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Eckerd College, founded in 1958 by the 
Presbyterian Synods of Florida as Florida Pres- 
byterian College, is a coeducational liberal arts 
college accredited by the Southern Association 
of Schools and Colleges. The name, Eckerd 
College, was adopted July 1, 1972, honoring 
Jack M. Eckerd, a Florida businessman whose 
financial commitments to the college have 
helped to insure its future. 

STUDENTS 1972-73 

1,000 total enrollment 

40% from Florida 

42 states and 8 foreign countries in student 

19% from Tampa Bay area 
50% of students receive financial aid 

FACULTY 1972-73 
76 full-time professors 
66% have earned doctorate 
Average age 42 
Faculty-student ratio: 1 to 13 


281 acre campus, mile and a quarter waterfront 

64 air-conditioned buildings 

Land and buildings valued at $15,300,000 

Eckerd College is related by covenant to 
the Presbyterian Church, U.S., and the United 
Presbyterian Church, U.S.A. 


This catalog of Eckerd College contains 
information about the college and course list- 
ings. Also available are publications containing 
detailed course descriptions, additional infor- 
mation about the college and its campus, or 
brief descriptions of specific academic topics. 
For further information, write Director of 


The Concept 3 

Commitments 4 

Program 7 

Modular Calendar 7 

Mentorship 9 

Collegia 9 

Program Options 13 

Values Sequence 13 

Majors 13 

Pre-Professional Programs 13 

Teacher Education 14 

Independent Study 14 

International Education 15 

Off-Campus Programs 16 

Leave of Absence 16 

Summer Module 16 

Library 17 

Academic Requirements 18 

Student Life 20 

Admission 28 

Costs and Financial Aid 30 

Faculty 32 

Foundations Collegium 33 

Collegium of Creative Arts 36 

Collegium of Letters 40 

Collegium of Comparative Cultures 43 

Collegium of Behavioral Sciences 47 

Collegium of Natural Sciences 51 

List of Courses 55 

Administration 59 

Board of Trustees 60 

Board of Visitors 61 

President's Roundtable 62 

Index 63 

Calendars Inside 


four year, 
liberal arts 

For the bright, serious, highly motivated student this is a particularly 
propitious time to enroll at Eckerd College. The place is in ferment; it exudes 
promise. Ideas abound; expectations run high and anticipation hangs in the 
air. A certain momentum can be felt. 

And why? 

The answer is simple: 

After a decade of steady and successful academic reform and innova- 
tion, Eckerd is launching in the fall of 1973 a strong and flexible academic pro- 
gram which should be especially attractive to academically talented students 
who seek a broader context in which to devote themselves to the common 
good, through reason and wisdom and justice and love. A greatly strength- 
ened faculty advisor relationship; the Autumn Term, an in-depth experience 
in explorations and discovery during the Freshman year; opportunity for ex- 
panded international academic programs available through the new, flexible 
modular calendar; the new collegia idea; continuation of the winter term; in- 
terdisciplinary majors; the possibility of valid independent study — these are 
all components of The Eckerd College Concept. 

Eckerd is a serious academic institution which operates on the assump- 
tion that the task ahead in America and throughout the world is, at its deepest 
levels, an intellectual one. 

Everything begins with an idea. Ideas when challenged often change 
and become new and better ideas. There is joy and fulfillment in intellectual 
curiosity. If it is in the minds of men and women that wars and injustices are 
conceived, then it is in these same minds that we must build visions of peace 
and justice. 

Moreover, there is an Impenetrable Mystery to Life. Plumb the depths 
of the human experience and we encounter the question of Ultimate Destiny. 
In the truly educated person, the intellectual, the emotional, and the spiritual 
mutually enrich and support one another and mesh into a life of service and 
reward, of authenticity and effectiveness, of being alive and breathing in- 
tellectually and morally. 

Eckerd College is committed to helping you formulate a response of 
integrity and discipline to a human life — an important life — your own. To 
develop the intellectual-analytical-emotional literacies which prepare one to 
cope, to decide, to adapt, to conceptualize, to stay in a process of renewal 
and growth, to engage in a life-long learning experience — this is what educa- 
tion at Eckerd College is all about. 

I urge you to consider Eckerd. join with us as we dare to risk, to im- 
agine, to excel. Many institutions offer opportunities only to maintain. At 
Eckerd we are striving to build, to push forward and create, rather than solely 
to hold on and conserve. 

An intense debate is taking place in American higher education as to 
whether schools and colleges make a difference in the lives of students. 
Eckerd College, by helping you to find your very special place in a very special 
world, can make a difference in your life. 

Indeed, the best in your life is yet to happen, and it can begin to hap- 
pen at Eckerd College. 

0, (/JiM^- 


Billy O. Wireman 


When Eckerd College opened in 1960 as Florida Presbyterian College, 
it was pledged to search vigorously for better ways to develop competent and 
concerned men and women. From the beginning, the college has sought to 
select students of promise and to define and produce in them qualities of 
moral and intellectual excellence. This has been accomplished in the context 
of an academic community committed to the faith and worldview of the 
Jewish and Christian peoples interpreted in relation to the problems of the 

times. . 

The purpose of Eckerd College is to help its students attain attitudes, 
skills, and knowledge necessary to maintain a life-long, largely self-directed 
learning experience. Its primary function is academic and is performed 
through providing programs and human resources that stimulate and dis- 
cipline the life of the mind. The college feels strongly its obligation to pro- 
vide an environment in which students can attain a sense of worth and be 
involved in experiences which nurture in them a capacity to care for people. 
Eckerd understands that emotional and social maturation are intimately re- 
lated to intellectual development, and seeks through its unique academic and 
social institutions to foster personal maturity while fully respecting the in- 
dependence, rights, and freedoms of each student. The college seeks to put 
the means of self-evaluation at the disposal of students, and thus to encour- 
age responsible exercise of personal and social freedom. From Eckerd College 
will come men and women shaped to the ends of learning, caring, and being, 
who will make their commitments manifest in the society at large. 


Eckerd College has made certain basic commitments that affect all 
that it does. 

Eckerd is a liberal arts college. A person who possesses the ability to 
learn and make judgments independently is able to become free. At Eckerd, 
students read broadly and study many subjects, but they are essentially edu- 
cated by mastering the modes in which human thought is conducted. Eckerd 
seeks to enable students to cope with unfamiliar bodies of knowledge, to 
solve problems, and to perform responsibly. 

Eckerd believes that a college should provide students as wide a range 
of choices as possible, and the college offers every assistance in understand- 
ing the issues posed by freedom of choice. It does not believe that freedom 
and responsibility are fostered by alleging to students that their options are 
limitless. No school is truly prepared to affirm every project a student may 
conceive. But Eckerd does make available the competent academic guidance 
needed to understand the issues posed by many choices. 

Eckerd desires its students to develop rapidly toward independence 
and responsibility. Its program includes courses, projects, experimental re- 
search, and experiences that stress independence of judgment, thorough ex- 
ecution of academic tasks, and self-managed studies. 

Eckerd aims to foster a thorough understanding of human values. 
Founded by Presbyterians and covenanted to the Presbyterian churches of 
Florida, the college offers courses of study and projects that enable each stu- 
dent to grasp his or her own religious heritage at an adult level of understand- 
ing through analysis of problems of value in modern society and technology. 

and the academic study of religion. This is equally true for all Christian tradi- 
tions, the Jewish heritage of faith and life, and the Eastern religions. 

Eckerd is committed to quality. Every college claims the same; yet the 
integrity of a program must be judged by certain crucial decisions. Do pro- 
fessors unite good teaching and productive research, and involve students 
in research wherever possible? Is there time for careful individual dealing 
between professor and student? Does a college advise and support promis- 
ing students who are not performing to capacity? Does student life support 
academic achievement? Do students perceive the college as really caring 
about them? Eckerd is engaged in constant self-examination of its effort to 
answer these questions affirmatively. 

Eckerd believes that to be free, any person needs to possess a high 
capacity to formulate and function within structures of his own choosing. 
Inability to cope with the need for structure tends toward loss of freedom. 
Its program does not so much impose structure as assist students to structure 
their own study programs. It does not ignore a student's need for thorough 
understanding of the consequences of choices that all must make. 

Eckerd is committed to the development of the habit of self-evalua- 
tion. Students become accustomed to defining purposes, objectives, and 
methods for accomplishing them. Grading is designed to put each student 
in possession of the means of analyzing and criticizing his or her own progress. 
Eckerd is committed to building a society in which all men and women, 
regardless of economic, social, or racial background, will enjoy full opportu- 
nity. Its financial aid policy enables all academically qualified students to 
remain in school. While aid is available to all economically disadvantaged 
students of high capability, Eckerd is particularly committed to recruitment of 
and financial and academic support for black students. Eckerd is excellently 
suited to the education of the blind and the mobile physically handicapped. 

Eckerd believes that every student should understand the natural and 
technological world in which he lives. To this end it provides the opportu- 
nity for all students to engage in study in the sciences. This may be done on 
a limited basis, designed to provide understanding of the scientific and tech- 
nological approach to the solution of problems; or it may be systematic and 
thorough, designed to provide essential preparation for careers in the sciences. 

Eckerd believes that every student should understand the American 
environment: the natural environment, the forces that shape American so- 
ciety, its civil and political systems, problems of work, and other facets of the 
American reality. Students may plan work experience off the campus as an 
integral part of their education. 

Eckerd believes that a liberally educated person should find himself 
at home in other cultures. To this end it provides opportunities for area stud- 
ies through on-campus study of foreign languages, literature, history, re- 
ligion, and related cultural subjects, and through study abroad in programs 
supervised by Eckerd faculty members and integrated into the total curriculum 
of the college. 

Eckerd believes that liberal education is highly practical, and should pro- 
vide students with alternatives. With a carefully planned Eckerd degree, a 
student may obtain a job that is personally fulfilling or may proceed to grad- 
uate or professional school, and may continue an enriching self-education. 

The description of Eckerd's educational program that follows spells out 
the specific ways in which the college seeks to fulfill these goals. 








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Organizing Principles 

In the Spring of 1972 President Billy O. 
Wireman, in a paper entitled "To Make A Dif- 
ference," called for a thorough review of the 
educational accomplishments of the college 
since its founding in 1958 as Florida Presby- 
terian College and the creation of a program 
that would renew the commitments of the col- 
lege in fresh and more effective ways. The re- 
sult was a program at once innovative and 
academically strong. Its philosophy is stated 
in the foregoing portions of this catalog. Its 
basic program elements are three. 

Increasingly, higher education has felt 
that the traditional semester system which 
slices all subjects to uniform time periods is in- 
flexible. Neither the teacher nor student has 
been free to determine the degree of concen- 
tration that is most advantageous, nor to adapt 
time blocks to the demands of learning. The 
modular calendar is a move in the direction of 
flexibility. Florida Presbyterian College pio- 
neered the now familiar 4-1-4 arrangement of 
the academic year; as Eckerd College, this in- 
stitution is now moving to a pattern that may 
be described as 1-2-2-1-2-2. 

The college year opens at the end of Au- 
gust, as it has in the past, when Freshmen (to- 
gether with upperclassmen who wish to do 
on-campus independent study) arrive for the 
autumn term. For three weeks Freshmen con- 
centrate on a single subject chosen from a 
range of electives. 

In mid-September, the entire student 
body returns for the first of two fall modules. 
Each seven week period involves the student 
in two courses instead of the usual four or five 

course load. Some studies are available in a 
three and one-half week period, giving full 
time to a single subject, as during the autumn 
and winter terms. Most studies are planned 
for seven weeks, taking two courses during 
this period, and some subjects are available on 
the fourteen week pattern. A student may take 
two or three courses simultaneously, depend- 
ing on the way in which these studies are 
scheduled. The purpose is to clear the way 
for concentration, provide time allotments 
most favorable to the work, and open up to 
students certain choices not available under 
the semester scheme. 

