected errors by the user departments. The data control unit must be independent of computer operations, since it helps to ensure that processing is performed correctly and that data are not lost or mishandled. \n(2) The data preparation unit prepares and verifies data for entry into processing. \n(3) Computer operations processes data to produce outputs. Its duties include loading data into input devices, mounting secondary storage devices such as magnetic tapes and magnetic disk packs, and performing operations as prescribed by run manuals and computer messages. One duty that computer operators should not perform is correcting errors detected during processing, since the corrections may introduce new, undetected errors. Computer operations should be physically as well as organizationally separated from the other units, so that persons such as the librarian and data control clerks do not have direct access to the computer. \n(4) The data library unit maintains a storage room, called the library, where the data files and programs are kept. A librarian issues these files and programs to operators when needed for processing and keeps records of file and program usage. Thus the files and programs are better protected when not being used. \nIn contrast to the division of functions performed in the above batch-processing system, the division of duties is simplified while processing applications on-line. The various users enter the transactions via terminals. The transactions are checked by computer edit programs for accuracy and then are processed against on-line files. Outputs may be printed or displayed on printers, plotters, or terminals located in the departments of the recipients. The data control and data library tasks, as well as the data processing, are performed by the computer system hardware and software. \nSECTION 3 - MANAGEMENT PRACTICE CONTROLS \n78 \n \n Some of the most severe risk exposures that an organization faces are related to possible deficiencies in management. For instance, an incompetent employee may be hired or an employee may be poorly trained, resulting in excessive errors. A wide variety of administrative controls are needed to counteract such management-related risks. These controls are grouped under a category called \"management practice controls.\" This broad category include the organizational controls discussed above. In addition, management practice controls may be said to include asset accountability control, planning practices, personnel practices, audit practices, system change procedures, new system development procedures and documentation controls. \nSection 3.1 - Asset Accountability Controls \nAn organization's assets are the productive resources that it possesses. These valued assets are subject to theft, pilferage, accidental loss, and damage. Another risk is that the assets will be valued incorrectly in the financial statements, perhaps as a result of miscounting the quantities. Thus, one of the objectives of internal control is to protect an organization's assets from these risks. The assets may be safeguarded and accounted for properly by doing the following: \n(1) Permitting access to assets only in accordance with management's authorization; and, \n(2) Comparing the recorded accountability for assets with existing assets at reasonable intervals and taking appropriate action with respect to all differences. \nAssuring that assets are properly valued in the accounting records involves the presence of asset accountability controls. Specific controls that aid in providing proper asset accountability include the use of subsidiary ledgers, logs, receipts, reconciliations/inventories, acknowledgement procedures, reviews, and reassessments. These controls are needed in manual as well as computer-based systems. However, because of the added computation power of computers, controls such as reconciliations can be performed more frequently in computer-based systems. \nSection 3.1a - Accounting Subsidiary Ledgers \nSubsidiary ledgers can be maintained for assets such as accounts receivable, inventory, plant assets, and investments. Amounts reflected in these ledgers are based on postings from transaction documents. The total of all balances in a particular subsidiary ledger should be equal to the balance in the corresponding control account in the general ledger. Since the postings are performed independently of each other, the use of a subsidiary ledger provides a cross-check on the correctness of the control account, and vice versa. \nSection 3.1b - Reconciliations \nA reconciliation consists of comparing values that have been computed independently. \n79 \n \n Thus, a comparison of the balance in a control account with the total of balances in a corresponding subsidiary ledger is an example of a reconciliation. Reconciliations can also involve comparisons of physical levels of resources with the quantities or amounts reflected in accounting records. For instance, each item of a physical inventory should be counted periodically. These physical counts can then be reconciled with the quantities shown in the accounting records. If differences appear, they may signal the need to adjust the quantities in the accounting records to reflect the physical realities. Another important reconciliation, the bank reconciliation, compares the balance in the bank account with the cash balance in the general ledger. \nIn accordance with the principle of organizational independence, reconciliations should be prepared only by employees or managers not otherwise responsible for the processing of related transactions. For instance, no employee involved in the processing or handling of cash receipts or cash disbursements should prepare a bank reconciliation. Instead, it should be prepared by an accounting manager or internal auditor. \nSection 3.1c - Logs and Registers \nReceipts, movements, and uses of assets can be monitored by means of logs and registers. For example, cash receipts are logged on remittance listings (i.e., registers). Later, the amounts recorded on deposit slips are reconciled to the amounts of these remittance listings, to ensure that all receipts are deposited intact. Files of data on magnetic tapes are noted on logs as they are moved from the data library into the computer room, and vice versa. When an employee uses a computer system from a terminal, the access can be recorded on a console log. Logs and registers thus help an organization to account for the status and use of its varied assets. \nSection 3.1d - Reviews and Reassessments \nReviews by outside parties provide independent verification of asset balances and, hence, accountability. For instance, an auditor may verify that the plant assets reflected in the accounts actually exist and are properly valued. Reassessments are reevaluations of measured asset values. For example, accountants make periodic counts of the physical inventory and compare these counts to the inventory records. If necessary, the quantities and amounts in the records may be adjusted downward to reflect losses, breakage, and aging. \nSection 3.1e - Acknowledgement Procedures \nIn various transactions, employees are called on to acknowledge their accountability for assets. For instance, when merchandise arrives from suppliers, the clerks in the receiving department count the incoming goods, prepare a receiving report, and sign the report. In doing so they acknowledge accountability for the goods. When the merchandise later is moved to the storeroom, the storekeeper recounts the goods and signs for their receipt. \n80 \n \n Through such an acknowledgement, he or she accepts the transfer of accountability for the goods. \nSection 3.2 - Planning Practices \nAnother form of management practice controls is organizational planning. Sound planning practices involve activities such as preparing budgets, developing schedules, and approving new controls. Consider, for instance, budget preparation, which is closely allied with the management control system. A budget quantifies the financial objectives of an organization. That is, it establishes both the revenue levels that an organization expects to achieve and the cost levels within which it desires to constrain its operation. Through comparisons with actual revenues and costs, the budgeted amounts can help to detect inefficiencies, losses, and even fraudulent actions. \nSection 3.3 - Personnel Practices \nSound personnel practices can significantly aid an organization in achieving efficient operations and maintaining data integrity. Trustworthy and competent employees should be sought, screened, and selected to fulfill all positions of responsibility. New employees should be provided with clear-cut job descriptions and be adequately trained concerning their responsibilities. In particular, employees should be made aware of important control requirements, such as the proper use and protection of confidential passwords. Each employee's performance should be evaluated periodically. Employees having access to cash and other negotiable assets should be bonded. A fidelity bond indemnifies an organization when it incurs losses of insured assets, due to events such as fraudulent activities of bonded employees. Operational employees such as computer operators should be rotated among jobs and shifts. Also, employees in key positions of trust should be required to take periodic vacations, and to subject their activities to review by substitutes. In addition, they should be well supervised, so that they are encouraged to follow established policies and to avoid irregularities. For instance, the manager of data processing and/or shift supervisors should closely observe and review the actions of the computer operators. Finally, employees should be terminated only in accordance with reasonable and well publicized policies. \nSection 3.4 - Audit Practices \nSound evaluation practices are needed to provide independent checks on the performance of employees, the adequacy of the internal control structure, and the reliability of the accounting records. Evaluation of each employee's performance is normally performed by the employee's supervisor. However, checking computations or other work results is often performed by other employees, as we have discussed. Evaluating the internal control structure and accounting records can best be done by auditors. \nSound audit practices include oversight by audit committees, examinations by external \n81 \n \n auditors, and reviews by internal auditors. An effective audit committee usually reports directly to the board of directors. It takes an active role in overseeing the organization's accounting and financial reporting policies and practices. It is also a liaison between the board and the external and internal auditors. External auditors should perform periodic independent verifications or audits of the accounting records underlying the financial statements. Internal auditors should be assigned to a permanent organizational function within the organization. Their primary responsibility should consist of evaluating the adequacy and effectiveness of internal control structure policies and procedures. In addition, they may undertake specific verification procedures such as preparing bank reconciliations and distributing paychecks to employees. \nSection 3.5 - System Change Procedures \nChanges in a computer-based information system most often pertain to application programs or the schema of the database. Both types of changes should follow clearly defined and sound procedures to prevent unauthorized manipulations and possibly wellmeaning but injurious errors and mishaps. For instance, a programmer could incorporate into a program a feature that benefits him or her personally or that violates management policy. \nIf the change pertains to an application program, it should be initiated by a userdepartment manager, who explains the needed change in writing. The requested change should then be approved by the systems development manager (or by a committee of highlevel managers if the modification is sufficiently large). After approval, the change or addition would be assigned to systems personnel, usually a maintenance programmer in the case of an application program. This programmer should use a working copy of the program, rather than the \"live\" version currently in use. The new or revised design is next tested jointly by systems personnel (including persons not involved in the design) and the user. Documentation should be thoroughly revised to reflect the change or addition. Finally, the documented change or addition and test results should be approved by the systems development manager and should be formally accepted by the initiating user. \nSection 3.6 - New Systems Development Procedures \nThe design and development of new computer-based applications require controls similar to those needed for system changes. Each request for a new system development should be initiated by either a user-department manager or a higher-level manager, depending on its scope. \nSection 3.7 - Documentation Controls \nAn AIS is a complex mixture of procedures, controls, forms, equipment, and users. If the instructions and guidelines for operating such a system are inadequate, the system is likely to function inefficiently. If and when breakdowns occur, the disruptions to operations are \n82 \n \n likely to be quite harmful. Consider the situation in which a system analyst has designed and installed a computer-based accounting application, but has neglected to prepare computer flowcharts that describe the programs. If a \"bug\" develops in one of the programs, the repairs to the program would be difficult and time-consuming. Documentation, be it administrative or systems related, is potentially a very useful control tool for effective management. There need to be some controls applied to documentation. \n83 \n \n PART V FINANCIAL \nAND ACCOUNTING \nGUIDANCE \nFOR NON-PROFIT ORGANIZATIONS \n \n SECTION 1 - RESPONSIBILITIES OF TREASURERS AND \n \nCHIEF EXECUTIVE OFFICERS \n \n84 \n \nSection 1.1 - Keeping Financial Records \n \n84 \n \nSection 1.2 - Preparing Accurate and Meaningful Financial Statements \n \n85 \n \nSection 1.3 - Budgeting and Anticipating Financial Problems \n \n86 \n \nSection 1.4 - Safeguarding and Managing Financial Assets \n \n86 \n \nSECTION 2 - ACCOUNTING DISTINCTIONS BETWEEN NON-PROFIT \n \nAND COMMERCIAL ORGANIZATIONS \n \n87 \n \nSection 2.1 - Stewardship Versus Profitability \n \n87 \n \nSection 2.2 - Principal Areas of Accounting Differences \n \n88 \n \nSection 2.3 - Conclusion \n \n90 \n \nSECTION 3 - CASH VERSUS ACCRUAL BASIS ACCOUNTING \n \n90 \n \nSection 3.1 - Advantages of Cash Basis \n \n90 \n \nSection 3.2 - Advantages of Accrual Basis \n \n91 \n \nSection 3.3 - Combination Cash Accounting and Accrual Statements \n \n91 \n \nSection 3.4 - Modified Cash Basis \n \n91 \n \nSection 3.5 - Legal Requirements \n \n93 \n \nSection 3.6 - Conclusion \n \n93 \n \nSECTION 4 - FUND ACCOUNTING IN INTERNAL FINANCIAL REPORTING \n \n93 \n \nSection 4.1 - Fund Accounting Defined \n \n94 \n \nSection 4.2 - Categories of Funds \n \n95 \n \nSection 4.3 - Interfund Borrowing \n \n97 \n \nSection 4.4 - Conclusion \n \n98 \n \nSECTION 5 - FIXED ASSETS---SOME ACCOUNTING PROBLEMS \n \n98 \n \nSection 5.1 - Nature ofthe Problem \n \n98 \n \nSection 5.2 - Alternatives for Handling Fixed Assets \n \n99 \n \nSection 5.3 - Conclusion \n \n102 \n \nSECTION 6 - FIXED ASSETS---DEPRECIATION \n \n103 \n \nSection 6.1 - Arguments Against Taking Depreciation \n \n103 \n \nSection 6.2 - Why Depreciation Should be Recorded \n \n103 \n \nSection 6.3 - Conclusion \n \n104 \n \n SECTION 7 - THE IMPORTANCE OF BUDGETING \n \n104 \n \nSection 7.1 - The Budget: A PIau of Action \n \n104 \n \nSection 7.2 - Monthly and Quarterly Budgets \n \n107 \n \nSectiou 7.3 - Timely Interim Statements \n \n107 \n \nSectiou 7.4 - Couclusion \n \n107 \n \nSECTION 8 - SMALL ORGANIZATIONS---PROVIDING INTERNAL CONTROL 108 \n \nSection 8.1 - Reasons for Internal Coutrol \n \n108 \n \nSection 8.2 - Fundamentals oflnternal Control \n \n108 \n \nSection 8.3 - Some Basic Coutrols \n \n109 \n \nSection 8.4 - Fidelity Insurauce \n \n113 \n \nSection 8.5 - Conclusion \n \n114 \n \nSECTION 9 - INDEPENDENT AUDITS \n \n114 \n \nSection 9.1 - Functions and Limitations \n \n114 \n \nSection 9.2 - Benefits of an Independent Audit \n \n118 \n \nSection 9.3 - Conclusion \n \n119 \n \n SECTION 1 - RESPONSmILITIES OF TREASURERS AND CHIEF EXECUTIVE OFFICERS \nNot-for-profit organizations are among the most influential and powerful institutions in our free society. They range in size from small, local organizations to large national and international ones. Their scope covers almost every activity imaginable---health and welfare, research, education, religion, social organizations, and professional associations. They include foundations, membership societies, churches, hospitals, colleges, and political organizations. \nTypically, these organizations are controlled by boards of directors composed of leading citizens who volunteer their time. Where the organization is large enough, or complex enough in operation to require it, the board may delegate limited or broad operating responsibility to a part-time or full-time paid executive, who may be given anyone of many alternative titles---executive secretary, administrator, manager, and so forth. Regardless of size, the board will usually appoint one of its own part-time volunteer members as treasurer; in most cases, the treasurer is second in importance only to the chairperson of the board because the organization's programs revolve around finances. While not always responsible for raising contributions, the treasurer is charged with stewardship of these resources and with the responsibility of anticipating problems and difficulties. \nThe treasurer is usually a businessperson who is extremely active in both professional and community affairs and so has only a limited amount of time to devote to the organization. Where there is a paid executive, many of the operating duties and responsibilities of the treasurer can be delegated to this executive and, in large organizations, through this executive to a chief accountant or business manager. \nThe treasurer has significant responsibilities, including the following: \n(1) Keeping financial records. \n(2) Preparing accurate and meaningful financial statements. \n(3) Budgeting and anticipating financial problems. \n(4) Safeguarding and managing the organization's financial assets. \n(5) Complying with Federal and State reporting requirements. \nWhile this list certainly is not all-inclusive, most of the financial problems the treasurer will face are associated with these five major areas. \nSection 1.1 - Keeping Financial Records \n84 \n \n The treasurer is charged with seeing that the organization's financial records are maintained in an appropriate manner. If the organization is very small, the treasurer will keep the records, probably in a very simple and straightforward manner. If the organization is somewhat larger, a part-time employee---perhaps a secretary---may, among other duties keep simple records. If the organization is still larger, there may be a full-time bookkeeper, or perhaps even a full-time accounting staff reporting to the chief executive and responsible for keeping the records of the organization. Regardless of size, the ultimate responsibility for seeing that adequate and complete financial records are kept is clearly that of the treasurer. This means that to some extent the treasurer must know what is involved in elementary bookkeeping and accounting, although not at the level of a bookkeeper or a CPA. \nThe important thing to emphasize is that the treasurer is responsible for seeing that reliable records are kept. The detailed procedures to be followed may be delegated to others but it is up to the treasurer to see that the procedures are being followed and that the records are reasonably accurate. This is emphasized because frequently in large organizations the treasurer feels somewhat at a disadvantage being a volunteer with relatively few hours to spend and not an experienced accountant. The bookkeeping staff on the other hand is fulltime and presumably competent. There is a natural reluctance for the treasurer to ask questions and to look at the detailed records, to be satisfied that sound bookkeeping procedures are being followed. Yet the responsibility is the treasurer's, and questioning and probing are necessary to ensure that the record-keeping function is being competently performed. \nSection 1.2 - Preparing Accurate and Meaningful Financial Statements \nOne of the most important responsibilities of the treasurer is to see that complete and straightforward financial reports are prepared for the board and membership, to tell clearly what has happened during the period. To be meaningful, these statements should have the following characteristics: \n(1) They should be easily comprehensible so that any person taking the time to study them will understand the financial picture. This characteristic is the one most frequently absent. \n(2) They should be concise so that the person studying them will not get lost in detail. \n(3) They should be all-inclusive in scope and should embrace all activities of the organization. If there are two or three funds, the statements should clearly show the relationship between the funds without a lot of confusing detail involving transfers and appropriations. \n(4) They should have a focal point for comparison so that the person reading them will have some basis for making a judgment. In most instances, this will be a \n85 \n \n comparison with a budget, or figures from the corresponding period of the previous year. \n(5) They should be prepared on a timely basis. The longer the delay after the end of the period, the longer the period before any necessary corrective action can be taken. \nThese statements must represent straightforward and candid reporting---that is, the statements must show exactly what has happened. This means that income or assets should not be arbitrarily buried in some subsidiary fund or activity in such a way that the reader is not likely to be aware that the income or assets have been received. It means that if the organization has a number of \"funds,\" the total income and expenses of all funds should be shown in the financial statements in such a manner that no one has to wonder whether all of the activities for the period are included. In short, the statements have to communicate accurately and clearly what has happened. If the statement format is confusing and the reader doesn't understand what it is trying to communicate, then it is not accomplishing its principal objective. \nSince the purpose of any set of financial statements is to communicate to the reader, a good test of whether they accomplish this objective is the \"non-accountant test.\" Can these statements be clearly understood by any interested non-accountant of average intelligence who is willing to take some time to study them? After studying them, will he or she have a good understanding of the overall financial activities for the year? If not, then the statements are not serving their purpose and should be revised and simplified until they do meet this test. \nSection 1.3 - Budgeting and Anticipating Financial Problems \nAnother major responsibility of the treasurer is to ensure that financial problems of the organization are anticipated so that the board or membership can take steps to solve these problems on a timely basis. A budget carefully prepared by management and the board is the principal tool that should be used. Budgets can take many different forms, from the very simple to the fairly complex, and all have as their primary objective the avoidance of the \"unexpected.\" \nBut there is more to budgeting than merely anticipating the activities of the coming year. Budgeting in a very real sense represents planning ahead for several years in an effort to foresee social and economic trends and their influence on the organization's program. This means that the treasurer must be a forecaster of the future as well as a planner. In many organizations this is done in a very informal, almost intuitive manner; in others, this function is more formalized. \nSection 1.4 - Safeguarding and Managing Financial Assets \nUnless the organization is very small there will be a number of assets requiring \n86 \n \n safeguarding and, again, it is the responsibility of the treasurer to be sure that there are both adequate physical controls and accounting controls over these assets. \nPhysical controls involve making sure that the assets are protected against unauthorized use or theft, and seeing that adequate insurance is provided. Internal accounting controls involve division of duties and recordkeeping functions that will ensure control over these assets and adequate reporting of deviations from authorized procedures. Another function of internal control is to provide controls that will help remove undue temptation from the employees and volunteers of the organization. \nAnother responsibility of the treasurer is to see that the organization's excess cash is properly invested to insure maximum financial return. One of the accounting techniques often followed by not-for-profit organizations is to combine cash from several funds and to make investments on a pooled basis. \nSECTION 2 - ACCOUNTING DISTINCTIONS BETWEEN NONPROFIT AND COMMERCIAL ORGANIZATIONS \nSection 2.1 - Stewardship Versus Profitability \nOne of the principal differences between not-for-profit and commercial organizations is that they have different reasons for their existence. In oversimplified terms, it might be said that the ultimate objective of a commercial organization is to realize profit for its owners through the provision of some product or performance of some service wanted by other people, whereas the ultimate objective of a not-for-profit organization is to meet some socially desirable need of the community or its members. \nLike any organization (or individual), a not-for-profit organization should have sufficient resources to carry out its objectives. However there is no real need or justification for \"making a profit\" (having an excess of income over expenses for a year) or having an excess of assets over liabilities at the end of a year beyond that which is needed to provide a reasonable cushion or reserve against a rainy day or to be able to take advantage of an unexpected opportunity, should one of these situations occur. While a prudent board should plan to provide for the future, the principal objective of the board is to ensure fulfillment of the functions for which the organization was founded. A surplus or profit per se is only incidental. \nInstead of profit, many not-for-profit organizations are concerned with the size of their cash balance. They can continue to exist only so long as they have sufficient cash to provide for their program. Thus the financial statements of not-for-profit organizations often emphasize the cash position. Commercial organizations are also very much concerned with cash, but if they are profitable they will probably be able to finance their cash needs through loans or from investors. Their principal concern is profitability and this means \n87 \n \n that commercial accounting emphasizes the matching of revenues and costs. \nNot-for-profit organizations have a responsibility to account for funds that they have received. This responsibility includes accounting for certain specific funds that have been given for use in a particular project, as well as a general obligation to employ the organization's resources effectively. Emphasis, thus, is placed on accountability and stewardship. To the extent that the organization has received gifts restricted for a specific purpose, it may segregate those resources and report separately on their receipt and disposition. This separate accounting for restricted resources is called fund accounting. As a result, the financial statements of not-for-profit organizations can often be voluminous and complex because each restricted fund grouping, as well as the unrestricted fund, may have its own set of financial statements. \nSection 2.2 - Principal Areas of Accounting Differences \nThere are five areas where the accounting principles followed by not-for-profit organizations often differ from the accounting principles followed by commercial organizations. While the accounting significance of these five areas should not be minimized, it is also important to note that once the significance of each is understood, the reader will have a good understanding of the major accounting principles followed by notfor-profit organizations. The principal remaining difficulty will then be designing financial statements that reflect these accounting distinctions and are straightforward and easy to understand. The five areas are discussed next. \nSection 2.2a - Cash Versus Accrual Accounting \nIn commercial organizations the records are almost always recorded on an accrual basis. The accrual basis simply means keeping your records so that in addition to recording transactions resulting from the receipt and disbursement of cash, you also record the amounts you owe others, and others owe you. In not-for-profit organizations, the cash basis of accounting is frequently used instead. Cash basis accounting means reflecting only transactions where cash has been involved. No attempt is made to record unpaid bills owed by you or amounts due you. \nThe accrual basis usually gives a more accurate picture of an organization's financial condition than the cash basis. Why, then, is the cash basis frequently used by not-forprofit organizations? Principally because it is simpler to keep records on a cash basis than on an accrual basis. Everyone has had experience keeping a checkbook. This is cash basis accounting. The cash basis is often used when the nature of the organization's activities is such that there are no material amounts owed to others, or vice versa, and so there is little significant difference between the cash and accrual basis. \nSometimes not-for-profit organizations follow a modified form of cash basis accounting where certain items are recorded on an accrual basis and certain items on a cash basis. \n88 \n \n Other organizations keep their records during the year on a cash basis, but at the end of the year convert to the accrual basis by recording obligations and receivables. The important thing is that the records kept are appropriate to the nature of the organization and its needs. \n2.2b - Fund Accounting \nIn fund accounting, amounts are segregated into categories according to the restrictions placed by donors and designations placed by the organization's governing board on their use. All completely unrestricted amounts are in one fund, all endowment funds in another, all building funds in a third, and so forth. Typically in reporting, an organization using fund accounting presents separate financial statements for each \"fund.\" Fund accounting is widely used by not-for-profit organizations because it provides the ability to ensure compliance with legal restrictions and to report on the organization's stewardship of amounts entrusted to it by donors. While this concept of separate funds in itself is not particularly difficult, it does cause problems in presenting financial statements that are straightforward enough to be understood by most readers, that is, to pass the \"nonaccountant test.\" \n2.2c - Transfers and Appropriations \nIn not-for-profit organizations, transfers are frequently made between \"funds.\" Unless carefully disclosed, such transfers tend to confuse the reader of the financial statements. Some organizations make \"appropriations\" for specific future projects (i.e., set aside a part of the fund balance for a designated purpose). Often these appropriations are shown, incorrectly, as an expense in arriving at the excess of income over expenses. This also tends to confuse. \n2.2d - Treatment of Fixed Assets \nIn commercial enterprises, fIXed assets are almost always recorded as assets on the balance sheet, and are depreciated over their expected useful lives. In not-for-profit accounting, fixed assets mayor may not be recorded. \nThe handling of fIXed assets, and depreciation, probably causes more difficulty and confusion than any other type of transaction because everyone seems to have a different idea about how fIXed assets should be handled, and there is no single generally accepted principle or practice to follow. Some organizations \"write off\" or expense the asset when purchased; others record fIXed assets purchased at cost and depreciate them over their estimated useful life in the same manner as commercial enterprises. Still others \"write off\" their fIXed asset purchases, and then turn around and capitalize them on the Balance Sheet. Some depreciate; some do not. All of this presents the treasurer with the need for some practical suggestions as to when each approach is appropriate. \n89 \n \n 2.2e - Contributions, Pledges, and Noncash Contributions \nIn conunercial or business enterprises, there is no such thing as a \"pledge.\" If the business is legally owed money, that amount is recorded as an account receivable. A pledge to a not-for-profit organization mayor may not be legally enforceable, or even if technically enforceable, the organization may (for public relations reasons) have a policy of not taking legal action to attempt to enforce unpaid pledges. Some not-for-profit organizations record pledges because they know from experience that they will collect them. Others do not because they feel they have no legally enforceable claim. A related problem is where and how to report both restricted and unrestricted contributions in the financial statements. \nNoncash contributions include donations of securities, equipment, supplies, and services of volunteers. Conunercial enterprises seldom are recipients of such \"income.\" \n2.3 - Conclnsion \nThe five areas just discussed are the principal differences in accounting found between notfor-profit and conunercial organizations. While each of these can cause real problems for the casual reader if the statements are not carefully prepared, there are only these five areas, and often not all of these differences will be present in any given organization. Part of the reason for these differences stems from the different objectives in not-for-profit and conunercial organizations. In not-for-profit organizations, accountability for program activities and stewardship is the objective. In conunercial organizations, the objective is to match revenue and costs to measure profitability. The treasurer familiar with conunercial financial statements should have no difficulty preparing not-for-profit financial statements once the nature of each of these five areas of accounting differences is understood. If the objectives of financial statements are kept in mind, the treasurer should be able to prepare financial statements that meet the \"non-accountant test\" for clarity and effectiveness in conununicating with their readers. \nSECTION 3 - CASH VERSUS ACCRUAL BASIS ACCOUNTING \nSection 3.1 - Advantages of Cash Basis \nThe principal advantage of cash basis accounting is its simplicity, and the ease with which non-accountants can understand and keep records on this basis. The only time a transaction is recorded under this basis of accounting is when cash has been received or expended. A simple checkbook may be all that is needed to keep the financial records of the organization. When financial reports are required, the treasurer just sununarizes the transactions from the checkbook stubs. \nAnother reason organizations often keep their records on a cash basis is that they feel uneasy about considering a pledge receivable as income until the cash is in the bank. These \n90 \n \n organizations frequently pay their bills promptly, and at the end of the period have very little in the way of unpaid obligations. With respect to unrecorded income, they also point out that because they consistently follow this method of accounting from year to year, the net effect on income in anyone year is not material. Last year's unrecorded income is collected this year and tends to offset this year's unrecorded income. The advocates of a cash basis say, therefore, that they are being conservative by using this approach. \nSection 3.2 - Advantages of Accrual Basis \nWhat are the advantages of the accrual basis? In many instances, the cash basis just does not present accurately enough the financial picture of the organization. The accrual basis of accounting becomes the more appropriate basis when the organization has substantial unpaid bills or uncollected income at the end of each period and these amounts vary from period to period. If the cash basis were used, the organization would have great difficulty in knowing where it actually stood. These unpaid bills or uncollected income would materially distort the financial statements. \nNot-for-profit organizations are becoming more conscious of the need to prepare and use budgets as a control techniques. It is very difficult for an organization to effectively use a budget without being on an accrual basis. A cash basis organization has difficulty because payment may lag for a long time after incurring the obligation. For this reason organizations that must carefully budget their activities will find accrual basis accounting essential. \nSection 3.3 - Combination Cash Accounting and Accrual Statements \nOne practical way to avoid the complexities of accrual basis accounting, and still have meaningful financial statements on an annual or semiannual basis, is to keep the books on a cash basis but make the necessary adjustments on worksheets to record the accruals for statement purposes. These \"adjustments\" could be put together on worksheets without the need to formally record the adjustments in the bookkeeping records. \nIt is even possible that monthly or quarterly financial statements could be prepared on the cash basis, with the accrual basis adjustments being made only at the end of the year. In this way, it is possible to have the simplicity of cash basis accounting throughout the year, while at the end of the year converting the records through worksheets to accrual basis accounting. \nSection 3.4 - Modified Cash Basis \nSome not-for-profit organizations use a \"modified cash basis\" system of accounting. On this basis of accounting, certain transactions will be recorded on an accrual basis and other transactions on a cash basis. Usually, on a modified cash basis all unpaid bills will be recorded on an accrual basis but uncollected income on a cash basis. However, there are \n91 \n \n many different variations. \nSometimes only certain types of unpaid bills are recorded. Payroll taxes that have been withheld from employee salaries but which have not yet been paid to the government are a good example of the type of transaction, not involving cash, which might be recorded. These taxes are just as much an obligation as the salaries. \nOn a modified cash basis it is not necessary for the organization to have a complex set of books to record all obligations and receivables. In small and medium-sized not-for-profit organizations, it is sufficient to keep the records on the cash basis and then at the end of the month tally up the unpaid bills and the uncollected receivables and either record these formally in the books through journal entries or record them through a worksheet. Under the cash basis, one of the practical ways some smaller organizations use to record all accrued expenses is to hold the disbursement record \"open\" for the first four or five days of each month. This allows the bookkeeper to pay last month's bills as they arrive about the first of the month and record them in the prior month's records. While the organization actually pays such amounts in the first few days of the new period. This means that the organization does not show accounts payable but instead a reduced cash balance. This is frequently a useful practice for reporting internally to the board because it gives reasonable assurance that all expenditures incurred are recorded in the proper period. In financial statements prepared for external use, such payments subsequent to the end of the period should be shown as accounts payable instead of a decrease in cash. \nSection 3.4a - When Accrual Basis Reporting Should Be Used \nThere are many advantages of cash basis accounting and reporting, but the accrual basis is ordinarily necessary for fair presentation of the financial statements. Unless the organization does not have any significant amounts of unpaid bills or uncollected income at the beginning or end of the period, accrual basis reporting is required to present an accurate picture of the results of operations and of the financial position of the organization. \nAccrual basis reporting is also required if an organization is trying to measure the cost of a product or service. It is impossible to know what a particular activity cost during the year if unpaid bills have not been included as an expense in the statement. The same is true where services are provided for a fee but some fees have not been billed and collected during the period. If a board or its membership is trying to draw conclusions from the statements as to the cost or profitability of a particular service, accrual basis statements are essential. The same is true when an organization is on a tight budget and budget comparisons are made with actual income and expenses to see how effectively management has kept to the budget. Without including unpaid bills or uncollected income, such a comparison to budget can be very misleading and useless. Generally accepted accounting principles (GAAP) for both commercial and not-for-profit organizations include the use of accrual basis accounting. Organizations that have their books audited by certified public \n92 \n \n accountants, and who wish the CPA to report that the financial statements are prepared in accordance with generally accepted accounting principles, have to either keep their records on the accrual basis, or make the appropriate adjustments at the end of the year to convert to this basis. \nSection 3.5 - Legal Requirements \nFor some organizations soliciting funds from the public, there are legal requirements with respect to using the accrual basis of accounting. If an organization is required to file reports with one or more state agencies, it should examine the instructions accompanying the report very carefully to see what the reporting requirements are. \nSection 3.6 - Conclusion \nThere are two bases for keeping records---the cash basis and the accrual basis. The vast majority of small not-for-profit organizations use the cash basis of accounting, and this is probably an acceptable and appropriate basis for such organizations. The chief reason for using the cash basis is its simplicity. Where there are no significant differences between the cash and accrual basis, the cash basis should be used. Where there are material differences, however, the records should either be kept on an accrual basis, or cash basis statements should be modified to reflect the major unrecorded amounts. \nSECTION 4 - FUND ACCOUNTING IN INTERNAL FINANCIAL REPORTING \nA fund is a certain part of an organization, defined in accounting terms. Some organizations have only one fund; some have many. Funds can exist with different characteristics: some are legally unrestricted, that is, available for any organizational purpose. Some are legally restricted as a result of stipulations placed by donors on the gifts that make up the fund. Usually, all gifts with the same kind of restriction are grouped together in a separate fund for accounting purposes. In addition, the governing board of an organization may decide to set aside certain available resources into one or more separate funds. These \"board-designated\" funds are normally legally unrestricted. \nMany people confuse \"funds\" with \"assets\" (especially cash), or with what is called by accountants, \"fund balance.\" The three terms are very different: \n(1) A fund is any part of an organization for which separate accounting records are kept. \n(2) Assets are valuable things owned or controlled by the organization. Types of assets include cash, investments, property, and amounts owed to the organization. \n(3) Fund balance is the mathematical number obtained by subtracting total liabilities \n93 \n \n from total assets; it is 'a numerical representation of the net worth of the organization, but has no other significance. Fund balances do not exist except on paper; unlike assets, they have no intrinsic value and cannot be spent. Both assets and fund balances (as well as liabilities, revenues, and expenses) are part of the accounting records of a fund. \nThe distinction between internal accounting and external financial reporting is important to understand. Accounting standards issued by the accounting profession deal only with external financial reporting, not how the internal books are kept. Organizations are free to use any method of recordkeeping they wish, as long as the final result---the financial statements seen by the public---are in the proper form. \nThus external reports should conform to the rules of generally accepted accounting principles. Internal reports (for management and the governing board) should include information and be formatted in such a way that they are most useful to the decisionmaking process of those receiving the reports. For example, reports to the board should facilitate the effective execution of its governance function. The organization's recordkeeping system must allow all these sets of statements to be easily prepared. \nSection 4.1- Fund Accounting Defined \nFund accounting is a system of accounting in which separate records are kept for: \n(1) Resources donated to an organization which are restricted by donors or other outside parties to certain specified purposes or use; \n(2) Portions of an organization's unrestricted resources which the board has set aside for some specified future use, and, \n(3) All other unrestricted amounts. \nWith appropriate explanations, there is nothing difficult about fund accounting other than mechanics. It reflects an accountability or stewardship concept, used principally by notfor-profit and governmental organizations that are legally responsible for seeing that certain resources are used only for specified purposes or during specified time periods. This need for separate accountability arises whenever a not-for-profit organization receives restricted contributions. \nOne of the responsibilities of the treasurer is to be sure that controls are established to ensure that restricted funds are used only for the purpose intended. Usually this control is established through the use of fund accounting. Every new treasurer in an organization should review the disbursement procedures to be sure that restricted funds cannot be inadvertently spent in violation of the restriction. \n94 \n \n In ac;ldition, some organizations, as a matter of convenience, establish by board action additional funds in order to segregate certain amounts that the board intends to use for specified purposes in the future. An example of a board-created fund would be an Unrestricted Investment Fund or a Quasi-Endowment Fund. The important thing to note about these board-designated funds is that they carry no legal restrictions and represent only an internal designation for the convenience of the organization. By contrast, donorrestricted funds do carry legal restrictions, and the approval of the original donor or a court of law would usually be required should the board of the organization wish to divert these contributions from their stipulated purpose. \nInternal financial statements or management reports may follow this separate accountability, both for donor-imposed restrictions and for designations imposed by its governing board. Often separate statements are prepared for each \"fund.\" \nNote that fund accounting does not itself require physical segregation of the assets of each fund. For example, separate bank accounts need not be maintained for the cash attributable to each fund. (Although the treasurer may do so if this would be considered a convenience, and sometimes a donor of some of the assets may require such a separate account.) Usually, all the organization's cash may be kept in a single bank account, and the separate accountability maintained through the fund accounting bookkeeping system. This also saves on bank fees and on the time needed to keep the books and reconcile the monthly bank statements. \nSection 4.2 - Categories of Funds \nAn organization that receives many restricted contributions, each having a different kind of restriction, is faced with the practical problem of having to keep track of and report on many separate funds. While it is possible to keep separate records on any number of restricted funds, these funds are usually grouped by the type of donor restriction. \nIn the past, a wide variety of names has been given to various categories of funds. However, four categories or groupings of funds have historically been most frequently used by not-for-profit organizations for reporting purposes. The description or title indicates the general type of restriction on the funds. \nSection 4.2a - Current Unrestricted Fund \nSeveral titles are given to the fund that includes the general activities of the organization. It may be known as the Unrestricted Fund, Operating Fund, General Fund, Current Fund, Current General Fund, or most commonly the Current Unrestricted Fund. This fund contains no restricted resources, and the board can use amounts in the fund as it chooses, to carry out the purposes for which the organization exists. \nAll unrestricted contributions, gifts, and other income should be recorded in this fund. \n95 \n \n Except for transactions involving one of the other categories of funds, all transactions of the organization are included in this fund. If the organization never receives restricted gifts or contributions, this fund would show all activity. \nBoard-Designated Funds \nBoard-designated funds are a subcategory of unrestricted funds. They are established when the board acts to transfer or segregate part of the unrestricted funds into a fund that the board intends to use for a specific purpose. \nSection 4.2b - Current Restricted Fund \nVarious titles are given to the fund that accounts for resources given to an organization to be spent as part of the normal activities, but only for certain specified purposes. It may be known as Current Restricted Fund, Fundfor Specified Purposes, Donor Restricted Fund, or just plain Restricted Fund. \nMany restricted gifts are for a particular purpose that the organization normally carries out as a part of its current activities. However, a contribution may be for a purpose that is not normally part of the organization's regular activities, or perhaps it will be some time before the money is needed. Contributions restricted by donors for purposes other than current activities (for example, a contribution to a building fund or an endowment fund) are usually accounted for in a separate fund category. \n4.2c - Restricted Endowment Fund \nThis title is given to the fund that contains resources donated to the organization with the stipulation by the donor that only the income earned by these assets can be used while the original gift is kept intact, either forever (permanent endowment) or for a stated time (term endowment). Generally the income itself is not restricted and can be used to carry out the organization's ongoing activities, but some endowment gifts also have restrictions on the uses to be made of the income. \nIf term endowment gifts are received, they must be kept in the endowment fund for a period of time, after which the original amount can be used as desired by the board, unless some other purpose was specified by the donor. Another possibility is a gift, the income from which is paid to the donor until death; the gift then becomes available for other uses. \nSome donors, while not formally placing restrictions, may express a \"preference\" that the gift be put in the endowment fund. However, if the actual decision is left to the board, such amounts are legally unrestricted and should be added to the current unrestricted fund. (The board may, if it wishes, then transfer such gifts to an unrestricted board-designated fund as noted earlier.) Legally unrestricted gifts should not be added to a restricted endowment fund. All amounts in a restricted endowment fund should bear legal \n96 \n \n restrictions that the board cannot normally alter without a cy pres ruling from a court of law. \nSection 4.2d - Fixed Asset Fund \nSeveral titles may be given to the fund in which the cost of fixed assets (land, buildings, furniture and fixtures, equipment, and so forth) is recorded. This fund may be referred to as the Land, Building, and Equipment Fund, Fixed Asset Fund, or Plant Fund. Such a fund will usually also include unexpended restricted building fund contributions. \nThe principal reason for using this fund is that the board wants to separate these assets from the unrestricted fund. The unrestricted fund will then represent more closely the current activity of the organization, that is, the funds available for current program use. \nSection 4.2e - Other Types of Funds \nOther specialized fund groupings may be encountered reflecting either donor restrictions or board decisions regarding the use of unrestricted resources. Usually the title is descriptive of the nature of these resources or their intended use. \nOccasionally a donor will give such a large sum of money, often for endowment purposes, that the board will want to create (or the donor asks the board to create) a separate fund bearing the name of the donor (or some other name specified by the donor), rather than merely burying this separate fund in the financial statements with all other similar funds. The principal reason for this separate reporting is to be able to track and give the donor public recognition for a substantial gift. \nSection 4.3 - Interfund Borrowing \nOne of the problems with having a number of separate funds is that there is sometimes difficulty in keeping all the transactions completely separate. \nTwo words of caution with respect to interfund borrowings: \n(1) A fund should not borrow from another fund unless it is clear that the borrowing fund will, within a reasonable time, have the imancial resources to repay. It is not appropriate financial management to finance a deficit operation on an ongoing basis through interfund borrowing. \n(2) Before resources are borrowed from legally restricted funds, advice should be sought from legal counsel as to whether such borrowings are permissible. It would appear entirely inappropriate for an organization to raise funds for a building addition and then \"lend\" such amounts to help finance general operations of the organization. \n97 \n \n Section 4.4 - Conclusion \nFund accounting is simply a common-sense answer to the problem of recording amounts given to an organization for restricted purposes. There is nothing particularly difficult about the concepts involved, but as the number of funds increases, there is considerable risk that the reader of the financial statements will not fully understand the relationship among the funds and therefore will lose sight of the overall financial affairs of the organization. For this reason great care must be taken in preparing the financial statements where fund accounting is involved. \nThe main problem associated with fund accounting is the difficulty in getting an overall picture of the organization's affairs without a careful review of all the statements. \nThe principal advantage of fund accounting is that the activities of each fund are reported separately. Accountability is quite evident since the reader can see exactly what has taken place. This is the stewardship aspect. \nThe principal disadvantage of fund accounting is that it is difficult to comprehend the total activities of the organization without a careful review of all the statements and perhaps a little bit of pencil pushing. \nSECTION 5 - FIXED ASSETS-SOME ACCOUNTING PROBLEMS \nSection 5.1 - Nature of the Problem \nFixed assets can present a problem because many not-for-profit organizations handle their affairs on a cash basis. When these organizations need to purchase a new building or equipment they turn to their constituents to raise cash for these purchases in a building or equipment fund drive. Having raised the money and purchased the building, they feel there is relatively little significance in having the fIXed asset on the organization's Balance Sheet except as a historical record of what it cost. This is in contrast to a commercial enterprise that is dependent on recovering the cost of the fixed asset through the sale of goods or services to outsiders. In a commercial business, it is entirely appropriate to record the asset on the Balance Sheet and to depreciate (i.e., to systematically allocate) the cost of the asset over its estimated useful life. Depreciation is an expense that is charged against income for the period. If income from the sale of goods or services is not large enough to recover all the expenses, including depreciation charges, the commercial enterprise is considered to have suffered a loss. If such losses occur over an extended period of time, the enterprise will go bankrupt. \nOne of the principal reasons why recording fIXed assets is so controversial in the not-forprofit community is that the nature of these organizations is such that there often is perceived to be no compelling need to record the asset and then to depreciate it over a \n98 \n \n period of time. The element of matching income and costs has historically been of little interest to many not-for-profit organizations. This is changing. \nAnother factor is that some not-for-profit organizations have as their principal asset buildings acquired many years ago. Because of inflation and growth in real estate values, these buildings and land are frequently worth several times their cost. To many it seems incongruous to depreciate a building on the basis of original cost when the building is known to be presently worth more than this amount. \nFurther, if fixed assets were originally purchased out of a special building or equipment fund drive, some find it difficult to justify recording them on the books and then depreciating them since this depreciation represents a charge against current income. Effectively, it appears that the cost of the building has been reported (and incurred) twice, once when the funds were originally raised and once when the assets are written off through the depreciation charge. Some believe it is unethical to raise funds for fixed assets in a building fund drive and subsequently to seek to recover the costs of such assets from the users of the facility or from future donors. The building or asset can be recorded and not depreciated but this goes against the grain of accounting for fixed assets as used by commercial enterprises. The result of all this is that many approaches are followed and there is much confusion. \nSection 5.2 - Alternatives for Handling Fixed Assets \nThere are two basic alternative approaches for recording fixed assets, and a third, not recommended, hybrid approach. These are: \n(1) Inunediate write-off approach, where assets are written off as purchased, in the Statement of Income and Expenses. \n(2) Capitalization approach, where the full cost of the asset is capitalized and recorded on the Balance Sheet. This is now the \"generally accepted\" accounting principle. \n(3) Write-off, then capitalize, approach, where the asset is written off in the Statement of Income and Expenses but then capitalized on the Balance Sheet. This hybrid approach is not recommended because it is confusing to most readers. \nSection 5.2a - Inunediate Write-Off Method \nThe \"immediate write-off\" approach is the simplest and is frequently used. The organization treats all IlXed asset purchases as any other category of expense, and does not capitalize the purchases as assets. The purchase is included as another expense in the Statement of Income and Expenses for the period in which the asset is purchased. \nAdvanlilges \n99 \n \n The principal advantage is simplicity. \nDisadvantages \nThe principal disadvantage is that the historical cost is not reflected on the Balance Sheet and therefore the reported net assets amount does not truly represent the \"net worth\" of the organization. In addition, the Balance Sheet does not account for the asset by reflecting its existence; thus the organization seems much smaller in size than it actually is. \nAnother disadvantage is that by writing off the asset all at one time, no allocation of cost is made against future years' revenue-producing projects. A related problem is that by writing off fIxed assets as purchased, there can be considerable fluctuation in such expenditures between years. \nA further disadvantage is that this method is not \"generally accepted\" and an organization could not describe its fInancial statements as being prepared in accordance with generally accepted accounting principles. A CPA would therefore be required to qualify the opinion on these statements and to indicate that the statements were not prepared in accordance with generally accepted accounting principles. \nSection 5.2b - Capitalization Method \nThe second approach is for the organization to capitalize all of its fIxed asset purchases. However, even when fIXed assets are capitalized, it still is appropriate to write off small purchases to avoid the paperwork of keeping track of them. \nAthantllges \nThe principal advantage is that the fIXed assets purchased are reflected on the Balance Sheet. This makes it possible for the reader to see the amount of assets for which the board is responsible. \nA major advantage is that by reflecting fIXed assets on the Balance Sheet, the organization can then follow depreciation accounting techniques. \nMany businesspersons feel more comfortable when fInancial transactions are recorded on this capitalization method since commercial businesses also capitalize (and depreciate) their fIXed assets. \nDisodvantllges \nSome readers may fInd this income statement more diffIcult to understand. The biggest risk is that they will confuse the large excess of income over expenses with the amount of \"cash\" available to the board for use. \n100 \n \n Another related concern is that the reader will look at the net assets on the Balance Sheet and will likewise confuse the net assets with an amount that is available for current spending. \nSection 5.2c - Write-Off, Then Capitalize Method \nAn organization can combine these two approaches and write off purchases of fixed assets on its Statement of Income and Expenses and then turn around and capitalize or record the assets on its Balance Sheet. It is a hybrid approach and is not recommended because of its complexity. \nThe theory is that a not-for-profit organization should charge off all purchases as incurred but still show the asset on the Balance Sheet. This allows the organization to show the expenditure for the fixed assets, which reduces the amount of the excess of income over expenses. One of the disadvantages of the capitalization method just discussed is thus eliminated. \nThe second part of this approach is to \"reinstate\" or add back these written-off assets on the Balance Sheet. In this way, the Balance Sheet reflects the cost of the assets and more fairly shows the net worth of the organization. From time to time, these assets are removed from the Balance Sheet as the assets decline in value by directly reducing the carrying value on the Balance Sheet. The most confusing part of this approach is the adding back or capitalizing of the fIXed assets in the net assets section of the Balance Sheet. \nAdvantages \nMost of the advantages of both the immediate write-off and the capitalization methods are present in this hybrid approach. The reader sees the expenditure for the fixed assets in the Statement of Income and Expenses, and the excess of income over expenses has been reduced by this purchase, offset by any contributions that may have been received for such asset purchases in the current year. Accordingly, the reader is not misled into thinking there is a large excess of income that can be expended. At the same time, by capitalizing the asset in the Balance Sheet, the accountability for the asset is not lost. \nDisadvantages \nThe capitalizing of the asset directly in the fund balance is very confusing, and there is a high degree of risk that the reader won't understand it. It appears to mix apples and oranges in that it is saying purchases of fIXed assets should be handled on more or less a cash basis in the Statement of Income and Expenses but on an accrual basis in the Balance Sheet. This is inconsistent and seems illogical. \nAnother related disadvantage is that under this method there is no way to provide depreciation charges in the Statement of Income and Expenses since the asset has already \n101 \n \n been written off. It is frequently appropriate to provide depreciation charges in order to try to match income and costs. Another related disadvantage is that if asset purchases fluctuate from year to year, they can have a significant effect on the excess of income over expenses. This would not be so if the assets were capitalized and depreciated. Only the depreciation charge would then appear in the Statement of Income and Expenses. \nFinally, it should again be noted that this method does not follow generally accepted accounting principles, and organizations following this approach will find that their CPAs will be required to qualify their opinion. \nSection 5.3 - Conclusion \nThe most important principle to be considered in keeping records and preparing financial statements is that they be successful in communicating to their readers what has happened during the year. If the statements are too complicated, they fail in this respect and their usefulness is limited. The organization should adopt methods of accounting and reporting appropriate to its activities and to the needs of the users of its statements. \nThe first approach (Le., immediate write-oft) would appear appropriate for small or possibly medium-sized organizations with relatively unsophisticated readers or for organization on the cash basis. This is particularly so if the primary concern is raising enough cash each year to cover expenses, whether the organization is on the cash or accrual basis. The bookkeeping complexities of the capitalization method just do not seem warranted, particularly because the financial statements prepared on an accrual basis may leave the reader with the wrong impression of the results of operations. \nOn the other hand, if the organization is larger, or is already on the accrual basis, the second approach (i.e., capitalization) is probably appropriate. If the organization merely writes off, or expenses, all fIXed assets as purchased, the reader could lose track of what assets the organization has and part of the stewardship potentially is lost. Also, a larger organization is less likely to keep its fIXed assets for an indefinite period of time. It is more likely to outgrow its building, sell it, and buy a new one. It may also have other types of fixed assets which will be replaced from time to time, such as office equipment and vehicles. \nOrganizations should capitalize their assets if they have a reason to match revenues and costs or if they want to determine cost of services being rendered. A direct write-off approach distorts the results of operations for these organizations. Instead, assets should be capitalized and the costs allocated through depreciation charges. The capitalization method is the only one that can be considered as a \"generally accepted accounting principle\" and for this reason is the method which must be followed by organizations wanting an unqualified opinion from their CPAs. \nThe third approach (Le., write-off, then capitalize) is not recommended. This approach departs too much from generally accepted accounting principles. Very few readers will \n102 \n \n understand it. Furthermore, this method effectively precludes an organization from depreciating its assets through its income statement, which means that organizations for which it is important to know the total costs of a service each year cannot use this method. \nSECTION 6 - FIXED ASSETS-DEPRECIATION \nDepreciation, a subject related to fixed assets, can be difficult for not-for-proflt organizations to handle. If the organization follows the immediate write-off method of handling fIXed assets, there are no assets on the Balance Sheet to depreciate. But many organizations do record fixed assets and are faced with the basic question of whether to depreciate these assets. This has been a controversial question until recently; depreciation accounting is now becoming more generally accepted and is required for most not-for-proflt organizations if they want their statements to be in conformity with generally accepted accounting principles. This requirement was formalized in FASB Statement No. 93, \"Recognition of Depreciation by Not-for-Proflt Organizations.\" \nSection 6.1 - Arguments Against Taking Depreciation \nA number of reasons are advanced for not taking depreciation. Probably the most relevant is that depreciation is a concept associated with commercial enterprises, which determine profit through the matching of income and cost. Many not-for-proflt organizations are not as concerned with determining \"profit\" nor with a direct matching of income and cost. For them, depreciation is viewed as serving little purpose. \nAnother consideration is that, with inflation, the market value of fixed assets often increases as fast or faster than the decline in asset value associated with deterioration through passage of time. Depreciation is often thought of, incorrectly, as a method of trying to measure loss in value. Many ask, why depreciate an asset that is worth twice what it cost 25 years ago? \nAnother practical argument is that depreciation can be confusing to show in the financial statements, particularly when fund accounting is followed. If depreciation is viewed as serving no real purpose, why confuse the reader with bookkeeping entries that do not involve cash? \nSection 6.2 - Why Depreciation Should be Recorded \nDepreciation accounting is now required for most not-for-proflt organizations that want to describe their financial statements as being in conformity with \"generally accepted accounting principles.\" \nNot-for-proflt organizations provide services, or, less often, furnish goods, that are measured in terms of costs. Depreciation is a cost. By not including this cost in the \n103 \n \n financial statements of each year in which the services are rendered or the goods furnished, the reader is misled into thinking the actual costs were less than they really were. The board of an organization is charged with the responsibility of efficiently using all of the resources available to it to carry out the programs of the organization. By excluding a significant amount from the identified costs of the programs, the board gives the reader the impression that the program has been carried out more efficiently than is actually the case. \nMost not-for-profit organizations, even those that raise funds for major fixed asset additions through special fund-raising drives, must replace certain assets out of the recurring income of the organization. If no depreciation is taken and these assets are written off as purchased, two things happen. First, the organization deludes itself into thinking its income is sufficient to cover its costs whereas, in reality, it may not be. Second, the excess of income over expenses of the. organization will fluctuate widely from year to year relative to the timing of asset replacement and the replacement cost of the asset. \nThis will precipitate disproportionately high expenses in some years, which will depress the excess of income over expenses; in other years, the amount written off will be unrealistically low, inflating net income, and will not reflect the true cost to the organization of providing programs or services that year. \nDepreciation is appropriate for most organizations that follow the practice of recording fixed assets on their Balance Sheet. Since depreciation is a concept that is used by commercial organizations, it should cause relatively little confusion in financial statements. \nSection 6.3 - Conclusion \nOnce the question of capitalizing or writing off fIXed assets when purchased has been resolved, the question of whether to depreciate the assets recorded on the Balance Sheet is also largely resolved. If the asset has been written off, no depreciation is appropriate. If fIXed assets have been recorded and the organization wants to follow \"generally accepted accounting principles,\" depreciation accounting is required for most not-for-profit organizations. Depreciation accounting is clearly applicable where an organization is trying to measure the cost of services rendered or where the organization must look to replacing its assets periodically from current income. \nSECTION 7 - THE IMPORTANCE OF BUDGETING \nSection 7.1 - The Budget: A Plan of Action \nA budget is a \"plan of action.\" It represents the organization's blueprint for the coming months, or years, expressed in monetary terms. This means the organization must have specific goals before it can prepare a budget. \n104 \n \n The first function of a budget is to record, in monetary terms, what the realistic goals or objectives of the organization are for the coming year (or years). The budget is the financial plan of action that results from the board's decisions as to the program for the future. \nThe second function of a budget is to provide a tool to monitor the financial activities throughout the year. Properly used, the budget can provide a benchmark or comparison point that will be an early warning to the board that their financial goals may not be met. For a budget to provide this type of information and control, four elements must be present: \n(1) The budget must be well-conceived and have been prepared or approved by the board. \n(2) The budget must be broken down into periods corresponding to the periodic financial statements. \n(3) Financial statements must be prepared on a timely basis throughout the year and a comparison made to the budget with explanations of significant deviations (or lack of deviation where one might be expected). \n(4) The board must be prepared to take action where the comparison in Step 3 indicates a problem. \nSection 7.1a - Steps for Preparation \nA budget should represent the end result of a periodic review by the board or by the membership of the organization's objectives or goals, expressed in monetary terms. A budget, to be effective, must be a joint effort of many people. It must be a working document that forms the basis for action. \nHere are the basic steps that, in one form or another, should be followed by an organization to prepare a well-conceived budget: \n(1) A list of objectives or goals of the organization for the following year should be prepared. \n(2) The cost of each objective or goal listed should be estimated. \n(3) The expected income of the organization should be estimated. Organizations are often overly optimistic in estimating income. This can prove to be the organization's downfall if there is no margin for error; realism must be used or the budget will have little meaning. \n105 \n \n (4) The total expected income should be compared to the expense of achieving the objectives or goals. This process of reconciling expected income and expenses is probably the most important step taken during the year because it is here that the program's blueprint for the coming year is IIXed. \n(5) The final proposed budget should be submitted to the appropriate body for ratification. This should not be just a formality but should be carefully presented to the ratifying body so that, once ratified, all persons will be firmly committed to the resulting plan of action. \nSection 7.lb - Levels of Reserves \nWhat is the appropriate level of reserves to maintain? \nReserve levels are necessarily a matter of judgment. An organization should consider the following factors when making that judgment: \n(I) How predictable are the organization's revenues? How likely is it that there might be a sudden and significant shortfall that could hurt the organization's ability to continue its programs? \n(2) How predictable are the organization's expenses? How likely is it that there might be a sudden and significant need to spend resources beyond those planned for in the budget? \n(3) How certain is management and the board of their ability to tap new or increased sources of financial resources quickly? \n(4) Could planned expenditures be reduced or deferred, at least for a while, without long-term harm to the organization's programs? \n(5) How risk averse is the organization's management? How willing is it to \"run close to the edge\" and count on its ability to deal with problems or opportunities as they arise without having much in the way of ready reserves to draw on? \nNone of this has yet directly answered the question of reserve size. Unfortunately, there is no answer that works for all organizations all of the time. Each organization has to make its own determination based on its own circumstances. Some people use as a rule of thumb somewhere between three and six months' expenditures as a desirable reserve level. Consider all aspects of your particular situation before making this determination. \nSection 7.lc - Responsibility for Budget Preparation \nThe next concern is, who should follow these steps in preparing the budget? The \n106 \n \n preparation of a budget involves policy decisions. The treasurer may be the person best qu3llfied to handle the figures, but is usually not the person to make policy decisions. For this reason, a \"budget conunittee\" should consist of persons responsible for policy decisions. Usually this means that either the board should itself act as the budget conunittee, or it should appoint a subconunittee of board members. The treasurer may, probably should, be a member of this conunittee, but should take care not to dominate the process. \nThis does not mean that the detailed estimated cost studies and revenue estimates for various activities cannot be delegated to staff members. In fact, they normally should be. But the final decisions as to what are the goals and their relative priority has to be a boardlevel function. \nSection 7.2 - Monthly and Quarterly Budgets \nAfter the organization has prepared an annual budget, the budget must be divided into meaningful segments that can be compared to interim financial statements prepared on a monthly or quarterly basis. Some organizations attempt to do this by dividing the total budget by twelve and showing the resulting amounts as a monthly budget, which is then compared to actual monthly income and expenses. While this is better than not making any budget comparison, it can produce misleading results when the income or expenses do not occur on a uniform basis throughout the year, as is usually the case. \nSection 7.3 - Timely Interim Statements \nThe most carefully thought out budget will be of little value if it is not compared throughout the year with the actual results of operations. This means that the interim financial statements must be prepared on a timely basis. \nWhat is timely? This depends on the organization and how much \"slippage\" or deviation from budget the organization can afford before serious consequences take place. \nSection 7.4 - Conclusion \nA budget can be an extremely important and effective tool for the board in managing the affairs of the organization. However, to prepare a meaningful budget the organization must know where it is heading and its goals and objectives. Priorities change, and this means that many people should be involved in the budget preparation and approval process to insure the resulting budget is fully supported. Once prepared, the budget must be compared to actual results on a timely basis throughout the year to insure that the board knows where deviations are occurring. Equally important, the board must promptly take corrective action if problems are discovered. The foundations of a sound financial structure are a well-conceived budget, a timely reporting system, and a willingness by the board to take corrective action. \n107 \n \n SECTION 8 - SMALL ORGANIZATIONS-PROVIDING INTERNAL CONTROL \nThe purpose of this section is to outline some of the practical procedures that a small organization can establish to help minimize this risk and thus safeguard the organization's physical assets. For purposes of this discussion, the emphasis is on smaller organizations where one or two persons handle all the bookkeeping. Internal control for larger organizations is not discussed here because controls for such organizations can become very complicated. The principles, however, are essentially the same. Establishing a set of internal controls requires an understanding of the basic principles plus a great deal of common sense. \nSection 8.1 - Reasons for Internal Control \nInternal control is a system of procedures and cross checking that in the absence of collusion minimizes the likelihood of misappropriation of assets or misstatement of the accounts, and maximizes the likelihood of detection if this occurs. For the most part, internal control does not prevent embezzlement but should insure that, if committed, it will be promptly discovered, and the identity of the perpetrator known. \nThere are several reasons for having a good system of internal controls. The first is to prevent the loss through theft of some of the organization's assets. A second reason, equally important, is to prevent \"honest\" employees and volunteers from making a mistake that could ruin their lives. An employer has a moral responsibility to avoid putting undue temptation in front of its personnel. Internal controls are designed to help remove the temptation. \nAside from this moral responsibility of the employer, there is also a responsibility of the board to the membership and to the general public to safeguard the assets of the organization. The board has an obligation to use prudence in protecting the assets. \nSection 8.2 - Fundamentals of Internal Control \nThe simple definition of the purpose of internal control noted above relates to small organizations and emphasizes the fraud aspects. For larger organizations, this defmition would have to be expanded to include a system of checks and balances over all paperwork to insure that there was no intentional or unintentional misstatement of the accounts. For purposes of this discussion, however, the emphasis is on the physical controls over the organization's assets, principally cash. \nOne of the most effective internal controls is the use of a budget that is compared to actual figures on a monthly basis. If deviations from the budget are carefully followed up by the treasurer or executive director, the likelihood of a large misappropriation taking place without being detected fairly quickly is reduced considerably. This type of overall review of the financial statements is very important, and every member of the board should ask \n108 \n \n questions about any item that appears out of line either with the budget or with what would have been expected to be the actual figures. Many times this type of probing for reasons for deviations from the expected has uncovered problems. \nSection 8.3 - Some Basic Controls \nThere are a number of other basic internal controls that are probably applicable to most not-for-profit organizations; these are discussed next. However, these are only basic controls and should not be considered all-inclusive. Establishing an effective system of internal control requires knowledge of the particular organization and its operations. The controls discussed here should give the reader some indication of the nature of internal control and act as a starting point for establishing an appropriate system. \nSection 8.3a - Control over Receipts \nThe basic objective in establishing internal control over receipts is to obtain control over the amounts received at the time of receipt. Once this control is established, procedures must be followed to ensure that these amounts get deposited in the organization's bank account. Establishing this control is particularly difficult for small organizations because of the small number of persons usually involved. \n(1) Prenumbered receipts should be issued for all money (cash and checks) at the time first received. A duplicate copy should be accounted for and a comparison eventually made between the aggregate of the receipts issued and the amount deposited in the bank. \nThe purpose of this control is to create a written record of the cash (and checks) received. The original of the receipt should be given to the person from whom the money was received; the duplicate copy should be kept permanently. Periodically, a comparison should be made of the aggregate receipts issued, with the amount deposited. The receipts can be issued at the organization's office, or if door-to-door collections are made, a prenumbered receipt can be issued as amounts are received by the collector. It is hoped that all contributors will learn to expect a receipt for cash payments. \nIt is important that both the duplicate copy and the original be prenumbered in order to provide control over the receipts issued. If a receipt is \"voided\" by mistake both the original and the duplicate should be kept and accounted for. In this way there will be complete accountability over all receipts that have been issued. \nOne fmal note here: While the procedure of issuing prenumbered receipts is certainly desirable, and will reduce the likelihood of theft, it will not guarantee that all cash receipts will actually make it into the organization's bank account. A person intent on misappropriating some of the receipts need only have a private supply of receipt forms printed, of which there will be no record in the organization's office to which to compare \n109 \n \n bank deposits. This last observation is made, not to serve as a primer on how to steal, as, unfortunately, that seems already to be all too well known, but rather to be a warning to organizations not to become complacent about internal controls. It is all too easy to think that because \"we are doing everything the book (or the auditor, or the treasurer) says to do, no one can possibly steal from us.\" That is a dangerous attitude, sure to be regretted some day. \n(2) Cash collections should be under the control of two people wherever possible, particularly where it is not practicable to issue receipts. \nThere are many instances, however, where cash collections are received when it is not appropriate to give a receipt. To the extent that only one person handles this money, there is always a risk. The risk is not only that some of it will be misappropriated, but also that someone may erroneously think it has been. This is why it is recommended that two people be involved. \n(3) Two persons should open all mail and make a list of all receipts for each day. This list should subsequently be compared to the bank deposit by someone not handling the money. Receipts in the form of checks should be restrictively endorsed promptly upon receipt. \nTwo persons should open the mail; otherwise there is a risk that the mail opener may misappropriate part of the receipts. This imposes a heavy burden on the small organization with only one or a few employees but it is necessary if good internal control is desired. One alternative is to have mail receipts go to a bank lock box and let the bank do the actual opening of the mail. \nThe purpose of making a list of all checks received is to ensure that a record is made of the amount that was received. This makes it possible for the treasurer to later check to see whether the bookkeeper has deposited all amounts promptly. \nChecks should be promptly endorsed since once endorsed there is less likelihood of misappropriation. The endorsement should be placed on the check by the person first opening the mail. \nIn theory if the check has been made out in the name of the organization, no one can cash it. But experience has shown that a clever enough person can find a way to cash it or deposit it in a \"personal\" bank account opened for the purpose. On the other hand, once the check is endorsed with the name of the bank and the organization's account number it is very difficult for the embezzler to convert the check to personal use. \n(4) All receipts should be deposited in the bank, intact and on a timely basis. \nThe purpose of this control is to insure that there is a complete record of all receipts and \n110 \n \n disbursements. If an organization receives \"cash\" receipts, no part of this cash should be used to pay its bills. The receipts should be deposited, and checks issued to pay expenses. In this way, there will be a record of the total receipts and expenses of the organization on the bank statements. \nThis procedure does not prevent someone from stealing money but it does mean that a check must be used to get access to the money. This leaves a record of the theft and makes it more difficult for a person to cover up. \nSection 8.3b - Control over Disbursements \nThe basic objective in establishing internal controls over disbursements is to ensure that a record of all disbursements is made and that only authorized persons are in a position to withdraw funds. The risk of misappropriation can be significantly reduced if procedures are established to minimize the possibility that an expenditure can be made without leaving a trail, or that an unauthorized person can withdraw money. \n(1) All disbursements should be made by check and supporting documentation kept for each disbursement. \nThis control is to insure that there will be a permanent record of how much and to whom money was paid. No amounts should be paid by cash, with the exception of minor petty cash items. For the same reason, no checks should be made payable to \"cash.\" Checks should always be payable to a specific person or organization, including checks for petty cash reimbursement. This makes it more difficult to fraudulently disburse funds. \n(2) If the treasurer or check signer is also the bookkeeper, two signatures should be required on all checks. \nThe purpose of this control is to insure that no one person is in a position to disburse funds and then cover up an improper disbursement in the records. In part, this recommendation is designed to protect the organization, and in part, to protect the treasurer. \nTwo signatures on a check provide additional control only so long as the second check signer also examines the invoices or supporting bills behind the disbursement before signing the check. The real risk of having dual signatures is that both check signers will rely on the other and will review the supporting bills in such a perfunctory manner that there is less control than if only one person signed but assumed full responsibility. \nEven when the treasurer is not the bookkeeper, two signatures should also be required on checks of very large amounts and for transfers out of a savings or investment account. This gives some added protection that the treasurer won't be able to abscond with the entire assets of the organization. \n111 \n \n (3) A person other than the bookkeeper should receive bank statements directly from the bank and should promptly reconcile them. \nThis control is to prevent the bookkeeper from fraudulently issuing a check for personal use and, as bookkeeper, covering up this disbursement in the books. While the bookkeeper may not be a check signer, experience has shown that banks often do not catch forged check signatures. The bookkeeper usually has access to blank checks and could forge the check signer's signature. If the bookkeeper were to receive the bank statements, the fraudulent and forged canceled checks could be removed and then destroyed, with the fraud covered up through the books. \nIn most smaller organizations, the bank statement and canceled checks should go directly to the treasurer, who should prepare the bank reconciliations. In those situations where the treasurer is also the bookkeeper, the bank statements should go directly to another officer to reconcile. The treasurer should insist on this procedure as a protection from any suspicions of wrongdoing. \nSection S.3c - Other Areas of Control \n(I) Someone other than the bookkeeper should authorize all write-offs of accounts receivable or other assets. \nThis control is to insure that a bookkeeper who has embezzled accounts receivable or some other assets will not also be in a position to cover up the theft by writing off the receivable or asset. If the bookkeeper is unable to write such amounts off, someone will eventually ask why the \"receivable\" has not been paid and this should trigger correspondence that would result in the fraud's being discovered. \nGenerally, write-offs of small receivables should be approved by the treasurer (provided the treasurer is not also the bookkeeper), but if they are large in amount they should be submitted to the board for approval. Before any amount is written off, the treasurer should make certain that all appropriate efforts have been made to make collection, including, possibly, legal action. The treasurer must constantly keep in mind the fiduciary responsibility to take all reasonable steps to safeguard the organization's assets. \n(2) Marketable securities should be kept in a bank safe deposit box or held by a custodian in an account in the name of the organization. \nThis control is to insure that securities are protected against loss by fire or theft or from bankruptcy of a brokerage house. For most organizations, marketable securities represent long-term rather than short-term investments and certificates should not be kept in a safe in the organization's office or at the broker's office. The organization should provide the maximum protection for these assets. Either a custodian should keep these securities or they should be kept in the bank safe deposit box under dual signature control. \n112 \n \n (3) Fixed asset records should be maintained and an inventory taken periodically. \nThese procedures insure that the organization has a complete record of its assets. The permanent record should contain a description of the asset, cost, date acquired, location, serial number, and similar information. Such information will provide a record of the assets for which the employees are responsible. This is particularly important in not-forprofit organizations where turnover of employees and officers is often high. It also provides fire insurance records. \n(4) Excess cash should be maintained in a separate bank or investment account. Withdrawals from this account should require two signatures. \nWhere an organization has excess cash that will not be needed for operations in the immediate future, it should be placed in a separate account to provide an added safeguard. Frequently, this separate account will be an interest-bearing savings account. The bank or investment manager should be advised that the signatures of two officers are required for all withdrawals. Normally in such situations withdrawals are infrequent, and when they are made the funds withdrawn are deposited intact in the regular current checking account. In this way, all disbursements are made from the regular checking account. \nIn this situation, the officers involved in authorizing a withdrawal should not do so without being fully aware of the reasons for the need of these funds. Approval should not be perfunctorily given. \nSection 8.4 - Fidelity Insurance \nOne final recommendation. Fidelity insurance should be carried. The purpose of fidelity insurance is to insure that if a loss from embezzlement occurs the organization will recover the loss. This insurance does not cover theft or burglary by an outside person (which is covered by a different kind of insurance policy). It provides protection only against an employee's or volunteer's dishonesty. Having fidelity insurance also acts as a deterrent because the employees know that the insurance company is more likely to press charges against a dishonest employee than would a \"soft hearted\" and embarrassed employer. \nThere is only one \"catch\" to this type of coverage. The organization has to have good enough records to prove that an embezzlement has taken place. This means that this coverage is not a substitute for other internal controls. If the theft occurs but the employer doesn't know it or if there is no proof of the loss, fidelity insurance will not help. \nThis protection is not expensive since the risk is usually low. The risk varies from one organization to another, and thus the premium will vary. \nSometimes employees feel that a lack of confidence is being expressed in them if the organization has fidelity insurance. The treasurer should assure them that this is not the \n113 \n \n case, and that fidelity insurance is similar to fire insurance. All prudent organizations carry such coverage. \nSection 8.5 - Conclusion \nInternal control as discussed in this section for small organizations is a system of procedures that in the absence of collusion minimizes the likelihood of misappropriation of assets or misstatement of the accounts, and if it has occurred maximizes the likelihood of detection. These controls largely depend on a division of duties such that no one person is in a position to both misappropriate assets and to cover up the theft in the records. These controls are very important even in a smaller organization where it is difficult to provide for this division of duties. One of the principal reasons often overlooked for having good internal control is to remove temptation from normally honest employees. \nEven the smallest organization should be able to apply the internal controls that have been recommended in this section. The board should insist that these and similar controls be established. It has a responsibility to insure that all practical measures be taken to protect the organization's assets. Otherwise the board is subject to severe criticism if an embezzlement were to occur. Fidelity insurance was also recommended. \nThe controls discussed in this section are basic ones and should not be considered allinclusive. A complete system of internal control encompasses all of the procedures of the organization. If the organization is a large or complex one, or if it has peculiar problems or procedures, the board will want to retain the services of a professional to help set up and monitor the effectiveness of internal control. \nSECTION 9 - INDEPENDENT AUDITS \nRelated to the internal controls discussed in Section 8 is the question whether the books and records should be audited, and if so, by whom. Like many other decisions the board has to make, this is a value judgment for which there are no absolute answers. Audits cost time and money, and therefore the values to be derived must be considered carefully. \nSection 9.1 - Functions and Limitations \nAn audit is a series of procedures followed by an experienced professional accountant to test, on a selective basis, transactions and internal controls in effect, all with a view to forming an opinion on the fairness of the presentation of the financial statements for the period. An audit is not an examination of every transaction that has been recorded; it is a series of tests designed to give the accountant a basis for judging how effectively the records were kept and the degree of reliance that can be placed on the internal controls. The end result of an audit is the expression of an opinion by the auditor on the financial statements prepared by the organization's management. \n114 \n \n Several things should be underscored. Auditors do not examine all transactions. If they were to do so, the cost would usually be prohibitive. They do look at what they believe is a representative sample of the transactions. In looking at these selected transactions, they are as concerned with the internal controls and procedures that were followed as they are with the legitimacy of the transaction itself. If internal controls are good, the extent of the testing can be limited. If controls are weak, the auditors will have to examine many more transactions to be satisfied. In smaller organizations where internal controls are often less effective, auditors must examine proportionately more transactions. \nThe end product of the audit is not a \"certificate\" that every transaction has been properly recorded, but an expression of an opinion by the auditor on the fairness of the presentation of the financial statements. \nSection 9.1a - Auditor's Opinion Explained \nAttachment 1 represents a typical opinion prepared by a certified public accountant which in this case is on the financial statements of the National Environmental Society. \nThis opinion is very carefully worded, and each phrase has significance. The wording is designed to tell the knowledgeable reader what responsibility the auditor takes and does not take. Since this opinion is the end product of an audit, it is important to know exactly what the opinion means. \nIdentification of Sllltemenls \n\"We have audited the accompanying balance sheets and the related statements of revenue and expense, and cash flows . . .