The cycle 1-2-2 is repeated after the first 
of January: a single four-week unit during win- 
ter term followed by two more seven-week 
modules, which end the second "semester." 
During the summer a further full module (com- 
pressed to six weeks) is offered for students 
who may wish to accelerate or who have 
chosen to drop a module during the academic 

The modular schedule provides for more 
frequent access to and exit from the college 
schedule, since students may plan their pro- 
gram for any series of modules that meets their 
needs and interests. One or more modules 
may be devoted to an off-campus project, an 
overseas study unit, or a period of employment 
for career exploration or financial need. The 
college expects to continue to experiment with 
modular scheduling to improve teaching and 
learning effectiveness, expand student op- 
tions, and fully use its other advantages. Stu- 
dents participate in exploration and evaluation 
at Eckerd and so are a part of the continuing 
development of the college. 

Aug. 27 

Orientation, Advising, 
Term Course for Freshmen 


Sept. 14 Sept. 17 Nov. 2 

Autumn Term 

1 course 

1 course 

Jan. 7 

Feb. 1 

Module 1 

Nov. 5 

Dec. 20 

1 course 

1 course 

Module 2 


Feb. 4 

Mar. 22 

1 course 

1 course 


April 1 

May 24 

1 course 

1 course 

Winter Term Module 3 Recess Module 4 

In certain instances a student may elect to take a 14-week course across two modules. 

Aug. 27 


Sept. 17 Nov. 2 Nov. 5 Dec. 20 

Term Course. 
For Freshmen 

Value Seminars 

Modes of Learning 

Collegia! Elective 

Collegial Elective 

Autumn Term 

Jan. 7 

Module 1 

Feb. 4 Mar. 22 

Module 2 

Apr. 1 May 24 


Value Seminars 


Modes of 
Learning Elective 



Winter Term Module 3 Recess Module 4 

In certain instances a student may elect to tal<e a 
14 - wee/c course across two modules. 


Variations in Course Planning 
made possible by the Modular Calendar 

Module 1 Module 2 

Subject 1 
7 weeks 

Subject 3 
7 weeks 

Option 1 : 

4 or 5 courses 

Subject 2 
7 weeks 

Subject 4 
7 weeks 

Optional 5th Subject— 14 weeks 

Option 2: 

4 or 5 courses 

Subject 1 
31/2 weeks 

Subject 2 
3y2 weeks 

Subject 3 
7 weeks 

Subject 4 
7 weeks 

Optional 5th Subject— 14 weeks 

Subject 1—14 weeks 

Option 3: 

Subject 2—14 weeks 

4 courses 

Subject 3 
7 weeks 

Subject 4 
7 weeks 

THE MENTORSHIP is the second major 
component of the Eckerd program. Mentor- 
ship is an academic concept. It assures 
thorough attention to the academic progress 
of each student by specially qualified faculty 
members assisted by student-mentors. In con- 
trast to conventional academic advising, time 
is specially set aside in the Professor-Mentor's 
schedule to confer with degree candidates. 
Each Mentor has about seventeen candidates; 
he or she spends one half-hour per week (or 
one hour each two weeks) with the candidate. 
Associated with Professor-Mentors are stu- 
dent-mentors, upperclassmen specially select- 
ed for their grasp of the purposes and pro- 
grams of the college and their ability to as- 
sist entering students. The primary purpose of 
the Mentorship is to enable each student to 
think through his or her own academic pur- 
poses to the degree necessary to formulate an 
appropriate program. Students may continue 
to rethink their programs for an extended pe- 
riod; Mentors maintain this control function 
as long as needed. The primary "requirement" 
at Eckerd is that the student conceive his or 
her own academic program and execute it at 
a high level of quality. Conference with Men- 
tors is available to transfer students appropri- 
ately to their advanced standing. 

A student who has been accepted at 
Eckerd hears from or personally meets a Men- 
tor before arriving on the campus. The au- 
tumn term is a period for development of the 
student's relationship with the Mentor, and for 
learning the whole range of academic and per- 
sonal opportunities at Eckerd. The academic 
course that the student takes then is taught by 
the Professor who is the student's Mentor. 
Under a conventional system, arriving Fresh- 
men must choose courses for a full semester 
before it is possible to become aware of the 
range of their choices. At Eckerd, during the 
autumn term, while earning one course of 
academic credit, the students also familiarize 
themselves with the college programs and plan 
the year's study with the Mentor. A broader 
base in knowledge, greater deliberation in 
planning, and correspondingly greater satis- 
faction in the first year's experience are the 
product of Mentorship and autumn term. Fine 
advisers have performed these tasks through- 

out the history of higher education. The Eckerd 
Mentorship system aims to extend high quality 
service to all students throughout their entire 
college career. 

As Mentors and student-mentors identify 
problems of a more personal kind, they help 
students adjust to the new college environ- 
ment. When personal counseling or special 
academic support are needed, the Mentor re- 
fers the student to the Human Development 
Center for personal counseling and other sup- 
port services. Where the relationship between 
a student and Mentor does not work out after 
a reasonable trial period, means exist to shift 
until a satisfactory match of student and Men- 
tor is achieved. In the Eckerd economy, effec- 
tiveness in the role of Mentor is a primary 
qualification for professors. 

THE COLLEGIUM is the third major com- 
ponent of the Eckerd program. This term ex- 
presses an idea entirely new to the organiza- 
tion of undergraduate education. 

In place of academic departments and di- 
visions, Eckerd College has defined six col- 
legia. A collegium is a group of faculty and stu- 
dents united around a distinctive mode of 
learning. The familiar principle of academic af- 
filiation is subject matter: history, psychology, 
foreign langauge, etc. A collegium brings to- 
gether professors and students who share ways 
of knowing and investigating and expressing 
their perception of reality. The collegium tran- 
scends disciplines and conventional adminis- 
trative divisions and generates positive forces 
to create community among scholars. 

A chemist, a psychologist, and a biologist, 
for example, belong to the same collegium at 
Eckerd because they share a commitment to 
controlled experiment, their characteristic way 
of learning. In a collegium one learns how to 
bring order to a body of unanalyzed data and, 
in the course of learning how to do this, ac- 
quires information and specialized capabilities. 
Each collegia is described later in this catalog 
by purpose and fundamental program. The 
courses offered within each collegium are fully 
described in a periodically published tabloid 
available with this catalog. 

Faculty members and students voluntari- 
ly select their collegium. At the end of the 

Freshman year, each student establishes a pri- 
mary affiliation with an upper division col- 
legium whose approach to learning and sub- 
ject matter interests him. As a student's pro- 
gram develops, courses are selected from any 
collegium, without limitation; if a student's in- 
terests change, affiliation may move from one 
collegium to another. After the Freshman 
year, a student's Mentor is selected from the 
professors in the student's upper division col- 
legium. Elected student representatives enjoy 
the right of both voice and vote in their col- 
legia. Students at Eckerd have a direct role in 
academic decisions; but this participation is 
based upon a student's thorough education in 
the issues and demonstration of responsibility. 

special because it is constructed for purposes 
unique to the needs of the entering student. 
Sixteen to eighteen faculty members are asso- 
ciated with selected upperclassmen to achieve 
the following purposes: 

—to carry to full success a year's aca- 
demic study in student-selected areas of learn- 
ing and to achieve a markedly increased capa- 
bility for independent study; 

—to help students make a successful 
transition into college life, by gaining knowl- 
edge of the social and academic resources of 
the institution and by assessing objectively 
their own strengths and weaknesses; 

—to provide the student with an in- 
tellectually exciting encounter with the heri- 
tage of the Jewish and Christian peoples 
through two seminars designed to assist in the 
forming of personal and social values which 
underlie responsible decision-making; 

—to bring each student to the point 
where he or she can make informed judgments 
concerning the individual's college career and 
can qualify for effective performance in an up- 
per division collegium. 

The academic structure of the Founda- 
tions Collegium involves the following major 
elements, each having specific purposes and 
a time frame for its achievement: 

Autumn Term. The purpose of the 
term, already discussed, is to complete one 
unit of academic study and to establish among 
the most recently arrived members of the com- 
munity their own confidence and ability to as- 


sume a new role as college student. Autumn 
term is a crucial period of individual transition 
and is basic to the subsequent educational pro- 
cess. The Mentorship is anchored in this ex- 

Foundations Value Seminars. Within the 
context provided by a study of the Jewish and 
Christian heritages, students are challenged to 
develop and articulate informed value judg- 
ments concerning their own lives, basic beliefs, 
and interactions with other persons and peo- 
ples. This study is offered during the first and 
third modules and includes a multimedia ap- 
proach to presenting information, writing as- 
signments, and the discussion group as a 
forum for the exchange of ideas. Each faculty 
member and the students for whom he or she 
serves as Mentor constitute a Value study sem- 
inar during both modules. 

Modes of Learning Electives. The Modes 
of Learning courses lie at the heart of the 
Foundations program. They represent an edu- 
cational experiment for which there is little 
precedent. The purpose of Modes of Learning 
courses is, by means of scientifically directed 
and highly individualized teaching, to provide 
the analytic and problem-solving skills which 
students have traditionally been expected to 
acquire as a by-product of content-oriented 
courses. These capabilities are developed in 
specific connection with a variety of subject 
matters, among which students may choose. 

Colleglal Electives. Electives are offered 
by the five upper divison collegia. In most 
instances they are offered in a single module. 
Their purpose is to provide introductions to 
collegial interdisciplinary and discipline stu- 
dies for interested Freshmen and upperclass- 
men, thus facilitating choice of later academic 
alternatives; and to allow Freshmen to begin 
curricula which require four years to com- 
plete (e.g. pre-medicine, chemistry). The pro- 
gram of the Foundations Collegium is dis- 
cussed in greater detail on page 33 of this cata- 
log and in the course description tabloid. 

have elected one of the five upper division col- 
legia with which to affiliate. Such identification 
is retained irrespective of participation in the 
Foundations Collegium. On pages 36 to 54 are 
fuller descriptions of the collegia. 

Collegium of Creative Arts. The purposes 
of the Collegium of Creative Arts are to en- 
courage, promote, and evaluate the making of 
original works and the process of creativity. 
These purposes will be achieved through per- 
sonal experience and creation of a community 
rich in possibilities. We seek a genuine, ma- 
turing, supportive and critical community, de- 
dicated to the discovery and development of 
the fullest creative potential of each of its 
members, to the cultivation of sensitivity and 
inner discipline in attaining the highest levels 
of craftsmanship and to the fostering of op- 
timum conditions of personal, professional 
and creative growth. 

The Collegium of Creative Arts includes 
professors in Music, Art, Theatre, Literature, 
Education, Sociology, Psychology, and other 
fields. Students who choose to affiliate with 
Creative Arts after completing Foundations 
will be advised by a Mentor from this Col- 
legium, concentrate their work among these 
disciplines according to a plan developed with 
a Mentor and draw on studies available 
throughout the college to assume fulfillment 
of the student's educational purpose. 

Collegium of Letters. The purpose of the 
Collegium of Letters is to study man's works 
in order to evaluate his particular activities 
within an historical continuum, its methods in- 
clude disciplined research, analysis, imagina- 
tion and conceptualization, criticism, and syn- 
thesis. The collegium seeks thereby to de- 
velop an informed appreciation of the human 
condition and of man's essential freedom and 

The Collegium of Letters includes pro- 
fessors in Literature and Languages, History, 
Religion, Philosophy, and Political Science. 
Students expecting to concentrate among 
these disciplines will ordinarily affiliate with 
this Collegium and work with a Mentor in Let- 

Collegium of Comparative Cultures. The 
Collegium of Comparative Cultures is made up 
of students and faculty whose primary pur- 
pose is the development of conceptual and 
experiential understanding of the cultural 
heritage and the present realities of the major 
regions of the world by a coordinated program 
of language instruction, area studies, and study 


abroad. An interdisciplinary approach to each 
area is characteristic of the Collegium, 

The Collegium of Comparative Cultures 
includes professors of African and Afro-Ameri- 
can Studies, Religion, East Asian Studies, Euro- 
pean and Eastern Languages, Music, History, 
Philosophy, and Soviet Area Studies. Students 
emphasizing area studies and language will 
normally affiliate with the Collegium and be 
counseled by a Mentor in Comparative Cul- 

Collegium of Behavioral Sciences. The 
Collegium of Behavioral Sciences includes 
scholars whose primary emphasis is on em- 
pirical inquiry into human, social, and animal 
behavior. Since many complex, multivariate 
behavioral events cannot be studied through 
the method of experimental isolation and con- 
trol, the members of this Collegium emphasize 
also techniques of systematic observation and 
quantitative measurement, description, and 

The Collegium of Behavioral Sciences in- 
cludes professors in Economics and Manage- 


ment. Psychology, Sociology, Political Science, 
and Anthropology. Students emphasizing sub- 
jects calling for the use of the characteristic 
modes of learning that identify this Collegium 
will plan programs with a Mentor from this 

Collegium of Natural Sciences. The Col- 
legium of Natural Sciences includes scholars 
whose methodology is modeled after that of 
the sciences. Here, the path to knowledge in- 
cludes the controlled isolation and manipula- 
tion of variables, the acquisition of quantita- 
tive or qualitative data, the creative use of the 
skills and language of mathematics, and the 
structuring of general laws and theories. 

The Collegium of Natural Sciences in- 
cludes professors in Mathematics, Statistics 
and Computer Science, Biology, Chemistry, 
Physics and Psychology. Students preparing 
for scientific study in graduate school, certain 
pre-professional candidates, and others seek- 
ing a terminal B.A. degree with emphasis in 
science will ordinarily affiliate with the Col- 
legium and plan their work with its Mentors. 

Program Options 

First, of course, are the courses and proj- 
ects of study. For a full listing of courses, au- 
tumn and winter term projects, independent 
and directed study choices and other curricu- 
lum information, refer to the tabloid of course 
and project announcements, available with this 
catalog. The tabloid contains much fuller de- 
scriptions of courses and study projects than is 
included in most college catalogs, and is up- 
dated periodically. Thorough study of the tab- 
loid will furnish a detailed picture of Eckerd 
College's curriculum. 

quence constitutes the principal specific re- 
quirement of the college; every Eckerd student 
chooses from a selection of Values seminars or 
colloquia in each year. The purpose of the 
Values sequence is to stimulate reflection on 
the value and belief systems that inform the 
lives of responsible, educated persons. The 
description of the Foundations Collegium 
states the purpose and character of the two 
first-year courses called Values seminars. In 
the Sophomore year, students study the sys- 
tems of value and belief that characterize for- 
eign cultures in order to assist them to under- 
stand their own value systems in the light of 
another culture. This study is also part of the 
college's means of preparing students for 
study abroad, available to all students in the 
Semester Abroad program without additional 
cost. In the junior year, value study concen- 
trates on the subject matter of the collegium 
of the student's choice and brings students of 
each collegium into close intellectual and per- 
sonal communication. 

The educational programs in all upper di- 
vision collegia are structured to promote in- 
creasing independence through the Sopho- 
more and junior years, to make it possible for 
many Seniors to spend their last year at Eckerd 
College engaged largely in independent study 
and research. The Senior values study program 
aims to stimulate ethical reflection on the prac- 
tical issues of application of learning, career 
choice problems, and the significance of the 
total college experience. 


Rather than depending primarily on a 
range of "majors" in specific areas of study, 
Eckerd College assists students to plan an aca- 
demic program around concentrations of study 
of their own selection. Students desiring in- 
formation about major programs should con- 
sult the tabloid, collegial chairmen, and disci- 
pline coordinators. All majors and concentra- 
tions are deliberately flexible, may be interdis- 
ciplinary, and can be structured to provide 
necessary preparation for graduate work or for 
immediate job entry. Because each student's 
academic program is individually designed 
with a Mentor, each student's particular needs 
and interests are the primary concern. 

Eckerd College regards liberal arts edu- 
cation as essential to thorough professional 
training and unites a broad freedom of student 
choice with course offerings designed to quali- 
fy students for graduate education in a number 
of fields, for law and medical school, medical 
technology, the ministry, engineering, ele- 
mentary and secondary education, manage- 
ment, and selected community professions. 
Further description of each of these is con- 
tained in the collegial descriptions on pages 
36 - 54 and in the tabloid of course and proj- 
ect announcements. 

The Eckerd principle is that pre-profes- 
sional training shall be obtained through in- 
tensively supervised internship rather than by 
professional and pre-professional courses that 
tend to inhibit the scope and quality of liberal 
arts education. Discussion of the teacher edu- 
cation program, immediately following, exem- 
plifies the application of this principle. Stu- 
dents in management take certain specialized 
courses, such as accounting, and prepare them- 
selves through internships carefully planned 
with the Mentor of the management program. 
Similarly, community professions such as hu- 
man relations occupations involve a thorough 
liberal arts base, to which are added supervised 
field and employment experiences designed to 
the particular interest and need of the student. 
Students apply for admission to their programs 
after demonstrating competence in the first 
and/or second years of the college. 



Eckerd College's innovative plan of pro- 
fessional training for secondary school teach- 
ers has become a model for other institutions 
to follow. Education courses as such have 
been all but eliminated. Instead, the emphasis 
is upon actual teaching under personalized 
supervision. The program has been approved 
by the State of Florida Department of Educa- 
tion, and full certification for graduates is im- 
mediately available in the majority of states; 
namely, those that have adopted the new ap- 
proved program approach to teacher educa- 
tion. Students do not "major" in secondary 
education; they prepare basically in an aca- 
demic subject field. 

Application to the Secondary Education 
program is initiated by the student, preferably 
during the Sophomore year, and candidates are 
screened by the Teacher Education Advisory 
Committee. Students are encouraged to gain 
experience working with young people. Formal 
training begins with pre-internship in the jun- 
ior or Senior year. During the final two mod- 
ules of the Senior year, the student engages 
in intensive training in skills and practical 
knowledge for four weeks and then performs 
ten weeks of student teaching in Pinellas 
County Public Schools. 

Programs leading to certification in Ele- 
mentary Education and Early Childhood Edu- 
cation are competency-based and allow stu- 
dents to individualize their own professional 
training. Eckerd's elementary program differs 
from those in most other colleges in that there 
is a minimum of courses in education, allow- 
ing for generous study of the liberal arts. 

An Elementary Education major will in- 
clude courses in psychology and sociology as 
well as education. Students must demonstrate 
basic competency in the general areas of lan- 
guage arts, English, social science, mathema- 
tics, natural sciences, art, music, and physical 
education or take courses in those areas in 
which they are deficient. Skill workshops are 
also offered in which students can learn to 
play simple musical instruments, tell children's 
stories, lead games, etc. The education courses 
are practical more than theoretical and in most 
instances provide the student with actual class- 


room teaching experience. 

Students desiring Early Childhood cer- 
tification take two courses in early childhood 
in addition to the elementary education major. 

Students should declare their intention to 
major in elementary education during their 
Freshman year so that an assessment can be 
made concerning their subject area compe- 
tencies. Formal application to the program is 
best made during the Sophomore year. Ac- 
ceptance will be based upon evidence of the 
student's knowledge, creativity, initiative in 
learning, and rapport with children and adults. 


During the first twelve years as Florida 
Presbyterian College, an important program 
element has been' independent study. At 
Eckerd College, independent academic work 
continues to be a productive aspect of the cur- 

Independent Study provides a number of 
significant values. It enables a student to be 
involved in an examination of subject matter 
which is of special interest to him but not of 
sufficiently general interest to justify inclusion 
in the curriculum. It makes it possible for a 
student to fit into his program courses of study 
which otherwise would be inaccessible to him 
because of scheduling problems or course se- 
quence. It makes possible a continuing aca- 
demic involvement for students who are off- 
campus for leaves of absence, internships, or 
other nonresident programs. It provides an 
opportunity for concentrated study in a re- 
stricted period of time. It is valuable as a pre- 
paration for graduate education. It makes pos- 
sible specialized study in places in the United 
States and abroad where particular resources 
are available. 

Effective independent study involves 
faculty members in planning, consultation, and 
evaluation. Each instructor must exercise pro- 
fessional responsibility in the use of his time, 
and no faculty member is under obligation to 
accept any specific independent study pro- 
posal. Any independent study for which aca- 
demic credit is granted must be certified by 
a member of the faculty of the college. 

A student who is interested in a self-in- 
itiated program should expect to devote ex- 

tensive time to development of the project 
before he presents it for consideration. He 
should have a clear understanding of what 
knowledge or skills he desires to acquire, what 
his method of research is to be, what resources 
are available to him, and how his productivity 
is to be evaluated. He should make a realistic 
appraisal of the time he proposes to devote 
to his project and the faculty time he will need 
for consultation and evaluation. 

Evaluation of independent study con- 
forms to the academic criteria which are ap- 
plicable to all courses. The procedures which 
are employed in the submission and approval 
of independent study contracts are designed to 
assure careful advance planning, clear defini- 
tion, effective use of student and faculty time, 
and responsible academic evaluation. These 
are available in the Independent Study Blue 


Eckerd College encourages its students to 
participate in study abroad programs. A wide 
range of options, different lengths of time 
abroad, and many choices of location make it 
possible for each student to involve himself in 
a foreign culture in ways that fulfill his aca- 
demic and career expectations and answer his 
personal interests. 

One semester abroad is available at all 
times at the college's London Study Center. In 
the spring semester of 1973 a program was of- 
fered in cooperation with Kansai University of 
Foreign Studies in Japan. Arrangements for a 
semester program are being developed for 
Eckerd students to study art history and graphic 
arts in Florence, Italy. Additional semester 
abroad opportunities are planned for Russia, 
Africa, Hong Kong, Latin America and India. 

With the inauguration of the new modular 
calendar, the module abroad becomes pos- 
sible. This program will relate area and cul- 

tural studies in an intensive program that also 
stresses language study. 

For Module or Semester Abroad, the col- 
lege's comprehensive annual charges cover 
transportation from departure point in the 
Llnited States to the study center, room and 
board, and all program costs. Each student's 
financial aid package is retained in both op- 

The January term, through cooperation 
with other schools having similar calendars, 
provides for specialized intensive projects both 
in the United States and overseas. 

Year Abroad arrangements are made for 
students, especially language majors, whose 
career expectations make an extended stay 
abroad important. Although financial aid is 
typically not available for a year abroad, the 
overall costs are no greater than campus 
charges, including room, board and transpor- 
tation. Year Abroad programs are presently 
available in France, Spain, and Germany. 