\" \nThe auditor is carefully identifying the statements covered by the opinion---the \"accompanying\" balance sheets and statements of revenue and expense and cash flows. These statements and only these statements are the ones referred to. \nResponsibility for Sllltemenls \n\"These financial statements are the responsibility of the Organization's management..\" \nThe auditor is pointing out to readers that the financial statements are the client's and not the auditor's. \nAudit Standards FoUowed \n\"We conducted our audits in accordance with generally accepted audited standards ...\" \nHere the auditor is spelling out in technical language how the examination was conducted. \n115 \n \n There is a whole body of literature that defines generally accepted auditing standards. These include standards of training, proficiency, independence, planning, supervision of staff, evaluation of internal controls, and obtaining evidential matter to support the audit conclusions. They also provide that the auditor must perform certain specific tests where applicable. \nEssentiol Tests \nThere are two specific tests which cannot be omitted by the auditor: confirmation of amounts receivable from outside parties, and observation of a physical count of items held in inventory. Confirmation of receivables involves writing to those owing money to the organization and asking them to confirm that they do, in fact, owe the stated amount to the organization. Observation of a count of inventories involves going out to the storage facility and personally verifying the existence of the items shown as being held. Both of these tests can require substantial amounts of the auditor's time, and often an organization will ask the auditor to eliminate these tests to save time and cost. If omitted, however, and if receivables or inventories are significant in value, the auditor will not be able to say that the examination has been made in accordance with generally accepted auditing standards. An opinion cannot be expressed on the financial statements \"taken as a whole.\" \nThe remainder of this paragraph elaborates on what is meant by these standards. \n\"We believe that our audits provide a reasonable basis ... \" \nThis phrase says that in addition to all other auditing requirements spelled out in official pronouncements, the auditor has performed whatever additional tests he or she believes should be performed in the particular client circumstances. \nStatements Present Fairly \n\"In our opinion ... present fairly, in all material respects, the financial position ... and the results of its operations and its cash flows . . .\" \nHere the auditor is saying the statements \"present fairly\"---not that they are correct or that they are accurate, but that they present \"fairly.\" What does \"fairly\" mean? It means that there is no material misstatement of these fignres. The statements may not be 100 percent accurate, but they are not materially inaccurate. The question of what is \"material\" cannot really be answered with any definitiveness since this is largely a subjective question, and in part depends on what figures you are examining. \nAccounting Principles FoUowed \n\". . . in conformity with generally accepted accounting principles.\" \n116 \n \n Here the auditor is defining the principles of accounting that have been followed---generally accepted accounting principles. These words have specific meaning and refer to published pronouncements by the Financial Accounting Standards Board (FASB) and the American Institute of Certified Public Accountants (AICPA) and to general usage by organizations similar to the one being audited. Where there have been pronouncements of accounting principles by the FASB or the AICPA, the auditor is saying here that these principles have been followed. Where there have been no pronouncements, the auditor is saying that the principles followed are those generally used by similar organizations. \nSection 9.lb - Adequacy of Internal Control over Contributions \nThe auditor must be satisfied that internal control over contributions is such as to ensure that substantially all contributions for the organization have been received and properly recorded. \nSection 9.lc - Qualified Opinions \nA \"qualified\" opinion is an opinion in which the independent auditor takes exception to some specific aspect of the financial statements as presented, or is unable to form an unqualified opinion because of an inability to obtain audit evidence about a matter which might affect the financial statements. The independent auditor will spell out in the opinion exactly what the nature of the qualification is. A qualification with respect to presentation can result because generally accepted accounting principles were not followed. A qualification because of an inability to obtain audit evidence results when client records are missing or incomplete or it is not possible to obtain needed documents from outside parties. \nAdverse Opinion \nAn \"adverse\" opinion results when, in the opinion of the auditor, the financial statements taken as a whole do not present fairly the financial position in conformity with generally accepted accounting principles. The distinction between a \"qualified\" opinion and an \"adverse\" opinion is primarily one of the significance of the departures from generally accepted accounting principles. \nDiscloimer \nA \"disclaimer\" of opinion results when the auditor is unable to form an opinion on the financial statements. This could be the result of limitations on the scope of the examination such as the inability to predict the outcome of some event (such as a lawsuit against the organization) that would affect the financial statements in a very material way, or because the organization's records were inadequate and it was not possible to form an opinion one way or the other. When an auditor gives a disclaimer of opinion, the reasons for it are spelled out in the auditor's report. \n117 \nl.J \n \n Any qualification detracts from the credibility of the financial statements. Since one of the functions of an auditor's opinion is to add credibility to the financial statements, an opinion other than a \"clean\" or unqualified opinion will detract and raise questions about the statements. Wherever it is possible for an organization to take corrective action to eliminate the qualification, it should do so. \nSection 9.2 - Benef\"Its of an- Independent Audit \nAudits are not free. This means that the board has to evaluate the benefits to be derived from an audit and the cost of this professional service. What are the benefits that can be expected from an audit? There are four: (1) credibility of the financial statements; (2) professional assistance in developing meaningful financial statements; (3) professional advice on internal control, administrative efficiency, and other business matters; and, (4) assistance in tax reporting and compliance requirements. \nSection 9.2a - Credibility of the Financial Statements \nWe have already touched on credibility. This is the principal benefit of having an independent CPA express an opinion on the financial statements. \nIt has been noted that the purpose of financial statements is to communicate in a straightforward and direct manner what has happened. The presence of an auditor's opinion helps in this communication process because an independent expert, after an examination, tells the reader that the financial statements present fairly what has happened. \nSection 9.2b - Meaningful Statements \nAnother benefit of having professional help is that the auditor is an expert at preparing financial statements in a format that will be most clear to the reader. \nSection 9.2c - Advice on Internal Control and Other Matters \nAnother benefit is that the CPA will be in a position to advise the board on how to strengthen internal controls and simplify the bookkeeping procedures. \nThe CPA has had experience in dealing with many different types of organizations and is likely to have a number of general business suggestions. \nSection 9.2d - Assistance in Tax Reporting and Compliance Requirements \nMost not-for-profit organizations are required to submit some form of report to one or more agencies of a State government and the IRS. These reports are almost always technical in format and unless the treasurer is an accountant, the assistance of an expert will probably be required. The CPA is an expert and can either offer advice on how to \n118 \n \n prepare the returns or can actually prepare them. Section 9.3 - Conclusion We have discussed the principal advantages of retaining a certified public accountant to make an audit of not-for-profit organizations. In addition to providing \"credibility\" to the financial statements, the CPA can provide for improving the format of the fmancial statements to make them more effective in communicating to the reader and can offer suggestions to improve internal controls and administrative efficiency. In addition, in this increasingly complex society of rules and reports, the CPA is an expert and can help an organization comply with the many reporting requirements. \n119 \n \n PART VI COST PRINCIPLES \nFOR STATE AND LOCAL \nGOVERNMENTS \n \n SECTION 1 - BASIC GUIDELINES \n \n120 \n \nSection 1.1 - Factors Affecting Allowability of Costs \n \n120 \n \nSection 1.2 - Reasonable Costs \n \n120 \n \nSection 1.3 - Allocable Costs \n \n121 \n \nSection 1.4 - Applicable Credits \n \n121 \n \nSECTION 2 - COMPOSITION OF COST \n \n122 \n \nSECTION 3 - DIRECT COSTS \n \n122 \n \nSECTION 4 - INDIRECT COSTS \n \n123 \n \nSECTION 5 - INTERAGENCY SERVICES \n \n123 \n \nSECTION 6 - REQUIRED CERTIFICATIONS \n \n123 \n \nSECTION 7 - SELECTED ITEMS OF COST \n \n124 \n \nSection 7.1 - Accounting \n \n124 \n \nSection 7.2 - Advertising and Public Relations Costs \n \n124 \n \nSection 7.3 - Advisory Councils \n \n125 \n \nSection 7.4 - Alcoholic Beverages \n \n126 \n \nSection 7.5 - Audit Services \n \n126 \n \nSection 7.6 - Bad Debts \n \n126 \n \nSection 7.7 - Bonding Costs \n \n126 \n \nSection 7.8 - Budgeting \n \n126 \n \nSection 7.9 - Communications \n \n126 \n \nSection 7.10 - Compensation for Personnel Services \n \n126 \n \nSection 7.11 - Contingencies \n \n131 \n \nSection 7.12 - Contributions and Donations \n \n131 \n \nSection 7.13 - Defense and Prosecution of Criminal and \n \nCivil Proceedings, and Claims \n \n131 \n \nSection 7.14 - Depreciation and Use Allowances \n \n131 \n \nSection 7.15 - Employee Morale, Health, and Welfare Costs \n \n132 \n \nSection 7.16 - Entertainment \n \n132 \n \nSection 7.17 - Equipment and Other Capital Expenditures \n \n133 \n \nSection 7.18 - Fines and Penalties \n \n133 \n \nSection 7.19 - Fund Raising and Investment Management Costs \n \n133 \n \nSection 7.20 - General Government Expenses \n \n134 \n \nSection 7.21 - Insurance and Indemnification \n \n134 \n \nSection 7.22 - Lobbying \n \n135 \n \nSection 7.23 - Maintenance, Operations, and Repairs \n \n135 \n \n Section 7.24 - Materials arid Supplies \n \n135 \n \nSection 7.25 - Memberships, Subscriptions, and Professional Activities \n \n135 \n \nSection 7.26 - Pre-award Costs \n \n136 \n \nSection 7.27 - Professional Service Costs \n \n136 \n \nSection 7.28 - Proposal Costs \n \n136 \n \nSection 7.29 - Publication and Printing Costs \n \n136 \n \nSection 7.30 - Rearrangements and Alterations \n \n136 \n \nSection 7.31 - Reconversion Costs \n \n136 \n \nSection 7.32 - Rental Costs \n \n137 \n \nSection 7.33 - Taxes \n \n137 \n \nSection 7.34 - Training \n \n138 \n \nSection 7.35 - Travel Costs \n \n138 \n \nSection 7.36 - Underrecovery of Costs Under Federal Agreements \n \n138 \n \nSECTION 8 - INDIRECT COST RATE \n \n138 \n \nSection 8.1 - How to Obtain an Indirect Cost Rate \n \n140 \n \nSection 8.2 - The Cognizant Federal Agency \n \n140 \n \n SECTION 1 - BASIC GUIDELINES \nSection 1.1 - Factors Affecting Allowability of Costs \nTo be allowable under Federal awards, costs must meet the following general criteria: \n(1) Be necessary and reasonable for proper and efficient performance and administration of Federal awards. \n(2) Be allocable to Federal awards under the provisions of Office of Management and Budget Circular (OMB) A-87, Costs Principles for State, Local and Indian Tribal Govemments. \n(3) Be authorized or not prohibited under State or local laws or regulations. \n(4) Conform to any limitations or exclusions set forth in the applicable cost principles, Federal laws, terms and conditions of the Federal award, or other governing regulations as to types or amounts of cost items. \n(5) Be consistent with policies, regulations, and procedures that apply uniformly to both Federal awards and other activities of the Subgrantee. \n(6) Be accorded consistent treatment. A cost may not be assigued to a Federal award as a direct cost if any other cost incurred for the same purpose in like circumstances has been allocated to the Federal award as an indirect cost. \n(7) Except as otherwise provided for in the applicable cost principles, be determined in accordance with generally accepted accounting principles. \n(8) Not be included as a cost or used to meet cost sharing or matching requirements of any other Federal award in either the current or a prior period, except as specifically provided by Federal law or regulation. \n(9) Be the net of all applicable credits. \n(10) Be adequately documented. \nSection 1.2 - Reasonable Costs \nA cost is reasonable if, in its nature and amount, it does not exceed that which would be incurred by a prudent person under the circumstances prevailing at the time the decision was made to incur the cost. The question of reasonableness is particularly important when Governmental Units or components are predominately Federally-funded. In determining reasonableness of a given cost, consideration shall be given to: \n120 \n \n (1) Whether the cost is of a type generally recognized as ordinary and necessary for the operation of the Governmental Unit or the performance of the Federal award. \n(2) The restraints or requirements imposed by such factors as: sound business practices; arms length bargaining; Federal, State and other laws and regulations; and, terms and conditions of the Federal award. \n(3) Market prices for comparable goods or services. \n(4) Whether the individuals concerned acted with prudence in the circumstances considering their responsibilities to the Governmental Unit, its employees, the public at large, and the Federal Government. \n(5) Siguificant deviations from the established practices of the Governmental Unit which may unjustifiably increase the Federal award's cost. \nSection 1.3 - Allocable Costs \nA cost is allocable to a particular cost objective if the goods or services involved are chargeable or assiguable to such cost objective in accordance with relative benefits received. \nAll activities which benefit from the Governmental Unit's indirect cost, including unallowable activities and services donated to the Subgrantee by third parties, will receive an appropriate allocation of indirect costs. \nAny cost allocable to a particular Federal award or cost objective under the applicable cost principles may not be charged to other Federal awards to overcome fund deficiencies, to avoid restrictions imposed by law or terms of the Federal awards, or for other reasons. However, this prohibition would not preclude Subgrantees from shifting costs that are allowable under two or more awards in accordance with existing program agreements. \nWhere an accumulation of indirect costs will ultimately result in charges to a Federal award, a cost allocation plan will be required. \nSection 1.4 - Applicable Credits \nApplicable credits refer to those receipts or reduction of expenditure-type transactions that offset or reduce expense items allocable to Federal awards as direct or indirect costs. Examples of such transactions are: purchase discounts, rebates or allowances, recoveries or indemnities on losses, insurance refunds or rebates, and adjustments of overpayments of erroneous charges. To the extent that such credits accruing to or received by the Subgrantee relate to allowable costs, they shall be credited to the Federal award either as a cost reduction or cash refund, as appropriate. \n121 \n-13 \n \n In, some instances, the amounts received from the Federal Government to finance activities or service operations of the Subgrantee should be treated as applicable credits. Specifically, the concept of netting such credit items (including any amounts used to meet cost sharing or matching requirements) should be recognized in determining the rates or amounts to be charged to Federal awards. \nSECTION 2 - COMPOSmON OF COST \nTotlll Cost \nThe total cost of Federal awards is comprised of the allowable direct cost of the program, plus its allocable portion of allowable indirect costs, less applicable credits. \nClassiJkation of Costs \nThere is no universal rule for classifying certain costs as either direct or indirect under every accounting system. A cost may be direct with respect to some specific service or function, but indirect with respect to the Federal award or other final cost objective. Therefore, it is essential that each item of cost be treated consistently in like circumstances either as a direct or an indirect cost. Guidelines for determining direct and indirect costs charged to Federal awards are provided in the sections that follow. \nSECTION 3 - DIRECT COSTS \nDirect costs are those that can be identified specifically with a particular final cost objective. \nTypical direct costs chargeable to Federal awards are: \n(1) Compensation of employees for the time devoted and identified specifically to the performance of those awards. \n(2) Cost of materials acquired, consumed, or expended specifically for the purpose of those awards. \n(3) Equipment and other approved capital expenditures. \n(4) Travel expenses incurred specifically to carry out the award. \nAny direct cost of a minor amount may be treated as an indirect cost for reasons of practicality where such accounting treatment for that item of cost is consistently applied to all cost objectives. \n122 \n \n SECTION 4 - INDIRECT COSTS \nIndirect costs are those: (a) incurred for a common or joint purpose benefiting more than one cost objective, and, (b) not readily assignable to the cost objectives specifically benefitted, without effort disproportionate to the results achieved. The term \"indirect costs,\" as used herein, applies to costs of this type originating in the Governmental Unit department, as well as those incurred by other departments in supplying goods, services, and facilities. To facilitate equitable distribution of indirect expenses to the cost objectives served, it may be necessary to establish a number of pools of indirect costs within a Governmental Unit department. Indirect cost pools should be distributed to benefitted cost objectives on bases that will produce an equitable result in consideration or relative benefits derived. \nIn addition to restrictions contained in the applicable cost principles, there may be laws that further limit the amount of administrative or indirect cost allowed. \nAmounts not recoverable as indirect costs or administrative costs under one Federal award may not be shifted to another Federal award, unless specifically authorized by Federal legislation or regulation. \nSECTION 5 - INTERAGENCY SERVICES \nThe cost of services provided by one agency to another within the Governmental Unit may include allowable direct costs of the service plus a pro rate share of indirect costs. A standard indirect cost allowance equal to ten percent of the direct salary and wage cost of providing the service (excluding overtime, shift premiums, and fringe benefits) may be used in lieu of determining the actual indirect costs of the service. \nSECTION 6 - REQUIRED CERTIFICATIONS \nEach cost allocation plan or indirect cost rate proposal must comply with the following: \n(1) No proposal to establish a cost allocation plan or an indirect cost rate, whether submitted to a cognizant Federal agency or maintained on file by the Governmental Unit, shall be acceptable unless such costs have been certified by the Governmental Unit using the Certificate of Cost Allocation Plan or Certificate of Indirect Costs. The certificate must be signed on behalf of the Governmental Unit by an individual at a level no lower than chief financial officer of the Governmental Unit that submits the proposal or component covered by the proposal. \n(2) No cost allocation plan or indirect cost rate shall be approved by the Federal \n123 \n \n Government unless the plan or rate proposal has been certified. Where it is necessary to establish a cost allocation plan or an indirect cost rate and the Governmental Unit has not submitted a certified proposal for establishing such a plan or rate in accordance with the requirements, the Federal Government may either disallow all indirect costs or unilaterally establish such a plan or rate. Such a plan or rate may be based upon audited historical data or such other data that have been furnished to the cognizant Federal agency and for which it can be demonstrated that all unallowable costs have been excluded. When a cost allocation plan or indirect cost rate is unilaterally established by the Federal Government because of failure of the Governmental Unit to submit a certified proposal, the plan or rate established will be set to ensure that potentially unallowable costs will not be reimbursed. \nSECTION 7 - SELECTED ITEMS OF COST \nThe following subsections provide principles to be applied in establishing the allowability or unallowability of certain items of costs. These principles apply whether a cost is treated as direct or indirect. A cost is allowable for Federal reimbursement only to the extent of benefits received by Federal awards and its conformance with the general policies and principles stated in the previous sections. Failure to mention a particular item of cost in these sections is not intended to imply that it is either allowable or unallowable; rather, determination of allowability in each case should be based on the treatment or standards provided for similar or related items of cost. \nSection 7.1 - Accounting \nThe cost of establishing and maintaining accounting and other information systems is allowable. \nSection 7.2 - Advertising and Public Relations Costs \nThe term \"advertising costs\" means the costs of advertising media and corollary administrative costs. Advertising media include magazines, newspapers, radio and television programs, direct mail, exhibits, and the like. \nThe term \"public relations\" includes community relations and means those activities dedicated to maintaining the image of the Subgrantee or maintaining or promoting understanding and favorable relations with the community or public at large or any segment of the public. \nAdvertising costs are allowable only when incurred for the recruitment of personnel, the disposal of surplus materials, and any other specific purposes necessary to meet the requirements of the Federal award. Advertising costs associated with the disposal of \n124 \n \n surplus materials are not allowable where alI disposal costs are reimbursed based on a stan'dard rate as specified in the grants management common rule. \nPublic relations costs are allowable when: \n(1) Specifically required by the Federal award and then only as a direct cost; \n(2) Incurred to communicate with the public and press pertaining to specific activities or accomplishments that result from performance of the Federal award and then only as a direct cost; or, \n(3) Necessary to conduct general liaison with news media and government public relations officers, to the extent that such activities are limited to communication and liaison necessary to keep the public informed on matters of public concern, such as notices of Federal contract/grant awards, financial matters, and so forth. \nUnallowable advertising and public relations costs include the following: \n(1) All advertising and public relations costs other than as specified in the previous paragraphs of this subsection; \n(2) Except as otherwise permitted by the applicable cost principles, costs of conventions, meetings, or other events related to other activities of the Subgrantee including: \na) Costs of displays, demonstrations, and exhibits; \nb) Costs of meeting rooms, hospitality suites, and other special facilities used in conjunction with shows and other special events; and, \nc) Salaries and wages of employees engaged in setting up and displaying exhibits, making demonstrations, and providing briefings. \n(3) Costs of promotional items and memorabilia, including models, gifts, and souvenirs; and, \n(4) Costs of advertising and public relations designed solely to promote the Governmental Unit. \nSection 7.3 - Advisory Councils \nCosts incurred by advisory councils or committees are allowable as a direct cost where authorized by the Federal awarding agency or as an indirect cost where allocable to Federal awards. \n125 \n-g \n \n Section 7.4 - Alcoholic Beverages ' \nCosts of alcoholic beverages are unallowable. \nSection 7.5 - Audit Services \nThe costs of audits are allowable provided that the audits were performed in accordance with the Single Audit Act, as implemented by Circular A-12S, \"Audits of State and Local Governments.\" Generally, the percentage of costs charged to Federal awards for a single audit shall not exceed the percentage derived by dividing Federal funds expended by total funds expended by the Subgrantee (including program matching funds) during the fiscal year. The percentage may be exceeded only if appropriate documentation demonstrates higher actual costs. \nOther audit costs are allowable if specifically approved by the Council or cognizant Federal agency as a direct cost to an award or included as an indirect cost in a cost allocation plan or rate. \nSection 7.6 - Bad Debts \nAny losses arising from uncollectible accounts and other claims, and related costs, are unallowable unless provided for in Federal program award regulations. \nSection 7.7 - Bonding Costs \nCosts of bonding employees and officials are allowable to the extent that such bonding is in accordance with sound business practice. \nSection 7.8 - Budgeting \nCosts incurred for the development, preparation, presentation, and execution of budgets are allowable. \nSection 7.9 - Communications \nCosts of telephone, mail, messenger, and similar communication services are allowable. \nSection 7.10 - Compensation for Personnel Services \nCompensation for personnel services includes all remuneration, paid currently or accrued, for services rendered during the period of performance under Federal awards, including but not necessarily limited to wages, salaries, and fringe benefits. The costs of such compensation are allowable to the extent that they satisfy the specific requirements of the applicable cost principles, and that the total compensation for individual employees: \n126 \n \n (1) Is reasonable for the services rendered and conforms to the established policy of the Governmental Unit consistently applied to both Federal and non-Federal activities; \n(2) Follows an appointment made in accordance with a Governmental Unit's laws and rules and meets merit system or other requirements required by Federal law, where applicable; and, \n(3) Is determined and supported as provided for under the subject title Support of Salories and Wages in this subsection. \nReasonableness \nCompensation for employees engaged in work on Federal awards will be considered reasonable to the extent that it is consistent with that paid for similar work in other activities of the Governmental Unit. In cases where the kinds of employees required for Federal awards are not found in the other activities of the Governmental Unit, compensation will be considered reasonable to the extent that it is comparable to that paid for similar work in the labor market in which the employing government competes for the kind of employees involved. Compensation surveys providing data representative of the labor market involved will be an acceptable basis for evaluating reasonableness. \nUnallowable Costs \nCosts which are unallowable under other sections of this Part shall not be allowable under this section solely on the basis that they constitute personnel compensation. \nFringe Benefits \nFringe benefits are allowances and services provided by employers to their employees as compensation in addition to regular salaries and wages. Fringe benefits include, but are not limited to, the costs of leave, employee insurance, pensions, and unemployment benefit plans. Except as provided elsewhere in the applicable cost principles, the costs of fringe benefits are allowable to the extent that the benefits are reasonable and are required by law, Governmental Unit-employee agreement, or an established policy of the Governmental Unit. \nThe cost of fringe benefits in the form of regular compensation paid to employees during periods of authorized absences from the job, such as for annual leave, sick leave, holidays, court leave, military leave, and other similar benefits, are allowable if: \n(1) they are provided under established written leave policies; \n(2) the costs are equitably allocated to all related activities, including Federal awards; and, \n127 \n \n (3) the accounting basis (cash or accrual) selected for costing each type of leave is consistently followed by the Governmental Unit. \nWhen a Governmental Unit uses the cash basis of accounting, the cost of leave is recognized in the period that the leave is taken and paid for. Payments for unused leave when an employee retires or terminates employment are allowable in the year of payment provided they are allocated as a general administrative expense to all activities of the Governmental Unit or component. \nThe accrual basis may be only used for those types of leave for which a liability as defined by Generally Accepted Accounting Principles (GAAP) exists when the leave is earned. When a Governmental Unit uses the accrual basis of accounting, in accordance with GAAP, allowable leave costs are the lesser of the amount accrued or funded. \nThe cost of fringe benefits in the form of employer contributions or expenses for social security; employee life, health, unemployment, and worker's compensation insurance; pension plan costs; and other similar benefits are allowable, provided such benefits are granted under established written policies. Such benefits, whether treated as indirect costs or as direct costs, shall be allocated to Federal awards and all other activities in a manner consistent with the pattern of benefits attributable to the individuals or group(s) of employees whose salaries and wages are chargeable to such Federal awards and other activities. \nPension Plan Costs \nPension plan costs may be computed using a pay-as-you-go method or an acceptable actuarial cost method in accordance with established written policies of the Governmental Unit. \nFor pension plans financed on a pay-as-you-go method, allowable costs will be limited to those representing actual payments to retirees or their beneficiaries. \nPension costs calculated using an actuarial cost-based method recognized by GAAP are allowable for a given fiscal year if they are funded for that year within six months after the end of that year. Costs funded after the six month period (or a later period agreed to by the cognizant Federal agency) are allowable in the year funded. The cognizant Federal agency may agree to an extension of the six month period if an appropriate adjustment is made to compensate for the timing of the charges to the Federal Government and related Federal reimbursement and the Governmental Unit's contribution to the pension fund. Adjustments may be made by cash refund or other equitable procedures to compensate the Federal Government for the time value of Federal reimbursements in excess of contributions to the pension fund. \nAmounts funded by the Governmental Unit in excess of the actuarially determined amount \n128 \n \n for a fiscal year may be used as the Governmental Unit's contribution in future periods. \nWhen a Governmental Unit converts to an acceptable actuarial cost method, as defined by GAAP, and funds pension costs in accordance with this method, the unfunded liability at the time of conversion shall be allowable if amortized over a period of years in accordance with GAAP. \nThe Federal Government shall receive an equitable share of any previously allowed pension costs (including earnings thereon) which revert or inure to the Governmental Unit in the form of a refund, withdrawal, or other credit. \nSeverance Pay \nPayments in addition to regular salaries and wages made to workers whose employment is being terminated are allowable to the extent that, in each case, they are required by (a) law, (b) employer-employee agreement, or, (c) established written policy. \nSeverance payments (but not accruals) associated with normal turnover are allowable. Such payments shall be allocated to all activities of the Governmental Unit as an indirect cost. \nAbnormal or mass severance pay will be considered on a case-by-case basis and is allowable only if approved by the cognizant Federal agency. \nSupport of Salaries and Wages \nThese standards regarding time distribution are in addition to the standards for payroll documentation. \n(1) Charges to Federal awards for salaries and wages, whether treated as direct or indirect costs, will be based on payrolls documented in accordance with the generally accepted practice of the Governmental Unit and approved by a responsible official(s) of the Governmental Unit. \n(2) No further documentation is required for the salaries and wages of employees who work in a single indirect cost activity. \n(3) Where employees are expected to work solely on a single Federal award or cost objective, charges for their salaries and wages will be supported by periodic certifications that the employees worked solely on that program for the period covered by the certification. These certifications will be prepared at least semiannually and will be signed by the employee or supervisory official having first hand knowledge of the work performed by the employee. \n129 \n:1; \n \n (4) Where employees work on multiple activities or cost objectives, a distribution of their salaries or wages will be supported by personnel activity reports or equivalent documentation. \n(5) Personnel activity reports or equivalent documentation must meet the following standards: \na) They must reflect an after-the-fact distribution of the actual activity of each employee, \nb) They must account for the total activity for which each employee is compensated, \nc) They must be prepared at least monthly and must coincide with one or more pay periods, and, \nd) They must be signed by the employee. \n(6) Budget estimates or other distribution percentages determined before the services are performed do not qualify as support for charges to Federal awards but may be used for interim accounting purposes, provided that: \na) The Governmental Unit's system for establishing the estimates produces reasonable approximations of the activity actually performed; \nb) At least quarterly, comparisons of actual costs to budgeted distributions based on the monthly activity reports are made. Costs charged to Federal awards to reflect adjustments made as a result of the activity actually performed may be recorded annually if the quarterly comparisons show the differences between budgeted and actual costs are less than ten percent; and, \nc) The budget estimates or other distribution percentages are revised at least quarterly, if necessary, to reflect changed circumstances. \n(7) Salaries and wages of employees used in meeting the cost sharing or matching requirements of Federal awards must be supported in the same manner as those claimed as allowable costs under Federal awards. \nDonated Services \nDonated or volunteer services may be furnished to a Governmental Unit by professional and technical personnel, consultants, and other skilled and unskilled labor. The value of these services is not reimbursable either as a direct or indirect cost. However, the value of donated services may be used to meet to cost sharing or matching requirements in \n130 \n \n accordance with the provisions of the Common Rule. \nThe value of donated services utilized in the performance of a direct cost activity shall, when material in amount, be considered in the determination of the Governmental Unit's indirect costs or rate(s) and, accordingly, shall be allocated a proportionate share of applicable indirect costs. \nTo the extent feasible, donated services will be supported by the same methods used by the Governmental Unit to support the allocability of regular personnel services. \nSection 7.11 - Contingencies \nContributions to a contingency reserve or any similar provIsIon made for events the occurrence of which cannot be foretold with certainty as to time, or intensity, or with an assurance of their happening, are unallowable. The term \"contingency reserve\" excludes self-insurance reserves, pension plan reserves, and other benefit reserves computed using acceptable actuarial cost methods. \nSection 7.12 - Contributions and Donations \nContributions and donations, including cash, property, and services, by Governmental Units to others, regardless of the recipient, are unallowable. \nSection 7.13 - Defense and Prosecution of Criminal and Civil Proceedings, and Claims \nThe following costs are unallowable for contracts covered by 10 U.S.C. 2324(k), \"Allowable costs under defense contracts.\" \n(1) Costs incurred in defense of any civil or criminal fraud proceeding or similar proceeding (including filing of false certification brought by the United States where the contractor is found liable or has pleaded nolo contendere to a charge of fraud or similar proceeding (including filing of a false certification. \n(2) Costs incurred by a contractor in connection with any criminal, civil or administrative proceedings commenced by the United States or a State to the extent provided in 10 U.S.C. 2324(k). \nLegal expenses required in the administration of Federal programs are allowable. Legal expenses for prosecution of claims against the Federal Government are unallowable. \nSection 7.14 - Depreciation and Use Allowances \nDepreciation and use allowances are means of allocating the cost of fixed assets to periods benefitting from asset use. Compensation for the use of fIXed assets on hand may be made \n131 \n \n through depreciation or use allowances. A combination of the two methods may not be used in connection with a single class of fixed assets (e.g., buildings, office equipment, computer equipment, and so forth). Except for enterprise funds and internal service funds that are included as part of a State/local cost allocation plan, classes of assets shall be determined on the same basis used for the government-wide financial statements. \nThe computation of depreciation or use allowances shall be based on the acquisition cost of the assets involved. Where actual cost records have not been maintained, a reasonable estimate of the original acquisition cost may be used. The value of an asset donated to the Governmental Unit by an unrelated third party shall be its fair market value at the time of donation. Governmental or quasi-governmental organizations located within the same State shall not be considered unrelated third parties for this purpose. \nThe computation of depreciation or use allowances will exclude: \n(l) The cost of land; \n(2) Any portion of the cost of buildings and equipment borne by or donated by the Federal Government irrespective of where title was originally vested or where it presently resides; and, \n(3) Any portion of the cost of buildings and equipment contributed by or for the Governmental Unit, or a related donor organization, in satisfaction of a matching requirement. \nCharges for use allowances or depreciation must be supported by adequate property records. Physical inventories must be taken at least once every two years to ensure that assets exists, and are in use. Governmental Units will manage equipment in accordance with State laws and procedures. When the depreciation method is followed, depreciation records indicating the amount of depreciation taken each period must also be maintained. \nSection 7.15 - Employee Morale, Health, and Welfare Costs \nThe costs of health or first-aid clinics and/or infirmaries, recreational facilities, employee counseling services, employee information publications, and any related expenses incurred in accordance with a Governmental Unit's policy are allowable. Income generated from any of these activities will be offset against expenses. \nSection 7.16 - Entertainment \nCosts of entertainment, including amusement, diversion, and social activities and any costs directly associated with such costs (such as tickets to shows or sports events, meals, lodging, rentals, transportation, and gratuities) are unallowable. \n132 \n \n Section 7.17 - Equipment and Other Capital Expenditures \nAs used in this subsection the following terms have the meanings as set forth below: \n(1) \"Capital expenditure\" means the cost of the asset including the cost to put it in place. Capital expenditure for equipment means the net invoice price of the equipment, including the cost of any modifications, attachments, accessories, or auxiliary apparatus necessary to make it usable for the purpose for which it is acquired. Ancillary charges, such as taxes, duty, protective in transit insurance, freight, and installation may be included in, or excluded from, capital expenditure cost in accordance with the Governmental Unit's regular accounting practices. \n(2) \"Equipment\" means an article of nonexpendable, tangible personal property having a useful life of more than one year and an acquisition cost which equals the lesser of (a) the capitalization level established by the Governmental Unit for financial statement purposes, or, (b) $5,000. \n(3) \"Other capital assets\" means buildings, land, and improvements to buildings or land that materially increase their value or useful life. \nCapital expenditures for equipment, including replacement equipment, other capital assets, and improvements which materially increase the value or useful life of equipment or other capital assets are allowable as a direct cost when approved by the Council. \nItems of equipment with an acquisition cost of less than $5,000 are considered to be supplies and are allowable as direct costs of Federal awards without specific approval from the Council. \nWhen replacing equipment purchased in whole or in part with Federal funds, the Governmental Unit may use the equipment to be replaced as a trade-in or sell the property and use the proceeds to offset the cost of the replacement property. \nSection 7.18 - Fines and Penalties \nFines, penalties, damages, and other settlements resulting from violations (or alleged violations) of, or failure of the Subgrantee to comply with Federal, State, or local laws and regulations are unallowable except when incurred as a result of compliance with specific provisions of the Federal award or written instructions by the Council authorizing in advance such payments. \nSection 7.19 - Fund Raising and Investment Management Costs \nCosts of organized fund raising, including financial campaigns, solicitation or gifts and bequests, and similar expenses incurred to raise capital or obtain contributions are \n133 \n \n unallqwable, regardless of the purpose for which the funds will be used. \nCosts of investment counsel and staff and similar expenses incurred to enhance income from investments are unallowable. However, such costs associated with investments covering pension, self-insurance, or other funds which include Federal participation allowed by the applicable cost principles are allowable. \nFund raising and investment activities shall be allocated an appropriate share of indirect costs. \nSection 7.20 - General Government Expenses \nThe general costs of government are unallowable. These include: \n(1) Salaries and expenses of the Office of the Governor of a State or the chief executive of a political subdivision or the chief executives; \n(2) Salaries and other expenses of State legislatures or similar local governmental bodies, such as county supervisors, city councils, school boards, and so forth, whether incurred for purposes of legislation or executive direction: \n(3) Cost of the judiciary branch of a government; \n(4) Cost of prosecutorial activities unless treated as a direct cost to a specific program when authorized by program regulations (however, this does not preclude the allowability of other legal activities of the Attorney General); and, \n(5) Other general types of government services normally provided to the general public, such as fire and police, unless provided for as a direct cost in program regulations. \nSection 7.21 - Insurance and Indemnification \nCosts of insurance required or approved and maintained, pursuant to the Federal award, are allowable. \nCosts of other insurance in connection with the general conduct of activities, are allowable subject to the following limitations: \n(1) Types and extent and cost of coverage are in accordance with the Governmental Unit's policy and sound business practice. \n(2) Costs of insurance or contributions to any reserve covering the risk or loss of, or damage to Federal Government property are unallowable except to the extent that the Council has specifically required or approved such costs. \n134 \n \n Section 7.22 - Lobbying \nThe cost of certain influencing activities associated with obtaining grants, contracts, cooperative agreements, or loans is an unallowable cost. Lobbying with respect to certain grants, contracts, cooperative agreements, and loans shall be governed by the common rule, \"New Restrictions on Lobbying\" published at 55 FR 6736 (February 26, 1990), including definitions, and the Office of Management and Budget \"Government-wide Guidance for New Restrictions on Lobbying\" and notices published at 54 FR 52306 (December 20,1989), 55 FR 24540 (June 15, 1990), and 57 FR 1772 (January 15, 1992), respectively. \nSection 7.23 - Maintenance, Operations, and Repairs \nUnless prohibited by law, the cost of utilities, insurance, security, janitorial services, elevator service, upkeep of groundS, necessary maintenance, normal repairs and alterations, and the like are allowable to the extent that they: (1) keep property in an efficient operating condition, (2) do not add to the permanent value of property or appreciably prolong its intended life, and, (3) are not otherwise included in rental or other charges for space. Costs which add to the permanent value of property or appreciably prolong its intended life shall be treated as capital expenditures. \nSection 7.24 - Materials and Supplies \nThe cost of materials and supplies is allowable. Purchases should be charged at their actual prices after deducting all cash discounts, trade discounts, rebates, and allowances received. Withdrawals from general stores or stockrooms should be charged at cost under any recognized method of pricing, consistently applied. Incoming transportation charges are a proper part of materials and supply costs. \nSection 7.25 - Memberships, Subscriptions, and Professional Activities \nCosts of the Subgrantee's memberships in business, technical, and professional organizations are allowable. \nCosts of the Subgrantee's subscriptions to business, professional, and technical periodicals are allowable. \nCosts of meetings and conferences where the primary purpose is the dissemination of technical information, including meals, transportation, rental of meeting facilities, and other incidental costs are allowable. \nCosts of membership in civic and community, social organizations are allowable as a direct cost with the approval of the Federal awarding agency. \nCosts of membership in organizations substantially engaged in lobbying are unallowable. \n135 \n \n Section 7.26 - Pre-award Costs \nPre-award costs are those incurred prior to the effective date of the award directly pursuant to the negotiation and in anticipation of the award where such costs are necessary to comply with the proposed delivery schedule or period of performance. Such costs are allowable only to the extent that they would have been allowable if incurred after the date of the award and only with the written approval of the Council. \nSection 7.27 - Professional Service Costs \nCost of professional and consultant services rendered by persons or organizations that are members of a particular profession or possess a special skill, whether or not officers or employees of the Governmental Unit, are allowable, subject to subsection 7.13 when reasonable in relation to the services rendered and when not contingent upon recovery of the costs from the Federal Government. \nRetainer fees supported by evidence of bona fide services available or rendered are allowable. \nSection 7.28 - Proposal Costs \nCosts of preparing proposals for potential Federal awards are allowable. Proposal costs should normally be treated as indirect costs and should be allocated to all activities of the Governmental Unit utilizing the cost allocation plan and indirect cost rate proposal. However, proposal costs may be charged directly to Federal awards with the prior approval of the Federal awarding agency. \nSection 7.29 - Publication and Printing Costs \nPublication costs, including the costs of printing (including the processes of composition, plate-making, press work, and binding, and the end products produced by such processes), distribution, promotion, mailing, and general handling are allowable. \nSection 7.30 - Rearrangements and Alterations \nCosts incurred for ordinary and normal rearrangement and alteration of facilities are allowable. Special arrangements and alterations costs incurred specifically for a Federal award are allowable with the prior approval of the Federal awarding agency. \nSection 7.31 - Reconversion Costs \nCosts incurred in the restoration or rehabilitation of the Subgrantee's facilities to approximately the same condition existing immediately prior to commencement of Federal awards, less costs related to normal wear and tear, are allowable. \n136 \n \n Section 7.32 - Rental Costs \nSubject to the limitations described in the following paragraphs under this subsection, rental costs are allowable to the extent that the rates are reasonable in light of such factors as: rental costs of comparable property, if any; market conditions in the area; alternatives available; and, the type, life expectancy, condition, and value of the property leased. \nRental costs under sale and leaseback arrangements are allowable only up to the amount that would be allowable had the Subgrantee continued to own the property. \nRental costs under less-than-arms-Iength leases are allowable only up to the amount that would be allowed had title to the property vested in the Governmental Unit. For this purpose, less-than-arms-Iength leases include, but are not limited to(those where: \n(1) One party to the lease is able to control or substantially influence the actions of the other; \n(2) Both parties are parts of the same governmental unit; or, \n(3) The Governmental Unit creates an authority or similar entity to acquire and lease the facilities to the Governmental Unit and other parties. \nRental costs under leases which are required to be treated as capital leases under GAAP are allowable only up to the amount that would be allowed had the Governmental Unit purchased the property on the date the lease agreement was executed. This amount would include expenses such as depreciation or use allowance, maintenance, and insurance. The provisions of Financial Accounting Standards Board Statement 13 shall be used to determine whether a lease is a capital lease. \nSection 7.33 - Taxes \nTaxes that a Subgrantee is legally required to pay are allowable, except for self-assessed taxes that disproportionately affect Federal programs or changes in tax policies that disproportionately affect Federal programs. This provision becomes effective for taxes paid during the Governmental Unit's first fiscal year that begins on or after January 1, 1998, and applies thereafter. \nGasoline taxes, motor vehicle fees, and other taxes that are in effect user fees for benefits provided to the Federal Government are allowable. \nThis provision does not restrict the authority of Federal agencies to identify taxes where Federal participation is inappropriate. Where the identification of the amount of unallowable taxes would require an inordinate amount of effort, the Council may accept a reasonable approximation thereof. \n137 \n \n Section 7.34 - Training \nThe cost of training provided for employee development is allowable. \nSection 7.35 - Travel Costs \nTravel costs are allowable for expenses for transportation, lodging, subsistence, and related items incurred by employees traveling on official business. Such costs may be charged on an actual cost basis, on a per diem or mileage basis in lieu of actual costs incurred, or on a combination of the two, provided the method used is applied to an entire trip, and results in charges consistent with those normally allowed in like circumstances in non-Federallysponsored activities. \nCosts incurred by employees and officers for travel, including costs of lodging, other subsistence, and incidental expenses, shall be considered reasonable and allowable only to the extent such costs do not exceed charges normally allowed by the Subgrantee in its regular operations as a result of the Subgrantee's policy. \nAirfare costs in excess of the customary standard (coach or equivalent) airfare, are unallowable except when such accommodations would: require circuitous routing, require travel during unreasonable hours, excessively prolong travel, greatly increase the duration of the flight, result in increased cost that would offset transportation savings, or offer accommodations not reasonably adequate for the medical needs of the traveler. Where a Governmental Unit can reasonably demonstrate to the Council either the nonavailability of customary standard airfare or Federal Government contract airfare for individual trips or, on an overall basis, that it is the Governmental Unit's practice to make routine use of such airfare, specific determinations of nonavailability will generally not be questioned by the Council, unless a pattern of avoidance is detected. However, in order for airfare costs in excess of the customary standard commercial airfare to be allowable, e.g., use of first-class airfare, the Governmental Unit must justify and document on a case-by-case basis the applicable condition(s) set forth above. \nSection 7.36 - Underrecovery of Costs Under Federal Agreements \nAny excess costs over the Federal contribution under one award agreement are unallowable under other award agreements. \nSECTION 8 - INDIRECT COST RATE \nThe following information is a basic overview of how to obtain an indirect cost rate and its related purpose. For a more detailed discussion of this issue, please refer to Office of Management and Budget (OMB) Circular A-87, Cost Principles for State, Local and Indian Tribal Governments. This circular will be provided to the Subgrantee upon request. \n138 \n \n \"Indirect cost\" is an accounting term used to describe a process of assigning (or charging) costs that are common to two or more of a Subgrantee's projects or operations. Generally, the cost of building occupancy, equipment usage, procurement, personnel administration, accounting, and other overhead activities are charged to grants and contracts as indirect costs. The term \"indirect costs\" is something of a misnomer; these costs are not indirect. They are not substantially different from direct costs. \nSubgrantees must be consistent in treating costs as direct or indirect under Subgrants. Once a Subgrantee decides to treat a cost either as direct or indirect, it must be treated that way for all projects and principal activities of the Governmental Unit, regardless of the source of funding. From a Subgrantee's point of view, the determining factor for treating a cost as direct or indirect should be practicability and the potential for reimbursement as a charge to an outside funding source. \nThe separate cost principles are consistent in their basic philosophy and requirements, and their language is either identical or very similar. The cost principles: \n(1) focus on cost determination and make no attempt to dictate the extent of Federal participation in the costs of a grant or subgrant; \n(2) do not dictate organizational philosophies or objectives other than exercising sound management practice; and, \n(3) do not require an organization to deviate from the generally accepted accounting practices of its industry or sector. \nHowever, the requirements are critical to the acceptance of a Governmental Unit's charges to the Subgrant. The cost principles state that: \n(1) sound management practices must be used; \n(2) prudence in incurring a cost chargeable to a Federal grant or subgrant must be exercised; \n(3) relative benefit must be \"approximated through the use of reasonable methods\" (Le., a reasonable basis reflecting use or level of service); \n(4) costs applicable to one award or activity may not be charged or shifted to another award or activity; and, \n(5) costs charged to a Federal grant or subgrant must be necessary. (Necessary costs that are Common to two or more Federal awards or to a Federal award and other awards or activities of an organization may be charged to the Federal award only in proportion to the relevant benefit received from those costs.) \n139 \n \n Subgrantees must observe these criteria when computing that portion of indirect costs chargeable to Federal grants and/or subgrants. \nSection 8.1 - How to Obtain an Indirect Cost Rate \nWhen claiming indirect costs, a Subgrantee should assess the money it is likely to recover and the costs of getting its indirect cost rate approved by the Federal Government. \nBefore a Subgrantee can charge indirect costs to a Federal grant and/or subgrant, it must give evidence that the amount it seeks to charge is proper. The evidence is an indirect cost rate approved by a cognizant (or lead) Federal agency or, where no cognizant Federal agency is designated, by the Federal awarding agency. The indirect cost rate is the end product of a Subgrantee's indirect cost proposal. Indirect cost proposals range from the very easy to prepare to the very complex. The degree of complexity and difficulty depends on the following factors: \n(1) the complexity of the Governmental Unit (e.g., its physical and financial size, the number and variety of programs and activities it conducts or administers, the number of locations at which it conducts its operations, and so forth); \n(2) the aggregate level of Federal funding and the types of Federal awards the Governmental Unit receives; \n(3) the dollar amount of the Federal Subgrant to which the rate applies and the amounts of Federal and Governmental Unit cost sharing; \n(4) whether a SUbgrantee seeks to recover all the indirect costs to which it might be entitled; and, \n(5) the sophistication of the Subgrantee's accounting system and whether the system accumulates cost data in its normal operations. \nThe Federal official who approves the rate will require evidence to ensure that the indirect cost rate will not result in an overpayment of costs by the Federal Government. The proposal need only be as complicated (or simple) as is necessary to provide that assurance. \nThe ease or difficulty a Subgrantee will experience in preparing a rate proposal depends on the sophistication of its accounting system. The larger and more complex a Governmental Unit, the more important its accounting practices become. Before a Subgrantee makes a final decision on whether it is beneficial to seek recovery of its indirect costs, it should contact one of the Federal offices responsible for negotiating indirect costs. \nSection 8.2 - The Cognizant Federal Agency \n140 \n \n A cognizant Federal agency approves (or disapproves) a Governmental Unit's indirect cost rate(s) on behalf of all Federal agencies that provide funds to that Governmental Unit. Once a cognizant Federal agency approves the rate, it is expected to be accepted by other agencies when determining the amount of indirect costs applicable to their grants and contracts. In carrying out this function, the cognizant Federal agency receives a Governmental Unit's indirect cost proposal, reviews it for acceptability and attempts to reach an agreement with the Governmental Unit on the rate(s) which both find acceptable. The cognizant Federal agency has wide discretion in its reviews. It may request a full or limited audit by a Federal audit agency, conduct a review of a Subgrantee's records, accounting system, and general operations, or draw on its experience and knowledge about the Governmental Unit to reach agreement without an on-site evaluation. The cognizant Federal agency may provide technical assistance to the Governmental Unit, (e.g., it may provide guidance on how to prepare a proposal). The amount of technical assistance available varies among the cognizant Federal agencies. As a general rule, the cognizant Federal agency is the agency that provides the largest amount of funds to a Governmental Unit over a certain period of time, although other factors may be considered, such as available expertise and physical proximity of agency staff to a Governmental Unit. Changes in cognizance rarely are made based on short-term fluctuations in funding levels. The U.S. Department of Health and Human Services (HHS) is the cognizant Federal agency for virtually all State and some city cost allocation plans. For State agencies and some larger local governments, cognizance assignments generally are based on two factors: the preponderance of Federal funds and the functional responsibility of the recipient. \n141 \nft:', \n \n PART VII COST PRINCIPLES \nFOR NON-PROFIT ORGANIZATIONS \n \n SECTION 1 - BASIC CONSIDERATIONS \n \n142 \n \nSection 1.1 - Composition of Total Costs \n \n142 \n \nSection 1.2 - Factors Affecting Allowability of Costs \n \n142 \n \nSection 1.3 - Reasonable Costs \n \n142 \n \nSection 1.4 - Allocable Costs \n \n143 \n \nSection 1.5 - Applicable Credits \n \n143 \n \nSection 1.6 - Advance and Understandings \n \n143 \n \nSECTION 2 - DIRECT COSTS \n \n144 \n \nSECTION 3 - INDIRECT COSTS \n \n144 \n \nSection 3.1 - Negotiation and Approval ofIndirect Cost Rates \n \n145 \n \nSECTION 4 - SELECTED ITEMS OF COST \n \n147 \n \nSection 4.1 - Advertising Costs \n \n147 \n \nSection 4.2 - Bad Debts \n \n147 \n \nSection 4.3 - Bonding Costs \n \n147 \n \nSection 4.4 - Communication Costs \n \n148 \n \nSection 4.5 - Compensation for Personal Services \n \n148 \n \nSection 4.6 - Contingency Provisions \n \n151 \n \nSection 4.7 - Contributions \n \n151 \n \nSection 4.8 - Donations - Services Received \n \n152 \n \nSection 4.9 - Donations - Goods and Space \n \n153 \n \nSection 4.10 - Employee Morale, Health, and Welfare, Costs and Credits \n \n153 \n \nSection 4.11 - Entertainment Costs \n \n153 \n \nSection 4.12 - Equipment and Other Capital Expenditures \n \n153 \n \nSection 4.13 - Fines and Penalties \n \n154 \n \nSection 4.14 - Insurance and Indemnification \n \n154 \n \nSection 4.15 - Fund Raising and Investment Management Costs \n \n155 \n \nSection 4.16 - Labor Relations Costs \n \n156 \n \nSection 4.17 - Lobbying \n \n156 \n \nSection 4.18 - Losses on Other Awards \n \n157 \n \nSection 4.19 - Maintenance and Repair Costs \n \n157 \n \nSection 4.20 - Materials and Supplies \n \n157 \n \nSection 4.21 - Memberships, Subscriptions, and Professional Activity Costs \n \n158 \n \nSection 4.22 - Organization Costs \n \n158 \n \nSection 4.23 - Overtime, Extra-Pay Shift, and Multishift Premiums \n \n158 \n \nSection 4.24 - Preaward Costs \n \n158 \n \nSection 4.25 - Professional Service Costs \n \n158 \n \nSection 4.26 - Public Information Service Costs \n \n159 \n \n Section 4.27 - Publication and Printing Costs \n \n160 \n \nSection 4.28 - Rearrangement and Alteration Costs \n \n160 \n \nSection 4.29 - Reconversion Costs \n \n160 \n \nSection 4.30 - Rental Costs \n \n160 \n \nSection 4.31 - Royalties and Other Costs for Use of Patents and Copyrights \n \n161 \n \nSection 4.32 - Severance Pay \n \n162 \n \nSection 4.33 - Taxes \n \n162 \n \nSection 4.34 - Transportation Costs \n \n163 \n \nSection 4.35 - Travel Costs \n \n163 \n \n SECTION 1 - BASIC CONSIDERATIONS \nSection 1.1 - Composition of Total Costs \nThe total cost of an award is the sum of the allowable direct and allocable indirect costs less any applicable credits. \nSection 1.2 - Factors Affecting AIlowability of Costs \nTo be allowable under an award, costs must meet the following general criteria: \n(1) Be reasonable for the performance of the award and be allocable thereto under the applicable cost principles. \n(2) Conform to any limitations or exclusions set forth in the applicable cost principles or in the award as to types or amount of cost items. \n(3) Be consistent with policies and procedures that apply uniformly to both Federally financed and other activities of the organization. \n(4) Be accorded consistent treatment. \n(5) Be determined in accordance with generally accepted accounting principles. \n(6) Not be included as a cost or used to meet cost sharing or matching requirements of any other Federally financed program in either the current or a prior period. \n(7) Be adequately documented. \nSection 1.3 - Reasonable Costs \nA cost is reasonable if, in its nature or amount, it does not exceed that which would be incurred by a prudent person under the circumstances prevailing at the time the decision was made to incur the costs. The question of the reasonableness of specific costs must be scrutinized with particular care in connection with organizations or separate divisions thereof which receive the preponderance of their support from awards made by Federal agencies. In determining the reasonableness of a given cost, consideration shall be given to: \n(1) Whether the cost is of a type generally recognized as ordinary and necessary for the operation of the organization or the performance of the award. \n(2) The restraints or requirements imposed by such factors as generally accepted sound business practices, arms length bargaining, Federal and State laws and regnlations, \n142 \n \n and terms and conditions of the award. \n(3) Whether the individuals concerned acted with prudence in the circumstances, considering their responsibilities to the organization, its members, employees, and clients, the public at large, and the Federal Government. \n(4) Significant deviations from the established practices of the organization which may unjustifiably increase the award costs. \nSection 1.4 - Allocable Costs \nA cost is allocable to a particular cost objective, such as a grant, subgrant, project, service, or other activity, in accordance with the relative benefits received. A cost is allocable to a Federal award if it is treated consistently with other costs incurred for the same purpose in like circumstances and if it: \n(1) Is incurred specifically for the award; \n(2) Benefits both the award and other work and can be distributed in reasonable proportion to the benefits received; or, \n(3) Is necessary to the overall operation of the organization, although a direct relationship to any particular cost objective cannot be shown. \nAny cost allocable to a particular award or other cost objective under these principles may not be shifted to other Federal awards to overcome funding deficiencies, or to avoid restrictions imposed by law or by the terms of the award. \nSection 1.5 - Applicable Credits \nThe term applicable credits refers to those receipts, or reduction of expenditures which operate to offset or reduce expense items that are allocable to awards as direct or indirect costs. Typical examples of such transactions are: purchase discounts, rebates or allowances, recoveries or indemnities on losses, insurance refunds, and adjustments of overpayments or erroneous charges. To the extent that such credits accruing or received by the organization relate to allowable cost they shall be credited to the Federal Government either as a cost reduction or cash refund as appropriate. \nSection 1.6 - Advance and Understandings \nUnder any given award the reasonableness and allocability of certain items of costs may be difficult to determine. This is particularly true in connection with organizations that receive a preponderance of their support from Federal agencies. In order to avoid subsequent disallowance or dispute based on unreasonableness or nonallocability, it is often \n143 \n \n desirable to seek a written agreement with the Council in advance of the incurrence of special or unusual costs. The absence of an advance agreement on any element of cost will not, in itself, affect the reasonableness or allocability of that element. \nSECTION 2 - DIRECT COSTS \nDirect costs are those that can be identified specifically with a particular final cost objective: i.e., a particular award, project, service, or other direct activity of an organization. However, a cost may not be assigned to an award as a direct cost if any other cost incurred for the same purpose, in like circumstance, has been allocated to an award as an indirect cost. Cost identified specifically with awards are direct cost of the awards and are to be assigned directly thereto. Cost identified specifically with other final cost objectives of the organization are direct costs of those cost objectives and are not to be assigned to other awards directly or indirectly. \nThe costs of activities performed primarily as a service to members, clients, or the general public when significant and necessary to the organization's mission must be treated as direct costs when or not allowable and be allocated an equitable share of indirect costs. Some examples of these types of activities include: \n(1) Maintenance of membership rolls, subscriptions, publications, and related functions. \n(2) Providing services and information to members, legislative or administrative bodies, or the public. \n(3) Promotion, lobbying, and other forms of public relations. \n(4) Meetings and conferences except those held to conduct the general administration of the organization. \n(5) Maintenance, protection, and investment of special funds not used in the operation of the organization. \n(6) Administration of group benefits on behalf of members or clients including life and hospital insurance, annuity or retirement plans, financial aid, and so forth. \nSECTION 3 - INDIRECT COSTS \nIndirect costs are those that have been incurred for common or joint objectives and cannot be readily identified with a particular final cost objective. Direct cost of minor amounts may be treated as indirect costs under the conditions described in Section 2 above. After direct costs have been determined and assigned directly to awards or other work as \n144 \n \n appropriate, indirect costs are those remaining to be allocated to benefiting cost objectives. A cost may not be allocated to an award as an indirect cost if any other cost incurred for the same purpose, in like circumstances, has been assigned to an award as a direct cost. \nBecause of the diverse characteristics and accounting practices of nonprofit organizations, it is not possible to specify the types of cost which may be classified as indirect cost in all situations. However, typical examples of indirect cost for many nonprofit organizations may include depreciation or use allowances on buildings and equipment, the costs of operating and maintaining facilities, and general administration and general expenses, such as the salaries and expenses of executive officers, personnel administration, and accounting. \nThe allocation of indirect cost and the determination of indirect cost rates are addressed in Office of Management and Budget (OMB) Circular A-122, Cost Principles for Nonprofit Organizations. A copy of this circular will be provided to the Subgrantee upon request. \nSection 3.1 - Negotiation and Approval of Indirect Cost Rates \nDefinitions \nAs used in this subsection, the following terms have the meanings set forth below: \nCognizant agency - means the Federal agency responsible for negotiating and approving indirect cost rates for a nonprofit organization on behalf of all Federal agencies. \nPredetermined rate - means an indirect cost rate, applicable to a specified current or future period, usually the organization's fiscal year. The rate is based on an estimate of the costs to be incurred during the period. A predetermined rate is not subject to adjustment. \nFixed rate - means an indirect cost rate which has the same characteristics as a predetermined rate, except that the difference between the estimated costs and the actual costs of the period covered by the rate is carried forward as an adjustment to the rate computation of a subsequent period. \nFinal rate - means an indirect cost rate applicable to a specified past period which is based on the actual costs of the period. A final rate is not subject to adjustment. \nProvisional rate - or billing rate means a temporary indirect cost rate applicable to a specified period which is used for funding, interim reimbursement, and reporting indirect costs on awards pending the establishment of a final rate for the period. \nIndirect cost proposal - means the documentation prepared by an organization to substantiate its claim for the reimbursement of indirect costs. This proposal provides the basis for the review and negotiation leading to the establishment of an organization's indirect cost rate. \n145 \n \n Cost objective - means a function, organizational subdivision, contract, grant, or other work unit for which cost data are desired and for which provision is made to accumulate and measure the cost of processes, projects, jobs and capitalized projects. \nNegotiation and Approval of Rates \nUnless different arrangements are agreed to by the agencies concerned, the Federal agency with the largest dollar value of awards with an organization will be designated as the cognizant agency for the negotiation and approval of indirect cost rates. Once an agency is assigned cognizance for a particular nonprofit organization, the assignment will not be changed unless there is a major long-term shift in the dollar volume of the Federal awards to the organization. All concerned Federal agencies shall be given the opportunity to participate in the negotiation process, but after a rate has been agreed upon it will be accepted by all Federal agencies. When a Federal agency has reason to believe that special operating factors affecting its awards necessitate special indirect cost rates in accordance with the applicable cost principles, it will, prior to the time the rates are negotiated, notify the cognizant agency. \nA nonprofit organization which has not previously established an indirect cost rate with a Federal agency shall submit its initial indirect cost proposal immediately after the organization is advised that an award will be made and, in no event, later than three months after the effective date of the award. \nOrganizations that have previously established indirect cost rates must submit a new indirect cost proposal to the cognizant agency within six months after the close of each fIScal year. \nA predetermined rate may be negotiated for use on awards where there is reasonable assurance, based on past experience and reliable projection of the organization's costs, that the rate is not likely to exceed a rate based on the organization's actual costs. \nFixed rates may be negotiated where predetermined rates are not considered appropriate. A fIXed rate, however, shall not be negotiated if (i) all or a substantial portion of the organization's awards are expected to expire before the carry-forward adjustment can be made; (ii) the mix of Government and non-government work at the organization is too erratic to permit an equitable carry-forward adjustment; or, (iii) the organization's operations fluctuate significantly from year to year. \nProvisional and final rates shall be negotiated where neither predetermined nor fIXed rates are appropriate. \nThe results of each negotiation shall be formalized in a written agreement between the cognizant agency and the nonprofit organization. The cognizant agency shall distribute copies of the agreement to all concerned Federal agencies. \n146 \n \n If a dispute arises in a negotiation of an indirect cost rate between the cognizant agency and the nonprofit organization, the dispute shall be resolved in accordance with the appeals procedures of the cognizant agency. \nTo the extent that problems are encountered among the Federal agencies in connection with the negotiation and approval process, the Office of Management and Budget will lend assistance as required to resolve such problems in a timely manner. \nSECTION 4 - SELECTED ITEMS OF COST \nThe following subsections provide principles to be applied in establishing the allowability of certain items of cost. These principles apply whether a cost is treated as direct or indirect. Failure to mention a particular item of cost is not intended to imply that it is unallowable; rather determination as to a1lowability in each case should be based on the treatment or principles provided for similar or related items of cost. \nSection 4.1 - Advertising Costs \nAdvertising costs mean the costs of media services and associated costs. Media advertising includes magazines, newspapers, radio and television programs, direct mail, exhibits, and the like. \nThe only advertising costs allowable are those which are solely for (i) the recruitment of personnel when considered in conjunction with all other recruitment costs; (ii) the procurement of goods and services; (iii) the disposal of surplus materials acquired in the performance of the award except when organizations are reimbursed for disposals at a predetermined amount in accordance with Attachment N of OMB Circular A-llO; or, (iv) specific requirements of the award. \nSection 4.2 - Bad Debts \nBad debts, including losses (whether actual or estimated) arising from uncollectible accounts and other claims, related collection costs, and related legal costs, are unallowable. \nSection 4.3 - Bonding Costs \nBonding costs arise when the Federal Government requires assurance against financial loss to itself or others by reason of the act or default of the organization. They arise also in instances where the organization requires similar assurance. Included are such bonds as bid, performance, payment, advance payment, infringement, and fidelity bonds. \nCosts of bonding required pursuant to the terms of the award are allowable. \n147 \n \n Costs of bonding required by the organization in the general conduct of its operations are allowable to the extent that such bonding is in accordance with sound business practice and the rates and premiums are reasonable under the circumstances. \n \nSection 4.4 - Communication Costs \n \nCosts incurred for telephone services, local and long distance telephone calls, telegrams, radiograms, postage and the like, are allowable. \n \nSection 4.5 - Compensation for Personal Services \n \nCompensation for personal services includes all compensation paid currently or accrued by the organization for services of employees rendered during the period of the award (except as otherwise provided in subsequent paragraphs of this subsection). It includes, but is not limited to, salaries, wages, incentive awards, fringe benefits, pension plan costs, allowances for off-site pay, incentive pay, location allowances, hardship pay, and cost of living differentials. \n \nAIJowabi1ity \n \nExcept as otherwise specifically provided in this subsection the costs of such compensation are allowable to the extent that: \n \n(1) Total compensation to individual employees is reasonable for the services rendered and conforms to the established policy of the organization consistently applied to both Government and non-government activities; and, \n \n(2) Charges to awards whether treated as direct or indirect costs are determined and supported as required in this subsection. \n \nReasonobleness \n \nWhen the organization is predominantly engaged in activities other than those sponsored \n \nby the Federal Government, compensation for employees on Federally-sponsored work will \n \nbe considered reasonable to the extent that it is consistent with that paid for similar work \n \nin the organization's other activities. \n \n. \n \nWhen the organization is predominantly engaged in Federally-sponsored activities and in cases where the kind of employees required for the Federally-sponsored activities are not found in the organization's other activities, compensation for employees on Federallysponsored work will be considered reasonable to the extent that it is comparable to that paid for similar work in the labor markets in which the organization competes for the kind of employees involved. \n \n148 \n \n Special Consideration in Detennining AJJowabiIity \nCertain conditions require special consideration and possible limitations in determining costs under Federal awards where amounts or types of compensation appear unreasonable. Among such conditions are the following: \n(1) Compensation to members of nonprofit organizations, trustees, directors, associates, officers, or the immediate families thereof. Determination should be made that such compensation is reasonable for the actual personal services rendered rather than a distribution of earnings in excess of costs. \n(2) Any change in an organization's compensation policy resulting in a substantial increase in the organization's level of compensation, particularly when it was concurrent with an increase in the ratio of Federal awards to other activities of the organization or any change in the treatment of allowability of specific types of compensation due to changes in Federal Government policy. \nUnolJowable Costs \nCosts which are unallowable under other subsections of this Part shall not be allowable under this topic in this subsection solely on the basis that they constitute personal compensation. \nFringe Benefits \nFringe benefits in the form of regular compensation paid to employees during periods of authorized absences from the job, such as vacation leave, sick leave, military leave, and the like, are allowable provided such costs are absorbed by all organization activities in proportion to the relative amount of time or effort actually devoted to each. \nFringe benefits in the form of employer contributions or expenses for social security, employee insurance, workmen's compensation insurance, pension plan costs, and the like, are allowable provided such benefits are granted in accordance with established written organization policies. Such benefits whether treated as indirect costs or as direct costs, shall be distributed to particular awards and other activities in a manner consistent with the pattern of benefits accruing to the individuals or group of employees whose salaries and wages are chargeable to such awards and other activities. \nProvisions for a reserve under a self-insurance program for unemployment compensation or worker's compensation are allowable to the extent that the provisions represent reasonable estimates of the liabilities for such compensation, and the types of coverage, extent of coverage, and rates and premiums would have been allowable had insurance been purchased to cover the risks. However, provisions for self-insured liabilities which do not become payable for more than one year after the provision is made shall not exceed the \n149 \n \n presept value of the liability. \nWhere an organization follows a consistent policy of expensing actual payments to, or on behalf of, employees or former employees for unemployment compensation or worker's compensation, such payments are allowable in the year of payment with the prior approval of the Council provided they are allocated to all activities of the organization. \nCosts of insurance on the lives of trustees, officers, or other employees holding positions of similar responsibility are allowable only to the extent that the insurance represents additional compensation. The costs of such insurance when the organization is named as beneficiary are unallowable. \nPension Pltm Costs \nCosts of the organization's pension plan which are incurred in accordance with the established policies of the organization are allowable, provided: \n(1) Such policies meet the test of reasonableness; \n(2) The methods of cost allocation are not discriminatory; \n(3) The cost assigned to each fiscal year is determined in accordance with generally accepted accounting principles as prescribed in Accounting Principles Board Opinion No.8 issued by the American Institute of Certified Public Accountants; and, \n(4) The costs assigned to a given fiscal year are funded for all plan participants within six months after the end of that year. However, increases to normal and past service pension costs caused by a delay in funding the actuarial liability beyond 30 days after each quarter of the year to which such costs are assignable are unallowable. \nIncentive Compensation \nIncentive compensation to employees based on cost reduction, or efficient performance, suggestion awards, safety awards, and so forth, are allowable to the extent that the overall compensation is determined to be reasonable and such costs are paid or accrued pursuant to an agreement entered into in good faith between the organization and the employees before the services were rendered, or pursuant to an established plan followed by the organization so consistently as to imply, in effect, an agreement to make such payment. \nSupport of Salaries and Wages \nCharges to awards for salaries and wages, whether treated as direct costs or indirect costs, will be based on documented payrolls approved by a responsible official(s) of the organization. The distribution of salaries and wages to awards must be supported by \n150 \n \n personnel activity reports as prescribed in the following paragraph, except when a substitute system has been approved in writing by the Council. \nReports reflecting the distribution of activity of each employee must be maintained for all staff members whose compensation is charged, in whole or in part, directly to the Subgrant. In addition, in order to support the allocation of indirect costs, such reports must also be maintained for other employees whose work involves two or more functions or activities if a distribution of their compensation between such functions or activities is needed in the determination of the organization's indirect cost rate(s) (e.g., an employee engaged part-time in a direct function). Reports maintained by nonprofit organizations to satisfy these requirements must meet the following standards: \n(1) The reports must reflect an after-the-fact determination of the actual activity of each employee. Budget estimates (i.e., estimates determined before the services are performed) do not qualify as support for charges to awards. \n(2) Each report must account for the total activity for which employees are compensated and which is required in fulfillment of their obligations to the organization. \n(3) The reports must be signed by the individual employee, or by a responsible supervisory official having first hand knowledge of the activities performed by the employee, that the distribution of activity represents a reasonable estimate of the actual work performed by the employee during the periods covered by the reports. \n(4) The reports must be prepared at least monthly and must coincide with one or more pay periods. \nSalaries and wages of employees used in meeting cost sharing or matching requirements on Subgrants must be supported in the same manner as salaries and wages claimed for reimbursement from the Federal Government. \nSection 4.6 - Contingency Provisions \nContributions to a contingency reserve or any similar provision made for events the occurrence of which cannot be foretold with certainty as to time, intensity, or with an assurance of their happening, are unallowable. The term \"contingency reserve\" excludes self-insurance reserves; pension funds; and reserves for normal severance pay. \nSection 4.7 - Contributions \nContributions and donations by the organization to others are unallowable. \nSection 4.8 - Donations - Services Received \n151 \n \n Donated or volunteer services may be furnished to an organization by professional and technical personnel, consultants, and other skilled and unskilled labor. The value of these services is not reimbursable either as a direct or indirect cost. \nThe value of donated services utilized in the performance of a direct cost activity shall be considered in the determination of the organization's indirect cost rate(s) and, accordingly, shall be allocated a proportionate share of applicable indirect costs when the following circumstances exist: \n(1) The aggregate value of the services is material; \n(2) The services are supported by a significant amount of the indirect costs incurred by the organization; and, \n(3) The direct cost activity is not pursued primarily for the benefit of the Federal Government. \nIn those instances where there is no basis for determining the fair market value of the services rendered, the Subgrantee and the cognizant agency shall negotiate an appropriate allocation of indirect costs allocated to the services will be considered as a part of the total costs of the project. Such indirect costs may be reimbursed under the award or used to meet cost sharing or matching requirements. \nThe value of the donated services may be used to meet cost sharing or matching requirements under conditions described in Attachment E, OMB Circular No. A-llO. Where donated services are treated as indirect costs, indirect cost rates will separate the value of the donations so that reimbursement will not be made. \nFair market value of donated services shall be computed as follows: \n(1) Rates for volunteer services. Rates for volunteers shall be consistent with those regnlar rates paid for similar work in other activities of the organization. In cases where the kinds of skills involved are not found in the other activities of the organization, the rates used shall be consistent with those paid for similar work in the labor market in which the organization competes for such skills. \n(2) Services donated by other organizations. When an employer donates the services of an employee, these services shall be valued at the employee's regular rate of pay (exclusive of fringe benefits and indirect costs) provided the services are in the same skill for which the employee is normally paid. If the services are not in the same skill for which the employee is normally paid, fair market value shall be computed in accordance with the above paragraph. \nSection 4.9 - Donations - Goods and Space \n152 \n \n Donated goods [Le., expendable personal property/supplies] and donated use of space may be furnished to an organization. The value of the goods and space is not reimbursable either as a direct or indirect cost. \nThe value of the donations may be used to meet cost sharing or matching share requirements under the conditions described in Attachment E, OMB Circular No. A-BO. The value of the donations shall be determined in accordance with Attachment E. Where donations are treated as indirect costs, indirect cost rates will separate the value of the donations so that reimbursement will not be made. \nSection 4.10 - Employee Morale, Health, and Welfare, Costs and Credits \nThe costs of house publications, health or first-aid clinics, and/or infirmaries, recreational activities, employees' counseling services, and other expenses incurred in accordance with the organization's established practice or custom for the improvement of working conditions, employer-employee relations, employee morale, and employee performance are allowable. Such costs will be equitably apportioned to all activities of the organization. Income generated from any of these activities will be credited to the cost thereof unless such income has been irrevocably set over to employee welfare organizations. \nSection 4.11 - Entertainment Costs \nCosts of amusement, diversion, social activities, ceremonials, and costs relating thereto, such as meals, lodging, rentals, transportation, and gratuities are unallowable except as provided under Section 4.10 and Section 4.21. \nSection 4.12 - Equipment and Other Capital Expenditures \nAs used in this subsection, the following terms have the meanings set forth below: \n(1) Equipment means an article of nonexpendable tangible personal property having a useful life of more than two years and an acquisition cost of $5000 or more per unit. An organization may use its own definition provided that it at least includes all nonexpendable tangible personal property as defined herein. \n(2) Acquisition cost means the net invoice unit price of an item of equipment, including the cost of any modifications, attachments, accessories, or auxiliary apparatus necessary to make it usable for the purpose for which it is acquired. Ancillary charges, such as taxes, duty, protective in-transit insurance, freight, and installation shall be included in or excluded from acquisition cost in accordance with the organization's regular written accounting practices. \n(3) Special purpose equipment means equipment which is usable only for research, medical, scientific, or technical activities. Examples of special purpose equipment \n153 \n \n include microscopes, x-ray machines, surgical instruments, and spectrometers. \n(4) General purpose equipment means equipment which is usable for other than research, medical, scientific, or technical activities, whether or not special modifications are needed to make them suitable for a particular purpose. Examples of general purpose equipment include office equipment and furnishings, air conditioning equipment, reproduction and printing equipment, motor vehicles, and automatic data processing equipment. \nCapital expenditures for general purpose equipment are unallowable as a direct cost except with the prior approval of the Council. \nCapital expenditures for special purpose equipment are allowable as a direct cost provided that items with a unit cost of $1000 or more have the prior approval of the Council. \nCapital expenditures for land or buildings are unallowable as a direct cost except with the prior approval of the Council. \nCapital expenditures for improvements to land, buildings, or equipment which materially increase their value or useful life are unallowable as a direct cost except with the prior approval of the Council. \nEquipment and other capital expenditures are unallowable as indirect costs. \nSection 4.13 - Fines and Penalties \nCosts of fines and penalties resulting from violations of, or failure of the organization to comply with Federal, State, and local laws and regulations are unallowable except when incurred as a result of compliance with specific provisions of an award or instructions in writing from the Council. \nSection 4.14 - Insurance and Indemnification \nInsurance includes insurance which the organization is required to carry, or which is approved, under the terms of the Subgrant and any other insurance which the organization maintains in connection with the general conduct of its operations. This paragraph does not apply to insurance which represents fringe benefits for employees. \nCosts of insurance required or approved, and maintained, pursuant to the Subgrant are allowable. \nCosts of insurance maintained by the organization in connection with the general conduct of its operation are allowable subject to the following limitations: \n154 \n \n (1) Types and extent of coverage shall be in accordance with sound business practice and the rates and premiums shall be reasonable under the circumstances. \n(2) Costs allowed for business interruption or other similar insurance shall be limited to exclude coverage of management fees. \n(3) Costs of insurance or of any provisions for a reserve covering the risk of loss or damage to Federal Government property are allowable only to the extent that the organization is liable for such loss or damage. \n(4) Provisions for a reserve under a self-insurance program are allowable to the extent that the types of coverage, extent of coverage, rates, and premiums would have been allowed had insurance been purchased to cover the risks. However, provision for known or reasonably estimated self-insured liabilities, which do not become payable for more than one year after the provision is made shall not exceed the present value of the liability. \n(5) Costs of insurance on the lives of trustees, officers, or other employees holding positions of similar responsibilities are allowable only to the extent that the insurance represents additional compensation. The cost of such insurance when the organization is identified as the beneficiary is unallowable. \nActual losses which could have been covered by permissible insurance (through the purchase of insurance or a self-insurance program) are unallowable unless expressly provided for in the Subgrant agreement, except: \n(1) Costs incurred because of losses not covered under nominal deductible insurance coverage provided in keeping with sound business practice are allowable. \n(2) Minor losses not covered by insurance, such as spoilage, breakage, and disappearance of supplies, which occur in the ordinary course of operations, are allowable. \nIndenmification includes securing the organization against liabilities to third persons and any other loss or damage, not compensated by insurance or otherwise. The Federal Government is obligated to indenmify the organization only to the extent expressly provided in the Subgrant agreement. \nSection 4.15 - Fund Raising and Investment Management Costs \nCosts of organized fund raising, including financial campaigns, endowment drives, solicitation of gifts and bequests, and similar expenses incurred solely to raise capital or obtain contributions are unallowable. \n155 \n \n Fund raising and investment activities shall be allocated an appropriate share of indirect costs. \nSection 4.16 - Labor Relations Costs \nCosts incurred in maintaining satisfactory relations between the organization and its employees, including costs of labor management committees, employee publications, and other related activities are allowable. \nSection 4.17 - Lobbying \nNotwithstanding other provisions of this Part, costs associated with the following activities are unallowable: \n(1) Attempts to influence the outcomes of any Federal, State, or local election, referendum, initiative, or similar procedure, through in kind or cash contributions, endorsements, publicity, or similar activity; \n(2) Establishing, administering, contributing to, or paying the expenses of a political party, campaign, political action committee, or other organization established for the purpose of influencing the outcomes of elections; \n(3) Any attempt to influence: (i) The introduction of Federal or State legislation; or, (ii) the enactment or modification of any pending Federal or State legislation through communication with any member or employee of the Congress or State legislature (including the efforts to influence State or local officials to engage in similar lobbying activity), or with any government official or employee in connection with a decision to sign or veto enrolled legislation; \n(4) Any attempt to influence: (i) The introduction of Federal or State legislation; or, (ii) the enactment or modification of any pending Federal or State legislation by preparing, distributing or using publicity or propaganda, or by urging members of the general public or any segment thereof to contribute to or participate in any mass demonstration, march, rally, fundraising drive, lobbying campaign or letter writing or telephone campaign; or, \n(5) Legislative liaison activities, including attendance at legislative sessions or committee hearings, gathering information regarding legislation, and analyzing the effects of legislation, when such activities are carried on in support of or in knowing preparation for an effort to engage in unallowable lobbying. \nThe following activities are excepted from the coverage of the above paragraphs: \n(1) Providing a technical and factual presentation of information on a topic directly \n156 \n \n related to the performance of a grant, contract or other agreements through hearing testimony, statements or letters to the Congress or a State legislature, or subdivision, member, or cognizant staff member thereof, in response to a documented request (including a Congressional Record notice requesting testimony or statements for the record at a regularly scheduled hearing) made by the recipient member, legislative body or subdivision, or a cognizant staff member thereof; provided such information is readily obtainable and can be readily put in deliverable form; and further provided that costs under this subsection for travel, lodging or meals are unallowable unless incurred to offer testimony at a regularly scheduled Congressional hearing pursuant to a written request for such presentation made by the Chairman or Ranking Minority Member of the Committee or Subcommittee conducting such hearing. \n(2) Any lobbying made unallowable by paragraph (3) above to influence State legislation in order to directly reduce the cost, or to avoid material impairment of the organization's authority to perform the grant, contract, or other agreement. \n(3) Any activity specifically authorized by statute to be undertaken with funds from the grant, contract, or other agreement. \nSection 4.18 - Losses on Other Awards \nAny excess of costs over income on any award is unallowable as a cost of any other award. This includes, but is not limited to, the organization's contributed portion by reason of cost sharing agreements or any underrecoveries through negotiation of lump sums for, or ceilings on, indirect costs. \nSection 4.19 - Maintenance and Repair Costs \nCosts incurred for necessary maintenance, repair, or upkeep of buildings and equipment (including Government property unless otherwise provided for) which neither add to the permanent value of the property nor appreciably prolong its intended life, but keep it in an efficient operating condition, are allowable. Costs incurred for improvements which add to the permanent value of the buildings and equipment or appreciably prolong their intended life shall be treated as capital expenditures (see Section 4.12). \nSection 4.20 - Materials and Supplies \nThe costs of materials and supplies necessary to carry out an award are allowable. Such costs should be charged at their actual prices after deducting all cash discounts, trade discounts, rebates, and allowances received by the organization. Withdrawals from general stores or stockrooms should be charged at cost under any recognized method of pricing consistently applied. Incoming transportation charges may be a proper part of material cost. Materials and supplies charged as a direct cost should include only the materials and \n157 \n \n supplies actually used for the performance of the Subgrant, and due credit should be given for any excess materials or supplies retained, or returned to vendors. \nSection 4.21 - Memberships, Subscriptions, and Professional Activity Costs \nCosts of the organization's membership in civic, business, technical and professional organizations are allowable. \nCosts of the organization's subscriptions to civic, business, professional, and technical periodicals are allowable. \nSection 4.22 - Organization Costs \nExpenditures, such as incorporation fees, brokers' fees, fees to promoters, organizers or management consultants, attorneys, accountants, or investment counselors, whether or not employees of the organization, in connection with establishment or reorganization of an organization, are unallowable except with prior approval of the Council. \nSection 4.23 - Overtime, Extra-Pay Shift, and Multishift Premiums \nPremiums for overtime, extra-pay shifts, and multishift work are allowable only with the prior approval of the Council except: \n(1) When necessary to cope with emergencies, such as those resulting from accidents, natural disasters, breakdowns of equipment, or occasional operational bottlenecks of a sporadic nature. \n(2) When lower overall cost to the Federal Government will result. \nSection 4.24 - Preaward Costs \nPreaward costs are those incurred prior to the effective date of the award directly pursuant to the negotiation and in anticipation of the award where such costs are necessary to comply with the proposed delivery schedule or period of performance. Such costs are allowable only to the extent that they would have been allowable if incurred after the date of the Subgrant and only with the written approval of the Council. \nSection 4.25 - Professional Service Costs \nCosts of professional and consultant services rendered by persons who are members of a particular profession or possess a special skill, and who are not officers or employees of the organization, are allowable, subject to the following paragraphs of this subsection when reasonable in relation to the services rendered and when not contingent upon recovery of the costs from the Federal Government. \n158 \n \n In determining the allowability ,of costs in a particular case, no single factor or any special combination of factors is necessarily determinative. However, the following factors are relevant: \n(1) The nature and scope of the service rendered in relation to the service required. \n(2) The necessity of contracting for the service, considering the organization's capability in the particular area. \n(3) The past pattern of such costs, particularly in the years prior to Federal awards. \n(4) The impact of Federal awards on the organization's business (Le., what new problems have arisen). \n(5) Whether the proportion of Federally-sponsored work to the organization's total business is such as to influence the organization in favor of incurring the cost, particularly where the services rendered are not of a continuing nature and have little relationship to work under Federal Government grants and contracts. \n(6) Whether the service can be performed more economically by direct employment rather than contracting. \n(7) The qualifications of the individual or concern rendering the service and the customary fees charged, especially on non-Federal awards. \n(8) Adequacy of the contractual agreement for the service (e.g., description of the service, estimate of time required, rate of compensation, and termination provisions). \nIn addition to the factors in the preceding paragraphs above, retainer fees to be allowable must be supported by evidence of bona fide services available or rendered. \nCosts of legal, accounting, and consulting services, and related costs incurred in connection with defense of antitrust suits, and the prosecution of claims against the Federal Government, are unallowable. Costs of legal, accounting and consulting services, and related costs, incurred in connection with patent infringement litigation, organization and reorganization, are unallowable unless otherwise provided for in the Subgrant agreement. \nSection 4.26 - Public Information Service Costs \nPublic information service costs include the cost associated with pamphlets, news releases, and other forms of information services. Such costs are normally incurred to: \n(1) Inform or instruct individuals, groups, or the general public. \n159 \n \n (2) Interest individuals or groups in participating in a service program of the organization. \n(3) Disseminate the results of sponsored and nonsponsored activities. \nPublic information service costs are allowable as direct costs with the prior approval of the Council. Such costs are unallowable as indirect costs. \nSection 4.27 - Publication and Printing Costs \nPublication costs include the costs of printing (including the processes of composition, platemaking, press work, binding, and the end products produced by such processes), distribution, promotion, mailing, and general handling. \nIf these costs are not identifiable with a particular cost objective, they should be allocated as indirect costs to all benefiting activities of the organization. \nPublication and printing costs are unallowable as direct costs except with the prior approval of the Council. \nSection 4.28 - Rearrangement and Alteration Costs \nCosts incurred for ordinary or normal rearrangement and alteration of facilities are allowable. Special arrangement and alteration costs incurred specifically for the project are allowable with the prior approval of the Council. \nSection 4.29 - Reconversion Costs \nCosts incurred in the restoration or rehabilitation of the organization's facilities to approximately the same condition existing immediately prior to commencement of Government awards, fair wear and tear excepted, are allowable. \nSection 4.30 - Rental Costs \nSubject to the limitations described in the following paragraphs of this subsection, rental costs are allowable to the extent that the rates are reasonable in light of such factors as: rental costs of comparable property, if any; market conditions in the area; alternatives available; and, the type, life expectancy, condition, and value of the property leased. \nRental costs under sale and leaseback arrangements are allowable only up to the amount that would be allowed had the organization continued to own the property. \nRental costs under less-than-arms-Iength leases are allowable only up to the amount that would be allowed had title to the property vested in the organization. For this purpose, a \n160 \n \n less-than-arms-Iength lease is one under which one party to the lease agreement is able to control or substantially influence the actions of the other. Such leases include, but are not limited to those between (i) divisions of an organization; (ii) organizations under common control through common officers, directors, or members; and, (iii) an organization and a director, trustee, officer, or key employee of the organization or his immediate family either directly or through corporations, trusts, or similar arrangements in which they hold a controlling interest. \nRental costs under leases which are required to be treated as capital leases under Generally Accepted Accounting Principles (GAAP), are allowable only up to the amount that would be allowed had the organization purchased the property on the date the lease agreement was executed [i.e., to the amount that minimally would pay for depreciation or use allowances, maintenance, taxes, and insurance]. Interest costs related to capitalized leases are allowable to the extent they meet the criteria in OMB Circular A-122, Cost Principles for Nonprofit Organizations. Unallowable costs include amounts paid for profit, management fees, and taxes that would not have been incurred had the organization purchased the facility. \nSection 4.31 - Royalties and Other Costs for Use of Patents and Copyrights \nRoyalties on a patent or copyright or amortization of the cost of acquiring by purchase a copyright, patent, or rights thereto, necessary for the proper performance of the Subgrant are allowable unless: \n(1) The Federal Government has a license or the right to free use of the patent or copyright. \n(2) The patent or copyright has been adjudicated to be invalid, or has been administratively determined to be invalid. \n(3) The patent or copyright is considered to be unenforceable. \n(4) The patent or copyright is expired. \nSpecial care should be exercised in determining reasonableness where the royalties may have been arrived at as a result of less than arm's length bargaining; e.g.: \n(1) Royalties paid to persons, including corporations, affiliated with the organization. \n(2) Royalties paid to unaffiliated parties, including corporations, under an agreement entered into in contemplation that a Federal award would be made. \n(3) Royalties paid under an agreement entered into after an award is made to an organization. \n161 \n \n In any case involving a patent or copyright formerly owned by the organization, the amount of royalty allowed should not exceed the cost which would have been allowed had the organization retained title thereto. \nSection 4.32 - Severance Pay \nSeverance pay, also commonly referred to as dismissal wages, is a payment in addition to regular salaries and wages, by organizations to workers whose employment is being terminated. Costs of severance pay are allowable only to the extent that in each case, it is required by (i) law, (ii) employer-employee agreement, (iii) established policy that constitutes, in effect, an implied agreement on the organization's part, or, (iv) circumstances of the particular employment. \nCosts of severance payments are divided into two categories as follows: \n(1) Actual normal turnover severance payments shall be allocated to all activities; or, where the organization provides for a reserve for normal severances such method will be acceptable if the charge to current operations is reasonable in light of payments actually made for normal severances over a representative past period, and if amounts charged are allocated to all activities of the organization. \n(2) Abnormal or mass severance pay is of such a conjectural nature that measurement of costs by means of an accrual will not achieve equity to both parties. Thus, accruals for this purpose are not allowable. However, the Federal Government recognizes its obligation to participate to the extent of its fair share, in any specific payment. Thus, allowability will be considered on a case-by-case basis in the event of occurrence. \nSection 4.33 - Taxes \nIn general, taxes which the organization is required to pay and which are paid or accrued in accordance with generally accepted accounting principles, and payments made to local governments in lieu of taxes which are commensurate with the local government services received are allowable, except for (i) taxes from which exemptions are available to the organization directly or which are available to the organization based on an exemption afforded the Federal Government and in the latter case when the Council makes available the necessary exemption certificates, (ii) special assessments on land which represent capital improvements, and, (iii) Federal income taxes. \nAny refund of taxes, and any payment to the organization of interest thereon, which were allowed as award costs, will be credited either as a cost reduction or cash refund, as appropriate, to the Federal Government. \nSection 4.34 - Transportation Costs \n162 \n \n Transportation costs include freight, express, cartage, and postage charges relating either to goods purchased, in process, or delivered. These costs are allowable. When such costs can readily be identified with the items involved, they may be directly charged as transportation costs or added to the cost of such items. Where identification with the materials received cannot readily be made, transportation costs may be charged to the appropriate indirect cost accounts if the organization follows a consistent, equitable procedure in this respect. Section 4.35 - Travel Costs Travel costs are the expenses for transportation, lodging, subsistence, and related items incurred by employees who are in travel status on official business of the organization. Travel costs are allowable, when they are directly attributable to specific work under the Subgrant agreement. Such costs may be charged on an actual basis, on a per diem or mileage basis in lieu of actual costs incurred, or on a combination of the two, provided the method used results in charges consistent with those normally allowed by the organization in its regular operations. \n163 \n \n PART VIII BUDGETING \n\u0026 REIMBURSEMENTS \n \n SECTION 1 - BUDGETING \n \n164 \n \nSection 1.1 - The Appropriation or Allocation Process \n \n164 \n \nSection 1.2 - Computing the Subgrant Budget \n \n165 \n \nSection 1.3 - Budget Revision Procedures \n \n166 \n \nSection 1.4 - Matching \n \n166 \n \nSection 1.5 - Deobligating Funds From the Subgrant Budget \n \n167 \n \nSECTION 2 - PREPARING THE REIMBURSEMENT \n \n168 \n \nSection 2.1 - Personnel \n \n168 \n \nSection 2.2 - Equipment \n \n170 \n \nSection 2.3 - Supplies \n \n170 \n \nSection 2.4 - Travel \n \n171 \n \nSection 2.5 - Printing \n \n172 \n \nSection 2.6 - Other \n \n173 \n \nSection 2.7 - Professional Counselors, Social Workers, and Marriage \n \nand Family Therapists \n \n174 \n \nSection 2.8 - Psychologists \n \n176 \n \n SECTION 1 - BUDGETING \nThe Subgrantee should integrate the Subgrant into their total resource allocation process. Subgrantees should determine the amount of resources that will be available to them during a given fiscal period and decide where those resources will be applied in the overall project. \nSeveral factors may make this process difficult in some governmental units and nonprofit organizations. For example, the availability of Federal grant funds has traditionally been difficult to predict, notwithstanding whether the grants are formula allocations or subject to the discretion of Federal agency officials. For formula grant programs, the difficulty arises when Congressional appropriations are delayed and Grantees/Subgrantees are not aware of what the tentative allocations will be. For discretionary programs, this problem is further compounded because grant funding is not assured unless the Federal agency has committed to a multi-year project. \nA second problem affecting grant budgeting is that appropriation periods for Grantees/Subgrantees and Federal agencies do not always coincide. The Federal fiscal year, which runs October 1 to September 30, was established by the Budget Control and Impoundment Act of 1974. State and local governments, and nonprofit organizations, however, have established fiscal years which often do mit coincide with the Federal fiscal year. As a result, grant allocations are not always made at a time advantageous to Grantees/Subgrantees. For instance, some grant programs make awards throughout the year, and the Grantee/Subgrantee may not know which funds will be available at the time the overall budget is established. Consequently, the grant program year for a particular award may not coincide with the Grantee's/Subgrantee's fiscal year, and grant funds may be spent in more than one of the Grantee's/Subgrantee's fiscal years. Therefore, it is important for the prospective Grantee/Subgrantee to identify areas where Federal funds will be sought (and the amounts likely to be sought) so that it can prepare to receive the funds properly and meet appropriate matching contributions, if required. \nSection 1.1 - The Appropriation or Allocation Process \nThe Council recommends that Subgrant funds be allocated to the specific department (for local governments) or cost objective (for nonprofit organizations) that will be responsible for carrying out the project. In this way, the mix of Federal and non-Federal funds remain clear within the Subgrantee's organization. The Council also recommends that Subgrant funds within a department or cost objective have clear identity to assure a proper audit trail. \nMany Subgrantee organizations are legally bound by their own laws and procedures to use a certain appropriation or allocation process for receipt of Subgrant funds. Absent any other guidance, Subgrantees should appropriate Federal funds in the same way that revenues from their own sources are appropriated. This is particularly important for local governments that operate under strict State laws for appropriating public funds. \n164 \n \n Section 1.2 - Computing the Subgrant Budget \nSubgrantees often find it difficult to compute their budgets. However, this aspect of Subgrant preparation should be no more difficult than any other. The following guidance should aid many Subgrantees: \n(1) Subgrantees should try to ensure that the Subgrant budget is as complete as possible--that is, all items necessary for the project are included. The Council is familiar with techniques used to over-and-under budget, and utilization of these techniques can result in denial of funding. The best approach to Subgrant budgeting is to present fairly and accurately the best estimate of what it will cost to complete the project. To ensure that funds are requested for all necessary expenditures, Subgrantees should review allowable costs under the applicable cost principles. In addition, Subgrantees should establish a theoretical \"threshhold\" to determine whether unacceptable cuts are being made in a Subgrant budget. \n(2) Subgrantees should use the forms provided in the award package for including appropriate line items within the Subgrant budget. Subgrantees should complete all requested line items. \nSubgrantees should be aware of the Council's concerns with regard to budgeting. As noted, the Council is alert to loose budgeting techniques. The Subgrantee may find it helpful to discuss with the Council characteristics that distinguish an approvable Subgrant budget. \nThe Council will pay close attention to the reasonableness of Subgrant budgets, both to the amount and necessity of the items included. The Council will perform a cost analysis to assure that reasonable budget levels and large cost items are scrutinized. Subgrant budgets are like Federal tax returns in that the Council may have \"threshholds\" which \"trip\" appropriate examinations. Budget categories most frequently subject to accounting abuse also will be closely scrutinized. As an example, a Subgrant budget that is particularly high in contractual services or travel costs may be subject to such review. \nBudgeted line item figures should be estimated based on the best information available. Reliance on rounded figures may cause difficulty. This is particularly true of categories such as \"supplies\" or \"miscellaneous.\" Rounded figures in these categories may subject the Subgrant budget to question, particularly if other line items appear to have been calculated more precisely. \nThe Council will review the ratio of direct to indirect costs in the Subgrant budget, if applicable. High indirect costs or direct charging of items normally considered indirect costs likely will be noted by the Council, since we want to assure that project funds are directed to \"program\" activities (as opposed to administrative expenses). Subgrantees should not hesitate, however, to apply their indirect cost rates and attempt to obtain all allowable indirect costs. \n165 \n \n Salaries/Wages and fringe benefits also receive considerable scrutiny. The Council is concerned with the number of employees assigned to a project, the types of employees (by job classification), the percentage of time allocated by each employee and the reasonableness of each employee's total compensation. Extremely high or low allocations of time or dollars will be closely reviewed. \nAnother budget criterion that the Council will consider is the benefit of a particular budget line item to the overall purpose of the Subgrant. The Council will question whether certain costs are related to the methodology proposed in achieving the goals and objectives of the project. If a proposed cost appears inaccurate or questionable, it may be best to document the need for the cost in the budget and/or project narrative. \nSection 1.3 - Budget Revision Procedures \nWhile an approved budget is the agreed-upon financial plan for the Subgrant project, both the Council and the Subgrantee recognize that circumstances may require expenditures that vary from Subgrant line item estimates. If the Subgrantee determines that a budget revision is needed, then a written request must be submitted to the Council. In this request the Subgrantee will need to explain the following: \n(1) the budget categories involved in the revision; \n(2) the amounts to be revised; \n(3) the reason for the budget revision; and, \n(4) any other pertinent information needed to reasonably explain the request. \nThe Subgrantee should be aware that the budget is important for a variety of reasons. While they obviously serve as a \"cap\" on project expenditures, they also are a tool for monitoring and evaluating progress and results. Further, budgets are used to develop cost measures and comparisons that can be used as evaluation criteria. \nSection 1.4 - Matching \n\"Matching\" requirements are prescribed by Congress in the grant program's authorizing legislation and are established as a limit on the amount of Federal fmancial participation in a project. For the Victims of Crime Act (VOCA) Victim Assistance Grant Program, Federal participation is limited to 80 percent (existing projects) and 65 percent (new projects) of the allowable costs in the approved budget. The Subgrantee must contribute at least 20 percent (existing projects) or 35 percent (new projects) of the total allowable costs. \nThe match is computed as follows: \n166 \n \n Amount of Federal Award Divided by Federal share \nEquals the \"total\" project cost = \nTimes the matching rate of \n \n$ 75.000 .80 \n$ 93,750 .20 \n \nEquals the required match \n \n$ 18,750 ===== \n \nSubgrantees are permitted to exceed the matching requirements or \"overmatch\" under this grant program. To do so is to make more of a financial commitment to the project than is required. On the other hand, if a Subgrantee does not contribute a sufficient match, Federal support will be reduced proportionately to maintain the required matching ratio. For example, under an 80 percent/20 percent matching agreement with a $100,000 approved project, if the Subgrantee provides only $15,000 (as opposed to the required 20 percent or $20,000), the Federal share would be reduced to $60,000 to maintain the required 80/20 ratio. \n \nIF THE SUBGRANTEE SPECIFIES IN THEIR APPROVED BUDGET AND RELATED NARRATIVE THAT THEY INTEND ON \"OVERMATCHING,\" THEN THE SUBGRANTEE WILL BE HELD ACCOUNTABLE FOR PROVIDING THIS ADDmONAL FINANCIAL COMMITMENT TO THE PROJECT. \n \nSection 1.5 - Deobligating Funds From the Subgrant Budget \n \nIf the Subgrantee has not expended at least 50 percent of the Federal funds allocated to the project by April 1, 1996 (the halfway point of the grant cycle), and cannot provide the Council with a compelling reason for this failure to expend Subgrant funds, then the Council will deobligate the appropriate amount of Federal funds to bring the project up to a 50 percent expenditure level. After this first deobligation, the Council will continue to monitor each project closely to ensure that all Federal funds are expended in a timely and appropriate manner. If a Subgrantee foresees a problem expending 50 percent of the Federal funds allocated for its project by April 1, 1996, then the Subgrantee should notify the Council as soon as possible. This will enable the Council to reach a viable solution that benefits both parties involved. \n \nPLEASE BE ADVISED THAT ALL FUNDS SUBGRANTED UNDER THIS GRANT PROGRAM MUST BE EXPENDED OR ENCUMBERED BY SEPTEMBER 30, 1996. ALL FUNDS NOT EXPENDED OR ENCUMBERED BY THIS DATE MUST BE RETURNED TO THE UNITED STATES TREASURY. THE COUNCIL'S GOAL FOR THIS UPCOMING GRANT YEAR IS TO EXPEND ALL GRANT FUNDS IN A TIMELY MANNER, AND THIS IS THE PRIMARY REASON FOR INVOKING THE ACTION(S) REFERENCED IN THE ABOVE SUBSECTION. \n \n167 \n \n SECTION 2 - PREPARING THE REIMBURSEMENT \nA cover sheet for each budget category funded under the Subgrant must be included with each reimbursement. This line item cover sheet must detail the description [i.e., purpose or intended use] of each expenditure in that budget category for that particular reimbursement. The Subgrantee must include the corresponding amount(s) for each ofthe description(s) listed in that budget category. The supporting documentation applicable to that budget category \nshould complement the cover sheet. For example, if an invoice submitted for the purchase of \nsupplies contains five expenditures, then the cover sheet should contain a description for EACH expenditure. DO NOT SIMPLY STATE \"SUPPLIES.\" WE NEED TO KNOW WHAT THE PURPOSE OR INTENDED USE IS FOR EACH EXPENDITURE. \nPLEASE BE ADVISED THAT THE MATCHING [I.E., CASH AND/OR IN-KIND] PORTION (AS DESIGNATED BY THE APPROVED REVISED VOCA SUBGRANT BUDGET) OF THIS SUBGRANT WILL BE ACCORDED THE SAME TREATMENT AS THE FEDERAL PORTION. THE SUBGRANTEE MUST SUBMIT ADEQUATE AND APPROPRIATE DOCUMENTATION BEFORE ANY MATCHING CREDIT CAN BE APPLIED TO THE SUBGRANT. \nSection 2.1 - Personnel \nExpenditures under this budget category include but are not limited to the following: \n(1) Salaries or wages; \n(2) Employer's share of fringe benefits, for example: \na) FICA (7.65 percent) [Le., Social Security (6.2 percent) and Medicare (1.45 percent)]; \nb) Retirement or pension costs; \nc) Insurance [Le., health, life, and so forth]; \nd) Unemployment insurance; \ne) Workers compensation; and/or, \nf) Leave under an approved plan. \nAcceptable Documentation \nBefore the first reimbursement can be processed, the Subgrantee must submit the following: \n168 \n \n (1) A written job description for each Federal or non-Federal [Le., cash match and/or in-kind] position funded under the Subgrant. If the same job description covers several positions, then only one job description should be submitted. \n(2) A \"Personnel Package\" for each Federal or non-Federal position funded under the Subgrant, which includes the following: \na) A Personnel Action Form or Salary Authorization Statement that details the employee's annual, monthly, or hourly rate of pay. If the employee is compensated on a Step/Grade pay scale, then a copy of the pay scale should also be submitted. For local governments, the Personnel and/or Payroll Department should be able to assist you in fulfilling this requirement. For nonprofit organizations, a statement from the Director will suffice for all regular staff positions, and a signed statement from the Board will suffice for the Director's position. \nb) Information regarding the fringe benefit plan(s) and the method(s) used to compute the employer's share of fringe benefits. Preferably, a copy of established written policies concerning employer paid fringe benefits. \nTHIS INFORMATION MUST BE SUBMITTED AT THE BEGINNING OF THE GRANT PERIOD, AND SUBSEQUENTLY THEREAFTER DEPENDING UPON REVISIONS OR Ul'GRADES TO THE STATUS OF PERSONNEL FUNDED UNDER THE SUBGRANT. \nThe following documentation must be submitted with each reimbursement requesting Federal funds or matching [Le., cash and/or in-kind] credit under the \"Personnel\" budget category. \n(1) A Monthly Time and/or Attendance Report (See Attachment 2) for each employee funded (Federal or non-Federal) under the Subgrant. This Monthly Time and/or Attendance Report must be signed and dated by the employee and his/her immediate supervisor or authorizing official. \n(2) A copy of the payroll journal, payroll register, payroll history report, and so forth, documenting the salary and withholdings processed for that particular pay period. Subgrantees not utilizing an automated accounting system, must submit a copy of their manual payroll journal or similar document displaying the salary and withholdings processed for that particular pay period. \nFor this grant cycle [i.e., 10/01195 through 09/30/96], Subgrantees are not required to submit copies of cancelled checks with the Requests for Reimbursements. \nSection 2.2 - Equipment \n169 \n \n All requests for reimbursement under this budget category will have to meet the definition as defined in the applicable cost principles (Part VI for State and Local Governments and Part VII for Nonprofit Organizations), in order to be considered for payment with Federal funds or credited with applicable match [i.e., cash and/or in-kind]. \nALL PURCHASES OF EQUIPMENT HAVE TO BE PRE-APPROVED BY THE COUNCIL. THESUBGRANTEE MUST SUBMIT A WRITTEN REQUEST DISCWSING THE NEED FOR THE EQUIPMENT, THE APPROXIMATE DOLLAR AMOUNT, AND ANY OTHER PERTINENT INFORMATION THE COUNCIL WILL NEED TO REACH A DECISION REGARDING THE REQUEST. \nPlease be advised that all purchases of Automatic Data Processing (ADP) equipment have to be pre-approved, REGARDLESS OF THE DOLLAR AMOUNT. When determining the total cost of a computer, the Subgrantee should consider the hard drive, keyboard, and monitor as one unit. The cost of a printer can also be included, depending upon the discretion of the Subgrantee. If the Subgrantee is granted approval to purchase ADP equipment, then an ADP Equipment Procurement Review Form (See Attachment 3) must be completed and submitted to the Council before the purchase can be made. The Council will review the form and notify the Subgrantee in writing of its decision regarding the purchase of the proposed ADP equipment. \nAcceptablJ! Documentation \nThe following documentation must be submitted for expenses incurred under this budget category: \n(1) Purchase Requisition, if applicable; \n(2) Purchase Order, if applicable; \n(3) Receiving Report and/or Packing Slip, if applicable; and, \n(4) A copy of the Invoice. Please be advised that the Council cannot reimburse a Subgrantee for a purchase under this budget category without a copy of an invoice. \nFor this grant cycle [i.e., 10/01/95 through 09/30/96], Subgrantees are not required to submit copies of cancelled checks with the Requests for Reimbursements. \nSection 2.3 - Supplies \nAll Requests for Reimbursement under this budget category will have to meet the definition as defined in the applicable cost principles (Part VI for State and Local Governments and Part VII for Nonprofit Organizations), in order to be considered for payment with Federal funds or credited with applicable match [i.e., cash and/or in-kind]. \n170 \n \n Please be advised that all purchases of Automatic Data Processing (ADP) equipment have to be pre-approved, REGARDLESS OF THE DOLLAR AMOUNT. When detennining the total cost of a computer, the Subgrantee should consider the hard drive, keyboard, and monitor as one unit. The cost of a printer can also be included, depending upon the discretion of the \nSubgrantee. If the Subgrantee is granted approval to purchase ADP equipment, then an ADP \nEquipment Procurement Review Fonn (See Attachment 3) must be completed and submitted to the Council before the purchase can be made. The Council will review the fonn and notify the Subgrantee in writing of its decision regarding the purchase of the proposed ADP equipment. \nAcceptable DocumentoJion \nThe following documentation must be submitted for expenses incurred under this budget category: \n(1) Purchase Requisition, if applicable; \n(2) Purchase Order, if applicable; \n(3) Receiving Report and/or Packing Slip, if applicable; and, \n(4) A copy of the Invoice. Please be advised that the Council cannot reimburse a Subgrantee for a purchase under this budget category without a copy of an invoice. \nFor this grant cycle [i.e., 10/01195 through 09/30/96], Subgrantees are not required to submit copies of cancelled checks with the Requests for Reimbursements. \nSection 2.4 - Travel \nPlease be advised that all out-of-state travel must be pre-approved by the Council. A written request must be submitted disclosing the purpose ofthe travel and its relevance to the project's goals and objectives. \nExpenditures under this budget category include but are not limited to the following: \n(1) Registration fees for training-related conferences; \n(2) Commercial airfare; \n(3) Lodging; \n(4) Subsistence (per diem or actual); \n(5) Mileage; and, \n171 \n \n (6) Miscellaneous fees [Le., parking, tolls, and so forth]. Expenses incurred under items (4) and/or (5) will be treated in a manner which is consistent with the established guidelines for the local government or nonprofit organization. Acceptable Documenilltion The following documentation must be submitted for expenses incurred under this budget category: (1) A copy of the registration form for training-related conferences; (2) A travel statement signed and dated by the employee and the authorizing official; (3) Lodging - copies of hotel/motel bills, please be advised that a credit card statement \nis not an acceptable form of supporting documentation; (4) Subsistence - copies of receipts if claimed on an actual cost basis; (5) Mileage - miles traveled times the applicable rate; and, (6) Miscellaneous - reasonably explained or supported on the travel statement. For this grant cycle [i.e., 10/01/95 through 09/30/96], Subgrantees are not required to submit copies of cancelled checks with the Requests for Reimbursements. Section 2.5 - Printing Expenditures under this budget category include but are not limited to the following: (1) Stationary; (2) Business cards; and, (3) Booklets, pamphlets, forms and any publications associated with the project. \nAcceptable Documenilltion The following documentation must be submitted for expenses incurred under this budget category: (1) Purchase Requisition, if applicable; (2) Purchase Order, if applicable; \n172 \n \n (3) Receiving Report and/or Packing Slip, if applicable; and, (4) A copy of the Invoice. Please be advised that the Council cannot reimburse a \nSubgrantee for a purchase under this budget category without a copy of an invoice. (5) A copy of the document(s) printed and/or published using Subgrant funds. For this grant cycle [i.e., 10/01195 through 09/30/96J, Subgrantees are not required to submit copies of cancelled checks with the Requests for Reimbursements. Section 2.6 - Other Expenditures under this budget category include but are not limited to the following: (1) Repairs and/or maintenance; (2) Rent and/or lease payments; (3) Janitorial services; (4) Utilities; (5) Telecommunications; (6) Audit services; (7) Memberships, subscriptions, and so forth; (8) Contractual services provided by Professional Counselors, Social Workers, and \nMarriage and Family Therapists (See Section 2.7); (9) Contractual services provided by Psychologists (See Section 2.8); and, (10) Any other general operating expenses associated with the project. \nAcceptoble Documentlltion \nThe following documentation will be considered acceptable for expenses incurred under this budget category: (1) Purchase Order, if applicable; (2) A copy of the contract, if applicable; and, \n173 \n \n (3) A copy of the Invoice. Please be advised that the Council cannot reimburse a Subgrantee for a purchase under this budget category without a copy of an invoice. \nPLEASE BE ADVISED THAT THE COUNCn. REQUIRES A COPY OF ALL CONTRACTS RELATED TO THE SUBGRANT, REGARDLESS OF WHETHER THE FUNDING SOURCE IS FEDERAL OR NON-FEDERAL. THE CONTRACT SHOULD, AT A MINIMUM, SPECIFY THE DOLLAR AMOUNT AND THE COMPONENTS THEREOF, AND THE SERVICES TO BE PROVIDED. THE SUBGRANTEE CAN SUBMIT A COPY OF THE CONTRACT(S) WITH THE FIRST APPLICABLE REQUEST FOR REIMBURSEMENT, AND THEREAFTER A COPY OF THE INVOICE AND/OR BaLING STATEMENT WILL SUFFICE AS ACCEPTABLE DOCUMENTATION. \nFor this grant cycle [i.e., 10/01/95 through 09/30/96J, Subgrantees are not required to submit copies of cancelled checks with the Requests for Reimbursements. \nSection 2.7 - Professional Counselors, Social Workers, and Marriage and Family Therapists \nExcept as provided for under Georgia State law, a person who is not licensed under Georgia State law shall not practice professional counseling, social work, or marriage and family therapy, nor advertise the performance of such practice, nor use the title \"professional counselor,\" \"social worker,\" or \"marriage and family therapist,\" nor use any words, letters, titles, or figures indicating or implying that the person is a professional counselor, social worker, or marriage and family therapist or is licensed under Georgia State law. \nAs used in the above paragraph, the term: \n(1) Advertise means, but is not limited to, the issuing of or causing to be distributed any card, sigu, or other device or the causing or permitting any sign or marking on or in any building or structure, or in any newspaper, magazine, or directory, or on radio or television. \n(2) Counseling means those techniques used to help persons learn how to solve problems and make decisions related to personal growth, vocation, family, social, and other interpersonal concerns. \n(3) Marriage and family therapy means that specialty which evaluates and treats emotional and mental problems and conditions, whether cognitive, affective, or behaviorial, resolves intrapersonal and interpersonal conflicts, and changes perception, attitudes, and behavior; all within the context of marital and family systems. Marriage and family therapy includes, without being limited to, individual, group, couple, sexual, family, and divorce therapy. Marriage and family therapy involves an applied understanding of the dynamics of marital and family systems, inclUding individual psychodynamics, the use of assessment instruments that evaluate \n174 \n \n marital and family functioning, and the use of psychotherapy and counseling. \n(4) Professional counseling means that specialty which utilizes counseling techniques based on principles, methods, and procedures of counseling that assist people in identifying and resolving personal, social, vocational, intrapersonal and interpersonal concerns; utilizes counseling and psychotherapy to evaluate and treat emotional and mental problems and conditions, whether cognitive, behavioral, or affective; administers and interprets educational and vocational assessment instruments and other tests which the professional counselor is qualified to employ by virtue of education, training, and experience; utilizes information and community resources for personal, social, or vocational development; utilizes individual and group techniques for facilitating problem solving, decision making, and behavior change; utilizes functional assessment and vocational planning and guidance for persons requesting assistance in adjustment to a disability or handicapping condition: utilizes referral for persons who request counseling services; and utilizes and interprets counseling research. \n(5) Social work means that specialty which helps individuals, marriages, families, couples, groups, or communities to enhance or restore their capacity for functioning: by assisting in the obtaining or improving of tangible social and health services; by providing psychosocial evaluations, in-depth analyses and determinations of the nature and status of emotional, cognitive, mental, behavioral, and interpersonal problems or conditions; and by counseling and psychotherapeutic techniques, casework, social work advocacy, psychotherapy, and treatment in a variety of settings which include but are not limited to mental and physical health facilities, child and family service agencies, or private practice. \nIf any of the \"Personnel\" funded under the Subgrant, regardless of funding source (Federal or non-Federal), are providing any of the services as defined above, then that person MUST be licensed under Georgia State law. If the Subgrantee deems it is exempt from this requirement, then it is the Subgrantee's responsibility to inform the Council as to why this exemption is applicable. \nEven if the Council confirms that the Subgrantee is exempt from the requirements under this subsection, the Subgrantee is still responsible for providing the Council with a listing of the service provider's resume and/or listing of qualifications. Attached to or included with this resume and/or listing of qualifications must be at least three (3) verifiable references. \nFor all State licensed \"Personnel\" funded under the Subgrant, regardless of funding source (Federal or non-Federal), a Victims of Crime Act Grant Program Psychological Progress Report (See Attachment 4) must be prepared for each patient that services are provided for. This/these report(s) must be submitted with the reimbursement requesting payment for the related \"Personnel\" costs. \n175 \n \n PLEASE BE ADVISED THAT THE REQUIREMENTS UNDER THIS SUBSECTION ARE \nAPPLICABLE REGARDLESS OF WHETHER OR NOT THE \"PERSONNEL\" FUNDED UNDER THE SUBGRANT ARE ON STAFF OR COMPENSATED UNDER A CONTRACTUAL BASIS. \nSection 2.8 - Psychologists \nExcept as provided for under Georgia State law, a person who is not licensed under Georgia State law shall not practice psychology, shall not use the title \"psychologist,\" and shall not imply that he or she is a psychologist. If any person shall practice psychology or hold himself or herself out as being engaged in the practice of psychology and shall not then possess in full force a valid license to practice psychology under the laws of this State, such person shall be in violation of Georgia State law. \nAs used in the above paragraph, the term: \nTo practice psychology means to render or offer to render to individuals, groups, organizations, or the public for a fee or any remuneration, monetary or otherwise, any service involving the application of recognized principles, methods, and procedures of the science and profession of psychology, such as, but not limited to, diagnosing and treating mental and nervous disorders and illnesses, rendering opinions concerning diagnoses of mental disorders, including organic brain disorders and/or brain damage, engaging in neuropsychology, engaging in psychotherapy, interviewing, administering, and interpreting tests of mental abilities, aptitudes, interests, and personality characteristics for such purposes as psychological classification or evaluation, or for education or vocational placement, or for such purposes as psychological counseling, guidance, or readjustment. Nothing in this paragraph shall be construed as permitting the administration or prescription of drugs or in any way infringing upon the practice of medicine as defined in the laws of this State. \nIf any of the \"Personnel\" funded under the Subgrant, regardless of funding source (Federal or non-Federal), are providing any of the services as defined above, then that person MUST be licensed under Georgia State law. If the Subgrantee deems it is exempt from this requirement, then it is the Subgrantee's responsibility to inform the Council as to why this exemption is applicable. \nEven if the Council confirms that the Subgrantee is exempt from the requirements under this subsection, the Subgrantee is still responsible for providing the Council with a listing of the service provider's resume and/or listing of qualifications. Attached to or included with this resume and/or listing of qualifications must be at least three (3) verifiable references. \nFor all State licensed \"Personnel\" funded under the Subgrant, regardless of funding source (Federal or non-Federal), a Victims of Crime Act Grant Program Psychological Progress \n176 \n \n Report (See Attachment 4) must be prepared for each patient that services are provided for. This/these report(s) must be submitted with the reimbursement requesting payment for the related \"Personnel\" costs. PLEASE BE ADVISED THAT THE REQUIREMENTS UNDER THIS SUBSECTION ARE APPLICABLE REGARDLESS OF WHETHER OR NOT THE \"PERSONNEL\" FUNDED UNDER THE SUBGRANT ARE ON STAFF OR COMPENSATED UNDER A CONTRACTUAL BASIS. \n177 \n \n PART IX AUDIT REQUIREMENTS \n \n SECTION 1 - INTRODUCTION OF THE SINGLE AUDIT ACT OF 1984 \n \n178 \n \nSECTION 2 - FEATURES OF THE SINGLE AUDIT ACT \n \n178 \n \nSECTION 3 - FEATURES OF OMB CIRCULAR A-128 \n \n179 \n \nSECTION 4 - THE BASIC SINGLE AUDIT REQUIREMENTS \n \n180 \n \nSECTION 5 - THE PURPOSE OF THE SINGLE AUDIT \n \n180 \n \nSECTION 6 - GOVERNMENT AUDITING STANDARDS \n \n181 \n \nSECTION 7 - THE OMB COMPLIANCE SUPPLEMENT \n \n183 \n \nSECTION 8 - FAILURE TO HAVE A REQUIRED AUDIT \n \n184 \n \nSECTION 9 - REPORTING \n \n185 \n \nSECTION 10 - RECORDKEEPING \n \n186 \n \nSECTION 11 - AUDIT FOLLOW-UP \n \n187 \n \nSECTION 12 - AUDIT POLICIES FOR NON-PROFIT SUBGRANTEES \n \n187 \n \nSECTION 13 - SPECIFIC AUDIT REQUIREMENTS \n \nFOR 1995 VOCA SUBGRANTEES \n \n191 \n \n SECTION 1 - lNTRODUCTIONOF THE SINGLE AUDIT ACT OF 1984 \nAfter several years of trying, Congress finally passed legislation in 1984 that required most governmental recipients of Federal assistance to have organization-wide financial and compliance audits on an annual basis. The legislation, the Single Audit Act of 1984, was signed into law (P.L. 98-502) by President Ronald Reagan on October 19, 1984. The provisions of the new law superseded all other statutory and administrative policy of the Federal government concerning audits of Federal assistance programs. \nThe act requires the Office of Management and Budget (OMB) to issue \"policies, procedures and guidelines\" that instruct Federal agencies and others about their responsibilities under the act. OMB's customary method for issuing such guidance is through a circular or bulletin, depending upon the nature of the policy. To implement the Single Audit Act, OMB developed and issued Circular A-128, Audits of State and Local Govemments. \nSECTION 2 - FEATURES OF THE SINGLE AUDIT ACT \nState and local governments that receive more than $100,000 per year in total Federal financial assistance are required to have annual financial and compliance audits unless they perform such examinations on a biennial basis as required under State or local law. Governments that were simply performing the audits on a biennial basis because of nonstatutory policy were required to move to an annual cycle by January 1, 1987, or to establish a statutory biennial policy. \nGovernments that receive between $25,000 and $100,000 per year in total Federal financial assistance have the option of having an annual single audit or following the provisions of other existing laws affecting the audit of the individual programs from which they receive funds. Recipients that receive less than $25,000 in total Federal financial assistance per year are not required to have audits performed under a Federal requirement but are expected to retain accounting records so that Federal auditors can conduct audits if warranted. \nThe single audits under the law must be performed using the most current version of generally accepted government auditing standards as prescribed by the Comptroller General of the United States in Govemment Auditing Standards (commonly known as the GAO Yellow Book). Under the standards, audits must be performed by independent auditors using due professional care and accountability consistent with the needs of public agencies. \nIn performing an organization-wide audit under the law, the independent auditor is expected to test transactions in the Federal programs of the recipient by testing a sample that includes the major Federal assistance program funds received. The definition of a \n178 \n \n maj!)r Federal assistance program was one of the issues that had to be resolved in reconciling differences in the single audit legislation. Under the law enacted, the determination of a major program is made using a sliding scale. The scale identifies the amount of Federal assistance expenditures made by the recipient government in that program in relation to the total amount of expenditures made by the recipient government for all Federal assistance programs. This is in contrast to the audit requirement itself, which is based on the amount of money received. Use of expenditure data reflects the fact that many Federal fund recipients \"pass through\" or subgrant significant amounts for programs that are considered major and, would therefore be automatically included in the sample of audited programs. \nSECTION 3 - FEATURES OF OMB CIRCULAR A-l2S \nSection 7505 of the Single Audit Act requires the director of the Office of Management and Budget (OMB), in consultation with the comptroller general and appropriate Federal, State, and local government officials, to prescribe \"policies, procedures, and guidelines\" to implement the act. These policies, procedures, and guidelines include criteria for determining appropriate charges to Federal assistance programs for the cost of audits and to ensure opportunities for small and disadvantaged businesses to participate in performance of contracts awarded to fulfill the audit requirements. \nOn December 26, 1984, OMB issued a proposed circular to implement the Single Audit Act. This decision was prompted by the fact that the Single Audit Act covered a broader range of Federal assistance programs (e.g., block grants) than could be covered by refining Attachment P of OMB Circular A-I02. OMB received more than 150 sets of comments on the proposed circular. After reviewing the comments, OMB made some revisions to the circular. The basic thrust of the document remained the same, in part because OMB relied heavily on the language of the Single Audit Act. \nThe circular was designated A-l28, Audits of State and Local Governments, and published in final form in the Federal Register on May 6, 1985, along with a summary of the major comments that were received. \nAs issued by OMB, Circular A-128: \n(1) establishes audit requirements for State and local governments that receive Federal aid and defines Federal responsibilities for implementing and monitoring these requirements; and, \n(2) applies to fiscal years of State and local governments that begin after December 31, 1984, although earlier implementation was encouraged (the audit provisions of Attachment P to Circular A-102 continued to be observed; when implemented, however, the circular superseded Attachment P). \n179 \n \n SECTION 4 - THE BASIC SINGLE AUDIT REQUIREMENTS \nThe Single Audit Act and Office of Management and Budget (OMB) Circular A-128 impose various audit requirements on grantees and subgrantees. These requirements are discussed below. \n(1) State and local governments that receive $100,000 or more a year in total Federal financial assistance must have an audit made in accordance with the act and Circular A-128. \n(2) State and local governments that receive between $25,000 and $100,000 in total Federal financial assistance a year must have an audit made in accordance with the act and the circular, or in accordance with Federal laws and regulations governing the programs in which they participate. \n(3) State and local governments that receive less than $25,000 a year in total Federal financial assistance are exempt from compliance with the act and other Federal audit requirements. These State and local governments are governed by audit requirements prescribed by State or local law or regulation. \n(4) State and local governments must maintain records of Federal financial assistance and provide access to these records to Federal agencies, as stated in Federal law or in Circular A-I02, Uniform Administrative Requirements/or Grants and Cooperative Agreements with State and Local Governments, and its common rule for grant administration. \n(5) Audits must be made annually unless the State or local government has implemented by January 1, 1987, a constitutional or statutory requirement for less frequent audits. For those governments, the cognizant Federal agency can permit biennial audits covering both years if the government so requests. It can also honor requests for biennial audits by governments that have an administrative policy calling for audits less frequently than annually, but only for fiscal years beginning before January 1, 1987. \n(6) The audit must be made by an independent auditor in accordance with generally accepted government auditing standards covering financial audits. \n(7) The audit must cover the entire operations of the State or local government, or at the option of that government, it can cover departments, agencies or establishments that received, expended or otherwise administered Federal financial assistance during the year. A series of audits of individual departments, agencies and establishments for the same fiscal year may be considered a single audit. \n180 \n \n SECTION 5 - THE PURPOSE OF THE SINGLE AUDIT \nThe purpose of the Single Audit Act is to: \n(1) improve the financial management of Federal assistance programs administered by State and local governments; \n(2) establish uniform requirements for audits of Federal financial assistance provided to State and local governments; \n(3) to promote the efficient and effective use of audit resources; and, \n(4) ensure that Federal departments and agencies, to the maximum extent practicable, rely upon and use the audit work that is performed under the Single Audit Act. \nBy requiring State and local governments to have single audits performed, the Federal Government seeks to determine whether: \n(1) the financial statements of the government, department, agency or establishment present fairly its financial position and the results (reports) of its financial operations in accordance with generally accepted accounting principles (GAAP); \n(2) the organization has internal accounting and other control systems to provide reasonable assurance that it is managing Federal financial assistance programs in compliance with applicable laws and regulations; and, \n(3) the organization has complied with laws and regulations that may have a material effect on its financial statements and on each major Federal assistance program. \nSingle audits that are conducted properly accomplish two of the four major purposes of governmental audits, as defined by the Comptroller General's governmental audit standards---financial and compliance auditing. \nSECTION 6 - GOVERNMENT AUDITING STANDARDS \nThe U.S. General Accounting Office's (GAO) Government Auditing Standards is the auditing standard that must be followed in performing single audits of recipients of Federal funds. The standards provide a basis for relying on audits performed by non-Federal auditors by setting forth standards for an expanded governmental audit scope. \nOriginally issued in 1972, the standards have been revised four times. They have been adopted by many State and local governments and recognized by the accounting profession and are widely understood by the auditing community. The standards also have been \n181 \n \n referred to as The Yellow Book and generally accepted government auditing standards. \nSince Government Auditing Standards were first issued in 1972, the nomenclature of the standards has evolved. The standards have been referred to officially and colloquially by the following names: \n(1) Standards for Audit of Governmental Organizations, Programs, Activities and Functions; \n(2) \"The Yellow Book\"; \n(3) Generally Accepted Government Auditing Standards (GAGAS); and, \n(4) Government Auditing Standards. \nAuthoritative literature, government policies, or general media may reference one of these titles. Auditors and auditees should be aware of this possibility and should recognize that such references are the standards now officially known as Government Auditing Standards. \nIn order for the standards to be applied in a particular situation, they must be adopted in law, regulation, or by agreement. In other words, they do not automatically apply to all audits. \nThe standards are incorporated into several Federal statutes and administrative procedures. For example, when Congress enacted the Single Audit Act, it specified that all single audits be performed in accordance with the standards. \nThe 1988 and 1994 revisions of the standards were based in part on experience gained during early implementation of the Single Audit Act. In addition, the Federal Government relied heavily on non-Federal auditors in audits of Federal assistance and focused attention on the qualifications and quality control of these auditors. \nTypes of Audits \nThe standards cover two types of audits---financial audits and performance audits. The standards for a financial audit must be used for audits performed under the Single Audit Act and Circular A-128. Performance audits, which include economy and efficiency and program results audits, are not required by the Single Audit Act or Circular A-128. \nUnder the standards, financial audits include financial statement and financial-related audits. Financial statement audits provide reasonable assurance about whether the financial statements of an audited entity present fairly the financial position, results of operations and cash flows in conformance with generally accepted accounting principles. Financial-related audits determine whether (1) financial information is presented in \n182 \n \n accordance with stated criteria; (2) the entity has adhered to specific financial compliance requirements; and, (3) the entity's internal control structure over financial reporting and/or safeguarding of assets is suitably designed and implemented to achieve the control objectives. \nAs stated in the standards, a financial audit involves a determination of whether financial statements are presented fairly and whether the audited entity has complied with laws and regulations for the transactions that may have a material effect on the financial statements. The single audit builds on these elements and extends coverage to major Federal assistance programs. \nSECTION 7 - THE OMB COMPLIANCE SUPPLEMENT \nThe objectives of the Single Audit Act extend beyond those of the audit of financial statements. Single audits are financial and compliance audits that include a determination of compliance laws and regulations affecting grant awards. To assist auditors in identifying the major compliance features of Federal assistance programs, the Office of Management and Budget (OMB) published the Compliance Supplement for Single Audits of State and Local Governments. It contains the major compliance requirements of about 80 grant programs that make up more than 90 percent of the Federal aid to State and local governments. It provides auditors with specific compliance criteria which might be needed to perform a compliance audit. \nThe auditor is required to test each major Federal assistance program for compliance with laws and regulations that may have a material effect on those programs. In doing so, the auditor, not the Federal agency or OMB, must determine what laws and regulations may have a material effect. The compliance supplement is simply a distillation of the major features of the large Federal aid programs. If an auditor finds a different way of conducting compliance reviews and they are done in accordance with government auditing standards, the compliance audit will be accepted. \nThe compliance supplement is organized into general tests and individual program tests. The general tests identify aspects that should be considered for all Federal programs. These include: \n(1) excess cash; (2) civil rights; (3) Davis Bacon Act compliance; (4) cost principles/indirect costs; (5) administrative requirements; (6) Drug-Free Workplace Act; (7) citizen participation; (8) Federal financial reports; and, \n183 \n \n (9) political activity prohibition. \nThe major compliance items to be tested under the individual programs are then identified. These include such items as: \n(1) types of services allowed or not allowed; (2) eligibility; (3) matching or cost sharing requirements; (4) special reporting requirements; and, (5) special tests and prov.isions. \nThe compliance list for each program identifies: \n(1) the authorizing statute; \n(2) the major objectives of the program outlined in the authorizing statute; \n(3) use restrictions; \n(4) applicant eligibility criteria [Le., the requirements and conditions that would make a grantee or subgrantee eligible]; \n(5) specific criteria for determining whether beneficiaries are eligible to participate; \n(6) formula and matching provisions that identify the portion of the program that is required to be matched and what costs the grantee or subgrantee must absorb; and, \n(7) other tests the auditor might perform because of concerns of the individual Federal program agency. \nSECTION 8 - FAILURE TO HAVE A REQUIRED AUDIT \nThe Single Audit Act states that no audit costs can be charged to Federal assistance programs if the audits are not performed in accordance with the act [31 U.S.c. 7505(b)(1)] or Office of Management and Budget Circular A-l28. In cases of continued inability or unwillingness to have a proper audit, OMB has specifically directed awarding agencies to consider other sanctions, including: \n(1) withholding a percentage of assistance payments until the audit is completed satisfactorily; \n(2) withholding or disallowing overhead costs; and, \n184 \n \n (3) suspending the Federal assistance agreement until the audit is made. \nAuthority for each of these stated actions is provided to the awarding agency in section_ .43 ofthe common rule for State and local government grant administration. Other options available to the awarding agencies may include: \n(1) imposing additional or more stringent requirements on the violating jurisdiction under section _.12 of the common rule for State and local grant administration; and, \n(2) assuming responsibility for arranging for required audits and overseeing their performance. \nSECTION 9 - REPORTING \nAudit reports must be prepared when audits are completed. Reports provide assistance to State and local governments as well as meet the requirements of the Single Audit Act. The audit report must state that the audit was made in accordance with the provisions of OMB Circular A-12S. The report must include the three components described below. \n(1) The financial statements, a Schedule of Federal Financial Assistance showing the total expenditures for each Federal assistance program as identified in the Catalog of Federal Domestic Assistance, and the auditor's report on the financial statements and the Schedule of Federal Assistance. Federal programs or grants that have not been assigned a catalog number must be identified under the caption \"other Federal assistance. \" Please note that the CFDA Number for this particular Subgrant is 16.575. \n(2) The auditor's report on the study and evaluation of internal control systems, which must identify the subgrantee's significant internal accounting controls and other controls designed to provide reasonable assurance that Federal programs are being managed in compliance with laws and regulations. It must also identify the controls that were evaluated, the controls that were not evaluated, and the material weaknesses identified as a result of the evaluation. \n(3) The auditor's report on compliance, which contains: \na) a statement of positive assurance on items tested for compliance, including compliance with laws and regulations pertaining to financial reports and claims for reimbursements; \nb) negative assurance on items not tested; \n185 \n \n c) a summary of all instances of non-compliance; and, \nd) an identification of costs questioned, if any, for each Federal assistance award, as a result of non-compliance. \nThe three parts of the audit report may be bound into a single report, or presented at the same time as separate documents. \nInstances or indications of fraud, abuse or illegal acts, including all questioned costs that auditors detect as the result of these acts, should be covered in a separate written report submitted in accordance with paragraph 13f of OMB Circular A-128. \nIn addition to the audit report, the subgrantee must provide comments on the findings and recommendations in the report, including corrective action taken or planned and comments on the status of corrective action taken on prior findings. If corrective action is not necessary, a statement describing the reason it is not should accompany the audit report. \nThe reports must be made available by the State or local government for public inspection within 30 days after the completion of the audit. In accordance with generally accepted government audit standards, reports should be submitted by the auditor to the subgrantee audited and to those requiring or arranging for the audit. In addition, the subgrantee must submit copies of the reports to each awarding agency that provided it with assistance funds. The reports must be sent within 30 days after the completion of the audit, but no later than one year after the end of the audit period, unless an extension is granted by the awarding agency. \nSECTION 10 - RECORDKEEPING \nWorkpapers and reports associated with the single audit must be retained for a minimum of three years from the date of the audit report, unless the auditor is notified in writing by the awarding agency to extend the retention period (OMB Circular A-128, paragraph 15). When the audit is completed, audit workpapers must be made available upon request to the awarding agency, its designee or the General Accounting Office. This allows the awarding agency to review workpapers and reports to determine if any additional audit work will be performed. \nThe subgrantee must retain the audit report for three years after the audit is completed. All Federal aid recipients are also required to retain the records that were subjected to audit for three years after submission of the final financial status report on each subgrant award. \nGovernment auditing standards (the \"Yellow Book\") states that \"sufficient, competent, and relevant evidence is to be obtained to afford a reasonable basis for the auditor's opinions, \n186 \n \n judgments, conclusions and recommendations.\" This standard imposes on the auditor the responsibility for accumulating sufficient evidence to provide an appropriate factual basis for his or her opinions, conclusions, judgments and recommendations. \nSECTION 11 - AUDIT FOLWW-UP \nIf an audit conducted pursuant to the Single Audit Act reveals any material non-compliance with applicable laws and regulations by the auditee, or any material weaknesses in its internal controls, then the auditee is required to submit to the awarding agency a plan for corrective action to eliminate the non-compliance or weakness or a statement describing the reasons that corrective action is not necessary [31 U.S.C. 7502(g); OMB Circular A-12S, paragraph 14]. The plan must be consistent with the audit resolution standard issued by the comptroller general (as part of the standards for internal controls in the Federal Government) pursuant to the Federal Managers' Financial Integrity Act [31 U.S.C. 3512(b)]. The standard requires awarding agencies to take prompt, responsive action on all findings and recommendations of auditors. \nNeither the law, Circular A-12S, nor the audit resolution standard specifies the contents of the corrective action to be taken, but it should include: \n(1) the audit finding(s) that detail the instance of non-compliance or material internal control weakness; \n(2) specific actions that the auditee has taken or will take to correct the situation; \n(3) a time table for implementing the corrective action(s); and, \n(4) steps to ensure that the actions taken provide assurance that the problems will not recur. \nThe cognizant Federal agency is responsible for monitoring the resolution of audit findings that affect the programs of more than one Federal agency. Resolution of findings that relate to the programs of a single Federal agency is the responsibility of the Subgrantee and the awarding agency. \nResolution of findings is required within six months of receipt of the report by the awarding agency. \nSECTION 12 - AUDIT POLICIES FOR NON-PROFIT SUBGRANTEES \nFederal audit policies affecting governmental and non-profit auditees were made similar when the Office of Management and Budget (OMB) issued its Circular A-133, Audits of \nIS7 \n \n Institutions of Higher Education and Other Non-Profit Institutions. OMB's original draft of Circular A-133 clearly used Circular A-128, Audits of State and Local Governments, as a model. \nTo implement a single audit policy for universities and non-profit organizations, OMB issued Circular A-133 in March 1990. \nUnder OMB Circular A-I33, non-profit organizations are required to: \n(1) arrange for audit by obtaining audit services from an independent public accounting firm or through intergovernmental agreement or in response to statutory audit relationships (e.g., cases in which agencies are required to be audited by elected auditors or appointed legislative auditors); \n(2) identify in their accounts all Federal funds received and expended and the programs under which they are received so that the independent auditor can determine which programs are major programs under applicable definitions and must be tested, and how to design audit tests considering various risk factors such as newness and changed conditions, the extent to which the program is subgranted or contracted out, the adequacy of controls, and so forth (Paragraph 13 of Circular A-133 contains a list of such factors); \n(3) determine whether subgrantees to which they award $25,000 or more in Federal financial assistance have met the applicable Federal audit requirements (Circular A128 for governmental subgrantees and Circular A-I33 for universities and other nonprofit organizations); \n(4) determine whether subgrantees have spent Federal assistance funds in accordance with applicable laws and regulations through review of required audit reports or other means; \n(5) submit within one year after the end of the period under audit copies of the audit report to each Federal agency and the U.S. Bureau of the Census' Single Audit Clearinghouse (if more than $100,000 in Federal assistance was received); \n(6) comment on the findings and recommendations in the audit report, provide a corrective action plan and report on the status of corrective actions taken on prior findings; \n(7) ensure that corrective action is taken on subgrantee audit reports that contain findings of non-compliance with Federal laws and regulations; and, \n(8) make audit reports available to the general public within 30 days after completion of the audit and retain reports on file for three years after their issuance. \n188 \n \n Internal Controls \nThe subgrantee is required to have an internal control system that is effective for the environment in which it operates. While the features of the internal control system are generally not dictated by any Federal rules, they should include: \n(1) a plan of organization that segregates duties appropriate for safeguarding resources; \n(2) a system or authorization and recording procedures adequate to provide accounting control over assets, liabilities, revenues and expenses; \n(3) established practices to be followed by each organizational component in performing its duties and functions; \n(4) personnel qualified to perform their responsibilities; and, \n(5) an effective system of internal review. \nCompliance \nCompliance with laws and regulations that could have a material effect on the entity's financial statements or on individual Federal programs are reviewed during a single audit. This means that the auditor tests compliance with the requirements that, if violated, would result in the repayment of Federal funds. The auditor reviews: \n(1) eligibility of organizations to receive grants or subgrants; \n(2) eligibility of individuals to receive services under a particular program; \n(3) eligibility of expenditures under a particular program [i.e., adherence to the list of eligible activities for which funds under the program may be spent as well as allowable cost objectives in applicable Federal cost principles]; \n(4) adherence to financial limitations imposed by grant program requirements (e.g., matching, maintenance of effort and earmarking); \n(5) whether approval for certain expenditures or administrative steps was obtained from the grantor agency prior to incurring any costs; \n(6) the reliability of financial reports on grant expenditures and cash flow; and, \n(7) compliance with any requirements that are of such significance that they have been specifically identified by OMB in the compliance supplements developed to aid auditors in identifying and testing major compliance features of Federal aid \n189 \n \n programs. \nDocumentation \nSubgrantees are expected to maintain records pertinent to the financial and programmatic aspects of a subgrant. Documentation that an expenditure was made in compliance with applicable policies is a critical element of the subgrant management process. Failure to be able to produce clear, convincing and reliable documentation when the audit field work is being conducted will cause the auditor to question the expenditure and may result in a disallowance. While post-audit documentation may be possible in certain circumstances, the burden of proof rests with the subgrantee. Further, difficulty in producing the documentation reflects poorly on the system of controls and the audit readiness of the entity involved. \nReasolUlble and Prudent Action \nAlthough a judgment about reasonableness can often be difficult to make, auditors are required to test transactions and determine whether they were made in a reasonable manner. This may center on whether the amount expended was reasonable or the procedures used were prudent. Federal grant cost principles include language concerning the determination of reasonableness that is generally derived from the language in the cost principles for commercial organizations [i.e., the Federal Acquisition Regulation]. \nUnder many Federal programs, non-profit organizations receive program funds indirectly through other grantees or contractors (such as State and local governments). Because of this program structure, a frequent concern is the appropriate audit requirement affecting the subgrantee. This was particularly true before Office of Management and Budget (OMB) Circular A-133, Audits of Institutions of Higher Education and Other Non-Profit Organizations, was issued. \nOMB Circular A-12S, Audits of State and Local Governments, requires governmental prime grantees that award $25,000 or more in Federal financial assistance to a subgrantee, regardless of type, to determine whether the subgrantee has had an appropriate audit. Despite issuance of Circular A-133, Circular A-12S still states that such audits are to be conducted in accordance with Circular A-12S (for governmental subgrantees) or OMB Circular A-llO, Attachment F (for non-profit subgrantees). Some governmental grantees have chosen to require their non-profit subgrantees to have the more extensive Circular A12S audits performed. In its Questions and Answers on Single Audit Provisions of Circular A-I28, OMB reinforces this practice: \nQuestion 29. Can a recipient also mandate a single audit on its non-profit subgrantees who also receive direct Federal funding subject to the [Circular] A-110 audit requirement? \n190 \n \n Yes. A State [or] local government may have its own audit requirements including [Circular A-128] audits for subgrantees provided the audit covers as a minimum the Federal requirements . . . \nWith the issuance of OMB Circular A-133, however, differences between Circular A-128 audits and Circular A-133 audits were largely eliminated. Accordingly, there is no need to require a Circular A-12S audit in lieu of one which follows the policy that would be imposed on a non-profit subgrantee if the funds were awarded directly from the Federal Government. \nThus, non-profit subgrantees can satisfy the legitimate needs of their primary grantee by: \n(1) arranging to have an audit performed in accordance with OMB Circular A-133; \n(2) sending a copy of the report issued as a result of the audit to all primary grantees that subawarded Federal funds to them as well as to any Federal agencies that made awards to them directly; \n(3) formulating a corrective action plan for any material findings of non-compliance and weaknesses in internal controls; and, \n(4) permitting auditors of primary recipients to have access to books and records associated with the audit. \nSECTION 13 - SPECIFIC AUDIT REQUIREMENTS FOR 1995 VOCA SUBGRANTEES \nState and local governments are governed by the Single Audit Act of 1984 and OMB Circular A-128, Audits of State and Local Governments. Nonprofit organizations and institutions of higher education are governed by the Single Audit Act of 1984 and OMB Circular A-133, Audits of Institutions of Higher Education and Other Nonprofit Institutions. The type of audit required under these Circulars is dependent upon the amount of total Federal funds received in the Subgrantee's fiscal year. The Council always assumes a Single Audit is required until the Subgrantee can demonstrate otherwise. AIl Subgrantees will fall under one of the two conditions listed below. \nCondition I \nState or local governments and non-profit organizations that receive $25,000 or more a year in Federal funds must have an audit performed in accordance with the Single Audit Act of 1984 and OMB Circular A-128 or OMB Circular A-133. This type of audit is known as a Single Audit and has two main components: an audit of the financial statements and an audit of Federal financial assistance. Each component results in a variety of individual audit reports. The required audit reports issued in a Single Audit are as follows: \n191 \n \n (1) Report on Financial Statements; \n \n(2) Report on Entity's Internal Control Structure; \n \n(3) Report on Entity's Compliance With Laws and Regulations; \n \n(4) Report on Federal Financial Assistance Schedule; \n \n(5) Report on Internal Controls Over Federal Financial Assistance; \n \n(6) Report on Federal Financial Assistance General Compliance; \n \n(7) Report on Federal Financial Assistance \"Major\" Compliance; and, \n \n(8) Report on Federal Financial Assistance \"Non-Major\" Compliance. \n \nNumbers (1), (2), and (3) apply to the audit of the financial statements, and numbers (4) through (8) apply to the audit of Federal financial assistance. \n \nCondition 2 \n \nState or local governments and non-profit organizations that receive less than $25,000 a year in Federal funds shall be exempt from compliance with the Single Audit Act and other Federal audit requirements. However, Subgrantees will be required to undergo an annual audit performed under Generally Accepted Auditing Standards (GAAS) or Generally Accepted Government Auditing Standards (GAGAS). The components of this annual audit report are as follows: \n \nGenerally Accepted Auditing Standards (GAAS) \n \n(1) Report on Financial Statements. \n \nGenerally Accepted Government Auditing Standards (GAGAS) \n \n(1) Report on Financial Statements; \n \n(2) Report on Entity's Internal Control Structure; and, \n \n(3) Report on Entity's Compliance With Laws and Regulations. \n \nNOTE: \n \nThis annual audit report must be prepared on an organization-wide basis. \n \nIf Condition 2 is applicable to the Subgrantee, the auditor performing the audit will be required to either (1) disclose in the Notes to the Financial Statements that the Subgrantee \n \n192 \n \n recE;ived less than $25,000 in total Federal financial assistance for the fiscal year being audited, or, (2) attach a letter to the audit report disclosing this information. ' \n193 \n \n PART X ATTACHMENTS \n \n ATTACHMENT 1 INDEPENDENT AUDITOR'S \nREPORT \n \n INDEPENDENT AUDITOR'S REPORT \nWe have audited the accompanying balance sheets of National Environmental Society as of December 31, 19X2 and 19X1, and the related statements of revenue and expense, and cash flows for the years then ended. These financial statements are the responsibility of the Organization's management. Our responsibility is to express an opinion on these financial statements based on our audits. \nWe conducted our audits in accordance with generally accepted auditing standards. Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the financial statements are free of material misstatement. An audit includes examining, on a test basis, evidence supporting the amounts and disclosures in the financial statements. An audit also includes assessing the accounting principles used and significant estimates made by management, as well as evaluating the overall financial statement presentation. We believe that our audits provide a reasonable basis for our opinion. \nIn our opinion, the financial statements referred to above present fairly, in all material respects, the financial position of National Environmental Society at December 31, 19X2 and 19X1, and the results of its operations and its cash flow for the years then ended in conformity with generally accepted accounting principles. \n[Signature] \n[Date] \n \n ATTACHMENT 2 MONTHLY \nTIME AND ATTENDANCE REPORT \n \n CRiMiNAL JUSTiCE COORDiNATiNG COUNCiL GRANTS ADMINISTRATION \nMONTHLY TIME AND ATTENDANCE REPORT PLEASE FILL OUT BOTH SIDES \n \nNAME OF SUBGRANlEE NAME OF EMPLOYEE TIlLE \u0026 NATURE OF WORK PERFORMED, \n \nSUBGRANTNUMBER. \n \n_ \n \nMONTI-l \u0026 YEAR \n \n_ \n \n_ \n \nDAY OF MONTH \nTOTAL HOURS WORKED \nHOURS WORKED \nON PROJECT \n \nI \n \n2 \n \n3 \n \n4 \n \n5 \n \n6 \n \n7 \n \n8 \n \n9 \n \n10 \n \n11 \n \n12 \n \n13 \n \n14 \n \n15 \n \nSUBTOTALS \n \nDAY OF MONTH \nTOTAL HOURS WORKED \nHOURS WORKED \nON PROJECT \n \n16 \n \n17 \n \n18 \n \n19 \n \n20 \n \n21 \n \n22 \n \n23 \n \n24 \n \n25 \n \n26 27 \n \n28 \n \n29 \n \n30 \n \n31 \n \nSUBTOTALS \n \nPLEASE USE TIIE FOLLOWING FORMULA TO CALCULATE A PERCENTAGE AND ALLOWABLE COST TO BE CHARGED TO TIIE PROJECT FOR REIMBURSMENT OR CASH MATCH CREDIT. (VOLUNTEERS USING TInS FORM FORINKIND MATCH SHOULD DISREGARD TIIE FORMULA) \n \nTOTAL HOURS WORKED ON PROJECT \n \nDIVIDED BY \n \nTOTAL HOURS WORKED \nTInS MONIH \n \nEQUALS \n \nPERCENT OF TIME \nON PROJECT \n \nTIMES \n \nGROSS SAlARY AND/OR BENEFITS \nTInS MONIH \n \nEQUALS \n \nCHARGED TO \nPROJECT \n \nI CERTIFY lHATlHE ABOVE IS A TRUEANDCORRECTSTAlEMENT. \n \nEmployee \n \nDate \n \nApproved \n \nDate \n \nTitle \n \n Please list Activities and/or Services perfonned relating to the Subgrant for the applicable day. I. 2. 3. 4. 5. 6. 7. 8. 9. 10. II. 12. 13. 14. IS. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. \n \n ATTACHMENT 3 ADP EQUIPMENT PROCUREMENT \nREVIEW FORM \n \n CRIMINAL JUSTICE COORDINATING COUNCIL ADP EQUIPMENT PROCUREMENT REVIEW FORM \n \nNOTE: \n \nPARTS I \u0026 II ARE TO BE COMPLETED BY THE SUBGRANTEE. \n \nSUBGRANTEE: \n \nPROJECT TYPE: \n \nSUBGRANT#: \n \nSUBMITTED BY: \n \nDATE: \n \nPART I - EQUIPMENT TO BE PURCHASED \n \nDESCRIPTION: \n \nCOST: \n \nFederal \n \n$ \n \nMatch \n \n$ \n \n_ \n \nTotal \n \n$ \n \n_ \n \nOTHER ADP EXPENDITURES UNDER SUBGRANT \n \nDESCRIPTION: \n \nCOST: \n \nFederal \n \n$ \n \nMatch \n \n$ \n \nTotal \n \n$ \n \n CRIMINAL JUSTICE COORDINATING COUNCIL ADP EQUIPMENT PROCUREMENT REVIEW FORM \n \nPART II - REVIEW CRITERIA \n \n(1) Has the Subgrantee indicated that ADP equipment of the type to be purchased was identified within the Subgrant application and is necessary and sufficient to meet project goals? \n \nYes \n \nNo \n \n(2) Has the Subgrantee certified that the ADP equipment procurement is in compliance with existing Federal, State, and local laws and regulations? \n \nYes \n \nNo \n \n(3) Has the Subgrantee conducted a purchase/lease comparison demonstrating that it is more advantageous to purchase rather than lease the ADP equipment under consideration? \n \nYes \n \nNo \n \n(4) If software is involved, has the Subgrantee demonstrated that computer software already produced and available will not meet the needs of the Subgrant? \n \nYes \n \nNo \n \n(5) If the ADP equipment procurement is to be sole-source, has the Subgrantee submitted adequate documentation to justify the action? \n \nYes \n \nNo \n \n============================================= \n \nTO BE COMPLETED BY THE CRIMINAL JUSTICE COORDINATING COUNCIL \n \n============================================ \n \nIII. OTHER COMMENTS: \n \nAPPROVE \n \nDISAPPROVE \n \nIV. RECOMMENDATIONS: \n \nSIGNED: \n \nDATED: \n \n_ \n \n ATTACHMENT 4 PSYCHOLOGICAL PROGRESS \nREPORT \n \n VICTIMS OF CRIME ACT GRANT PROGRAM PSYCHOLOGICAL PROGRESS REPORT \n \nI. \n \nPATIENT INFORMATION \n \nPatient Name: \n \n_ \n \nAddress: \n \n_ \n \nTelephone Numher: ( ) \n \n- \n \n_ \n \nll. PROVIDER INFORMATION \n \nName of Person Treating Victim: \n \n_ \n \nAddress: \n \nTax I.D. Numher \n \n_ \n \nTelephone Number: ( ) \n \n- \n \n_ \n \nllI. TREATMENT INFORMATION \n \nA. Please list current DSM ill-R diagnosis codes and categories (iftbere are changes from last report please explain below). \n \nAxis 1: \n \n_ \n \nAxis ll: \n \n_ \n \nAxis ill: \n \n_ \n \nAxis IV, \n \n_ \n \nAxis V: \n \n_ \n \nIV_ Please explain any cbanges from last report' \n \n_ \n \nV. Please identify any current symptoms and any noted changes in symptoms since the last report: \n \n VI. PLEASE DESCRIBE ANY PSYCHOLOGICAL TESTS ADMINISTERED, IF ANY, AND EXPLAIN HOW THE RESULT OF TESTING RELATE TO THE NEED FOR TREATMENT: \nVII. BRIEFLY DESCRIBE YOUR METHODS OF TREATMENT, INCLUDING TYPE, FREQUENCY, LENGTH OF SESSIONS, AND PROJECTED DURATION: \n \nvm. PLEASE LISf YOUR SHORT TERM GOALS BELOW: \n \nShort Term Goals: \n \n1. \n \n_ \n \n2. \n \n_ \n \n3. \n \n_ \n \n4. \n \n_ \n \n5. \n \n_ \n \nEstimated length of time to reach goal \n \n IX. PLEASE LIST YOUR LONG TERM GOALS BELOW: Long Term Goals: \n1. 2. 3. 4. 