The modular schedule at Eckerd College 
permits an almost unlimited number of op- 
tions for off-campus study. Students may par- 
ticipate in group projects with a faculty leader 
or contract to undertake independent projects 
of their own design. Such group projects as 
an archaeological dig, a study of government 
operations in Washington, an analysis of urban 
problems in Chicago, or a study in Ireland of 
Irish myths and folklore are typical. Students 
may enroll in work-study programs, commu- 
nity service projects, preprofessional and busi- 
ness internships or participate in professional 
music or drama groups. Opportunities have 
already been arranged for management intern- 
ships, classroom teaching experience and so- 
cial work placements. Projects will normally 
be from 4 to 7 weeks in length. 

By fulfilling the terms of the Independent 
Study Contract for Off-Campus Programs it is 
possible for students to obtain credit and re- 
late applied field experiences to their program 
of learning leading to graduation. 

The Office of International Education and 
Off-Campus Programs assists students in mak- 
ing arrangements, preparing contracts and 
providing information about various choices. 


It was once assumed that the "normal" 
college experience consists of four years, un- 
interrupted except for scheduled vacations, 
spent in a single institution immediately after 
completion of high school. It is now evident 
that some students are better served by a 
planned alternative to the conventional norm. 
Eckerd believes that a student who takes a 
break in his college program for travel, re-or- 
ientation, or employment may be engaged in 
activity which is significant for his intellectual, 
social, and personal development. Thus Eckerd 
College offers a program of Student Leave of 
Absence to provide flexible adaptation to in- 
dividual needs. 

Leave of absence is a planned program 
which constitutes a part of the student's gen- 
eral educational development. Approval by 
the Director of Leaves is required, together 
with a written plan. Relationship with the col- 
lege continues during interim activities. The 


student remains in good standing while on 
leave of absence and returns to the college 
without having to apply for readmission. While 
not a resident on campus, the student on leave 
is an Eckerd student, intending to return to the 
campus. Academic work, approved in ad- 
vance, at other institutions and directed or 
independent study through Eckerd College are 
acceptable means of continuing academic 
study while on leave. A sustaining fee of $25 
is charged and a leave of absence is limited to 
a maximum period of one calendar year. 


The "summer school" is a six week pe- 
riod, June 17-july 26, 1974, in which a full mod- 
ule of academic work is offered in subjects 
announced each spring. Students wishing to 
be absent from the campus for leave of ab- 
sence, work experience, or foreign travel dur- 
ing a module between August and June may, 
through planning with the Mentor, study in 
the summer and graduate without prolonga- 
tion of their program. Students wishing to ac- 
celerate may do so through summer work. 

The summer module provides especially 
important advantages for concentrated lan- 
guage study: reading, writing, and speaking. 
Language tables, participation of foreign na- 
tionals, and practice in conversation are of- 
fered in French, Spanish and German. 

Conducted during the summer, the Aca- 
demic Motivation Program is a special aca- 
demic and counseling experience for students 
whose promise exceeds their performance to 
enable them to succeed in college. Certain 
Freshmen are admitted with the provision that 
they attend this program. 

Students desiring to do independent or 
directed studies during the summer may do 
so, either on the campus or elsewhere, con- 
sistently with the standards and procedures de- 
scribed under "Independent Study". 

The summer module includes also an Lip- 
ward Bound program for students in the Pinel- 
las County region who are preparing for col- 
leges. Qualified students who have already 
graduated from high school may take two col- 
lege level courses which are credited toward 
graduation at Eckerd College. 


The purpose of the library is to support 
the educational mission of Eckerd College. The 
library attempts to provide the facilities, re- 
sources, and services which will enable the 
student to achieve his full potential; to assist 
the student to approach the academic enter- 
prise with persistence, diligence and serious- 
ness; and to enable all students to acheive the 
goal of excellence through ready access to ma- 
terials through well understood procedures. 

The library is located in the geographical 
center of the college campus, easily accessible 
from the housing and academic areas. The 
building has capacity for 110,000 volumes and 
provides an open and free environment for 
study and reading. 

The library collections contain 102,444 
bound volumes, as well as other media of com- 

munication, including nearly 1000 recordings 
and about 25,000 items in microform. Approxi- 
mately 7,000 volumes are added each year and 
the library subscribes to more than 1,200 cur- 
rent periodicals. 

Books, with the exception of the special 
collections, are readily accessible on open 
shelves. Study carrels line the perimeter of the 
reading room and provide places where stu- 
dents may work in privacy. A selection of cur- 
rent periodicals is displayed for browsing in 
the center of the reading room. Microprint 
reading and printing as well as Xerox copying 
services are available. 

The library has a staff of four professional 
librarians, at least one of whom is on duty to 
provide assistance during most of the hours 
the library is open. The library provides re- 
ference and bibliographic service and inter- 
library loan access to other collections. 



Degree Requirements 

Eckerd College is chartered by the Florida 
legislature to confer the degrees of Bachelor 
of Arts and Bachelor of Science. Its degree 
programs are approved by the Southern As- 
sociation of Secondary Schools and Colleges. 
Basic requirements for a degree are: 
Satisfactory completion of a minimum 
of 32 courses, plus four autumn term or 
winter term projects, composing an in- 
tegrated program which the student and 
Faculty-Mentor, subject to the stipulations 
of the collegium to which the student be- 
longs, agree is consistent with the aca- 
demic and career needs of the student. 
Unless special exemption is granted, as 
in the case of highly qualified transfer students, 
the final sixteen courses leading to a degree 
must be completed under the auspices of 
Eckerd College. 

A program for a student entering as a 
Freshman must include two Foundations Se- 
minars and two Modes of Learning courses. 

A program for a student entering at 
either the Freshman or Sophomore level must 
include two Area Studies courses. 

Participation in four upper-division col- 
loquia, at least one of them outside the col- 
legium of which he or she is a member, is ex- 
pected of each student during the Junior and 
Senior years. 

Academic Credit 

Credit toward a degree is awarded for sat- 
isfactory course completion, independent 
study programs, directed study programs, aca- 
demic work certified by another degree-grant- 
ing institution, and proficiency demonstrated 
by examination. 

Credit by course completion is based 
upon the assumption that the college's aca- 
demic program is the full-time activity of a stu- 
dent. A normal academic load is eight courses 


plus an autumn term or winter term project 
in each year. 

Credit for Independent Study is based 
upon the same level of academic expectation 
which applies to courses offered in the cur- 
riculum. An Independent Study course is de- 
signed by a student in consultation with the 
professor who is to supervise and evaluate the 
work. An academic contract, drawn in ad- 
vance, specifies the subject and method of in- 
quiry, the materials to be used, the purpose 
of the project, and the basis of evaluation and 

Provision is also made for credit by Di- 
rected Study. Both Independent Study and Di- 
rected Study require advance planning by the 
instructor and student. While initiative rests 
with the student for course design of Indepen- 
dent Study, in Directed Study the instructor is 
responsible for supplying a syllabus which de- 
fines the program. 

Credit is granted by transfer from degree- 
granting institutions. A student entering Eckerd 
College should request that a transcript of 
work done in other institutions be sent to the 
Registrar. When the transcript has been evalu- 
ated, the applicant is notified of the credit ac- 
cepted by transfer. An Eckerd College student 
who wishes to pursue some part of his pro- 
gram at another institution should have the 
approval in advance of his Faculty-Mentor. 

Credit for demonstrated proficiency is ac- 
corded when a student applies for it and suc- 
cessfully completes appropriate examinations. 
College Level Examination Programs are recog- 
nized for both advanced placement and aca- 
demic credit. 

The college recognizes that many experi- 
ences outside the class room may contribute 
to a student's program. Internships, participa- 
tion in community projects, and field experi- 
ence may be accorded credit if closely coordi- 
nated with the student's academic program. 
Ordinarily such experience constitutes a part 
of a regular course. Only in special circum- 
stances are off-campus projects and internships 
acceptable as equivalents to a course. 


The standard grading system of the col- 
lege is HP (High Pass), P (Pass), and F (Fail). 
These grades are reported to students and en- 
tered on the official records of the college. 

Instructors also report to the Registrar 
evaluations of A, B, C, D, or F. These reports 
constitute an auxiliary record and are held for 
use solely at the direction of the student. 

At the end of each grading period each 

Mentor submits a summary report on the stu- 
dents for whose programs he is responsible. 
One copy of these reports is sent to the stu- 
dent. Another copy is retained by the Regis- 
trar as long as the student remains in the col- 
lege. Upon graduation or withdrawal, the sum- 
mary reports are destroyed. 



If a liberal arts education is to succeed in 
confirming free and responsible personhood, 
students must assume responsibility for them- 
selves and each other in a community life that 
is essentially self-managed. Just as the academ- 
ic program stresses independent study and aids 
students to achieve the self-discipline neces- 
sary to productive academic performance, so 
the college aims to assist students to establish 
a quality of life that w'\\\ meet their own needs 
in a community v^/hose goals are academic. 
Students do not, in every case, arrive at college 
fully aware of the responsibilities of life in a 
community: for example, that concern for the 
progress of one another must be at least as 
great as concern for personal freedom. The 
college's leadership group — trained student 
Resident Advisers, professional Resident Coun- 


selors, residence hall administration, faculty 
Mentors, and the counseling staff — recognize 
that residential life is the medium for the de- 
velopment of social awareness, ability to relate 
to students of different backgrounds, improved 
adaptability, and a better understanding of the 
relation of personal freedom and social re- 

At Eckerd, the ethical dimension of hu- 
man life stands in the foreground. Human be- 
havior is understood as ethical and religious as 
well as sociological, psychological, and techni- 
cal. Students are encouraged to analyze and 
solve problems in ethical perspectives. 

Eckerd students have their share of prob- 
lems. What makes the college different is the 
response of the college to these problems. 
Drug usage, for example, is ignored by many 

colleges as inevitable, usually not harmful, and 
in any case beyond control. At Eckerd it is not 
assumed that drug usage is harmless. Students 
are expected to consider whether they may not 
be harming themselves and others, and to de- 
cide their ou'n actions in the light of the inter- 
est of the whole community. Where drug abuse 
occurs, the college will oblige the student to 
accept guidance with a view to correcting the 
problem, or, if the student is unresponsive, will 
dismiss the student in accordance with pro- 
cesses that safeguard student rights. (A full 
statement of school regulations is contained in 
the Community Handbook.) The harmony of 
freedom and responsibility and a true caring 
for persons are the themes the college seeks 
to realize. 

Student Participation 
in College Governance 

Eckerd believes that persons who are af- 
fected by decisions should take an appropriate 
part in deliberations that shape them. This is 
expressed in a number of different ways: stu- 
dent voting rights in the Collegia; student 
membership in the College Assembly, the col- 
lege-wide policy-making body; and the House 
Councils in the resident halls through which 
students share in determining their own rules 
of living. 


All students at the college are affiliated 
with a collegium of choice and are electors of 
student representatives who have full right of 
participation, as defined by the several collegia 
— governance plans differ among them — in 
the academic affairs of the collegium. 


The College Assembly is an institutional 
expression of community at Eckerd College. 
Faculty, students and administration are pres- 
ent in the Assembly and debate and vote as in- 
dividuals, responsible to their own consciences 
and to the best interests of the total commu- 
nity as they perceive them. The College As- 
sembly is an ongoing experiment in commu- 
nity self-government and like every other in- 
stitution within the college it is judged by the 
contribution it makes to an effective educa- 
tional program. Actions of the College Assem- 
bly are subject to approval by the President and 
ultimately the Board of Trustees. 

Both the faculty and the Student Associa- 
tion exist autonomously acting independently 
upon matters that fall within their respective 
spheres. However, the College Assembly must 
act on the establishment of new academic pro- 
grams, academic procedures and practices, 
such as grading, reporting of grades, class at- 
tendance rules, etc.; rules and policies govern- 
ing student life, such as house visitation. All 
standing committees of the college include 
both students and faculty. 



Eckerd College has seven residential com- 
plexes, each consisting of four houses that ac- 
commodate from 30-34 students. Each com- 
plex has a large common lounge, kitchenette, 
and common outdoor space. 

Roommate assignments for new students 
are made without consideration of race, color 
or creed. The personnel staff makes adjust- 
ments needed to achieve harmony and stu- 
dents select roommates after the first year. 
Residence houses are open for occupancy only 
while college is in session, and must be vacated 
during Christmas recess, spring recess, and 
after graduation, except during summer term. 
Times for the opening and closing of residence 
houses are given in the Calendar of Events in 
the back of this catalog. Each house has the 
option of developing a House Council which 
will serve as its governing body and main- 
tain the quality of residence life. The House 
Council consists of all members of the house 
plus an invited faculty or staff participant, and 
meets weekly. It has the responsibility for de- 
veloping expectations and standards to control 
noise, help resolve roommate problems, main- 
tain quiet hours and house cleanliness, curb 
property abuse, and develop pet policy, house 
guest policy and room visitation practice. 

Residing in room number 25 in each resi- 
dence house is the Resident Adviser. The RA 
is a carefully selected and trained student, a 
most valuable member of the staff of the Dean 
of Students. RA's emphasize assisting students 
to achieve effective self-direction. The RA 
may be called upon for academic or personal 
advising and refers the more severe problems 
to professional staff members. 


Eckerd considers it essential to provide 
students with services that are supportive of 
academic achievement, personal development, 
and career decision. It is for these purposes 
that the Human Development Center exists. 

The Center consists of three principal 
services: personal counseling, health mainte- 
nance, and career development. It works close- 
ly with academic support services administered 
through the Foundations Collegium. 

Personal counseling aims to assist students 
toward improved effectiveness through self- 


understanding, programs that foster self-ac- 
tualization through growth groups and special 
interest micro-labs dealing with subjects such 
as friendship building, enrichment of relation- 
ships between men and women, and other per- 
sonally significant activities. Evaluation of aca- 
demic or social difficulties may indicate that 
problems are most readily resolved through 
counseling; in such cases students are encour- 
aged and expected to avail themselves of the 
services of the Human Development Center. 

Health development through understand- 
ing of the harmony of body and mind and the 
necessity of physical and emotional health for 
effective performance is the focus of the health 
program. While the Health Center bears re- 
sponsibility for dealing with illness, it reaches 
out to all students to develop self-understand- 
ing necessary to life-long physical and mental 

Eckerd's medical service is directed by a 
highly qualified physician who is also a special- 
ist in psychiatry. He is present in the Health 
Center each day Monday through Friday. A 
Registered Nurse is on duty twenty-four hours 
a day. Health forms must be filled out by all 
students and placed on file in the Health Cen- 
ter. Medicines may be purchased for minimal 
fees. Overnight stay for minor illness is pro- 
vided in the Health Center; otherwise, com- 
munity hospitals are used. Parents are notified 
when hospitalization is required. 

Career development often begins when a 
student enters the college. Through a program 
of cooperative education, students may take 
leave from studies for internships that enable 
them to test their interests, aptitudes, and 
knowledge in selected job experiences. Ca- 
reer development assists students to inform 

themselves on employment options, meet per- 
sons who can interpret the meaning of various 
kinds of work, and facilitate career decision. 
Systematic exploration of interests and options 
leading to clear career orientation is highly 
supportive of academic effectiveness. 


All students are eligible to participate in 
a wide range of intramural activities, which 
include football, softball, volleyball, basket- 
ball, tennis, pool, bridge, ping-pong, swim- 
ming, and chess. Intramural sports are usually 
organized as competition between residence 
houses. Day students also have a team. 

The McArthur Physical Education Center 
serves as a hub for sports and houses locker 
rooms, faculty offices, two basketball courts, a 
ballet station, a gymnastic area, a wrestling sta- 
tion, four badminton courts, and three volley- 
ball courts. The swimming pool and an archery 
range are also located in the area. 

Eckerd College has a well-developed wa- 
terfront program. The campus is bordered on 
two sides by Boca Ciega Bay which provides 
ample space for boathouse, docks and hoist, 
and ideal sailing water. The college owns ca- 
noes and sailing boats. Privately owned boats 
may be kept at the dock. Active sailing and ca- 
noeing clubs maintain enthusiasm and high 
participation in the waterfront program. The 
college also has a private beach on the bay. 

The college has well-maintained tennis 
courts, outdoor volleyball and basketball 
courts, soccer and baseball fields. 

Brown Hall provides a large game room 
with ping-pong, pool tables, table games, etc. 
Brown Hall also houses the Student Associa- 
tion Office, Publications and Radio Station. An 

art gallery, day student lounge, snack bar, and 
Coffee House are provided in Lindsey Hall. 
The Coffee House is a center for student per- 
formance: poetry, music and entertainment. 


The Student Operations Board of the Stu- 
dent Association is responsible for providing 
entertainment for the community. Functions 
and activities include movies, coffee house 
programming, dances, concerts featuring na- 
tionally known artists; collaboration in bring- 
ing outstanding speakers to campus; assistance 
in sponsoring the annual Black Symposium; 
and other student initiated and managed ac- 
tivities. Films on topics pertaining to the aca- 
demic program are shown regularly. 

The Music, Art and Theatre disciplines 
present numerous programs and shows 
throughout the year which feature Eckerd's ex- 
cellent concert choir and chamber ensemble, 
faculty organ concerts, gallery presentations of 
art majors as well as the art faculty. Theatre 
work shops produce a series of plays each year. 

Every year, the college's Free Institutions 
Forum gives students, faculty and local citizens 
the opportunity to meet and hear some of the 
most distinguished leaders in the fields of poli- 
tics, economics, business, journalism, govern- 
ment, and international affairs. Speakers usual- 
ly spend two days on campus, meeting with 
classes related to their field of expertise, hold- 
ing informal discussions with faculty members 
and students, and giving two lectures, one 
limited to the college community and one to 
which the public is invited. Made possible by 
an anonymous donor, the Free Institutions 
Forum brings to the academic program not 
only the scope of national and international ex- 
perience but also the human dimension of per- 
sonal involvement with some of today's his- 

In 1972-73, Free Institutions Forum speak- 
ers included Dean Rusk, Roy Wilkins, William 
F. Buckley, Jr., and Lee Kuan Yew, Prime Minis- 
ter of Singapore. In other years, speakers have 
included Milton Friedman, Eric Sevareid, Carl 
Stokes, James Reston, John Kenneth Galbraith, 
Kenneth Keniston, Walter Heller, Howard K. 
Smith, George Bush and former British Prime 
Minister Harold Wilson. 


Dayton a 


In a suburban area at the southwest tip of 
the peninsula on which St. Petersburg is locat- 
ed, Eckerd's subtropical campus is large and 
uncrowded, with more than a mile and a quar- 
ter of waterfront on Boca Ciega Bay and 
Frenchman's Creek. There are also three lakes 
on the campus and the chapel is on an island 
in one of them. Instruction in biology is con- 
ducted in marine and land environments con- 
venient to the campus. The air conditioned 
buildings are new and were carefully planned 
to provide a comfortable and efficient environ- 
ment for learning. Most of the student resi- 
dence houses overlook the water. Professors 
and students frequently forsake their class- 
rooms and gather outdoors in the sunshine or 
under a pine tree's shade. Outdoor activities 
are possible all year; cooler days during the 
winter are not severe. 

Within bicycling distance of the campus 
are Gulf of Mexico beaches on islands across 
Boca Ciega Bay. Tampa Bay and the Gulf meet 
a short distance south of the campus; the dou- 
ble Skyway Bridge soars over these waters to 
Bradenton and Sarasota. 

St. Petersburg and Pinellas County offer 
opportunities for entertainment, recreation, 
cultural interests, and employment. With a 
population of nearly a quarter of a million in 
St. Petersburg and more than 600,000 in the 
county, the area is primarily urban and largely 
oriented to retirement living and the tourism 
industry. In addition, there is a fast-growing 
business and industrial sector which includes 
electronics, construction, medical and health 
equipment, insurance and many service-deliv- 
ery firms. 




Fort Lauderdal 



Key West 

Tampa International Airport, located be- 
tween Tampa and St. Petersburg, is served by 
most major airlines with convenient schedules 
to all parts of the country, and St. Petersburg 
also has two airports providing services for pri- 
vate and corporation airplanes. The Seaboard 
Coast Line Railroad, Greyhound Bus and Trail- 
ways Bus Cos. also serve the city. Interstate 75 
highway leads directly into St. Petersburg, con- 
necting with U.S. Highway 19 on which the 
college is located. 

Many students at Eckerd participate in 
community activities through projects that are 
connected with their course work and for 
which they receive academic credit. Opportu- 
nities for community involvement are also pro- 
vided through the Student Association and by 
individual organizations. 

St. Petersburg and nearby cities regularly 
offer art museums, symphony orchestras and 
theatre, in addition to road show engage- 
ments of Broadway plays, rock bands, circuses, 
ice shows, and a full range of entertainment. 
The St. Louis Cardinals and the New York Mets 
baseball teams maintain headquarters in St. 
Petersburg for spring training and there are 
major golf and tennis tournaments in the area. 
Southern Ocean Racing Conference sailing 
races are held every year as well as many re- 
gattas for sailboats and power boats; and the 
St. Petersburg Suns — an ice hockey team- 
round out the list for sports fans. 

Many other famous Florida attractions are 
within easy reach of St. Petersburg. Cape Ken- 
nedy's space center has important technical ex- 
hibits and launchings may be observed. Disney 
World is 90 minutes away by interstate high- 
way; Miami, Ft. Lauderdale, the Everglades, 
Lake Okeechobee, Key West and other inter- 
esting cities can be visited on weekend trips. 


In the Spring of 1972, Eckerd College 
adopted a Five-Year Plan which is reviewed 
and up-dated annually, defining its commit- 
ment to the education of black students. The 
college has adopted twenty-one recommen- 
dations, which include a target of increasing 
the number of Afro-American students to 10% 
of the student body, representing the black 
presence on campus in college publications 
and bringing the racial composition of the fac- 
ulty to at least the same relative proportions as 
exist throughout higher education. 

Black professors teach German language 
and literature, African and Afro-American 
studies and often provide personal counseling. 

Eckerd College employs black staff in the 
areas of admissions, career development and 
placement, registration, resident counseling, 
academic support services and pre-college en- 

Entering black students have a variety of 
special programs in which they may partici- 
pate. Black Freshman Weekend, planned by 
the black admissions counselor, gives entering 
freshmen a chance to view the campus, live in 
the dorms, and talk with other students. Alpha 
Apartment serves as a study area, meeting 
room and weekend recreational space. The 
Afro-American Society, a student organization, 
maintains a crucial peer-support function along 
with sponsoring the Spring Symposium. The 
Office of Support Services for Minority Stu- 
dents maintains constant contact with black 
students, assists them with difficulties, spon- 
sors a black drama activity, and directs student 
work-scholars with special tutorial compe- 
tences. Career development seeks to assist stu- 
dents in career choices and in finding full and 
part-time employment. Upward Bound works 
to achieve maximum advantage upon entry for 
those selecting Eckerd and includes courses de- 
signed for high school students who plan to ex- 
pand their experiences in institutions of high- 
er learning. In addition, Afro-American Studies, 
an academic program, provides all students 
with courses on African/Afro-American his- 
tory, philosophy, sociology, politics, econom- 
ics and religion^ 



When conducted properly, an intercolle- 
giate athletics program provides a wealth of ex- 
periences for the student athlete. The college 
itself takes full responsibility for the conduct 
and control of intercollegiate athletics; it is an 
integral part of the total educational program 
at Eckerd. We are striving for excellence in ath- 
letics as in academic activities. 