5. \n \nEstimated length of time to reach goal _ \n_ _ \n_ _ \n \nX. cmCLE THE PROGNOSIS FOR THIS PATIENT: \n \nPoor \n \nGuarded \n \nFair \n \nPLEASE EXPLAIN: \n \nGood \n \nExcellent \n \nXI.Please list the frequency of treatment sessions: \n \nHow allen are services rendered: \n \n_ How long are treatment sessions: \n \n_ \n \nWhat is the estimated number of remaining sessions: \n \n_ \n \nPlease describe present treatment goals and the treatment plan to reach these goals: \n \n_ \n \n Please describe the individual's reaction to treatment (include progress, adjustments, and obstacles): \n \nPLEASE BE AWARE THAT NO DECISION CAN BE MADE ON A REQUEST FOR REIMBURSEMENT UNTIL ALL DOCUMENTATION HAS BEEN COMPLETED AND FORWARDED TO OUR OFFICE !!! \n \nI, the undersigned, do hereby certify that the expenses claimed herein are for remedial treatment of the victim for injuries directly related to the victimization. I understand that completion of this treatment plan only documents the rendering and progress of services to innocent victims of crime. \n \nSignature ofCounselorffherapist \n \nState License No. \n \nDate \n \n ATTACHMENT 5 GLOSSARY \n \n GLOSSARY \nApplicable Cost Principles - Office of Management and Budget (OMB) Circular A-87, Cost Principles for State, Local and Indian Tribal Governments, and Office of Management and Budget (OMB) Circular A-122, Cost Principles for Nonprofit Organizations. \nAwarding agency - The Criminal Justice Coordinating Council (CJCC). Also refer to the definition under Grantee. \nControl account balance - General ledger account supported by a subsidiary ledger. Also, refer to the definition under Subsidiary ledger. \nCost objective - The individual program or project to which an expenditure of funds can be traced to. \nDirect costs - Any cost that is identified with a specific pool, center or area established for the accumulation of costs. Such areas include organizational units, functions or items of expense and cost objectives such as specific grants, subgrants, contracts and other benefiting activities. Examples of direct costs of a grant program include: (1) compensation of employees for the time and effort specifically devoted to the Subgrant project; (2) the cost of materials used for the purpose of the project; (3) equipment and other approved capital expenditures made for the project; and/or, (4) expense items or services contracted or furnished specifically for the project. \nDue professional care - The third general standard of Government Auditing Standards. Due care imposes a responsibility upon each auditor within the audit organization to observe generally accepted government auditing standards. Exercising due professional care means using sound judgment in establishing the scope, selecting the methodology, and choosing tests and procedures for the audit. \nFASB Statement - Pronouncement regarding a financial accounting standard or an interpretation thereof. The Financial Accounting Standards Board (FASB) is an independent body with seven full-time, salaried members, at least four of whom are CPAs drawn from public practice; the other members are persons well versed in financial reporting. The FASB's primary duty is to issue statements on financial accounting standards, including interpretations of those standards. \nEquipment - An article of nonexpendable, tangible personal property having a useful life of more than one year and an acquisition cost equal to or greater than $5000. \nFederal awarding agency - The Office for Victims of Crime (OVC) , Office of Justice Programs (OJP), U.S. Department of Justice (DOJ). \nFederal financial assistance - Assistance provided by a Federal agency in the form of grants, \n \n contracts, cooperative agreements, loans, loan guarantees, property, interest subsidies, insurance, or direct appropriations, but does not include direct Federal cash assistance to individuals. It includes awards received directly from Federal agencies, or indirectly through other units of State and local governments. \nGenerally Accepted Accounting Principles (GAAP) - Three authoritative bodies for generally accepted accounting principles are the Governmental Accounting Standards Board (GASB), the Financial Accounting Standards Board (FASB), and the sponsors of the Federal Accounting Standards Advisory Board (FASAB). GASB establishes accounting principles and financial reporting standards for state and local government entities. FASB establishes accounting principles and financial reporting standards for nongovernmental entities. The sponsors of FASAB---the Secretary of the Treasury, the Director of the Office of Management and Budget, and the Comptroller General---jointly establish accounting principles and financial reporting standards for the federal government, based on recommendations from FASAB. \nGovernmental unit - The State agency or local unit of government to which the Subgrant was awarded. Also refer to the definition under Subgrantee. \nGrant - An award of financial assistance, including cooperative agreements, in the form of money, or property in lieu of money, by the Federal Government to an eligible grantee. \nGrantee - The government to which a grant is awarded and which is accountable for the use of the funds provided. The grantee is the entire legal entity even if only a particular component of the entity is designated in the grant award document. Also refer to the definition under Awarding agency. \nIndependent auditor - \"Independent auditor\" means: (1) a State or local government auditor who meets the independence standards specified in generally accepted government auditing standards; or, (2) a public accountant who meets such independence standards. \nIndirect costs - those costs incurred for a common or institution/organization-wide objective that benefits more than one grant program or project. Theoretically, these costs could be charged directly, but it is not worth the accounting effort to do so. Examples of indirect costs include costs of accounting, payroll, legal, data processing and general administration services, as well as office space, utilities and printing. \nIndirect cost rate - the end product of an organization's indirect cost proposal. Before an organization can charge indirect costs to a Federal grant, it must give evidence that the amount it seeks to charge is proper. The evidence is an indirect cost rate approved by a cognizant (or lead) Federal agency. \nInternal controls - The plan of organization and methods and procedures adopted by management to ensure that: (1) resource use is consistent with laws, regulations, and policies; (2) resources are safeguarded against waste, loss, and misuse; and, (3) reliable data are obtained, maintained, and fairly disclosed in reports. \n \n Pass-through awards - State or local government redistributions of Federal financial assistance to other governments or nonprofit organizations. \n \nPersonal property - Property of any kind except real property. It may be tangible (having physical existence) or intangible (having not physical existence, such as patents, inventions, and copyrights). \n \nProgram - The Victims of Crime Act (VOCA) Victim Assistance Grant Program. This \n \nProgram is supported by Grant #95-VA-GX-0013, awarded by the Office for Victims of \n \nCrime, Office of Justice Programs, U.S. Department of Justice. \n \n' \n \nprogram or project - The Subgrantee's individual project or program. \n \nReal property - Land, land improvements, structures, and appurtenances thereto, excluding movable machinery and equipment. \n \nSchema - A diagrammatic presentation. \n \nState or State Office - Refer to the definitions under Awarding agency and Grantee. \n \nSubgrant - An award of financial assistance in the form of money, or property in lieu of money, made under a grant by a grantee to an eligible subgrantee. \n \nSubgrantee - The State agency, local unit of government, or nonprofit organization to which the Subgrant is awarded and which is accountable to the Grantee for the use of the funds provided. \n \nSubrecipient - See the definition under Subgrantee. \n \nSubsidiary ledger - A detailed asset or liability record maintained to support the individual asset or liability of the general ledger balance. As a general rule, each time a recorded transaction affects the general ledger balance, the effects of the entry must be posted to the subsidiary records. The subsidiary records must be routinely balanced and reconciled with the balances shown in the control accounts included in the general ledger. Any differences between the subsidiary records and the general ledger must be immediately investigated and corrected. \n \nSupplies - Items of equipment with an acquisition cost of less than $5000. \n \n ATTACHMENT 6 BIBLIOGRAPHY \n \n BmLIOGRAPHY \nAmerican Institute of Certified Public Accountants, Audit and Accounting Guide: Audits of State and Local Governmental Units, CCH Incorporated, Chicago, minois, 1994. \nAmerican Institute of Certified Public Accountants, Audit and Accounting Guide: Audits of Certain Nonprofit Organizations, CCH Incorporated, Chicago, minois, 1994. \nGross, Malvern J., Jr., CPA, Richard F. Larkin, CPA, Roger S. Bruttomesso, CPA, John J. McNally, CPA, Financial and Accounting Guide for Not-for-Profit Organizations, Fifth Edition, John Wiley \u0026 Sons, Inc., New York, New York, 1995. \nMurtuza, Athar, The New Accounting Manual: A Guide to the Documentation Process, John Wiley \u0026 Sons, Inc., New York, New York, 1995. \nOffice of Management and Budget, Circular A-87 - Cost Principles for State. Local and Indian Tribal Governments, May 4, 1995. \nOffice of Management and Budget, Circular A-I02 - Grants and Cooperative Agreements With State and Local Governments, October 14, 1994. \nOffice of Management and Budget, Circular A-110 - Uniform Administrative Requirements for Grants and Agreements With Institutions of Higher Education. Hospitals and Other Non-Profit Organizations, December 29, 1993. \nOffice of Management and Budget, Circular A-122 - Cost Principles for Non-Profit Organizations, October 6, 1995. \nOffice of Management and Budget, Circular A-l28 - Audits ofState and Local Governments, April 12, 1985. \nOffice of Management and Budget, Circular A-133 - Audits of Institutions of Higher Education and Other Non-Profit Institutions, March 16, 1990. \nOffice of Management and Budget, Compliance Supplement for Audits of Institutions of Higher Learning and Other Non-Profit Institutions, Issued October 1991. \nOffice of Management and Budget, Compliance Supplement for Single Audits of State and Local Governments, Revised September 1990. \nOffice of Management and Budget, Ouestions and Answers on Single Audit Provisions of OMB Circular A-l28, Issued November 1987. \nPlank, Tom M., Accounting Desk Book: The Accountant's Everyday Instant Answer Book, Tenth Edition, Prentice-Hall, Englewood Cliffs, New Jersey, 1995. \n \n Thompson Publishing Group, Federal Grants Management Handbook, Grants Management Advisory Service, Washington, D.C., 1994. \nThompson Publishing Group, Resource Guide to Federal Program Compliance Audits, Washington, D.C., 1994. \nThompson Publishing Group, Single Audit Information Service, Washiilgton, D.C., 1993. \nu.S. Department of Justice, Office of Justice Programs, OJP Guideline Manual: Financial and Administrative Guide for Grants - OJP M7100.1D, May 15, 1990. \nu.S. General Accounting Office, Comptroller General of the United States, Government Auditing Standards, 1994 Revision. \n \n "},{"id":"gaoc_gaocia_oglethorpeuniver9496ogle","title":"Oglethorpe University Bulletin, 1994-1996","collection_id":"gaoc_gaocia","collection_title":"Oglethorpe University collections in the Internet Archive","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, DeKalb County, 33.77153, -84.22641","United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798"],"dcterms_creator":["Oglethorpe University (Atlanta, Ga.)"],"dc_date":["1994"],"dcterms_description":["Oglethorpe University course bulletin of 1994-1996. The bulletin contains information on courses, majors, and student activities."],"dc_format":["application/pdf","image/x-djvu","text/plain"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["Oglethorpe University Bulletin, 1994-1996, Oglethorpe University, 1994"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Private universities and colleges--Georgia--Atlanta"],"dcterms_title":["Oglethorpe University Bulletin, 1994-1996"],"dcterms_type":["Text"],"dcterms_provenance":["Philip Weltner Library. Archives"],"edm_is_shown_by":null,"edm_is_shown_at":["https://archive.org/details/oglethorpeuniver9496ogle"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":null,"dcterms_extent":null,"dlg_subject_personal":null,"iiif_manifest_url_ss":"https://iiif.archive.org/iiif/3/oglethorpeuniver9496ogle/manifest.json","dcterms_subject_fast":null,"fulltext":"* \\ :*' ^ \n\n\n\nz . \n\n\n\nIfc'-t. Ill \n\n\n\n'  '--\\S3; \n\n\n\n\n\n\n\n^ \n\n\n\nDigitized by the Internet Archive \n\nin 2011 with funding from \n\nLyrasis Members and Sloan Foundation \n\n\n\nhttp://www.archive.org/details/oglethorpeuniver9496ogle \n\n\n\n\nE R S ^ I T Y \n\nATLANTA \n\n\n\n1994-96 BULLETIN \n\n\n\nOglethorpe University is accredited by the Commission on Colleges of the \nSouthern Association of Colleges and Schools to award bachelor's degrees and \nmaster's degrees. The undergraduate and graduate teacher education programs \nare approved by the Department of Education of the State of Georgia. \n\n\n\nOglethorpe makes no distinction in its admissions policies or procedures on grounds of race, \ngender, religious belief, color, sexual orientation, national origin, or physical disability. This \nBulletin is published by the Office of the Provost, Oglethorpe University. The information \nincluded in it is accurate for the 1994-96 academic years as of the date of publication, June 1994; \nhowever, the programs, policies, requirements, and regulations are subject to change as circum- \nstances may require. The listing of a course or program in this Bulletin does not constitute a \nguarantee or contract that it will be offered during the 1994-96 academic years. Final responsi- \nbility for selecting and scheduling courses and satisfactorily completing curriculum requirements \nrests with the student. \n\n\n\nDirectory of Correspondence \n\n\n\nOglethorpe University, 4484 Peachtree Road, N.E., Atlanta, Georgia 30319-2797 \n\n(404) 261-1441 \n\n\n\nGeneral College Policy \n\nAcademic Policy \n\nAdmissions \n\nScholarships and Financial Aid \n\nDevelopment and Fund Raising \n\nFinancial Information \n\nHousing and Career Services \n\nStudent Records and Transcripts \nContinuing Education and Evening Classes \nPublic Information and Public Relations \n\n\n\nDonald S. Stanton \nPresident \n\nAnthony S. Caprio \nProvost \n\nDennis T. Matthews \nDirector of Admissions \n\nPamela S. Beaird \n\nDirector of Financial Aid \n\nPaul L. Dillingham \nVice President for Development \n\nJohn B. Knott, III \n\nExecutive Vice President \n\nJanice C. Gilmore \n\nDirector of the Business Office \n\nDonald R. Moore \nVice President for Student \nAffairs \n\nPaul Stephen Hudson \nRegistrar \n\nJohn A. Thames \n\nDean of Continuing Education \n\nKenneth B. Stark, Jr. \nExecutive Director of \nPublic Relations \n\n\n\nVisitors \n\n\n\nOglethorpe University welcomes visitors to the campus throughout the year. \nTo be sure of seeing a particular staff or faculty member, visitors are urged to make \nan appointment in advance. Administrative offices are open from 8:30 a.m. to 5:00 \np.m. on weekdays. In addition, appointments are available on Saturday. \n\nAll of the offices of the University can be reached by calling Atlanta (404) 261- \n1441 (switchboard). The Public Relations Office (404) 364-8446 is available for \nassistance. The Admissions Office can be reached directly by calling (404) 364- \n8307 in the Atlanta calling area or (800) 428-4484 outside of Atlanta. \n\n\n\nTable of Contents \n\n\n\nUniversity Calendar 4 \n\nTradition, Purpose, and Goals 7 \n\nHistory 12 \n\nCampus Facilities 16 \n\nAdmissions 20 \n\nContinuing Education 29 \n\nFinancial Assistance 32 \n\nTuition and Costs 44 \n\nCommunity Life 49 \n\nAcademic Regulations and Policies 61 \n\nThe Core Curriculum ..77 \n\nHonors Program 81 \n\nInterdisciplinary Programs and Majors 85 \n\nDIVISION I Humanities 93 \n\nDIVISION II History, Politics, and \n\nInternational Studies 114 \n\nDIVISION III Science and Mathematics 122 \n\nDIVISION IV Behavioral Sciences 138 \n\nDIVISION V Economics and Business \n\nAdministration 147 \n\nDIVISION VI Education - Undergraduate \n\nand Graduate 161 \n\nBoard of Trustees 178 \n\nPresident's Advisory Council 181 \n\nAlumni Association 183 \n\nThe Faculty 184 \n\nAdministration 188 \n\nInstitutional Affiliations and Memberships ... 192 \n\nCampus Map 196 \n\nIndex 198 \n\n\n\nUniversity Calendar \n\n\n\nFall Semester, 1994 \n\n\n\nSat \n\n\nAugust 27 \n\n\nSun \n\n\nAugust 28 \n\n\nMon \n\n\nAugust 29 \n\n\nTue \n\n\nAugust 30 \n\n\nWed \n\n\nAugust 31 \n\n\nMon \n\n\nSeptember 5 \n\n\nWed \n\n\nSeptember 7 \n\n\nMon \n\n\nOctober 10 \n\n\nFri \n\n\nOctober 21 \n\n\nM-F \n\n\nNovember 14-18 \n\n\nW-S \n\n\nNovember 23-27 \n\n\nMon \n\n\nNovember 28 \n\n\nMon \n\n\nDecember 12 \n\n\nTue \n\n\nDecember 13 \n\n\nW-F \n\n\nDecember 14-16 \n\n\nSat \n\n\nDecember 17 \n\n\nM-T \n\n\nDecember 19-20 \n\n\ning Semester, 1995 \n\n\nMon \n\n\nJanuary 16 \n\n\nTue \n\n\nJanuary 17 \n\n\nWed \n\n\nJanuary 18 \n\n\nWed \n\n\nJanuary 25 \n\n\nFri \n\n\nMarch 10 \n\n\nSat \n\n\nMarch 18 \n\n\nS-S \n\n\nMarch 19-26 \n\n\nMon \n\n\nMarch 27 \n\n\nM-F \n\n\nApril 10-14 \n\n\nTue \n\n\nMay 2 \n\n\nWed \n\n\nMay 3 \n\n\nTh-F \n\n\nMay 4-5 \n\n\nSat \n\n\nMay 6 \n\n\nM-W \n\n\nMay 8-10 \n\n\nSat \n\n\nMay 13 \n\n\n\nOpening of Residence Halls and Orientation \n\nOrientation \n\nOrientation and Testing of New Students; \n\nRegistration of Returning Students \nRegistration of New Students \nFirst Day of Classes \nLabor Day Holiday \nLast Day to Drop or Add a Course; \n\nEnd of Late Registration \nColumbus Day Holiday \nMid-Term; Last Day to Withdraw from a Course \n\nwith a \"W\" Grade \nPre-Registration for Spring Semester, 1995 \nThanksgiving Holidays \nClasses Resume \nLast Day of Classes \nReading/Preparation Day \nFinal Examinations \n\nFinal Examinations for Saturday Classes \nFinal Examinations \n\n\n\nOpening of Residence Halls and Orientation \n\n(Martin Luther King, Jr. Holiday) \nRegistration \nFirst Day of Classes \nLast Day to Drop or Add a Course; \n\nEnd of Late Registration \nMid-Term; Last Day to Withdraw from a Course \n\nwith a \"W\" Grade \nBeginning of Spring Vacation (5 p.m.) \nSpring Holidays \nClasses Resume \nPre-Registration for Summer and Fall \n\nSemesters, 1995 \nLast Day of Classes \nReading/Preparation Day \nFinal Examinations \n\nFinal Examinations for Saturday Classes \nFinal Examinations \nCommencement \n\n\n\nFall Semester, 1995 \n\n\n\nSat \n\n\nAugust 26 \n\n\nSun \n\n\nAugust 27 \n\n\nMon \n\n\nAugust 28 \n\n\nTue \n\n\nAugust 29 \n\n\nWed \n\n\nAugust 30 \n\n\nMon \n\n\nSeptember 4 \n\n\nWed \n\n\nSeptember 6 \n\n\nMon \n\n\nOctober 9 \n\n\nFri \n\n\nOctober 20 \n\n\nM-F \n\n\nNovember 13-17 \n\n\nW-S \n\n\nNovember 22-26 \n\n\nMon \n\n\nNovember 27 \n\n\nMon \n\n\nDecember 11 \n\n\nTue \n\n\nDecember 12 \n\n\nW-F \n\n\nDecember 13-15 \n\n\nSat \n\n\nDecember 16 \n\n\nM-T \n\n\nDecember 18-19 \n\n\n\nOpening of Residence Halls and Orientation \n\nOrientation \n\nOrientation and Testing of New Students; \n\nRegistration of Returning Students \nRegistration of New Students \nFirst Day of Classes \nLabor Day Holiday \nLast Day to Drop or Add a Course; \n\nEnd of Late Registration \nColumbus Day Holiday \nMid-Term; Last Day to Withdraw from a Course \n\nwith a \"W\" Grade \nPre-Registration for Spring Semester, 1996 \nThanksgiving Holidays \nClasses Resume \nLast Day of Classes \nReading/Preparation Day \nFinal Examinations \n\nFinal Examinations for Saturday Classes \nFinal Examinations \n\n\n\nSpring Semester, 1996 \n\n\n\nMon January 15 \n\n\n\nTue \n\n\nJanuary 16 \n\n\nWed \n\n\nJanuary 17 \n\n\nWed \n\n\nJanuary 24 \n\n\nFri \n\n\nMarch 8 \n\n\nSat \n\n\nMarch 16 \n\n\nS-S \n\n\nMarch 17-24 \n\n\nMon \n\n\nMarch 25 \n\n\nM-F \n\n\nApril 8-12 \n\n\nTue \n\n\nApril 30 \n\n\nWed \n\n\nMay 1 \n\n\nTh-F \n\n\nMay 2-3 \n\n\nSat \n\n\nMay 4 \n\n\nM-W \n\n\nMay 6-8 \n\n\nSat \n\n\nMay 11 \n\n\n\nOpening of Residence Halls and Orientation \n\n(Martin Luther King, Jr. Holiday) \nRegistration \nFirst Day of Classes \nLast Day to Drop or Add a Course; \n\nEnd of Late Registration \nMid-Term; Last Day to Withdraw from a Course \n\nwith a \"W\" Grade \nBeginning of Spring Vacation (5:00 p.m.) \nSpring Holidays \nClasses Resume \nPre-Registration for Summer and Fall \n\nSemesters, 1996 \nLast Day of Classes \nReading/Preparation Day \nFinal Examinations \n\nFinal Examinations for Saturday Classes \nFinal Examinations \nCommencement \n\n\n\nCourses also are offered during summer sessions. For dates and course offerings, \ncontact the Registrar's Office. \n\n\n\n1994 \n\n\n\n\nJULY \n\n\n\n\n\n\n\n\n\n\nAUGUST \n\n\n\n\n\n\n\n\nSEPTEMBER \n\n\n\n\nS M \n\n\nT W T \n\n\nF \n1 \n\n\nS \n\n2 \n\n\nS \n\n\nM \n1 \n\n\nT W T F \n\n2 3 4 5 \n\n\nS \n\n6 \n\n\nS \n\n\nM \n\n\nT W T \n\n1 \n\n\nF \n2 \n\n\nS \n\n3 \n\n\n3 4 \n\n\n5 6 7 \n\n\n8 \n\n\n9 \n\n\n7 \n\n\n8 \n\n\n9 10 11 12 \n\n\n13 \n\n\n4 \n\n\n5 \n\n\n6 7 8 \n\n\n9 \n\n\n10 \n\n\n10 11 \n\n\n12 13 14 \n\n\n15 \n\n\n16 \n\n\n14 \n\n\n15 \n\n\n16 17 18 19 \n\n\n20 \n\n\n11 \n\n\n12 \n\n\n13 14 15 \n\n\n16 \n\n\n17 \n\n\n17 18 \n\n\n19 20 21 \n\n\n22 \n\n\n23 \n\n\n21 \n\n\n22 \n\n\n23 24 25 26 \n\n\n27 \n\n\n18 \n\n\n19 \n\n\n20 21 22 \n\n\n23 \n\n\n24 \n\n\n24 25 \n\n\n26 27 28 \n\n\n29 \n\n\n30 \n\n\n28 \n\n\n29 \n\n\n30 31 \n\n\n\n\n25 \n\n\n26 \n\n\n27 28 29 \n\n\n30 \n\n\n\n\n31 \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nOCTOBER \n\n\n\n\n\n\n\n\n\n\nNOVEMBER \n\n\n\n\n\n\n\n\nDECEMBER \n\n\n\n\n\n\nS M \n\n\nT W T \n\n\nF \n\n\nS \n\n1 \n\n\nS \n\n\nM \n\n\nT W T F \n\n12 3 4 \n\n\nS \n\n5 \n\n\nS \n\n\nM \n\n\nT W T \n\n1 \n\n\nF \n2 \n\n\nS \n\n3 \n\n\n2 3 \n\n\n4 5 6 \n\n\n7 \n\n\n8 \n\n\n6 \n\n\n7 \n\n\n8 9 10 11 \n\n\n12 \n\n\n4 \n\n\n5 \n\n\n6 7 8 \n\n\n9 \n\n\n10 \n\n\n9 10 \n\n\n11 12 13 \n\n\n14 \n\n\n15 \n\n\n13 \n\n\n14 \n\n\n15 16 17 18 \n\n\n19 \n\n\n11 \n\n\n12 \n\n\n13 14 15 \n\n\n16 \n\n\n17 \n\n\n16 17 \n\n\n18 19 20 \n\n\n21 \n\n\n22 \n\n\n20 \n\n\n21 \n\n\n22 23 24 25 \n\n\n26 \n\n\n18 \n\n\n19 \n\n\n20 21 22 \n\n\n23 \n\n\n24 \n\n\n23 24 \n\n\n25 26 27 \n\n\n28 \n\n\n29 \n\n\n27 \n\n\n28 \n\n\n29 30 \n\n\n\n\n25 \n\n\n26 \n\n\n27 28 29 \n\n\n30 \n\n\n31 \n\n\n30 31 \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n1995 \n\n\n\n\nJANUARY \n\n\n\n\n\n\n\n\n\n\nFEBRUARY \n\n\n\n\n\n\n\n\nMARCH \n\n\n\n\n\n\nS M \n\n\nT W T \n\n\nF \n\n\nS \n\n\nS \n\n\nM \n\n\nT W T F \n\n\nS \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF \n\n\nS \n\n\n1 2 \n\n\n3 4 5 \n\n\n6 \n\n\n7 \n\n\n\n\n\n\n1 2 3 \n\n\n4 \n\n\n\n\n\n\n1 2 \n\n\n3 \n\n\n4 \n\n\n8 9 \n\n\n10 11 12 \n\n\n13 \n\n\n14 \n\n\n5 \n\n\n6 \n\n\n7 8 9 10 \n\n\n11 \n\n\n5 \n\n\n6 \n\n\n7 8 9 \n\n\n10 \n\n\n11 \n\n\n15 16 \n\n\n17 18 19 \n\n\n20 \n\n\n21 \n\n\n12 \n\n\n13 \n\n\n14 15 16 17 \n\n\n18 \n\n\n12 \n\n\n13 \n\n\n14 15 16 \n\n\n17 \n\n\n18 \n\n\n22 23 \n\n\n24 25 26 \n\n\n27 \n\n\n28 \n\n\n19 \n\n\n20 \n\n\n21 22 23 24 \n\n\n25 \n\n\n19 \n\n\n20 \n\n\n21 22 23 \n\n\n24 \n\n\n25 \n\n\n29 30 \n\n\n31 \n\n\n\n\n\n\n26 \n\n\n27 \n\n\n28 \n\n\n\n\n26 \n\n\n27 \n\n\n28 29 30 \n\n\n31 \n\n\n\n\n\n\nAPRIL \n\n\n\n\n\n\n\n\n\n\nMAY \n\n\n\n\n\n\n\n\nJUNE \n\n\n\n\n\n\nS M \n\n\nT W T \n\n\nF \n\n\nS \n\n1 \n\n\nS \n\n\nM \n1 \n\n\nT W T F \n\n2 3 4 5 \n\n\nS \n\n6 \n\n\nS \n\n\nM \n\n\nT W T \n\n1 \n\n\nF \n2 \n\n\nS \n\n3 \n\n\n2 3 \n\n\n4 5 6 \n\n\n7 \n\n\n8 \n\n\n7 \n\n\n8 \n\n\n9 10 11 12 \n\n\n13 \n\n\n4 \n\n\n5 \n\n\n6 7 8 \n\n\n9 \n\n\n10 \n\n\n9 10 \n\n\n11 12 13 \n\n\n14 \n\n\n15 \n\n\n14 \n\n\n15 \n\n\n16 17 18 19 \n\n\n20 \n\n\n11 \n\n\n12 \n\n\n13 14 15 \n\n\n16 \n\n\n17 \n\n\n16 17 \n\n\n18 19 20 \n\n\n21 \n\n\n22 \n\n\n21 \n\n\n22 \n\n\n23 24 25 26 \n\n\n27 \n\n\n18 \n\n\n19 \n\n\n20 21 22 \n\n\n23 \n\n\n24 \n\n\n23 24 \n\n\n25 26 27 \n\n\n28 \n\n\n29 \n\n\n28 \n\n\n29 \n\n\n30 31 \n\n\n\n\n25 \n\n\n26 \n\n\n27 28 29 \n\n\n30 \n\n\n\n\n30 \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nJULY \n\n\n\n\n\n\n\n\n\n\nAUGUST \n\n\n\n\n\n\n\n\nSEPTEMBER \n\n\n\n\nS M \n\n\nT W T \n\n\nF \n\n\nS \n\n1 \n\n\nS \n\n\nM \n\n\nT W T F \n\n12 3 4 \n\n\nS \n\n5 \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF \n1 \n\n\nS \n\n2 \n\n\n2 3 \n\n\n4 5 6 \n\n\n7 \n\n\n8 \n\n\n6 \n\n\n7 \n\n\n8 9 10 11 \n\n\n12 \n\n\n3 \n\n\n4 \n\n\n5 6 7 \n\n\n8 \n\n\n9 \n\n\n9 10 \n\n\n11 12 13 \n\n\n14 \n\n\n15 \n\n\n13 \n\n\n14 \n\n\n15 16 17 18 \n\n\n19 \n\n\n10 \n\n\n11 \n\n\n12 13 14 \n\n\n15 \n\n\n16 \n\n\n16 17 \n\n\n18 19 20 \n\n\n21 \n\n\n22 \n\n\n20 \n\n\n21 \n\n\n22 23 24 25 \n\n\n26 \n\n\n17 \n\n\n18 \n\n\n19 20 21 \n\n\n22 \n\n\n23 \n\n\n23 24 \n\n\n25 26 27 \n\n\n28 \n\n\n29 \n\n\n27 \n\n\n28 \n\n\n29 30 31 \n\n\n\n\n24 \n\n\n25 \n\n\n26 27 28 \n\n\n29 \n\n\n30 \n\n\n30 31 \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nOCTOBER \n\n\n\n\n\n\n\n\n\n\nNOVEMBER \n\n\n\n\n\n\n\n\nDECEMBER \n\n\n\n\n\n\nS M \n\n\nT W T \n\n\nF \n\n\nS \n\n\nS \n\n\nM \n\n\nT W T F \n\n\nS \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF \n\n\nS \n\n\n1 2 \n\n\n3 4 5 \n\n\n6 \n\n\n7 \n\n\n\n\n\n\n1 2 3 \n\n\n4 \n\n\n\n\n\n\n\n\n1 \n\n\n2 \n\n\n8 9 \n\n\n10 11 12 \n\n\n13 \n\n\n14 \n\n\n5 \n\n\n6 \n\n\n7 8 9 10 \n\n\n11 \n\n\n3 \n\n\n4 \n\n\n5 6 7 \n\n\n8 \n\n\n9 \n\n\n15 16 \n\n\n17 18 19 \n\n\n20 \n\n\n21 \n\n\n12 \n\n\n13 \n\n\n14 15 16 17 \n\n\n18 \n\n\n10 \n\n\n11 \n\n\n12 13 14 \n\n\n15 \n\n\n16 \n\n\n22 23 \n\n\n24 25 26 \n\n\n27 \n\n\n28 \n\n\n19 \n\n\n20 \n\n\n21 22 23 24 \n\n\n25 \n\n\n17 \n\n\n18 \n\n\n19 20 21 \n\n\n22 \n\n\n23 \n\n\n29 30 \n\n\n31 \n\n\n\n\n\n\n26 \n\n\n27 \n\n\n28 29 30 \n\n\n\n\n24 \n31 \n\n\n25 \n\n\n26 27 28 \n\n\n29 \n\n\n30 \n\n\n1996 \n\n\n\n\nJANUARY \n\n\n\n\n\n\n\n\n\n\nFEBRUARY \n\n\n\n\n\n\n\n\nMARCH \n\n\n\n\n\n\nS M \n\n1 \n\n\nT W T \n\n2 3 4 \n\n\nF \n5 \n\n\nS \n\n6 \n\n\nS \n\n\nM \n\n\nT W T F \n\n1 2 \n\n\nS \n\n3 \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF \n1 \n\n\nS \n\n2 \n\n\n7 8 \n\n\n9 10 11 \n\n\n12 \n\n\n13 \n\n\n4 \n\n\n5 \n\n\n6 7 8 9 \n\n\n10 \n\n\n3 \n\n\n4 \n\n\n5 6 7 \n\n\n8 \n\n\n9 \n\n\n14 15 \n\n\n16 17 18 \n\n\n19 \n\n\n20 \n\n\n11 \n\n\n12 \n\n\n13 14 15 16 \n\n\n17 \n\n\n10 \n\n\n11 \n\n\n12 13 14 \n\n\n15 \n\n\n16 \n\n\n21 22 \n\n\n23 24 25 \n\n\n26 \n\n\n27 \n\n\n18 \n\n\n19 \n\n\n20 21 22 23 \n\n\n24 \n\n\n17 \n\n\n18 \n\n\n19 20 21 \n\n\n22 \n\n\n23 \n\n\n28 29 \n\n\n30 31 \n\n\n\n\n\n\n25 \n\n\n26 \n\n\n27 28 29 \n\n\n\n\n24 \n31 \n\n\n25 \n\n\n26 27 28 \n\n\n29 \n\n\n30 \n\n\n\n\nAPRIL \n\n\n\n\n\n\n\n\n\n\nMAY \n\n\n\n\n\n\n\n\nJUNE \n\n\n\n\n\n\nS M \n\n1 \n\n\nT W T \n\n2 3 4 \n\n\nF \n5 \n\n\nS \n\n6 \n\n\nS \n\n\nM \n\n\nT W T F \n\n1 2 3 \n\n\nS \n\n4 \n\n\nS \n\n\nM \n\n\nT W T \n\n\nF \n\n\nS \n\n1 \n\n\n7 8 \n\n\n9 10 11 \n\n\n12 \n\n\n13 \n\n\n5 \n\n\n6 \n\n\n7 8 9 10 \n\n\n11 \n\n\n2 \n\n\n3 \n\n\n4 5 6 \n\n\n7 \n\n\n8 \n\n\n14 15 \n\n\n16 17 18 \n\n\n19 \n\n\n20 \n\n\n12 \n\n\n13 \n\n\n14 15 16 17 \n\n\n18 \n\n\n9 \n\n\n10 \n\n\n11 12 13 \n\n\n14 \n\n\n15 \n\n\n21 22 \n\n\n23 24 25 \n\n\n26 \n\n\n27 \n\n\n19 \n\n\n20 \n\n\n21 22 23 24 \n\n\n25 \n\n\n16 \n\n\n17 \n\n\n18 19 20 \n\n\n21 \n\n\n22 \n\n\n28 29 \n\n\n30 \n\n\n\n\n\n\n26 \n\n\n27 \n\n\n28 29 30 31 \n\n\n\n\n23 \n30 \n\n\n24 \n\n\n25 26 27 \n\n\n28 \n\n\n29 \n\n\n\nTradition, Purpose \nand Goals \n\n\n\n\nTradition, Purpose and Goals \n\n\n\nOglethorpe derives its institutional purpose from an awareness and apprecia- \ntion of the University's heritage and from an analysis of the needs of contemporary \nsociety. The goals of the educational program and of other component parts of the \nUniversity are based on this sense of institutional purpose. \n\n\n\nThe Oglethorpe Tradition \n\n\n\nThree main ideas or models of what higher education ought to be have \nshaped American colleges and universities. The first is the model of the English \ncollege, particularly in the form developed at Oxford and Cambridge in the 18th \nand 19th centuries. Most of the older institutions in the United States were \npatterned on the English colleges of that period. Many observers have concluded \nthat this is the finest type of collegiate education produced by Western civilization. \n\nThe second idea is that of the German university, especially of the 19th \ncentury. This model, which has had enormous influence on American universi- \nties, stresses professional education (as in medicine and law), graduate study \nleading to the Ph.D. degree, and specialized research. The German university idea \nwas imported into the United States byjohns Hopkins and other institutions in the \nlast century and has left its mark on every college and university in the country. \n\nThe third idea or model is that of the land-grant college, a uniquely American \ninstitution created by the Morrill Act, passed by Congress in 1862. This model \nemphasizes large-scale technical education and service to agriculture and indus- \ntry. It has contributed especially to education in such fields as engineering and \nagriculture and has been the foundation on which many of the state universities \nhave been built. \n\nOglethorpe University identifies itself with the tradition of the English \ncollege. Established in 1835 and named after General James Edward Oglethorpe, \nthe founder of Georgia, the University was patterned on Corpus Christi College, \nOxford, General Oglethorpe's alma mater. It would be overstating the matter to say \nthat Oglethorpe University has been untouched by the other two conceptions of \nhigher education, but it has certainly been shaped principally by the English \ntradition of collegiate education. \n\nWhat are the distinctive features of that tradition? Hundreds of books have \nbeen written on the subject, perhaps the most influential of which is John Henry \nNewman's The Idea of a University, one of the great educational classics. Briefly \nstated, four characteristics have made this kind of college widely admired: \n\n1 . Colleges in the English tradition emphasize broad education for intelligent \nleadership. They believe that this is a more useful undergraduate education \nfor the able young person than technical training for a specific job. \n\n2. Colleges such as Oglethorpe stress the basic academic competencies  \nreading, writing, speaking, and reasoning  and the fundamental fields \nof knowledge  the arts and sciences. These are essential tools of the \neducated person. \n\n3. Close relationships between teacher and student are indispensable to this \ntype of education. A teacher is much more than a conveyor of information \n the invention of the printing press made that notion of education \nobsolete. Rather, the most important function of the teacher is to \n\n\n\nstimulate intellectual activity in the student and to promote his or her \ndevelopment as a mature person. Factory-like instruction, conducted in \nhuge classes, is the very antithesis of the English tradition. \n4. A collegiate education is far more than a collection of academic courses. \nIt is a process of development in which campus leadership opportunities, \nresidential life, athletics, formal and informal social functions, aesthetic \nexperiences, and contact with students from other cultures, in addition \nto classroom exercises, all play important roles. Versatility and ability to \nlead are important goals of this type of undergraduate education. \nTwo other aspects of Oglethorpe's tradition were contributed by Philip \nWeltner, President of the University from 1944 to 1953. Oglethorpe, he said, \nshould be a \"small college which is superlatively good. \" Only at a small college with \ncarefully selected students and faculty, he believed, could young persons achieve \ntheir fullest intellectual development through an intense dialogue with extraor- \ndinary teachers. Thus, a commitment to limited size and superior performance \nare important elements of the Oglethorpe tradition. \n\nPurpose: Education for a Changing Society \n\nWhile an institution may take pride in a distinguished heritage, it is also \nessential that its educational program prepare young people to function effec- \ntively in our complex and rapidly changing society. What are the requirements of \nan education intended to inform and enrich lives and careers that will be \nconducted in the remainder of this century and beyond? \n\nMany commentators on contemporary social conditions and future trends \nagree that the rapidly changing society in which we live places a premium on \nadaptability. Persons in positions of leadership must be able to function effectively \nin changing circumstances. Rigid specialization, with its training in current \npractice, ill prepares the graduate for responsibilities in such a society. The \nbroadly educated person, schooled in fundamental principles, is better equipped \nto exercise leadership in a world that is being transformed by high technology and \nnew information. \n\nOglethorpe emphasizes the preparation of the humane generalist  the kind \nof leader needed by a complex and changing society. Our purpose is to produce \ngraduates who are broadly educated in the fundamental fields of knowledge and \nthe basic concepts and principles of their disciplines and who are prepared to \nexercise responsible leadership in public and private life. \n\nThe University limits its educational program to the arts and sciences, \nbusiness administration, and teacher education. It defines its primary role as the \nconduct of a program of undergraduate education for men and women of above- \naverage ability and traditional college age. In addition, a master's degree in \nteacher education and programs of continuing education for adults are offered \nas services to the local community. \n\n\n\nGoals \n\nEducational programs at Oglethorpe seek to produce graduates who display \nabilities, skills, intellectual attitudes, and sensitivities which are related to the \nUniversity's purpose. The curriculum is designed to develop the following: \n\n1. The ability to comprehend English prose at an advanced level. \n\n2. The ability to convey ideas in writing and in speech  accurately, gram- \nmatically, and persuasively. \n\n3. Skill in reasoning logically about important matters. \n\n4. An understanding of the values and principles that have shaped Western \ncivilization and of the methods employed in historical inquiry. \n\n5. A knowledge and appreciation of great literature, especially the great \nliterature of the English-speaking world. \n\n6. An appreciation of one or more of the arts and an understanding of \nartistic \n\nexcellence. \n\n7. An acquaintance with the methods of inquiry of mathematics and science \nand with the results of the efforts of scientists to understand the physical \nand biological phenomena. \n\n8. An understanding of the most thoughtful reflections on right and wrong \nand an allegiance to principles of right conduct. \n\n9. A basic understanding of our economic, political, and social systems and \nof the psychological and sociological influences on human behavior. \n\nIn its dedication to a broad, comprehensive liberal education for each \nstudent, Oglethorpe has created a common set of core courses that invites \nstudents to be thoughtful, inquisitive, and reflective about the human condition \nand the world surrounding them. These core courses work together with students' \nexperiences in advanced courses in their chosen disciplines to encourage the life- \nlong \"habit of mind\" that is extolled in Newman's The Idea of a University. Students \nare thus urged to consider carefully what they see, hear, and read, to examine \nquestions from more than one point of view, and to avoid leaping quickly to \nconclusions. \n\nThe central considerations of the Oglethorpe core curriculum are expressed \nin the form of five questions that have no easy answers: \n\n1 . What are our present ways of understanding ourselves and the universe? \n\n2. How do these ways of understanding evolve? \n\n3. How do we deal with conflicts in our ways of understanding? \n\n4. How do we decide what is of value? \n\n5. How do we decide how to live our lives? \n\nThe Oglethorpe core curriculum initiates and sustains meaningful discus- \nsion about matters which are and have been fundamental to understanding the \nhuman condition and dealing thoughtfully with its ambiguities. The courses in the \ncore program present a variety of distinct ways of knowing or understanding \nourselves and our world. \n\nAs students become actively engaged with faculty in asking and attempting to \nanswer the central questions raised by the core courses, they will learn to \nappreciate the life of the mind and to be interested in hearing the variety of voices \nthat have addressed these questions. In an effort to ensure that students encoun- \n\n\n\n10 \n\n\n\nter such points of view directly, Oglethorpe's core courses are designed to \nstimulate intensive interaction between faculty and students. \n\nThe core curriculum provides only a beginning for the investigation of \nsignificant questions. What students have at the completion of the Oglethorpe \ncore program are not final answers but a multiplicity of ways of knowing and \nexperiencing the world. They will, in addition, be prepared to continue this \ninquiry on their own. \n\nAll undergraduate programs also require the student to develop a deeper \ngrasp of one or more fields of knowledge organized coherently as a major. The \nstudent's major may be pursued in a single field, such as biology, economics, or \nEnglish, or it may cut across two or more traditional fields (as an interdisciplinary \nor individually planned major). \n\nThe curriculum and extracurricular life are structured to engender in \nstudents the following: \n\n1. The willingness and ability to assume the responsibilities of leadership in \npublic and private life, including skill in organizing the efforts of other \npersons on behalf of worthy causes. \n\n2. An inclination to continue one's learning after graduation from college \nand skill in the use of books and other intellectual tools for that purpose. \n\n3. A considered commitment to a set of career and life goals. \n\n4. An awareness of the increasingly international character of contemporary \nlife and skill in interacting with persons of diverse cultural backgrounds. \n\nThe graduate program in teacher education seeks to support elementary and \nmiddle grades education in the University's neighboring community by providing \nmembers of the teaching profession with the opportunity to enhance their knowl- \nedge and skills in areas of assessed need. The program enables practicing teachers \nand other students to achieve career advancement by earning the initial graduate \ndegree in the field of education. Program graduates are expected to have \ndeveloped and demonstrated: \n\n1. Familiarity with the scholarly literature in their fields of study. \n\n2. Expertise in appropriate research techniques. \n\n3. The capacity for sustained study and independent thought. \n\nThe continuing education program enables members of the metropolitan \ncommunity to pursue their educational goals in a variety of programs and courses. \nBaccalaureate courses selected for adult learners from the regular undergraduate \ncurriculum are offered in the evening and on weekends. Majors and programs of \nspecial relevance and interest to those already employed are emphasized to \nenable program graduates to attain advancement in their careers. \n\nNon-credit courses are also offered in the continuing education program in \norder to provide service to as broad a segment of the community as possible. \nCourses focused on the goals of personal enrichment and professional develop- \nment are offered during evening hours. Career advancement goals may be \npursued in the non-credit curriculum through a certificate program in manage- \nment. \n\nThe success of Oglethorpe alumni and students in their subsequent educa- \ntion, a wide variety of careers, and community life attests to the soundness of this \napproach to education. \n\n\n\n11 \n\n\n\nHistory \n\n\n\n\nHistory \n\n\n\nOld Oglethorpe University began in the early 1800s with a movement by \nGeorgia Presbyterians to establish in their state an institution for the training of \nministers. For generations, southern Presbyterian families had sent their sons to \nPrinceton College in New Jersey, and the long distance traveled by stage or \nhorseback suggested the building of a similar institution in the South. \n\nOglethorpe University was chartered by the state of Georgia in 1835, shortly \nafter the centennial observance of the state. The college was named after James \nEdward Oglethorpe, the founder of Georgia. Oglethorpe University, which \ncommenced actual operations in 1838, was thus one of the earliest denomina- \ntional institutions in the South located below the Virginia line. The antebellum \ncollege, which began with four faculty members and about 25 students, was \nlocated at Midway, a small community near Milledgeville, then the capital of \nGeorgia. \n\nThroughout its antebellum existence the Oglethorpe curriculum consisted \nprimarily of courses in Greek, Latin, classical literature, theology, and a surprising \nvariety of natural science. Oglethorpe's president during much of this period was \nSamuel Kennedy Talmage, an eminent minister and educator. Other notable \nOglethorpe faculty members were Nathaniel M. Crawford, professor of math- \nematics and a son of Georgia statesman William H. Crawford; Joseph LeConte, \ndestined to earn world fame for his work in geology and optics; and James \nWoodrow, an uncle of Woodrow Wilson and the first professor in Georgia to hold \nthe Ph.D. degree. Oglethorpe's most distinguished alumnus from the antebellum \nera was the poet, critic, and musician Sidney Lanier, who graduated in 1860. \nLanier remained as tutor in 1861 until he, with other Oglethorpe cadets, marched \naway to war. Shortly before his death, Lanier remarked to a friend that his greatest \nintellectual impulse was during his college days at Oglethorpe University. \n\nOld Oglethorpe in effect \"died at Gettysburg.\" During the Civil War its \nstudents were soldiers, its endowment was lost in confederate bonds, and its \nbuildings were used for barracks and hospitals. The school closed in 1862 and \nafterward conducted classes irregularly at the Midway location. In 1870 the \ninstitution was briefly relocated in Georgia's postbellum capital of Atlanta, at the \nsite of the present City Hall. Oglethorpe at this time produced several educational \ninnovations, expanding its curriculum to business and law courses and offering \nthe first evening college classes in Georgia. The dislocation of the Reconstruction \nera proved insurmountable, however, and in 1872 Oglethorpe closed its doors for \na second time. \n\nOglethorpe University was rechartered in 1913, and in 1915 the cornerstone \nto the new campus was laid at its present location on Peachtree Road in north \nAtlanta. Present to witness the occasion were members of the classes of 1860 and \n1861, thus linking the old and the new Oglethorpe University. The driving force \nbehind the University's revival was Dr. Thornwell Jacobs, whose grandfather, \nProfessor Ferdinand Jacobs, had served on the faculty of Old Oglethorpe. \nThornwell Jacobs, who became the Oglethorpe president for nearly three de- \ncades, intended for the new campus to be a \"living memorial\" tojames Oglethorpe. \nThe distinctive Gothic revival architecture of the campus was inspired by the \nhonorary alma mater of James Oglethorpe, Corpus Christi College, Oxford. The \ncollegiate coat-of-arms, emblazoned with three boar's heads and the inscription \n\n\n\n13 \n\n\n\nNescit Cedere (\"He does not know how to give up\"), replicated the Oglethorpe \nfamily standard. For the college athletic teams, Jacobs chose an unusual mascot - \na small, persistent seabird which, according to legend, had inspired James \nOglethorpe while on board ship to Georgia in 1732. The Oglethorpe University \nnickname \"Stormy Petrels\" is unique in intercollegiate athletics. \n\nAlthough Presbyterian congregations throughout the South contributed to \nthe revival of Oglethorpe University, the school never re-established a denomina- \ntional affiliation. Since the early 1920s Oglethorpe has been an independent \nnonsectarian co-educational higher educational institution. Its curricular empha- \nsis continued in the liberal arts and sciences and expanded into professional \nprograms in business administration and education. From the 1920s through the \n1940s, the institution received major contributions from several individuals. Some \nof the most prominent benefactors were: John Thomas Lupton, Coca-Cola bottler \nfrom Chattanooga; Atlanta business community members Harry Hermance and \nMrs. Robert J. Lowry; and publisher William Randolph Hearst. The latter gave to \nOglethorpe a sizable donation of land. In the early 1930s the Oglethorpe campus \ncovered approximately 600 acres, including 30-acre Silver Lake, which was \nrenamed Lake Phoebe after the publisher's mother, Phoebe Apperson Hearst. \n\nDuring Thornwelljacobs' tenure he launched several projects which brought \nnational and even international repute to Oglethorpe University. In 1923 Jacobs \ndiscovered the tomb of James and Elizabeth Oglethorpe in Cranham, England. \nFor about a decade Oglethorpe University was involved in major college athletics, \nand the Stormy Petrels fielded football teams that defeated both Georgia Tech \nand the University of Georgia. Perhaps Oglethorpe's most famous athlete was \nLuke Appling, enshrined in the Baseball Hall of Fame. Dr. Jacobs in the 1930s \nbecame, however, one of the earliest and most articulate critics of misplaced \npriorities in intercollegiate athletics, and Oglethorpe curtailed development in \nthis area. In the early 1930s Oglethorpe attracted widespread attention with its \ncampus radio station, WJTL, named after benefactor John Thomas Lupton. \nOglethorpe's University of the Air was a notable experiment, which lasted about \nfive years, that broadcast college credit courses on the air waves. Oglethorpe \nUniversity was one of the first institutions to confer honorary doctorates on \nnational figures in order to recognize superior civic and scientific achievement. \nAmong Oglethorpe's early honorary alumni were Woodrow Wilson, Walter \nLippman, Franklin Roosevelt, Bernard Baruch, Amelia Earhart, and David Sarnoff. \n\nPerhaps the best known of all ofjacobs' innovations was the Oglethorpe Crypt \nof Civilization, which he proposed in the November 1936 issue of Scientific \nAmerican. This prototype for the modern time capsule was an effort to provide, for \nposterity, an encyclopedic inventory of life and customs from ancient times \nthrough the middle of the 20th century. The Crypt, sealed in the foundation of \nPhoebe Hearst Hall in 1940, is not to be opened until 81 13 A.D. It has been hailed \nby the Guiness Book of World Records as \"the first successful attempt to bury a record \nfor future inhabitants or visitors to the planet earth.\" \n\nIn 1944 Oglethorpe University began a new era under Philip Weltner, a noted \nattorney and educator. With a group of faculty associates, Dr. Weltner initiated an \nexciting approach to undergraduate education called the \"Oglethorpe Idea.\" It \ninvolved one of the earliest efforts to develop a core curriculum, with the twin aims \nto make a life and to make a living. The Oglethorpe core, which was applauded \nby the New York Times, aimed at a common learning experience for students with \n\n\n\n14 \n\n\n\nabout one-half of every student's academic program consisting of courses in \n\"Citizenship\" and \"Human Understanding.\" After World War II, Oglethorpe \nUniversity emphasized characteristics it had always cultivated, notably close \npersonal relationships, in order to be, in Dr. Weltner's words, \"a small college \nsuperlatively good.\" Oglethorpe continued toward its goals and in the late 1960s \nbegan a building expansion program which created a new part of the campus, \nincluding a modern student center and residential complex. \n\nBy the 1 980s the Carnegie Foundation for the Advancement of Teaching had \nclassified Oglethorpe in the category of Liberal Arts I (now referred to as \nBaccalaureate [Liberal Arts] Colleges I). These highly selective undergraduate \ninstitutions award more than half of their degrees in the arts and sciences. By the \n1990s the University was listed in the Fiske Guide to Colleges, The Princeton Review \nStudent Access Guide, Barron 's 300 Best Buys in College Education, National Review \nCollege Guide  America 's Top Liberal Arts Schools and many other guides to selective \ncolleges. \n\nThe student body, while primarily from the South, has become increasingly \ncosmopolitan; in a typical semester, Oglethorpe draws students from about 30 \nstates and 30 foreign countries. The University has established outreach through \nits non-credit Learn and Live courses; evening-weekend degree programs; teacher \ncertification and a graduate program in education; and the Oglethorpe University \nMuseum. The University is also home to the Georgia Shakespeare Festival. \n\nAs Oglethorpe University faces the 21st century, it has demonstrated contin- \nued leadership in the development and revision of its core curriculum, with efforts \nfunded by the National Endowment for the Humanities. The historic district of \nthe 100-acre campus has been designated in the National Register of Historic \nPlaces. Enrollment is about 1,200 with the plans for controlled growth to about \n1,500. Oglethorpe remains on the forefront of educational innovation, with a \ncurriculum that features interactive learning. The University uses a variety of \neffective pedagogical techniques, perhaps most notably a peer tutoring program. \nReflecting the contemporary growth of the city of Atlanta, Oglethorpe has \nrecently developed a distinctive international dimension. Students at the Univer- \nsity may complement their campus programs with foreign studies at sister \ninstitutions in Argentina, France, the Netherlands, and Japan. As Oglethorpe \nUniversity continues to grow, academically and materially, it is ever mindful of its \ndistinguished heritage and will still remain, in the affectionate words of poet and \nalumnus Sidney Lanier, a \"college of the heart.\" \n\nThe Presidents of the University \n\nCarlyle Pollock Beman, 1836-1840 Donald Wilson, 1956-1957 \n\nSamuel Kennedy Talmage, 1841-1865 Donald Charles Agnew, 1958-1964 \n\nWilliam M. Cunningham, 1869-1870 George Seward, Acting, 1964-1965 \n\nDavid Wills, 1870-1872 Paul Rensselaer Beall, 1965-1967 \n\nThornwell Jacobs, 1915-1943 Paul Kenneth Vonk, 1967-1975 \n\nPhilip Weltner, 1944-1953 Manning Mason Pattillo, Jr., 1975-1988 \n\nJames Whitney Bunting, 1953-1955 Donald Sheldon Stanton, 1988- \n\n\n\n15 \n\n\n\nCampus Facilities \n\n\n\n\nOglethorpe University's facilities are generally accessible to physically im- \npaired students. All buildings on campus are equipped with either ramps or \nground- floor entry. With the exception of Lupton Hall, the primary classroom \nand office buildings have elevators to all floors. Appointments with faculty \nmembers or administrators with inaccessible offices are scheduled in accessible \nareas. Only three classrooms are not accessible. When appropriate, classes are \nreassigned so all classes are available to all students. All residence halls include \naccessible housing space. \n\nSmoking is prohibited in all campus buildings at Oglethorpe University. This \nincludes classrooms, offices, labs, meeting rooms, lounge areas, restrooms, corri- \ndors, stairwells, the Library, the Field House, the Student Center, and any other \ninterior spaces in buildings. An exception to the rule is provided for residents in \nthe privacy of their residence hall rooms. \n\nLowry Hall - Philip Weltner Library \n\nThe Philip Weltner Library is a newly remodeled and expanded facility which \nincludes a formal reading room with an atrium, a glass-enclosed quiet reading \nroom, and an after-hours reading room. In addition, there are numerous study \nrooms and carrells, as well as an audio-visual room. The Library of Congress \nclassification is used in an open-stack arrangement allowing free access to users on \nall three floors. \n\nThe collection of over 100,000 volumes includes books, periodicals, and \nmicroforms, as well as audio-visual and machine-readable materials. More than \n760 periodical subscriptions provide a diversified range of current information. \n\nThe library has an on-line catalog and a computerized circulation system to \naid the library patron. The library is a member of the library consortium of the \nUniversity Center of Georgia. \n\nThe library is open seven days a week during the regular academic year. \n\nOglethorpe Museum \n\nThe Oglethorpe University Museum, located on the third floor of the Philip \nWeltner Library, opened in the spring of 1993 after extensive renovations. The \nmuseum, covering 7,000 square feet, has a comfortable environment created by \nthe intimate spaces of two galleries. It is considered an important cultural addition \nto Atlanta's growing art scene, drawing thousands of visitors each year. \n\nIn addition to the permanent collection, three exhibitions are held each year, \nwhich focus on realistic, historical and/or international images of art. \n\nThe museum sponsors a unique International Artist-in-Residence program, \nbringing to campus a well-known artist from another country to work in the Faith \nHall Art Studios and to hold visiting hours for the students and the public. An \nexhibition of the artist-in-residence's work can be viewed in the Museum. \n\nFor Museum hours and exhibit information, call (404) 364-8555. \n\n\n\n17 \n\n\n\nThe Emerson Student Center \n\n\n\nThe Student Center is named in honor of William A. and Jane S. Emerson, \nbenefactors of the University. As the hub of campus life, the Emerson Student \nCenter houses a lounge, television area, a student-managed club, a physical fitness \nfacility, the student post office, the student association office, the newspaper and \nyearbook offices, the cafeteria, the offices of the Dean of Community Life, the \nDirector of the Student Center, the Director of Career Planning and Placement, \nthe Director of Housing, and the Director of Musical Activities. An outdoor \nswimming pool is adjacent to the building. \n\n\n\nLupton Hall \n\n\n\nLupton Hall, built in 1920 and named in honor ofjohn Thomas Lupton, was \none of the three original buildings on the present Oglethorpe University campus. \nIt was renovated in 1973 and contains administrative offices and an auditorium \nwith seating for 300 persons. The University Business Office is located on the lower \nlevel of Lupton Hall. The Office of the Provost, the Registrar, and the Admissions \nOffice are on the first floor. Offices of the President, Executive Vice President, \nDevelopment, Public Relations, Alumni Affairs, and two lecture halls are on the \nsecond floor. The Office of Financial Aid, faculty offices, and a computer \nlaboratory are on the third floor. \n\nThe cast-bell carillon in the Lupton tower has 42 bells which chime the \nquarter hours. \n\n\n\nPhoebe Hearst Hall \n\n\n\nPhoebe Hearst Hall was built in 1915 in the handsome neo-Gothic architec- \nture that dominates the Oglethorpe campus. The building is named in honor of \nPhoebe Apperson Hearst, the mother of William Randolph Hearst, Sr. \n\nIt was renovated in the fall of 1972 as a classroom and faculty office building. \nMost classes, with the exception of science and mathematics, are held in this \nbuilding which is located directly across from Lupton Hall. The University \nBookstore is located on the lower level of the building. \n\nThe dominant feature of the building is the beautiful Great Hall, the site of \nmany traditional and historic events at Oglethorpe. Located on the ground floor \nof the building is the much-publicized Crypt of Civilization. The capsule was \nsealed on May 28, 1940, and is not to be opened until May 28, 8113. \n\n\n\nGoslin Hall \n\n\n\nGoslin Hall was completed in 1971 and houses the Division of Science and \nMathematics. Lecture halls and laboratories for biology, chemistry, and physics \nare located in the building. Goslin Hall was named in honor of Dr. Roy N. Goslin, \nthe late Professor Emeritus of Physics, for his many years of dedicated work for the \ncollege and the nation. A new physics laboratory, made possible by a grant from \nthe Olin Foundation, was opened in 1979. All laboratories were renovated in 1985. \nIn 1993, a grant from AT\u0026T provided a networked computer laboratory for \nscience and mathematics instruction. \n\n\n\n18 \n\n\n\nTraer Hall \n\nBuilt in 1969, Traer Hall is a three-story women's residence which houses 168 \nstudents. Construction of the building was made possible through the generosity \nof the late Wayne S. Traer, Oglethorpe University alumnus of the class of 1928. \nThe double occupancy rooms, arranged in suites, open onto a central plaza \ncourtyard. \n\nGoodman Hall \n\nGoodman Hall was built in 1956 and renovated in 1970, when it was trans- \nformed from a men's into a women's residence hall. One wing of the building \ncurrently serves as a residence hall for women. The second wing contains the \nUniversity's Academic Resource Center, classrooms, and a computer training \ncenter for Continuing Education. \n\nUpper Residence Hall Complex \n\nFive residence halls are situated around the upper quadrangle. Constructed \nin 1968, these buildings house both men and women. All rooms on the first and \nsecond floors are suites with private entrances and baths. \n\nFaith Hall \n\nThe Student Health Center and the Counseling Office are located on the \nupper level of Faith Hall, together with art studios and lecture rooms. The lower \nlevel of Faith Hall houses the maintenance facility. \n\n\n\nR. E. Dorough Field House \n\n\n\nThe Dorough Field House is the site of intercollegiate basketball and \nvolleyball, intramural and recreational sports, and large campus gatherings such \nas concerts and commencement exercises. Built in 1960, this structure underwent \nmajor renovation in 1979. The building is named for the late R. E. Dorough, a \nformer Trustee of the University. An extension housing a basketball/volleyball \ncourt, office space, a running track, a weight room, two handball courts, and two \nlocker rooms is scheduled for completion in the fall of 1994. \n\n\n\nAthletic Facilities \n\n\n\nIntercollegiate soccer is played on the Oglethorpe soccer field which is \nlocated behind the upper residence hall complex. Intercollegiate baseball is \nplayed on Anderson Field between Hermance Stadium and Dorough Field House. \nSix tennis courts are adjacent to the field house and below them is a six-lane, all- \nweather LayKold track. There is an outdoor volleyball court (sand) behind the \nupper residence hall complex. A student-sponsored physical fitness center is \nlocated in the Emerson Student Center. \n\n\n\n19 \n\n\n\nAdmissions \n\n\n\n\nThe admissions policy of Oglethorpe University is based on an individual \nselection process. Throughout its history, Oglethorpe has welcomed students \nfrom all sections of the country, as well as from abroad, as candidates for degrees. \nIt is the policy of the Admissions Committee to select for admission to the \nUniversity applicants who present strong evidence of purpose, maturity, scholastic \nability, and probable success at Oglethorpe. Applicants wishing to enroll in the \nevening credit program should consult the section on Continuing Education in \nthis Bulletin. \n\n\n\nFreshman Applicants \n\n\n\nAdmission to the undergraduate division of the University may be gained by \npresenting evidence of successful completion of secondary school work and by \nproviding the results of the College Entrance Examination Board's Scholastic \nAptitude Test (SAT) or the results of the American College Testing Program \nAssessment (ACT). \n\nArrangements to take the SAT or ACT may be made through a secondary \nschool guidance counselor or by writing directly to one of the testing agencies. For \nSAT write to the College Board, Box 592, Princeton, New Jersey 08540, or Box \n1025, Berkeley, California 90701. For ACT write to American College Testing \nProgram, P.O. Box 451, Iowa City, Iowa 52240. It is to the applicant's advantage \nto take one of the tests late in the junior year or early in the senior year of high \nschool. \n\nApplicants should normally have or be in the process of completing a \nsecondary school program including appropriate courses in English, social \nstudies, and mathematics, and/or science. While an admissions decision may be \nbased on a partial secondary school transcript, a final transcript must be sent to \nthe Admissions Office by the candidate's school, showing evidence of academic \nwork completed and official graduation. \n\nThe Oglethorpe application contains a reference form and a list of other \nmaterials which must be submitted by the applicant. No application will be \nconsidered and acted upon until the items indicated have been received. \n\nStudents may choose from early decision and regular decision admissions. \n\n\n\nApplication Procedure \n\n\n\nAll correspondence concerning admission should be addressed to the Admis- \nsions Office, Oglethorpe University, 4484 Peachtree Road N.E., Atlanta, Georgia \n30319-2797. After receiving the application form, the applicant should complete \nand return it with an application fee of $25. \n\nEntering freshmen must also submit the following: letter of reference from \na high school counselor or teacher; official transcript of high school work; and \nSAT or ACT scores. Transfer students must submit the completed application \nform with the $25 application fee, plus the following: letter of good standing from \nthe registrar or dean of the college previously attended, official transcript of each \ncollege attended, and a high school transcript and test scores if less than one full \nyear of college work has been completed. \n\nWhen a student has completed the application process, the Director of \nAdmissions and the Admissions Committee will review the application. If accepted, \n\n\n\n21 \n\n\n\nthe student will be required to submit an enrollment deposit to reserve \naccommodations for the appropriate session. Residence hall students submit a \ndeposit of $200, commuters $100. While the deposit is not refundable, it is \napplicable toward tuition and fees. \n\n\n\nEarly Decision \n\n\n\nThis program allows students for whom Oglethorpe is their first choice to be \nconsidered on a priority basis. Completed applications with supporting materials \nare due on or before December 1. Candidates will be required to certify that they \nare not applying to any other colleges under an Early Decision plan. Notification \nof admission by Oglethorpe will be made on or about December 10. Early Decision \ncandidates applying for scholarship or financial aid assistance must file the \nappropriate forms by January 14. \n\nAccepted students will be required to submit their deposits by February 1 and \nto certify that they have withdrawn applications from other schools. Early Decision \nstudents who do not submit their deposits as required will have offers of admission \nand financial assistance rescinded. \n\n\n\nRegular Decision \n\n\n\nCandidates for Regular Decision may submit their applications at any time, \nalthough the University will accept applicants after March 1 only on a \"space- \navailable\" basis. To be considered, freshman applicants should submit a completed \napplication form, high school transcripts, standardized test scores, and \nrecommendation (s). Achievement tests, essays, portfolios, or videos are not \nrequired for admission purposes but will be considered if submitted. Interviews \nand campus visits are strongly recommended. \n\nIf, upon review of an applicant's file, it is felt that further information would \nbe helpful (i.e. mid-year grades) , the student will be notified. Decisions will be \nmailed on or about February 1, and afterwards on a rolling basis. \n\n\n\nCampus Visit \n\n\n\nWhile not a requirement of the admissions process, the candidate is urged to \nvisit the campus and explore the academic and leadership opportunities that \nencompass the Oglethorpe tradition of a collegiate education. \n\nAdditional information may be obtained by contacting the Admissions \nOffice, (404) 364-8307 in the Atlanta calling area or (800) 428-4484 from other \nlocations. \n\nTransfer Students and Transfer Policies \n\nStudents who wish to transfer to Oglethorpe from other regionally accredited \ncolleges are welcome, provided they are in good standing at the last institution \nattended. They are expected to follow regular admissions procedures and will be \nnotified of the decision of the Admissions Committee in the regular way. \n\nThe same transfer policies and regulations apply to both day and evening \nstudents. \n\n\n\n22 \n\n\n\nMost financial aid awards and scholarships are available to transfer students \nas well as first-time freshmen. \n\nThe same information is required of the transfer student as for the entering \nfreshman, although high school records, test scores, and reference forms are not \nrequired of students having more than one full year of transferable credit. \n\nTransfer students must submit transcripts of all current and previous college \nwork. A separate official transcript from each college attended must be received \nbefore any action will be taken on the application. \n\nOglethorpe University will accept as transfer credit courses comparable to \nUniversity courses which are applicable to a degree program offered at Oglethorpe. \nAcceptable work must be shown on an official transcript and must be completed \nwith a grade of \"C\" or better. Oglethorpe does not accept a \"D\" grade as transfer \ncredit, unless a student has graduated from an accredited junior college, or a \"D\" \ngrade is followed by a \"C\" grade or better in a normal sequence course (e.g., \nGeneral Biology I and II). \n\nTransfer students on probation or exclusion from another institution will not \nbe accepted. \n\nTransfer students must have a grade-point average of 2.5 (on a 4.0 scale) to \nbe eligible for admission. \n\nTransfer students who have earned an associate degree at a regionally \naccredited junior college will be awarded two years of credit. Junior college \ngraduates with strong academic records are encouraged to apply for admission. \n\nOglethorpe University will accept as many as 30 hours of United States Armed \nForces Institute (USAFI) credit. \n\nStudents who hold the R.N. credential from an appropriately accredited \ninstitution are awarded credit for their arts and sciences courses. To earn a \nbachelor's degree, the student must complete the core curriculum, a major, and \nother applicable requirements. \n\nThe maximum total number of semester hours that may be transferred into \nOglethorpe is 75. A minimum of 45 semester hours must be earned through \ncourse work at Oglethorpe in order for an Oglethorpe degree to be awarded, with \n30 of the last 60 hours earned in residence (see Residency Requirement). \n\nCredits earned at post-secondary institutions accredited by the six regional \naccrediting bodies (e.g., Southern, Middle States, New England, etc., Associa- \ntions) will be accepted in day and evening programs. \n\nCourses taken at schools accredited by national crediting bodies (e.g., \nAssociation of Independent Schools and Colleges, American Association of Bible \nColleges, etc.) may be credited. In these cases, division chairs in whose areas the \ncourses relate will receive from the Dean of Continuing Education the student's \ntranscript, an actual catalog course description provided by the student, and a \nsyllabus for the course provided by the student. Division chairs will determine \nwhether or not courses are to receive transfer credit. \n\nCourses recognized by the American Council on Education (ACE) may be \ncredited by the Dean of Continuing Education and the Registrar. Programs not \nrecognized by ACE will not be given credit. \n\nA maximum of 30 semester hours may be earned through College Level \nExamination Program (CLEP tests). Maximum credit for Advanced Placement \ntests (AP testing) is also 30 semester hours. Please consult the section, Credit by \nExamination, on the following pages. \n\n\n\n23 \n\n\n\nIn all cases, only 75 semester hours may be earned outside of Oglethorpe \nUniversity through any of the means described above. At least 45 semester hours \nmust be earned in course work for which Oglethorpe credits are granted. \n\nA minimum of 15 semester hours of a major must be in course work taken at \nOglethorpe University (for teacher education majors, please refer to Division VI \nrequirements in this Bulletin) . A minimum of nine semester hours of a minor must \nbe in course work taken at Oglethorpe. For education majors, these requirements \nmust be fulfilled before student teaching. \n\nInternational Students \n\nAdmission to Oglethorpe is open to qualified students from all countries. \nStudents who are able to provide evidence of suitable academic background, \nadequate financial resources, and seriousness of purpose are eligible to apply. \n\nAll students from countries where English is not the native language must \nmeet one of the following requirements to be considered for admission: \n\n1. Complete level 109 from an ELS, Inc. language center. \n\n2. Score a minimum of 550 on the TOEFL (Test of English as a Foreign \nLanguage). \n\n3. Score 400 or more on the verbal section of the International Scholastic \nAptitude Test. \n\n4. Have a combined 2.5 grade-point average with no grade below a \"C\" in two \nEnglish composition courses from an AACRAO (American Association of \nCollegiate Registrars and Admissions Officers) accredited college or \nuniversity. \n\nInternational students must take an English composition placement test \nprior to beginning the first semester of classes. They will be placed in an \nappropriate English composition course. The normal sequence of composition \ncourses for students from non-English-speaking countries is: English as a Second \nLanguage I and II followed by Analytical Writing. \n\nAn international student's secondary school credentials are subject to the \nacceptance criteria stated for his or her country in the AACRAO world education \nseries, governed by the National Council on the Evaluation of Foreign Educa- \ntional Credentials, 1717 Massachusetts Avenue, N.W., Washington, DC 20036. \n\nAll students from nations where English is the native language must have one \nof the following to be considered for admission: \n\n1. A combined SAT score of 900, with at least 400 on the verbal section. \n\n2. An ACT score of at least 21. \n\n3. Above-average scores on the \"A\" level examinations in British system \nschools or their equivalent in Northern Ireland or Scotland. \n\n\n\nJoint Enrollment Students \n\n\n\nStudents who have attained junior or higher standing in their secondary \nschools may apply for enrollment in suitable courses offered at the University. \n\nAdmission to the joint enrollment program will depend upon a joint assess- \nment by appropriate personnel of the student's secondary school and by Oglethorpe \nadmissions personnel. \n\n\n\n24 \n\n\n\nIn general, the candidate must have the social maturity to benefit from a \ncollegiate experience and possess a \"B\" or higher grade-point average along with \na combined score of 1050 or higher on the Scholastic Aptitude Test or its \nequivalent. A student seeking admission should write or call the Joint Enrollment \nCounselor in the Admissions Office at Oglethorpe to receive an application. No \nmore than four courses may be taken as a joint enrollment student. \n\nEarly Admission (Early Entrance) \n\nA gifted student of unusual maturity whose high school record shows excel- \nlent academic performance through the junior year in a college preparatory \nprogram, and whose score on a standardized aptitude test is high, may submit his \nor her application for admission to the University for enrollment after the junior \nyear in high school. The candidate should have the support of his or her parents \nin writing submitted with the application. A strong recommendation from the \nhigh school is expected, and the candidate must come to campus for a personal \ninterview with a senior admissions officer. \n\nTransient Students \n\nTransient students may take any course offered by the University, provided \nthat they secure permission from their current institution certifying that the \ninstitution will accept for transfer credit the academic work done by the student \nat Oglethorpe. This permission is the responsiblity of the transient student. \n\nA letter of good standing or a current transcript must be sent to the \nAdmissions Office before a transient student can be accepted. \n\nPost-baccalaureate Students \n\nPost-baccalaureate students must submit a post-baccalaureate/transient ap- \nplication and acceptable letters of reference; former Oglethorpe students may \nreturn to the University with the permission of the Director of Admissions. Upon \ncompletion of 15 semester hours at Oglethorpe, a post-baccalaureate student who \nwishes to work toward a degree must change to degree-seeking status and be \nreviewed for admission by the Director of Admissions. \n\n\n\nCredit by Examination \n\n\n\nThere are three testing programs through which students may earn credit for \nrequired or elective courses. Any student who has questions about these examina- \ntions should consult the Registrar. No more than 30 semester hours of credit will \nbe accepted from each of the programs described below. \n\nCollege Level Examination Program - CLEP \n\nWithin the CLEP testing program are two categories. The General Examina- \ntions cover the areas of English Composition, Humanities, Mathematics, Natural \nScience, and Social Science and History. Oglethorpe University does not award \ncredit for the General Examinations in English Composition, Natural Science, \nMathematics, or Social Science and History. Minimum acceptable scores are 500 \n\n\n\n25 \n\n\n\nfor each general area and 50 in each sub-total category. The Subject Examinations \nare designed to measure knowledge in a particular course. A minimum acceptable \nscore of 50 on a Subject Examination is required for credit. The Oglethorpe \nRegistrar should be contacted concerning which Subject Examinations may lead \nto credit at Oglethorpe. \n\nCLEP examinations normally are taken before the student matriculates at \nOglethorpe. Only under special circumstances will credit be awarded for an \nexamination taken after the student completes his or her first semester at \nOglethorpe University. A maximum of three semester hours will be awarded for \neach examination. A maximum of 30 semester hours may be earned with accept- \nable CLEP scores. \n\nAll students are required to take placement examinations in mathematics and \nforeign languages (if they plan to take a course in these areas or subjects) and are \nplaced accordingly. \n\nAdvanced Placement Program \n\nThe University encourages students who have completed Advanced Place- \nment examinations of the College Entrance Examination Board to submit their \nscores prior to enrollment for evaluation for college credit. The general policy of \nOglethorpe toward such scores is the following: Academic credit will be given in \nthe appropriate area to students presenting Advanced Placement grades of 3, 4, \nor 5; neither credit nor exemption will be given for a grade of 2; maximum credit \nallowed to any student for Advanced Placement tests will be 30 semester hours. \nSpecific policies are indicated in the chart which follows. \n\nAll students are required to take placement examinations in mathematics and \nforeign languages (if they plan to take a course in these areas or subjects) and are \nplaced accordingly. \n\n\n\nADVANCED PLACEMENT CREDIT CHART \n\n(Accepted Examination Grades: 3, 4, 5) \n\n\n\nAP Exam \n\n\nSemester \n\nHours \nAwarded \n\n\nCourse Equivalents \n\n\nSpecial Conditions \n\n\nArt \n\nStudio \nHistory \n\n\n3 \n3 \n\n\n1182 Drawing \n\nC181 Art and Culture \n\n\n\n\nBiology \n\n\n3 \n\n\nC352 Natural Science: The \nBiological Sciences \n\n\n\n\nChemistry \n\n\n3 \n\n\nC351 Natural Science: The \nPhysical Sciences \n\n\n\n\n\nComputer Science \n\nGrade 4 or 5 6 \n\nGrade 3 3 \n\n\n\n2541, 2542 Introduction to \u0026 \nPrinciples of Computer Science \n\n2541 Introduction to \nComputer Science \n\n\n\nEconomics \n\nMicroeconomics 3 \nMacroeconomics 3 \n\n\n\n1521 Introduction to Economics \nElective Credit \n\n\n\n26 \n\n\n\nEnglish \n\nLanguage \u0026 \nComposition \nGrade 4 or 5 \n\n\n\nLanguage \u0026 \nComposition \nGrade 3 \n\n\n\nLiterature \u0026 \nComposition \nGrade 4 or 5 \n\n\n\nLiterature \u0026 \nComposition \nGrade 3 \n\n\n\nPhysics \n\nPhysics B \nPhysics C \n\n\n\nElective credit \n\n\n\nElective Credit \n\n\n\nA score of 4 or 5 is equivalent \nto 3 semester hours credit for \n1123 Independent Study in \nLiterature and Composition. \n\nFor a score of 3 the Advanced \nPlacement essay must be sub- \nmitted to the English faculty \nfor evaluation. \n\nA score of 4 or 5 is equivalent \nto 3 semester hours credit for \n1 123 Independent Study in \nLiterature and Composition. \n\nFor a score of 3, the Advanced \nPlacement essay must be sub- \nmitted to the English faculty \nfor evaluation. \n\n\n\nFrench \n\nLanguage \nLiterature \n\n\n8 \n6 \n\n\n1173, 1174 Elementary French I \u0026 II \nGeneral credit in French \n\n\n\n\nGerman \n\nLanguage \nLiterature \n\n\n8 \n6 \n\n\n1 1 75, 1 1 76 Elementary German I \u0026 II \nGeneral credit in German \n\n\n\n\nGovernment \n\n\n3 \n\n\n1222 Introduction to Politics \n\n\n\n\nHistory \n\nAmerican \nEuropean \n\n\n6 \n3 \n\n\n2216, 2217 American History to 1865 \u0026 Since \nC212 The West and the Modern World \n\n\n1865 \n\n\nLatin \n\n\n8 \n\n\nGeneral credit in Latin \n\n\n\n\nMathematics \n\nCalculus AB \nCalculus BC \n\n\n3 \n6 \n\n\n1335 Calculus I \n\n1335, 1336 Calculus I \u0026 II \n\n\n\n\nMusic \n\nTheory \nAppreciation \n\n\n3 \n3 \n\n\n2131 Music Theory I \nC131 Music and Culture \n\n\n\n\n\n8 1341, 1342 General Physics I \u0026 II \n\n10 234 1 , 2342 College Physics I \u0026 II \n\n3 C351 Natural Science: The \n\nPhysical Sciences \n\n\n\nPsychology \n\n\n\nC462 Psychological Inquiry \n\n\n\nSpanish \n\nLanguage \nLiterature \n\n\n\n1171, 11 72 Elementary Spanish I \u0026 II \nGeneral credit in Spanish \n\n\n\nInternational Baccalaureate Program \n\nStudents who have studied in an approved International Baccalaureate \nProgram (IB) are encouraged to apply for credit based on scores earned. Contact \nthe Admissions Office for evaluation. \n\n\n\n27 \n\n\n\nROTC - Reserve Officers Training Corps \n\nOglethorpe University has made arangements through Cross Registration for \nstudents to participate in the Air Force ROTC program at the Georgia Institute of \nTechnology and the Army ROTC program at Georgia State University. Twelve \nhours of ROTC may be used as elective credit toward a degree at Oglethorpe. Each \nROTC branch offers scholarship programs of two, three, and four years. Addi- \ntional information may be obtained from the Registrar at Oglethorpe and the \ndepartments of military science at the institutions hosting these programs. \n\n\n\n28 \n\n\n\nContinuing \nEducation \n\n\n\n\nOglethorpe University's Division of Continuing Education offers a variety of \neducational opportunities to adults in the metropolitan Atlanta area. Included \nare credit courses in the liberal arts and business, non-credit courses, and \neducational experiences designed to meet the specific needs of employers, \norganizations, and members of vocational groups. \n\nAll correspondence concerning admission to the Continuing Education \nProgram should be addressed to the Office of Continuing Education, Oglethorpe \nUniversity, 4484 Peachtree Road N.E., Atlanta, Georgia 30319-2797. The tele- \nphone number for the Continuing Education Office is (404) 364-8383. \n\n\n\nDegree Program \n\n\n\nAn evening-weekend credit program serves two groups: those who wish to \ntake a limited number of courses for special purposes and those who desire to earn \nbaccalaureate degrees. Degree programs are offered in accounting, business \nadministration, business administration and computer science, business adminis- \ntration and behavioral science, and the individually planned major. Classes meet \ntwo nights a week (Monday and Wednesday or Tuesday and Thursday) or on \nSaturday mornings. The academic year is divided into three full sessions  fall, \nspring, and summer  and an abbreviated session in May. To qualify for the \nspecial tuition rates offered to continuing education students, a student must take \nall courses in the evening or on Saturdays. \n\nAdmission as a Regular Degree Student \n\nIn order to be admitted as a regular degree student in the Continuing \nEducation Progam, a student must: \n\n1. Be at least 21 years of age. \n\n2. Have graduated from high school or have passed the General Education \nDevelopment test. \n\n3. Obtain transcripts from all colleges attended and have at least a 2.3 \ncumulative grade-point average on all college work attempted in the last \ntwo years. \n\n4. Demonstrate English language proficiency if he or she is an international \nstudent. \n\nAdmission as a Transfer Student \n\nPlease refer to Transfer Students and Transfer Policies in the Admissions \nsection of this Bulletin. \n\nAdmission as a Transient Student \n\nPlease refer to Transient Students in the Admissions section of this Bulletin. \n\nAdmission as a Special Student \n\nStudents who wish to take a limited number of courses for a special purpose \nor who would like to try college before committing to a degree program, may apply \nas a special student. A special student may take up to five courses without having \n\n30 \n\n\n\nto obtain transcripts from high school or other colleges previously attended. All \ncourses taken as a special student can be transferred to another college or be \napplied to an Oglethorpe degree program. \n\nIn order to be admitted as a special student in the Continuing Education \nProgram, a student must: \n\n1. Be at least 21 years of age. \n\n2. Have graduated from high school or have passed the General Education \nDevelopment test. \n\n3. Be eligible to return to any college or university which he or she has \nattended in the last two years. \n\n4. Demonstrate English language proficiency if he or she is an international \nstudent. \n\n\n\nCredit by Examination \n\n\n\nPlease refer to Credit by Examination in the Admissions section of this \nBulletin. \n\n\n\nNon-Degree Program \n\n\n\nThe Division of Continuing Education serves as the University's community \nservice arm, providing non-credit courses for adults. The three non-credit pro- \ngrams are the Learn and Eive courses for personal enrichment, computer courses \nand the Certificate in Management Development program offered in cooperation \nwith the American Management Association Extension Institution. Classes meet \no'n weekday evenings and Saturdays in fall and spring semesters and summer \nsessions. \n\nHuman Resources Development \n\nTraining needs of business, industry, government, and vocational groups in \nthe north Atlanta area are met through individually-designed seminars, work- \nshops, and conferences. Emphasis is placed on training for managers, with a \nCertificate in Management awarded to individuals who complete the prescribed \ncourse of study. \n\nAdditional information is available from the Dean of Continuing Education. \n\n\n\n31 \n\n\n\nFinancial \nAssistance \n\n\n\n\nPrograms \n\nOglethorpe University offers a variety of strategies and resources to lower the \ncost of an Oglethorpe education. Both need-based aid and awards based on \nacademic achievement are available. All families are urged to complete an \napproved needs- analysis form regardless of their income levels. The University's \nfinancial aid professionals will then have the information necessary to discuss all \noptions available to parents and students. The Free Application for Federal \nStudent Aid (FAFSA) is the approved needs-analysis form by which students may \napply for all need-based programs (Federal Perkins Loans, Federal Supplemental \nEducational Opportunity Grants, Federal Work-Study) and at the same time apply \nfor the Federal Pell Grant, the Federal Stafford Loan, the Oglethorpe Need-based \nGrant, as well as the Georgia Incentive Grant, if a resident of Georgia. After filing \nthe FAFSA, the student will receive from the processor a Student Aid Report for \nthe Federal Pell Grant Program. When the Student Aid Report is received, it \nshould be forwarded to the Office of Financial Aid. \n\nA financial aid package may include assistance from any one or more of the \nfollowing sources: \n\nJames Edward Oglethorpe Scholarships provide tuition, room and board for \nfour years of undergraduate study, if scholarship criteria continue to be met. \nRecipients are selected on the basis of an academic competition held on campus \nin the spring of each year. Students must be nominated by their secondary schools, \nmust have a combined SAT score of at least 1250 (ACT 29), a 3.6 or higher \ncumulative academic grade-point average, and a superior record of leadership in \nextracurricular activities either in school or in the community. Applications must \nbe received by mid-December. \n\nOglethorpe Scholars Awards (OSA) Scholarships (including Presidential \nScholarships, Oxford Scholarships, University Scholarships, Alumni Scholar- \nships, Lanier Scholarships, and Yamacraw Scholarships) based on achievement \nare available to students with superior academic ability. A fundamental aim of \nOglethorpe University is to prepare students for leadership roles in society. One \nway of promoting this purpose is to give special recognition to students who \ndemonstrate superior academic abilities as undergraduates. Scholarships range \nfrom $2,000 to $9,000. \n\nRecipients of funds from this program are expected to maintain specified \nlevels of academic achievement and make a significant contribution to the \nOglethorpe community. Each award is for one year but can be renewed on the \nbasis of an annual evaluation of academic and other performance factors by the \nDirector of Financial Aid. \n\nOglethorpe Christian Scholarships are awarded to freshmen who are resi- \ndents of Georgia and who demonstrate active participation in their churches. \nAcademic qualifications for consideration include SAT scores of 1100 or higher \nand a senior class rank in the upper 25 percent. Awards range up to $1,500 per \nacademic year. Recipients are required to maintain a 3.0 cumulative grade-point \naverage and engage in a service project during the academic year. \n\nFederal Work-Study Program (FWSP) permits a student to earn part of his or \nher educational expenses. The earnings from this program and other financial aid \ncannot exceed the student's financial need. Students eligible for this program \nwork part time on the Oglethorpe campus. \n\n33 \n\n\n\nGeorgia Tuition Equalization Grant (GTEG) is available for Georgia resi- \ndents who attend full time and seek their degrees at Oglethorpe. The program was \nestablished by an act of the 1971 Georgia General Assembly. The Georgia Higher \nEducation Assistance Authority defines the program in this way: \"The purpose of \nthe Act is to provide tuition assistance to Georgia resident students who are \ndesirous of pursuing their higher education goals in a private Georgia college or \nuniversity but find the financial cost prohibitive due primarily to high tuition of \nthese educational institutions in comparison to public schools which are branches \nof the University System of Georgia. \" All students must complete a yearly applica- \ntion and verify their eligibility for the grant. In the 1993-94 school year, this grant \nwas $1000 per academic year. Financial need is not a factor in determining \neligibility. A separate application is required. \n\nHOPE Grants are available for full-time freshman and sophomore students \nwho are legal residents of Georgia. The Georgia General Assembly enacted the \nHelping Outstanding Pupils Educationally (HOPE) in order to assist students \nattending Georgia institutions of higher learning. Students must complete a \nGeorgia Student Grant application for consideration. \n\nStudent Incentive Grant (SIG), as defined by the Georgia Student Finance \nAuthority, is a \"program created by an act of the 1974 Georgia General Assembly, \nin order to establish a program of need-based scholarships for qualified Georgia \nresidents to enable them to attend eligible post-secondary institutions of their \nchoice within the state.\" The scholarship awards are designed to provide only a \nportion of the student's resources in financing the total cost of a college educa- \ntion. Application requires the student to complete an approved needs-analysis \nform and to send the information to Oglethorpe and the Georgia Student Finance \nAuthority. \n\nFederal Pell Grant is a federal aid program intended to be the floor in \nfinancial assistance. Eligibility is based upon a family's financial resources and a \nrationing formula published by the government. This aid is administered in the \nform of non-repayable grants. \n\nFederal Supplemental Educational Opportunity Grants (FSEOG ) are awarded \nto undergraduate students with exceptional financial need. Priority is given to \nFederal Pell Grant recipients and does not require repayment. \n\nOglethorpe Need-based Grants are available to full-time day undergraduate \nstudents who demonstrate financial need by completing the FAFSA. Oglethorpe \nNeed-based Grants in conjunction with federal, state, or scholarship assistance \ncannot exceed the student's financial need. \n\nFederal Perkins Loans are long-term, low-cost educational loans to students \nwho have demonstrated need for such assistance. For undergraduate students \npriority is given to Federal Pell Grant recipients. Interest is charged at a five \npercent annual rate beginning nine months after the borrower ceases to be at least \na half-time student (a minimum course load of six semester hours). Information \nregarding repayment terms, deferment and cancellation options are available in \nthe Office of Financial Aid. \n\nFederal Stafford (Subsidized and Unsubsidized) Loans are long-term loans \navailable through banks, credit unions, and other lending institutions. Students \nmust submit the FAFSA and be attending as at least a half-time student to receive \nconsideration. A separate loan application is also required. Information regard- \ning repayment terms, deferment and cancellation options are available in the \nOffice of Financial Aid. \n\n34 \n\n\n\nFederal PLUS Loans are relatively long-term loans available through banks, \ncredit unions, and other lending institutions. Parents desiring to seek a loan from \nthis program should consult with the Office of Financial Aid for additional \ninformation. \n\nTy Cobb Educational Foundation Scholarship Program. Students who are \nresidents of Georgia and who have completed at least one year of \"B\" quality or \nhigher work in an accredited college are eligible to apply for Ty Cobb Scholar- \nships. Applications from undergraduate students who are married will not be \nconsidered. \n\nSpecial Note: Dual-degree students in art and engineering may not use \nOglethorpe assistance to attend other institutions. \n\nAdditional information may be secured from the Office of Financial Aid. \n\nAcademic Policies Governing Student Financial Aid \n\nApplicants for federal aid, state grants, or institutional need-based programs \nmust be making satisfactory progress toward the completion of their degree \nrequirements and be in good academic standing with the University in order to \nreceive financial aid consideration. Students must meet at least the following \nrequirements: \n\n1 . Satisfactory Completion Ratio  Students must satisfactorily complete at least \n80 percent of the cumulative course work attempted at Oglethorpe University. \nUnsatisfactory grades which count against the student's progress are: \n\nD - If a \"C\" or better is required for the major \n\nF - Failure \n\nFA - Failure by Absence \n\nW - Withdrew \n\nWF - Withdrew Failing \n\nI - Incomplete \n\nU - Unsatisfactory \n\nAU - Audit \n\n2. Repeated Courses  Courses that are being repeated will not be considered \nwhen determining financial aid eligibility unless a grade of at least a \"C\" \nis required to fulfill the degree requirements. The student must notify the \nOffice of Financial Aid if a course is being repeated. \n\n3. Good Academic Standing and Maximum Time Frames  Students must \nremain in good academic standing by achieving the minimum cumulative \ngrade-point average and by completing their degree requirements within \nthe maximum time frames listed below: \n\nNumber of Hours Minimum Cumulative Maximum Years to \n\n\n\nEarned \n\n\nGrade-Point Average \n\n\nComplete Program * \n\n\n0-24 \n\n\n1.50 \n\n\n\n\n1 \n\n\n25-35 \n\n\n1.50 \n\n\n\n\n2 \n\n\n36-48 \n\n\n1.75 \n\n\n\n\n2 \n\n\n49-65 \n\n\n1.75 \n\n\n\n\n3 \n\n\n66-72 \n\n\n2.00 \n\n\n\n\n3 \n\n\n73-96 \n\n\n2.00 \n\n\n\n\n4 \n\n\n97-120 \n\n\n2.00 \n\n\n\n\n5 \n\n\n121-144 \n\n\n2.00 \n\n\n\n\n5 \n\n\n\n* Based upon full-time enrollment. The maximum time frame for students \nenrolled part time will be pro-rated. \n\n\n\n35 \n\n\n\nStudents who earn over 144 hours will not be eligible for financial aid \nunless approved through the appeal process. \n\nAcademic Standing Consistent with Graduation Requirements  Students \nwho have earned over 65 semester hours must maintain at least a 2.0 \ncumulative grade-point average in order to be academically consistent \nwith Oglethorpe University's graduation requirements. \nAnnual Review  The satisfactory progress requirements will be reviewed \nat the completion of each spring semester. If the student is not meeting \nthese requirements, written notification will be sent to the student \nplacing them on \"Financial Aid Probation\" for the fall semester. The \nstudent may continue to receive aid during this probationary period but \nwill be encouraged to enroll in summer session courses at Oglethorpe \nUniversity in order to make up the deficiency. \n\nAny student who is not in compliance with the requirements by the end \nof the fall probationary period will not be eligible for financial aid for the \nspring or subsequent sessions until the requirements are met or a written \nappeal is submitted and approved. \n\nAppeal Process  If significant mitigating circumstances have hindered a \nstudent's academic performance and the student is unable to make up the \ndeficiencies by the end of the financial aid probationary period, the \nstudent may present those circumstances in a written appeal to the \nAdmissions and Financial Aid Committee. Documentation to support the \nappeal, such as medical statements, should also be presented. The appeal \nshould be submitted to the Office of Financial Aid by the first of the \nmonth in order to receive consideration at the month's committee \nmeeting. The student will be notified in writing if the appeal has been \napproved or denied. \n\n\n\nApplication Procedure \n\n\n\nStudents applying for the Georgia Tuition Equalization Grant and HOPE \nGrant programs must submit a Georgia Student Grant Application which may be \nobtained from a high school counselor or the Office of Financial Aid. \n\nStudents applying for an Oglethorpe Scholars Award (OSA) or an Oglethorpe \nChristian Scholarship must complete the appropriate scholarship application \nwhich may be obtained from the Admissions Office or the Office of Financial Aid. \n\nThe application procedures for the Federal Pell Grant, Federal Supplemental \nEducational Opportunity Grant, Federal Perkins Loan, Oglethorpe Need-based \nGrant, Federal Stafford Loan, Federal Work-Study Program, and Student Incen- \ntive Grant are as follows: \n\n1. Apply and be admitted as a regular degree-seeking student. \n\n2. Complete the Free Application for Federal Student Aid (FAFSA) after \nJanuary 1, but no later than May 1. Families should make a copy of the \nFAFSA before mailing it to the federal processor and submit the copy to \nOglethorpe's Office of Financial Aid for an early estimate of financial aid \neligibility. \n\n3. Once the FAFSA has been received by the federal processor, a Student Aid \nReport will be mailed to the student. Sign and submit all pages of the \nStudent Aid Report to the Office of Financial Aid. \n\n\n\n36 \n\n\n\n4. Keep copies of all federal income tax returns, etc. as these documents may \nbe required in order to verify the information provided on the FAFSA. \n\n5. Complete Oglethorpe's Financial Aid Application which is available from \nthe Office of Financial Aid. \n\n6. Transfer students must submit a Financial Aid Transcript from each \ncollege, university, vocational-technical school, etc. attended, regardless \nof whether or not financial aid was received from that school. \n\n7. Students who wish to be considered for the Federal Work-Study Program \nmust complete the Student Employment Application form in the Office \nof Financial Aid. \n\n8. If eligible for a Federal Stafford Loan or Federal PLUS Loan, a separate \napplication must be completed. Contact the Office of Financial Aid for \nmore information. \n\nFederal Aid Eligibility Requirements \n\n1. Demonstrate financial need (exception: Federal Unsubsidized Stafford \nLoan and Federal PLUS Loan programs) . \n\n2. Have a high school diploma or a General Education Development (GED) \ncertificate or pass an independently administered test approved by the \nU.S. Department of Education. \n\n3. Be enrolled as a regular degree-seeking student in an eligible program \n(exception: Teacher Certification students). \n\n4. Be a U.S. citizen or eligible noncitizen. \n\n5. Generally, have a social security number. \n\n6. Register with Selective Service, if required. \n\n7. Must not owe a refund on any grant or loan; not be in default on any loan; \nand not have borrowed in excess of the loan limits, under Title rV \nprograms, at any institution. \n\n8. Make satisfactory academic progress. Refer to the Academic Policies \nGoverning Student Financial Aid above. \n\n9. May not be a member of a religious community, society, or order who by \ndirection of his or her community, society or order is pursuing a course \nof study at Oglethorpe, and who receives support and maintenance from \nhis or her community, society, or order. \n\n\n\nPayment of Awards \n\n\n\nAll awards, except Federal Work-Study earnings, Federal Stafford Loans, and \nFederal PLUS Loans, are disbursed to students by means of a direct credit to their \naccount. Each semester transfer is dependent upon final approval of the Director \nof Financial Aid. Only when a student's file is complete can aid be transferred to \nthe account. \n\n\n\nRenewal of Awards \n\n\n\nRenewal applications for all programs are available from the Office of \nFinancial Aid. Students must meet the eligibility requirements indicated above \n\n\n\n37 \n\n\n\nand file the appropriate applications for each program. Deadline for receipt of a \ncompleted financial aid file is May 1. Applicants whose files become complete \nafter this time will be considered based upon availability of funds. \n\nFor renewal of the Oglethorpe Scholars Award, at the end of the fall semester, \nfreshmen must have at least a 2.0 cumulative grade-point average; sophomores, a \n2.3 average; and juniors, a 2.6 average. A cumulative grade-point average of 3.0 or \nhigher is required for renewal of a tuition-only scholarship. A 3.2 or higher \naverage is required for renewal of a scholarship which covers tuition, room, and \nboard. \n\nStudents who fail to meet the cumulative grade-point average requirement \nmay attend Oglethorpe's summer school program in order to make up deficien- \ncies. Courses taken elsewhere will not affect the cumulative grade-point average \nat Oglethorpe. \n\nStudents who fail to meet the published criteria for reasons beyond their \ncontrol may submit a written appeal to the Admissions and Financial Aid Commit- \ntee. If the student does not submit an appeal or if it is denied, the student in good \nacademic standing will be eligible for a grant which will equal 75 percent of his or \nher original scholarship award. The student must enroll as a full-time day student \nin order to receive the grant. Once the student again has met the Oglethorpe \nScholars Award criteria, the full value of the OSA award will be reinstated for the \nnext term in attendance as a full-time day student. \n\nIn addition to the cumulative grade-point average requirement, freshmen \nmust have earned at least 1 2 semester hours of credit in the fall semester. All other \nstudents must earn at least 24 semester hours during the current academic year. \nStudents who are deficient in the number of hours required may attend summer \nschool at any institution, pending approval from their academic adviser and \nOglethorpe's Registrar. Students also have the option of submitting a written \nappeal to the Admissions and Financial Aid Committee. \n\nRenewal applications for all scholarship programs must be filed in the Office \nof Financial Aid by February 1. Award notifications will be mailed to students \nduring the month of March. \n\n\n\nEndowed Scholarships \n\n\n\nOglethorpe offers special awards in recognition of outstanding achievement. \nStudents need not apply for these scholarships as all applicants are considered for \nthese awards. \n\nThe Marshall A. and Mary Bishop Asher Endowed Scholarship Fund was \nestablished by the Asher family in 1988. Both Mr. and Mrs. Asher are alumni \n(classes of 1941 and 1943 respectively) and both served for many years as Trustees \nof the University. The scholarship is awarded to a superior student in science. \n\nThe Earl Blackwell Endowed Scholarship Fund was established by Earl \nBlackwell, distinguished publisher, playwright, author, and founder of Celebrity \nServices, Inc., headquartered in New York. The scholarship is awarded to deserv- \ning students with special interest in English, journalism, or the performing arts. \nMr. Blackwell is a 1929 graduate of the University. \n\nThe Miriam H. and John A. Conant Endowed Scholarship Fund was estab- \nlished by Mr. and Mrs. John A. Conant. The Conants are long-time benefactors of \n\n\n\n38 \n\n\n\nOglethorpe, and Mrs. Conant serves as a Trustee of the University. Scholarships \nare awarded annually to superior students with leadership ability. \n\nThe Estelle Anderson Crouch Endowed Scholarship is the first of three \nscholarships given by Mr. John W. Crouch, class of 1929, and a Trustee of the \nUniversity. This scholarship was established in memory of Mrs. Estelle Anderson \nCrouch, the mother of John Thomas Crouch, class of 1965. Mrs. Crouch died in \n1960. It is awarded annually without regard to financial need to students who have \ndemonstrated high academic standards. \n\nThe Katherine Shepard Crouch Endowed Scholarship is a scholarship given \nin memory of Mrs. Katherine Shepard Crouch by Mr. John W. Crouch and is \nawarded annually based upon academic achievement. \n\nThe Cammie Lee Stow Kendrick Crouch Endowed Scholarship, the third \nscholarship endowed by Mr. Crouch, is awarded annually based upon academic \nachievement, in honor of Mrs. Cammie Lee Stow Kendrick Crouch. Mr. and Mrs. \nCrouch were classmates at Oglethorpe and graduates in the class of 1929. \n\nThe Karen S. Dillingham Memorial Endowed Scholarship was established by \nMr. and Mrs. Paul L. Dillingham in loving memory of their daughter. Mr. \nDillingham is a former Trustee and later served for several years as a senior \nadministrator of the University. The scholarship is to be awarded each year to an \nable and deserving student. \n\nThe R. E. Dorough Endowed Scholarship Fund was established by a gift from \nMr. Dorough 's estate. Scholarships from this fund are awarded to able and \ndeserving students based on the criteria outlined in his will. Mr. Dorough was a \nformer Trustee of the University. \n\nThe William A. Egerton Memorial Endowed Scholarship was established in \n1988. Professor Egerton was a well-liked and highly respected member of the \nOglethorpe faculty from 1956 to 1978 and influenced the lives of many students. \nAlumni Franklin L. Burke '66, Robert B. Currey '66, and Gary C. Harden '69, \ndonated the inital funds and were especially helpful in encouraging other alumni \nand friends to assist in establishing this endowed scholarship fund in memory of \nProfessor Egerton. The scholarship is awarded to a student with a strong academic \nrecord and demonstrated leadership skills who is majoring in business administra- \ntion. \n\nThe Henry R. \"Hank\" Frieman Endowed Scholarship Fund was established by \nMr. Frieman, class of 1936. An outstanding athlete during his college days at \nOglethorpe, Mr. Frieman spent a career in coaching. He is a member of the \nOglethorpe Athletic Hall of Fame. This scholarship is awarded annually based on \nacademic achievement, leadership qualities, demonstrated need, and a special \ninterest in sports. \n\nThe Charles A. Frueauff Endowed Scholarship Fund was established by grants \nfrom the Charles A. Frueauff Foundation of New York. Scholarship preference is \ngiven to able and deserving students from middle-income families who do not \nqualify for governmental assistance. The criteria for selection also include aca- \ndemic ability and leadership potential. \n\nThe Lu Thomasson Garrett Endowed Scholarship Fund was established in \nhonor of Lu Thomasson Garrett, class of 1952, and a Trustee Emerita of the \nUniversity. Preference for awarding scholarships from this fund is given to \nstudents who meet the criteria for an Oglethorpe Scholars Award and are \nmajoring in education or business administration. \n\n\n\n39 \n\n\n\nThe Bert L. and Emory B. Hammack Memorial Scholarship is one of three \nscholarships established by gifts from their brother, Mr. Francis R. Hammack, \nclass of 1927. This scholarship, established in 1984, is awarded annually to a senior \nclass student majoring in science or mathematics, who is a native of Georgia and \nhad the highest academic grade-point average of all such students who attended \nOglethorpe University in their previous undergraduate years. \n\nThe Francis R. Hammack Scholarships, established in his own name in 1990, \nis the second endowed financial assistance program by Mr. Hammack, class of \n1927. It is to be awarded annually to a needy but worthy student who is a native of \nGeorgia, a junior class member majoring in English, and who has attended \nOglethorpe University in his or her previous undergraduate years. \n\nThe Leslie U. and Ola Ryle Hammack Memorial Scholarship was established \nin 1985 in memory of his parents by Francis R. Hammack, class of 1927. It is \nawarded annually to a junior class student, working toward the Bachelor of \nBusiness Administration degree, who is a native of Georgia and who had the \nhighest academic grade-point average of all such students who attended Oglethorpe \nUniversity in their previous undergraduate years. \n\nThe Irajarrell Endowed Scholarship was established in 1975 to honor the late \nDr. Jarrell, former Superintendent of Atlanta Schools and an Oglethorpe gradu- \nate. It is awarded annually in the fall to a new student who is a graduate of an \nAtlanta public high school and who is studying in the field of teacher education. \nShould there be no eligible applicant, the award may be made to an Atlanta high \nschool graduate in any field, or the University may award the scholarship to any \nworthy high school graduate requiring assistance while working in the field of \nteacher education. \n\nThe Lowry Memorial Scholarship is an endowed scholarship awarded annu- \nally to full-time students who have maintained a 3.3 grade-point average. \n\nThe Vera A. Milner Endowed Scholarship was established by Belle Turner \nCross, class of 1961 and a Trustee of Oglethorpe, and her sisters, Virginia T. \nRezetko and Vera T. Wells, in memory of their aunt, Vera A. Milner. The \nscholarship is awarded annually to a full-time student planning to study at \nOglethorpe for the degree of Master of Arts in Early Childhood Education. \nEligibility may begin in the undergraduate junior year at Oglethorpe. Qualifica- \ntions include a grade-point average of at least 3.25, a Scholastic Aptitude Test or \nGraduate Record Examination score of 1100, and a commitment to teaching. \n\nThe National Alumni Association Endowed Scholarship was established in \n1971 by the Association's Board of Directors. The scholarship is awarded annually \nto an Oglethorpe student based upon financial need, scholarship, and qualities of \nleadership. \n\nThe Oglethorpe Christian Endowed Scholarship Fund was established by a \ngrant from an Atlanta foundation which wishes to remain anonymous. The fund \nalso has received grants from the Akers Foundation, Inc., of Gastonia, North \nCarolina; the Clark and Ruby Baker Foundation of Atlanta; and the Mary and E. \nP. Rogers Foundation of Atlanta. Recipients must be legal residents of Georgia \nand have graduated from Georgia high schools. High school applicants must rank \nin the top quarter of their high school classes and have Scholastic Aptitude Test \nscores of 1100 or more; upperclassmen must have a grade-point average of 3.0. \nApplicants must submit a statement from a local minister attesting to their \nreligious commitment, active involvement in local church, Christian character, \n\n\n\n40 \n\n\n\nand promise of Christian leadership and service. Applicants will be interviewed by \nthe Oglethorpe Christian Scholarship Committee. \n\nThe Oglethorpe Memorial Endowed Scholarship Fund was established in \n1994 by combining several existing scholarship funds which had been created \nover the previous two decades. Combining these funds leads to efficiencies which \nwill increase the funds available for student support. Additionally, this new fund \nwill allow persons to establish memorials with amounts smaller than would \notherwise be possible. The following are honored in the Oglethorpe Memorial \nEndowed Scholarship Fund: \n\nIvan Allen Anna Rebecca Harwell Hill and \n\nAllen A. and Mamie B. Chappell Frances Grace Harwell \n\nDondi Cobb George A. Holloway, Sr. \n\nMichael A. Corvasce Elliece Johnson \n\nErnst \u0026 Young Ray M. and Mary Elizabeth Lee \n\nGeorgia Power Company Virgil W. and Virginia C. Milton \n\nLenora and Alfred Glancy Keiichi Nishimura \n\nPDM Harris Timothy P. Tassopoulos \n\nWilliam Randolph Hearst L. W. \"Lefty\" and Francis E. Willis \n\nVivian P. and Murray D. Wood \nThe Manning M. Pattillo, Jr. Endowed Scholarship Fund was established in \n1988 by the Oglethorpe National Alumni Association from gifts received from \nmany alumni and friends. Dr. Pattillo was Oglethorpe's 13th President, serving \nfrom 1975 until his retirement in 1988. In recognition of his exemplary leadership \nin building an academically strong student body and a gifted faculty, the scholar- \nship is awarded to an academically superior student with demonstrated leadership \nskills. \n\nThe E. Rivers and Una Rivers Endowed Fund was established by the late Mrs. \nUna S. Rivers to provide scholarship funds for deserving students who qualify for \nthe Oglethorpe Scholars Award. \n\nThe J. Mack Robinson Endowed Scholarship was established by Atlanta \nbusinessman J. Mack Robinson. It is awarded to a deserving student who meets the \ngeneral qualifications of the Oglethorpe Scholars Award. Preference is given to \nstudents majoring in business administration. \n\nThe Steve and Jeanne Schmidt Endowed Scholarship is awarded annually to \nan outstanding student based upon high academic achievement and leadership \nin student affairs. This endowed award is made possible through the generosity of \nMr. and Mrs. Schmidt. Mr. Schmidt, class of 1940, is a former Chairman of the \nBoard of Trustees. Mrs. Schmidt is a graduate of the class of 1942. \n\nThe Charles L. and Jean Towers Scholarship is awarded each year to a \nsuperior student who has demonstrated an interest as well as talent in choral \nmusic. The scholarship was established in 1985 in recognition of many years of \nvaluable service to the University by Mr. Towers, a former Chairman of the Board \nof Trustees and Assistant to the President. \n\nThe J. M. Tull Scholarship Fund was established by a gift from the J. M. Tull \nFoundation in 1984. Scholarships are awarded annually to superior students with \nleadership ability as well as financial need. \n\nThe United Technologies Corporation Endowed Scholarship Fund was estab- \nlished by a grant from the United Technologies Corporation, Hartford, \nConnecticut. The fund provides scholarship support for able and deserving \n\n\n\n41 \n\n\n\nstudents who are majoring in science or pursuing a pre-engineering program. \nUnited Technologies Scholars are to have at least a 3.2 grade-point average and \nleadership ability as well as financial need. \n\nThe Charles Longstreet Weltner Memorial Endowed Scholarship Fund was \nestablished in 1993 by former United States Senator Wyche Fowler, Jr., his \nlongtime friend and colleague. An alumnus and Trustee of Oglethorpe Univer- \nsity, Charles Weltner was Chiefjustice of the Supreme Court of Georgia at the time \nof his death in 1993. He was the recipient of the \"Profile in Courage\" award in \n1991. He was a tireless advocate for equal rights for minorities and while serving \nin the United States House of Representatives was the only congressman from the \ndeep South to vote for the Civil Rights Act of 1964. Weltner Scholarships are \nawarded annually to selected Oglethorpe University students who are residents of \nthe State of Georgia, with financial need, satisfactory academic records, and to the \nextent allowed by law, of African-American descent. At the donor's request, the \namount of the scholarship award to any recipient is to be no more than one-half \nof full tuition in order to encourage student recipients to work to provide required \nadditional funds. \n\nThe David, Helen, and Marian Woodward Endowed Scholarship Fund was \nestablished by grants from the David, Helen, and Marian Woodward Fund of \nAtlanta. It provides assistance to students who meet the criteria for an Oglethorpe \nScholars Award. The award is based upon superior academic achievement, \nleadership potential, and financial need. \n\n\n\nAnnual Scholarships \n\n\n\nThe Chevron Freshman Scholars Program is funded annually by a gift from \nChevron U.S.A., Inc. The scholarship is awarded to a freshman who is a resident \nof Georgia, with interest in mathematics or the sciences and demonstrated \nleadership abilities. \n\nThe Choral Music Scholarships (Performance) are awarded annually to \nincoming students pursuing any degree offered at Oglethorpe who demonstrate \nexceptional achievement in choral singing or keyboard accompanying. Candi- \ndates must be nominated with a letter of recommendation by the conductor of any \nchoral ensemble in which they have participated, then must pass a qualifying \naudition with the Director of Musical Activities. \n\nFirst Families of Georgia (1733 to 1797) Annual Scholarship is awarded to a \nsenior who is academically a superior student majoring in history. First Families \nof Georgia is a society whose members are able to document their descent from \nearly settlers of the State of Georgia. \n\nThe David C. and Maria M. Gallman Annual Scholarship is awarded to a \ndeserving student who is studying art at the University. Mrs. Gallman is a former \ninstructor at Oglethorpe. \n\nThe Harold Hirsch Scholarship for Non-Traditional Students is provided by \nthe Harold Hirsch Scholarship Fund of Atlanta. The fund provides annual \nscholarship assistance for degree-seeking students in the evening program. \nHarold Hirsch Scholars are to have at least a 3.0 grade-point average and \nleadership ability, as well as financial need. \n\n\n\n42 \n\n\n\nInternational Programs Advisory Council Annual Scholarships are provided \nfrom gifts made by several Atlanta business firms that have a special interest in \ninternational affairs. These scholarships are awarded to outstanding international \nstudents or those majoring in international studies. \n\nThe William C. and Mabel W. Perkins Annual Scholarship Fund is provided \nthrough a bequest from their estates to provide scholarship assistance for worthy \nstudents. Mr. Perkins, class of 1929, was a former Trustee of the University. \n\nThe Playmakers Performance Scholarships are awarded annually to incom- \ning students pursuing any degree offered at Oglethorpe and who have exceptional \nability in the area of dramatic performance. Candidates should be nominated with \na letter of recommendation by the director of a dramatic troupe in which they \nhave participated and perform an audition for the Oglethorpe Director of Drama. \nAwards are based on ability, not financial need. \n\nThe Lavinia Cloud Pretz Annual Music Scholarship is provided through the \ngenerosity of James and Sharon Bohart in memory of Mrs. Pretz. Mrs. Pretz was a \nformer member of the Oglethorpe President's Advisory Council and the Art \nGallery Council. The scholarship is to be awarded to an outstanding student in the \nmusic program. \n\nThe Mack A. Rikard Annual Scholarships were established in 1990 by Mr. \nMack A. Rikard, class of 1937 and a Trustee Emeritus of the University. These \nscholarships are awarded to able and deserving students who meet certain criteria. \nThe criteria are flexible, with consideration being given to a number of factors, \nincluding without limitation academic achievement, leadership skills, potential \nfor success, evidence of propensity for hard work, and a conscientious application \nof abilities. Recipients must be individuals born in the United States of America \nand are encouraged, at such time in their business or professional careers when \nfinancial circumstances permit, to provide from their own funds one or more \nadditional scholarships to worthy Oglethorpe students. \n\nThe Lettie Pate Whitehead Foundation has made grants annually for a \nnumber of years to provide annual scholarships to Christian women from the \nSoutheastern states who are deserving and in need of financial assistance. \n\nStudent Emergency Loan Funds \n\nThe Olivia Luck King Student Loan Fund provides short-term loans to \nenrolled students from Georgia. The fund was established in memory of Mrs. King \nby her husband, Mr. C. H. King of Marietta, Georgia. Mrs. King was a member of \nthe class of 1942, and Mr. King received his master's degree from Oglethorpe in \n1936. \n\nThe David N. and Lutie P. Landers Revolving Loan Fund provides short-term \nloans for needy and deserving students. The fund was established by a bequest \nfrom the estates of Mr. and Mrs. Landers of Atlanta. \n\nThe Steve Najjar Student Loan Fund provides short-term loans and financial \nassistance to deserving Oglethorpe students. The fund was established in memory \nof Mr. Najjar, who, with his aunt \"Miss Sadie\" Mansour, operated the Five Paces \nInn, a family business in the Buckhead section of Atlanta. The Five Paces Inn was \na popular establishment for Oglethorpe students for many years. A number of \nOglethorpe alumni, especially students in the late 50s and early 60s, established \nthis fund in Mr. Najjar's memory. \n\n\n\n43 \n\n\n\nTuition and Costs \n\n\n\n\nFees and Costs \n\n\n\nThe fees, costs, and dates listed below are for 1994-95. Financial information \nfor 1995-96 will be available in early 1995. \n\nThe tuition charged by Oglethorpe University represents only 60 percent of \nthe actual expense of educating each student, the balance coming from endow- \nment income, gifts, and other sources. Thus, every Oglethorpe undergraduate is \nthe beneficiary of a hidden scholarship. At the same time 75 percent of the \nstudents are awarded additional financial assistance in the form of scholarships, \ngrants, and loans from private, governmental, or institutional sources. \n\nThe tuition is $6,450 per semester. Room and board is $2,250 per semester. \nStudents who desire single rooms are assessed $2,730 for room and board. \n\nThe tuition of $6,450 is applicable to all students taking 12-16 semester hours. \nThese are classified as full-time students. Students taking less than 12 semester \nhours are referred to the section on Part-Time Fees. Students taking more than 16 \nhours during a semester are charged $200 for each additional hour. Payment of \ntuition and fees is due two weeks prior to registration each semester. Failure to \nmake the necessary payments will result in the cancellation of the student's \nregistration. Students receiving financial aid are required to pay the difference \nbetween the amount of their aid and the amount due by the deadline. Students \nand parents desiring information about various payment options should request \nthe pamphlet \"Payment Plans.\" New students who require on-campus housing for \nthe fall semester are required to submit an advance deposit of $200. New \ncommuting students are required to submit an advance deposit of $100. Such \ndeposits are not refundable. However, the deposit is credited to the student's \naccount for the fall semester. \n\nUpon payment of the room and board fees, each student is covered by a \nHealth and Accident policy. Coverage begins on the day of registration. Full-time \nstudents residing off campus may purchase this insurance for $107 per year. \nInternational students, students participating in any intercollegiate sport, and \nstudents participating in intramural football or basketball are required to have \nthis medical coverage or its equivalent. (Insurance rates are for 1994-95. They are \nsubject to change for 1995-96.) \n\nIn addition to tuition and room and board charges, students may be required \nto subscribe to the following: \n\n1. DAMAGE DEPOSIT: A $100 damage deposit is required of all resident \nstudents. The damage deposit is refundable at the end of the academic \nyear after any charge for damages is deducted. Room keys and other \nUnivesity property must be returned and the required checkout procedure \ncompleted prior to issuance of damage deposit refunds. This deposit is \npayable at fall registration. Students who begin in the spring semester also \nmust pay the $100 damage deposit. \n\n2. GRADUATING SENIOR: Graduation fee of $70. \n\n3. LABORATORY FEE: A $45 fee is assessed for each laboratory course \ntaken. \n\n\n\n45 \n\n\n\nFull-Time Fees - 1994-95 \n\n\n\nFull-time on-campus student: \n\nFall, 1994 Spring, 1995 \n\nTuition $6,450 Tuition $6,450 \n\nRoom \u0026 Board 2,090-2,250 Room \u0026 Board 2,090-2,250 \n\nDamage Deposit 100 Damage Deposit - \n\nActivity Fee 30 Activity Fee 30 \n\nAdvance Deposit - 200 \n\nFull-time commuting student: \n\nFall, 1994 Tuition $6,450 Spring, 1995 Tuition $6,450 \n\nActivity Fee 30 Activity Fee 30 \n\nAdvance Deposit - 100 \n\nThese schedules do not include the extra cost of single rooms, books and \nsupplies (approximately $500 per year), or travel and personal expense. All fees \nare subject to change. Please inquire with the Business Office for a complete Fee \nSchedule and for 1995-96 fees. \n\n\n\nPart-Time Fees - 1994-95 \n\n\n\nStudents enrolled part-time in day classes during the fall or spring semesters \nwill be charged $1,620 per three semester hour course. This rate is applicable to \nthose students taking 1 1 semester hours or less. Students taking 12 to 16 hours are \nclassified full-time. Please inquire with the Business Office for a complete Fee \nSchedule. \n\nEvening and Summer Fees - 1994-95 \n\nStudents enrolled in evening classes during the fall or spring semesters will \nbe charged $690 per three semester hour course. Students enrolled in summer \nprograms are charged $225 (Summer 1994 rate) per one semester hour. Please \ninquire with the Business Office for a complete Fee Schedule. \n\n\n\nWithdrawal, Drop /Add \n\n\n\nStudents who find it necessary to change their enrollment by dropping or \nadding courses must do so by obtaining a Drop/Add form from the Registrar's \nOffice. This form must be completed and returned to the Registrar's Office \nduring the Drop/Add week. \n\nAfter the Drop/Add period, the professor must approve the change in \nschedule. The professor may issue one of the following grades: Withdrew Passing \n(W), Withdrew Failing (WF), or may refuse to approve the withdrawal. In order \nto receive a refund, the student must officially drop the class by the end of the 20th \nclass day. \n\nStudents should note that any change of academic schedule must be cleared \nby the Registrar's Office. The date the change is received in the Registrar's Office \nwill be the official date for the change. \n\n\n\n46 \n\n\n\nIf a student misses six consecutive classes in any course, the instructor will \nnotify the Registrar's Office and it will be assumed that the student has unofficially \nwithdrawn from the course. This does not eliminate the responsibility stated above \nconcerning the official withdrawal policy. The student may receive the grade of \nwithdrew passing, withdrew failing, or failure due to excessive absences. This \npolicy has direct implications for students receiving benefits from the Veterans \nAdministration and other federal agencies as these agencies must be notified \nwhen a student misses six consecutive classes. This will result in an automatic \ndecrease in payments to the student. Reinstatement in a course is at the discretion \nof the instructor. \n\nIf a student must withdraw from the University, an official withdrawal form \nmust be obtained from the Registrar. The Director of Financial Aid must sign the \nwithdrawal form. The date the completed withdrawal form is submitted to the \nRegistrar will be the official date for withdrawal. \n\nRefunds \n\nThe establishment of a refund policy is based on the University's commitment \nto a fair and equitable refund of tuition and other charges assessed. While the \nUniversity advances this policy, it should not be interpreted as a policy of \nconvenience for students to take lightly their responsibility and their commitment \nto the University. The University has demonstrated a commitment by admitting \nand providing the necessary programs for all students and expects students to \nreciprocate that commitment. \n\nSince the premium for insurance coverage is not retained by the University, \nit will not be refunded after registration day. Since room and board services are \nconsumed on a daily basis, during the period when tuition is to be refunded on \na 100 percent basis, the room and board refund will be pro rata on a daily basis. \nAfter the 100 percent tuition refund period, room and board refunds revert to the \nsame schedule as tuition refunds. All other fees except the advanced deposit are \nsubject to the refund schedule. \n\nThe date which will be used for calculation of a refund for withdrawal or \nDrop/Add will be the date on which the Registrar receives the official form signed \nby all required personnel. All students must follow the procedures for withdrawal \nand Drop/Add in order to receive a refund. Students are reminded that all \nchanges in their academic programs must be cleared through the Registrar, and \narrangement with a professor will not be recognized as an official change of \nschedule. \n\nAll tuition refund requests will be processed each semester at the conclusion \nof the fourth week of classes. Payment will take a minimum of two weeks, but will \nbe no longer than 40 days. Damage deposit refunds will be processed once a year \nat the end of the spring semester. \n\n\n\n47 \n\n\n\nRefund Schedule \n\n\n\nIn the schedule below, \"class day\" means any day during which the University \nconducts classes. \n\nChanges in schedule by the end of the 7th class day 100% \n\nChanges in schedule by the end of the 10th class day 75% \n\nChanges in schedule by the end of the 16th class day 50% \n\nChanges in schedule by the end of the 20th class day 25% \n\nIn order to administer the refund policy equitably, there will be no excep- \ntions. \n\n\n\nFinancial Obligations \n\n\n\nA student who has not met all financial obligations to the University will not \nbe allowed to register for courses in subsequent academic sessions; he or she will \nnot be allowed to receive a degree from the University; and requests for transcripts \nwill not be honored. \n\n\n\n48 \n\n\n\nCommunity \nLife \n\n\n\n\nLeadership Development \n\n\n\nOglethorpe University seeks to prepare its students for roles of leadership in \nsociety. Specific educational experiences are planned to help the student acquire \nthe skills of leadership. \n\nEducation for leadership must be based on the essential academic competen- \ncies  reading, writing, speaking, and reasoning. Though widely neglected today \nat all levels of education, these are the prerequisites for effective leadership. They \nare the marks of an educated person. Oglethorpe insists that its students achieve \nadvanced proficiency in these skills. In addition, students are offered specific \npreparation in the arts of leadership. Such arts include an appreciation of \nconstructive values, the setting of goals, public speaking, human relations, and \norganizational skills. \n\nThis philosophy presents an excellent opportunity for the able young person \nwho is striving for a significant life, including leadership in the improvement of \ncommunity and society. \n\n\n\nOrientation \n\n\n\nOglethorpe University wishes to provide each student with the opportunity to \nmake a successful adjustment to college life. Because the University community \ntakes pride in its tradition of close personal relationships, an orientation program \nhas been organized to foster the development of these relationships and provide \nmuch needed information about the University. \n\nThe program has been developed to assist students through small group \nexperiences. Information is disseminated which acquaints the student with the \nacademic program and the extracurricular life of the campus community. Thor- \nough understanding of the advising system, the registration process, library use, \nclass offerings, and study demands is sought. Alternatives for self expression \noutside the classroom also are presented to the new student. \n\nTo supplement the student's orientation experience, the course Fresh Focus \nis required during the student's first semester. For a description of Fresh Focus, \nplease see the Interdisciplinary Programs and Majors section of this Bulletin. \n\nStudent Rights and Responsibilities \n\nStudents of Oglethorpe University have specific rights and responsibilities. \nAmong the rights are the right to freedom of expression and peaceful assembly, \nthe right to the presumption of innocence and procedural fairness in the \nadministration of discipline, and the right of access to personal records. \n\nAs members of the Oglethorpe community, students have the responsibility \nto maintain high standards of conduct. They should respect the privacy and \nfeelings of others and the property of both students and the University. Students \nare expected to display behavior which is not disruptive of campus life or the \nsurrounding community. They represent the University off campus and are \nexpected to act in a law-abiding and mature fashion. Those whose actions show \nthat they have not accepted this responsibility may be subject to disciplinary action \nas set forth in the University's student handbook, The Book. \n\n\n\n50 \n\n\n\nPolicy on Discriminatory and Sexual Harassment \n\nOglethorpe University places a high value on the dignity of the individual, on \nthe tolerance of, and an appreciation for, human diversity, and on an appropriate \ndecorum for members of the campus community. Harassing behavior can seri- \nously interfere with the work or study performance of the individual to whom it \nis addressed. It is indefensible when it makes the work, study, or living environ- \nment hostile, intimidating, injurious, or demeaning. \n\nIt is the policy of the University that students and employees be able to work, \nstudy, participate in activities, and live in a campus community free of unwar- \nranted harassment in the form of oral, written, graphic, or physical conduct which \npersonally frightens, intimidates, injures, or demeans another individual. Dis- \ncriminatory harassment directed against an individual or group that is based on \nrace, gender, religious belief, color, sexual orientation, national origin, handicap, \nor age is prohibited. Discriminatory harassment is defined as speech, depictions, \nor conduct which: (1) is addressed directly to, or made in the presence of, the \nindividual or individuals whom it insults or stigmatizes; and, (2) the speaker \nknows, or reasonably should know, would constitute \"fighting words.\" \"Fighting \nwords\" are words, pictures, or other symbols that are commonly understood to \nconvey direct and visceral hatred or contempt for other human beings; they are \ncommonly understood to elicit or precede violence. \n\nIn addition, sexual harassment of a student by another student, of a student \nby an employee, of an employee by a student, or of an employee by another \nemployee will not be tolerated and is prohibited. Any unwelcome sexual advance, \nrequests for sexual favors, verbal or physical conduct of a sexual nature, or any \nverbal conduct that might be construed as a sexual slur that: (1) interferes with \nperformance or creates a hostile, offensive, or intimidating environment and/or \n(2) is an expressed or implied condition imposed by a faculty member for \nevaluation or grading a student, or by an employee for evaluatingjob performance \nor advancement of a subordinate or colleague, will be viewed as misconduct. \n\nComplaints alleging misconduct as defined in this policy on discriminatory \nand sexual harassment should be reported to the Vice President for Student \nAffairs/Dean of Community Life (Mr. Donald R. Moore, Emerson Student \nCenter, telephone 364-8335), the Provost (Dr. Anthony Caprio, Lupton Hall, \ntelephone 364-8317), the Associate Dean for Administration (Mrs. Linda W. \nBucki, Lupton Hall, telephone 364-8325), or the Psychologist (Dr. Betsy Ryland, \nFaith Hall, telephone 364-8413). In determining whether an act constitutes \nharassment, a careful review must be made of the totality of the circumstances that \npertain to any given incident. Among the factors which will be considered are: \nintent of the behavior (words or actions with the intent to injure are prohibited, \nbut words or actions as part of an exchange of ideas, ideology, or philosophy will \nbe protected); location of the behavior (different concerns exist with respect to \nspaces used for public forums, classrooms, or other settings) ; the degree to which \nthe behavior when judged by the \"reasonable person\" standard would be consid- \nered to be hostile, intimidating, injurious, or demeaning; and any repetition or \npattern of objectionable behavior. Complaints will be carefully investigated and, \nwhen appropriate, efforts will be made to resolve conflicts through education, \ncounseling, and conciliation. Cases that may require disciplinary action will be \nhandled according to the established discipline procedures of the University. \n\n\n\n51 \n\n\n\nStudent organizations in violation of this policy may be subject to the loss of \nUniversity recognition. Complainants shall be protected from unfair retribution. \nNothing in this policy statement is intended to infringe on the individual \nrights, freedom of speech, or academic freedom provided to members of the \nOglethorpe community. The scholarly, educational, or artistic content of any \nwritten or oral presentation or inquiry shall not be limited by this policy. \nAccordingly, this provision will be liberally construed but should not be used as a \npretext for violation of the policy. \n\nThe Oglethorpe Student Association \n\nThe Oglethorpe Student Association is the guiding body for student life at \nOglethorpe University. The O.S.A. consists of two bodies: an executive council, \ncomposed of a president, vice president, parliamentarian, secretary, treasurer, \nand presidents of the four classes; and the senate, chaired by the vice president, \nand composed of four senators from each class. Both bodies meet regularly and \nthe meetings are open to the public. Through its Programming Board the O.S.A. \nadministers a student activity fee which is assessed to all full-time day students. \nAdditional information can be obtained from the O.S.A. Office or the Student \nCenter Office located on the upper level of the Emerson Student Center. The \naddress is Oglethorpe Student Association, 3000 Woodrow Way, N.E., Atlanta, GA \n30319-2797. \n\n\n\nStudent Organizations \n\n\n\nValuable educational experience may be gained through active participation \nin approved campus activities and organizations. All students are encouraged to \nparticipate in one or more organizations to the extent that such involvement does \nnot deter them from high academic achievement. Students are especially encour- \naged to join professional organizations associated with their interests and goals. \n\nEligibility for membership in student organizations is limited to currently \nenrolled students. To serve as an officer of an organization, a student must be \nenrolled full time and may not be on academic or disciplinary probation. \n\n\n\nRecognized Student Organizations \n\n\n\nAccounting Club \n\nAdam Smith Society \n\nAlcohol and Health Awareness \n\nCommittee \nAlpha Chi - National Academic \n\nHonorary \nAlpha Phi Omega - National Service \n\nFraternity \nAlpha Psi Omega - Drama Honorary \n\nAmbassadors \nAmnesty International - Oglethorpe \n\nChapter \nBest Buddies \n\n\n\nBeta Omicron Sigma- Business \n\nHonorary \nBlack Student Caucus \nCatholic Student Association \nChess Club \nChiaroscuro - Student Art \n\nOrganization \nCollege Republicans \nECOS, Environmentally Concerned \n\nOglethorpe Students \nExecutive Round Table \nFrench Club \nHillel \n\n\n\n52 \n\n\n\nInternational Club \nInterfraternity Council \nKashima Shinryu - Martial Arts \nOAT, Oglethorpe Academic Team \nOglethorpe Christian Fellowship \nOglethorpe Cycling Club \nOglethorpe Dancers \nOglethorpe Recorder Ensemble \nOglethorpe Stage Band \nOglethorpe Winds Ensemble \nOmicron Delta Kappa - National \n\nLeadership Honorary \nOrient Club \nPanhellenic Council \nPhi Alpha Theta - National History \n\nHonorary \nPhi Beta Delta - Honor Society for \n\nInternational Scholars \nPhi Eta Sigma - Freshman Academic \n\nHonorary \nPhilologos - English Club \nThe Playmakers, Oglethorpe \n\nUniversity Theatre \nPolitics and Pre-Law Association \n\n\n\nPre-Medical Association \n\nPsi Chi - Psychology Honorary \n\nPsychology and Sociology Club \n\nPublic Affairs Forum \n\nResidence Hall Association \n\nRho Lambda - Panhellenic Honorary \n\nRotaract Club \n\nSigma Pi Sigma - National Physics \n\nHonorary \nSigma Tau Delta - English Honorary \nSigma Zeta - National Science \n\nHonorary \nSociety of Physics Students - \n\nOglethorpe Chapter \nStudent Alumni Association \nStudent Education Association \nThalian Society - Philosophical \n\nDiscussion Group \nThe Stormy Petrel- Student Newspaper \nThe Tower- Literary Magazine \nThe Yamacraw - Yearbook \nUniversity Chorale \nUniversity Singers \n\n\n\nFraternities and Sororities \n\n\n\nFour fraternities and two sororities contribute to the Greek system at \nOglethorpe. \n\nThe four fraternities are Chi Phi, Delta Sigma Phi, Kappa Alpha, and Sigma \nAlpha Epsilon. The national sororities are Chi Omega and Sigma Sigma Sigma. \n\nThese social organizations strive to contribute substantially to the spiritual \nand social betterment of the individual and develop college into a richer, fuller \nexperience. Membership in these organizations is voluntary and subject to \nregulations established by the Interfraternity Council, the Panhellenic Council, \nand the Dean of Community Life. \n\n\n\nAthletics and Physical Fitness \n\n\n\nAt Oglethorpe University the students who participate in intercollegiate \nathletic competition are considered to be students first and athletes second. The \nUniversity is an active member of the Southern Collegiate Athletic Conference \n(SCAC) and Division III of the National Collegiate Athletic Association (NCAA). \nMembers of Division III may not award financial aid (other than academic honor \nawards) to any student-athlete, except upon a showing of financial need by the \nrecipient. Oglethorpe provides a program of Oglethorpe Scholars Awards, which \nis described in the Financial Assistance section of this Bulletin. Many students who \nare interested in sports and are superior academically do qualify for this form of \nassistance. \n\n\n\n53 \n\n\n\nThe University offers intercollegiate competition in basketball, baseball, \nsoccer, cross-country, tennis, golf, and track and field for men; and in soccer, \nbasketball, volleyball, cross-country, tennis, and track and field for women. The \nStormy Petrels compete against other SCAC schools, including Trinity University, \nMillsaps College, Rhodes College, University of the South, Southwestern Univer- \nsity, Hendrix College, and Centre College. The Petrels also challenge teams from \nschools outside the SCAC, such as Emory University and Washington and Lee \nUniversity. \n\nIn addition to intercollegiate competition, a well-rounded program of intra- \nmural sports is offered and has strong participation by the student body. In recent \nyears about half of the full-time Oglethorpe students participated in one or more \nintramural sports. Men and women participate in badminton, basketball, flag \nfootball, softball, table tennis, and volleyball. \n\nThe following two physical fitness courses are offered for credit. \n\n1001. Physical Fitness for Living 3 hours \n\nA course designed to provide students an understanding and awareness of \none's fitness potential through proper nutrition and aerobic exercise. Evaluation \nof personal fitness levels in the areas of stress, cardiorespiratory endurance, \nmuscle strength, body composition, flexibility, and identification of coronary risk \nfactors will assist the student in preparing for a balanced and healthy life. \n\n1002. Fitness Through Lifetime Sports 1 hour \n\nA course designed to provide instruction in the skills, knowledge, and \nunderstanding of various sports, or of a particular sport, that can be enjoyed \nthroughout a person's lifetime. Acquainting students with the history, rules, and \ntechniques, and offering individual instruction in these sports will help the \nstudent maintain fitness through wholesome recreation. Prerequisite: 1001. \n\nCultural Opportunities on Campus \n\nThere are numerous cultural opportunities for students outside the class- \nroom. The University Program Committee sponsors concerts, theatrical \nproductions, poetry readings, and lectures by visiting scholars. The Mack A. \nRikard lectures expose students to leaders in business and other professions. The \nUniversity Singers perform frequently during the year, including seasonal events. \nThey often feature guest artists. The University Museum, on the third floor of \nPhilip Weltner Library, sponsors exhibitions as well as lectures on associated \nsubjects and frequent concerts in the museum. The Playmakers also stage several \nproductions each year. Two annual events, the Oglethorpe Night of the Arts and \nInternational Night, provide a showcase for campus talent. The former presents \nstudent literary, musical, and visual arts. The latter features international cuisine \nand entertainment. The Georgia Shakespeare Festival which takes place on \ncampus during the summer, is also a valuable cultural asset to the Oglethorpe \ncommunity. \n\nInternships and Cooperative Education \n\nExperiential off-campus on-the-job learning is a major component of the \neducational process at Oglethorpe. Beginning in the sophomore year, students \n\n\n\n54 \n\n\n\ncan opt to further refine their career plans through cooperative education and \ninternships. These programs provide practical experience to complement the \nacademic program, as well as give students the opportunity to test the reality of \ntheir career decisions and gain work experience in their major fields of interest. \n\nInternship opportunities are available in most majors for students who \n(1) demonstrate a clear understanding of the goals they wish to accomplish in the \nexperience and (2) possess the necessary academic and personal background to \naccomplish these goals. In addition to local experiences, students may apply for \ninterenational co-op/internship assignments through Oglethorpe's membership \nin the International Cooperative Education Consortium, which is managed by the \nGeorgia State University Office of Cooperative Education. \n\nStudents who are interested in an internship or cooperative education \nexperience should first consult with their faculty advisers and then visit the Office \nof Career Services in Emerson Student Center. \n\nInternships \n\nStudents with a minimum grade-point average of 2.8 may qualify to begin an \ninternship experience in the sophomore year. Every internship requires a state- \nment of academic objectives and requirements developed in consultation with the \nstudent's faculty adviser and/or faculty internship supervisor. Upon successful \ncompletion of the internship, the student is awarded academic credit in recogni- \ntion of the learning value of the experience, up to a maximum of 15 hours. \n\nIf no academic credit is needed or sought, a non-credit internship can be \narranged, utilizing the quality control provided by the Office of Career Services. \n\nInternships have been available in a large variety of local businesses and \norganizations such as Deloitte and Touche, Atlanta Historical Society, CNN \nSports, United Methodist Children's Home, Gwinnett Medical Center, Georgia \nLeague of Women Voters, Zoo Atlanta Animal Research, IBM, Price Waterhouse, \nThe Carter Center, The New York Times-Southern Bureau, and the Georgia \nDepartment of Labor, to name only a few. \n\nIn addition to these Atlanta-based internships, Oglethorpe also is affiliated \nwith two organizations in the nation's capital where students from all majors can \nserve as interns in the Washington, D.C. area. These organizations are The \nWashington Center and The Washington Semester Program of American Univer- \nsity. \n\nCooperative Education \n\nCooperative Education is a non-credit program in which students with a \ngrade-point average of 2.5 or higher alternate semesters of work and study until \ngraduation. Students usually begin the co-op experience in their junior years. \nOpportunities are available with several major employers in the Atlanta area. \n\nA student who participates in a University sponsored full-time cooperative \neducation experience is considered to be a full-time Oglethorpe student. This will \nbe true even though it precludes his or her enrolling in a full-time schedule of \nclasses, provided: (1) he or she was enrolled in a full-time schedule of classes at \nOglethorpe during the semester immediately preceeding the cooperative educa- \ntion experience, and (2) he or she intends to enroll as a full-time student at \nOglethorpe in the subsequent semester. \n\n\n\n55 \n\n\n\nCounseling \n\n\n\nCounseling and referrals for professional services are available to students \nexperiencing psychological or social problems. Special programs are conducted \non campus to provide information and promote development in leadership skills, \ninterpersonal relationships, and physical and mental health. Though academic \nadvising is the responsibility of individually assigned faculty advisers, students \nencountering unusual difficulties may wish to consult the Counseling Center \nregarding possible contributing factors. \n\nCareer Services \n\nThe Career Services Office provides resources to assist students in making \nresponsible decisions and strategies regarding career options and job search \nplans. These resources include a Career Library with information available from \nbooks and video tapes on occupations, the job search, and prospective employers. \nSIGI PLUS, a computer-assisted career guidance program, is available by appoint- \nment to explore options that match individual career interests. Workshops on \nresume writing, interviewing and job search techniques are presented each \nsemester to prepare students for the workplace. \n\nIn addition, a number of prospective employers and graduate schools send \nrecruiters to the campus each year for the purpose of conducting on-campus \ninterviews. Current information on permanent, summer, and part-time job \nopportunities is made available to students and alumni. \n\n\n\nOpportunities in Atlanta \n\n\n\nOglethorpe is located eight miles from downtown Atlanta and just two miles \nfrom the city's largest shopping center. A nearby rapid transit station makes \ntransportation quick and efficient. This proximity to the Southeast's most vibrant \ncity offers students a great variety of cultural and entertainment opportunities. \nThere are numerous excellent restaurants and clubs in nearby Buckhead. Down- \ntown Atlanta offers professional baseball, football, basketball, and ice hockey to \nsports fans as well as frequent popular concerts. The Atlanta Symphony Orchestra \nperforms from September through May in the Memorial Arts Center. The Atlanta \nBallet Company's season is October through May. The Alliance Theatre Company \nand many smaller companies present productions of contemporary and classical \nplays. The High Museum of Art hosts major traveling exhibitions in addition to its \npermanent collection. Student discounts are often available. \n\n\n\nHousing and Meals \n\n\n\nThe residence halls are available to all full-time day students. There are three \nmen's residence halls, one co-ed hall, and three women's halls. Each complex has \na Resident Director and a staff of student Resident Assistants. \n\nAll students living in the residence halls are required to participate in a \nUniversity meal plan. Meals are served in the Emerson Student Center. Nineteen \nmeals are served each week. No breakfast is served on Saturday or Sunday. Instead \n\n\n\n56 \n\n\n\na brunch is served from mid-morning until early afternoon. The evening meal is \nalso served on these days. Meal tickets are issued at registration. \n\nIn addition to the residence halls there are six Greek cottages which house \nsome members of the four fraternities and two sororities. \n\nHealth Service \n\nAll resident students subscribe to a Student Accident and Sickness Insurance \nPlan provided by the University. Full-time students living off campus may purchase \nthis insurance. International students and students participating in all intercolle- \ngiate sports and intramural football are required to enroll in the Insurance Plan \nor have equivalent coverage. A brochure is available at the Student Health Center \nthat describes the coverages provided by the plan. \n\nThe University maintains a small health center staffed by a registered nurse. \nThe center operates on a regular schedule and provides basic first aid and limited \nmedical assistance for students. \n\nA physician visits the health center twice a week to make general diagnosis and \ntreatment. In the event additional or major medical care is required, the student- \npatient will be referred to medical specialists and hospitals in the area with which \nthe health service maintains a working relationship. \n\nWhen it is determined that a student's physical or emotional health is \ndetrimental to his or her academic studies, group-living situation, or other \nrelationships at the University or in the community, the student will be requested \nto withdraw. Readmission to the University will be contingent upon acceptable \nverification that the student is ready to return. The final decision will rest with the \nUniversity. \n\nInternational Student Services \n\nThe International Student Office, which is located in the Emerson Student \nCenter, exists to meet the needs of international students. Through a specially \ndesigned orientation program and ongoing contacts, the new international \nstudent is assisted in the process of adjustment to life at an American college. \nSpecial tours, host family programs, and social occasions are available to ensure \nthat students can benefit fully from cross-cultural experiences. The International \nStudent Adviser helps students with questions related to their immigration status. \n\nThe O Book \n\nThe Book is the student's guide to Oglethorpe University. It contains \nthorough information on the history, customs, traditional events, and services of \nthe University, as well as University regulations. This handbook outlines the \npolicies for recognition, membership eligibility, and leadership positions for \ncampus student organizations and publications. \n\n\n\n57 \n\n\n\nHonors \n\nPresented at the May Commencement \n\nThe Sally Hull Weltner Award for Scholarship: This award is presented to the \nstudent in the graduating class who has the highest grade-point average on work \ncompleted at Oglethorpe among the students graduating with academic honors. \n\nThe Faculty Award for Scholarship: This award is presented to the student in \nthe graduating class who has the second highest grade-point average on work \ncompleted at Oglethorpe among the students graduating with academic honors. \n\nThe James Edward Oglethorpe Awards: Commonly called the \"Oglethorpe \nCups,\" these are presented annually to the man and woman in the graduating class \nwho, in the opinion of the faculty, have excelled in both scholarship and service. \n\nContinuing Education Award: This award is presented to the continuing \neducation student in the graduating class who has the highest grade-point average \non work completed at Oglethorpe among continuing education students and who \nhas completed at least 45 semester hours of course work in residence. \n\nPhi Beta Kappa Award: This award is presented by the faculty and staff \nmembers of Phi Beta Kappa to the graduating student who, in their judgment has \ndemonstrated outstanding scholarly qualities. \n\nPresident's Leadership Prize: The President of the University presents this \nprize to a graduating student who has excelled in leadership accomplishments. \n\nPresented at the Honors and Awards Program \n\nAlpha Chi Award: This is an annual award made to the member of the student \nbody who best exemplifies the ideals of Alpha Chi in scholarship, leadership, \ncharacter, and service. \n\nAlpha Phi Omega Service Award: This award is presented by Alpha Phi \nOmega fraternity to the student, faculty, or staff member who best exemplifies the \norganization's three-fold purposes of leadership, friendship, and service. \n\nAlpha Psi Omega Rookie Award: This award is presented annually to the \noutstanding new member of The Playmakers. \n\nBrinker Award: This award is made possible by Reverend Albert J. Brinker in \nmemory of his son and daughter, Albert Jan Brinker, Jr. and Sally Stone Brinker, \nto the student having the highest achievement in the courses of philosophy and \nreligion. \n\nWendell Brown Award: This award is presented to the individual who, though \nnot a member of The Playmakers, has done the most for The Playmakers during \nthe year. \n\nCharles M. MacConnell Award: This award honors a former member of the \nfaculty and is presented by the sophomore class to the senior who, in the judgment \nof the class, has participated in many phases of campus life without having \nreceived full recognition. \n\nCharles L. Towers, Sr. Award for Excellence: This award is presented \nannually to the outstanding student in the field of economics and business \nadministration. The award honors the father of Charles L. Towers, a Trustee \nEmeritus of the University. \n\n\n\n58 \n\n\n\nChiaroscuro Juried Art Show Award: These awards are presented to the artists \nwho submit the best drawings, sculpture, photographs, and paintings to the \nannual atudent art show sponsored by Chiaroscuro, a club that supports the arts \non campus. \n\nCoca-Cola Minority Achievement Award: This award is presented annually by \nThe Coca-Cola Company to a minority student who is a rising senior and \ndemonstrates strong academic performance, personal character, and personal \nmotivation to serve and succeed. \n\nContinuing Education Achievement Award: This award is presented to the \ncontinuing education student who has demonstrated high academic achievement \nalong with significant accomplishments in the community and at work. \n\nDeans' Award for Outstanding Achievement: This award is presented annu- \nally to a campus club, organization, or society which, in the opinion of the Dean \nof Community Life and the Provost, has contributed most to University life. \n\nDonald C. Agnew Award for Distinguished Service: This award is presented \nannually by the Oglethorpe Student Association and chosen by that body to honor \nthe person who, in their opinion, has given distinguished service to the University. \nDr. Agnew served as President of Oglethorpe University from 1957 to 1964. \n\nEve Brown Award: This award is presented to the individual who demon- \nstrates outstanding talent in production design for The Playmakers. \n\nFinancial Executives Institute Award: This award is presented annually by the \nAtlanta Chapter of The Financial Executives Institute to a student of superior \nacademic performance in the field of business administration. \n\nFreshman Honor Awards: Certificates of recognition are presented to fresh- \n,men who have achieved a 3.5 or higher grade-point average during their first \nsemester of full-time enrollment. \n\nGeorgia Society of Certified Public Accountants Award: This award is pre- \nsented annually to the student of highest academic achievement in the field of \naccounting. \n\nInternational Club Appreciation Award: This award is presented annually to \nthe student who has contributed most significantly to the activities of the Interna- \ntional Club. \n\nIntramural Sports Awards: These awards are presented to the leading teams \nand individual athletes in men's and women's intramural competition. \n\nLeConte Award: The most outstanding student graduating with a major in \none of the natural sciences or mathematics, as determined by the faculty in the \nDivision of Science and Mathematics, is recognized with this award. \n\nLeo Bilancio Award: This award, created in memory of Professor Leo Bilancio, \na member of the Oglethorpe history faculty from 1958 to 1989, is given annually \nby the Oglethorpe Student Association to a graduating senior who has been an \noutstanding student of history or political studies. \n\nNational Collegiate Band Awards: These awards are presented annually to \nstudents who have exhibited excellence in the performance of instrumental \nmusic. \n\nOglethorpe Poet Laureate: This award was first instituted by Mrs. Idalee \nVonk, wife of former President Paul Vonk, and is an honor that is bestowed upon \na freshman, sophomore, or junior who presents the best written work to The Tower \nfor competition. \n\n\n\n59 \n\n\n\nOmicron Delta Kappa Freshman Award: This award is made by Omicron \nDelta Kappa to the student in the freshman class who most fully exemplifies the \nideals of this organization. \n\nOutstanding Education Graduate Student Award: The outstanding education \ngraduate student is honored with this award. \n\nOutstanding Improvement in French Studies: This award honors the student \nwho demonstrates excellence and dedication in French studies. \n\nOutstanding Male and Female Varsity Athletes of the Year Award: These \nawards are made annually to the outstanding male and female students participat- \ning in varsity sports. \n\nOutstanding Psychology Senior Award: The outstanding senior majoring in \npsychology is honored with this award. \n\nOutstanding Senior in Politics: This award is given annually to the graduating \nsenior, majoring in politics, who, in the judgment of the faculty, does the most \nsophisticated work in upper-level classes within the discipline. \n\nThe Outstanding Sociology Senior Award: The outstanding senior majoring \nin sociology is honored with this award. \n\nPhi Eta Sigma Freshman Scholarship Award: This award is presented annually \nto the full-time freshman student with the highest grade-point average by Phi Eta \nSigma, a national scholastic honor society for freshmen. \n\nPublications Awards: Notable contributors to The Tower, The Stormy Petrel and \nThe Yamacraw are recognized with these awards. \n\nResident Assistant of the Year: This award is presented annually to an \nexemplary student who organizes outstanding educational and social programs \nfor dormitory residents and builds a sense of community in the residence halls. \n\nRotaract Award: This award is presented to the junior or senior who best \nexemplifies the Rotary ideals of service above self and international under- \nstanding. \n\nSidney Lanier Prize: This award is given yearly to the student, or students, \nsubmitting excellent poetry to campus publications. \n\nStudent Education Association Award: Through the presentation of this \naward, members of this organization honor a student who has excelled in the field \nof teacher education. \n\nTeacher Education Senior Award: This award is presented annually to a \nleading senior student in the field of education. \n\nUniversity Singers Awards: These awards are presented annually to students \nwho have exhibited excellence in the performance of choral music. \n\nWho's Who in American Colleges and Universities: This honor is given in \nrecognition of the merit and accomplishments of students who are formally \nrecommended by a committee of students, faculty, and administrators, and who \nmeet the requirements of the publication Who's Who Among Students in American \nColleges and Universities. \n\n\n\n60 \n\n\n\nAcademic Regulations \nand Policies \n\n\n\n\nAcademic Advising \n\n\n\nEach student consults with a member of the faculty in preparing course \nschedules, discussing post-graduation plans, and inquiring about any other \nacademic matter. A student's adviser is assigned before the time of the student's \ninitial enrollment. The faculty adviser is each student's primary point of contact \nwith the University. \n\nTo change advisers a student must complete the following procedural steps: \n\n1. Ask the proposed \"new\" faculty adviser for permission to be added to the \nfaculty member's advisee list. \n\n2. Ask the current adviser to send the student file to the faculty member who \nhas agreed to be the student's new adviser. \n\n3. Ascertain that the new adviser has received the file and has sent an Adviser \nChange notice to the Registrar's Office. \n\nThis is the only method for changing academic advisers. \n\nWhen the student decides on a major field, he or she should change advisers, \nif necessary, to a faculty member who has teaching responsibilities in the student's \nmajor field. \n\n\n\nRegistration \n\n\n\nNew students select courses in consultation with faculty advisers to whom they \nare assigned before their initial registration day. Schedule planning and course \nselection for following semesters are accomplished during preregistration week. \nStudents should make appointments to consult with their academic advisers \nduring preregistration. Full-time students wishing to participate in the University \nCenter in Georgia Cross Registration program (see Cross Registration below) also \nshould select courses during the preregistration week of the fall and spring \nsemesters. Summer schedules also can be planned during preregistration week in \nthe spring semester. \n\nThe official registration period precedes the first day of classes. Every student \nmust complete the various steps of the registration process during this period. \nThose who have preregistered pick up a copy of their course schedule at the first \nstation of registration and thereby bypass the station at which proposed course \nschedules are computer-processed by Registrar's Office personnel. All other \nstations must be completed by preregistered students. \n\n\n\nCross Registration \n\n\n\nOglethorpe University is a member of the University Center in Georgia, a \nconsortium of the 18 institutions of higher education in the greater Atlanta area. \nThrough the University Center, full-time Oglethorpe students may enroll on a \nspace-available basis in courses at any other member institution. The student need \nnot be admitted to the other institution and completes all procedures, including \npayment of tuition, at Oglethorpe. Because of institutional deadlines, students \nshould complete forms for cross registration during Oglethorpe's designated \npreregistration week. \n\nCourses taken at University Center institutions on a cross-registration basis \ncount as Oglethorpe courses. While grades earned through consortium courses \n\n\n\n62 \n\n\n\nare not tabulated in grade-point averages, courses with grades of \"C\" or higher \ncount toward the major. \n\nInterested students should consult the Registrar for program details. \n\nClass Attendance \n\nRegular attendance at class sessions, laboratories, examinations, and official \nUniversity convocations is an obligation which all students are expected to fulfill. \nFaculty members set attendance policies in their course syllabi. \n\n\n\nGrading \n\n\n\nFaculty members submit mid-semester reports to the Registrar's Office on \nclass rolls indicating satisfactory or unsatisfactory (\"S\" or \"U\"). These mid- \nsemester reports are not part of the student's permanent record. \n\nLetter grades are submitted by faculty members at the end of each semester. \nThese grades become part of the student's official record. Once entered, a grade \nmay not be changed except by means of an officially executed Change of Grade \nform. \n\nA student's cumulative grade-point average (GPA) is calculated by dividing \nthe number of semester hours of work the student has attempted into the total \nnumber of quality points earned. \n\nThe letter grades used at Oglethorpe are defined as follows: \n\n\n\n\n\n\n\nQuality \n\n\nNumerical \n\n\nGrade \n\n\nMeaning \n\n\nPoints \n\n\nEquivalent \n\n\nA \n\n\nSuperior \n\n\n4.0 \n\n\n93-100 \n\n\nA- \n\n\n\n\n3.7 \n\n\n90-92 \n\n\nB+ \n\n\n\n\n3.3 \n\n\n87-89 \n\n\nB \n\n\nGood \n\n\n3.0 \n\n\n83-86 \n\n\nB- \n\n\n\n\n2.7 \n\n\n80-82 \n\n\nC+ \n\n\n\n\n2.3 \n\n\n77-79 \n\n\nc \n\n\nSatisfactory \n\n\n2.0 \n\n\n73-76 \n\n\nc- \n\n\n\n\n1.7 \n\n\n70-72 \n\n\nD+ \n\n\n\n\n1.3 \n\n\n67-69 \n\n\nD \n\n\nPassing \n\n\n1.0 \n\n\n60-66 \n\n\nF \n\n\nFailure \n\n\n0.0 \n\n\n59 and below \n\n\nFA \n\n\nFailure: Excessive Absences* \n\n\n\n\n\n\n\nW \n\n\nWithdrew** \n\n\n\n\n\n\n\nWF \n\n\nWithdrew Failing* \n\n\n\n\n\n\n\nI \n\n\nIncomplete*** \n\n\n\n\n\n\n\nS \n\n\nSatisfactory**** \n\n\n\n\n\n70 or higher \n\n\nu \n\n\nUnsatisfactory* \n\n\n\n\n\n\n\nAU \n\n\nAudit (no credit) \n\n\n\n\n\n\n\n\nNotes: * \n\n\n\n\n\n\n- Grade has same effect as an \"F\" on the GPA. \n\n- Grade has no effect on the GPA; no credit awarded. \n\n- Grade has same effect as an \"F\" on the GPA. If a student is \nunable to complete the work for a course on time for reasons \n\n\n\n63 \n\n\n\nof health, family tragedy, or other circumstances the instruc- \ntor deems appropriate, the grade \"I\" may be assigned. In such \ncases, the instructor and student shall draw up a contract \nindicating specifically the work the student must complete as \nwell as a date by which the work will be submitted, and the \ngrade which will be given if the student fails to complete that \nwork. After the student has read and signed the contract, it \nshall be filed with the Registrar at the time the class roll is \nsubmitted. \n**** _ Q ra( j e h as no effect on the GPA; credit is awarded. \nOnly work completed at Oglethorpe is reflected in the Oglethorpe GPA. \n\nStudents who entered Oglethorpe prior to Fall 1992 will be graded without \nthe plus/minus system as follows: \n\n\n\nGrade \n\nA \nB \nC \nD \nF \n\n\n\nMeaning \n\nSuperior \n\nGood \n\nSatisfactory \n\nPassing \n\nFailure \n\n\n\nuality \n\n\nNumerical \n\n\n'oints \n\n4 \n\n\nEquivalent \n\n90-100 \n\n\n3 \n\n2 \n\n1 \n\n\n80-89 \n70-79 \n60-69 \n\n\n\n\n\n59 and below \n\n\n\nSatisfactory/Unsatisfactory Option \n\nAfter 30 semester hours are earned at Oglethorpe a student in good academic \nstanding may register to take two courses (in addition to internships and Science \nSeminar) on a Satisfactory/Unsatisfactory basis. These courses cannot be taken in \nthe same semester and cannot be used to satisfy requirements of the core or the \nstudent's major or minor. The student must register for the Satisfactory/Unsatis- \nfactory designation by the end of the Drop/Add period after which the Satisfactory/ \nUnsatisfactory designation cannot be changed. Satisfactory is defined as a \"C-\" or \nbetter. \n\nFinal Examinations \n\nFinal examinations, up to three hours in length, are given in all courses at the \nend of each semester or session. The Final Examination Schedule is made up in \nthe Registrar's Office and is published in the current semester course schedule. \n\nNo examinations other than laboratory examinations may be administered \nduring the last scheduled class meeting of the semester's final week of classes, \nexcept by special permission of the Provost. \n\nNo student help is to be used for typing or grading examinations. \n\n\n\nAuditing Courses \n\n\n\nRegularly admitted Oglethorpe students may register for courses on an \n\"audit\" basis. A student who audits a course may attend the course for enrichment \nbut is not required to take course examinations or complete other course \nrequirements. In order to audit a course, a student must request an Audit form \n\n\n\n64 \n\n\n\nfrom the Registrar's Office and submit it to the instructor of the course he or she \nintends to audit. If the class is not closed, the instructor may accept the student as \nan audit by returning the signed form to the Registrar's Office. The grade awarded \nfor a class taken on an audit basis is \"AU,\" and no credits or quality points are \nearned. \n\nStudents may register to take courses on an audit basis only during the normal \ntime for dropping and adding courses. The fees for auditing courses are published \nby the Business Office. \n\nAcademic Resource Center \n\nThe Academic Resource Center in Goodman Hall provides group and \nindividual tutoring and other academic activities for all students, free of charge. \nThe ARC services include helping students to prepare for papers and examina- \ntions, as well as arranging enriching group study and research for students who are \nalready doing well in core and other courses. The student tutors work closely with \nthe faculty teaching the classes in which they are tutoring, meeting regularly to \nplan and provide individual and small-group help for students who need it, and \nto increase interactive and collaborative educational experiences both in and \noutside Oglethorpe's classrooms. \n\nDean's List \n\nStudents who earn a semester grade-point average of 3.5 or higher carrying \n-12 semester hours or more during the fall or spring semester are placed on the \nDean's Academic Honors List. \n\nMathematics Proficiency Requirement \n\nOglethorpe offers three courses below the level of calculus (the high school \nequivalent is indicated in parentheses): (1) Intermediate Algebra (Algebra I), (2) \nCollege Algebra (Algebra II), and (3) Analytic Geometry (Algebra and Trigonom- \netry III). \n\nThe Mathematics Proficiency Requirement at Oglethorpe is met in one of two \nways: (1) by performing satisfactorily on the mathematics proficiency examina- \ntion administered to entering students during fall and spring orientation or \nSpringfest, or (2) by completing the course Analytic Geometry. (Entering stu- \ndents who have taken a calculus course in high school are deemed to have satisfied \nthe Mathematics Proficiency Requirement and do not need to take the profi- \nciency examination.) \n\n\n\nGraduation Requirements \n\n\n\nTo earn a baccalaureate degree from the University the following require- \nments must be met: \n\n1. Completion of a minimum of 120 semester hours of course credit with an \nOglethorpe cumulative grade-point average of 2.0 or higher. \n\n\n\n65 \n\n\n\n2. Completion at Oglethorpe of 30 of the last 60 semester hours of course \ncredit immediately preceding graduation. Courses taken at University \nCenter institutions on a cross-registration basis count as Oglethorpe \ncourses for the purpose of meeting this residency requirement. \n\n3. Satisfaction of core requirements and major field or dual degree \nrequirements (see appropriate disciplinary headings for descriptions). \n\n4. Submission of an application for graduation to the Registrar's Office by \nmid-October prior to completion of degree requirements the following \nDecember, May, or August. \n\n5. Satisfaction of all financial and other obligations to the University and \npayment of a graduation fee. \n\n6. Participation in assessments of competencies gained and curricular \neffectiveness by completing standardized or other tests and surveys. \n\n7. Receipt of formal faculty approval for graduation. \n\nGraduation exercises are held twice a year at Oglethorpe  in May and in \nAugust. Diplomas are awarded at these ceremonies. \n\nMaster of Arts degree candidates are referred to the Division VI section of this \nBulletin for a description of degree requirements and other academic regulations \nwhich pertain to the graduate program. \n\nGood Standing, Probation and \nAcademic Dismissal \n\nTo be in good standing students must achieve the cumulative grade-point \naverages specified below in relation to the number of semester hours they have \ncompleted. \n\nCumulative GPA Required \nSemester Hours Completed for Good Standing \n\n0-35 1.50 \n\n36-65 1.75 \n\n66 and above 2.00 \n\nStudents who fail to achieve good standing are placed on probation. \nStudents who do not achieve good standing for two consecutive semesters \n(poor performance in summer sessions excluded) are subject to dismissal from \nthe University for academic reasons. However, successful completion of summer \nclasses taken at Oglethorpe may be used to achieve good academic standing. \n\nNew students, freshmen, or transfer students who fail all courses during their \nfirst semester at Oglethorpe are subject to dismissal, unless the student received \na W in all courses or had to withdraw from all courses for medical reasons. \n\nStudents who have been dismissed for academic reasons may be readmitted \nafter an absence of one spring or fall semester upon petition to the Provost. \nStudents readmitted by petition must achieve good standing by the end of their \nsecond semester as readmitted students or be dismissed permanently. \n\n\n\nDegrees \n\n\n\nOglethorpe offers four degrees: Bachelor of Arts, Bachelor of Science, \nBachelor of Business Administration, and Master of Arts. \n\n\n\n66 \n\n\n\nFor the Bachelor of Arts degree the following majors are offered: \n\nAmerican Studies \n\nArt \n\nBusiness Administration and Behavioral Science \n\nCommunications \n\nEconomics \n\nEducation (Early Childhood and Middle Grades) \n\nSecondary Certification in English, History, Mathematics, and Science \n\nEnglish \n\nHistory \n\nIndividually Planned Major \n\nInternational Studies \n\nPhilosophy \n\nPolitics \n\nPsychology \n\nSociology \n\nSociology with Social Work Concentration \nFor the Bachelor of Science degree the following majors are offered: \n\nBiology \n\nChemistry \n\nMathematics \n\nMathematics and Computer Science \n\nMedical Technology \n\nPhysics \nFor the Bachelor of Business Administration degree the following majors are \noffered: \n\nAccounting \n\nBusiness Administration \n\nBusiness Administration and Computer Science \n\nEconomics \nFor the Master of Arts degree the following concentrations are offered: \n\nEarly Childhood Education \n\nMiddle Grades Education \nUnder certain conditions it is also possible for a student to receive a dual \ndegree in art, a dual degree in engineering, or a degree under the Professional \nOption. See the index for the sections where these degrees are discussed. \n\n\n\nMajor Programs \n\n\n\nCompletion of a major program is required for all baccalaureate degrees. The \nstudent's academic adviser assists with the student's selection of a major. The \nstudent declares the major selected on the course registration form completed \neach semester. Students must have declared a major by the end of the second \nsemester of the sophomore year. \n\nA major is an orderly sequence of courses in (1) a particular discipline, (2) a \ncombination of two disciplines, or (3) a defined interdisciplinary field. A major \nmust include a minimum of 33 and a maximum of 62 semester hours of required \ncourse work, exclusive of all hours used to satisfy core requirements. A minimum \nof 15 semester hours of a major must be in course work taken at Oglethorpe \n\n\n\n67 \n\n\n\nUniversity. (For teacher education majors, please refer to Division VI require- \nments in this Bulletin. ) Each major must allow for the student's selection of courses \nwhich are not in the discipline (s) of the major and not required components of \nthe core curriculum. Each major includes a substantial component of advanced \ncourses which have specified prerequisites. A major may require for successful \ncompletion a cumulative grade-point average in the major field which is higher \nthan the 2.0 cumulative grade-point average required for graduation. Alterna- \ntively, the requirements for the major may state that only courses in which a \"C\" \nor higher grade is received may be used in satisfaction of the major's require- \nments. The student is responsible for ensuring the fulfillment of the requirements \nof the major selected. Specific requirements for each of the majors listed above are \nindicated in the respective division of the Bulletin in which the course offerings of \nthe discipline are described or in the Interdisciplinary Programs and Majors \nsection of the Bulletin. Please note that no course may be used to meet more than \none degree requirement. \n\n\n\nMinor Programs \n\n\n\nMinor programs are available in several fields. Students should consult the \nsection of the Bulletin in which a particular discipline is described to ascertain \nwhether a minor is offered and what its specific requirements are. \n\nA minor consists of at least 15 semester hours of course work beyond any core \nrequirements in that discipline. A minimum of nine semester hours of a minor \nmust be in course work taken at Oglethorpe. For education majors, these \nrequirements must be fulfilled before student teaching. \nMinors may be earned in the following: \n\nAccounting Mathematics \n\nArt History Music \n\nBiology Painting \n\nChemistry Philosophy \n\nComputer Science Photography \n\nDrawing Politics \n\nEconomics Psychology \n\nEnglish Sociology \n\nFrench Theatre \n\nHistory Writing \n\nDegrees With Academic Honors \n\nUndergraduate degrees with Latin academic honors are awarded as follows: \ncum laude for a cumulative grade-point average of 3.5 or higher; magna cum laude \nfor 3.7 or higher; and summa cum laude for 3.9 or higher. To be eligible for \nacademic honors, the student must have completed 75 or more semester hours at \nOglethorpe. See also, Honors Program. \n\nTransfer work is not included in the determination for Latin academic \nhonors. \n\n\n\n68 \n\n\n\nEarning a Second Add-On Major \n\n\n\nStudents who have been awarded an Oglethorpe baccalaureate degree may \nearn a second major within that degree at the University. Upon completion of the \nrequirements, the second major will be entered on the student's record and \ntranscript. No diploma will be awarded since the second major is within the degree \nalready awarded. The requirements are: \n\n1 . Completion of an additional 30 semester hours of which a minimum of 1 5 \nmust be completed at Oglethorpe. \n\n2. Maintenance of a 2.0 or higher cumulative grade-point average. \n\n3. Completion of a major other than the major (s) completed at the time the \nfirst degree was awarded. \n\nEarning a Second Baccalaureate Degree \n\nStudents who have completed a baccalaureate degree may be awarded a \nsecond and different baccalaureate degree. Upon completion of the require- \nments, the student's record and transcript will reflect the conferring of a second \ndegree and a diploma will be awarded. \n\nFor students who earned their first baccalaureate degree at Oglethorpe, the \nsame requirements listed above apply. \n\nFor students who have earned their first baccalaureate degree at another \ninstitution, this degree is treated as transfer credit. Up to a maximum of 75 \nsemester hours may be accepted at Oglethorpe. The requirements for the second \ndegree are: \n\n1. Satisfaction of Oglethorpe core requirements. \n\n2. Completion of a minimum of 45 semester hours at Oglethorpe. \n\n3. Maintenance of a 2.0 or higher cumulative grade-point average. \n\n4. Completion of a major other than the major (s) completed at the time the \nfirst degree was awarded. \n\nAll transfer policies stated in the section of this Bulletin entitled Transfer \nStudents and Transfer Policies apply. \n\n\n\nStudent Classification \n\n\n\nFor administrative and other official and extra-official purposes, undergradu- \nate students are classified according to the number of semester hours successfully \ncompleted. Classification is as follows: to 30 hours  freshman; 31 to 60 hours \n sophomore; 61 to 90 hours  junior; 91 hours and above  senior. \n\n\n\nNormal Academic Load \n\n\n\nTwo semesters  fall and spring  constitute the regular academic year. \nSeveral day and evening sessions also are offered in the summer. \n\nWhile courses of one to five semester hours credit are offered each semester, \na full-time academic program at Oglethorpe consists of no less than four courses \neach semester. Generally five courses are taken, giving the student a total of 12 to \n16 semester hours. Regular students in the day classes are expected to carry a \n\n\n\n69 \n\n\n\nnormal load and to pay for a full schedule of courses. Students in the evening \nprogram may carry anywhere from one to four courses each semester. \n\nAn overload (more than 16 semester hours) is allowed for seniors and \nstudents with a 3.0 or higher cumulative grade-point average. A student taking an \noverload must be sure to have his or her adviser's approval and signature on the \nregistration form. The absolute upper limit is 18 hours per semester. \n\nA minimum of 120 semester hours (or equivalent for transfer students) is \nrequired for graduation. Some programs may require additional credit. \n\nCourse Level \n\nIn the sections that follow courses are listed numerically by discipline within \ntheir respective divisions. Most courses are designated by a four-digit number. The \nfirst digit indicates the level of the course: 1 = freshman level, 2 = sophomore level, \n3 = junior level, 4 = senior level, and 6 = graduate level. Higher level courses in a \ndiscipline are typically designed to build upon the content of lower level courses \nin that discipline and other specified prerequisite courses. \n\nIn some cases, the C, L, or P replaces the first digit in the course number. C \nindicates that a course fulfills a core requirement; L means laboratory; P means \nthat the course is a preliminary course to the required core course in that \ndiscipline. \n\nThe number of hours refers to the semester hours of college credit per \nsemester which are earned by the successful completion of the course. \n\nWithdrawal From a Course \n\nFrom the conclusion of the Drop/Add period through midsemester or the \nmiddle of a mini or summer session, the grade \"W\" or \"WF\" is assigned at the \ninstructor's discretion to a student who withdraws from a course (turns in a \nproperly executed withdrawal form at the Registrar's Office) . After that time the \ngrade \"WF\" is assigned. Only in the case of prolonged illness (a physician's letter \nmust be submitted directly to the Registrar's Office) or withdrawal from the \nUniversity will a \"W\" be assigned. \n\nIn the case of an emergency departure from the campus as a result of which \nwithdrawal forms have not been executed, the Registrar's Office verifies that the \nstudent has left campus as a result of an emergency and notifies instructors. \nInstructors may elect to assign a \"W\" in such a case even if it occurs after \nmidsemester or midsession. \n\nWithdrawal From the University \n\nStudents who wish to withdraw from the University during a semester are \nrequired to complete the appropriate form, which is available at the Registrar's \nOffice. The grade \"W\" or \"WF\" will be assigned for courses in progress, depending \nupon the student's academic progress in those courses. \n\n\n\n70 \n\n\n\nRepetition of Courses \n\n\n\nCourses may be repeated only if an unsatisfactory grade (D, F, FA, or WF) was \nreceived in the course. When a course is repeated, both grades are calculated into \nthe student's grade-point average, but no additional semester hours of credit are \nearned. \n\nFor courses completed prior to 1984, consult the Registrar for applicable \nregulations. \n\n\n\nAccess to Student Records \n\n\n\nTo comply with the Family Educational and Privacy Act of 1974, commonly \ncalled the Buckley Amendment, Oglethorpe University informs students of their \nrights under this act in the student handbook, The Book. Three basic rights are \ncovered by this act: (1) The student's right to have access to personal records, (2) \nthe right of a hearing to challenge the content of a record, and (3) the right to \nwithhold or give consent for the release of identifying directory data. Additional \ninformation may be obtained from The O Book and from the Registrar. \n\nPolicy on Academic Fraud - The Oglethorpe \nHonor Code \n\n1 Preamble \n\n. Persons who come to Oglethorpe University for work and study join a \ncommunity that is committed to high standards of academic honesty. The Honor \nCode contains the responsibilities students and faculty accept by becoming \nmembers of the community and the procedures to be followed should this \ncommitment to honesty be broken. \n\nThe students and faculty of Oglethorpe University expect each other to be \ntruthful in the academic endeavor they share. Faculty assume students complete \nwork honestly and act toward them in ways consistent with that assumption. \n\nOglethorpe welcomes all who accept these principles of honest behavior. \nMembers of the community believe that this Code will enrich life at the University \nand promote the practice of honorable, self-governed lives expected of society's \nleaders. \n\n2 Pledge \n\nStudents pledge that they have completed assignments honestly by attaching \nthe following statement to each test, paper, overnight work, in-class essay, or other \nwork designated by the professor: \n\nI pledge that I have neither given nor received any \n\nunauthorized aid on this assignment. \n\nSigned \n\nIt will be the responsibility of the class instructor to provide these pledges by \neither attaching them on a separate sheet or typing them as part of the assignment. \nThe instructor also should remind the class to sign the pledge. \n\n\n\n71 \n\n\n\n3 Faculty \n\nSince it is assumed that students act according to their pledge, faculty abstain \nfrom any practices whose purpose is to ascertain that students have been dishon- \nest. Instructors invite their own students to discuss with them actions or policies \nthat appear to be at variance with the assumption of honesty. \n\n4 Jurisdiction \n\nAll credit courses offered by the University are covered by the Honor System, \nand all cases of suspected academic dishonesty will be handled in accordance with \nits provisions. It is the responsibility of faculty members to make clear how the \nSystem applies to specific courses and to follow its procedures. Alternative ways of \ndealing with cases are not to be used. \n\n5 Definitions \n\n5.1 Cheating \n\n1. The unauthorized use of notes, texts, or other such materials during an \nexamination. \n\n2. Copying another person's work or participation in such an effort. \n\n3. An attempt or participation in an attempt to fulfill the requirements of a \ncourse with work other than one's original work for that course. Students \nhave the responsibility of avoiding participation in cheating incidents by \ndoing their own work, taking precautions against others copying their \nwork, and in general neither giving nor receiving aid. \n\n5.2 Plagiarism \n\nPlagiarism includes representing someone else's words, ideas, data, or origi- \nnal research as one's own, and in general failing to footnote or otherwise \nacknowledge the source of such work. One has the responsibility of avoiding \nplagiarism by taking adequate notes on reference materials used in the prepara- \ntion of reports, papers, and other course work. \n\n6 Honor Councils \n\n6.1 Composition \n\nAt the beginning of each academic year, two Honor Councils shall be \nappointed, each consisting of five students, two faculty members, and a non-voting \nSecretary with terms as indicated: \n\n1 Freshman (one-year term) \n\n1 Sophomore (one-year term) \n\n1 Junior (two-year term) \n\n2 Seniors (one selected as Junior in prior year) \n2 Faculty members (two-year terms, staggered) \n\n1 Secretary of the Councils (University Registrar) \nThe two Honor Councils will alternate in hearing cases, each serving as an \nappeal board for cases originally decided by the other when called upon to do so. \n\n\n\n72 \n\n\n\n6.2 Quorum \n\nSix members constitute a quorum. \n\n6.3 Officers \n\nThe officers of the Councils will be: \n\nPresiding Officer - the ranking Senior \nSecretary - the University Registrar \n\n6.4 Selection \n\nStudent and faculty members of the Councils will be selected randomly. All \nfull-time faculty members are eligible for selection. All degree-seeking students \n(day or evening) are eligible. Members of both Honor Councils and three \nalternates for each shall be selected randomly by the Registrar from a list of those \neligible. After being informed of the duties of Council members, students and \nfaculty shall be given the opportunity to decline to serve. On any given case, Honor \nCouncil members may decline to serve when they believe that personal interests \nmight interfere with their impartiality in deciding the case. \n\n6.4.1 Fall and Spring Terms \n\nFormation of the Councils by random selection will be completed in the fall \nby September 15. The terms are for fall and spring semesters, but if a Council \nmember does not return for spring semester, new selections will be made to fill any \nunexpired terms. \n\n6.4.2 Summer Term \n\nThere will be only one Honor Council for the summer semester. Its student \nmembers will be randomly selected from those students who served on the regular \nacademic year Councils and who attend during the summer semester. Any appeals \nof Honor Council actions will be deferred until the beginning of the fall semester. \n(See Section 8 on Appeals below.) Vacancies will be filled by new random \nselections after preregistration for summer and fall semesters. Tuition for one \nthree-hour course will be remitted for each Council member serving in the \nsummer. \n\nThe terms of faculty members extend through the summer if they teach in the \nsummer session. The Provost will fill any vacancies with selections from the full- \ntime faculty teaching in the summer session. \n\n7 Procedures \n\n7.1 Reporting \n\nIt is the responsibility of all students and faculty to report suspected violations \nof the Honor System. Students may report either to the professor of the class in \nwhich the suspected violation occurs or to the Registrar (Secretary of the Coun- \ncils). Forms for reporting violations will be included in orientation materials and \nin the The Book. A signed form in the hands of the Secretary constitutes a report \nof a suspected violation. \n\n\n\n73 \n\n\n\n7.2 Preliminary Investigation \n\nUpon receiving a report of a suspected violation, the Secretary informs the \nprofessor in the class, the Presiding Officer of the Council, and the alleged \noffender. The officers of the Council (Presiding Officer and Secretary) and the \nranking faculty member constitute an Investigatory Panel, which conducts a \npreliminary investigation to ascertain whether there is sufficient evidence of a \nviolation to warrant a trial. If the evidence appears to be convincing, the Panel \ncharges the suspected offender and the Secretary assembles the Council for a trial. \nAnyone reporting a suspected violation remains anonymous to all except the \nInvestigatory Panel until it is determined that a trial will be held. Then the person \nreporting the violation will appear at the trial in the presence of the alleged \noffender. \n\n7.3 Trial \n\n7.3.1 Rights of the Accused \n\n1 . The right to be notified of all charges as expeditiously as possible (and, in \nany event, within two business days) once the Investigatory Panel has \ndetermined that a trial should occur. \n\n2. Upon being charged by the Investigatory Panel, the right to a trial within \nthe following 10 business days. \n\n3. The right to be accompanied by two advisers of the accused's choosing, \nwho may be any member of the University community. The advisers may \nact on behalf of the accused in all matters of procedure, such as cross- \nexamination, calling of witnesses, etc. \n\n4. The right to enter a plea. In the event of a guilty plea, any and all rights \nregarding the calling of character witnesses, the offering of a closing \nstatement, and other pertinent procedures shall not be abridged. \n\n5. The right to offer opening and closing statements, cross-examine witnesses, \ncall material witnesses and no more than two character witnesses. \n\n6. The right to be present, together with advisers, during the entirety of the \ntrial. However, disruptive behavior may result in expulsion, at the discretion \nof the Presiding Officer. \n\n7. The right to challenge the impartiality of any specific member (s) of the \nCouncil, providing that such charges can be substantiated. \n\n8. The right to testify in one's own behalf. Should this option be exercised, \nthe accused has the obligation to answer honestly any and all questions \nput to him or her. One can refuse to answer only for reasons of self- \nincrimination, in which event the reason must be so stated. Refusal to \nanswer on grounds of self-incrimination will not in itself be taken as \nevidence of guilt. \n\n9. The right to be free from inference of guilt if the option to testify for one's \nself is not exercised. \n\n10. The right to a written transcript of the proceedings. \n\n1 1 . In the event of a not guilty verdict, the right to be free from retrial for the \nsame incident. \n\n12. The right to attend any and all University classes, events, and functions \nprior to a verdict. \n\n13. The right to separate trials for joint alleged offenders. \n\n\n\n74 \n\n\n\n14. Under certain circumstances, the right to appeal an adverse decision. \nProcedures and criteria relating to an appeal are specified below under \nAppeals. \n\n15. The right to absolute confidentiality of all participants. \n\n16. The right to be judged in a manner consistent with the penalty. For cases \ninvolving punitive lowering of a grade in a course, guilt must be proven \nonly by a preponderance of the evidence. For cases carrying the penalty \nof expulsion, guilt must be proved beyond a reasonable doubt. In any \nevent, the complainant has the burden of proof. \n\n17. Evidence obtained through an illegal search shall not be admitted. \n\n7.3.2 Rights Listed Not Exhaustive \n\nThe rights listed above under Rights of the Accused shall not be construed as \nexhaustive. \n\n7.3.3 Rights Not Accorded \n\n1. Formal rules of evidence shall not be in effect. All pertinent matters shall \nbe admitted into evidence, including circumstantial evidence and hearsay, \nthe values of which shall be weighted accordingly. \n\n2. The defendant does not have the right to be represented by professional \nlegal counsel during the hearing. \n\n3. Affidavits are not admissible under any circumstances. \n\n4. Any evidence that the accused, or any party acting on his or her behalf, has \nthreatened, accosted, or otherwise intimidated his or her accuser or any \nadverse witness prior to the verdict, shall be admissible evidence and shall \nbe construed as a most serious breach of conduct. \n\n7.3.4 Evidence and Witnesses \n\n1. Upon receipt of a call for a trial by the Investigatory Panel, the Secretary \nof the Councils shall summon the prosecution witnesses. \n\n2. It will be the responsibility of the accused to summon witnesses to testify \non his or her behalf. \n\n3. Nonmaterial witnesses (i.e. character witnesses) shall be limited to two. \n\n4. The accused may have two advisers from the University community. \n\n5. The accused and/or the accused's advisers may question all witnesses and \nhave the right to cross-examination. \n\n6. A witness shall not be present during the testimony of other witnesses. \n\n7.3.5 Specification of Offense \n\nBy the end of the trial, the Council will have found the accused to be either \ninnocent or guilty of one of the following offenses: \n\n1. One instance of unplanned, unpremeditated cheating \n\n2. Premeditated dishonesty involving some act of prior planning \n\n3. Aiding another while not enrolled in course in which the act of dishonesty \noccurs \n\n4. A continuing pattern of premeditated subversion of the System \n\n7.3.6 Voting \n\nVoting of the Honor Councils shall be by secret ballots, which will be counted \nby the Presiding Officer. Guilt or innocence will be decided by a two-thirds vote. \n\n\n\n75 \n\n\n\n7.4 Penalties \n\nIf the Council determines that a student has committed one of the four \noffenses listed above in Specification of Offense, it will assess the following \npenalties: \n\n1. Unpremeditated cheating Lowering of grade in course by letter \n\n2. Premeditated dishonesty \"F\" in the course \n\n3. Aid while not enrolled Suspension for the next full semester \n\n4. Continuing subversion Permanent expulsion \n\nUnder 3 above, if the offense occurs during one's last semester, his or her \n\ngraduation will be delayed one full (fall or spring) semester. Also, the penalty for \nany second offense is permanent expulsion. \n\n7.5 Reporting of Verdict \n\nIf the determination of the Honor Council is that a student violated the \nHonor Code, the student shall be informed that the decision of the Honor \nCouncil is final unless within two business days the student so charged makes a \nwritten request to the Secretary of the Honor Councils for an appeal hearing, \nstating why the student believes justice was not done. \n\n8 Appeals \n\n8.1 Jurisdiction \n\nThe alternate Honor Council acting as an Appeal Board of the Honor Code \nshall \nhave the following jurisdiction: \n\n1. To review the justice and procedure of the original Honor Council \nhearing. If it can be proven that the Honor Council which originally heard \nthe case deviated substantially from the hearing procedure of the Honor \nCode, the defendant has a right to a new hearing. \n\n2. To consider any new evidence and to decide on the basis of that evidence \nwhether or not a new hearing is warranted. \n\n3. If one is warranted, to hold a new hearing in accordance with the \nprovisions of Procedures below. \n\n8.2 Procedures \n\nUpon receipt of a request for an appeal hearing, the Secretary of the Councils \nshall notify the alternate Council (i.e., the Council which did not hear the case \noriginally), which shall hear the appeal. \n\nProceedings of the appeal hearing shall be recorded by the Secretary of the \nCouncils. (A tape recording is urged.) The accused may have no more than two \nadvisers who must be members of the University community. These advisers may \nbe present at the hearing and may ask questions of any of the witnesses and the \naccused. \n\nThe defendant shall be informed of the decision of the alternate Honor \nCouncil by the Provost. \n\nIf acquitted on a charge by the alternate Honor Council, a person may not be \ntried a second time by either Honor Council for the same incident. \n\n\n\n76 \n\n\n\nThe Core \nCurriculum \n\n\n\n\ns \n\nc \n\ni \n\n\n\nHistory of the Core Curriculum \n\n\n\nThe idea for a \"core curriculum\" at Oglethorpe University is 50 years old in \nthe academic year 1994-95, making it one of the oldest core programs at a liberal \narts college in the country. In 1944, Oglethorpe's President Philip Weltner \nproposed a totally new liberal arts curriculum with the twin aims of equipping \nstudents to \"make a life and make a living.