The intercollegiate athletic program in- 
cludes varsity soccer, varsity basketball, varsity 
baseball, varsity golf, and varsity tennis. Junior 
varsity programs are also available in basketball 
and baseball. 

The college is a member of the National 
Collegiate Athletic Association, and plays as an 
independent. The Florida sun allows the base- 
ball team to play mainly home games and the 
basketball team travels during winter term, en- 
abling students to carry a full academic load 
without missing classes. Some of the top col- 
leges in the country are listed on the basket- 
ball and baseball schedules. 

Student athletes at Eckerd College are at- 
tracted by the opportunity to obtain quality 
education while playing in competitive inter- 
collegiate sports, and an intensive recruiting 
program is underway to attract the finest high 
school talent available. Eckerd seeks a highly 


qualified student who is also an athlete. Its 
program of financial aid meets need; the Presi- 
dential Scholarships, awarded for quality per- 
formance in study, talent areas, and personal 
leadership, are open to all applicants. 

Sports clubs are available to students who 
do not wish to compete on an intercollegiate 
basis but have interest and desire. These activi- 
ties, though less intensive than intercollegiate 
teams, are a vital part of Eckerd's total scheme 
of things. Sailing, fencing, swimming, and 
karate have been the most popular sports 

The intercollegiate soccer team plays in 
the Florida Collegiate Soccer Conference. A 
twelve game schedule is arranged including 
most of the state's leading universities. 

Basketball has generated a great deal of 
excitement among students, faculty, and alum- 
ni. The schedule includes Beloit, Johns Hop- 
kins, Florida Southern, Rollins and many other 
fine schools. The McArthur Center, one of Flor- 
ida's newest college gymnasiums, provides ex- 
cellent practice and game facilities. 

Enthusiasm is high for tennis due to light- 



Ik mk 1 

ed courts and year-round play. The competi- 
tion schedule includes matches with the lead- 
ing colleges in Florida. 

Eckerd's golf team enjoys year round priv- 
ileges at a nearby country club course and an- 
nually plays an intercollegiate schedule. 

Baseball and St. Petersburg are synony- 
mous, with spring training headquarters of the 
St. Louis Cardinals and New Yorl< Mets located 
here. It is only natural that Eckerd take advant- 
age of the weather, facilities and baseball 
knowhow present here. 

The student athlete can pursue his inter- 
est in baseball year-round. There is a fall pro- 
gram and a challenging 35 game schedule in 
the spring, which includes such major univer- 
sities as Harvard, Columbia, Temple, Connec- 
ticut and Ohio State. Small college powers 
Rollins, Florida Southern and Tampa are also 

Other physical education activities such 
as sailing, tennis, canoeing, golf and swimming 
are also available to Eckerd students. These 
classes, along with sports clubs, intramural 
sports and intercollegiate teams are all a part 
of the total program. 


Recent restudy of the function of religious 
leadership on the Eckerd campus has led to the 
definition of the chaplain as a campus "pas- 
toral director:" a leader who seeks to nurture 
student religious concern, to stimulate volun- 
tary activity, and to foster a deep concern for 
and understanding of the religious traditions 
represented among students and faculty mem- 
bers. It is expected that students of differing 
traditions will search the sources of their own 
faiths, enter into fruitful dialogue with each 
other, use the institutional resources in per- 
sonnel, courses, library, and informal group- 
ings to apply religious insights to their own 
lives and join in developing at the college a 
true community life. The college feels that dif- 
ficult moral issues can be better resolved by 
college youth in a context of revitalized reli- 
gious faith. 

The purpose and commitments of Eckerd 
College call for a diversity of gifted students on 
the campus: diversity in social and economic 
background, personal aspiration, and diversi- 
ties of faith and ethos. The college's commit- 
ment to religion and ethical values is expressed 
academically in its required Values Sequence 
and its broad offerings in eastern and western 

The college is furnished with a strong li- 
brary collection in religious history and 
thought, highly qualified academic scholars of 
religion and diversified course offerings, and 
very adequate physical facilities, most particu- 
larly Griffin Chapel. Many faculty and staff 
members are active in their own congregations. 
In this context, the college's pastoral director 
works with students in one-to-one relation- 
ships, to assist group inquiries, and to maintain 
a vigorous program of worship, study, discus- 
sion, planning a variety of public occasions that 
bring together the arts with religion. Under 
this general direction, faculty play important 
voluntary roles in discussion of religious 
thought with students. Religious leaders from 
St. Petersburg have been closely involved with 
the recent restudy of religious life at Eckerd and 
are expected to extend their ministries to the 
entire campus community. 



Freshman Admission 

Admission to Eckerd College is based on 
past academic performance in mathematics, 
science, literature, language and social studies, 
achievement on examinations, and upon intel- 
lectual potential, special talent, range of inter- 
est, emotional maturity and potential for per- 
sonal development. Applicants are expected to 
understand the statements of college purpose 
and commitment; an application to Eckerd 
represents a student's declaration of intention 
to contribute to the accomplishment of those 
purposes and the fulfilment of those commit- 


1. Request application forms early in your 
Senior year from the Director of Admissions. 

2. Complete and return your application to 
the Director of Admissions, with an application 
fee of $15 (non-refundable) at least two months 
prior to the desired entrance date. Students 


who are financially unable to pay the $15 ap- 
plication fee will have the fee waived upon re- 

3. Request the guidance department of the 
secondary school from which you will be grad- 
uated to send an academic transcript and per- 
sonal recommendation to: Director of Admis- 
sions, Eckerd College, Box 12560, St. Peters- 
burg, Florida 33733. 

4. Arrange to take the Scholastic Aptitude 
Test offered by the College Entrance Examina- 
tion Board or the ACT Test Battery, offered by 
the American College Testing Program. 


The Admissions Office of Eckerd College 
prepares a file on each candidate for admis- 
sion. This compilation includes the official ap- 
plication, transcripts from the high school or 
preparatory school, test scores, personal 
recommendations from the secondary school, 
student statements and other pertinent data. 

The Admissions Committee of Eckerd Col- 
lege meets at regular intervals during the 
school year. The first of the regular meetings 
takes place in October. If you have completed 
your formal application, including a high 
school transcript complete through the Junior 
year, and Scholastic Aptitude Test scores or 
ACT Test results, it is possible for the commit- 
tee to act upon your application at that time. 
Acceptance by the committee does not mean 
that you are obligated to attend Eckerd Col- 
lege. This admissions process gives accepted 
students ample time to come to a final decision 
prior to paying the required $100 acceptance 
fee by May 1, the Candidate's Reply Date. 

When an application for admission is sub- 
mitted to the Admissions Committee and ac- 
tion has been taken, the Director of Admissions 
will notify you of the status of your application. 
Your application may be accepted pending 
successful completion of the Senior year, or 
admission to Eckerd College may be denied. 
Successful completion of the summer module 
of Academic Motivation at the college may be 
required. Additional information may be re- 
quested to help the Admissions Committee 
make a final decision. If for any reason you are 
in doubt about the status of your application, 
write directly to the Director of Admissions. 

A visit to the Eckerd College campus is 

highly recommended. Please telephone or 
write to the Admissions Office for an appoint- 
ment at least two weeks prior to the time of the 
intended visit. Students accepted by the col- 
lege may be guests of the college for a week- 
end visit. 

A medical examination form will be sent 
to each candidate who has paid the $100 ac- 
ceptance fee. This form should be completed 
and returned to the Director of Admissions be- 
fore the due date listed at the top of the form. 
No student will be allowed to register until this 
form is completed and on file. 


An entering student who has been accept- 
ed by the college may defer the beginning of 
his program for one year. The deferred admis- 
sion program is designed to serve the same 
purposes for an entering student which is 
served by the leave of absence program for stu- 
dents already involved in college work. 

Advanced Placement Program 

Courses are honored at Eckerd College on 
the basis of scores on the Advanced Placement 
Examination administered by the College En- 
trance Examination Board. Scores of four and 
five automatically certify the student in the 
course covered by the examination. Scores of 
three are recorded on the student's permanent 
transcript and are referred to the faculty of the 
appropriate discipline for recommendations 
concerning credit. 












American History 55 6 hours 

Biology 55 6 hours 

Chemistry 55 6 hours 

Introductory Accounting 55 3 hours 

Introductory Economics 55 6 hours 

General Psychology 55 3 hours 

Introductory Calculus 55 6 hours 

English Composition 55 6 hours 

Introductory Sociology 55 3 hours 

Western Civilization 55 6 hours 

The above CLEP Examinations and scores al- 
ready have been adopted by Eckerd College. 

Consideration is now being given to the fol- 
lowing additional examinations: American 
Government, American Literature, College Al- 
gebra, Educational Psychology, Tests and 
Measurements, and Trigonometry. It is as- 
sumed the scale score for credit will be 55 in 
each of these cases. 

Transfer Admission 

Applicants for transfer admission must 
submit an application for transfer admission, 
high school transcript, SAT or ACT scores, and 
a transcript of your college record with a cata- 
log from all colleges attended. A personal 
statement explaining your reasons for wishing 
to transfer is also required. 

In order to graduate from Eckerd College 
a student must ordinarily spend at least two 
years, including his Senior year, at the college 
or in an approved off-campus program. Re- 
quest for exception , together with reasons, 
may be directed to the Provost. 

In order to be considered for transfer to 
Eckerd College, an applicant must be in good 
standing at the institution last attended and eli- 
gible to return to that institution. 

Applicants must ordinarily submit official 
results of the Scholastic Aptitude Test or the 
ACT Test Battery to the Director of Admissions 
at Eckerd College. Transfer applicants who 
have previously taken these tests may submit 
these scores or arrange to retake the examina- 
tion. Veterans and other applicants who are 
older and wish to transfer old credits or whose 
earlier academic records are unavailable or un- 
usual are requested to direct special inquiry to 
the Admissions Office. 

The transfer of credit from other colleges 
and universities approved by their regional 
agency depends upon the comparability of the 
courses taken to those offered at Eckerd Col- 
lege and the approval of the academic division 
concerned. In general, courses in the liberal 
arts are transferable. Grades below "C" are not 
acceptable for transfer. Students wishing to 
transfer for spring term should initiate applica- 
tion before December 1. 

All transfer students receiving the Associ- 
ate in Arts degree from a regionally accredited 
two-year college will be admitted at the third 
year level at Eckerd College. 




A college education of high quality is of 
lasting value and, like most things of value, is 
costly. A private, non-tax-supported institution 
such as Eckerd College makes every effort to 
keep fees down. Owing to substantial annual 
support from donors, the student pays only a 
portion of the actual expense of his education. 
The portions paid by the student are as follows: 

ANNUAL EXPENSES (1973-1974) 



Tuition $2500 

Room and board 1085 
Fees (Orientation, 
Room Key, Room 
Damage) 82 

Total Charges $3667 
Books (estimated) 150 



Personal expenses 


Total charges $2562 
(estimated) 150 
Plus living 
300 costs off-campus 

These figures do not include travel costs 
or the cost of maintaining a car. Returning stu- 
dents' costs and estimated budgets will be ap- 
proximately the same, minus the $12.00 orien- 
tation fee and $15.00 room damage fee paid in 
the first year in attendance. 