\" One half of each student's college \ncourse work was devoted to the common intellectual experience of the core, while \nthe other half was devoted to a student's major area of study. Weltner published \nhis ideas for a new core curriculum in a small brochure called The Oglethorpe Book, \noutlining his new plan and his philosophy of education. In so doing, he antici- \npated some of the ideas featured in General Education in a Free Society, Harvard \nUniversity's 1945 statement stressing an emphasis on liberal arts and a core \ncurriculum. \n\nThe idea of a core curriculum was at that time so revolutionary in higher \neducation that news of the Oglethorpe plan appeared in The New York Times'm the \nspring of 1945. Dr. Weltner told The Times: \"We are trying to develop \nkeen. ..appreciation and understanding. Instead of dividing our courses into \nseparate schools, we are giving the students a good liberal and general education \nwhich can become the basis of hundreds of vocations.\" \n\nDr. Weltner's core curriculum for the Oglethorpe students of the 1940s \nreflected the concerns of the war era: the core consisted of a series of courses \nunder the headings \"Citizenship\" and \"Human Understanding.\" As the concerns \nof the war era receded and the post-war information explosion ensued, the \nOglethorpe core underwent extensive revision in the 1960s, its required courses \ncoming to resemble much more closely traditional courses in the disciplines. \nGradually this core came to focus on those courses representing competencies \nthat a well-educated generalist ought to have upon graduating from college. \n\nWith the support of a major grant from the National Endowment for the \nHumanities, the Oglethorpe core curriculum underwent substantial revision in \nthe early 1990s to reflect a new idea about core curriculum and its purpose. Rather \nthan an attempt to define what every student should know or a list of basic \ncompetencies every student should have, the new Oglethorpe core is aimed at \nproviding a common learning experience for all students in which each course \ntakes a distinct approach to understanding five key questions central to the human \nexperience. In centering this curriculum on the discussion of five important \nquestions, the faculty has renewed its commitment to the spirit of Dr. Weltner's \noriginal core philosophy. He wrote, \"We must never for an instant forget that \neducation to be true to itself must be a progressive experience for the learner, in \nwhich interest gives rise to inquiry, inquiry is pursued to mastery, and mastery here \noccasions new interests there.\" \n\nAs every student's second major, the core continues to urge students to \npursue links among the various areas of study and to appreciate the value of \nintellectual inquiry. As faculty work together through frequent conversation \nabout the content and goals of their core courses to provide an integrated \napproach to learning, one is reminded of the pledge Dr. Weltner made 50 years \nago in outlining the core: \"Oglethorpe University insists that the object is not to \npass a subject; the object is to take and keep it.\" \n\n\n\n78 \n\n\n\nLiberal Education and the Core Curriculum \n\nAn Oglethorpe education prepares students to live as free human beings who \ntake an active interest in the world around them and who have developed those \nmodes of thought and action that will make them effective builders of communi- \nties. In The Idea of a University, John Henry Newman explains that a liberal \neducation forms \"a habit of mind. ..which lasts through life,\" with \"nothing more \nor less than intellectual excellence\" as its object. Thomas Jefferson, in Notes on the \nState of Virginia, argues that without such development of the intellect, democracy \nwill perish: \"Every government degenerates when trusted to the rulers of the \npeople alone. The people themselves therefore are its only safe depositories, and \nto render even them safe their minds must be improved....\" \n\nSuch mental development requires knowledge of and the capacity to analyze \nthe civilization in which we live. We must be able to raise intelligent questions \nabout apparently self-evident truths, and about whether they can be verified or \nconfirmed upon serious reflection. We also must have the capacity to reflect \ncritically on passions, temptations, impulses, and indeed on thinking itself. As \nJefferson proclaimed, we must not be afraid \"to follow truth wherever it may \nlead....\" At the very least, a liberal education ought to impart to students a taste for \nfree inquiry  as well as a sense of why such inquiry is important. \n\nOglethorpe University combines these aims with an institutional commit- \nment to small classes, personal attention to the individual student, collaborative \nactivites, and critical reading and writing. In its dedication to a broad, comprehen- \nsive liberal education for each student, Oglethorpe has created a common set of \ncore courses that invite students to be thoughtful, inquisitive, and reflective about \nthe human condition and the world surrounding them. These core courses work \ntogether with students' experiences in advanced courses in their chosen disci- \nplines to encourage the life-long \"habit of mind\" that Newman extols. Students are \nthus urged to consider carefully what they see, hear, and read, to examine \nquestions from more than one point of view, and to avoid leaping quickly to \nconclusions. \n\nThe central considerations of the Oglethorpe core are expressed in the form \nof five questions, none of which have easy answers: \n\n1 . What are our present ways of understanding ourselves and the universe? \n\n2. How do these ways of understanding evolve? \n\n3. How do we deal with conflicts in our ways of understanding? \n\n4. How do we decide what is of value? \n\n5. How do we decide how to live our lives? \n\nThe Oglethorpe core curriculum initiates and sustains meaningful discus- \nsion about matters which are and have been fundamental to understanding the \nhuman condition and dealing thoughtfully with its ambiguities. The courses in the \ncore program present a variety of distinct ways of knowing or understanding \nourselves. \n\nAs students become actively engaged with faculty in asking and attempting to \nanswer the central questions raised by the core courses, they will learn to \nappreciate the life of the mind and to be interested in hearing the variety of voices \nthat have addressed these questions. In an effort to ensure that students encoun- \nter such points of view directly, Oglethorpe's core courses are designed to \nstimulate intensive interaction between faculty and students. \n\n\n\n79 \n\n\n\nThe core curriculum provides only a beginning for the investigation of \nsignificant questions. What students have at the completion of the Oglethorpe \ncore program are not final answers but a multiplicity of ways of knowing and \nexperiencing the world. They will, in addition, be prepared to continue this \ninquiry on their own. The core curriculum is generally sequenced as follows: \n\nFreshman Year: \n\nC161 Philosophical Conceptions of Reality and Human Life \n\nCI 91 Analytical Writing \n\nC21 1 The Foundations of the West \n\nC212 The West and the Modern World \n\nC271, C272 Human Nature and the Social Order I, II \n\nC462 Psychological Inquiry \n\nSophomore Year: \n\nC330 Great Ideas of Modern Mathematics * \nOne of the following year-long literature sequences: \n\n2121 Ancient and Medieval Literature - Homer to 1400 \n\n2122 The Renaissance - 1400 to 1670 \n\nor \n\n2123 The Enlightenment and the Response of Romanticism  \n\n1670 to 1815 \n\n2124 Romantic and Victorian Literature - 1815 to 1890 \n\nor \n\n2125 Modernism - 1890 to 1945 \n\n2126 Contemporary Literature - 1945 to the Present \n\nJunior Year: \n\nOne of the following: \n\nCI 31 Music and Culture \n\nCI 81 Art and Culture \nOne of the following: \n\nC351 Natural Science: The Physical Sciences \n\n1321 General Chemistry I \n\n1341 General Physics I \n\n2341 College Physics I \nOne of the following: \n\nC352 Natural Science: The Biological Sciences \n\n1311 General Biology I \n\n* Note: Students who enroll in this course should have passed the mathematics \nproficiency examination or completed Analytic Geometry. For a reading \nof Oglethorpe's Mathematics Proficiency Requirement, please see the \nAcademic Regulations and Policies section of this Bulletin. \n\n\n\n80 \n\n\n\nHonors Program \n\n\n\n\nAll students at Oglethorpe University are encouraged to attain academic and \npersonal excellence. The University offers an Honors Program for those students \nwho demonstrate the potential to do exceptional scholarly work and who desire \nto further their academic experience at Oglethorpe. The program focuses on the \npractice of scholarship, both in breadth and in depth, and emphasizes effective \ncommunication of the results of that scholarly activity both to persons within the \nfield and outside it. The Honors Program also is intended to foster increased \ninteraction between students and faculty with diverse interests but similar dedica- \ntion to academic excellence. \n\nTo meet these goals, the Honors Program is a seven-semester program \norganized in two phases as indicated in the table below. \n\nSCHEDULE FOR HONORS PROGRAM \n\n\n\nYEAR \n\n\n\nFALL SEMESTER \n\n\n\nSPRING SEMESTER \n\nSeminar led by two faculty from \n\ndisparate disciplines. \n\n2999. Honors Seminar 1 hour \n\nSeminar led by two faculty from \n\ndisparate disciplines \n\n2999. Honors Seminar 1 hour \n\nRefinement of prospectus. \nHonors Project Research. \n\n3999. Honors II 1 hour \n\nPreparation of final draft of thesis. \n\nDefense. Presentation of Honors \n\nwork. \n\n4999. Honors IV 1 hour \n\n\n\nRecruitment/ Application . \nFreshman Social activities. \n\nInformational activities. \n\n\n\nSeminar led by two faculty \nSophomore from disparate disciplines. \n\n2999. Honors Seminar.... 1 hour \n\n\n\nJunior \n\n\n\nDevelopment of Honors Project \nprospectus and reading list. \nInitial reading. \n3998. Honors I 1 hour \n\n\n\nProject research and preparation \nSenior of initial draft of thesis. Critique \nby reading committee. \n4998. Honors III 3 hours \n\n\n\nEach fall semester informational programs will be held to acquaint prospec- \ntive participants with the features and requirements of the Honors Program. \nInterested students should then apply for admission to the program. A grade- \npoint average of 3.3 in the fall of the freshman year will be required to participate \nin the first seminar. A grade-point average of 3.3 must be maintained to continue \nin the Honors Program. Students may apply for admission to the program at any \ntime prior to the fall semester of the junior year. \n\nThe first phase of the program, to be taken in the freshman and sophomore \nyears, focuses on the practice of sholarship in breadth and communication to \npersons whose areas of study and interests may be outside one's own area of \nexpertise. This phase consists of a series of three 1 semester hour seminars (2999) , \neach of which considers a topic which might take the form of a proposition, \nquestion, problem, text, period of time, etc. Each of these seminars will be \ndirected by two faculty members from disparate disciplines. The interdisciplinary \nmakeup of the seminar participants will be exploited to investigate the seminar \ntopic from many perspectives. Students will be expected, encouraged, and \nenabled to take the lead in the seminars. Students will carry out research relevant \nto the topic, write extensively in connection with the seminar, and make frequent \npresentations of their findings to the seminar. Students will practice and refine \n\n\n\n82 \n\n\n\nmany of the skills and techniques necessary for the second phase of the Honors \nProgram. \n\nThe second phase of the Honors Program, to be taken in the junior and senior \nyears, focuses on scholarship in depth and the effective communication of the \nresults of that scholarship to persons in the field of study, as well as those outside \nit. During the fall semester of the junior year, the student secures a thesis \nsupervisor and enrolls in 3998 Honors I. The student must have a 3.3 overall grade- \npoint average and a 3.5 grade-point average in the field in which the thesis work \nis to be undertaken. During this semester the student, with the aid of the faculty \nsupervisor, will select, refine, and begin to research a suitable thesis topic. The \nstudent will develop a preliminary prospectus of the honors project along with any \nappropriate reading lists, etc. Honors I carries credit of 1 semester hour graded \non a satisfactory/unsatisfactory basis, with the grade to be determined by the \nHonors Program Director in consultation with the faculty supervisor. Satisfactory \ncompletion of Honors I is required to continue the program. \n\nIn the spring of the junior year the student enrolls in 3999 Honors II, a \n1 semester hour credit course, graded on a satisfactory/unsatisfactory basis, in \nwhich the honors project is further refined and researched. Upon successful \ncompletion of Honors II, the student enrolls in 4998 Honors III during the fall \nsemester of the senior year. This is a 3 semester hour credit course in which \nresearch of the thesis topic is to be completed. A first draft of the thesis is required \nby the end of this semester, to be submitted to the student's reading committee. \nThe reading committee will provide the student with feedback, including recom- \nmended revisions. A letter grade will be determined by the faculty supervisor in \nconsultation with the reading committee and the Honors Program Director. A \ngrade of \"A\" is required to enroll in 4999 Honors IV. \n\nAfter successful completion of 4998 Honors III, the student enrolls in 4999 \nHonors IV, a graded 1 semester hour credit course, during the spring semester of \nthe senior year. During this semester the student will make any necessary revisions \nin producing a final draft of the thesis which will be submitted to the reading \ncommittee. The student will also make an appropriate presentation of the honors \nwork to a seminar, class, or meeting of an academic organization, etc. Students are \nencouraged to submit their theses to appropriate competitions or for publication. \nThe final draft of the thesis is to be presented to the reading committee at least \nthree weeks prior to the end of classes. At the reading committee's discretion the \nstudent may be asked to make a formal defense of the thesis. The faculty \nsupervisor, in consultation with the reading committee and the Honors Program \nDirector, will determine the grade to be awarded by the first day of the final \nexamination period. \n\n2999. Honors Seminar 1 hour \n\nThis seminar, led by faculty members from two disparate disciplines, will \nconsider a question, problem, proposition, text, period of time, project, etc. The \nfocus of the seminar will be student research, writing, and presentation. An \ninterdisciplinary approach will be emphasized. Prerequisite: Application and \nadmission into the Honors Program. \n\n\n\n83 \n\n\n\n3998. Honors I 1 hour \n\nIn this course, with the aid of a faculty supervisor, the student selects and \nresearches a thesis topic. A preliminary prospectus is developed along with a \nreading list. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permis- \nsion of the Honors Program Director, permission of the faculty supervisor, a 3.3 \noverall grade-point average, and a 3.5 grade-point average in the field in which the \nhonors research is to be done. \n\n3999. Honors II 1 hour \n\nIn this course the student continues research in order to refine the prospec- \ntus of the honors project. Prerequisites: Permission of the Honors Program \nDirector, permission of the faculty supervisor, a 3.3 overall grade-point average, \nand a 3.5 grade-point average in the field in which the honors research is to be \ndone. \n\n4998. Honors III 3 hours \n\nUnder continued direction of the faculty supervisor, research of the thesis \ntopic is completed in this course. Preparation of a first draft is submitted to the \nstudent's reading committee. Graded with a letter grade. Prerequisites: Permis- \nsion of the Honors Program Director, permission of the faculty supervisor, a 3.3 \noverall grade-point average, and a 3.5 grade-point average in the field in which the \nhonors research is to be done. \n\n4999. Honors IV 1 hour \n\nRevisions are made and a final draft of the thesis is submitted to the student's \nreading committee where a formal defense may be requested. An appropriate oral \npresentation of the honors work also will be required in an academic setting. \nGraded with a letter grade. Prerequisite: Grade of \"A\" in 4998. \n\n\n\n84 \n\n\n\nInterdisciplinary \nPrograms and Majors \n\n\n\n\nInterdisciplinary studies signal progressive trends in higher education that \ninvite the learner to use more than one area of academic study to assist in the \nintellectual inquiry. Such studies across academic disciplines at Oglethorpe are \nsubsumed into three categories: (1) course work which is nontraditional in its \napproach; (2) the Individually Planned Major, which pursues a course of study not \ncomprehended in the regular academic disciplines; and (3) interdisciplinary \nmajors, which typically combine two areas of study of multi-faceted academic \ninquiry. \n\n\n\nInterdisciplinary Courses \n\n\n\n1011. Fresh Focus 1 hour \n\nThis class is required for all entering first-year students and is a small group \nactivity also involving selected volunteer upperclass students and faculty. Students \npick from among numerous topics with experiential and interactive as well as \nacademic features. The first meeting of each Fresh Focus group is during new \nstudent orientation. The members of each group then meet for the first half of the \nsemester to pursue their chosen topic and share related experiences. During the \nsame period new students also will choose from a menu of 50-minute workshops \non aspects of general subject areas, including leadership, health and wellness, \ncareers, skills for academic success, and open houses in the academic divisions. \nGraded on a satisfactory/unsatisfactory basis. \n\n2011. Team Teaching for Critical Thinking 1 hour \n\nStudent mentors assist faculty instructors in planning and teaching the \nspecial topics sessions of Fresh Focus or other freshman-level courses. They \nparticipate in training meetings prior to the beginning of the course, communi- \ncate with entering freshmen over the summer, attend all classes in their Fresh \nFocus section, and assist with the advising of freshmen throughout their first year. \nPrerequisite: Permission of the instructor. \n\n2019. Seminar for Student Tutors 1 hour \n\nPeer tutors at the Academic Resource Center spend two hours per week \nassisting other students, individually or in groups, with course material, papers, \nand preparation for examinations. In addition, they participate one hour a week \nin support and training meetings with the ARC directors and with instructors of \nthe courses in which they tutor; they discuss how to work with texts in different \ndisciplines, to encourage study group members to help each other learn, and to \nfoster student engagement with active assimilation of course content and skills. \nPrerequisite: Permission of the instructor. \n\n3011. Interdisciplinary Studies: Special Topics 3 hours \n\nCourses that focus on materials and topics that are interdisciplinary in nature, \ntranscending the boundaries of specific disciplines or academic divisions of the \nUniversity, are offered under this rubric. \n\n\n\n86 \n\n\n\nIndividually Planned Major \n\n\n\nA student who wishes to pursue a course of study not included in one of the \navailable majors may petition to receive permission to complete an individually \nplanned major. \n\nSuch a major must include at least 33 semester hours of course work beyond \ncore requirements. At least 18 semester hours of the major must be completed in \ncourses above the introductory level in a particular discipline. This discipline will \nbe defined as the major's concentration. Graded course work in the major must \nhave a grade-point average of at least 2.0. Course work that is included in the \nindividually planned major may not be counted toward a second major or a minor. \n\nTo apply for an individually planned major, the student, in consultation with \nhis or her academic adviser, must complete an application, available at the \nRegistrar's Office, to be approved by the chair of the division in which the \nproposed major's concentration is included and the Provost. This application \nshould be submitted by the end of the second semester of the student's sopho- \nmore year. The application must specify the following: \n\n1. The major's coverage and definition. \n\n2. The observed or expected conceptual linkages among the concentration \nand the other subject (s) included in the major. \n\n3. The expected outcomes of the completion of the major in terms of the \nstudent's intellectual growth and plans for graduate study or career. \n\nThe student's academic adviser forwards the application to the appropriate \ndivision chair. The chair consults with the Provost; then the chair notifies the \nfaculty adviser of the acceptance or rejection of the proposal, and the adviser \ncontacts the student. \n\nThe degree awarded upon successful completion of an approved individually \nplanned major is Bachelor of Arts. \n\n\n\nInterdisciplinary Majors \n\n\n\nInterdisciplinary majors are offered in American Studies, Business Adminis- \ntration and Behavioral Science, Business Administration and Computer Science, \nInternational Studies, and Mathematics and Computer Science. Students who \nchoose one of these majors should notify the Registrar so that an appropriate \nadviser may be assigned. \n\nAmerican Studies \n\nThe major in American Studies is designed to provide students with the \nopportunity to develop a systematic and in-depth understanding of American \nculture. By combining American studies courses and courses from relevant \ndisciplines (history, literature, the arts, economics, and the social sciences), \nstudents may explore the relationships of diverse aspects of American life. \nStudents also are able to pursue their special interests within American culture by \ndeveloping an \"area of concentration\" that provides a specific focus for much of \nthe work completed in fulfillment of major requirements. \n\nIn addition to introducing students to the field of American studies, the major \nis designed to help students refine their fundamental intellectual skills, especially \n\n\n\n87 \n\n\n\ntheir writing and speaking skills. Skills of this sort will serve the student well long \nafter many specific facts, postulates, and theories have been forgotten. In short, \nas is consistent with Oglethorpe's stated institutional purpose, the American \nstudies program seeks to prepare humane generalists  individuals who possess \nthose basic qualities so necessary for leadership in a rapidly changing world. The \ndegree awarded is the Bachelor of Arts. \n\nRequirements of the major include completion of the following eight courses: \n\n2216 American History to 1865 \n\n2217 American History Since 1865 \n2472 The American Experience \n\n(to be taken in the freshman or sophomore year) \n3129 Studies in Fiction II (American) \n3217 The Age of Affluence: The United States Since 1945 \n3523 United States Economic History \n\n4120 American Poetry \n\n4473 Senior Seminar in American Studies \n\n(to be taken in the junior or senior year) \n\nCompletion of seven of the following courses also is required: \n\n2125 Modernism - 1890 to 1945 \n\n2126 Contemporary Literature - 1945 to the Present \n\n2221 Constitutional Law \n\n2222 State and Local Government \n2471 The Family \n\n3131 Music in the 20th Century: 1900-1950 \n\n3132 Music in the 20th Century: 1950 to the Present \n3191 Advanced Writing for Business and the Professions \n\n3221 American Political Parties \n\n3222 Congress and the Presidency \n\n3223 United States Foreign Policy \n3621 Introduction to Education \n\n4121 Special Topics in Literature and Culture I \n4123 Major British and American Authors I \n\n4213 United States Diplomatic History \n\n4214 The American Civil War and Reconstruction \n\n4521 Money and Banking \n\n4522 Labor Economics \n4525 Public Finance \n\nRequirements for the minor include completion of The American Experi- \nence (to be taken in the freshman or sophomore year) and four of the following \nseven courses: \n\n2216 American History to 1865 \n\n2217 American History Since 1865 \n3129 Studies in Fiction II (American) \n\n3217 The Age of Affluence: The United States Since 1945 \n\n3523 United States Economic History \n\n4120 American Poetry \n\n4473 Senior Seminar in American Studies \n\n(to be taken in the junior or senior year) \n\n\n\n88 \n\n\n\nBusiness Administration and Behavioral Science \n\nThis major provides students with the knowledge and skills of the behavioral \nsciences as they may be applied in the business world. The major helps to prepare \nstudents for careers in business, especially those related to human resources, or \nfor graduate study in business administration and applied psychology. \n\nThe major consists of 1 1 required courses and four directed electives. The \nfour directed electives should be carefully selected with the assistance of the \nfaculty adviser and must be evenly divided between business administration \ncourses and courses in behavioral sciences. A grade of \"C\" or better in each course \nin the major is required for completion of this major. The degree awarded is the \nBachelor of Arts. \n\nRequirements of the major include completion of the following 11 courses: \n\nBusiness Administration Courses \n1510 Business Law I \n\n2530 Principles of Accounting I \n\n2531 Principles of Accounting II \nChoice of: \n\n2540 Introduction to Computer Applications Software or \n\n2541 Introduction to Computer Science or \n\n2542 Principles of Computer Programming \n2560 Management \n\n3550 Marketing \nBehavioral Science Courses \n2338 Statistics \n\n2473 Social Psychology \n\n3463 Psychological Testing \nChoice of: \n\n2464 Organizational Psychology or \n\n3472 The Sociology of Work and Occupations \nChoice of: \n\n2519 Management Science or \n3461 Research Design \nTwo electives from business administration and two from behavorial science \nchosen from the following courses also are required: \n\n2465 Learning and Conditioning \n2472 The American Experience \n\n2474 Social Problems \n\n2540 Introduction to Computer Applications Software \n2542 Principles of Computer Programming \n\n3464 Psychology of Leadership \n\n3465 Theories of Personality \n3470 Culture and Society \n3478 Wealth, Status, and Power \n3510 Managerial Finance \n\n3521 Intermediate Microeconomics \n\n3522 Intermediate Macroeconomics \n3527 Economic Development \n3552 Marketing Communications \n\n\n\n89 \n\n\n\n3570 International Business \n4522 Labor Economics \n4556 Marketing Research \nChoice of: \n\n4465 Internship - Psychology or \n\n4590 Internship - Business Administration \n\nBusiness Administration and Computer Science \n\nThe administration of business involves the collection, storage, analysis, and \nreporting of large volumes of financial as well as non-financial data. By combining \ncourses in business administration and computer science, this interdisciplinary \nmajor acquaints students with the ways in which computer systems can assist in \ncarrying out the accounting, finance, marketing, and management functions of \nbusiness. An additional aim is to encourage innovative approaches to administra- \ntion that would be impractical without the computational capacity of the computer. \nThe major requires completion of 16 courses; 13 specified courses and three \ndirected electives, with a grade of \"C\" or better in each course. The degree \nawarded is the Bachelor of Business Administration. \n\nRequirements of the major include completion of the following 13 courses: \n1333 Applied Calculus or \n\n1335 Calculus I \n2338 Statistics \n2519 Management Science \n\n2530 Principles of Accounting I \n\n2531 Principles of Accounting II \n\n2542 Principles of Computer Programming \n\n2560 Management \n\n3510 Managerial Finance \n\n3521 Intermediate Microeconomics \n\n3522 Intermediate Macroeconomics \n3544 Principles of File Processing \n3550 Marketing \n\n4569 Strategic Management (to be taken in the senior year) \nCompletion of three of the following five courses also is required: \n\n2540 Introduction to Computer Applications Software \n\n2541 Introduction to Computer Science \n3542 Introduction to Data Structures \n\n4540 Introduction to Systems Programming \n\n4541 Assembly Language and Computer Architecture \n\nInternational Studies \n\nInternational Studies is an interdisciplinary major which seeks to develop \nskills and perspectives essential to effective participation in the emerging \nmulticultural business and social environment. The major helps to prepare \nstudents for careers in international commerce, the travel and convention busi- \nnesses, international banking and finance, and government. The major also \nprovides an appropriate undergraduate background for the professional study of \n\n\n\n90 \n\n\n\nbusiness, public policy, and law. Students interested in this major should ask the \nRegistrar to refer them to a faculty adviser who specializes in this major. The \ndegree awarded is the Bachelor of Arts. \n\nRequirements of the major include completion of the following five courses \n(including prerequisites): \n\n2223 International Relations \n\n3214 Europe Since 1918 \n\n3223 United States Foreign Policy \n\n3470 Culture and Society \n\n3527 Economic Development or \n\n4523 International Economics \nCompletion of four of the following courses also is required: \n\n2214 Special Topics in British History \n\n2226 Comparative Government \n\n3213 Europe in the 19th Century \n\n3220 Special Topics in Politics \n\n3570 International Business \n\n4172 The Third Republic and Its Institutions \n\n4173 The Fifth Republic and Its Institutions \n\n4174 Franco-American Relations in Trade and Culture \n\n4211 Modern German History \n\n4212 Russian History \n\n4213 United States Diplomatic History \n4216 Special Topics in History \n\n4218 Independent Study in History \n\n4223 Advanced Topics in International Relations \n\n4230 Internship - International Studies \n\n4239 Independent Study in International Studies \n\n4523 International Economics or \n\nother courses as approved by the adviser \nNote: Special topics and independent studv courses fulfill the requirements of the \nInternational Studies major only when they have a substantial international \ncomponent. \nThere is a rigorous foreign language requirement. Students must either \nundertake a study abroad experience with a substantial foreign language compo- \nnent after having demonstrated a proficiency equivalent of two years of study, or \ncomplete three years of foreign language study at Oglethorpe. \n\nA study abroad experience is required. A summer or semester at a foreign \nuniversity is the preferred method of meeting this requirement. In addition, \nstudents must assemble a study abroad portfolio, which includes materials from \nthe course work and a journal detailing the experience and the reflection on it. \nStudents who receive financial aid at Oglethorpe should consult the Financial \nAid Office early in the pursuit of this major to determine available funding for the \nstudy abroad experience. Generally, financial aid awarded for study at Oglethorpe \nUniversity is not transferable for study abroad with another institution. \n\nOglethorpe University maintains affiliations with the American Institute for \nForeign Study, Seigakuin University in Tokyo, the Universidad de Belgrano in \nBuenos Aires, Argentina, the Haagse Hogeschool in the Netherlands, and the \nLycee Margueritte in Verdun, France to aid students in identifying worthwhile \n\n\n\n91 \n\n\n\nforeign study opportunities. Other programs in the recent past in which students \nhave studied abroad include Brethren Colleges Abroad, International Intercul- \ntural Studies Program of the University System of Georgia, and the Centre \nLinguistique Pour Etrangers. Advisers who specialize in the international studies \nfield can acquaint students with programs at these institutions and with a wide \nvariety of additional overseas study programs. \n\nNote: Students who graduated from a secondary school located abroad at which \nthe language of instruction was not English may satisfy the language \nrequirement, with English as a Second Language I and II. They may satisfy \nthe study abroad requirement via their residency in the United States. \n\nMathematics and Computer Science \n\nSince its inception as an academic discipline, computer science has been \nclosely associated with mathematics. Many of the field's pioneers are mathemati- \ncians by training. Indeed, modern computer science would not be possible \nwithout the existence of a number of mathematical developments once thought \nto be entirely theoretical in nature. \n\nThe major in Mathematics and Computer Science is designed to acquaint \nstudents with the various linkages between computer science and mathematics \nand to enable students to understand more thoroughly their primary discipline, \nwhether it is mathematics or computer science. Rigorous training in mathemati- \ncal thinking will provide the student with essential analytical tools and mental \ndiscipline, while the problem-solving skills that will be sharpened in the process \nof developing algorithms for computer applications will prove to be beneficial to \nstudents of mathematics. Students will become familiar with ways in which \nmodern computational tools have made possible work in mathematics that would \notherwise be prohibitively laborious. Understanding of the many mathematical \nstructures that are essential to effective development and utilization of processes \nin computer science will be enhanced. The degree awarded is the Bachelor of \nScience. \n\nRequirements of the major include completion of the following courses: \n\n1335 Calculus I \n\n1336 Calculus II \n\n2331 Calculus III \n\n2332 Calculus IV \n\n2333 Differential Equations \n2335 Discrete Mathematics \n\n2542 Principles of Computer Programming \n3331 Complex Analysis or \n\n4333 Special Topics in Mathematics \n\n3334 Linear Algebra \n\n3335 Abstract Algebra \n\n3542 Introduction to Data Structures \nCompletion of three of the following five courses also is required: \n\n2540 Introduction to Computer Applications Software \n\n2541 Introduction to Computer Science \n3544 Principles of File Processing \n\n4540 Introduction to Systems Programming \n\n4541 Assembly Language and Computer Architecture \n\n\n\n92 \n\n\n\nDivision I \n\n\n\nHumanities \n\n\n\n\nAmerican Studies \n\n\n\nFor a complete description of the interdisciplinary major in American \nStudies, please see the Interdisciplinary Programs and Majors section of this \n\nBulletin. \n\n\n\nArt \n\n\n\nThe art program offers courses in art history and studio work to enhance the \nstudent's appreciation of works of art and to develop skills in a variety of media. \nThe program is unique in its emphasis on realism which is achieved through the \ndevelopment of classical fundamentals in all studio courses. Studio courses stress \nconcentration and self-discipline leading to eventual self-expression. The student \nwho takes even one course as an elective can learn to draw, paint, or sculpt from \nreality while gaining confidence through understanding the basic concepts that \ncreate the illusion of reality. \n\nThis program provides an in-depth understanding of art and its traditional \nprinciples and theories. Principles of Accounting I is strongly suggested enabling \nthe art major upon graduation to have a practical education for immediate \nentrance into the arts. Several career options include professional artist (painter, \ndraughtsman, photographer), art historian, or museum administrator. A gradu- \nate will be prepared well for entering any of the art professions or graduate school. \n\nArtist-In-Residence \n\nOglethorpe has originated an International Artist-in-Residence Program \nwhich enables an artist to create on campus for a semester. Each student has the \nopportunity to meet and discuss art and ideas with a professional practicing artist \nfrom another culture. The selected artist has a working space in the Faith Hall \nstudio and has specific studio hours during the week when he or she is available \nto converse and share with the students and the public. The artist will have his or \nher work exhibited in the Oglethorpe University Museum. \n\nMajor \n\nRequirements for the major in art include two drawing courses; three \npainting courses; Ways of Seeing: Perception, Composition, and Color; Modern \nArt History; two upper-level art history courses; Anatomy for the Artist; Figure \nDrawing; and Introduction to Photography. \n\nThe Scientific Illustration Track with Biological Science Emphasis and the \nScientific Illustration Track with Physical Science Emphasis are two programs \nwhich enable the student to combine art major requirements and specific science \ncourses. These programs fulfill admission requirements for graduate school \nprograms in medical and scientific illustration. Graduate experience is necessary \nto qualify for employment in these areas. \n\nMinor \n\nTo minor in art one must concentrate in one of four areas: painting, art \nhistory, photography, or drawing. \n\nFor a minor in painting, a student must take three painting courses, two \ndrawing courses, one art history course, and one photography course. \n\n\n\n94 \n\n\n\nFor a minor in art history, a student must take three art history courses, one \nphotography course, one drawing course, one painting course, and an additional \ncourse in painting, drawing or photography. \n\nFor a minor in photography, a student must take three photography courses, \ntwo drawing courses, one painting course, and one art history course. \n\nFor a minor in drawing, a student must take three drawing courses, two \npainting courses, one art history course, and one photography course. \n\nUpon consultation with art faculty, a student may substitute an independent \nstudy or special topics course for one of the requirements where appropriate. \n\nC181. Art and Culture 3 hours \n\nThis course surveys the creative ways that human beings throughout history \nhave attempted to depict their relationships to their surroundings. Art is thus \nviewed as a barometer of civilization, a visual, creative response to the intellectual \nand emotional climate of a given moment in history. Students will examine \npresent ways of understanding themselves and the universe, the evolution of that \nunderstanding, and the conflicts involved. Basic artistic principles and concepts \nalso will be studied in an effort to decide what has artistic value. Recommended \nfor junior or senior year but should precede studio art courses. \n\n1182. Introduction to Drawing 3 hours \n\nStudio exercises, in-studio lectures, outside assignments, and critiques are \ndesigned to develop a basic understanding of drawing. Projects will be designed \nto explore concepts and theories of drawing and to develop the bridge between \nobservation and creating an image. \n\n1183. Introduction to Painting 3 hours \n\nStudio exercises, in-studio lectures, outside assignments, and critiques are \ndesigned to develop a fuller understanding of the technical aspects of oil painting. \nA study of composition, color, drawing, and expression will be included. Emphasis \nwill be on the development of a personal direction and self-confidence in \npainting. \n\n1185. Introduction to Photography 3 hours \n\nLaboratory exercises, in-class lectures, critiques and assignments are de- \nsigned to develop an understanding of all aspects of photography, including \ncomposition and self expression. Emphasis will be on development of technical \nskills and a personal direction in photography. \n\n2181. Special Topics in Art History 3 hours \n\nAn in-depth analysis of specific historical art periods will stress how major \nartists and trends were influenced by their times. Discussion of important events \nand ideas of significant individuals of the period will serve to provide the necessary \nbackground for a thorough comprehension of social and intellectual sources of \nart. Prerequisite: CI 81. \n\n2182. Independent Study in Drawing 3 hours \n\nIndividual instruction in drawing techniques. Prerequisite: Permission of the \ninstructor. \n\n\n\n95 \n\n\n\n2183. Independent Study in Painting 3 hours \n\nIndividual instruction in painting techniques. Prerequisite: Permission of the \ninstructor. \n\n2184. Modern Art History 3 hours \n\nAn in-depth analysis of the art of the 19th and 20th centuries, stressing how \nmajor trends and major artists were influenced by their times. The course will \nbegin with the advent of the Industrial Revolution and continue to the present. It \nwill focus on the art and ideas of Ingres, Manet, Monet, Van Gogh, Gauguin, \nCezanne, Picasso, Matisse, Dali, and Warhol. Prerequisite: C181. \n\n2185. Figure Drawing 3 hours \n\nAn introductory drawing course covering the main concepts necessary for \ndrawing the human figure: major anatomical surface landmarks, planar structure, \nproportion, mass, and volume. Students will work from both the clothed and the \nnude model. \n\n3180. Special Topics in Studio 3 hours \n\nStudio exercises, in-studio lectures, outside assignments, and critiques are \ndesigned to develop a basic understanding of various media, including sculpture, \nfigure drawing, and various specialties of Artists-in-Residence. \n\n3181. Ways of Seeing: Perception, Composition, and Color 3 hours \n\nThis course provides hands-on experience in understanding the visual world \nthrough the study of colors, two-dimensional design, and composition through \nthe act of drawing, painting, and photography. \n\n3182. Anatomy for the Artist 3 hours \n\nStudents will study the human skeletal system, musculature, proportion, and \nsurface landmarks, and will draw from the life model. \n\n4181. Internship - Art 1-6 hours \n\nAn internship is designed to provide a formalized, experiential learning \nopportunity to qualified students. The student and a faculty supervisor negotiate \na learning contract which specifies learning objectives for the internship and \nindices for the evaluation of the student's achievement of these objectives. \nStudents are employed or volunteer in standard work situations with cooperating \nbusiness organizations, governmental departments and agencies or in other \nprofessional settings. Graded on a satisfactory/unsatisfactory basis. Prerequisites: \nPermission of the faculty supervisor and qualification for the internship program. \n\n\n\nDual Degree in Art \n\n\n\nStudents seeking a broadly based educational experience involving the types \nof programs generally found at a college of arts and sciences as well as the \nspecialized training offered by a professional college may wish to consider the dual \ndegree program in art. Oglethorpe University and The Atlanta College of Art offer \na joint program for students interested in a career in the visual arts. In this \nprogram, the student enrolls at Oglethorpe for two years, completes 61 semester \nhours of work, including the core requirements, and then enrolls at The Atlanta \n\n\n\n96 \n\n\n\nCollege of Art. The dual degree program requires four regular academic years \nplus some summer courses. \n\nThe student is required to complete three credit hours in Art and Culture and \nat least 12 credit hours in studio electives at Oglethorpe. Upon successful \ncompletion of all of the core requirements plus the aforementioned art courses, \nthe student enrolls at The Atlanta College of Art and completes 75 credit hours \nin studio and art history courses. Placement in studio courses is dependent on a \nportfolio review. \n\nUpon completion of the joint program, the student receives the degree of \nBachelor of Arts from Oglethorpe and the degree of Bachelor of Fine Arts from \nThe Atlanta College of Art. Students participating in the dual degree program \nmust meet the entrance requirements of both institutions. Dual degree students \nare advised at Oglethorpe by a faculty member in the field of visual arts. \n\nCommunications \n\nA program in communications prepares students to express themselves \neffectively in speech and in writing. It encourages students to examine their own \nmodes of communication and to analyze the communication of others, from \nindividual utterances to mass media coverage. \n\nGraduates in communications generally go on to careers in journalism, \npublic relations, advertising, mass media, corporate communications, and related \nfields. They also are prepared for further study in journalism or communications. \n\nAll communications majors must also complete a minor course of study in any \nother discipline of their choice to enable them to apply their communication skills \nto a specific body of knowledge and to enhance employment possibilities. \n\nAlthough an internship is not required for the major, it is strongly recom- \nmended. \n\nMajor \n\nThe following courses are required: \n\n1151 Public Speaking I \n\n2190 Intermediate Writing: Persuasion \n\n2191 Intermediate Writing: Investigation \n\n2540 Introduction to Computer Applications Software \n\n3151 Journalism Workshop \n\n3191 Advanced Writing for Business and the Professions \n\nTwo literature courses selected from upper-level (3000 or 4000) offerings \nFive courses selected from the following: \n\n1152 Public Speaking II \n\n1185 Introduction to Photography \n\n2473 Social Psychology \n\n3150 Introduction to Linguistics \n\n3152 Broadcast Media \n\n3192 Creative Writing \n\n3193 Biography and Autobiography \n3464 Psychology of Leadership \n3552 Marketing Communications \n4158 Special Topics in Communications \n\n\n\n97 \n\n\n\n4159 Internship - Communications \n4190 Independent Study in Writing \n4198 Special Topics in Writing \nAlso required for the major is the selection of a minor which supports the \nstudent's career plans. \n\n1151, 1152. Public Speaking I, II 3 plus 3 hours \n\nThese courses seek to develop skills in the techniques of effective public \nspeaking. The format is designed to produce a poised, fluent, and articulate \nstudent by actual experience, which will include the preparation and delivery of \nformal and informal talks on approved subjects. \n\n3150. Introduction to Linguistics 3 hours \n\nA study of the history of the English language, the rules of traditional \ngrammar, and current linguistic theory. Special attention is paid to the relation- \nship between language and cognition, theories of language acquisition, and the \ndialects of American English. Offered in alternate years. Prerequisite: C191. \n\n3151. Journalism Workshop 3 hours \n\nThis course is a hands-on workshop involving the writing and publication of \na campus newspaper, newsletter, or newsmagazine. It can be repeated by students \nfor elective credit up to six hours but can only count once toward the communi- \ncations major or the writing minor. Prerequisite: 2191 or permission of the \ninstructor. \n\n3152. Broadcast Media 3 hours \n\nThis course is a hands-on workshop involving the writing and production of \nradio and/or television programs. It will introduce students to the practical \nproblems involved in broadcast production, as well as raise theoretical questions \nand concerns about the use of media in the 1990s. Prerequisite: A writing or \ncommunications course beyond Analytical Writing. \n\n4158. Special Topics in Communications 3 hours \n\nThis course will examine selected topics in journalism, communications, or \nmedia studies, such as The New Journalism, Mass Media and Popular Culture, \nMedia and Marginalized Cultures, War Reporting, or Gender and Communica- \ntion. Prerequisite: A writing or communications course beyond Analytical Writing. \n\n4159. Internship - Communications 1-6 hours \n\nThis course will provide students with the opportunity to gain hands-on \nexperience in some aspect of the communications industry at, for instance, CNN, \nthe Carter Center, or the Atlanta bureau of The New York Times. Graded on a \nsatisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervi- \nsor and qualification for the internship program. \n\n\n\n98 \n\n\n\nEnglish \n\n\n\nIn literature courses, students examine written works to determine their \nmeaning, to reach judgments about their value, to explore their relation to life, \nand to derive pleasure. To these ends, students make written and oral analyses, \nsupporting their conclusions with close examination of specific passages from the \nworks of literature being studied. In both literature and writing courses, students \nlearn to compose their generalizations and supporting details into a coherent \nstructure of thought and language. \n\nAn English major at Oglethorpe is excellent preparation for law school or any \nother professional training that requires students to interpret written material \nand support their assertions with specific evidence. Given the expressed need in \nthe business community for people who can communicate well orally and on \npaper, the combination of an English major and courses in business administra- \ntion or an accounting minor may be very attractive to prospective employers. The \ncourse Advanced Writing for Business and the Professions focuses on the kinds of \nspeaking and writing abilities graduates will need to get and keep jobs in \npersonnel, sales, and management. Oglethorpe graduates also work in public \nrelations and editing, where they use their skill with words  a major emphasis of \nevery English course. They go into teaching, and sometimes work for publishers, \ntelevision stations, film-making companies, or computer firms. They write press \nreleases, training manuals, in-house newspapers, and news copy. \n\nTo help students bridge the gap between academic life and work experience, \nOglethorpe places English majors in internships with area newspapers, publish- \ning companies, public relations firms, cultural associations, and radio and television \nstations. Such experiences enhance students' chances of finding the jobs they \nwant after graduation. \n\nMajor \n\nStudents who major in English are required to take Ancient and Medieval \nLiterature - Homer to 1400; The Renaissance - 1400 to 1670; The Enlightenment \nand the Response of Romanticism - 1670 to 1815; Romantic and Victorian \nLiterature - 1815 to 1890; and Modernism - 1890 to 1945. Students also are \nrequired to take one writing course beyond Analytical Writing; Shakespeare or \nChaucer; and six electives from the upper-level (3000 and 4000) literature \ncourses. \n\nMinor \n\nStudents who minor in English are required to take a minimum of six of the \nliterature courses listed below. At least three of these must be upper-level (3000 \nand 4000) courses. Core requirements must be met with courses other than the \ncourses in a student's English minor. \n\n1123. Independent Study in Literature and Composition 3 hours \n\nSupervised study in specified genres or periods. Papers use several different \nrhetorical strategies. \n\n\n\n99 \n\n\n\n2121. Ancient and Medieval Literature - Homer to 1400 3 hours \n\nThis course will trace the development of the self in early Western culture, \nthat is, the broad movement from the socially constructed and masculine centered \nself of ancient Greek aristocracy to the introspective impulse of medieval confes- \nsion. Although the primary focus will be Western, non-Western materials might \nalso be included. For instance, Islamic culture might be examined in its own \ncontext and for its considerable influence on the West. Works and authors might \ninclude: Gilgamesh, Homer, Job, Plato, Qur'an, The Tale of Genji, Dante, and \nChaucer. Prerequisite: C191. \n\n2122. The Renaissance - 1400 to 1670 3 hours \n\nThis course will examine the European Renaissance not simply as the \nemergence of the individual but as the turbulent attempt to recover and to create \nmeaning amidst the wreckage of medieval order and the resulting destabilization \nof self and culture. Authors might include: Pico della Mirandola, Alberti, Erasmus, \nMachiavelli, Rabelais, Montaigne, Shakespeare, Cervantes, and Milton. Prerequi- \nsites: C191 and 2121. \n\n2123. The Enlightenment and the Response of Romanticism - \n\n1670 to 1815 3 hours \n\nThis course will examine the development of the major literary genres of the \nEnlightenment. The urbane balance of neo-classical poetry and drama, the rise of \nthe novel, and satire will be studied along with the interests of the early romantics \nin imagination, nature, and self-examination. Authors might include: Racine, \nDefoe, Pope, Montesquieu, Swift, Crevecoeur, Rousseau, Wordsworth, and Austen. \nPrerequisite: C191. \n\n2124. Romantic and Victorian Literature - 1815 to 1890 3 hours \n\nThis course will explore the literature of Europe and America during the 19th \ncentury as it reflects the growth of industrialism, the expansion of America, \nEuropean imperialism, the emergence of women, and the breakdown of religious \ncertitude. Authors might include: Blake, Bronte, Emerson, Mill, Douglas, Flaubert, \nEliot, and James. Prerequisites: C191 and 2123. \n\n2125. Modernism - 1890 to 1945 3 hours \n\nThis course will examine the rich and varied attempts to reconstruct a \nnarrative, dramatic, and poetic form representative of the complexities of the \nmodern social world and the modern psychological subject. Authors might \ninclude: Conrad, Nietzsche, Freud, Beckett, Brecht, Woolf, Eliot, Stravinsky, and \nJoyce. Prerequisite: C191. \n\n2126. Contemporary Literature - 1945 to the Present 3 hours \n\nThis course will engage the multitude of new voices which have emerged in \nthe second half of the 20th century. Of particular interestwill be magical realism, \nfeminist literature, self-conscious narrative, parody, and the absurd. Authors \nmight include: Camus, Borges, Morrison, Rich, Nabokov, Silko, Kundera, Pynchon, \nAchebe, and Mishima. Prerequisites: C191 and 2125. \n\n3120. Russian Literature 3 hours \n\nThis course will consist of Russian literature in translation (that which \nsurvives translation) , mostly fiction, mostly from the 19th century. Central to the \n\n\n\n100 \n\n\n\ncourse is Anna Karenina. Typical authors in addition to Tolstoy will include Gogol, \nTurgenev, Chekhov, Solzhenitsyn. Prerequisites: One semester of any year-long \nsophomore literature course. \n\n3122. The Child in Literature 3 hours \n\nThis course will involve a wide-ranging study of works which employ inno- \ncence, particularly in childhood, in order to deepen the understanding of \nexperience. Typical readings will include Sophocles, Oedipus Tyrannus; and \nselections from Blake, Wordsworth, Freud, Lewis Carroll's Alice in Wonderland, \nJames' The Turn of the Screw, and Kafka's The Judgment. Prerequisite: One semester \nof any year-long sophomore literature course. \n\n3123. Shakespeare 3 hours \n\nThe plays and theatre of William Shakespeare. Offered in alternate years. \nPrerequisite: One semester of any year-long sophomore literature course. \n\n3124. 3125. Studies in Drama I, II 3 plus 3 hours \n\nDrama as literature and as genre, through survey and period studies. Prereq- \nuisite: One semester of any year-long sophomore literature course. \n\n3126, 3127. Studies in Poetry I, II 3 plus 3 hours \n\nCourses which examine the method and effects of poetry by focusing on \nparticular poets, movements, styles, or historical periods. Prerequisite: One \nsemester of any year-long sophomore literature course. \n\n3128, 3129. Studies in Fiction I, II 3 plus 3 hours \n\nEnglish, American, and continental narrative prose will be examined in the \ncontext of either a particular theme or an intensive concentration on a particular \nperiod or type, such as Bildungsroman, or the Victorian novel. Prerequisite: One \nsemester of any year-long sophomore literature course. \n\n4120. American Poetry 3 hours \n\nThis course will consider the work of major American poets such as Whitman, \nDickinson, Frost, Wallace Stevens, T.S. Eliot, William Carlos Williams, as well as a \nnumber of contemporary ones, in the context of their lives and their countries. \nAnalytical and creative written exercises will explore their efforts to find an \nemotional and spiritual home in America. Prerequisite: One semester of any year- \nlong sophomore literature course. \n\n4121, 4122. Special Topics in Literature and Culture I, II 3 plus 3 hours \n\nCourses relating literature with aspects of social and intellectual history or a \nparticular issue or theme. Possible offerings may include women in literature, \nAmerican civilization, African-American (or other ethnic) literature, popular \nculture, the literature of a single decade, children's literature, and myth and \nfolklore in literature. Usually offered in alternate years. Prerequisite: One semes- \nter of any year-long sophomore literature course. \n\n4123, 4124. Major British and American Authors I, II 3 plus 3 hours \n\nAn intensive study of between one and five English and/or American writers. \nUsually offered in alternate years. Prerequisite: One semester of any year-long \nsophomore literature course. \n\n\n\n101 \n\n\n\n4125. Images of Women in Literature 3 hours \n\nAn exploration of various stereotypical, archetypal, and realistic images of \nwomen in literature. Readings by both men and women authors will include short \nstories, novels, poetry, and plays. Prerequisite: One semester of any year-long \nsophomore literature course. \n\n4126. Chaucer 3 hours \n\nStudents in this course will learn to read and appreciate the works of Geoffrey \nChaucer, the first great English poet, in his original language; to enjoy the rich and \nvaried nature of his works; and to appreciate why he is called \"the Father of \nEnglish.\" Prerequisite: One semester of any year-long sophomore literature \ncourse, preferably 2123. \n\n4127. The Literature of King Arthur and Camelot 3 hours \n\nThis course will acquaint students with the medieval origins of the Arthurian \nlegends, the best of the contemporary versions of the legends, and the origins and \nnature of change effected in legends over time. Prerequisite: One semester of any \nyear-long sophomore literature course. \n\n4129. Internship - English 1-6 hours \n\nAn internship is designed to provide a formalized, experiential learning \nopportunity to qualified students. The student and a faculty supervisor negotiate \na learning contract which specifies learning objectives for the internship and \nindices for the evaluation of the student's achievement of these objectives. \nStudents are employed or volunteer in standard work situations with cooperating \nbusiness organizations, governmental departments and agencies, or in other \nprofessional settings: for instance, the Atlanta Historical Society, Atlanta newspa- \npers and television stations, and the Atlanta Botanical Garden. Graded on a \nsatisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervi- \nsor and qualification for the internship program. \n\n\n\nForeign Languages \n\n\n\nStudents must take a language proficiency examination on the day of \nregistration or the first day of class. They will be placed in the course sequence \naccording to their competence. Foreign students are not eligible to enroll in \nelementary and intermediate courses in their primary language. \n\n3104, 3105. Special Topics in Foreign Language, Literature, \n\nand Culture I, II 3 plus 3 hours \n\nA two-semester sequence of courses in which topical aspects of the literature \nand cultural phenomena associated with a given language are explored. \n\nFrench \n\nA minor in French consists of the following courses: Intermediate French, \nAdvanced French Conversation, and Advanced French Composition. Two other \ncourses selected from the following list also are required: \n\n3173 Special Topics in French Language, Literature, and Culture \n\n4170 French Literature of the Ancien Regime \n\n4171 Modern French Literature \n\n\n\n102 \n\n\n\n4172 The Third Republic and Its Institutions \n\n4173 The Fifth Republic and Its Institutions \n\n4174 Franco-American Relations in Trade and Culture \n\nCertain requirements may be met through an approved study abroad pro- \ngram. Students pursuing a minor in French are encouraged to spend a summer \nor semester studying in France or a French-speaking country. \n\n1170, 1171. Elementary French I, II 4 plus 4 hours \n\nA course in beginning college French designed to present a sound founda- \ntion in understanding, speaking, reading, and writing contemporary French. \nPrerequisite: None for 1170; 1170 required for 1171, or placement by testing. \n\n2170. Intermediate French 3 hours \n\nA review of major points of grammar as well as further practice in developing \noral and written skills. Introduction to a variety of unedited French texts. \nPrerequisite: 1171 or placement by testing. \n\n3170. Advanced French Conversation 3 hours \n\nThe development of oral skills through practice in group settings and \nindividual class presentations. Students will learn to express themselves orally on \na number of different topics. Prerequisites: 1171 and 2170, or placement by \ntesting. \n\n3171. Advanced French Composition 3 hours \n\nWeekly writing assignments in French to be revised on a regular basis form the \ncentral activity of the course. A study of style and grammatical forms used \nexclusively in the written language completes the course work. Prerequisites: 1171 \nand 2170, or placement by testing. \n\n3173. Special Topics in French Language, Literature, and Culture 3 hours \n\nA course in which topical aspects of the literature and cultural phenomena \nassociated with the French language are explored. Offerings will vary according \nto faculty and student interest. \n\n4170. French Literature of the Ancien Regime 3 hours \n\nSelected texts from French literature prior to 1789 to be studied as examples \nof prose, poetry, and drama in the language. Taught in French. Prerequisites: \n1171 and 2170, or placement by testing. \n\n4171. Modern French Literature 3 hours \n\nSelected texts from French literature from 1789 to the present day to be \nstudied as examples of prose, poetry, and drama in the language. Taught in \nFrench. Prerequisites: 1171 and 2170, or placement by testing. \n\n4172. The Third Republic and Its Institutions 3 hours \n\nA study of both political and cultural institutions in France from 1870 to 1940 \nwith emphasis on the traditions established by the new republican government in \nthe late 19th century. Taught in French. Prerequisites: 1171 and 2170, or \nplacement by testing. \n\n\n\n103 \n\n\n\n4173. The Fifth Republic and Its Institutions 3 hours \n\nA study of both political and cultural institutions in contemporary France \nsince the establishment of the present governing form in 1958. Emphasis on \ncurrent issues under debate in France. Taught in French. Prerequisites: 1171 and \n2170, or placement by testing. \n\n4174. Franco-American Relations in Trade and Culture 3 hours \n\nAn orientation to French business and cultural communities and consider- \nations of existing connections with their American counterparts. The course \nincludes an introduction to business French. Taught in French. Prerequisites: \n1171 and 2170, or placement by testing. \n\nGerman \n\n1100, 1101. Elementary German I, II 4 plus 4 hours \n\nA course in beginning college German designed to develop the ability to \nunderstand, speak, read, and write contemporary German. Prerequisite: None for \n1100; 1100 required for 1101, or placement by testing. \n\n2100. Intermediate German I 3 hours \n\nPractice in speaking and understanding German, accompanied by review of \ngrammar. Reading and discussion of short literary texts. Prerequisite: 1101 or \nplacement by testing. \n\n2101. Intermediate German II 3 hours \n\nContinuation of Intermediate German I. Practice in spoken German with \nadded emphasis on writing. Reading materials include both contemporary topics \nand selections from literature. Video-taped materials provide further acquain- \ntance with German speakers and culture. Prerequisite: 2100 or placement by \ntesting. \n\n3102, 3103. Special Topics in German Language, Literature, \n\nand Culture I, II 3 plus 3 hours \n\nA two-semester sequence of courses in which topical aspects of the literature \nand cultural phenomena associated with the German language are explored. \nPrerequisite: Permission of the instructor. \n\nJapanese \n\n1106, 1107. Elementary Japanese I, II 4 plus 4 hours \n\nA course in beginning college Japanese designed to develop the ability to \nunderstand, speak, read, and write contemporary Japanese. Prerequisite: None \nfor 1106; 1106 for 1107, or placement by testing. \n\n2106, 2107. Intermediate Japanese I, II 3 plus 3 hours \n\nThese courses are a continuation of elementary Japanese, including vocabu- \nlary building, practice in writing Kana and Kan-Ji Chinese characters, and \nconversational exercises. Japanese manners are studied in class through use of the \nspoken language. Prerequisite: 1107 or permission of the instructor. \n\n\n\n104 \n\n\n\n3106, 3107. Special Topics in Japanese Language, Literature, \n\nand Culture I, II 3 plus 3 hours \n\nA two-semester sequence of courses in which topical aspects of the literature \nand cultural phenomena associated with the Japanese language are explored. \nPrerequisite: Permission of the instructor. \n\nLatin \n\n1108, 1109. Elementary Latin I, II 4 plus 4 hours \n\nA course in beginning Latin designed to present a foundation in classical \nLatin grammar and syntax and to introduce students to Roman literature and \nhistory. Prerequisite: None for 1108; 1108 required for 1109, or placement by \ntesting. \n\n3108, 3109. Special Topics in Latin Language, Literature, \n\nand Culture I, II 3 plus 3 hours \n\nA two-semester sequence of courses in which aspects of the literature and \ncultural phenomena associated with the Latin language are explored. Prerequi- \nsite: Permission of the instructor. \n\nSpanish \n\n1175, 1176. Elementary Spanish I, II 4 plus 4 hours \n\nAn elementary course in understanding, reading, writing, and speaking \ncontemporary Spanish, with emphasis on Latin American pronunciation and \nusage. Prerequisite: None for 1175; 1175 required for 1176, or placement by \n\ntesting. \n\n2175, 2176. Intermediate Spanish I, II 3 hours \n\nStudies of the idiomatic and situational usage of the Spanish language. \nPrerequisite: 1 176 or placement by testing for 2175; 2175 or placement by testing \nfor 2176. \n\n2176. Intermediate Spanish II 3 hours \n\nFurther studies of the idiomatic and situational usage of the Spanish lan- \nguage. Prerequisite: 2175 or placement by testing. \n\n3178, 3179. Special Topics in Spanish Language, Literature, \n\nand Culture I, II 3 plus 3 hours \n\nA two-semester sequence of courses in which topical aspects of the literature \nand cultural phenomena associated with the Spanish language are explored. \nPrerequisite: Permission of the instructor. \n\n\n\n105 \n\n\n\nMusic \n\nThe music curriculum includes courses in music history, music theory, and \nperformance. \n\nMinor \n\nTo complete a minor in music a student must satisfy the following course \nrequirements: \n\n2131 Music Theory I \n\n2132 Music Theory II \n\n2133 History of Music I \n\n2134 History of Music II \n\n3131 Music in the 20th Century: 1900-1950 or \n\n3132 Music in the 20th Century: 1950 to the Present \nA total of three semester hours of 1134 University Singers or 1136 Applied \nInstruction in Music also must be taken. \n\nC131. Music and Culture 3 hours \n\nThe appreciation of music begins with an understanding of the creative \nprocess as a means of self-expression and the artist's relationship to the world. \nUsing primary sources, guest lecturers, and artists, this course will examine the \nstyles, trends, and developments of Western and international music from early \ncivilizations through the 20th century. Study and discussion will begin to develop \nan understanding of how music and the cultural arts reflect and affect societal \ntrends and values. \n\n1134. University Singers 1 hour \n\nStudy and performance of sacred and secular choral music. The Oglethorpe \nUniversity Chorale is auditioned from members of the University Singers. Prereq- \nuisite: Permission of the instructor. \n\n1135. Beginning Class Voice 1 hour \n\nAn introduction to the basics of singing which includes posture, breath \npressure, phonation, diction, tone, and intonation. A variety of easy vocal litera- \nture will be studied and performed. Prerequisite: Permission of the instructor. \n\n1 136. Applied Instruction in Music 1 hour \n\nThe study and practice of techniques and literature on an individual basis. \nPrerequisite: Permission of the instructor. \n\n2131, 2132. Music Theory I, II 3 plus 3 hours \n\nA study of the materials and structure of music, including notation, scales, \nkeys, rhythm, chord structure, basic harmonic progressions, elementary compo- \nsition, sight-singing, and keyboard skills. \n\n2133, 2134. History of Music I, II 3 plus 3 hours \n\nA study of music with analyses of representative works from major historical \nperiods. The first course covers the beginning of music through the Classical \nPeriod; the second course focuses on Beethoven and the Romantic Period. \nPrerequisite: C131 or permission of the instructor. \n\n\n\n106 \n\n\n\n3131. Music in the 20th Century: 1900-1950 3 hours \n\nA study of music in the first half of the 20th century with analysis of \nrepresentative works and emphasis on its relationship to contemporary life and \nthought. Prerequisite: C131 or permission of the instructor. \n\n3132. Music in the 20th Century: 1950 to the Present 3 hours \n\nA study of music in the second half of the 20th century with analysis of \nrepresentative works and with special emphasis on its relationship to contempo- \nrary life and thought. Prerequisite: C131 or permission of the instructor. \n\n4130. Special Topics in Music 3 hours \n\nThe study of a selected topic in music, such as Censorship and the Arts, \nWomen in Music, World Music, Black Composers, Music and the Media. Prereq- \nuisite: C131 or permission of the instructor. \n\n4131. Independent Study in Music 1-3 hours \n\nThis course is supervised research on a selected project or paper. It provides \nstudents an opportunity to study and analyze in depth a specific musical style, \ncomposer, work, etc. Prerequisite: Permission of the instructor. \n\n4135. Internship - Music 1-6 hours \n\nAn internship is designed to provide a formalized, experiential learning \nopportunity to qualified students. The student and a faculty supervisor negotiate \na learning contract which specifies learning objectives for the internship and \nindices for the evaluation of the student's achievement of these objectives. \nStudents are employed or volunteer in standard work situations with cooperating \nbusiness organizations, governmental departments and agencies or in other \nprofessional settings: for instance, in a recording studio, in a company developing \nsoftware designed for musicians, or in merchandising. Graded on a satisfactory/ \nunsatisfactory basis. Prerequisites: Permission of the faculty supervisor and quali- \nfication for the internship program. \n\n\n\nPhilosophy \n\n\n\nThe philosophy program at Oglethorpe is intended to train the student in the \nskills of reading and understanding abstract, and often difficult, arguments. \nStudents learn to think critically, to develop their own views, and to express their \nthoughts in clear, articulate prose. Although such skills are important in most \noccupations, philosophy is an especially good background for graduate study in \nbusiness or law. \n\nMajor \n\nThe philosophy major consists of 10 courses in addition to Philosophical \nConceptions of Reality and Human Life (C161) and Intermediate Writing: \nPersuasion (2190). These courses must include Ethics, Formal Logic, Ancient \nPhilosophy (for which, if necessary, either Plato or Aristotle maybe substituted), \nand any two courses from Medieval Philosophy, Early Modern Philosophy, and \n19th-century Philosophy; plus five additional courses in philosophy. \n\n\n\n107 \n\n\n\nMinor \n\nThe philosophy minor consists of six philosophy courses beyond Philosophi- \ncal Conceptions of Reality and Human Life. These courses must include either \nEthics or Formal Logic; any two courses from Ancient Philosophy, Medieval \nPhilosophy, Early Modern Philosophy, or 19th-century Philosophy; plus three \nother philosophy courses. \n\nC161. Philosophical Conceptions of Reality and Human Life 3 hours \n\nThis course will study the writings of four major thinkers, each of whom has \nattempted to work out a unified vision of reality and the place of human beings in \nit. The philosophers to be studied will be chosen from different periods in history \nand from different intellectual and cultural traditions; they may include such \nfigures as Socrates, St. Augustine, Confucius, and Nietzsche. Studying the philoso- \nphies of these different thinkers will encourage students to reflect upon how they \nthemselves view the world and their place in it and upon how their own ways of \nthinking have evolved from earlier systems of thought. \n\n2160. Ancient Philosophy 3 hours \n\nA survey of the development of philosophical thought in the West prior to the \nrise of Christianity, from the beginning of non-mythological speculation around \n500 B.C., through the philosophies of Socrates, Plato, and Aristotle and the later \nHellenistic period, to the Neoplatonism of Plotinus around 250 A.D. Prerequisite: \nC161. \n\n2161. Medieval Philosophy 3 hours \n\nA survey of Christian philosophical thought in the West, from the develop- \nment of Christian doctrine in the early centuries A.D. (including the contribution \nof Greek philosophy to early Christian thought) , through the rise of Scholasticism \nand its culmination in St. Thomas, to the late medieval Christian thought of Scotus \nand Occam. Prerequisite: C161. \n\n2162. Early Modern Philosophy 3 hours \n\nA survey of philosophy in the West from the Renaissance to 1800, including \nRenaissance Humanism and the Reformation, the rise of science and its impact on \nsubsequent thought, the \"rationalist\" systems of Descartes, Spinoza, and Leibniz, \nthe \"empiricist\" systems of Locke, Berkeley, and Hume, and the critical philoso- \nphy of Kant. Prerequisite: C161. \n\n2163. 19th-century Philosophy 3 hours \n\nA survey of Western philosophy in the 19th century, from the post-Kantian \nmovement of German Idealism (Hegel), through Continental and British politi- \ncal and moral philosophy, the scientific philosophies of Positivism and Social \nDarwinism, the religious/anti-religious philosophies of Kierkegaard and Nietzsche, \nand American Pragmatism. Prerequisite: C161. \n\n2164. Formal Logic 3 hours \n\nProvides the student with the basic methods of differentiating between valid \nand invalid argument forms. Both the traditional techniques and the newer \nsymbolic methods are introduced. Prerequisite: C161. \n\n\n\n108 \n\n\n\n2165. Ethics 3 hours \n\nA comparative study of the value systems of the past  those of Plato, \nAristotle, Kant, Mill, and James among others  that may enable the student to \narrive at a sense of obligation or responsibility. The implications of given systems \nfor the problems of vocation, marriage, economics, politics, war, and race also will \nbe discussed. Prerequisite: C161. \n\n2166. Plato 3 hours \n\nA study of the philosophy of Plato through a reading of his major dialogues. \nIn addition to the \"Socratic\" dialogues, readings will include the Phaedo, Phaedrus, \nSymposium, Republic, and Timaeus. Prerequisite: CI 61. \n\n2167. Aristotle 3 hours \n\nA study of the philosophy of Aristotle through a reading of his major works. \nReadings will include portions of the Logic, Physics, DeAnima, Metaphysics, and \nNicomachean Ethics. Prerequisite: C161. \n\n3160. 20th-century Analytic Philosophy 3 hours \n\nA study of the analytic or linguistic movement in 20th-century philosophy as \ndeveloped primarily in England and America. Includes the philosophy of Bertrand \nRussell, logical positivism, Ludwig Wittgenstein, and the \"ordinary language\" \nphilosophy of Austin and Ryle. Prerequisite: CI 61. \n\n3161. 20th-century European Philosophy 3 hours \n\nA study of European philosophy in the 20th century, including an interpre- \ntive and critical analysis of the philosophy of \"Existenz. \" Beginning with Kierkegaard \nand Nietzsche, traces the movements of existentialism and phenomenology \nthrough its major representatives such as Heidegger, Sartre, and Camus. Prereq- \nuisite: C161. \n\n3162. Philosophy of Religion 3 hours \n\nAn inquiry into the general subject of religion from the philosophical point \nof view. The course will seek to analyze concepts such as God, holiness, salvation, \nworship, creation, sacrifice, eternal life, etc., and to determine the nature of \nreligious utterances in comparison with those of everyday life: scientific discover)', \nmorality, and the imaginative expression of the arts. Prerequisite: C161. \n\n3163. Metaphysics (Theory of Reality) 3 hours \n\nAn intensive study of selected issues which are basic to our thought about \nourselves and the world. Included will be such topics as personal identity, fate, the \nnature of space and time, and God as the cause of the universe. Prerequisite: CI 61 . \n\n3165. Kant's Critique of Pure Reason 3 hours \n\nA study of Kant's theoretical philosophy, his \"metaphysics of experience,\" \nthrough a reading and analysis of his major work. An attempt will be made to \ndiscover which portions of Kant's philosophy can be accepted as valid and true in \nthe light of present-day philosophy and science. Prerequisite: CI 61. \n\n3167. Indian Philosophy 3 hours \n\nA survey of philosophical issues in the Veda and the Upanishads and in \nselected later works. Will include such modern thinkers as Gandhi, Radhakrishnan, \nand Tagore. Prerequisite: C161. \n\n\n\n109 \n\n\n\n3168. Chinese Philosophy 3 hours \n\nA survey of the religious and philosophical thought of China, including both \nthe early era (Laotzu, Confucius, and Chuangtsu) and modern Chinese philoso- \nphy. Prerequisite: C161. \n\n3169. Japanese Philosophy 3 hours \n\nA survey of the development of Japanese philosophy from the fifth century \nA.D. to the present, including the Western influence on Japanese thought since \n1877. Prerequisite: C161. \n\n3224. Political Philosophy I: Ancient and Medieval 3 hours \n\nAn examination of the origins of philosophical reflection on the fundamental \nissues of politics, which is designed to lead to the critical consideration of the \npolitical views of our time. Among the topics discussed are the relationship \nbetween knowledge and political power and the character of political justice. A \nselection of the works of Plato, Aristotle, Aquinas, and others are examined. \nPrerequisites: C271 and C272. \n\n3225. Political Philosophy II: Modern 3 hours \n\nA critical examination of the peculiarly modern political and philosophical \nstance beginning where Political Philosophy I concludes. Among the authors \ndiscussed are Machiavelli, Hobbes, Rousseau, Kant, and Nietzsche. Prerequisite: \n3224 or permission of the instructor. \n\n4161. Epistemology (Theory of Knowledge) 3 hours \n\nA study of various issues concerned with the nature and validity of human \nknowledge. The topics studied will include the distinction between knowledge \nand belief, arguments for and against scepticism, perception and our knowledge \nof the physical world, and the nature of truth. Prerequisite: C161. \n\n4162. Special Topics in Philosophy: Philosophers 3 hours \n\nIntensive study of the thought of a single important philosopher or group of \nphilosophers. Prerequisite: C161. \n\n4163. Special Topics in Philosophy: Philosophical Issues and Problems 3 hours \n\nStudies of selected philosophical questions usually of special relevance to the \npresent day. Has included courses such as Philosophy of History, War and Its \nJustification, and Philosophical Issues in Women's Rights. Prerequisite: C161. \n\n4165. Internship - Philosophy 1-6 hours \n\nAn internship is designed to provide a formalized, experiential learning \nopportunity to qualified students. The student and a faculty supervisor negotiate \na learning contract which specifies learning objectives for the internship and \nindices for the evaluation of the student's achievement of these objectives. \nStudents are employed or volunteer in standard work situations with cooperating \nbusiness organizations, governmental departments and agencies, or in other \nprofessional settings. Graded on a satisfactory/unsatisfactory basis. Prerequisites: \nPermission of the faculty supervisor and qualification for the internship program. \n\n4166. Independent Study in Philosophy 1-3 hours \n\nSupervised research on a selected topic. Prerequisite: Permission of the \ninstructor. \n\n\n\n110 \n\n\n\nPre-seminary Studies \n\n\n\nPre-seminary students should plan a curriculum with emphasis on philoso- \nphy, religion, English, and foreign language courses. A faculty adviser will aid in \nthe selection of a particular field of study. For further guidance, the chair of the \nHumanities Division makes available a list of courses recommended by the \nAmerican Association of Theological Schools. Juniors and seniors are encouraged \nto take internships related to their course work. \n\n\n\nTheatre \n\n\n\nCourses in theatre history, film, and characterization, combined with the \nUniversity's unique apprenticeship program, offer students a study of theatre that \nis interactive in approach and broad in scope. Students who enter Oglethorpe \nwith a background in theatre, as well as those with an interest but no experience, \nwill find ample opportunities in the theatre program to develop their skills and \nexpertise. As such, a theatre minor serves as an appropriate complement to a \nvariety of majors in communications and the humanities, as well as a preparation \nfor graduate and professional work in theatre. \n\nMinor \n\nStudents are required to choose from courses as specified below: \n2140 Apprenticeship in Theatre (required once) \n2145 Special Topics in Theatre History (required twice) \n\nOne course selected from the following: \n\n3123 Shakespeare \n\n3124 Studies in Drama I \n\n3125 Studies in Drama II \n\nTwo courses selected from the following: \n2147 Contemporary Theatre and Film \n\n2149 Special Topics in Performance: Beginning Characterization \n2149 Special Topics in Performance: Advanced Characterization \n\n2140. Apprenticeship in Theatre 3 hours \n\nThe apprenticeship is designed to provide a hands-on learning experience in \ntheatre. Students may focus on one of three areas of responsibility: preparation \nand performance, technical design or theatrical management. Open to sopho- \nmores, juniors, or seniors only and may be taken for credit only once. Prerequisite: \nPermission of the instructor. \n\n2145. Special Topics in Theatre History 3 hours \n\nThis course emphasizes the study of specific periods in theatrical history by \nexamining dramaturgy, staging practices, costuming techniques, and acting \nstyles. Periods covered may include: Ancient Greek and Medieval Theatre, the \nElizabethans and the Spanish Golden Age, the Italian Renaissance and French \nNeoclassicism. \n\n2147. Contemporary Theatre and Film 3 hours \n\nThrough a study of works by contemporary playwrights and directors, stu- \ndents are encouraged to examine various societal issues, as well as the ways in \nwhich we as a society choose to entertain ourselves. Topics vary, but may include: \n\n\n\n111 \n\n\n\nFeminist Theatre, the Films of Steven Spielberg and Woody Allen, or the Artist as \nSocial Critic. \n\n2149. Special Topics in Performance: 3 hours \n\nBeginning Characterization focuses on the training of the body and voice as \ntools used in characterization. Students will explore the basic principles and \ntechniques of stage combat, mime, movement, vocalization, and contemporary \ncharacterization. Both scene and monologue work will be examined. \n\nAdvanced Characterization allows students to work with texts from various \nperiods in theatrical history, examining the movement, costuming, and manner- \nisms of each period and applying these observations to a performance of the texts. \nPeriods studied will include: Greek, Roman, Medieval, Elizabethan, Restoration, \n18th- and 19th-century Melodrama, and Early 20th-century Realism. Prerequi- \nsite: Beginning Characterization. \n\n\n\nWriting \n\n\n\nMinor \n\nThe writing minor consists of five different courses beyond Analytical Writing \n(or equivalent) , chosen from among the following: \n\n2019 Seminar for Student Tutors (must be taken three times to \nconstitute one writing minor course) \n\n2190 Intermediate Writing: Persuasion \n\n2191 Intermediate Writing: Investigation \n3151 Journalism Workshop \n\n3191 Advanced Writing for Business and the Professions \n\n3192 Creative Writing \n\n3193 Biography and Autobiography \n4190 Independent Study in Writing \n4198 Special Topics in Writing \n\nP190. Basic Composition 3 hours \n\nThis course emphasizes the fundamentals of grammar and composition. \nStudents assigned to this course take it as a prerequisite to C191. \n\nC191. Analytical Writing 3 hours \n\nThis course will teach expository prose. Emphasis will be on supporting \nassertions with concrete evidence from a variety of sources, including personal \nexperience, interviews, the popular media, texts in academic disciplines, or \nexperimental data. Students will explore the relation between interpretive gener- \nalizations and detail, learning to fit them to each other and seeking the truth about \nboth. \n\n1198, 1199. English as a Second Language I, II 3 plus 3 hours \n\nA course for international students. The \"ESL\" sequence is designed to \nprepare students for subsequent courses in English composition as well as for \nwritten assignments in college courses. \n\n2019. Seminar for Student Tutors 1 hour \n\nPeer tutors at the Academic Resource Center spend two hours per week \nassisting other students, individually or in groups, with course material, papers, \n\n112 \n\n\n\nand preparation for exams. In addition, they participate one hour a week in \nsupport and training meetings with the ARC directors and with instructors of the \ncourses in which they tutor. There, they discuss how to work with texts in different \ndisciplines, to encourage study group members to help each other learn, and to \nfoster student engagement with active assimilation of course content and skills. \nPrerequisite: Permission of the instructor. \n\n2190. Intermediate Writing: Persuasion 3 hours \n\nExpository writing for students who want to develop their skills beyond the \nlevel achieved in Analytical Writing; recommended background for upper-level \nwriting courses. Emphasis will be on presenting clear, coherent, and logical \narguments. Reading and writing will be drawn from a range of disciplines, and \nstudents will be asked to analyze and revise their own writing. Prerequisite: C191 \nor equivalent. \n\n2191. Intermediate Writing: Investigation 3 hours \n\nExpository writing for students who want to develop their skills beyond the \nlevel achieved in Analytical Writing; recommended background for upper-level \nwriting courses. Emphasis will be on learning a wide range of research techniques \nand purposefully presenting information to a variety of audiences in appropriate \nformat and style. Students will be asked to define their own investigative projects, \nand to analyze and revise their own writing. Prerequisite: C191 or equivalent. \n\n3191. Advanced Writing for Business and the Professions 3 hours \n\nA course for students who have mastered the basic skills and insights of writing \nand who wish to improve their ability to write clear, concise, persuasive expository \nprose. Oral presentations and practice in listening with accuracy constitute \nanother element of the course. Weekly writing assignments. Prerequisites: C191 \nand one year-long literature sequence. \n\n3192. Creative Writing 3 hours \n\nIntroduction to the theory and practice of writing poetry and prose fiction. \nThe student will be asked to submit written work each week. Prerequisites: C191 \nand permission of the instructor. \n\n3193. Biography and Autobiography 3 hours \n\nAn introduction to theories of biographical and autobiographical writing; \npractice in such forms of writing as the personal narrative, the profile, and the \ninterview. The class will follow a workshop format; a portfolio of revised work will \nbe presented for evaluation at the end of the session. Prerequisite: 2190 or 2191, \nor permission of the instructor. \n\n4190. Independent Study in Writing 3 hours \n\nSupervised independent writing project. Prerequisites: Permission of the \ninstructor and the student must be pursuing a minor in writing. \n\n4198. Special Topics in Writing 3 hours \n\nStudy of a selected topic in the field of writing, such as Scientific and \nTechnical Writing, Oral History, Writing for Educators, or The Art of the Essay. \nThe topic will vary from year to year. Prerequisite: 2190 or 2191, or permission of \nthe instructor. \n\n\n\n113 \n\n\n\nDivision II \n\nHistory, Politics \nand International Studies \n\n\n\n\nAmerican Studies \n\n\n\nFor a complete description of the interdisciplinary major in American \nStudies, please see the Interdisciplinary Programs and Majors section of this \nBulletin. \n\n\n\nHistory \n\n\n\nThe study of history introduces students to important events of the past and \nthe people who played significant roles in them. Embracing the principal fields of \nliberal education, the study of history enlarges one's understanding of political \norganizations, economic arrangements, social institutions, religious experiences \nand various forms of intellectual expression. \n\nThe history faculty at Oglethorpe University seeks to make its students aware \nof the constantly changing interpretations of the past and acquaint them with the \nincreasing uses of the discipline in such fields as law, journalism, public relations, \nart, theology, diplomacy, and public service. Particular stress is placed on a \nmastery of the techniques of research which enhance one's usefulness in many \nfields of professional life. Archival careers and postgraduate studies in history are \noptions with which Oglethorpe students become familiar. \n\nMajor \n\nStudents majoring in history are required to take a minimum of eight history \ncourses, exclusive of courses used to meet core requirements. These eight must \ninclude at least one European history and one American history course. Each \nstudent also is required to take Intermediate Writing: Investigation and five \nadditional courses in related fields, as approved by the student's adviser. (Two \nforeign language courses beyond the first year maybe included among these five.) \n\nMinor \n\nTo complete a minor five courses beyond the core requirement must be \ntaken. \n\nC211. The Foundations of the West 3 hours \n\nThis course will explore the history of the Western world from late antiquity \nto 1600, focusing on the rise of the Christian civilizations of Eastern and Western \nEurope and Islamic civilization. Special consideration will be given to the com- \nparative study of ideas, religion, political institutions, and patterns of social \norganization. Through the use of primary documents and critical scholarly works, \nstudents will gain first-hand knowledge of the tools and methods of historical \nresearch. \n\nC212. The West and the Modern World 3 hours \n\nThis course covers the history of Western civilization (defined as all the \nsocieties descended from medieval Christendom) since 1600, with the focus on its \nmodernization after 1789. This process destroyed the relative homogeneity of the \nold regime and fragmented the West along two fault lines: (1) socio-economic \nmodernization, which varied profoundly between rich capitalist societies (Ger- \n\n\n\n115 \n\n\n\nmany, Britain, United States, Australia) and poor socialist, neo-feudal, or neo- \nmercantilist ones (Russia, Romania, Mexico, Brazil); and (2) political \nmodernization, which could be liberal, communist, or fascist. Prerequisite: C211. \n\n2214. Special Topics in British History 3 hours \n\nAn intensive investigation of a selected period or question in the history of \nGreat Britain or the British Empire. Prerequisite: C212. \n\n2216. American History to 1865 3 hours \n\nA survey from Colonial times to 1865, concerned mainly with the major \ndomestic developments of a growing nation. \n\n2217. American History Since 1865 3 hours \n\nA survey from 1865 to the present, concerned with the chief events which \nexplain the growth of the United States to a position of world power. \n\n3211. The Renaissance and Reformation 3 hours \n\nA study of the significant changes in European art, thought, and institutions \nduring the period from 1300 to 1650. Prerequisite: C212. \n\n3212. Europe 1650-1815 3 hours \n\nA course examining European society between the Reformation and the \nNapoleonic era. It will include the rise of the modern state, the economic \nrevolution, constitutional monarchy, the Enlightenment, the Era of Revolution, \nand the Age of Napoleon. Prerequisite: C212. \n\n3213. Europe in the 19th Century 3 hours \n\nThis course examines the domestic and foreign policies of the European \nGreat Powers, new developments in politics and society, and the effects of the \nIndustrial Revolution between the Congress of Vienna and World War I. Prereq- \nuisite: C212. \n\n3214. Europe Since 1918 3 hours \n\nAn examination of European history since World War I, giving particular \nattention to the rise of the Communist, Fascist, and National Socialist movements \nin Russia, Italy, and Germany. It also will treat World War II and its aftermath. \nPrerequisite: C212. \n\n3217. The Age of Affluence: The United States Since 1945 3 hours \n\nAn interdisciplinary study of American life since World War II that empha- \nsizes political, economic, and social developments. Foreign policy is considered \nprincipally with respect to its impact on domestic affairs. Prerequisite: C212. \n\n3218. Georgia History 3 hours \n\nThis course is a chronological examination of the history of Georgia from the \nColonial period to the 20th century. Emphasis is given to Old and New South \nthemes, higher education development with attention to the history of Oglethorpe, \nthe transition from rural to urban life, and Georgia's role in contemporary \nAmerican life. Prerequisites: 2216, 2217, or permission of the instructor. \n\n3523. United States Economic History 3 hours \n\nA study of the origin and growth of the American economic system. The \ncourse provides a historical basis for understanding present problems and trends \nin the economy. Prerequisite: 1521. \n\n\n\n116 \n\n\n\n4211. Modern German History 3 hours \n\nA survey of German history in the 19th and 20th centuries, focusing on the \nunification of Germany in the 19th century, the Bismarckian state, the two world \nwars, the Weimar Republic, the Third Reich, and the division and subsequent \nreunification of Germany after World War II. Prerequisites: C212 and one \nadditional course in European history, or permission of the instructor. \n\n4212= Russian History 3 hours \n\nA survey of Russian history from the establishment of the Kievan state to the \npresent. Special emphasis is placed upon the Soviet period, including such topics \nas the revolutions of 1917, the role of Lenin in the establishment of the Soviet \nstate, the Stalin period, World War II, and developments up to the Gorbachev era. \nPrerequisite: C212. \n\n4213. United States Diplomatic History 3 hours \n\nA study of major developments in American diplomacy from the end of the \nRevolution until 1945. Prerequisite: C212; recommended prerequisite:: 2216 and \n2217. \n\n4214. The American Civil War and Reconstruction 3 hours \n\nA course for advanced history students emphasizing the causes of conflict, the \nwartime period, and major changes that occurred. Prerequisites: 2216 and 2217. \n\n4216. Special Topics in History 3 hours \n\nCourses offered by division faculty members to respond to topical needs of \nthe curriculum. Prerequisite: Permission of the instructor. \n\n4218. Independent Study in History 1-3 hours \n\nSupervised research on a selected topic. Prerequisite: Permission of the \ninstructor. \n\n4219. Internship - History 1-6 hours \n\nAn internship is designed to provide a formalized, experiential learning \nopportunity to qualified students. The student and a faculty supervisor negotiate \na learning contract which specifies learning objectives for the internship and \nindices for the evaluation of the student's achievement of these objectives. \nStudents are employed or volunteer in standard work situations with cooperating \nbusiness organizations, governmental departments and agencies, or in other \nprofessional settings. Recent examples have been internships with the Atlanta \nHistorical Society and the Georgia State Archives. Graded on a satisfactory/ \nunsatisfactory basis. Prerequisites: Permission of the faculty supervisor and quali- \nfication for the internship program. \n\nInternational Studies \n\nFor a complete description of the interdisciplinary major in International \nStudies, please see the Interdisciplinary Programs and Majors section of this \nBulletin. \n\n4230. Internship - International Studies 1-6 hours \n\nAn internship is designed to provide a formalized, experiential learning \nopportunity to qualified students. The student and a faculty supervisor negotiate \n\n\n\n117 \n\n\n\na learning contract which specifies learning objectives for the internship and \nindices for the evaluation of the student's achievement of these objectives. \nStudents are employed or volunteer in standard work situations with cooperating \nbusiness organizations, governmental departments and agencies, or in other \nprofessional settings. In recent years, students have interned with the Canadian \nConsulate, the Southern Center for International Studies, the Belgian-American \nChamber of Commerce, andJETRO, the Japanese External Trade Organization. \nGraded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the \nfaculty supervisor and qualification for the internship program. \n\n4239. Independent Study in International Studies 1-3 hours \n\nSupervised research on a selected topic. Prerequisite: Permission of the \ninstructor. \n\nPolitics \n\nThe study of politics at Oglethorpe University focuses on the interpretation \nof events, both past and current, from a perspective informed by the study of \npolitical thought and institutions. In addition, students in this discipline develop \ntheir capacity to compare analagous cases and to generalize. The ability to read \ndifficult texts carefully and thoughtfully is especially important in political theory \ncourses. Students of politics develop some tolerance for ambiguity and disagree- \nment, while at the same time learning to appreciate the difference between \ninformed and uniformed opinion. The study of politics provides good training for \nlife in a world that is, for better or worse, shaped profoundly by political \ninstitutions. It is especially appropriate for those interested in careers in law, \nbusiness, teaching, journalism, and government. \n\nTo engage in career exploration and to learn more about practical politics, \nmajors are encouraged to seek internships. Oglethorpe's location in metropoli- \ntan Atlanta means that a diverse array of internships is readily available to students. \nIn recent years, students have interned with the Georgia State Legislature, the \nDepartment of Industry, Trade, and Tourism, and the League of Women Voters, \nas well as on various gubernatorial and legislative campaigns. In addition, the \nUniversity is able to arrange numerous exciting opportunities through its affilia- \ntions with The Washington Center for Internships and the Washington Semester \nProgram of American University. While students may earn up to 1 5 semester hours \nof internship credit, only six may count toward the fulfillment of major require- \nments and three toward the fulfillment of minor requirements. \n\nStudents majoring in politics also are encouraged to consider the possibility \nof studying abroad. Oglethorpe maintains affiliations with the American Institute \nfor Foreign Study, Seigakuin University in Tokyo, the Universidad de Belgrano in \nBuenos Aires, Argentina, the Haagse Hogeschool in the Netherlands, and the \nLycee Margueritte in Verdun, France to facilitate such study. \n\nMajor \n\nThe requirements for a major in politics are satisfactory completion of at least \n10 politics courses - at least two of which must be at the 3000 level and one at the \n4000 level - as well as four elective (non-core) courses in related subjects, no more \nthan two of which may be in the same subject. These \"related subjects\" include all \n\n\n\n118 \n\n\n\nhistory courses, as well as courses in philosophy, sociology, economics, quantita- \ntive methods, writing, or a foreign language, subject to the discretion of the \nstudent's adviser. \n\nAll majors must take Introduction to Politics; courses in all four basic \nsubfields of the discipline (American government, comparative politics, interna- \ntional relations, and political philosophy) must also be taken. \n\nMinor \n\nTo receive a minor, students must take at least five politics courses. These \ncourses must fall in at least three of the four basic subfields of the discipline \n(American government, comparative politics, international relations, and politi- \ncal philosophy). \n\nC271, C272. Human Nature and the Social Order I, II 3 plus 3 hours \n\nThe courses in this year-long study are devoted to the careful study of classic \ntexts that lie at the common roots of all the contemporary social sciences. The aim \nis to show how contemporary social science is a form of \"moral inquiry\" that \nresponds to questions intelligent human beings have always asked. To this end, the \nfocus will be on various compelling and distinctive treatments of the enduring \nquestions about justice and the good life. The question will be posed whether \nthere is a single or plural human good and whether this good (or these goods) can \nor must be pursued within the confines of a social or political order. Works will be \nstudied by such thinkers as Aristotle, John Locke, Adam Smith, Alexis de \nTocqueville, and Max Weber. \n\n1221. Introduction to Politics 3 hours \n\nAn introduction to the fundamental questions of politics through an exami- \nnation of the American founding and political institutions. \n\n2221. Constitutional Law 3 hours \n\nA systematic analysis of the place of constitutionalism in American govern- \nment and politics. The Constitution as well as the Supreme Court's attempts to \ninterpret and expound it are examined. Prerequisite: 1221. \n\n2222. State and Local Government 3 hours \n\nA survey of the origin, development, and characteristic problems of state and \nlocal government in the United States. Prerequisite: 1221. \n\n2223. International Relations 3 hours \n\nAn introduction to the great debates about how to explain, conduct, and \nevaluate foreign policy. Particular emphasis is placed on the role of nuclear \nweapons in the contemporary world and the question of why wars do and do not \noccur. Recommended prerequisite: C212. \n\n2226. Comparative Government 3 hours \n\nAn introduction to the study of the politics of countries other than the United \nStates. The politics of Great Britain, France, Germany, Japan, the former Soviet \nUnion, China, and selected third world governments are examined. Prerequisites: \nC212 and 1221. \n\n\n\n119 \n\n\n\n3220. Special Topics in Politics 3 hours \n\nCourses offered by division faculty members to respond to topical needs of \nthe curriculum. Recent courses include Business and Politics, Theorists of Inter- \nnational Order, American Political Thought, and Latin American Politics and \nSociety. \n\n3221. American Political Parties 3 hours \n\nAn in-depth study of the development of party organizations in the United \nStates and an analysis of their bases of power. Prerequisite: 1221. \n\n3222. Congress and the Presidency 3 hours \n\nAn examination of the original arguments for the current American govern- \nmental structure and the problems now faced by these institutions. Prerequisite: \n1221. \n\n3223. United States Foreign Policy 3 hours \n\nA history of American foreign policy since 1945. Emphasis in this course is on \nthe description, explanation, and evaluation of events and policies, not the study \nof policy-making as such. \n\n3224. Political Philosophy I: Ancient and Medieval 3 hours \n\nAn examination of the origins of philosophical reflection on the fundamental \nissues of politics, designed to lead to critical consideration of present day political \nviews. Among the topics discussed are the relationship between knowledge and \npolitical power and the character of political justice. Works by Plato, Aristotle, \nSaint Thomas Aquinas, and others are examined. Prerequisites: C271 and C272. \n\n3225. Political Philosophy II: Modern 3 hours \n\nA critical examination of the peculiarly modern political and philosophical \nstance, beginning where Political Philosophy I concludes. Among the authors \ndiscussed are Machiavelli, Hobbes, Rousseau, Kant, and Nietzsche. Prerequisite: \n3224 or permission of the instructor. \n\n4220. Internship - Politics 1-6 hours \n\nAn internship is designed to provide students a formalized, experiential \nlearning opportunity. Students are employed or volunteer in standard work \nsituations with cooperating political organizations, governmental departments \nand research institutions, or in other professional settings. In recent years, \nstudents have interned with the offices of Senators Sam Nunn and Paul Coverdell, \nin the Georgia State Legislature, at The Carter Center, with the League of Women \nVoters, and in various departments of the Georgia state government. Graded on \na satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty super- \nvisor and qualification for the internship program. \n\n4221. Business and Politics 3 hours \n\nIn this course, the role of business groups in public affairs and the role of \ngovernment in business affairs will be examined. Discussion will include the \nstructure of interest groups, their lobbying activities, and the politics of regula- \ntion, among other topics. Prerequisite: Permission of the instructor. \n\n\n\n120 \n\n\n\n4223. Advanced Topics in International Relations 3 hours \n\nAn in-depth treatment of one or more of the issues introduced in Interna- \ntional Relations. Topics vary from year to year. Prerequisite: 2223 or 3223. \n\n4224. Studies in Political Philosophy 3 hours \n\nAn intensive examination of a text or theme introduced in the Political \nPhilosophy sequence. Among the topics have been Rousseau's Emile, Kantian \npolitical philosophy, and Machiavelli's Discourses. Prerequisite: Permission of the \ninstructor. \n\n4229. Independent Study in Politics 1-3 hours \n\nSupervised research on a selected topic. Prerequisite: Permission of the \ninstructor. \n\nPre-law Studies \n\nStudents planning to enter law school after graduation from Oglethorpe \nshould realize that neither the American Bar Association nor leading law schools \nendorse a particular pre-law major. The student is advised, however, to take \ncourses that enhance the basic skills of a liberally educated person: reading with \ncomprehension, writing, speaking, and reasoning. The student is encouraged to \nbecome more familiar with political, economic, and social institutions as they have \ndeveloped historically and as they function in contemporary society. \n\nStudents interested in pursuing a legal career should ask the Registrar for the \nnames of faculty members serving as pre-law advisers. \n\n\n\n121 \n\n\n\nDivision III \n\n\n\nScience and Mathematics \n\n\n\n\nThe natural sciences and mathematics are integral parts of our complex and \nchanging society. In keeping with the University's purpose of preparing humane \ngeneralists, the Division of Science and Mathematics introduces students both to \nthe methods of inquiry of mathematics and science and also to the results of the \nefforts of scientists to understand physical and biological phenomena. Further, \nfor students who major in one of the natural sciences or mathematics, the \ndivision's goals are to provide a thorough background in the major field and to \nassist students in clarifying and achieving their career goals. \n\nTo ensure orderly completion of a major in one of the fields of the natural \nsciences or mathematics, the student should consult with the appropriate faculty \nmembers in the division at the time of the first registration. Careful planning of \nthe program of study is important, so that the student is aware of departmental and \ndivisional requirements and allowable options within the major. Each student \nmust complete the core requirements as well as those departmental and divisional \nrequirements that apply to the specific degree. \n\nThree semesters of the course Science Seminar are required for all science \nmajors. A grade of \"C-\" or higher must be obtained in each freshmen- and \nsophomore-level science or mathematics course that is required for the major or \nminor; these courses are numbered 1000 through 3000 in each field within the \ndivision. A grade-point average of 2.0 or higher in all courses listed as required for \nthe major must be achieved in order to graduate in one of the fields within the \ndivision. \n\nStudents who are interested in medical or scientific illustration are encour- \naged to consider the Scientific Illustration Tracks that are offered within the Art \nMajor which is described in the Division I section of this Bulletin. \n\nAllied Health Studies \n\nStudents who plan to attend professional schools of nursing, physical therapy \nor other allied health fields should plan their programs at Oglethorpe with the \nassistance of the faculty member serving as the Allied Health Adviser. The name \nof this adviser can be obtained at the Registrar's Office. \n\nIn allied health fields, successful completion of the program in an accredited \nprofessional school and a minimum of 60 semester hours credit earned at \nOglethorpe are required to earn the Bachelor of Arts degree with an individually \nplanned major in two relevant disciplines. \n\n\n\nBiology \n\n\n\nThe curriculum in biology provides a foundation in both classical and \ncontemporary biological concepts and prepares the student for continuing \nintellectual growth and professional development in the life sciences. These goals \nare achieved through completion of a set of courses that provide a comprehensive \nbackground in basic scientific concepts through lectures, discussions, writing, and \nlaboratory work. The program supplies the appropriate background for employ- \nment in research institutions, industry, and government; the curriculum also \nprepares students for graduate school and for professional schools of medicine, \ndentistry, veterinary medicine, and the like. Students planning to attend graduate \nor professional schools should recognize that admission to such schools is often \n\n\n\n123 \n\n\n\nhighly competitive. Completion of a biology major does not ensure admission to \nthese schools. \n\nMajor \n\nThe requirements for a major in biology are as follows: in sequence, General \nBiology I and II, Genetics, Microbiology, Comparative Vertebrate Anatomy, \nHuman Physiology plus three additional directed biology courses; General Chem- \nistry I and II (with laboratories), Organic Chemistry I and II (with laboratories), \nElementary Quantitative Analysis; General Physics I and II; Statistics and a course \nin calculus; three semester hours of Science Seminar. (Two of the above listed \ncourses, General Biology I and General Chemistry I, fulfill core requirements and \nare therefore not part of the major per se.) \n\nMinor \n\nThe requirements for a minor in biology are General Biology I and II, \nGenetics, and Microbiology; students minoring in biology are not exempt from \nthe prerequisites for the biology courses and thus also will complete General \nChemistry I and II (with laboratories) and Organic Chemistry I and II (with \nlaboratories). \n\n1311, 1312. General Biology I, II 4 plus 4 hours \n\nAn introduction to modern biology, these courses include the basic prin- \nciples of plant and animal biology, with emphasis on structure, function, \nevolutionary relationships, ecology, and behavior. Lectures and laboratory. Pre- \nrequisite: 1311 must precede 1312, and it is recommended that the courses be \ncompleted in consecutive semesters. \n\n2311. Genetics 4 hours \n\nAn introduction to the study of inheritance. The classical patterns of Mende- \nlian inheritance are related to modern molecular genetics and to the control of \nmetabolism and development. Prerequisites or corequisites: 1312, 1322, 2324. \n\n2312. Microbiology 4 hours \n\nAn introduction to the biology of viruses, bacteria, algae, and fungi. Consid- \neration is given to phylogenetic relationships, taxonomy, physiology, and economic \nor pathogenic significance of each group. Lecture and laboratory. Prerequisites \nor corequisites: 2311 and 2325. \n\n2351. Science Seminar 1 hour \n\nThis course is designed to give practice in the preparation, delivery, and \ndiscussion of scientific papers. The three semesters required (for which one hour \nof credit is given per semester) maybe scheduled at any time after the student has \ncompleted the freshman-level requirements in the science major. Meetings of the \nscience seminar are normally held twice each month during the regular academic \nyear. Each science major is expected to prepare, deliver, and defend a paper for \nat least one seminar meeting during the three-semester period of enrollment; \nother seminar papers will be presented by invited speakers, including members of \nthe science faculty. Graded on a satisfactory/unsatisfactory basis the first two \nsemesters; the third semester is letter-graded. \n\n\n\n124 \n\n\n\n3311. Comparative Vertebrate Anatomy 4 hours \n\nAn intensive study of the structural aspects of selected vertebrate types. These \norganisms are studied in relation to their evolution and development. The \nlaboratory involves detailed examination of representative vertebrate specimens. \nPrerequisites: 2312 and 2325. \n\n3312. Human Physiology 4 hours \n\nA detailed analysis of human functions that deals primarily with the interac- \ntions involved in the operation of complex human systems. Lecture and laboratory. \nPrerequisites: 1341, 2325, and 3311. \n\n3313. Embryology 4 hours \n\nA course dealing with the developmental biology of animals. Classical obser- \nvations are considered along with more recent experimental embryology in the \nframework of an analysis of development. In the laboratory, living and prepared \nexamples of developing systems in representative invertebrates and vertebrates \nare considered. Prerequisites: 2312 and 2325. \n\n3316. Cell Biology 4 hours \n\nAn in-depth consideration of cell ultrastructure and the molecular mecha- \nnisms of cell physiology. Techniques involving the culturing and preparation of \ncells and tissues for experimental examination are carried out in the laboratory. \nPrerequisites: 2312 and 2325. \n\n3317. Vascular Plants 4 hours \n\nThe biology of vascular plants is considered at levels of organization ranging \nfrom the molecular through the ecological. Studies of anatomy and morphology \nare pursued in the laboratory, and an independent project concerning plant \nhormones is required. Offered spring semester of even-numbered years. Prereq- \nuisites: 2312 and 2325. \n\n3319. Special Topics in Biology 1-4 hours \n\nAdvanced course and laboratory work, including independent studies, in \nvarious areas of biology. Approval by the student's faculty adviser and the chair of \nthe division is required for off-campus activities. Prerequisite: Permission of the \ninstructor. \n\n4312. Ecology 4 hours \n\nA course dealing with the relationships between individual organisms and \ntheir environments. The emphasis is on the development of populations and \ninteractions between populations and their physical surroundings. Lecture and \nlaboratory. Offered spring semester of odd-numbered years. Prerequisites: 2312 \nand 2325. \n\n4314. Evolution 4 hours \n\nA course dealing with the various biological disciplines and their meaning in \nan evolutionary context. Also, a consideration of evolutionary mechanisms and \nthe various theories concerning them. Prerequisites: 2311, 2312, and 2325. \n\n4315. Biochemistry 4 hours \n\nAn introduction to the chemistry of living systems, this course will investigate \nthe synthesis, degradation, and functions of various molecules within living \n\n\n\n125 \n\n\n\norganisms. Central metabolic pathways and enzyme reaction mechanisms also will \nbe studied. Lecture and laboratory. Prerequisites: 1312 and 2325; recommended \nprerequisite: 2321. \n\n\n\nChemistry \n\n\n\nThe chemistry program covers four general areas of chemistry: inorganic, \norganic, physical, and analytical. The first half of a student's chemistry curriculum \ninvolves courses which present the fundamentals of the various areas. The second \nhalf of the curriculum consists of advanced courses which cover specialized topics \nin chemistry. In addition to factual knowledge about chemistry, the student gains \nan understanding about the scientific method and a systematic approach to \nresearch. A large portion of the chemistry curriculum includes laboratory courses. \nThese courses teach the techniques and skills used in chemical experimentation. \n\nA student who has completed the Bachelor of Science program in chemistry \nhas several career options. These options include technical or analytical work in \na chemical laboratory and non-research positions in the chemical industry such \nas sales or marketing. Another option is to enter a graduate or professional school. \nGraduates interested in doing chemical research should pursue the M.S. or Ph.D. \ndegrees. Those interested in professions such as medicine or dentistry, would \nenter the appropriate professional school after receiving the Bachelor of Science \ndegree. Lastly, the chemistry major is an excellent preparation for careers as \ndiversified as patent law and teaching. \n\nMajor \n\nThe requirements for a major in chemistry are as follows: General Chemistry \nI and II (with laboratories), Organic Chemistry I and II (with laboratories), \nElementary Quantitative Analysis, Instrumental Methods of Chemical Analysis, \nPhysical Chemistry I and II (with laboratory), Inorganic Chemistry (with labora- \ntory) , Advanced Organic Chemistry and Organic Spectroscopy, and three semester \nhours of Science Seminar. (General Chemistry I fulfills the core requirement in \nphysical science and is therefore not a requirement of the major per se.) \n\nMinor \n\nThe requirements for a minor in chemistry are as follows: General Chemistry \nI and II (with laboratories), Organic Chemistry I and II (with laboratories), \nElementary Quantitative Analysis, and one additional three- or four-semester \nhour chemistry course. \n\n1321, 1322. General Chemistry I, II 3 plus 3 hours \n\nAn introduction to the fundamental principles of chemistry, including a \nstudy of the theories of the structure of atoms and molecules and the nature of the \nchemical bond; the properties of gases, liquids, and solids; the rates and energet- \nics of chemical reactions; the properties of solutions; chemical equilibria; electro- \nchemistry, and the chemical behavior of representative elements. Prerequisites or \ncorequisites: 1331, 1332, L321 and L322. \n\n\n\n126 \n\n\n\nL321, L322. General Chemistry Laboratory I, II 1 plus 1 hour \n\nThe laboratory course is designed to complement 1321 and 1322. Various \nlaboratory techniques will be introduced. Experiments will demonstrate concepts \ncovered in the lecture material. Corequisites: 1321 and 1322. \n\n2321. Elementary Quantitative Analysis 5 hours \n\nAn introduction to elementary analytical chemistry, including gravimetric \nand volumetric methods. Emphasis in lectures is on the theory of analytical \nseparations, solubility, complex, acid-base, and redox equilibria. The course \nincludes two three-hour laboratory periods per week, during which analyses are \ncarried out illustrating the methods discussed in lecture. Intended for both \nchemistry majors and those enrolled in pre-professional programs in other \nphysical sciences and in the health sciences. Prerequisite: 2325. \n\n2322. Instrumental Methods of Chemical Analysis 3 hours \n\nA discussion of the principles and applications of modern instrumentation \nused in analytical chemistry. Methods discussed are primarily non-optical, includ- \ning an overview of electrochemistry; potentiometric methods, including use of pH \nand other ion meters; electrogravimetry; coulometry; polarography; amperometry; \nand gas- and liquid-chromatography. Offered spring semester of odd-numbered \nyears. Prerequisite: 2321. \n\n2324, 2325. Organic Chemistry I, II 3 plus 3 hours \n\nAn introductory course in the principles and theories of organic chemistry. \nThe structure, preparation, and reactions of various functional groups will be \ninvestigated. Emphasis will be on synthesis and reaction mechanisms. Prerequi- \nsites: 1321 and 1322. Corequisites: L324 and L325. \n\nL324, L325. Organic Chemistry Laboratory I, II 1 plus 1 hour \n\nThe laboratory course is designed to complement 2324 and 2325. Various \ntechniques, such as distillation, extraction, and purification, are studied in the \nfirst semester. The second semester involves synthesis and identification of a \nvariety of organic compounds. Corequisites: 2324 and 2325. \n\n2351. Science Seminar 1 hour \n\nThis course is designed to give practice in the preparation, delivery, and \ndiscussion of scientific papers. The three semesters required (forwhich one hour \nof credit is given per semester) may be scheduled at any time after the student has \ncompleted the freshman-level requirements in the science major. Meetings of the \nscience seminar are normally held twice each month during the regular academic \nyear. Each science major is expected to prepare, deliver, and defend a paper for \nat least one seminar meeting during the three-semester period of enrollment; \nother seminar papers will be presented by invited speakers, including members of \nthe science faculty. Graded on a satisfactory/unsatisfactory basis the first two \nsemesters; the third semester is letter-graded. \n\n3322, 3323. Physical Chemistry I, II 3 plus 3 hours \n\nA systematic study of the foundations of chemistry. Particular attention is paid \nto thermodynamics, including characterization of gases, liquids, solids, and \nsolutions of electrolytes and nonelectrolytes; the First, Second, and Third Laws; \nspontaneity and equilibrium; phase diagrams and one- and two-component \n\n\n\n127 \n\n\n\nsystems; electrochemistry; and an introduction to the kinetic theory and statistical \nmechanics. Additionally, both phenomenological and mechanistic kinetics are \npresented, as is a brief introduction to quantum mechanics. Prerequisites: 1336, \n2325, and 2342. \n\n3325. Physical Chemistry Laboratory 2 hours \n\nIntended to complement the physical chemistry lecture course, this course \nprovides the student with an introduction to physico-chemical experimentation. \nCorequisite: 3323. \n\n4321. Inorganic Chemistry 3 hours \n\nA study of the principles of modern inorganic chemistry, including atomic \nstructure; molecular structure; ionic bonding; crystal structures of ionic solids, a \nsystematic study of the behavior of inorganic anions; coordination chemistry, \nincluding structure and mechanisms of aqueous reactions; and acids and bases. \nOffered spring semester of even-numbered years. Prerequiste or corequisite: \n3323. \n\n4322. Advanced Organic Chemistry 4 hours \n\nA discussion of selected reactions and theories in organic chemistry. Empha- \nsis is placed on reaction mechanisms and reactive intermediates encountered in \norganic synthesis. The course includes one three-hour laboratory period per week \nfor independent organic synthesis and mechanistic studies. Offered fall semester \nof even-numbered years. Prerequisite: 2325. \n\n4323. Inorganic Chemistry Laboratory 2 hours \n\nIntended to complement the inorganic chemistry course, this course pro- \nvides experience in the methods of preparation and characterization of inorganic \ncompounds. Corequisite: 4321. \n\n4324. Organic Spectroscopy 4 hours \n\nA course dealing with several spectroscopic methods as applied to organic \nmolecules. The principles and interpretation of ultra-violet, visible, infrared, \nmass, and nuclear magnetic resonance spectra will be studied. This course \nincludes one three-hour laboratory period per week using various spectrometers \nfor qualitative and quantitative analysis. Offered fall semester of odd-numbered \nyears. Prerequisites: 2325. \n\n4325. Advanced Topics in Chemistry 1-4 hours \n\nAdvanced topics will be offered in the following fields: Organic Chemistry, \nOrganic Qualitative Analysis, Biochemistry, Theoretical Chemistry, and Advanced \nInorganic Chemistry. Prerequisite: Permission of the instructor. \n\n4327. Independent Study in Chemistry 1-3 hours \n\nThis course is intended for students of senior standing who wish to do \nindependent laboratory and/or theoretical investigations in chemistry. Prerequi- \nsite: Permission of the instructor. \n\n\n\n128 \n\n\n\nDual Degree in Engineering \n\n\n\nOglethorpe is associated with the Georgia Institute of Technology, the \nUniversity of Florida, Auburn University, Mercer University, and the University of \nSouthern California in combined programs of liberal arts and engineering. The \nprograms require the student to complete three years at Oglethorpe University \nand the final two years at one of these engineering schools. The three years at \nOglethorpe include core curriculum courses, General Chemistry I and II, College \nPhysics I and II, Calculus I-TV, and a choice of Differential Equations or Linear \nAlgebra. The two years of technical education require the completion of courses \nin one of the branches of engineering. Additionally, Oglethorpe has an agree- \nment with the Georgia Institute of Technology for dual degrees in various areas \nof applied sciences and economics. \n\nIn this combined plan, the two degrees which are awarded upon the success- \nful completion of the program are the degree of Bachelor of Arts by Oglethorpe \nUniversity and the degree of Bachelor of Science in Engineering by the engineer- \ning school. Because the required pre-engineering curricula of the five affiliated \nschools are slightly different, the student is advised to consult frequently with the \nfaculty member serving as dual degree engineering program adviser. \n\nEngineering is a difficult subject. Students can maximize their chances for \nsuccess by starting at Oglethorpe where the faculty's primary concern is effective \nteaching and working closely with students. Classes are small, and laboratories \noffer the opportunity for hands-on experience with sophisticated equipment. \nThis strong foundation gives the student an excellent preparation for professional \nschool, resulting in more effective learning in advanced engineering courses. As \na liberal arts and sciences university, Oglethorpe stresses broad education for \nintelligent leadership. Here, the student will explore the fundamental fields of \nknowledge, further his or her understanding of science and mathematics, and \nrefine the abilities to read, write, speak, and reason with clarity. This preparation \nwill serve the student well in any career but particularly so in the engineering field. \nWith strong preparation in engineering plus a liberal arts education, the student \nwill be ready for a variety of career positions. The dual degree engineering \nprogram provides an education that is both broad and deep - a combination that \nwill serve the graduate well as career responsibilities increase. \n\n\n\nGeneral Science \n\n\n\nThe physical science and biological science courses are appropriate for \nstudents who have a good background in algebra but a minimal one in other \nsciences. Students with excellent preparation in the sciences may elect one of the \nregular lecture-and-laboratory courses in biology, chemistry, or physics. Such \ncourses fulfill the core requirements that also can be met by the physical science \nand biological science courses. \n\nC351. Natural Science: The Physical Sciences 3 hours \n\nThis topically-oriented course will examine the many facets of scientific \ninvestigation. These include the underlying assumptions, the limitations, the \nprovisional nature, and the power of the scientific process, as well as the influences \nof science on other aspects of human activity. Experimentation is the hallmark of \n\n\n\n129 \n\n\n\nscientific investigation. As such, laboratory experimentation will be a distinguish- \ning feature of this course. Course time devoted to experimentation in the \nlaboratory, as well as inside and outside the classroom, will intertwine with time \ndevoted to discussion and lecture. Natural Science: The Physical Sciences will deal \nwith a topic drawn from the physical sciences. These will include but not be limited \nto: Chemistry, Descriptive Astronomy, History of Science, Meteorology, Modern \nScientific Perspectives of the Universe, and Oceanography. Prerequisite: 1332 or \nby examination. \n\nC352. Natural Science: The Biological Sciences 3 hours \n\nThis course is designed to examine the many facets of scientific investigation. \nLaboratory experimentation will be an important feature, with course time \ndevoted to experimentation in the laboratory as well as the classroom. Rather than \na survey of the entire field of biology, this effort will be directed toward specific \ntopics such as, but not limited to: Cancer, Cell Biology, Human Biology, Ecology, \nand Evolution. \n\n4356. Internship - Science 1-6 hours \n\nInternships in the natural sciences and mathematics provide students the \nopportunity to acquire valuable experiences in areas that are of special interest to \nthem. Under the guidance of a faculty supervisor and an on-site director, \nstructured activities are planned to ensure that learning objectives are achieved. \nThe Centers for Disease Control and Prevention, the Georgia Mental Health \nInstitute and numerous medical, industrial, and research facilities have welcomed \nOglethorpe students as interns. Graded on a satisfactory/unsatisfactory basis. \nPrerequisites: Permission of the faculty supervisor and qualification for the \ninternship progam. \n\nMathematics \n\nMathematics is both an art and a science. Students taking mathematics \ncourses at Oglethorpe will encounter both the art of creative thought and the \nscience of logical thought. Problem-solving capabilities are developed in math- \nematics courses. Since such skills are essential in all fields of endeavor, mathematics \nmakes an important contribution to a liberal arts education. \n\nIn particular, mathematics provides fundamental tools for analysis of prob- \nlems in the physical, biological, and social sciences, as well as in such areas as \neconomics and business. Also, opportunities are provided to pursue the more \ntheoretical aspects of mathematics, which are integral to its further development. \n\nA major in mathematics provides a core of mathematics essential for graduate \nstudy or immediate employment. Students with mathematical training at the \nundergraduate level are sought by employers in business, government, and \nindustry. Career opportunities for mathematics majors exist in areas such as \ncomputer programming, operations research, statistics, and applied mathematics. \nNote: For a reading of Oglethorpe's required level of mathematics proficiency \n(Mathematics Proficiency Requirement), please see the Academic Regula- \ntions and Policies section of this Bulletin. \n\n\n\n130 \n\n\n\nMajor \n\nThe object of the course of studies leading to a major in mathematics is to \nprovide the student with a comprehensive background in classical analysis and a \nbroad introduction to the topics of modern and contemporary mathematics. The \nfollowing mathematics courses are required: Calculus I, II, III, and IV, plus \nDifferential Equations, Discrete Mathematics, Linear Algebra, Abstract Algebra, \nComplex Analysis, and Special Topics in Mathematics. Students also are required \nto take three semester hours of Science Seminar. In addition, students are \nrequired to take one of the following four courses: College Physics I, College \nPhysics II, Principles of Computer Programming, or Statistics. \n\nMinor \n\nThe required course work for a minor in mathematics consists of Calculus I, \nII, III, and IV plus two of the following: Differential Equations, Discrete Mathemat- \nics, Linear Algebra, Abstract Algebra, Complex Analysis, or Special Topics in \nMathematics. \n\nP331. Intermediate Algebra 3 hours \n\nThis introductory course, covering intermediate algebra preparatory to a \ncollege algebra course, will (1) offer students review and reinforcement of \nprevious mathematics learning, and (2) provide mature students with a quick but \nthorough training in basic algebra skills. \n\n1331. College Algebra 3 hours \n\nA course designed to equip students with the algebra skills needed for \ncalculus. Topics include graphing, functions, exponential and logarithmic func- \ntions, systems of equations and inequalities, zeros of polynomials, and sequences. \nPrerequisite: P331 or by examination. \n\n1332. Analytic Geometry 3 hours \n\nAnalytic Geometry is the study of the relationship between the two principal \nbranches of classical mathematics: algebra and geometry. The course will begin \nwith a brief review of algebra and some of the major theorems of Euclidean \ngeometry. The Cartesian plane will then be introduced, which is the arena in \nwhich algebra and geometry merge. The course will consider the following topics: \nlines, circles, parabolas, ellipses, hyperbolas, vectors, transformation of coordi- \nnates, and polar coordinates, complex numbers, trigonometric functions, and \napplications of trigonometry. This course satisfies the Mathematics Proficiency \nRequirement. Prerequisite: 1331 or by examination. \n\nC330. Great Ideas of Modern Mathematics 3 hours \n\nThe purpose of this course is to consider the way in which mathematics \nresponds to the core question and to help students understand and appreciate the \nway of knowing (or, better, the way of thinking) which underlies mathematics. The \nmode of inquiry this course employs in attempting to answer the core questions \nis reason. This is not to be confused with the kind of reasoning used, for example, \nin the natural or social sciences. It is, rather, reason divorced from anything \nempirical. The course will be organized around three or four major mathematical \nideas that have emerged since the time of Newton. These ideas will be drawn from \nsuch fields as calculus, set theory, number theory, probability theory, modern \n\n\n\n131 \n\n\n\nalgebra, logic, topology, and non-Euclidean geometry. Prerequisite: 1332 or by \nexamination. \n\n1333. Applied Calculus 3 hours \n\nThe goal of this course is to present calculus in an intuitive yet intellectually \nsatisfying way and to illustrate the many applications of calculus with particular \nemphasis on the applications to the management sciences, business, economics, \nand the social sciences. This is the recommended calculus course for students in \nbusiness, economics, and other social sciences. Prerequisite: 1332 or by examina- \ntion. \n\n1335, 1336. Calculus I, II 3 plus 3 hours \n\nThis is the first year of a two-year sequence. The courses will provide an \nintroduction to the fundamental concepts of calculus, including limits, continu- \nity, the derivative, applications of the derivative, the Riemann integral, techniques \nof integration, and applications of the integral. Prerequisite: 1332 or by examina- \ntion; 1335 must precede 1336. \n\n2331, 2332. Calculus III, IV 3 plus 3 hours \n\nThe first semester treats mainly plane and solid analytic geometry, infinite \nseries, vectors and parametric equations from the viewpoint of calculus. The \nsecond semester deals with partial differentiation, multiple integration, and \nvector analysis. Prerequisite: 1336; 2331 must precede 2332. \n\n2333. Differential Equations 3 hours \n\nThe course treats elementary methods of solution of ordinary linear homo- \ngeneous and inhomogeneous differential equations with a variety of applications. \nPrerequisite: 1336. \n\n2334. College Geometry .'. 3 hours \n\nA study of the development of Euclidean geometry from different postulate \nsystems. \n\n2335. Discrete Mathematics 3 hours \n\nA rigorous course in the principal areas of modern discrete mathematics. \nThis course provides an introduction to the interrelationships between math- \nematics and computer science. Topics include mathematical logic, set theory, \nboolean algebra, combinatorics, and graph theory. Prerequisite: 1336. \n\n2338. Statistics 3 hours \n\nThis course includes descriptive and inferential statistics with particular \nemphasis upon parametric statistics, rules of probability, the binomial and normal \ndistributions, confidence intervals, analysis of variance, and regression and \ncorrelation analysis. Prerequisite: 1331 or by examination. \n\n2351. Science Seminar 1 hour \n\nThis course is designed to give practice in the preparation, delivery, and \ndiscussion of scientific papers. The three semesters required (for which one hour \nof credit is given per semester) may be scheduled at any time after the student has \ncompleted the freshman-level requirements in the science major. Meetings of the \nscience seminar are normally held twice each month during the regular academic \nyear. Each science major is expected to prepare, deliver, and defend a paper for \n\n\n\n132 \n\n\n\nat least one seminar meeting during the three-semester period of enrollment; \nother seminar papers will be presented by invited speakers, including members of \nthe science faculty. Graded on a satisfactory/unsatisfactory basis the first two \nsemesters; the third semester is letter-graded. \n\n3331. Complex Analysis 3 hours \n\nThe purpose of this course is to introduce the fundamental ideas of complex \nanalysis to students in mathematics, engineering, computer science, and physics. \nThe course will focus on both the pure and applied aspects of the subject. Topics \ninclude complex numbers, analytic functions, elementary functions, integrals, \nseries, residues and poles, mapping by elementary functions, and conformal \nmapping. Prerequisite: 2332. \n\n3334. Linear Algebra 3 hours \n\nThis course includes a study of systems of equations, matrix algebra, determi- \nnants, vector spaces, linear transformations, eigenvalues and eigenvectors, along \nwith numerous applications of these topics. Prerequisites: 1335 and 1336. \n\n3335. Abstract Algebra 3 hours \n\nA study of the important structures of modern algebra, including groups, \nrings, and fields. Prerequisite: 3334 with a grade of \"C-\" or higher. \n\n4333. Special Topics in Mathematics 3 hours \n\nSelected topics designed to complete the requirements for a major in \nmathematics. Topics include real analysis, topology, number theory, probability, \nadvanced abstract algebra, differential geometry, etc. Recommended for the \njunior or senior year. Prerequisites: will depend on the topic but will include a \nminimum of 2332, 3334, and permission of the instructor. \n\n4337. Independent Study in Mathematics 1-3 hours \n\nSupervised research on a selected topic in mathematics. Prerequisite: Permis- \nsion of the faculty supervisor. \n\nMathematics and Computer Science \n\nFor a complete description of the interdisciplinary major in Mathematics and \nComputer Science, please see the Interdisciplinary Programs and Majors section \nof this Bulletin. \n\n\n\nMedical Technology \n\n\n\nMedical technologists play an important role in the delivery of modern health \ncare. Although hospitals and clinics are their traditional sites of employment, \nmedical technologists also find opportunities in many other situations, such as \ncommercial testing laboratories, medical and pharmaceutical research facilities, \nand in the sales and demonstration of technical instruments. \n\nStudents working toward the degree of Bachelor of Science in Medical \nTechnology undertake their clinical training at an approved institution after \nsuccessful completion of prerequisite academic course work at Oglethorpe \nUniversity. Prerequisites for clinical programs vary among institutions; therefore, \nstudents should seek additional advisement from the program to which they are \n\n\n\n133 \n\n\n\napplying. This will enable the student and the Oglethorpe adviser to design the \nproper sequence of courses and to establish an appropriate time frame for \ncompletion of degree requirements. Courses to be completed at Oglethorpe will \nusually include the following: General Biology I and II, Microbiology, Human \nPhysiology, General Chemistry I and II (with laboratories), Organic Chemistry I \nand II (with laboratories) , Elementary Quantitative Analysis, College Algebra or \nCalculus I, and appropriate core courses. At least 60 semester hours must be \ncompleted at Oglethorpe in order to be eligible for an Oglethorpe degree in \nmedical technology. \n\n\n\nPhysics \n\n\n\nThe physics curriculum is designed to provide well-rounded preparation in \nclassical and modern physics. The successful completion of this program will \nprepare the graduate to gain admission to one of the better graduate programs in \nphysics or a related scientific field, or to secure employment in a technical, \nscientific, or engineering setting. \n\nMajor \n\nThe requirements for a major in physics are as follows: College Physics I and \nII and Calculus I and II are to be taken concurrently (preferably in the freshman \nyear) ; Classical Mechanics I and II and Calculus III and Calculus IV (suggested for \nthe sophomore year); Electricity and Magnetism I and II, Differential Equations, \nand either Mathematical Physics or Complex Analysis (junior year) ; Thermal and \nStatistical Physics; Advanced Physics Laboratory I and II; Introduction to Modern \nPhysics I and II; Introduction to Modern Optics; and Special Topics in Theoretical \nPhysics. In addition, all physics majors must take three semester hours of Science \nSeminar. Examination is generally required to transfer credit for any of these \ncourses. (College Physics I fulfills a core requirement and is therefore not part of \nthe major per se.) \n\nMinor \n\nA minor in physics is offered to provide students with an opportunity to \nstrengthen and broaden their educational credentials either as an end in itself or \nas an enhancement of future employment prospects. The requirement for the \nphysics minor is 10 semester hours of physics course work numbered 2343 or \nhigher. \n\n1341, 1342. General Physics I, II 4 plus 4 hours \n\nAn introductory course without calculus. Fundamental aspects of mechanics, \nheat, light, sound, and electricity are included. The text will be on the level of \nMiller, College Physics. Three lectures and three hours of laboratory per week. \nPrerequisite: 1332; 1341 must precede 1342. \n\n2341, 2342. College Physics I, II 5 plus 5 hours \n\nIntroductory physics with calculus. Subject matter is the same as in general \nphysics but on a level more suited to physics majors, engineering majors, etc. One \nyear of calculus as a prerequisite is preferred, otherwise calculus must be taken \nconcurrently. The text will be on the level of Halliday and Resnick, Fundamentals \nof Physics. Prerequisite: 2341 must precede 2342. \n\n\n\n134 \n\n\n\n2343, 2344. Classical Mechanics I, II 3 plus 3 hours \n\nThis is the student's first introduction to theoretical physics. Lagrangian and \nHamiltonian methods are developed with Newton's laws of motion and applied to \na variety of contemporary problems. Emphasis is placed on problem work, the \nobject being to develop physical intuition and facility for translating physical \nproblems into mathematical terms. The text will be on the level of Analytical \nMechanics by Fowles. Prerequisites: 1336 and 2342; 2343 must precede 2344. \n\n2345. Fundamentals of Electronics 4 hours \n\nA laboratory course designed primarily for science majors and dual degree \nengineering students. Coverage includes DC and AC circuits, semi-conductor \ndevices, amplifiers, oscillators, and digital devices. The intent is to provide a \nworking understanding of common instrumentation in science and technology. \nPrerequisite: 1342 or 2344. \n\n2351. Science Seminar 1 hour \n\nThis course is designed to give practice in the preparation, delivery, and \ndiscussion of scientific papers. The three semesters required (for which one hour \nof credit is given per semester) may be scheduled at any time after the student has \ncompleted the freshman-level requirements in the science major. Meetings of the \nscience seminar are normally held twice each month during the regular academic \nyear. Each science major is expected to prepare, deliver, and defend a paper for \nat least one seminar meeting during the three-semester period of enrollment; \nother seminar papers will be presented by invited speakers, including members of \nthe science faculty. Graded on a satisfactory/unsatisfactory basis the first two \nsemesters; the third semester is letter-graded. \n\n3341, 3342. Electricity and Magnetism I, II 3 plus 3 hours \n\nA thorough introduction to one of the two fundamental disciplines of \nclassical physics, using vector calculus methods. After a brief review of vector \nanalysis, the first semester will treat electrostatic and magnetic fields and provide \nan introduction to the special theory of relativity. The second semester will \ndevelop electrodynamics, including Maxwell's equations, the propagation of \nelectromagnetic waves, radiation, and the electromagnetic theory of light. The \ntreatment will be on the level of the text of Reitz, Milford, and Christy. It is \nrecommended that 2333 be taken concurrently. Prerequisites: 2332 and 2342; \n3341 must precede 3342. \n\n3343. Thermal and Statistical Physics 3 hours \n\nThe purpose of this course is to provide physics, engineering, and chemistry \nmajors with a fundamental understanding of heat and the equilibrium behavior \nof complex systems. Topics will include the zeroth, first and second laws of \nthermodynamics with applications to closed and open systems; microcanonical \nand canonical ensembles for classical and quantum systems, with applications to \nideal gases, specific heats, blackbody radiation, etc.; the kinetic description of \nequilibrium properties. Text will be on the level of Kestin and Dorfman or \nZemansky. Prerequisites: 1336 and 2342. \n\n3344. Advanced Physics Laboratory I 1 hour \n\nLaboratory work will emphasize classic experiments such as the ballistic \npendulum, hard sphere scattering, the Millikan oil drop experiment, the Michelson \n\n\n\n135 \n\n\n\ninterferometer, etc. Emphasis also will be placed on measuring fundamental \nconstants such as the speed of light, h, G, e and e/m. Prerequisite: 2342. \n\n3345. Advanced Physics Laboratory II 1 hour \n\nLaboratory work will emphasize modern physics in areas such as microwave \noptics, superconductivity, measurements of magnetic fields, electron spin reso- \nnance, the Franck-Hertz experiment, laser optics, etc. Prerequisites: 3344 and \n4341. \n\n3346. Introduction to Modern Optics 4 hours \n\nA standard intermediate-level optics course which will treat the basics of wave \ntheory and the electromagnetic origin of optical phenomena, geometrical optics, \nphysical optics including Fourier optics, Fraunhofer and Fresnel diffraction, and \ndispersion. The course will conclude with some consideration of current topics \nsuch as holography, quantum optics, and non-linear optics. Prerequisites: 2333 \nand 2342. \n\n4341, 4342. Introduction to Modern Physics I, II 3 plus 3 hours \n\nFor physics, engineering, and chemistry majors, this is a one-year sequence \nthat discusses the most important developments in 20th-century physics. The first \nsemester will review special relativity and treat the foundations of quantum physics \nfrom a historical perspective, the quantum theory of one-electron atoms will be \ndeveloped. In the second semester, there will be a treatment of many-electron \natoms, molecules, and solids, with an introduction to nuclear and elementary \nparticle physics. The text will be on the level of Eisberg and Resnick, Quantum \nPhysics. Prerequisites: 2342 and 3342; 4341 must precede 4342. \n\n4343. Special Topics in Theoretical Physics 1-3 hours \n\nTopics to be chosen in accordance with the student's interest include laser \nphysics, plasma physics, theory of the solid state, nuclear and particle physics, \nastrophysics, and cosmology. \n\n4345. Mathematical Physics 3 hours \n\nThis course will examine a variety of mathematical ideas and methods used \nin physical sciences. Topics may include: vector calculus; solutions of partial \ndifferential equations, including the wave and heat equations; special functions; \neigen value problems; Fourier analysis and mathematical modeling, particularly \nnumerical computer methods. Prerequisite: 2333. \n\n4347. Independent Study in Physics 1-3 hours \n\nSupervised study of a topic of interest to the student, which is not treated in the \nregularly scheduled course offerings. Prerequisite: Permission of the instructor. \n\nPre-medical Studies \n\nA student who plans to attend a professional school of medicine, dentistry, \noptometry, pharmacy or veterinary medicine should plan a program of studies at \nOglethorpe in consultation with a faculty member who is a designated pre- \nmedical adviser. It is desirable for the pre-medical students to begin the process \nof undergraduate program planning with a pre-medical adviser. It is essential that \ncontact be establishd by the second semester of the student's freshman year. \n\n\n\n136 \n\n\n\nProfessional schools of health science require for admission successful comple- \ntion of a specified sequence of courses in the natural sciences as well as the \nsubmission of acceptable scores on appropriate standardized tests. However, pre- \nmedical students have a wide latitude of choice with regard to the major selected. \nStudents should familiarize themselves with the particular admission require- \nments of the type of profesional school they plan to enter prior to deciding on the \ncourse of study to be pursued at Oglethorpe. \n\nSome schools of medicine, dentistry, and veterinary medicine will admit \nhighly qualified applicants who have completed all admission requirements for \nthe professional school during three years of study at an undergraduate institu- \ntion. (Four years of undergraduate work and a bachelor's degree are standard \nrequirements; admission after three years is highly atypical and is not available at \nall schools. ) It is possible for students to enter an allopathic or osteopathic medical \nschool, dental school or veterinary school (no other health professions schools are \neligible) after three years of study at Oglethorpe to complete their bachelor's \ndegree under the Professional Option. By specific arrangement between the \nprofessional school and Oglethorpe University, and in accordance with regula- \ntions of both institutions, after successful completion of all academic requirements \nof the the first year in the professional school, the student receives a degree from \nOglethorpe University when certified to be in good standing at the professional \nschool. Students interested in this possibility should consult with their advisers to \nmake certain that all conditions are met; simultaneous enrollment in several \nscience courses each semester during the three years at Oglethorpe will likely be \nrequired to meet minimum expectations for taking professional school admis- \nsions tests and to meet admission requirements for the professional school. All \nOglethorpe core courses must be completed before the student enrolls in the \nprofessional school. \n\n\n\n137 \n\n\n\nDivision IV \n\nBehavioral Sciences \n\n\n\n\nAmerican Studies \n\n\n\nFor a complete description of the interdisciplinary major in American \nStudies, please see the Interdisciplinary Programs and Majors section of this \n\nBulletin. \n\nBusiness Administration and Behavioral Science \n\nFor a complete description of the interdisciplinary major in Business Admin- \nistration and Behavioral Science, please see the Interdisciplinary Programs and \nMajors section of this Bulletin. \n\n\n\nPsychology \n\n\n\nPsychology uses scientific methods to study a broad range of topics related to \nbehavior and mental processes, including motivation, learning and memory, \nhuman development and personality, psychological disorders, social interaction, \nand physiologial bases for behavior and thought. The study of psychology should \nhelp a student to develop skills in three basic areas: skills associated with the \nscientific method, including data collection, analysis, and interpretation; skills \nthat are useful in the construction and evaluation of theories, such as analytic and \nsynthetic reasoning; and skills in human relations through which the student \nlearns to become a more precise and more tolerant observer of human behavior \nand individual differences. Many students with a background in psychology \nchoose careers in psychology-related fields, such as counseling, psychotherapy, or \nresearch, but many others choose careers that are not so directly tied to psychol- \nogy. For example, psychology provides a good background for careers in law, \neducation, marketing, management, public relations, publishing, and communi- \ncations. \n\nMajor \n\nThe major consists of at least nine psychology courses beyond Psychological \nInquiry, including Statistics, Research Design, Advanced Experimental Psychol- \nogy, and History and Systems of Psychology. Psychology majors also are expected \nto complete the following three directed electives: General Biology I and II, and \neither a third semester of a laboratory science, an upper-level philosophy course \nor Introduction to Linguistics. The degree awarded is the Bachelor of Arts. \n\nMinor \n\nA minor in psychology consists of any five psychology courses beyond Psycho- \nlogical Inquiry. No course can be used to satisfy both major and minor requirements. \n\nC462. Psychological Inquiry 3 hours \n\nThis course presents a unique way of understanding ourselves: the use of the \nempirical method to obtain information about human and animal behavior. \nPsychological experimentation will be shown to contribute to human self-under- \nstanding through its production of interesting, reliable, and often counter-intuitive \nresults. Topics to be considered will include obedience to authority, learned \nhelplessness, and dreaming. These topics will be examined from a variety of \npotentially conflicting perspectives: behavioral, cognitive, developmental, bio- \n\n\n\n139 \n\n\n\nlogical, and psychoanalytic. This course serves as a prerequisite for all upper-level \ncourses in psychology. \n\n2338. Statistics 3 hours \n\nThis course includes descriptive and inferential statistics with particular \nemphasis upon parametric statistics, rules of probability, the binomial and normal \ndistributions, confidence intervals, analysis of variance, and regression and \ncorrelation analysis. Prerequisite: 1331 or by examination. \n\n2462. Child/Adolescent Psychology 3 hours \n\nThe ways in which individuals interact with the world and each other change \ndramatically from birth to adolescence. This course will trace these developments, \nparticularly those of cognition, social behavior, and self-concept. The factors \ninfluencing development, such as heredity and the social/cultural environment, \nwill be emphasized. Prerequisite: C462. \n\n2464. Organizational Psychology 3 hours \n\nOrganizations and the individuals who function within them will be exam- \nined from the perspective of psychological theory and research. Consideration \nwill be given both to broad topics relevant to all organizations, such as communi- \ncation, groups, and leadership, and to topics specific to the work environment, \nsuch as employee selection, training, and evaluation. Prerequisite: C462. \n\n2465. Learning and Conditioning 3 hours \n\nMaking use of data obtained in the laboratory and in natural settings, this \ncourse examines the means by which humans and animals seek and acquire \ninformation, develop internal records of the spatial and temporal structure of \ntheir surroundings, make correlational or predictive inferences, and express \nthese inferences behaviorally. Prerequisite: C462; recommended prerequisite: \n2338. \n\n2473. Social Psychology 3 hours \n\nSocial psychology is the study of human beings in interaction with each other \nor under the pressure of forces of social influence. The course will include a \nconsideration of conformity, persuasion, attraction, aggression, self presentation, \nand other relevant aspects of social life. Prerequisite: C462. \n\n3461. Research Design 4 hours \n\nThrough a combination of class discussion and hands-on research activity, \nthis course provides students with exposure to a variety of research approaches. \nThe course begins with an examination of descriptive methods, such as natural- \nistic observation, surveys, and archival research, and concludes with an analysis of \ncontrolled experimental methods. Quasi-experimental designs and applications \nof research methods are also explored. Prerequisites: C462 and 2338. \n\n3462. Advanced Experimental Psychology 4 hours \n\nThis sequel to the Research Design course provides an in-depth analysis of \ncontrolled experimentation in a laboratory setting. Each student will design and \nconduct an individual research project to fulfill the laboratory component of the \ncourse. Prerequisite: 3461. \n\n\n\n140 \n\n\n\n3463. Psychological Testing 3 hours \n\nThis course covers the selection, interpretation, and applications of psycho- \nlogical tests, including tests of intellectual ability, vocational and academic \naptitudes, and personality. The most common uses of test results in educational \ninstitutions, clinical settings, business, government, and the military will be \nconsidered. The history of psychological testing and the interpretation of test \nresults also will be considered from both traditional and critical perspectives. \nAlthough students will have the opportunity to see many psychological tests, this \ncourse is not intended to train students to actually administer tests. Prerequisites: \nC462 and 2338. \n\n3464. Psychology of Leadership 3 hours \n\nThe concept of leadership will be explored within the context of psychologi- \ncal research and theory. Students will be invited to examine a variety of approaches \nto leadership and to analyze them critically. Activities that foster the development \nof effective leadership abilities and strategies will be an important component of \nthe course. Prerequisite: C462. \n\n3465. Theories of Personality 3 hours \n\nThe goal of this course is to acquaint the student with the major theories of \npersonality and with approaches to the scientific evaluation of them. Students will \nbe encouraged to engage in critical analysis and theoretical comparisons of the \nideas presented from diverse, and often contradictory, perspectives. Prerequisite: \nC462. \n\n3466. Abnormal Psychology 3 hours \n\nThere are three main goals in this course. The first is to enhance the student's \nunderstanding of psychopathology and major treatment approaches. The second \nis to help the student learn to evaluate critically the research evidence regarding \ntherapeutic interventions. The third is to encourage a self examination of the \nstudent's attitudes and those of our society regarding mental illness and the full \nrange of human individual differences. Prerequisite: C462. \n\n3467. Cognitive Psychology 3 hours \n\nThe course explores the nature and function of human thought processes. \nTopics to be considered include perception, attention, remembering and forget- \nting, mental imagery, psycholinguistics, problem-solving, and reasoning. \nPrerequisite: C462. \n\n3468. Neuroscience I: Foundations 3 hours \n\nThis course will cover the anatomy, pharmacology, and physiology of the \nnervous system, neural development, and the establishment of synapses. There \nwill be extensive consideration of the sensory systems, neural mechanisms of \nbodily movement, and the bases for motor pathology. Prerequisites: C462 and \n1312. \n\n3469. Neuroscience II: Behavior 3 hours \n\nTopics in this course will include neural and hormonal mechanisms under- \nlying sleep, biological rhythms, hunger and feeding, brain stimulation reward, \nsexual behavior, and drug self-administration. The neural bases of learning and \nmemory will be discussed in considerable depth. Finally, consideration will be \n\n\n\n141 \n\n\n\ngiven to neural-immune interactions and the neural mechanisms thought to \nunderlie schizophrenia, depression, anxiety, epilepsy, and Alzheimer's disease. \nPrerequisite: 3468. \n\n4461. History and Systems of Psychology 3 hours \n\nA study of the historic development of modern psychology, this course covers \nits philosophical and scientific ancestry, the major schools of thought, the \ncontemporary systems of psychology, and their theoretical and empirical differ- \nences. Recommended for the senior year. Prerequisite: C462. \n\n4462. Seminar in Psychology 3 hours \n\nThe seminar will provide examination and discussion of various topics of \ncontemporary interest in psychology. Prerequisites: C462 and one additional \npsychology course. \n\n4463. Directed Research in Psychology 3 hours \n\nOriginal investigations and detailed studies of the literature in selected areas \nof psychology will be supervised by a faculty member. Emphasis will be on original \nresearch. Prerequisites: 3462 and permission of the instructor. \n\n4464. Advanced Topics in Clinical Psychology 3 hours \n\nThe focus of the course is on the examination and discussion of topics of \ncontemporary interest in clinical psychology. Prerequisites: 3465 and 3466. \n\n4465. Internship -Psychology 1-6 hours \n\nInternships in psychology are designed to provide students the opportunity \nto acquire valuable experiences in settings where psychology is practiced. A faculty \nmember and on-site supervisor provide guidance to the student in selecting \nappropriate activities and achieving specific learning objectives. Successful in- \nternships in recent years have been completed in a variety of settings including \nCharter Brook Hospital, Yerkes Primate Center, Elrick and Lavidge marketing \nresearch firm, and the DeKalb Headstart program. Graded on a satisfactory/ \nunsatisfactory basis. Prerequisites: Permission of the faculty supervisor and quali- \nfication for the internship program. \n\n4466. Drugs, the Brain, and Behavior 3 hours \n\nThis course surveys the actions of psychoactive drugs, particularly those \nassociated with addiction and abuse (opioids, stimulants, sedatives, hallucino- \ngens, anabolic/androgenic steroids) and those used to treat mental illness \n(benzodiazepines, antidepressants, antipsychotics, anticonvulsants). Pertinent \nlegal, social, and political issues also will be discussed. Prerequisite: C462; recom- \nmended prerequisite: 1312. \n\n4468. Independent Study in Psychology 1-3 hours \n\nThis course provides the opportunity for an intense study of diverse topics \nunder the direct supervision of the instructor. Prerequisite: Permission of the \ninstructor. \n\n\n\n142 \n\n\n\nSociology \n\n\n\nSociology is the scientific study of human society and social behavior. The \ntopics of the field include: criminal behavior, social stratification, demographic \ntrends, and the family. Sociology is a liberal arts major in the truest sense of the \nterm. Besides increasing one's insights into the social world, sociology gives one \nmany opportunities to write and to improve one's mathematical skills. Career \nopportunities open to sociologists include work in criminology, demography, \nmarketing, and journalism. \n\nMajor \n\nThe sociology major consists of a minimum of 10 sociology courses beyond \nHuman Nature and the Social Order I and II, including Introduction to Sociology, \nStatistics, Research Design, Sociological Theory, and six additional sociology \ncourses selected by the student. In addition, two upper-level courses in economics, \nhistory, philosophy, politics, psychology, or writing also must be completed. The \ndegree awarded is the Bachelor of Arts. \n\nMinor \n\nA minor in sociology consists of Introduction to Sociology and any other four \nsociology courses beyond Human Nature and the Social Order I and II. No course \ncan be used to satisfy both major and minor requirements. \n\nSociology with Social Work Concentration \n\nNine sociology courses beyond Introduction to Sociology plus a semester in \nfield placement (12-15 semester hours) constitute this major. The required \ncourses are: Field of Social Work, Methods of Social Work, Culture and Society, \nMinority Peoples, Statistics, and Deviance and Social Control, plus three sociology \nelectives. Students are encouraged to complete a minor in psychology. \n\nC271, C272. Human Nature and the Social Order I, II 3 plus 3 hours \n\nThe courses in this year-long study are devoted to the careful study of classic \ntexts that lie at the common roots of all the contemporary social sciences. The aim \nis to show how contemporary social science is a form of \"moral inquiry\" that \nresponds to questions intelligent human beings always have asked. To this end, the \nfocus will be on various compelling and distinctive treatments of the enduring \nquestions about justice and the good life. The question will be posed whether \nthere is a single or plural human good and whether this good (or these goods) can \nor must be pursued within the confines of a social or political order. Works will be \nstudied by such thinkers as Aristotle, John Locke, Adam Smith, Alexis de \nTocqueville, and Max Weber. \n\n1471. Introduction to Sociology 3 hours \n\nThe study of human society, the nature of culture and its organization. \nProcesses of communication, socialization, mobility, and population growth are \ndescribed and analyzed. Emphasis is placed on methods, basic concepts, and \nprincipal findings of the field. \n\n\n\n143 \n\n\n\n2338. Statistics 3 hours \n\nThis course includes descriptive and inferential statistics with particular \nemphasis upon parametric statistics, rules of probability, the binomial and normal \ndistributions, confidence intervals, analysis of variance, and regression and \ncorrelation analysis. Prerequisite: 1331 or by examination. \n\n2471. The Family 3 hours \n\nAn analysis of the family institution as a background for the study of family \ninteraction, socialization, and the parent-child relationship, courtship and mar- \nriage interaction, family crises and problems. \n\n2472. The American Experience 3 hours \n\nThe purpose of this course is to acquaint students with basic aspects of the \nAmerican experience. Special attention is paid to the individual's relationship to \nthe community and the state. Specific topics of discussion include Populism, \nSocial Darwinism, Federalism, the role of advertising in folk culture, the relation- \nship of technology and democracy, and America's exploring spirit. Both primary \nand secondary sources are assigned as readings. The primary sources include \nessays by Emerson, Thoreau, Frederick Jackson Turner, Andrew Carnegie, and \nWilliam Jennings Bryan. \n\n2473. Social Psychology 3 hours \n\nSocial psychology is the study of human beings in interaction with each other \nor under the pressure of forces of social influence. The course will include a \nconsideration of conformity, persuasion, attraction, aggression, self presentation, \nand other relevant aspects of social life. Prerequisite: C462. \n\n2474. Social Problems 3 hours \n\nA study of the impact of current social forces upon American society. \nDeviation from social norms, conflict concerning social goals and values, and \nsocial disorganization as these apply to family, economic, religious, and other \ninstitutional and interpersonal situations are of primary concern. \n\n3461. Research Design 4 hours \n\nThrough a combination of class discussion and hands-on research activity, \nthis course will provide the student with exposure to a variety of research \napproaches. The course begins with an examination of descriptive methods, such \nas naturalistic observational, surveys, and archival research, and concludes with an \nanalysis of controlled experimental methods. Quasi-experimental designs and \napplications of research methods are also explored. Prerequisites: C462 and 2338. \n\n3470. Culture and Society 3 hours \n\nA study of the dynamics of Western and non-Western cultures that focuses on \nthe contrast between traditional and modern cultures. Special attention will be \ngiven to analyzing cultural forms that define what is and is not permitted (such as \nfood taboos and sexual norms), cultural elites (such as Christian monastics, \nHindu Brahmins, and Marxist revolutionaries), and cultural revolutions (Chris- \ntian, humanist, and post-Freudian). \n\n\n\n144 \n\n\n\n3471. Cultural Anthropology 3 hours \n\nAn introduction to the study of people and their cultures, using material from \nfolk and modern cultures throughout the world. Emphasis is given to develop- \nment of understanding of culture  its purpose, meaning, and function. \n\n3472. The Sociology of Work and Occupations 3 hours \n\nThis course has three purposes. First, to analyze the means by which non- \neconomic institutions, especially the family, schools, and religious institutions, \ninfluence the formation of \"human capital.\" Second, to study the history and \ncontemporary nature of the professions. And third, to analyze the relationship \nbetween the external control of workers and their internal motivation. \n\n3473. Field of Social Work 3 hours \n\nAn orientation course based on the description and analysis of the historical \ndevelopment of social work and the operation in contemporary society of the \nmany social work activities. Prerequisite: 1471. \n\n3474. Methods of Social Work 3 hours \n\nA study of the methods used in social work in contemporary social work \nactivities. Prerequisite: 3473. \n\n3475. Minority Peoples 3 hours \n\nA study of minority peoples using both the sociological and economic \nperspectives. Although other types are considered, particular attention is focused \non racial and cultural minorities in terms of the prejudice and discrimination they \nreceive and the effect this has on their personalities and ways of life. \n\n3476. Religion and Society..... 3 hours \n\nAn examination of religion as a social institution, its internal development, \nrelationship to other institutions, and its cultural and social significance in \nmodern societies. Special attention will be given to the conflict between spirit and \ninstitution in Christianity; the rise and decline of denominationalism; fundamen- \ntalism and evangelicals past and present; and the modern psychologizing of \nreligion. \n\n3478. Wealth, Status, and Power 3 hours \n\nAn examination of the social stratification of rewards and privileges in \nAmerican society, focusing on the analysis of economic, status and power struc- \ntures; the history of the upper class; institutionalized \"power\" elites; changing \nstatus systems; and the position of minorities. \n\n3479. Literature and Society 3 hours \n\nThis course is a study of social theory in literature and its implications for the \nconduct of life. It will focus on an intensive reading of selected texts from late 19th- \nand 20th-century literature. Literary figures may include Dostoevsky, Conrad, \nKafka, Camus, and others. Not offered regularly. \n\n4471. Field Experience in Social Work 12-15 hours \n\nStudents concentrating in social work are placed with various social work \nagencies in the Atlanta area for on-the-job practicum experience. Successful field \nexperiences have been gained at a variety of settings in recent years, including \nWesley Woods Health Center, West Paces Ferry Hospital, and Kennestone Hospi- \ntal. Prerequisites: 3474 and permission of the instructor and the division chair. \n\n\n\n145 \n\n\n\n4472. Deviance and Social Control 3 hours \n\nAn examination of behaviors which do not conform to moral and legal codes \nand the ways in which societies control such behaviors. Particular emphasis will be \ngiven to American society. The readings will include classic and current analyses. \n\n4473. Senior Seminar in American Studies 3 hours \n\nThis course offers an intensive examination of a selected topic in American \nhistory, politics, culture, or society. Among the subjects may be the relationships \nof religion and politics, American intellectual history, and the development and \ngrowth of national government and politics. \n\n4474. Sociological Theory 3 hours \n\nA study of selected classical and contemporary theorists such as Max Weber, \nEmile Durkheim, Robert Merton, and Erving Goffman, ranging from the mid- \n19th century through the 20th century. Topics may include the rise of capitalism, \ntheories of alienation and anomie, economic and cultural conflict, and modern \nindividualism. Offered every other year. Prerequisites: C272 and 1471. \n\n4475. Seminar in Sociology 1-3 hours \n\nA seminar providing examination and discussion of various topics of contem- \nporary and historical interest in sociology. Prerequisite: Permission of the instructor. \n\n4477. Internship - Sociology 1-6 hours \n\nInternships in sociology are designed to provide students the opportunity to \nacquire valuable experiences in settings in which sociologists work. A faculty \nmember and on-site supervisor provide guidance to the student in selecting \nappropriate activities and achieving specific learning objectives. Successful in- \nternships in recent years have been completed in a variety of settings, including \nthe Georgia Council for Child Abuse, the Methodist Children's Home, and Unisys \nCorporation. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permis- \nsion of the faculty supervisor and qualification for the internship program. \n\n4478. Independent Study in Sociology 1-3 hours \n\nAn intense study of diverse topics under the direct supervision of the \ninstructor. Prerequisite: Permission of the instructor. \n\n4479. Internship -American Studies 3 hours \n\nAn internship is designed to provide a formalized, experiential learning \nopportunity to qualified students. The student and a faculty supervisor negotiate \na learning contract which specifies learning objectives for the internship and \nindices for the evaluation of the student's achievement of these objectives. \nStudents are employed or volunteer in standard work situations with cooperating \nbusiness organizations, governmental departments and agencies, or in other \nprofessional settings. Prerequisite: Permission of the faculty supervisor and \nqualification for the internship program. \n\n\n\n146 \n\n\n\nDivision V \n\nEconomics and \nBusiness Administration \n\n\n\n Data General Game \nl v/iidlock Solutions: 2( \n\n\n\n\n\n\n\nThe Division of Economics and Business Administration offers course work \nleading to the Bachelor of Business Administration and Bachelor of Arts degrees. \nThe Bachelor of Business Administration degree may be earned in the following \nmajors: (1) accounting, (2) business administration, (3) business administration \nand computer science, or (4) economics. The Bachelor of Arts degree is offered \nwith a major in economics. \n\nStudents wishing to earn the Bachelor of Business Administration with a \nmajor in business administration may elect to concentrate in one of the following \nareas: (1) finance, (2) international business studies, (3) management, or (4) \nmarketing. Students also may major in business administration without concen- \ntrating in a specific area. \n\nInterdisciplinary majors may be earned with the following degrees: business \nadministration and behavioral science with a Bachelor of Arts and mathematics \nand computer science with a Bachelor of Science. For more information on the \ninterdisciplinary majors, please refer to the Interdisciplinary Program and Majors \nsection in this Bulletin. \n\nIn addition to core requirements, all students receiving a degree through the \nDivision of Economics and Business Administration, either the Bachelor of \nBusiness Administration or the Bachelor of Arts in Economics, are required to \ncomplete the following courses: \n\n1333 Applied Calculus or 1335 Calculus I \n\n1521 Introduction to Economics \n\n2338 Statistics \n\n2519 Management Science \n\n2540 Introduction to Computer Applications Software \n\n3521 Intermediate Microeconomics \n\n3522 Intermediate Macroeconomics \n\nTwo advanced (usually 3000- or 4000-level) courses taken outside the \nDivision of Economics and Business Administration \nStudents wishing to receive a Bachelor of Business Administration degree \nalso must complete the following courses: \n1510 Business Law I \n\n2530 Principles of Accounting I \n\n2531 Principles of Accounting II \n2560 Management \n\n3191 Advanced Writing for Business and the Professions \n\n3510 Managerial Finance \n\n3550 Marketing \n\n4569 Strategic Management (to be taken in the senior year) \nStudents are responsible for ensuring that they fulfill all requirements of the \nmajor selected. A grade of \"C\" or better must be obtained in each course required \nby the Division of Economics and Business Administration. A course used to fulfill \none requirement cannot be used to fulfill a different requirement. \n\n\n\nAccounting \n\n\n\nThe essence of accounting is measurement and communication. The objec- \ntive is to provide information that is useful to decision-makers who must choose \nbetween economic alternatives. Accordingly, the field focuses on information \n\n\n\n148 \n\n\n\nconcerning economic resources, claims to those resources, and the results of \neconomic activity. The purpose of the major in accounting is to acquaint the \nstudent with this information and to develop the analytic ability necessary to \nproduce it. The student learns to observe economic activity; to select from that \nactivity the events which are relevant to particular decisions; to measure the \neconomic consequences of those events in quantitative terms; to record, classify, \nand summarize the resulting data; and to communicate the information thereby \nproduced in various reports and statements to appropriate decision-makers. \n\nThe major in accounting consists of a coherent sequence of accounting and \nother courses which provide the conceptual foundation and basic skills to begin \na career in accounting practice or to use as an appropriate background for such \nrelated careers as financial services, computer science, management, industrial \nengineering, law and others. Accountants work in public accounting, business, \ngovernment, and non-profit organizations. \n\nMajor \n\nThe courses required of all students pursuing a Bachelor of Business Admin- \nistration degree are the 17 listed above plus Intermediate Accounting I and II, \nCost Accounting, Advanced Accounting, Income Tax Accounting: Individuals, \nAuditing, Business Law II, and one of the following: Income Tax Accounting: \nCorporations, Partnerships, Estates, and Trusts; Accounting Control Systems; or \nDevelopment of Accounting Theory. \n\nMinor \n\nPrinciples of Accounting I and II and three courses from the following are \nrequired for a minor in accounting: Intermediate Accounting I, Intermediate \nAccounting II, Cost Accounting, Income Tax Accounting: Individuals, or Ad- \nvanced Accounting. \n\n2530. Principles of Accounting 1 3 hours \n\nA study of accounting principles, concepts, and the nature of financial \nstatements. Emphasis is placed upon the use of accounting as a device for \nreporting business activity. \n\n2531. Principles of Accounting II 3 hours \n\nA study of the utilization of accounting information in business management, \nwith emphasis upon construction and interpretation of financial statements. \nPrerequisite: 2530. \n\n3532. Intermediate Accounting I 3 hours \n\nA study of the development of accounting theories and their application to \nthe preparation and correction of financial statements, to the measurement of \nperiodic income, to asset acquisition, and to the capital structure of business \ncorporations. Prerequisite: 2531. \n\n3533. Intermediate Accounting II 3 hours \n\nThe study of accounting theory as it relates to the more specialized problems \nof price-level changes, funds, cash flow statements, and related concepts. Prereq- \nuisite: 3532. \n\n\n\n149 \n\n\n\n3534. Cost Accounting 3 hours \n\nA study of the principles and techniques of cost control with concentration \non the structural aspects of cost accounting as a managerial tool and on the \nprocedures involved in solving cost-accounting problems. Prerequisite: 2531. \n\n3535. Income Tax Accounting: Individuals 3 hours \n\nA study of the income tax laws and related accounting problems of individu- \nals. Prerequisite: 2531. \n\n3536. Income Tax Accounting: Corporations, Partnerships, \n\nEstates, and Trusts 3 hours \n\nA study of the income tax laws and related accounting problems of corpora- \ntions and partnerships, with some consideration of estates and trusts. Prerequisite: \n3535. \n\n4534. Internship -Accounting 1-6 hours \n\nAn internship in accounting is designed to provide the student with an \nopportunity to gain valuable experience and additional accounting and interper- \nsonal skills in a supervised business environment. The student, in conjunction \nwith a business faculty member and an on-site internship supervisor, develops \nappropriate activities for achieving specific learning goals. The internship gener- \nally requires the student to work a specified number of hours per week, keep a \nwritten journal of the work experience, have regularly scheduled meetings with \nthe faculty supervisor, and write a research paper dealing with some aspect of the \ninternship. An evaluation is prepared by the on-site internship supervisor. Intern- \nship opportunities are diverse and have included such organizations as Price \nWaterhouse, Georgia Pacific, Deloitte and Touche, and Miller, Ray and Healey. \nGraded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the \nfaculty supervisor and qualification for the internship program. \n\n4535. Advanced Accounting 3 hours \n\nThe application of accounting principles and concepts to specialized busi- \nness situations, including partnerships, mergers, acquisitions, fiduciary \nrelationships, installments, consignments, and foreign exchange. Prerequisite: \n3533. \n\n4536. Accounting Control Systems 3 hours \n\nA study of the procedures involved in the analysis, design, implementation, \nand control of management information systems. Emphasis is on the role of \ninformation systems in business, the tools and techniques used to design informa- \ntion systems, the hardware and software components of computerized information \nsystems, the procedures involved in the development and control of information \nsystems, and the application of information systems to the various transaction \ncycles of the firm. Prerequisites: 2531 and 2540 or 2541 or 2542. \n\n4537. Auditing 3 hours \n\nA study of auditing standards and procedures, use of statistical and other \nquantitative techniques, and preparation of audit working papers, reports, and \nfinancial statements. Emphasis is placed upon the criteria for the establishment \nof internal controls and the effect of these controls on examinations and reports. \nPrerequisites: 2338 and 3533. \n\n\n\n150 \n\n\n\n4539. Development of Accounting Theory 3 hours \n\nA study of the historical development of accounting theory from ancient \ntimes to the present. Course consists of reading, discussions, and reports on \naccounting theory with emphasis on the philosophical aspects of accounting \nrather than technical issues. Prerequisite: 3533. \n\nBusiness Administration \n\nThe business administration curriculum is designed to prepare students for \ncareers as business leaders who will earn their livelihoods by discerning and \nsatisfying people's wants and needs. Success in this endeavor requires (1) the \nability to think independently, (2) knowledge of business terminology and \nbusiness institutions, both domestic and international, and (3) communication \nskills. The ability to think independently is enhanced through study of the courses \nin the core curriculum and through a requirement that each student must \ncomplete advanced work in at least one area of business. Courses in economics \nand the functional areas of business administration introduce the student to \nbusiness institutions, terminology, and methods of inquiry. Required courses in \nAdvanced Writing for Business and the Professions and the capstone course, \nStrategic Management, provide practice in thinking and communicating. \n\nThe program in business administration is also designed to give graduates a \nsolid foundation in the concepts and analysis of business functional areas that will \nbe needed for graduate study. Many graduates go on to receive a Master of \nBusiness Administration degree or a master's degree in a specific business area. \n\nIn addition to preparing students for business careers and graduate school, \nthe program in business administration is valuable preparation for other careers. \nStudents learn administrative skills and methods of inquiry that are applicable in \ngovernmental and non-profit organizations. Since much legal practice involves \nbusinesses and a knowledge of business terminology and institutions, this major \nis an excellent background for the study and practice of law. \n\nThe three required advanced electives may be taken in a specific functional \narea as a concentration or taken in different areas. Concentration requirements \nare listed below. \n\nNote: Some courses listed under concentrations have been offered or are pro- \njected to be offered under the rubric 4595 Special Topics in Business \nAdministration. \n\nFinance \n\n1. Two from the following: \n\n4510 Advanced Managerial Finance \n\n4511 Investments \n\n4595 Bank Management \n\n2. One from the following: \n1511 Business Law II \n\n3532 Intermediate Accounting I \n\n3534 Cost Accounting \n\n3535 Income Tax Accounting: Individuals \n\n3536 Income Tax Accounting: Corporations, Partnerships, Estates, \n\nand Trusts \n\n\n\n151 \n\n\n\n3570 International Business \n\n4520 Public Finance \n\n4521 Money and Banking \nor \n\nA course from the first category of choice not used to fulfill that requirement \n\nInternational Business Studies \n\n1. One from the following: \n3570 International Business \n\n4595 International Business Competitiveness \n\n2. One from the following: \n3527 Economic Development \n4523 International Economics \n\n3. One from the following: \n2223 International Relations \n3169 Japanese Philosophy \n\nA foreign language course at the intermediate level or higher \n\nA course from the first category of choice not used to fulfill that requirement \n\nManagement \n\n1. The following course is required \n4595 Total Quality Management \n\n2. One from the following: \n3570 International Business \n\n4595 Insights to Great Leaders in Action - Biographical Analysis \n4595 Human Resource Management \n4595 Entrepreneurship and Innovation \n4595 International Business Competitiveness \n\n3. One from the following: \n\n2464 Organizational Psychology \n\n3472 The Sociology of Work and Occupations \n\nA course from the second category of choice not used to fulfill that requirement \n\nMarketing \n\n1. Three from the following: \n\n3552 Marketing Communications \n\n4556 Marketing Research \n\n4595 Direct Marketing \n\n4595 Retailing \n\n4595 Marketing Management \n\n4595 Marketing Strategy \n\n4595 Current Issues, Events, and Topics in Business \n\n\n\n152 \n\n\n\nMajor \n\nMajor requirements include the 17 courses required of all students pursuing \nthe Bachelor of Business Administration degree (listed at the beginning of the \nDivision V section) plus three advanced (3000- or 4000-level) courses in business, \naccounting, economics, or computer science. Courses not included as advanced \ncourses are 3523, 3524, 3527, 4526, 4527, 4534, 4539, and 4590. (See also \nconcentration requirements for business administration.) \n\n1510. Business Law I 3 hours \n\nA course designed to give the student an awareness of a limited area of those \naspects of the law which will be needed in day-to-day dealings with the problems \nof business. Special emphasis is placed upon the law of contracts, negotiable \ninstruments, agency, and a study of the Uniform Commercial Code as it applies. \n\n1511. Business Law II 3 hours \n\nA study of partnerships, corporations, sales, bailments, security devices, \nproperty, bankruptcy, and trade infringements. Prerequisite: 1510. \n\n2223. International Relations 3 hours \n\nAn introduction to the great debates about how to explain, conduct, and \nevaluate foreign policy. Particular emphasis is placed on the role of nuclear \nweapons in the contemporary world and the question of why wars do and do not \noccur. Recommended prerequisite: C212. \n\n2338. Statistics 3 hours \n\nThis course includes descriptive and inferential statistics with particular \nemphasis upon parametric statistics, rules of probability, the binomial and normal \ndistributions, confidence intervals, analysis of variance, and regression and \ncorrelation analysis. Prerequisite: 1331 or by examination. \n\n2464. Organizational Psychology 3 hours \n\nOrganizations and the individuals who function within them will be exam- \nined from the perspective of psychological theory and research. Consideration \nwill be given both to broad topics relevant to all organizations, such as communi- \ncation, groups, and leadership, and to topics specific to the work environment, \nsuch as employee selection, training, and evaluation. Prerequisite: C462. \n\n2519. Management Science 3 hours \n\nAn introduction to operations research, model building, optimization, linear \nprogramming, inventory models, and simulation. Major techniques and models \nof quantitative analysis as applied to business are studied. Prerequisites: 1333 or \n1335, 2338 and 2540 or 2541 or 2542. \n\n2560. Management 3 hours \n\nAn introduction to the principles of management and administration. This \ncourse includes leadership, conflict resolution, and the functions of management \nin large and small organizations. \n\n3169. Japanese Philosophy 3 hours \n\nA survey of the development of Japanese philosophy from the fifth century \nA.D. to the present, including the Western influence on Japanese thought since \n1877. Prerequisite: C161. \n\n\n\n153 \n\n\n\n3191. Advanced Writing for Business and the Professions 3 hours \n\nA course for students who have mastered the basic skills and insights of writing \nand who wish to improve their ability to write clear, concise, persuasive expository \nprose. Oral presentations and practice in listening with accuracy constitute \nanother element of the course. Weekly writing assignments. Prerequisites: C191 \nand one year-long literature sequence. \n\n3464. Psychology of Leadership 3 hours \n\nThe concept of leadership will be explored within the context of psychologi- \ncal research and theory. Students will be invited to examine a variety of approaches \nto leadership and to analyze them critically. Activities that foster the development \nof effective leadership abilities and strategies will be an important component of \nthe course. Prerequisite: C462. \n\n3472. The Sociology of Work and Occupations 3 hours \n\nThis course has three purposes. First, to analyze the means by which non- \neconomic institutions, especially the family, schools, and religious institutions, \ninfluence the formation of \"human capital.