These charges include cost of room and 
board, post office box, library, athletic activi- 
ties, health program, laboratory operations, 
studio facilities, accident and health insurance, 
guidance program, and state food sales tax. All 
rooms are air-conditioned during the months 
of September, October, November, March, 
April, and May. The college assumes no liabil- 
ity for utility breakdown, over which it has 
no control. 


Basic tuition — $2,500 for normal 4-1-4 or max- 
imum 5-1-5 course load 

Fall term - $1,110 

Fall term plus either autumn term or winter 
term - $1,390 

Winter term plus spring term — $1,390 

Spring term - $1,110 

Winter term — $275 (including Freshmen tak- 
ing autumn term) 

Autumn term — $275 (for upperclassmen) 

Summer term — $250 per course (including in- 
dependent and directed study) 

Part-time students — $275 per course 

Students on Leave of Absence — $250 per in- 
dependent or directed study 

Overload — $275 per course for any student 
registering for more than five courses in 
either fall or spring term 

Auditing — $150 per course 

Course credit by examination: 

1) As part of a 4-1-4 or 5-1-5 program, no 
extra charge 

2) As credit for an entering student, no extra 

3) Otherwise treated as a directed study — 
$275 per course 

Reexamination — $50 

An assessment has been voted by the stu- 
dents to underwrite student sponsored pro- 
grams, publications, and similiar student func- 
tions. The Student Association has authorized 
the Comptroller's Office to collect this assess- 
ment which is in addition to the annual expen- 
ses. This sum is required of all students and is 


Students with automobiles must pay a $5 
annual parking fee. Private instruction in music 
is $275 per year for one hour a week and 
$137.50 per year for one-half hour. 


All accounts are due and payable twice a 
year: August 27 and January 31. Unpaid ac- 
counts from a prior term must be paid before 
students will be permitted to register for the 
current term. Ail accounts must be paid before 
students will be permitted to take final exam- 
inations, obtain a transfer of credits, or be 
graduated. Specific financial information may 
be obtained by writing the Comptroller. The 
DENTS, covers in detail the financial require- 
ments and obligations of students enrolled in 
Eckerd College. Guides and rules for payments 
are contained there. 

In order to meet changing economic con- 
ditions, the Board of Trustees reserves the right 
to revise charges as conditions may warrant. 
The current year's charges will not be adjusted 
during the academic year. 

The payment due August 27 includes the 
comprehensive cost through January, minus 
acceptance fees, plus Student Association fee, 
room damage deposit, and key deposit. The 
spring comprehensive cost is due January 31. 
The college cooperates with insurance and tui- 
tion plan companies to make monthly install- 
ment payments possible when this method of 
payment of comprehensive costs more nearly 
fits the family's budget than lump sum pay- 


If a parent owes at least $2,000 and the 
total amount is paid by July 31, a $30 credit 
will be applied to the student account. 

Aid to Students 

Financial aid based on demonstrated need 
is available to students through the Financial 
Aid Committee. Academic performance, per- 
sonal development, and potential contribution 
to the college community are important con- 
siderations in awards of aid. 

Financial need is determined by an evalu- 
ation of the Parents' Confidential Statement by 
the College Scholarship Service of Princeton, 
New Jersey. A student's total financial aid 
"package" will ordinarily include scholarship 
or grant, work aid, and loan. 

The college's financial aid program em- 
phasizes self-help. Most students receiving fi- 
nancial aid are participants in the college or 
government work-scholarship programs and/ 
or one of the college, government, or state 
loan programs. Students are encouraged to 
seek outside sources of aid such as local and 
state scholarships; for example, Florida State 
Assistance Grants. All state residents demon- 
strating need are eligible. The college's finan- 
cial aid office assists students and parents to 
complete the application forms and obtain the 
grant. Within Florida, you may call collect for 
assistance at 1-813-867-1166 and ask for Mr. 

At Eckerd College every qualified stu- 
dent's need is met according to national stand- 
ards of need, providing application deadlines 
are met and sufficient funds are available. New 
students' PCS forms should be in the college's 
Financial Aid Office by April 1; returning stu- 
dents must submit them by March 1. Each year 
about half of the student body at Eckerd re- 
ceives some type of financial aid. For more 
detailed information, contact the Director of 
Financial Aid. 

Presidential Scholarships 

Each year ten Freshmen, selected for 
outstanding achievement as indicated by aca- 
demic accomplishments, creative talent, and 
character, may be awarded Presidential Schol- 
arships. These merit scholarships provide 
$2,500 per year ($10,000 total for four full 
years) and are not based on financial need. 
Scholarships are renewable provided the re- 
cipients' academic progress and personal de- 
velopment are satisfactory. 






The purpose of Eckerd College, its specific 
commitments, and its educational programs 
define the quality and special capabilities of its 
faculty. From the time of its founding as Flor- 
ida Presbyterian College, this institution has 
sought the services of professors who are high- 
ly motivated to apply their competences to the 
programs of the college. 

The criteria for faculty members, as de- 
fined by the Board of Trustees, call for teachers 
who have depth and command in their fields 
of specialization and a breadth of cultural 
background enabling them to relate their own 
disciplines to the total program; who demon- 
strate personal and professional growth 
through research, publication and professional 
participation; who inspire students with re- 
spect for the teaching profession; who have 
the ability to think creatively and objectively 
and to inspire students to do likewise; who ex- 
tend themselves to students in service, to col- 
leagues in cooperation and to the community 
in social concern; and whose characters the 
students will want to emulate. 

Faculty members lead overseas winter 
term study groups, act as administrative and 
teaching leaders of the London program and 
of Semester Abroad programs in such coun- 
tries as, most recently, Spain, Japan, Denmark, 
Sweden, and Italy. Professors serve in certain 
general programs of the college, such as the 
Values Seminars and colloquia as well as in 
their fields of specialization. Eckerd's faculty 
musicians, artists, and poets perform both on 
and off the campus. Its scholars participate in 
professional societies and their writing is 
known to students, who frequently participate 
in research with professors, particularly in the 
sciences. Professors who function as Mentors 
are specially trained for this role. Descriptions 
of faculty qualifications and interests are in- 
cluded under the following statements con- 
cerning the collegia. 



For most young people in our society, high school graduation marks 
a rite of passage into adulthood and a strong desire to live as adults. Entering 
college, they seek demanding academic courses, emphasis on process as well 
as content, small classes, personal relationships with learned scholars, a broad 
variety of teaching-learning situations, and an integrated program related to 
professional and personal development. Freshmen expect college to be quite 
different from high school. The Foundations Collegium aims to fulfill that 

Foundations speaks to fresh adulthood, in particular to developing 
the willingness and ability to make independent judgments. With upper- 
division collegia at Eckerd College providing opportunities for self-managed 
success. Foundations Collegium is not a place, not a building, decidedly not 
capacity for initiative so that self-direction can be viable, and to experience 
success. Foundations Collegium is not a place, not a building, decidedly not 
a special dormitory. It is a community of students and faculty working to- 
gether to fulfill these goals. 

Foundations studies and experiences introduce the student to aca- 
demic and social opportunities at the college, encourage strong Mentor-stu- 
dent ties that provide informed and careful advising, explore the modes of 
inquiry and kinds of knowledge which characterize upper division collegia, 
pursue questions which develop self-understanding and reaffirm commit- 
ment to ethical values and beliefs, and help each student attain the com- 
petence necessary for successful endeavor in his or her chosen area of study. 
The People 

Students entering Eckerd College as Freshmen are members of the 
Foundations Collegium. Transfers ordinarily enter an upper division col- 
legium of their choice, though they may select elements of the Foundations 
program as they choose. Because of the transitional purpose of Foundations, 
no student remains in this Collegium beyond the first year. 

The faculty of this Collegium are volunteers from the upper division 
collegia who devote two-thirds of their teaching time to Foundations courses. 
Their term of service is a minimum of two years, during which time the volun- 
teer is a member of both the Foundations Collegium and his or her own upper 
division collegium. 

Upperclass students selected and trained as Resident Advisers in the 
residence halls are also members of Foundations. These RA's work with 
faculty Mentors, particularly during autumn term, to develop for Freshmen 
a sense of belonging in the full college community. 

The collegia, including Foundations, are not walled compounds. The 
full resources of the college are available to all members of Eckerd College. 
Professional counseling staff, support services, and the entire college faculty 
contribute to Foundations Collegium. 
The Program 

The Foundations program operates within an academic context that 
defines the elements of the program and gives it shape and meaning. Never- 
theless, the program is not academic in any narrow sense, nor can it be and 
achieve all the goals it has established. 33 

The Mentorship is the central component of the plan. The Mentor, 
a full-time faculty member, develops a perceptive and supportive relation- 
ship with each of 17 Freshmen in order to help the student carry out a success- 
ful entry into a demanding academic program consistent with the student's 
professional and personal development. He (or she) is fully acquainted with 
college resources, and will endeavor to know and understand the background, 
capabilities, career goals and personality of each of his students. A Mentor 
must be neither patronizing nor dictatorial. He tries instead to be a wise and 
caring counselor, mindful that while he cannot intrude, neither can he fully 
separate personal from intellectual development. 

Each Freshman engages in three academic courses with his Mentor 
during this Foundations year: the autumn term project and two Foundations 
seminars. The Mentor guides his group of students through the orientation 
program during autumn term to explore the campus and surrounding com- 
munity, and to develop information necessary for curriculum planning. Near 
the close of the Foundations year, Mentor and student prepare an academic 
curriculum for admission into an upper division collegium. 

The autumn term project brings Mentor and students together in a 
single, intensive, academic effort. During this first month a student will 
choose and concentrate on one college level project and receive immediate 
feedback on the effectiveness of his effort. These projects differ from conven- 
tional courses: each student may influence project goals and must assume 
responsibility for planning both time and activity. The selection and approach 
of autumn term projects offers wide variety with products ranging from 
scholarly papers and scientific experiment to sculpture and musical perform- 
ance. During the project, student and Mentor will attempt to form a work- 
ing relationship essential to effective academic counseling. On successful 
completion of an autumn term project, a student need not plan a Freshman 
winter term project. Should he elect to do so, he may be exempt from a sub- 
sequent winter term or use the extra credit to accelerate. 

Orientation and exploration is paced through the autumn term and 
assists the transition into college level academic life. Instead of an exhausting 
two days of mass lectures and testing, culminating in hasty selection of a full 
semester's courses, the Eckerd program is spread over several weeks and par- 
allels substantive academic work. On arriving at Eckerd College, an enter- 
ing Freshman need make only one academic decision: the autumn term 
project. Registration for a full year's curriculum follows at the close of autumn 
term, after introduction to college and city resources, evaluation of placement 
tests, and establishment of Mentor-student relationship. Supplementing the 
autumn term academic project, the period of orientation also offers recrea- 
tion activities, sports, field trips and outings. In autumn term the Freshman 
occupies the same room he will live in for the rest of the year inter-mixed with 
upperclassmen. With them, Freshmen join with residence RA's to establish 
dorm rules and a house council for self-government. This combination of 
orientation and exploration with the autumn term project provides an un- 
equaled opportunity for a new student to make himself at home with the 
college and its people, and to feel the excitement of learning. He also has the 
unique prospect of welcoming returning upperclassmen back to his campus 
34 3^ ^^^ start of the first fall module. 

Foundations Seminars constitute two of the remaining eight courses in 
a student's Freshman year. "Defining Human Nature" in the first module and 
"Search for Spirit" in the third module stress an interdisciplinary approach 
to learning. They study the heritage of Christian and Jewish peoples in a 
world context as viable options in our time, and examine questions that chal- 
lenge opinion and call for informed judgment. Utilizing class-wide presenta- 
tions and small group discussions, these two courses expect each Mentorial 
group to select part of their own reading and plan some of their own activi- 
ties. Part of the usual course time is scheduled for individual attention to 
written work, progress in the course, and planning. 