\" Second, to study the history and \ncontemporary nature of the professions. And third, to analyze the relationship \nbetween the external control of workers and their internal motivation. \n\n3510. Managerial Finance 3 hours \n\nA study of the basic principles of organizational finance and its relation to \nother aspects of business management and to the economic environment within \nwhich the firm operates. Attention is given to basic financial concepts, techniques \nof financial analysis, sources of funding, asset management, capital budgeting \nfundamentals, capital structure, cost of capital, time value of money, and financial \ndecision-making under conditions of uncertainty. Prerequisites: 1521 and 2531. \n\n3550. Marketing 3 hours \n\nA course concerned with the policies and problems involved in the operation \nof market institutions. The course examines broad principles in the organization \nand direction of the marketing function and analytical aspects of marketing and \nconsumer behavior. Prerequisites: 1521 and 2531. \n\n3552. Marketing Communications 3 hours \n\nPrinciples, concepts, and practices relating to the various kinds of communi- \ncations employed to disseminate information about products and services to \npotential buyers. Communication methods to be studied include advertising, \npersonal selling, sales promotion, and public relations. The behavioral aspects of \nboth messages and media will be explored. Prerequisite: 3550. \n\n3570. International Business 3 hours \n\nThis course is designed to acquaint the student with the problems encoun- \ntered in conducting business outside one's own country and to provide a basis for \nevaluating the impact on business activities of changing economic, political, and \ncultural factors. Cases will be used throughout the course to give the student \nexperience with the problems and advantages of doing business across national \nfrontiers. A cultural diversity simulation game also will be used. Prerequisite: 2560. \n\n\n\n154 \n\n\n\n4510. Advanced Managerial Finance 3 hours \n\nA continuation of Managerial Finance, topics in this course will include \ncapital budgeting, intermediate and long-term funding, current asset manage- \nment, working capital management and dividend policy. Case studies will be used \nto emphasize actual business situations and to focus on the comprehensive \nfinancial management of the firm. Prerequisite: 3510. \n\n4511. Investments 3 hours \n\nAn introduction to the environment in which investment decisions are made. \nTopics explored will include efficient markets, the capital asset pricing model, \nterm structure of interest rates, risk versus return, and performance measures. \nAlthough the emphasis will be on stocks and bonds, other investments will be \ndiscussed. Prerequisite: 3510. \n\n4556. Marketing Research 3 hours \n\nIncluded are the following: types of research, the research process, research \ndesign, sampling procedures, data collection methods, data analysis, and prepa- \nration of research findings. Prerequisites: 2338, 3550, and 2540 or 2541 or 2542. \n\n4569. Strategic Management 3 hours \n\nAn interdisciplinary approach to management decision-making with empha- \nsis on strategic planning. Cases are used extensively. Prerequisites: 2560, 35 10, and \n3550. \n\n4590. Internship - Business Administration 1-6 hours \n\nAn internship in business administration is designed to provide the student \nwith an opportunity to gain valuable experience and additional business and \ninterpersonal skills in a supervised business environment. In conjunction with a \nbusiness faculty member and an on-site internship supervisor, the student devel- \nops appropriate activities for achieving specific learning goals. The internship \ngenerally requires the student to work a specified number of hours per week, keep \na written journal of the work experience, have regularly scheduled meetings with \nthe faculty supervisor, and write a research paper dealing with some aspect of the \ninternship. An evaluation is prepared by the on-site internship supervisor. Intern- \nship opportunities are diverse and have included such organizations as Wal-Mart \nStores, Inc., Zoo Atlanta, Scientific Atlanta, and the Georgia Department of \nIndustry and Trade. Graded on a satisfactory/unsatisfactory basis. Prerequisites: \nPermission of the faculty supervisor and qualification for the internship program. \n\n4595. Special Topics in Business Administration 3 hours \n\nAn intense study of diverse topics under the direct supervision of the \ninstructor. Such courses have been International Business Competitiveness, Total \nQuality Management, Insights to Great Leaders in Action - Biographical Analysis, \nHuman Resource Management, and Current Issues, Events, and Topics in Busi- \nness. Prerequisite: Permission of the chair of the division. \n\nBusiness Administration and Behavioral Science \n\nFor a complete description of the interdisciplinary major in Business Admin- \nistration and Behavioral Science, please see the Interdisciplinary Programs and \nMajors section of this Bulletin. \n\n\n\n155 \n\n\n\nBusiness Administration and Computer Science \n\nFor a complete description of the interdisciplinary major in Business Admin- \nistration and Computer Science, please see the Interdisciplinary Programs and \nMajors section of this Bulletin. \n\nComputer Science \n\nMinor \n\nA minor in computer science consists of five computer science courses, one \nof which must be Principles of Computer Programming. \n\n2540. Introduction to Computer Applications Software 3 hours \n\nThis course introduces the student to the major types of computer applica- \ntions software, including word processing, electronic spreadsheets, database \nmanagement, graphics, and communications. A predominant emphasis is on the \nconstruction of significant applications systems, including custom programming. \nThe student will use microcomputer software such as WordPerfect, Lotus 1-2-3, \nand dBase. \n\n2541. Introduction to Computer Science 3 hours \n\nThis course introduces the student to the basic concepts of electronic data \nprocessing equipment, computer programming, and applications. It is intended \nprimarily for students who do not plan further study in computer science. The \nsuccessful student will become proficient in problem-solving techniques and \nalgorithm construction using the BASIC programming language. Examples are \ndrawn from business, science, and other fields. \n\n2542. Principles of Computer Programming  3 hours \n\nIn this course the student will be introduced to the fundamental techniques \nof problem-solving and algorithm development within the context of the Pascal \nprogramming language. The student will design and complete several substantial \nprogramming projects, most having a significant mathematical orientation. Pre- \nrequisite: 1331 or by examination. \n\n3542. Introduction to Data Structures 3 hours \n\nAda language constructs are used to introduce the student to the important \nconcepts of static and dynamic data representation, which, along with effective \nalgorithm development, are essential components of successful computer pro- \ngramming. Topics include arrays, records, files, pointers, linked lists, stacks, \nqueues, trees, graphs, and implementation procedures. Students also will study \nsorting and searching techniques. Prerequisite: 2542. \n\n3544. Principles of File Processing 3 hours \n\nThis course provides an accelerated introduction to the COBOL language \nand to standard techniques for managing data in computer files. Students will use \nCOBOL to program solutions to problems which arise predominantly, though not \nexclusively, in business environments and which involve file updating, merging \nand searching, and report generation. Sequential, relative, and indexed files will \nbe emphasized, in addition to elementary concepts of database management. \nPrerequisite: 2542. \n\n\n\n156 \n\n\n\n4540. Introduction to Systems Programming 3 hours \n\nThis course introduces the advanced computer science student to fundamen- \ntal concepts of computer systems programming. Attention is given to the \ndevelopment of input and output routines, associated data structures and algo- \nrithms, and the construction of systems libraries, using the C programming \nlanguage. Major programming projects in C will be at the level of designing and \nwriting a simple machine emulator, and developing an assembler for that ma- \nchine. Prerequisite: 2542. \n\n4541. Assembly Language and Computer Architecture 3 hours \n\nThe student will be given a concentrated introduction to 8088 assembly \nlanguage programming and microcomputer architecture. Topics include struc- \ntured programming, control structures, object library maintenance, macro \nprogramming, interrupts, buses, memory management, input/output, and inter- \nfacing with high-level languages. Prerequisite: 2542. \n\n4546. Internship - Computer Science 1-6 hours \n\nAn internship in computer science is designed to provide the student with an \nopportunity to gain valuable experience and additional computer science and \ninterpersonal skills in a supervised organizational environment. In conjunction \nwith a business faculty member and an on-site internship supervisor, the student \ndevelops appropriate activities for achieving specific learning goals. The intern- \nship generally requires the student to work a specified number of hours per week, \nkeep a written journal of the work experience, have regularly scheduled meetings \nwith the faculty supervisor, and write a research paper dealing with some aspect \nof the internship. An evaluation is prepared by the on-site internship supervisor. \nInternship opportunities are diverse and have included such organizations as \nIBM, SunTrust Bank, and the Centers for Disease Control. Graded on a satisfac- \ntory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and \nqualification for the internship program. \n\nEconomics \n\nEconomics is a way of thinking based on the premise that individuals make \ndecisions that advance their own interests. From this premise, economics attempts \nto understand individual behavior and the social order that results from the \ninteraction of many individual decision-makers. Finally, economics involves evalu- \nation of the resulting social order. \n\nThe three aspects of economic study are related to citizenship and careers. \nFirst, the attempt to predict individual behavior results in the derivation of several \neconomizing principles that are useful in business practice. Second, much of the \ninteraction of individuals is in the form of exchanges in markets. Knowledge of \nhow markets function is helpful both to business people and voters who will make \ndecisions about such market-related economic matters as taxes, interest ceilings, \nminimum wages, and public utility rates. Third, the practice in evaluating \ndifferent social orders leads students to replace their unschooled opinions about \ncomplex situations with disciplined thought. This practice should be of service to \nthose planning careers in business, law, politics, government, or religion. \n\n\n\n157 \n\n\n\nMajor (BBA) \n\nThe 17 courses listed at the beginining of the Division V section and five \nelectives in economics are required of all students pursuing the Bachelor of \nBusiness Administration degree. \n\nMajor (BA) \n\nThe first nine courses listed at the beginning of the Division V section and five \nelectives in economics are required of all students pursuing the Bachelor of Arts \ndegree. Two advanced electives also must be taken in accounting, business, \nhistory, politics, sociology, psychology, mathematics, computer science, or \nphilosophy. \n\nMinor \n\nIntermediate Macroeconomics, Intermediate Microeconomics or History of \nEconomic Thought, and three economics electives are required for a minor in \neconomics. \n\n1521. Introduction to Economics , 3 hours \n\nThis course is designed to familiarize the student with basic economic \nconcepts. The student will be introduced to a few key economic principles that can \nbe used in analyzing various economic events. The material will include a history \nof economic thought, monetary and financial economics, and supply and demand \nanalysis. \n\n3521. Intermediate Microeconomics 3 hours \n\nAn intensive study of the behavior of the consumer and the firm, problems of \nproduction and distribution, and the structure of markets. Attention is given to \nthe effects of price and income changes on product demand and factor supply, the \nuse of forecasts, and the study of quantitative analysis of price and product policies \nin various market structures. Prerequisites: 1521 and 1333 or 1335. \n\n3522. Intermediate Macroeconomics 3 hours \n\nA comprehensive survey of aggregate economic analysis; the theory and \nmeasurement of national income and employment; price levels; business fluctua- \ntions; monetary and fiscal policies; and economic growth. Prerequisites: 1521 and \n1331, or 1333, or 1335. \n\n3523. United States Economic History 3 hours \n\nA study of the origin and growth of the American economic system; develop- \nment of an historical basis for understanding present problems and trends in the \neconomy. Prerequisite: 1521. \n\n3524. History of Economic Thought 3 hours \n\nA study of the major writers and schools of economic thought, related to the \neconomic, political, and social institutions of their times; the Medieval, Mercan- \ntilist, Physiocrat, Classical, Marxist, Historical, Neoclassical, Institutionalist, \nKeynesian, and post-Keynesian schools. Prerequisites: 1521 and C161. \n\n3527. Economic Development 3 hours \n\nA study of the economic, social, and political factors that account for the \ncontrast between the economic stagnation in much of the world and the history \nof steadily rising income in the U.S., Europe, and Japan. Prerequisite: 1521. \n\n\n\n158 \n\n\n\n4521. Money and Banking 3 hours \n\nThe nature and development of the monetary and credit system of the United \nStates; the functions and activities of financial institutions; commercial banking; \nthe Federal Reserve System. Emphasis is upon the relationship between money \nand employment, prices, income, and interest rates. Prerequisites: 3521 and 3522. \n\n4522. Labor Economics 3 hours \n\nThe history, theory, and practices of the American Labor movement. A study \nof labor organizations as economic and social institutions, including a survey of \nthe principles and problems of union-management relationships encountered in \ncollective bargaining and in public policies toward labor. Prerequisites: 3521 and \n3522. \n\n4523. International Economics 3 hours \n\nA study of international trade and finance; regional specialization; national \ncommercial policies; international investments; balance of payments; foreign \nexchange; foreign aid policies; and international agreements on tariffs and trade. \nPrerequisites: 3521 and 3522. \n\n4525. Public Finance 3 hours \n\nAn analysis of the impact of federal, state, and local government expendi- \ntures, revenues, debt management, and budgeting on the allocation of resources, \nthe distribution of income, the stabilization of national income and employment, \nand economic growth. Expenditure patterns, tax structure, microeconomic and \nmacroeconomic theories of public expenditures and taxation will be examined. \nPrerequisites: 3521 and 3522. \n\n4526. Internship - Economics 1-6 hours \n\nAn internship in economics is designed to provide the student with an \nopportunity to gain valuable experience and additional economic analysis and \ninterpersonal skills in a supervised organizational environment. In conjunction \nwith a business and economics faculty member and an on-site internship supervi- \nsor, the student develops appropriate activities for achieving specific learning \ngoals. The internship generally requires the student to work a specified number \nof hours per week, keep a written journal of the work experience, have regularly \nscheduled meetings with the faculty supervisor, and write a research paper dealing \nwith some aspect of the internship. An evaluation is prepared by the on-site \ninternship supervisor. Internship opportunites are diverse and have included \nsuch organizations as IBM, the Federal Reserve Bank of Atlanta, the Japanese \nExternal Trade Organization, the Washington Center, and Merrill Lynch. Graded \non a satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty \nsupervisor and qualification for the internship program. \n\n4527. Independent Study in Economics 1-3 hours \n\nSupervised research on a selected topic. Prerequisite: Permission of the \ninstructor. \n\n4528. Special Topics in Economics 3 hours \n\nAn intense study of diverse topics under the direct supervision of the \ninstructor. Prerequisite: Permission of the instructor. \n\n\n\n159 \n\n\n\nInternational Studies \n\n\n\nFor a complete description of the interdisciplinary major in International \nStudies, please see the Interdisciplinary Programs and Majors section of this \nBulletin. \n\nMathematics and Computer Science \n\nFor a complete description of the interdisciplinary major in Mathematics and \nComputer Science, please see the Interdisciplinary Programs and Majors section \nof this Bulletin. \n\n\n\n160 \n\n\n\nDivision VI \n\nEducation  Undergraduate and \nGraduate \n\n\n\n\nUndergraduate Programs in Education \n\nEducation provides courses leading to the Bachelor of Arts in elementary and \nsecondary education, with elementary concentrations in early childhood (PK-5) \nand middle grades education (4-8). Programs in secondary education (7-12) \ncombine an undergraduate major in English, history, mathematics, or science \n(biology, chemistry, physics) with teacher certification. The teacher-preparation \ncurricula are fully approved by the Department of Education of the State of \nGeorgia; successful program completion is necessary to obtain a teaching certifi- \ncate. Students desiring certification in other states should secure information \nfrom those states. \n\nAdmission to the Teacher Education Program \n\nCompletion of the Teacher Education Program requires the following steps: \n\n1 . Admission to the Teacher Education Program. Apply as a second-semester \nsophomore or, for transfer students, as soon as possible after transferring. \n\n2. Completion of a pre-teaching experience  \"September Experience.\" \nApply for placement by March 1 of the sophomore year. \n\n3. Completion of Student Teaching. Apply for spring placement by October \n1, fall placement by March 1. \n\n4. Completion of the entire approved program as found on the following \npages. Professional courses should be completed according to the sequence \nlisted in the approved program; detailed programs may be obtained from \nthe education advisers. \n\n5. Pass the Georgia State Teacher Certification Test and submit scores to the \nDivision of Education. \n\nAdmission to Oglethorpe University does not admit a student to the Teacher \nEducation Program. A person doing satisfactory academic work and approved by \nthe Teacher Education Council is admitted. Once admitted, the student's progress \nand record are subject to regular review by the adviser, other professors, and the \nTeacher Education Council. Students with observed deficiencies in English or \ntheir subject field will be required to correct them before student teaching. No \nstudent on academic probation will be scheduled for student teaching until such \nprobation is removed. \n\nAdmission to the program may be granted during the second semester of the \nsophomore year (or as early as possible thereafter) and requires a cumulative \ngrade-point average of not less than 2.5 for all college work. Before placement for \nstudent teaching can be approved the student must show evidence of good moral \ncharacter, emotional stability and physical stamina, a desire to work with children \nand/or youth, a grade of at least \"C\" in Analytical Writing and in all professional \nand teaching field courses, satisfactory field experiences, and a cumulative grade- \npoint average of not less than 2.5 or better on all work taken at Oglethorpe. The \nstudent's record is subject to regular review from the time of admission to the \nprogram. \n\nCompletion of the approved program is one of two required steps toward \nteacher certification in Georgia. Students also have to demonstrate competency \nin the subject field by making a satisfactory score on a state administered Teacher \nCertification Test. \n\n\n\n162 \n\n\n\nApproved programs leading to teacher certification in Georgia are described \nin the following sections. All approved programs include the requirements for \nmeeting core requirements at Oglethorpe. They may require more general \neducation than is required to meet the core requirements for graduation. \n\nEarly Childhood Education Major \n\nThe early childhood education major focuses on teaching in grades pre- \nkindergarten through five. In addition to general education core requirements, \nAmerican History to 1865 and American History Since 1865 must be included. \nStudents should take Introduction to Education during the freshman or sopho- \nmore year. Program requirements for early childhood education are available \nfrom any education faculty member and must be followed closely to avoid \nscheduling problems in completion of the degree requirements. The program \nincludes professional education and methods courses in all content areas and \nculminates in student teaching. \n\nMiddle Grades Education Major \n\nThe middle grades education major focuses on teaching in grades four \nthrough eight. In addition to general education core requirements, American \nHistory to 1865 and American History Since 1865 must be included. Students \nshould take Introduction to Education during the freshman or sophomore year. \nProgram requirements for middle grades education are available from any \neducation faculty member and must be followed closely to avoid scheduling \nproblems in completion of the degree requirements. The program includes \nprofessional education courses, methods courses in five basic content areas, and \ntwo concentrations of 15 and 12 semester hours each. \n\nSecondary Teacher Certification With Degree in a \nSubject Major \n\nStudents seeking secondary education certification must apply for admission \nto the Teacher Education Program. It is essential that the student confer with an \neducation faculty member in addition to his or her subject field adviser to plan a \nschedule that fulfills the certification requirements. \n\nStudents who desire secondary (grades 7-12) teacher certification in addition to \na major in English, history, mathematics, biology, chemistry, or physics will take the \nfollowing professional education courses: Introduction to Education, Child and \nAdolescent Psychology, Secondary Curriculum, Educational Psychology, The Ex- \nceptional Child, Secondary Methods, Educational Media, and Student Teaching. \n\nEnglish \n\nIn addition to the English major requirements, students need: \n3150 Introduction to Linguistics \n361 1 Teaching of Reading or \n\n4636 Reading in the Content Areas \n\n\n\n163 \n\n\n\nHistory \n\nStudents are required to take all courses listed below as part of the history \nmajor: \n\n2216 American History to 1865 \n\n2217 American History Since 1865 \n3218 Georgia History \n\nMathematics \n\nIn addition to the mathematics major requirements, students need: \n2334 College Geometry \n2338 Statistics \nOne additional computer science course \n\nScience - Biology, Chemistry, and Physics \n\nNo additional content courses are required beyond the major. \n\nPost-baccalaureate Teacher-Certification \n\nThe post-baccalaureate teacher-certification program is designed for persons \nwho have completed a bachelor's degree in a discipline other than education. \nThis non-degree program leads to certification in early childhood (PK-5) , middle \ngrades (4-8), or the secondary (7-12) teaching fields of English, history, math- \nematics, biology, chemistry or physics. \n\nRequirements for admission to the post-baccalaureate teacher certification \nprogram include a cumulative grade-point average of not less than 2.5 or better \nand admission to the Teacher Education Program as described above. \n\nEach post-baccalaureate student will meet with his or her adviser to plan an \nindividual course of study relating Oglethorpe's program to the requirements for \nteacher certification in Georgia. Students seeking secondary certification must \nmeet the course requirements for the major and receive a satisfactory score on a \nstandardized test in their major. Course work will be taken at the undergraduate \nlevel; however, students seeking certification in early childhood or middle grades \nmay take a maximum of three courses at the graduate level if they are to be applied \ntoward a master's degree. \n\nAdditional courses may be required to complete state subject area require- \nments at the secondary level. \n\nPlease inquire with the Business Office for current fee information. \n\n\n\nCourse Descriptions \n\n\n\n2611. Teaching of Health and Physical Education 3 hours \n\nThis course is designed to introduce the student to health education and \nphysical education activities in the pre-kindergarten to fifth grades. A study is \nmade of procedures and content in the development of both programs; emphasis \nis on the appraisal of pupil needs and interests. Offered fall semester. Prerequisite: \nSophomore standing. \n\n\n\n164 \n\n\n\n3611. Teaching of Reading 3 hours \n\nThis course includes methods of teaching reading used in developmental \nreading programs from emergent literacy through the middle grades (or second- \nary, as needed) and methods of teaching literature. Special emphasis is given to \nwhole language teaching. Experience in schools is included. Offered spring \nsemester. Prerequisite: Admission to the Teacher Education Program. \n\n3612. Teaching of Language Arts 3 hours \n\nThis course deals with materials and procedures appropriate for the develop- \nment of the skills necessary for effective oral and written communication for \nstudents in pre-kindergarten through the middle grades. Offered fall semester. \nPrerequisite: Admission to the Teacher Education Program. \n\n3613. Teaching of Social Studies 3 hours \n\nThe main foci of this course are the development of a teaching unit and the \nacquisition of skills, methods, and materials necessary for the preparation of social \nstudies teachers. The unit plan emphasizes the integration of social studies with \nother academic disciplines. Students plan and teach one or more social studies \nlessons in a designated classroom setting. Offered spring semester. Prerequisite: \nAdmission to the Teacher Education Program. \n\n3614. Teaching of Mathematics 3 hours \n\nA course designed to prepare teachers to plan and teach PK-5 or 4-8 \nmathematics. Experience in the schools is included. Offered fall semester. \nPrerequisite: Admission to the Teacher Education Program. \n\n3615. Teaching of Science 3 hours \n\nExamines the rationale for teaching science to elementary children. Cur- \nricula, teaching skills, and methods are studied. Students participate in a simulated \nteaching experience. Offered spring semester. Prerequisite: Admission to the \nTeacher Education Program. \n\n3617. Teaching of Music 3 hours \n\nA study of the fundamentals of music education, including methods and \nmaterials appropriate for teaching music in the public schools. Experience in the \nschools is included. Offered spring semester of odd-numbered years. Prerequi- \nsite: Admission to the Teacher Education Program. \n\n3618. Teaching of Art 3 hours \n\nThis course is designed to introduce the early childhood student to art media, \ntechniques, and materials. Through an understanding of such media the student \nwill learn how to implement art as an integrated early childhood curriculum. \nExperience in the schools is required. Offered fall semester. Prerequisite: Admis- \nsion to the Teacher Education Program. \n\n3621. Introduction to Education 3 hours \n\nA study of the historical development, philosophy, and social issues underly- \ning the American educational system and the teaching profession. Provision is \nmade for regular classroom observation by the student in public schools of the \nAtlanta area. Offered fall and spring semesters. \n\n\n\n165 \n\n\n\n3622. Secondary Curriculum 3 hours \n\nThis course examines the nature and goals of secondary education and the \nstudy of various secondary curricula and curriculum theories. Students develop \nsecondary lesson plans and a unit. Special methods in the specific certification \nfields are included. Provision is made for students to observe classrooms in the \nAtlanta area. Offered fall semester. Prerequisite: Admission to the Teacher \nEducation Program. \n\n3632. Teaching of Geography 3 hours \n\nThis course focuses on concepts, methods, and materials for teaching geog- \nraphy in grades PK-1 2. In addition to coverage of human-environment interaction, \nattention will be given to the development and practice of skills in geography. \nOffered spring semester and every other summer session. \n\n3640. The Teacher as Writer 3 hours \n\nThis course is designed to give future teachers an opportunity to engage in \nthe writing process in order to conceptualize, write, and submit for publication a \npiece of writing related to an academic or professional interest. An important \nfeature of the course will be the creation of a community of writers within the class. \nOffered spring semester of even-numbered years. Prerequisites: C191 and permis- \nsion of the instructor. \n\n3641. Introduction to Early Childhood Education 3 hours \n\nThis course is designed to acquaint the student with various types of programs \nprovided for young children. Theories of early childhood education and social/ \ncultural issues will be discussed. Provision is made for observation by students in \nvarious early childhood programs in the Atlanta area. Offered spring semester. \n\n3642. Methods and Materials in Early Childhood Education. 3 hours \n\nThe emphasis of this course is on the development of materials and strategies \nnecessary for achieving teaching objectives in early childhood education. A field- \nbased component is included. Offered fall semester. Prerequisite: Admission to \nthe Teacher Education Program. \n\n3643. Nature and Needs of the Middle Grades Learner 3 hours \n\nThis course relates the characteristics and development of the middle grades \nlearner to the rationale, organization, teaching methods, and curriculum of the \nmiddle school. A field-based component is included. Offered spring semester. \nPrerequisite: Admission to the Teacher Education Program. \n\n4612. Elementary Student Teaching and Seminar 3 hours \n\nA course requiring full-time participation in a school in the Atlanta area \nunder the supervision of a qualified supervising teacher. This is designed to \npromote gradual introduction to responsible teaching, including participation in \nthe teacher's usual extracurricular activities. A seminar on the University campus \nat designated times during the student-teaching period is part of the course. \nOffered fall and spring semesters. Prerequisites: Approval and completion of \nSeptember Experience, completion of all other course requirements for the \nTeacher Education Program, and a passing score on the Georgia State Teacher \nCertification test. \n\n\n\n166 \n\n\n\n4616. Children's Literature 3 hours \n\nA study of children's literature which includes response to literature, theory \nand research on teaching literature, and evaluation of books for classroom use. \nWithin each genre, students read and critique books appropriate for the age level \nthey intend to teach. Offered fall semester of even-numbered years. Prerequisite: \nJunior standing. \n\n4621. Educational Media 3 hours \n\nTaken concurrently with student teaching, this course will include topics such \nas the operation of equipment and the production and use of media in the \nclassroom. Particular emphasis will be placed on the computer and video. A unit \nis developed for use during student teaching. Offered fall and spring semesters. \nPrerequisites: Admission to the Teacher Education Program and placement in \nstudent teaching. \n\n4622. Secondary Methods 3 hours \n\nThis course helps prospective teachers attain a clearer view of the contempo- \nrary educational system at work. The main focus is the development of various \nmethods and the acquisition by the student of a variety of instructional skills. \nTopics such as classroom management, student motivation, and teacher creativity \nare explored. Field experiences and classroom teaching activities are included. \nOffered spring semester. Prerequisite: Admission to the Teacher Education \nProgram. \n\n4623. Educational Psychology 3 hours \n\nA study of learning theory and its application to such problems as classroom \nmanagement, the organization of learning activities, understanding individual \ndif- ferences, and evaluating teaching and learning. Emphasis is given to factors \nwhich facilitate and interfere with learning. Offered fall and spring semesters. \nPrerequisite: Admission to the Teacher Education Program or permission of the \ninstructor. \n\n4624. Secondary Student Teaching and Seminar 12 hours \n\nA course requiring full-time participation in a school in the Atlanta area \nunder the supervision of a qualified supervising teacher. This is designed to \npromote gradual introduction to responsible teaching, including participation in \nthe teacher's usual extracurricular activities. A seminar on the University campus \nat designated times during the student-teaching period is part of the course. \nOffered fall and spring semesters. Prerequisites: Approval and completion of \nSeptember Experience and completion of all other course requirements for the \nTeacher Education Program. \n\n4625. The Exceptional Child 3 hours \n\nThis course is designed to assist regular classroom teachers in the identifica- \ntion and education of children who have special needs. Students will learn about \neducational approaches for use with both normal and special learners, and \nmethods of diagnostic teaching. Offered fall semester and summer session. \nPrerequisites: Senior standing, admission to the Teacher Education Program, \nand/or permission of the instructor. \n\n4629. Special Topics in Education T.B.A. \n\nContent to be determined; course may be taken for credit more than once. \n\n\n\n167 \n\n\n\n4636. Reading in the Content Areas 3 hours \n\nEmphasizes techniques for developing proficiency in reading in content \nfields; study skills and rate improvement will be included. Course requirements \nand content will be consistent with needs of upper elementary and secondary \nteachers. This course is recommended as the reading methods course for English \neducation majors. Offered fall semester of odd-numbered years. Prerequisite: \nAdmission to the Teacher Education Program. \n\n4651. Topics in Mathematics 3 hours \n\nEmphasizes content of contemporary interest in middle grades mathematics. \nOffered fall semester of odd-numbered years. Prerequisite: Admission to the \nTeacher Education Program or permission of the instructor. \n\n4652. Topics in Science 3 hours \n\nEmphasizes content and teaching methods for middle grades science. Of- \nfered fall semester of even-numbered years. Prerequisite: Admission to the \nTeacher Education Program or permission of the instructor. \n\n4654. Computers in the Classroom: Applications 3 hours \n\nApplications commonly used by teachers for production, management, and \ninstruction are introduced and used in an educational context. Included are word \nprocessing, outliners, databases, spreadsheets, and graphics. All applications \nselected are for the Macintosh or Apple II series computers. Offered summer \nsession of even-numbered summers. \n\nGraduate Programs in Education \n\nAll graduate work is administered by the Education Division, which is \ngoverned by the Teacher Education Council under the policies of the University. \nThe Teacher Education Council is the policy-making body chosen from the \nfaculty and administration, under the leadership of the chair of the Education \nDivision. \n\nThe purposes of the graduate program are to provide well-qualified students \nwith the opportunity to obtain a master's degree, and to provide members of the \nteaching profession with the opportunity to enhance their competencies and \nknowledge in the area of elementary education. Inherent in the guiding philoso- \nphy is the assumption that graduate study includes more than the passing of \nprescribed courses and the meeting of minimum requirements. All students who \nreceive graduate degrees must possess a broad knowledge of the literature of their \nfield of study, be capable of sustained study, exhibit the power of independent \nthinking, and possess reasonable knowledge of the techniques of research. \n\nOglethorpe University offers a program leading to the Master of Arts degree \nin either early childhood education or middle grades education. Graduates are \neligible for T5 certification in Georgia. A minimum of 25 percent of the courses \nused to meet degree requirements will contain a field-based component. \n\nCompletion of the master's program requires the following steps: \n\n1. Full admission to the graduate program. \n\n2. Admission to candidacy; apply after completion of 12 semester hours \ngraduate credit at Oglethorpe. \n\n\n\n168 \n\n\n\n3. Satisfactory completion of a comprehensive final examination. Apply \nafter completion of all required courses but not sooner than one semester \nprior to expected graduation. \n\n4. Completion of 36 semester hours approved credit. Application for \ngraduation should be made in the Registrar's Office by mid-October prior \nto graduation the following May or August. \n\nAdmission \n\nUpon recommendation of the chair of the Education Division and approval \nby the Teacher Education Council, a person holding a bachelor's degree in an \napproved field of education from an accredited college or university may be \nadmitted to the graduate program. In addition to general requirements pre- \nscribed, the applicant must submit transcripts of all previous work completed; \nsatisfactory scores on either the Graduate Record Examination (verbal and \nquantitative), the National Teacher Examination (core battery), or the Miller \nAnalogies Test; two recommendations (form provided) from previous colleges \nattended and/or employers; a copy of valid teaching certificate; and, when \ndeemed necessary, take validating examinations or preparatory work. Students \nwho do not have a Georgia T4 certificate in either early or middle grades must \ncontact the Graduate Admission Counselor regarding evaluation prior to admis- \nsion. Candidates not previously prepared for teaching must meet requirements \nfor first professional certification before completing requirements for the master's \ndegree. \n\nApplication forms may be obtained from the Admissions Office of the \nUniversity. Completed forms should be returned to the Admissions Office as soon \nas possible but at least 20 days prior to the semester in which the applicant expects \nto enroll. These forms should be accompanied by a $25 application fee (non- \nrefundable). All material (completed forms, fee, transcripts, and test scores) \nshould be sent directly to the Admissions Office, Oglethorpe University, 4484 \nPeachtree Road N.E., Atlanta, Georgia 30319-2797. \n\nIf an applicant does not choose to enter the graduate program in the semester \nindicated on the application, the applicant should notify the Office of Admissions \nof the change and indicate a new date of entrance, if applicable. Otherwise, the \noriginal admission will be canceled, the file discontinued, and a new application \nmay be required for admission at a later date. \n\nAdmission to the graduate program does not imply ultimate acceptance as a \ncandidate for an advanced degree. For admission to candidacy, see the section \nAdmission to Candidacy. \n\nClassification \n\nStudents may be admitted to the graduate program under any one of the \nfollowing classifications: \n\nRegular. A student who has a cumulative grade-point average of not less than \n2.5 on a 4.0 scale, satisfactory scores on the GRE, NTE, or MAT, and the \nrecommendation of the chair of the Education Division, and who has completed \nall prerequisites required for admission may be admitted as a regular graduate \nstudent. \n\n\n\n169 \n\n\n\nGraduate Applicant. Requirements for admission as a graduate applicant are \nthe same as for regular admission. A student would apply in this category if he or \nshe planned on pursuing a graduate degree but for some reason was unable to \ncomplete the admission file before the start of the semester. Persons admitted as \ngraduate applicant students may be credited a maximum of 12 semester hours \ntoward the Master of Arts degree while awaiting full admission to the program. \n\nA senior within six semester hours of completing requirements for the \nbachelor's degree may be permitted to enroll in courses for graduate credit \nprovided that: (1) the student has the permission of the chair of the Education \nDivision; (2) the student is otherwise qualified for admission to graduate study \nexcept for the degree; and (3) the total load in a semester would not exceed 15 \nsemester hours. Under no circumstances may a course be used for both graduate \nand undergraduate credit. \n\nUnclassified (Non-degree seeking). The student must present transcripts and \nverification of an undergraduate degree in education, including satisfactory \ncompletion of student teaching. Students applying in this category would be \nrenewing a certificate or taking classes for personal enrichment. Up to six \nsemester hours of credit earned by a student in this category may be counted \ntoward the degree only if the student is admitted to the Graduate Education \nProgram and the chair of the Education Division approves. \n\nTransient. A student in good standing in another recognized graduate school \nwho wishes to enroll in the graduate program of Oglethorpe University and who \nplans to return thereafter to the former institution may be admitted as a transient \ngraduate student. In lieu of full transcripts and regular applications the student \nmust submit a transient student application form completed by the graduate dean \nlisting specific courses to be taken for credit. Any student admitted on this basis \nshould understand that registration terminates upon the completion of the work \nauthorized by the degree-granting institution. If later electing to seek a degree \nfrom Oglethorpe University, the student must make formal application for \nadmission and may petition to have credit earned as a transient student applied \ntoward the degree at the University. \n\n\n\nAdmission to Candidacy \n\n\n\nApplication for admission to candidacy for the Master of Arts degree must be \nfiled with the chair of the Education Division after the student has 12 semester \nhours of graduate study at Oglethorpe University. Admission to candidacy would \nbe given or refused following an examination of the overall work of the student \nand careful review of the work completed at Oglethorpe. Notice of action taken \non application for admission to candidacy will be given in writing to the student \nand to the student's adviser. The student seeking the Master of Arts degree must \nfurnish proof to the chair of the Education Division or to the Graduate Admission \nCounselor of eligibility for first professional certification or include appropriate \nmake-up work in the program. \n\nResidence. At least 30 semester hours of graduate work must be completed \non campus. \n\n\n\n170 \n\n\n\nTime Limit. In any graduate program all work (including the comprehensive \nexamination) must be completed within a six-year period. It is expected that the \nstudent will complete the program with reasonable continuity. \n\nTransfer, Extension, Correspondence Credit. A maximum of six semester \nhours of graduate credit may be transferred from another accredited institution \nsubject to the following conditions: ( 1 ) transfer credit will not be considered prior \nto admission to candidacy; (2) work already applied toward another degree \ncannot be accepted; (3) work must have been completed within the six-year \nperiod allowed for the completion of degree requirements; (4) work must have \nbeen applicable toward a graduate degree at the institution where the credit was \nearned; (5) work offered for transfer must have the approval of the Education \nDivision; and (6) acceptance of the transfer credit does not reduce the residence \nrequirement. \n\nUnder no circumstances may credit earned through correspondence work be \napplied toward satisfaction of degree requirements. \n\nAdvisement \n\nUpon admission to the graduate program, each student is assigned to a \nmember of the graduate faculty in education who serves as adviser and guides the \nstudent in planning a program of study. \n\n\n\nRegistration \n\n\n\nRegistration dates for each semester are listed in the University Calendar at \nthe front of this Bulletin. Several weeks prior to the beginning of each semester, \nstudents may obtain from the Registrar's Office a schedule of classes for that \nparticular semester. Graduate summer sessions may vary slightly either as to dates \nor length of course. \n\n\n\nCourse Load \n\n\n\nThe maximum course load for any graduate student is 12 credit hours per \nregular semester or six credit hours in a summer session. In some cases, students \nmay take nine hours in the summer by special permission if previous performance \nhas been excellent. A person working more than 30 hours per week normally may \nnot register for more than six hours credit per semester. In all cases, the graduate \nstudent is urged to register for only the number of hours which can be successfully \ncompleted. \n\n\n\nTuition and Fees \n\n\n\nGraduate students are charged at the rate of $395 (1994-95 rate) per 3 \nsemester hour course. An application fee (non-refundable) of $25 must accom- \npany the application. \n\nAn application for degree must be made by mid-October in the Registrar's \nOffice prior to completion of degree requirements the following December, May, \nor August at which time a $70 graduation fee is due. \n\nAll fees are subject to change. Please inquire with the Business Office for \ncurrent fee information. \n\n\n\n171 \n\n\n\nWithdrawals and Refunds \n\n\n\nStudents who find it necessary to drop courses or change courses must secure \na Drop/Add form from the Registrar's Office. Refunds are subject to the same \nrequirements as explained in the section on Tuition and Costs. \n\n\n\nGrading \n\n\n\nFor a complete description of Oglethorpe's grading scale, please refer to the \nAcademic Regulations and Policies section of this Bulletin. \n\n\n\nStandards \n\n\n\nCandidates for the master's degree must meet the following academic \nstandards: \n\n1. The student's overall grade-point average for work submitted in the \ngraduate program must be 3.0 or higher. \n\n2. If, in any case, the candidate fails to maintain satisfactory academic \nstandards a review by the Teacher Education Council will determine the \nstudent's continuation in a graduate program. \n\nAny student will be placed on academic probation who falls below a \"B\" \naverage (GPA of 3.0) or has a total of two course grades of \"C\" or below. \n\nAny student will be dismissed from the graduate program who receives a third \ngrade of \"C\" or less or who does not achieve a \"B\" average upon completion of \nthree additional graduate courses. \n\nComprehensive Final Examination \n\nA comprehensive final examination is required of all candidates for the \nmaster's degree at or about the time all other requirements have been met. The \nfollowing regulations govern the administration of the comprehensive examina- \ntion: \n\n1. The student must have completed all course work or be taking the final \nelective course in order to take the examination. \n\n2. The examinations are developed and administered by such members of \nthe graduate faculty as may be appointed by the chair of the Education \nDivision. \n\n3. The examination may cover all work prescribed by the student's program \nof work, including transferred work. \n\n4. A student may be permitted one makeup examination. \n\n\n\nGraduation \n\n\n\nGraduation exercises are held twice a year at Oglethorpe  in May and in \nAugust. Diplomas are awarded at these ceremonies. \n\n\n\n172 \n\n\n\nCourse Requirements \n\n\n\nThe program leading to the master's degree will require a minimum of 36 \nsemester hours of course credit beyond the bachelor's degree as outlined below: \n\nEarly Childhood Education \n\nArea I. Professional Education 12 hours \n\n6601 Foundations of Research in Education \n\n6611 Psychological Foundations of Learning \n\n6621 Historical and Philosophical Foundations of Education \n\n6643 Growth and Development: The Young Child \n\nArea II. Curriculum and Teaching 21 hours \n\n6631 Foundations of Reading Instruction \n\n6645 Principles and Practices in Early Childhood Education \nSelect one of the following courses: \n6641 Issues in Early Childhood Education \n\n6644 Creative Experiences in Early Childhood Education \nLanguage Arts - Select one: \n\n6613 Language Arts for Elementary Schools \n6616 Children's Literature \n\nMathematics - Select one: \n\n6614 Mathematics for Elementary Schools \n\n6651 Topics in Mathematics \nScience - Select one: \n\n6615 Science for Elementary Schools \n\n6652 Topics in Science \nSocial Studies - Select one: \n\n6612 Social Studies for Elementary Schools \n\n6632 Teaching of Geography \n6656 Topics in Social Studies \n\nArea III. Electives - Select one 3 hours \n\n6625 The Exceptional Child - will replace the elective \n\nfor any student who has not had an equivalent course \n\nMiddle Grades Education \n\nArea I. Professional Education 12 hours \n\n6601 Foundations of Research in Education \n\n6611 Psychological Foundations of Learning \n\n6621 Historical and Philosophical Foundations of Education \n\n6623 The Middle School Learner \n\nArea II. Curriculum and Teaching 18 hours \n\n6631 Foundations of Reading Instruction \nSelect three courses from one of the following concentrations and \ntwo courses from a second concentration: \nLanguage Arts \n\n6613 Language Arts for Elementary Schools (required) \n\n6616 Children's Literature \n\n6634 Individualizing Reading Instruction \n6636 Reading in the Content Areas \n\n\n\n173 \n\n\n\nMathematics \n\n6614 Mathematics for Elementary Schools (required) \n\n6651 Topics in Mathematics \n\n6654 Computers in the Classroom: Applications \nScience \n\n6615 Science for Elementary Schools (required) \n\n6652 Topics in Science \n\n6654 Computers in the Classroom: Applications \nSocial Studies \n6612 Social Studies for Elementary Schools (required) \n6632 Teaching of Geography \nArea III. Electives - Select Two 6 hours \n\n\n\nCourse Descriptions \n\n\n\n*6601. Foundations of Research in Education 3 hours \n\nThis course investigates the nature and principles of qualitative and quanti- \ntative research in education with particular emphasis upon the interpretation and \ndesign of basic research in education. Offered fall semester and summer session \nof odd-numbered years. \n\n*6611. Psychological Foundations of Learning 3 hours \n\nThis course examines the nature and facilitation of student learning. Teach- \ning methods and skills are considered. Offered spring semester and summer \nsession of even-numbered years. \n\n6612. Social Studies for Elementary Schools '. 3 hours \n\nThis course enhances the teaching abilities and creativity of the teacher of \nsocial studies in the elementary schools. The unit approach is emphasized and \nstudents are expected to develop an interdisciplinary social studies unit on a \npertinent topic. Offered summer session. \n\n6613. Language Arts for Elementary Schools 3 hours \n\nLanguage arts curriculum goals, content, and teaching problems from \npreschool through middle school are considered in relation to research and \ntheory on language development and pedagogy. Offered spring semester of even- \nnumbered years. \n\n6614. Mathematics for Elementary Schools 3 hours \n\nApplications of general teaching methods to mathematics and the study of \nmathematics materials, programs, and teaching skills are included in this course. \nOffered fall semester. \n\n6615. Science for Elementary Schools 3 hours \n\nThis course focuses on developing the skills and attitudes needed to teach \ntoday's activity-oriented science curricula. Each participant can adapt work to her \nor his needs and interests through choice of readings, activities, and development \nof materials. Offered summer session of odd-numbered years. \n\n\n\n174 \n\n\n\n6616. Children's Literature 3 hours \n\nA study of children's literature which includes response to literature, theory \nand research on teaching literature, and evaluation of books for classroom use. \nWithin each genre, students read and critique books appropriate for the age level \nthey teach. Offered fall semester of even-numbered years. \n\n6617. Music for Elementary Schools 3 hours \n\nA course designed to enhance the competence and creativity of the teacher \nin music for the elementary school. Offered spring semester of even-numbered \nyears. \n\n*6621. Historical and Philosophical Foundations of Education 3 hours \n\nA study of the historical and philosophical foundations of education from \nantiquity to the present. The reading, discussion, and analysis of significant \nprimary texts will be an important component of the course. Offered spring \nsemester. \n\n6622. Educational Media 3 hours \n\nThe course studies operation of audio-visual equipment; techniques of \nproducing a variety of graphics, slides, transparencies and tapes; and use of media \nfor teaching. Computers and video are emphasized. Class members plan and \nproduce a series of materials for their own teaching situations. Offered summer \nsession of even-numbered years. \n\n6623. The Middle School Learner 3 hours \n\nEmphasis is on the nature of the middle school child, including characteris- \ntics, needs, and assessment. Methods of using the curriculum and educational \nprogram to meet the diverse educational needs of the middle school learner are \nexamined as they relate to the nature of the child. Offered summer session. \n\n6624. Models of Teaching 3 hours \n\nThis course examines and compares a variety of approaches to teaching. The \napproaches examined help stimulate creative learning environments; foster \nthinking which can be used to analyze, compare, and contrast various modes of \ninstruction; and provide alternative teaching strategies to educators. Taught \noccasionally. \n\n6625. The Exceptional Child 3 hours \n\nThis course is designed to assist regular classroom teachers in the identifica- \ntion and education of children who have special needs. Students will learn about \neducational approaches for use with both normal and special learners, and will \nlearn methods of diagnostic teaching. Offered fall semester and summer session. \n\n6626. Practicum in Early Childhood Education 3 or 6 hours \n\nPracticum, with in-school component, designed to qualify add-on certificate \nin early childhood grades. \n\n6627. Practicum in Middle Grades Education 3 or 6 hours \n\nPracticum, with in-school component, designed to qualify add-on certificate \nin middle grades. \n\n6629. Special Topics in Education T.B.A. \n\nContent to be determined; course may be taken for credit more than once. \n\n\n\n175 \n\n\n\n*6631. Foundations of Reading Instruction 3 hours \n\nA study of the nature of reading with emphasis given to the skills required in \nreading. Basic principles, techniques, methods, and materials which provide for \ndifferentiated instruction are considered. A whole language approach is empha- \nsized. Offered fall semester of even-numbered years and summer session. \n\n6632. Teaching of Geography 3 hours \n\nThis course focuses on concepts, methods, and materials for teaching geog- \nraphy in grades PK-1 2. In addition to coverage of human-environment interaction, \nattention will be given to the development and practice of skills in geography. \nOffered spring semester and every other summer session. \n\n6634. Individualizing Reading Instruction 3 hours \n\nA study of the nature of reading problems. Practice is given in the administra- \ntion and interpretation of formal and informal diagnostic procedures. Corrective \nand remedial techniques, materials, and procedures will be studied. Emphasis will \nbe given to less severe disabilities. This course is designed for the experienced \nteacher. Offered spring semester of odd-numbered years. Prerequisite: 6631 or \nequivalent. \n\n6636. Reading in the Content Areas 3 hours \n\nEmphasizes techniques for developing proficiency in reading in content \nfields; study skills and rate improvement will be included. Course requirements \nand content will be consistent with needs of upper elementary and secondary \nteachers. Offered fall semester of odd-numbered years. \n\n6640. The Teacher as Writer 3 hours \n\nThis course is designed to give teachers an opportunity to engage in the \nwriting process in order to conceptualize, write, and submit for publication a piece \nof writing related to an academic or professional interest. An important feature \nof the course will be the creation of a community of writers within the class. \nOffered spring semester of even-numbered years. Prerequisite: Permission of the \ninstructor. \n\n6641. Issues in Early Childhood Education 3 hours \n\nThis course is designed to examine in depth current issues in early childhood \neducation. Offered spring semester of odd-numbered years. \n\n6643. Growth and Development: The Young Child 3 hours \n\nA study of growth and development from infancy through fifth grade. \nIncluded are theories which describe physical, social, emotional, and intellectual \ndevelopment and the ways in which these relate to learning. Offered spring \nsemester. \n\n6644. Creative Experiences in Early Childhood Education 3 hours \n\nThis course is designed to provide theory and methods for developing \ncreativity in young children. The emphasis is on utilizing children's literature, \nmusic, art, and movement education to provide an integrative approach for \nunderstanding creativity. Offered summer sessions of odd-numbered years. \n\n\n\n176 \n\n\n\n6645. Principles and Practices in Early Childhood Education 3 hours \n\nThis course provides the student with increased proficiency in applying \nconcepts, understandings, and generalizations, as well as knowledge and skills, to \nthe various curriculum areas commonly ascribed to the field of early childhood \neducation. A project applying theory to practice is a major part of the course \nrequirements. Offered fall semester. \n\n6651. Topics in Mathematics 3 hours \n\nThis course emphasizes content for topics of contemporary interest through \nmiddle grades mathematics. Offered fall semester of odd-numbered years. Pre- \nrequisite: Admission to the Graduate Program. \n\n6652. Topics in Science 3 hours \n\nThis course emphasizes content for topics of contemporary interest through \nmiddle grades science. Offered fall semester of even-numbered years. Prerequi- \nsite: Admission to the Graduate Program. \n\n6653. Computers in the Classroom: Programming 3 hours \n\nThis course introduces the teacher to computer and disk commands for the \nApple computer. Proficiency in writing BASIC educational programs is developed \nand LOGO programming is introduced. Taught occasionally. \n\n6654. Computers in the Classroom: Applications 3 hours \n\nApplications commonly used by teachers for production, management, and \ninstruction are introduced and used in an educational context. Included are word \nprocessing, outliners, databases, spreadsheets, and graphics. All applications \nselected are for the Macintosh or Apple II series computers. Offered fall semester \nof even-numbered years. \n\n6656. Topics in Social Studies 3 hours \n\nThis course is an in-depth study of the content and related teaching methods \nrelevant to topics in the teaching of social studies curriculum. Offered fall \nsemester. \n\n\n\n^Courses required for all graduate students. \n\n\n\n177 \n\n\n\nBoard of Trustees \n\n\n\nOfficers \n\n\n\nFranklin L. Burke '66 \n\nChairman \n\nJesse S. Hall \nVice Chairman \n\nTrustees \n\n\n\nMark L. Stevens \n\nSecretary \n\nWarren Y. Jobe \n\nTreasurer \n\n\n\nNorman J. Arnold '52 \n\nVice Chairman, Board of Directors \nBen Arnold Company, Inc. \nColumbia, South Carolina \n\nMarshall A. Asher, Jr. '41 \n\nRetired Assistant Territorial Controller \nSears Roebuck \u0026 Company \n\nFranklin L. Burke '66 \nPresident \nRidgewood Development Corp. \n\nJohn H. Cary \n\nGroup Managing Partner \nPrice Waterhouse \n\nKenneth S. Chestnut \nChief Operating Officer \nH.J. Russell \u0026 Company \n\nMiriam H. Conant \nPresident \n\nJohn H. \u0026 Wilhelminia D. Harland \nCharitable Foundation \n\nBelle Turner Cross '61 \nAtlanta \n\nRobert B. Currey '66 \nChairman \nCurrey and Company \n\n\n\nElmo I. Ellis \n\nNewspaper Columnist \nRetired Vice President \nCox Broadcasting Corporation \n\nWilliam A. Emerson \n\nRetired Senior Vice President \nMerrill Lynch, Pierce, Fenner \n\n\u0026 Smith \nSt. Petersburg, Florida \n\nRobert P. Forrestal \nPresident \nFederal Reserve Bank of Atlanta \n\nDeborah S. Gabbard '90 \n\nMaster Social Worker \nJewish Family Services \n\nJoel Goldberg \nPresident \nContech, Inc. \n\nJesse S. Hall \n\nExecutive Vice President \nSunTrust Banks, Inc. \n\nGary C. Harden '69 \nPresident \nMajor Leasing, Inc. \n\n\n\n178 \n\n\n\nHollis L. Harris \n\nVice Chairman, President, \n\nand Chief Executive Officer \nAir Canada Center \nMontreal, Canada \n\nWarren Y. Jobe \n\nExecutive Vice President and \n\nChief Financial Officer \nGeorgia Power Company \n\nJ. Smith Lanier, II \n\nChairman and Chief Executive Officer \nJ. Smith Lanier and Company \n\nFitzhugh M. Legerton \nRetired Pastor \nOglethorpe Presbyterian Church \n\nClare (Tia) Magbee '56 \nAtlanta \n\nJoseph M. Mauriello \n\nRegional Vice President (Southern) \n' AT\u0026T - Network Systems \n\nEdward E. Noble \n\nInvestor and Developer \nNoble Properties \n\n\n\nStephen J. Schmidt '40 \nChairman of the Board and \n\nChief Executive Officer \nDixie Seal \u0026 Stamp Company \n\nRaghbir K. Sehgal \n\nChairman and Chief Executive Officer \nLaw Companies Group, Inc. \n\nArnold B. Sidman \nOf Counsel \n\nChamberlain, Hrdlicka, White, \nJohnson and Williams \n\nDonald S. Stanton \nPresident \nOglethorpe University \n\nMark L. Stevens \n\nChairman and Chief Executive Officer \nImperial Charlotte, Inc. \nCharlotte, North Carolina \n\nMurray D. Wood \nLecturer \n\nMayland Community College \nSpruce Pine, North Carolina \n\n\n\nJohn J. Scalley \n\nExecutive Vice President \nGenuine Parts Company \n\nTrustees Emeriti \n\n\n\nHoward G. Axelberg '40 \n\nRetired Chairman of the Board \nLiller, Neal, Inc. \n\nThomas L. Camp '25 \n\nRetired Emeritus Chief fudge \nState Court of Fulton County \n\nJohn W. Crouch '29 \n\nRetired Certified Public Accountant \nAtlanta \n\n\n\nLu Thomasson Garrett '52 \nAtlanta \n\nGeorge E. Goodwin \n\nRetired Senior Counselor \nManning, Selvage \u0026 Lee/Atlanta \n\nC. Edward Hansell \nSpecial Counsel \nJones, Day, Reavis and Pogue \n\n\n\n179 \n\n\n\nArthur Howell Mack A. Rikard '37 \n\nRetired Senior Partner President \n\nAlston \u0026 Bird Allied Products Company \n\nBirmingham, Alabama \n\nEdward D. Lord \n\nRetired Vice President /Group Sales Charles L. Towers \n\nLife Insurance Company of Georgia Retired Vice President \n\nShell Oil Company \n\nJames P. McLain \nAttorney \nMcLain and Merritt \n\n\n\n180 \n\n\n\nPresident's \nAdvisory Council \n\n\n\nOfficers \n\n\n\nTalmage L. Dryman \n\nChairman \n\nMembers \n\n\n\nCharles S. Ackerman \nVice Chairman \n\n\n\nCharles S. Ackerman \nPresident \nAckerman \u0026 Company \n\nRobert Amick '72 \nPrincipal \nPeasant Restaurants, Inc. \n\nYetty Levenson Arp '68 \nAtlanta \n\nJudith M. Becker \nAttorney \nBecker \u0026 Fortune \n\nHugh D. Bishop '37 \n\nRetired (Westinghouse Corporation) \n\nRobert E. Carpenter \nRetired President \nCotton States Insurance Cos. \n\nRonald C. David \n\nDirector, Civic Affairs/ \n\nCommunity Service \nAtlanta Gas Light Company \n\nHerbert E. Drake, Jr. \nPresident \nDrake \u0026 Funsten, Inc. \n\nTalmage L. Dryman \n\nThe Talmage Dryman Company \n\n\n\nFranklin M. Garrett \nHistorian \nThe Atlanta Historical Society \n\nLouis A. Gerland,Jr. \n\nRetired (Coca-Cola U.S.A.) \n\nDonald A. Harp \nSenior Pastor \n\nPeachtree Road United Methodist \nChurch \n\nWilliam J. Hogan '72 \nVice President \nPaine Webber \n\nMalcolm Holmes \nAtlanta \n\nWalter J. Huntley \nPresident \n\nAtlanta Economic Development \nCorporation \n\nHelen Gore Lathem '52 \nAtlanta \n\nJohn C. McCune \n\nMcCune \u0026 Associates \n\nJ. Anthony Meyer '71 \nTreasurer \nRussell Corporation \n\n\n\n181 \n\n\n\nJohn O. Mitchell \nPresident \nMitchell Motors, Inc. \n\n\n\nPeter C. Schultz \nPresident \nHeraeus Amersil, Inc. \n\n\n\nThomas W. Phillips, M.D. '63 \nNorthside Hospital \n\nInstitute for Cancer Control \n\nW. R. Randolph \nAtlanta \n\nCharles A. Riepenhoff \nPartner \nPeat Marwick Main \u0026 Company \n\nM. Collier Ross \n\nRetired Lieutenant General \nUnited States Army \n\nFrank Rozelle, Jr. \nExecutive Director \nThe Exposition Foundation \n\n\n\nJohn O. Skelton \nPartner \nErnst \u0026 Young \n\nSusan M. Soper '69 \n\nAssistant Managing Editor /Features \nThe Atlanta Journal/Constitution \n\nJudy Wood Talley '80 \n\nAtlanta Committee for the Olympic \nGames \n\nTimothy P. Tassopoulos '81 \nDirector - Field Operations \nChick-fil-A \n\nRobert C. Watkins, Jr. \nVice President \nConveyors \u0026 Drives, Inc. \n\n\n\n182 \n\n\n\nAlumni Association \nBoard of Directors \n\n\n\nOfficers \n\n\n\nBarbara Bessmer Henry '85 \n\nPresident \n\nO. K. Sheffield '53 \n\nPresident-Elect \n\nM. Sydney Mobley Moss '59 \n\nFirst Vice President \n\n\n\nDirectors \n\n\n\nBernard Van der Lande '76 \n\nSecond Vice President \n\nDiane Lyon Gray '77 \n\nSecretary \n\nAndy P. Geeter '89 \n\nParliamentarian \n\n\n\nG. Malcolm Amerson \n\nFaculty Representative \n\nA. Diane Baker '77 \n\nAssistant General Counsel \nNationsBank Corp. \n\nRobert L. Boggus '49 \nRetired \n\nMartha Laird Bowen '61 \nTrust Company of Georgia \n\nThomas M. Browning '67 \nAttorney - Partner \n\nBarnes, Browning, Tanksley, Carr \n\u0026 Casurella \n\nAlbert F. Burns '52 \nFree Lance Editor \n\nAndy P. Geeter '89 \nAdmission Counselor \nOglethorpe University \n\nDiane Lyon Gray '77 \n\nManager - Financial Affairs \nThe Coca-Cola Company \n\nBarbara Bessmer Henry '85 \nGraduate Admission Counselor \nOglethorpe University \n\n\n\nJill Helmbold James '88 \nDirector of Resident Services \nSt. Anne's Terrace \n\nGail Lynn '77 \n\nAssistant Vice President \nNationsBank \n\nJoan Phillips Millar '64 \n\nAtlanta \n\nSidney Mobley Moss '59 \nVice President \nTrust Company Bank \n\nJulian Pawlowski, Jr. '92 \n\nYoung Alumni Club President \n\nDonna Cron Rasile '82 \nInstitutional Equity Sales \nSalomon Brothers \n\nO. K. Sheffield '53 \nRetired \n\nCharlotte Shirah Steed '62 \nRealtor, Broker, Owner \nReMax Marietta West \n\nBernard Van der Lande '76 \nPresident \nAshford, Inc. \n\n\n\n183 \n\n\n\nThe Faculty \n\n(Year of appointment in parentheses) \n\n\n\nG. Malcolm Amerson (1968) \nJames Edward Oglethorpe \n\nProfessor of Biology \nB.S., Berry College \nM.S., Ph.D., Clemson University \n\nKeith H. Aufderheide (1980) \nProfessor of Chemistry \nB.S., Wilmington College \nPh.D., Miami University \n\nKeith E. Baker (1983) \n\nDirector of Accounting Studies \nB.S., Youngstown State University \nM.A., University of Florida \nC.P.A., Georgia \n\nRobert A. Blumenthal (1989) \nProfessor of Mathematics \nB.A., University of Rochester \nPh.D., Washington University \n\nJames A. Bohart (1972) \nAssociate Professor of Music \nB.S., M.M., Northern Illinois University \n\nWilliam L. Brightman (1975) \nProfessor of English \nA.B., Ph.D., University of Washington \n\nAdrian Brock (1994) \n\nAssistant Professor of Psychology \nB.Sc, Manchester Metropolitan \n\nUniversity, England \nM. Phil., University of Cambridge, \n\nEngland \nPh.D., York University, Canada \n\nAjithonyS. Caprio (1989) \nProvost and Professor \nB.A., Wesleyan University \nM.A., Ph.D., Columbia University \n\nRonald L. Carlisle (1985) \nProfessor of Computer Science \n\nand Mathematics \nDirector of Computer Services \nB.A., Emory University \nM.A., Atlanta University \nPh.D., Emory University \n\n\n\nDavid Chawszczewski (1993) \nAssistant Professor of Education \nB.A., Knox College \nPh.D., University of Wisconsin \n\nBarbara R. Clark (1971) \nProfessor of English \nB.A., Georgia State University \nM.A., University of Kansas \nM.P.A., Georgia State University \nPh.D., University of Georgia \nC.P.A., Georgia \n\nJohn A. Cramer (1980) \nProfessor of Physics \nB.S., Wheaton College \nM.A., Ohio University \nPh.D., Texas A\u0026M University \n\nTimothy H. Hand (1990) \n\nAssociate Professor of Psychology \nB.S., Central Michigan University \nM.S., Ph.D., McGill University \n\nBruce W. Hetherington (1980) \nProfessor of Economics \nB.B.A. Madison College \nM.A., Ph.D., Virginia Polytechnic \nInstitute \n\nRaymond J. Kaiser (1986) \n\nAssistant Professor of Mathematics \nB.S., University of Notre Dame \nM.S., Ph.D., Louisiana State University \n\nNancy H.Kerr (1983) \nProfessor of Psychology \nB.A., Stanford University \nPh.D., Cornell University \n\nCharlotte Lee Knippenberg '82 (1990) \nDirector of the Drama Program \nB.A., Oglethorpe University \nM.F.A., University of Georgia \n\nJoseph M. Knippenberg (1985) \nAssociate Professor of Political Studies \nB.A., James Madison College of \n\nMichigan State University \nM.A., Ph.D., University of Toronto \n\n\n\n184 \n\n\n\nJohn B. Knott, III (1971) \nExecutive Vice President \nA.B., University of North Carolina \nM.Div., Duke University \nPh.D., Emory University \n\nRobin M. Le Blanc (1994) \nAssistant Professor of Politics \nB.A., Berry College \nPh.D., University of Oklahoma \n\nJayLutz (1988) \n\nAssociate Professor of French \nB.A. Antioch University \nM.A., Ph.D., Yale University \n\nAlexander M. Martin (1993) \nAssistant Professor of History \nB.A., Cornell University \nM.A., Columbia University \nPh.D., University of Pennsylvania \n\nMichael F. McClure (1993) \nAssistant Professor of English \nB.A., M.A., Humboldt State University \nPh.D., University of Michigan \n\nDouglas McFarland (1992) \nAssistant Professor of English \nB.A., Pomona College \nM.A., San Francisco State University \nPh.D., University of California \n\nMaryM. Middleton (1988) \nAssociate Professor of Accounting \nB.S., M.S., University of Virginia \nPh.D., University of Georgia \n\nPhilip J. Neujahr (1973) \nProfessor of Philosophy \nB.A. Stanford University \nM.Phil., Ph.D., Yale University \n\nLloyd Nick (1984) \n\nDirector of Art Programs \n\nDirector of the Oglethorpe University \n\nMuseum \nB.F.A., Hunter College \nM.F.A., University of Pennsylvania \n\nKen Nishimura (1964) \nProfessor of Philosophy \nA.B., Pasadena College \nM.Div., Asbury Theological Seminary \nPh.D., Emory University \n\nJohnD. Orme (1983) \n\nAssociate Professor of Political Studies \nB.A., University of Oregon \nM.A., Ph.D., Harvard University \n\n\n\nViviana P. Plotnik (1994) \nAssistant Professor of Spanish \nLicenciatura, Universidad de Belgrano, \n\nArgentina \nM.A., University of Minnesota \nPh.D., New York University \n\nW.Irwin Ray (1986) \n\nDirector of Musical Activities \nB.M., Samford University \nM.C.M., D.M.A., Southern Baptist \nTheological Seminary \n\nMichael K Rulison (1982) \nProfessor of Physics \nB.S., University of Illinois \nM.S., Ph.D., University of Georgia \n\nJohn A. Ryland (1985) \nLibrarian \n\nB.A., M.A., Florida State University \n\nBibliotekarseksamen, Royal School \n\nof Librarianship-Copenhagen \n\nDaniel L. Schadler (1975) \nProfessor of Biology \nA.B., Thomas More College \nM.S., Ph.D., Cornell University \n\nWilliam C. Schulz, III (1992) \nAssistant Professor of Business \n\nAdministration \nB.A., New College of the University of \n\nSouth Florida \nM.A., Indiana University \nPh.D., University of Georgia \n\nWilliam O. Shropshire (1979) \nCallaway Professor of Economics \nB.A., Washington and Lee University \nPh.D., Duke University \n\nW. Bradford Smith (1994) \nAssistant Professor of History \nB.A., University of Michigan \nPh.D., Emory University \n\nDonald S. Stanton (1988) \nPresident \n\nA.B., Western Maryland College \nM.Div., Wesley Seminary \nM.A., The American University \nEd.D., University of Virginia \nL.H.D., Columbia College \nLL.D., Western Maryland College \nLitt.D., Albion College \n\n\n\n185 \n\n\n\nJohn C. Stevens (1975) \nProfessor of Education \nA.B., University of Denver \nM.Ed., Ed.D., University of Georgia \n\nBrad L.Stone (1982) \nProfessor of Sociology \nB.S., M.S., Brigham Young University \nPh.D., University of Illinois \n\nWilliam F. Straley (1990) \nAssociate Professor of Business \n\nAdministration \nB.S., M.S., M.B.A., Georgia State \n\nUniversity \nPh.D., Auburn University \n\nCarol L. Talbot (1994) \n\nAssistant Professor of Education \nB.S., Louisiana State University \nM.Ed., University of New Orleans \nPh.D., University of Texas \n\nLinda J. Taylor (1975) \nProfessor of English \nA.B., Cornell University \nPh.D., Brown University \n\nJohn A. Thames (1977) \n\nDean of Continuing Education \nB.A., Vanderbilt University \nM.A., Columbia University \nEd.D., University of Southern \nCalifornia \n\nDavid N. Thomas (1968) \nProfessor of History \nA.B., Coker College \nM.A., Ph.D., University of North \n\nCarolina \nD.H., Francis Marion College \n\nJ. Dean Tucker (1988) \n\nAssociate Professor of Business \n\nAdministration and Economics \nMack A. Rikard Chair in Business \n\nAdministration and Economics \nB.S., M.A., Ohio State University \nPh.D., Michigan State University \n\n\n\nVienna Kern Volante (1987) \nAssociate Professor of Education \nVera A. Milner Professor of Elementary \n\nEducation \nB.A., University of North Carolina \n\nat Greensboro \nM.A., East Tennessee State University \nPh.D., University of Minnesota \n\nVictoria L. Weiss (1977) \nProfessor of English \nManning M. Pattillo Professor of \n\nLiberal Arts \nB.A., St. Norbert College \nM.A., Ph.D., Lehigh University \n\nJason M. Wirth (1994) \n\nVisiting Assistant Professor of Philosophy \nB.A., College of the Holy Cross \nM.A., Villanova University \nPh.D., State University of New York \n\nMonte W. Wolf (1978) \nProfessor of Chemistry \nB.S., University of California \nPh.D., University of Southern \nCalifornia \n\nAlan N.Woolfolk( 1989) \nAssociate Professor of Sociology \nB.S., M.A., University of Pennsylvania \nM.S., University of Oregon \nPh.D., University of Pennsylvania \n\nPhilip P. Zinsmeister (1973) \nProfessor of Biology \nB.S., Wittenberg University \nM.S., Ph.D., University of Illinois \n\n\n\n186 \n\n\n\nProfessors Emeriti \n\n\n\nThomas W. Chandler (1961) \nLibrarian Emeritus \nB.A., M.Ln., Emory University \n\nCharlton H.Jones (1974) \nProfessor Emeritus of Business \n\nAdministration \nB.S., University of Illinois \nM.B.A., Ph.D., University of Michigan \n\nJ. Brien Key (1965) \n\nProfessor Emeritus of History \n\nA.B., Birmingham-Southern College \n\nM.A., Vanderbilt University \n\nPh.D., The Johns Hopkins University \n\nJames R. Miles (1950) \n\nProf essor Emeritus of Business \n\nAdministration \nA.B., B.S., University of Alabama \nM.B.A., Ohio State University \n\nHenry S. Miller (1974) \n\nProfessor Emeritus of Economics \n\nA.B., M.A., Ph.D., Columbia University \n\nDavid K.Mosher (1972) \n\nProfessor Emeritus of Mathematics \nB.A., Harvard University \nB.S.A.E., Ph.D., Georgia Institute of \nTechnology \n\n\n\nPhilip F. Palmer (1964) \n\nProfessor Emeritus of Political Studies \nA.B., M.A., University of \nNew Hampshire \n\nT. LavonTalley (1968) \n\nProfessor Emeritus of Education \n\nB.S., M.S., Ed.D., Auburn University \n\nLouise M. Valine (1978) \nProfessor Emerita of Education \nB.S., University of Houston \nM.Ed., University of Georgia \nEd.D., Auburn University \n\nMartha H. Vardeman (1966) \nProfessor Emerita of Sociology \nB.S., M.S., Auburn University \nPh.D., University of Alabama \n\nGeorge F. Wheeler (1953) \nProfessor Emeritus of Physics \nA.B., Ohio State University \nM.A., California Institute \nof Technology \n\n\n\n187 \n\n\n\nAdministration \n\n(Year of appointment in parentheses) \n\n\n\nDonald S. Stanton (1988) \nPresident \n\nA.B., Western Maryland College \nM.Div., Wesley Seminary \nM.A., The American University \nEd.D., University of Virginia \nL.H.D., Columbia College \nLL.D., Western Maryland College \nLitt.D., Albion College \n\nAnthony S. Caprio (1989) \nProvost \n\nBA., Wesleyan University \nM.A., Ph.D., Columbia University \n\nPaul L. Dillingham (1984) \nVice President for Development \nB.S., University of Kentucky \n\nJohn B. Knott, III (1971) \nExecutive Vice President \nA.B., University of North Carolina \nM.Div., Duke University \nPh.D., Emory University \n\nDonald R. Moore (1986) \n\nVice President for Student Affairs/ \n\nDean of Community Life \nB.A., Emory University \nJ.D., Emory University School of Law \n\nAcademic Affairs \n\n\n\nManning M. Pattillo, Jr. (1975) \nHonorary Chancellor \nB.A., University of the South \nA.M., Ph.D., University of Chicago \nLL.D., LeMoyne College \nLL.D., St. John's University \nL.H.D., University of Detroit \nL.H.D., College of New Rochelle \nL.H.D., Park College \nLitt.D., St. Norbert College \nD.C.L., University of the South \nL.L.D., Oglethorpe University \n\nKenneth B.Stark (1989) \n\nExecutive Director of Public Relations \nB.J., University of Missouri \n\nJohn A. Thames (1977) \n\nDean of Continuing Education \nB.A., Vanderbilt University \nM.A., Columbia University \nEd.D., University of Southern \nCalifornia \n\nEleanor O. Burgin (1991) \n\nAdministrative Assistant to the President \n\n\n\nAnthony S. Caprio \nProvost \n\nJohn A. Ryland \nLibrarian \n\nDeborah Dejuan \n\nLibrary Assistant-Circulation \n\nChristen R. Warner '92 \n\nLibrary Assistant-A cquisitions \n\nVirginia Martin '93 \n\nLibrary Assistant-Circulation \n\nPenny Rose '65 \n\nLibrary Assistant-Periodicals \n\nGeorge G. Stewart \nReference Librarian \n\nDavid Stockton \nCatalog Librarian \n\n\n\nPaul Stephen Hudson '72 \nRegistrar \n\nRhonda Walls \nAssistant Registrar \n\nEmily Gwynn \n\nAudiovisual Specialist \n\nPamela G. Tubesing \n\nAdministrative Assistant to the Provost \n\nNora Krebs \n\nOffice Manager - Faculty Services \n\nGladys Talley \n\nAudiovisual Coordinator \n\nChristie Brackbill \n\nMuseum Associate \n\n\n\n188 \n\n\n\nAdmissions and Financial Aid \n\n\n\nJohn B. Knott, III \n\nExecutive Vice President \n\n\n\nBarbara B. Henry '85 \n\nGraduate Admission Counselor \n\n\n\nDennis T. Matthews \n\nDirector of Admission \n\nLinda M. Bartell \n\nAssociate Director of Admission \n\nLaura Amiot \n\nAdmission Counselor \n\nCathy Ensing \n\nAdmission Counselor \n\nAndy P. Geeter '89 \n\nAdmission Counselor \n\nDavid Graves \n\nAdmission Counselor \n\n\n\nLaina Hanninen \n\nAdministrative Assistant \n\nDebby Schuliger \n\nAssistant to the Director of Admission \n\nLeigh Maloy \n\nAssistant to the Director of Admission \n\nPamela S. Beaird \n\nDirector of Financial Aid \n\nPatrick N. Bonones \n\nAssistant Director of Financial Aid \n\nJayne P. Stagg \n\nFinancial Aid Coordinator \n\n\n\nMeredith A. Mabry '94 \n\nAdmission Counselor \n\n\n\nChrista L. Winsness '92 \nFinancial Aid Counselor \n\n\n\nAthletics and Physical Fitness \n\n\n\nJack Berkshire \nDirector of Athletics \nHead Men 's Basketball Coach \n\n\n\nJim Owen \n\nAssociate Basketball Coach \nIntramural Director \n\n\n\nBrenda Hillman \n\nHead Women 's Basketball Coach \nVolleyball Coach \n\nMichael Lochstampfor \nHead Soccer Coach- \n\n\n\nDunn Neugebauer \nHead Tennis Coach \nSports Information Director \n\nSteve Stepp \nHead Trainer \n\n\n\nBill Popp \n\nHead Baseball Coach \nSuperintendant of Fields \n\nRobert Unger \n\nHead Cross Country and Track Coach \n\n\n\nPatricia Elsey \nOffice Manager \n\nEdmund Brunson \n\nFacility and Equipment Manager \n\n\n\n189 \n\n\n\nBusiness Affairs \n\n\n\nJohn B. Knott, III \n\nExecutive Vice President \n\nLinda W. Bucki '79 \n\nAssociate Dean for Administration \n\nCarrie Lee Hall \n\nAdministrative Assistant to the Executive \nVice President and Associate Dean \n\nJanice C. Gilmore \n\nDirector of the Business Office \n\nHilda Nix \n\nAccounts Payable and Payroll Supervisor \n\nVivian Marshall \n\nAccounts Receivable Supervisor \n\nJanet Maddox \n\nDirector of Institutional Research \n\n\n\nAdrina Richard \n\nDirector of Auxiliary Services \n\nRichard L. Bemis, Sr. \n\nDirector of the Physical Plant \n\nCharles M. Wingo \n\nManager, Bookstore \n\nSheryl Murphy \nAssistant Manager, Bookstore \n\nJohn R. Ferrey \n\nDirector of Data Processing \n\nSandra Howard \n\nUniversity Receptionist \n\n\n\nCommunity Life \n\n\n\nDonald R. Moore \n\nVice President for Student Affairs \nand Dean of Community Life \n\nMarshall R. Nason \n\nAssociate Dean of Community Life \nand Director of Student Center \n\nKay Norton \n\nAssistant Dean of Community Life \nand Director of Housing \n\nPatsy A. Bradley \n\nUniversity Nurse \n\nWilliam G. Erickson, M.D. \n\nUniversity Physician \n\nContinuing Education \n\n\n\nC. Harold Johnson \n\nDirector of Security \n\nKatherine K Nobles \nDirector of Career Services \n\nCarolyn M. Duffy \n\nAdministrative Assistant to the Vice \nPresident \n\nBetty Nissley \n\nSecretary for the Student Center \n\nBetsy Ryland \n\nPsychologist \n\n\n\nJohn A. Thames \n\nDean of Continuing Education \n\nCarl I. Pirklejr. \n\nAssociate Dean of Continuing Education \n\nArlis D. Head '83 \n\nAssistant Dean of Continuing Education \n\n\n\nCynthia Mascioli \n\nOffice Manager \n\nAnn Sincere \n\nRegistration Coordinator \n\n\n\n190 \n\n\n\nDevelopment \n\nPaul L. Dillingham \n\nVice President for Development \n\nMary Kay Murphy \n\nAssociate Vice President for Development \n\nHarold C. Doster \n\nDirector of Planned Giving \n\nRobert M. Hill \n\nDirector of Alumni Activities \n\nand Assistant Director of Annual Fund \n\nMarianne N. Ravry \n\nAssistant Director of Development Research \nand Records \n\n\n\nMary Ellen Warrick \n\nAdministrative Assistant to the Vice \nPresident for Development \n\nDeborah Kirby \n\nSecretary to the Associate Vice \nPresident for Development \n\nDonna E. Whitehead \n\nSecretary for Alumni and Development \nActivities \n\nSonia Anderson \n\nSecretary for Development Research \nand Records \n\n\n\nSharon Rabb \n\nCampaign Coordinator \n\n\n\nPublic Relations \n\n\n\nKenneth B. Stark, Jr. \n\nExecutive Director ofPulic Relations \n\nGina Jett Clance \n\nAssistant Director of Public Relations \n\n\n\nRenita R. Davis '90 \n\nMedia Relations Specialist \n\n\n\n191 \n\n\n\nInstitutional Affiliations and \nMemberships \n\nAmerican Council on Education \n\nAssociation of American Colleges \n\nAssociation of Governing Boards \n\nAssociation of Private Colleges and Universities in Georgia \n\nAtlanta Chamber of Commerce \n\nCollege Board \n\nCouncil for Advancement and Support of Education \n\nCouncil of Colleges of Arts and Sciences \n\nDeKalb Chamber of Commerce \n\nGeorgia Association of Colleges \n\nGeorgia Foundation for Independent Colleges \n\nHigher Education Data Sharing Consortium \n\nNational Association of Independent Colleges and Universities \n\nNational Collegiate Athletic Association \n\nNational Institute of Independent Colleges and Universities \n\nSoutheastern Library Network \n\nSouthern Collegiate Athletic Conference \n\nUniversity Center in Georgia \n\nUniversity members hold affiliations and memberships in the following \nprofessional organizations: \n\nAmerican Accounting Association \n\nAmerican Association for the Advancement of Core Curriculum \n\nAmerican Association for the Advancement of Science \n\nAmerican Association for the Advancement of Slavic Studies \n\nAmerican Association of Collegiate Registrars and Admissions Officers \n\nAmerican Association of Higher Education \n\nAmerican Association of Museums \n\nAmerican Association of Physics Teachers \n\nAmerican Association of Teachers of French \n\nAmerican Association of University Administrators \n\nAmerican Association of University Professors \n\nAmerican Astronomical Society \n\nAmerican Chemical Society \n\nAmerican Choral Directors Association \n\nAmerican Choral Foundation \n\nAmerican Economics Association \n\nAmerican Educational Research Association \n\nAmerican Guild of Organists \n\nAmerican Historical Association \n\nAmerican Institute of Biological Sciences \n\nAmerican Institute of Certified Public Accountants \n\nAmerican Library Association \n\nAmerican Literary Translators Association \n\n192 \n\n\n\nAmerican Mathematical Society \n\nAmerican Museum of Natural History \n\nAmerican Philosophical Society \n\nAmerican Physical Society \n\nAmerican Phytopathological Society \n\nAmerican Political Science Association \n\nAmerican Psychological Society \n\nAmerican Sociological Association \n\nAssociation for Computing Machinery \n\nAssociation for Supervision and Curriculum Development \n\nAssociation for the Sociology of Religion \n\nAssociation of General and Liberal Studies \n\nAssociation of Georgia Housing Officers \n\nAssociation of Heads of Departments of Psychology \n\nAtlanta Historical Society \n\nAtlanta History Center \n\nAtlanta Press Club, Inc. \n\nCollege and University Personnel Association \n\nCollege Art Association \n\nCollege Music Society \n\nCollege Placement Council \n\nCollege Reading Association \n\nCollege Sports Information Directors of America \n\nConductor's Guild \n\nCouncil for Adult and Experiential Learning \n\nCouncil of Undergraduate Psychology Programs \n\nDecision Science Institute \n\nEconomic History Association \n\nEntomological Society of America \n\nEuropean Behavioral Pharmacology Society \n\nFinancial Executives Institute \n\nForeign Language Association of Georgia \n\nGeorgia Academy of Science \n\nGeorgia Association for Foreign Student Affairs \n\nGeorgia Association of Accounting Instructors \n\nGeorgia Association of Campus Law Enforcement \n\nGeorgia Association of College Stores \n\nGeorgia Association of Colleges of Teacher Education \n\nGeorgia Association of Collegiate Registrars and Admissions Officers \n\nGeorgia Association of Student Financial Aid Administrators \n\nGeorgia Association of Teacher Educators \n\nGeorgia Association on Young Children \n\nGeorgia Chrysanthemum Society \n\nGeorgia College Personnel Association \n\nGeorgia College Placement Association \n\nGeorgia Council International Reading Association \n\nGeorgia Council of Teachers of English \n\nGeorgia Educational Research Association \n\nGeorgia Honors Council \n\n\n\n193 \n\n\n\nGeorgia Middle School Association \n\nGeorgia Music Educators Associadon \n\nGeorgia Philosophical Society \n\nGeorgia Professors of Middle Level Education \n\nGeorgia Professors of Reading \n\nGeorgia Society of Certified Public Accountants \n\nGeorgia Sociological Association \n\nGeorgia Theatre Conference \n\nInternational Association of Campus Law Enforcement \n\nInternational Association of University Presidents \n\nInternational Federation of Choral Music \n\nInternational Reading Association \n\nInternational Society of Plant Pathology \n\nInternational Studies Association \n\nInternational Time Capsule Society \n\nJapan-America Society of Georgia \n\nKagawa Society \n\nMathematical Association of America \n\nMedieval Academy of America \n\nModern Language Association of America \n\nMusic Educators National Conference \n\nNational Association for Foreign Student Affairs \n\nNational Association for the Education of Young Children \n\nNational Association of Academic Affairs Administrators \n\nNational Association of Advisers for the Health Professions \n\nNational Association of Basketball Coaches \n\nNational Association of Campus Activities \n\nNational Association of College Admission Counselors \n\nNational Association of College and University Business Officers \n\nNational Association of College Auxiliary Services \n\nNational Association of College Stores \n\nNational Association of Collegiate Directors of Athletics \n\nNational Association of Educational Buyers \n\nNational Association of Recording Arts and Sciences \n\nNational Association of Scholars \n\nNational Association of Student Financial Aid Administrators \n\nNational Association of Student Personnel Administrators \n\nNational Childhood Education Association \n\nNational Council of Teachers of English \n\nNational Council of Teachers of Mathematics \n\nNational Education Association \n\nNational Middle School Association \n\nNational Reading Conference \n\nNational Science Teachers Association \n\nNational Society for Experiential Education \n\nNational Society of Fund Raising Executives \n\nNational Systems Programmers Association \n\nNorth Georgia Museum Educators \n\nOrgan Historical Society \n\n\n\n194 \n\n\n\nPsychonomic Society \n\nSigma Xi (Scientific Research) Society \n\nSociety for College and University Planning \n\nSociety for Developmental Biology \n\nSociety for Greek Political Thought \n\nSociety for Human Resource Management \n\nSociety for Neuroscience \n\nSociety for the Advancement of Scandinavian Study \n\nSociety for the Scientific Study of Religion \n\nSouth Atlantic Modern Language Association \n\nSoutheastern Psychological Association \n\nSoutheastern Theatre Conference \n\nSouthern Association for College Student Affairs \n\nSouthern Association of College Admission Counselors \n\nSouthern Association of College and University Business Officers \n\nSouthern Association of Institutional Researchers \n\nSouthern Association of Student Financial Aid Administrators \n\nSouthern Business Administration Association \n\nSouthern College Placement Association \n\nSouthern Early Childhood Association \n\nSouthern Historical Association \n\nSouthern Marketing Association \n\nSouthern Political Science Association \n\nSouthern Society for Philosophy and Psychology \n\nSouthern Sociological Society \n\nThe Federalist Society \n\nThe Tennyson Society \n\nUniversity Risk Management and Insurance Association \n\nU.S. Chess Federation \n\n\n\n195 \n\n\n\nBSMHIIS \n\nii||H \n \n\n\n\n\nI V E R S r \\ T Y \n\n\n\n4484 Peachtree Road, N.E. \n\nAtlanta, Georgia 30319-2797 \n\n(404)261-1441 \n\n\n\nW\u0026M* \n\n\n\n*4C \n\n\n\nOB^l \n\n\n\n \n\n\n\n \n\n\n\n\n \n\n\n\n \n\n\n\n \n\n\n\n\n\n\nDirections to Campus \n\nFrom 1-85: \n\nTake Exit 31 , North Druid Hills Road. \nGo north about 2 miles to Peachtree \nRoad and turn right (north). Go about \n1 mile on Peachtree. Oglethorpe is \non the left. \n\nFrom 1-285: \n\nTake Exit 23, Peachtree Industrial \nBlvd., and go south about 4 miles. \nThe campus is on the right. Or, take \nExit 21 , Ashford-Dunwoody Road, \nand go south to the end. Turn right \non Peachtree Road. Campus is on \nthe right. \n\n\n\n1. \n\n\nMacConnell Gate House \n\n\n10 \n\n\n2. \n\n\nLupton Hall \n\n\n11. \n\n\n3. \n\n\nPhoebe Hearst Hall \n\n\n12 \n\n\n4. \n\n\nGoodman Hall \n\n\n13 \n\n\n5. \n\n\nTraer Residence Hall \n\n\n14 \n\n\n6. \n\n\nPhilip Weltner Library \n\n\n15 \n\n\n7. \n\n\nOglethorpe University Museum \n\n\n16 \n\n\n8. \n\n\nFaith Hall \n\n\n17. \n\n\n9. \n\n\nGoslin Hall \n\n\n18. \n\n\n\nLegend for Campus Map \n\nSwimming Pool 19. \n\nEmerson Student Center 20. \n\nDining Hall 21. \n\nAlumni Residence Hall 22. \n\nJacobs Residence Hall 23. \n\nSchmidt Residence Hall 24. \n\nDempsey Residence Hall 25. \n\nTrustee Residence Hall 26. \n\nSoccer Field 27. \n\n\n\nPresident's Home \nSeigakuin School \nFratern ities/Sororities \nTrack \n\nTennis Courts \nDorough Field House \nAnderson Field (Baseball) \nHermance Stadium \nCrypt of Civilization \n\n\n\nIndex \n\n\n\nAcademic Advising 62 \n\nAcademic Fraud 71 \n\nAcademic Regulations 61 \n\nAcademic Resource Center 65 \n\nAccess to Records 71 \n\nAdministration 188 \n\nAdvanced Placement Program 26 \n\nAlumni Assn. Board of Directors 183 \n\nApplication for Admission- \nGraduate 169 \n\nApplication for Admission- \nUndergraduate 20 \n\nArtist-in-Residence 94 \n\nAthletics 53 \n\nAuditing Courses 64 \n\nBoard of Trustees 178 \n\nCalendar 4 \n\nCampus Facilities 16 \n\nCareer Planning 56 \n\nCheating 72 \n\nClass Attendance 63 \n\nCLEP 25 \n\nCommunity Life 49 \n\nContinuing Education 29 \n\nCooperative Education 55 \n\nCore Curriculum 77 \n\nCounseling 56 \n\nCourse of Study Descriptions \n\nAccounting 148 \n\nAllied Health Studies 123 \n\nAmerican Studies 94 \n\nArt 94 \n\nBiology 123 \n\nBusiness Administration 151 \n\nBusiness Administration and \n\nBehavioral Science 89 \n\nBusiness Administration and \n\nComputer Science 90 \n\nChemistry 126 \n\nCommunications 97 \n\nComputer Science 156 \n\nEconomics 157 \n\nEducation, Early Childhood 163 \n\nEducation, Graduate 173 \n\nEducation, Middle Grades 163 \n\nEducation, Secondary 163 \n\nEngineering 129 \n\nEnglish 99 \n\nForeign Language 102 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47 \n\nRegistration 62 \n\nResidence Halls 19 \n\nResidency Requirement 23, 66 \n\nROTC 28 \n\nScholarships 38 \n\nSecond Baccalaureate Degree 69 \n\nSemester System 69 \n\nSexual Harassment Policy 51 \n\nSpecial Students 25 \n\nStudent Organizations 52 \n\nStudy Abroad 91 \n\nTeacher Education Program 162 \n\nTradition, Purpose, and Goals 7 \n\nTraer Hall 19 \n\nTransfer Students 22 \n\nTransient Students 25 \n\nWithdrawal from a Course 46, 70 \n\nWithdrawal from the University 46, 70 \n\n\n\n199 \n\n\n\nOa/etfiorpe \n\nU TT I V E R 5 'l T Y \n\n\n\nPlease send me additional information: \nName \n\n\n\nAddress \n\n\n\nCity State Zip. \n\nPhone ( ) \n\n\n\nSchool Attending . \nGraduation Year _ \n\n\n\nField of Interest (if decided) \n\n\n\nNon-Academic Interests \n\n\n\nMail to: Admissions Office \n\nOglethorpe University \n4484 Peachtree Road, N.E. \nAdanta, GA 30319 \n\n\n\nU TT I V E R S * \\ T Y \n\n\n\nPlease send me additional information: \nName \n\n\n\nAddress \n\n\n\nCity State Zip. \n\nPhone ( ) \n\n\n\nSchool Attending . \nGraduation Year _ \n\n\n\nField of Interest (if decided) \n\n\n\nNon-Academic Interests \n\n\n\nMail to: Admissions Office \n\nOglethorpe University \n4484 Peachtree Road, N.E. \nAdanta, GA 30319 \n\n\n\nBUSINESS REPLY MAIL \n\n\n\nFIRST CLASS \n\n\n\nPERMIT NO. 1542 ATLANTA, GA \n\n\n\nPOSTAGE WILL BE PAID BY ADDRESSEE \n\n\n\nAdmissions Office \nOglethorpe University \n4484 Peachtree Road, N.E. \nAtlanta, Georgia 30319-9985 \n\n\n\nNO POSTAGE \n\nNECESSARY \n\nIF MAILED \n\nIN THE \n\nUNITED STATES \n\n\n\n\nBUSINESS REPLY MAIL \n\n\n\nFIRST CLASS \n\n\n\nPERMIT NO. 1542 ATLANTA, GA \n\n\n\nPOSTAGE WILL BE PAID BY ADDRESSEE \n\n\n\nNO POSTAGE \n\nNECESSARY \n\nIF MAILED \n\nIN THE \n\nUNITED STATES \n\n\n\n\nAdmissions Office \nOglethorpe University \n4484 Peachtree Road, N.E. \nAtlanta, Georgia 30319-9985 \n\n\n\n200G.3G 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