Each modes of learning course provides the student with opportuni- 
ties to develop further skills necessary for learning in new ways and for crea- 
tive expression in one of the several academic areas offered by the upper 
division collegia. The program enables a student to pursue successful in- 
dependent and guided study when he enters an upper division collegium, 
broadens his range of career choices in later years, and engages him in a con- 
tinuous learning experience throughout life. Since every student must select 
two modes of learning courses, one from each of two different collegia, these 
courses also offer an element of breadth in the academic program. Selection 
is made from twenty-five courses approved by Foundations Collegium faculty. 
Some of these are introductory and prerequisites to continued study in upper 
division courses. All are open to both Freshmen and upperclassmen. 

The distinguishing characteristic of a modes of learning course is the 
skills it teaches, the methods of inquiry and types of expression it develops. 
While the college expresses the goals of these courses in behavioral objectives, 
equal effort is made to present an imaginative content, interesting to the stu- 
dent. Modes of learning courses share with Foundations Seminars the respon- 
sibility for improving verbal skills. 

Four fully elective courses make up the remainder of the Freshman 
curriculum and are selected by the student with the guidance of his Mentor. 

The Foundations Collegium program may be summarized in the form 
of a curriculum calendar for Freshmen. Notice that the Mentor-student re- 
lationship operates throughout the year to develop a strong academic pro- 
gram for successful entry into a career of learning. 







Project & ^ 


Modes of 







Modes of 







* Ordinarily with same Mentor 


There follows a list of the faculty of the Foundations Collegium. Since 
each is a member also of an upper division collegium, all Foundations faculty 
members are listed in their own collegia. Further information about their 
academic interests is included in the faculty listings under the five collegia. 


Robert J. Hatala, Chairman E. Ashby Johnson 

Collegium of Natural Sciences Collegium of Comparative Cultures 

Joncker R. Biandudi Jay S. Johnson 

Collegium of Comparative Cultures Collegium of Creative Arts 

Alan W. Carlsten Gilbert L. Johnston 

Collegium of Comparative Cultures Collegium of Comparative Cultures 

A. Howard Carter Billy H. Maddox 

Collegium of Letters Collegium of Natural Sciences 

Lester C. Dufford James H. Matthews 

Collegium of Letters Collegium of Letters 

John K. Eckert Thelma B, Watson 

Collegium of Creative Arts Collegium of Letters 

Irving G. Foster J. Thomas West 

Collegium of Natural Sciences Collegium of Creative Arts 

Robert J. Gould 

Collegium of Comparative Cultures 


The Collegium of Creative Arts has as its distinctive concern the de- 
velopment of perception, sensitivity, skill, imagination and insight in the solu- 
tion of "problems". Since the problems which are selected challenge crea- 
tivity in the organization of space, sound, language and physical materials, 
this Collegium claims as its province the traditional areas of Fine Arts with 
emphasis upon creation and performance. 

Since many of these same qualities are demanded in the areas of human 
development and relationships, this Collegium also centers on some areas 
identified with the social sciences. Because every work of art is concrete and 
specific, the programs within the Collegium involve the acquiring of specific 
craftsmanship. Because creative intelligence is not limited to any single set 
of problems, the directions of the Collegium are diverse. 

The concentrations of the Collegium are centered upon the broad areas 
of music, theatre, the range of visual arts and professional writings, education, 
humanistic psychology and community professions. 

It also welcomes students who wish to focus their work in the areas 
of anthropology, literature, philosophy or sociology if their emphasis is within 
the spirit and scope of the Collegium. All programs are individually formulated 
by a student and his Mentor within broad guidelines, rather than being pre- 
scribed, but must focus on the development of sensitivity and skill in the crea- 
36 tive solution to problems. 


James C. Crane, Chairman, Collegium of Creative Arts, Professor of 
Visual Arts; A. B., Albion College; M.A., State University of Iowa; M.F.A., 
Michigan State University. Prof. Crane was chairman of the Art Department 
of Wisconsin State University before coming to Eckerd College. He is a prac- 
ticing painter, has illustrated books, has published four books of satirical, so- 
cial comment cartoons and one of theologically oriented short stories. His 
teaching responsibilities include Visual Problem Solving and Intermediate and 
Advanced Studio-Critique. 

Richard R. Bredenberg, Director of Teacher Education, Professor of 
Education; A.B., Dartmouth College; B.D., S.T.M., Oberlin College; Ph.D., 
New York University. Prof. Bredenberg's areas of interest are teacher educa- 
tion, secondary education, early childhood education, innovative education, 
and teaching English as a foreign language. His teaching responsibilities in- 
clude Educative Apprenticeship, Pre-lnternship, Innovative Education, and 
Professional Education. 

James R. Carlson, Director of the Eckerd College Theatre, Professor of 
Theatre Arts; A.B., Hamline University; M.A., University of Minnesota. Prof. 
Carlson as Director of Theatre is involved in the total process of producing 
a play. Experiments with new scripts and with new approaches to theatre 
have marked his work; he has produced American premieres of plays by 
Cambrowitz, Brecht, Stavis, Jerome and others. He has edited Religious 
Theatre, a periodical, and has participated in the international religious drama 
movement. His teaching responsibilities include Theatre Projects I and II, 
The Development of the Motion Picture, Design and Techniques in the 

Sarah K. Dean, Vice President and Dean of Student Affairs, Assistant 
Professorof Anthropology and Sociology; A. B., Georgetown University; M.Re., 
Southern Baptist Theological Seminary; M.A., George Peabody College. Miss 
Dean came to Eckerd from Belmont College where she was Dean of Women 
and Assistant Professor of Anthropology and Sociology for fourteen years. Dur- 
ing her time at Eckerd she has taught Sociology, Freshman Core, numerous 
Independent Study courses, and the Resident Adviser Practicum. 

Dudley E. DeGroot, Professor of Anthropology; B. A., University of 
West Virginia; M.A., University of New Mexico; Ph.D., Ohio State University. 
Prof. DeGroot has specific interest in archaeology, culture and personality, 
human sexuality and cultural change studies. Actively involved in continu- 
ing field work in Surinam, Latin America, he is also currently involved in the 
design and implementation of programs in the areas of family planning and 
population problems. As an active management consultant in industry, he 
is co-ordinator of Eckerd's Management Concentration. His teaching respon- 
sibilities include Managerial Enterprise, The Anthropological Experience, Hu- 
man Sexuality, Dramatic Ethnography, Anthropology in Religion, Introduc- 
tion to Archaeology. 

John K. Eckert, Instructor of Art; B.A., Eckerd College; M.F.A., Cran- 
brook Academy of Art. Prof. Eckert works in wood, clay, photography and 
graphics. He has a continuing interest and commitment to three media: clay, 
wood and photography, which he likes to explore separately and in com- 
binations of shapes, images and materials. He is a Fellow of the Founda- 
tions Collegium. His teaching responsibilities include Images in Silkscreen, 
Clay, Wood Workshop, and a Foundations Seminar. 37 

Jerry H. Gill, Associate Professor of Philosophy; B.A., Westmont Col- 
lege; M.A., University of Washington; B.D., New York Theological Seminary; 
Ph.D., Duke University. Prof. Gill's areas of interest are language, philosophy 
of religion, political philosophy, and philosophy of art. His teaching re- 
sponsibilities include Philosophy of Languages: Modes of Meaning; Marxism: 
Philosophy, Politics, and Art; Philosophy of Sport; Ethics Colloquium: Fact 
and Value; and a colloquium. Transcendence and Contemporary Culture. 

James R. Harley, Director of Athletics, Associate Professor of Physical 
Education; B. S., Georgia Teachers College; M.A., George Peabody College. 
Prof. Harley came to Eckerd from Miami Dade Junior College, where he was 
Director of Athletics and Head Basketball Coach. He is Director of the total 
Physical Education Program, serves as Athletic Director and Head Basketball 
Coach, and teaches Physical Education Activities, Foundations of Physical 

Robert O. Hodgell, Associate Professor of Art; B. S., M.S., University 
of Wisconsin. Previously, Prof. Hodgell was Resident-Artist at the Des Moines 
Art Center, Art Director for Editorial and Communications Services of the 
University of Wisconsin Extension Division, illustrator for a children's en- 
cyclopedia, UNESCO "Expert in Book Illustration" in Pakistan, and an artist fre- 
quently published in motive magazine. A printmaker, sculptor, painter and 
craftsman, his work is included in private and public collections, such as Ring- 
ling Museum of Art, Metropolitan Museum of Art, Library of Congress, and 
others. He teaches various Studio Art courses. 

Jay S. Johnson, Professor of Community Studies and Applied Socio- 
logy; B.A., Oberlin College; B.D., Yale Divinity School; M.A., American Uni- 
versity, Beirut; Ph.D., Cornell University. Prof. Johnson came to Eckerd from 
University of Wisconsin where he was an Extension Sociologist. He sponsors 
student research teams, field apprenticeships and internships in the com- 
munity and teaches in the area of community, community analysis, commu- 
nity development, social change, social gerontology, urban studies. East 
Asian studies, sociology of poverty and organizational behavior. He is Leave 
of Absence Coordinator and a Fellow of the Foundations Collegium. His teach- 
ing responsibilities include Community, Community Development, Commu- 
nity Professions, Community Analysis, two Foundations Values Seminars, 
Field Experience. 

Richard B. Mathews, Assistant Professor of Literature; B.A., University of 
Florida, University of Heidelberg. Prof. Mathews is interested in media explora- 
tions. He is interested in media explorations. He edits and publishes Kon- 
glomerati, a magazine of visual poetry. His teaching responsibilities include 
Mixed Media: William Blake and Concrete Poetry; Literary Contrasts; Non- 
sense; Writing Workshop: Advanced Composition; Writing Workshop: One 

J. Peter Meinke, Director, Writers' Workshop, Professor of Literature; 
A.B., Hamilton College; M.A., University of Michigan; Ph.D., University of 
Minnesota. Prof. Meinke's poetry appears regularly in national magazines 
like The New Republic. He has published a critical book on poet Howard 
Nemerov, and two children's books in verse, as well as reviews, essays, and 
criticism. His teaching responsibilities include Contemporary American 
Poetry; Writer's Workshop, Poetry; Contemporary British Poetry; Writer's 
38 Workshop, Fiction. 

Margaret R. Rigg, Associate Professor of Visual Arts; A.B., Florida State 
University; M.A., Presbyterian School of Christian Education, Richmond. 
Miss Rigg was an art editor of motive magazine before she came to Eckerd. 
She continues her interest in graphic design and calligraphy, recently having 
studied traditional calligraphy in Korea. She is an exhibiting painter, con- 
cerned with art and social involvement and with woman's role as artist. Her 
teaching responsibilities include Time and Space: Sculpture Happenings; 
Handmade Book Production; Drawing Fundamental; Visual Arts Exploration: 
The Local Scene; The Artist as Social Critique. 

Shirley A. Smith, Musician in Residence; B.Mus., Oberlin College; 
M.Mus., Syracuse University. Miss Smith's areas of interest are performance 
practices of the music of Spain, designing some of the Comprehensive Musi- 
cianship courses, discovering innumerable possibilities in performing music 
on Tracker action organs and applying this to teaching. Her teaching respon- 
sibilities include Comprehensive Musicianship II, Music and Theatre (team), 
and Organ Colloquium. 

Henri Ann Taylor, Director of Campus Intramurals and Recreation, 
Assistant Professor of Physical Education; A.B., Howard College; M.A., Univer- 
sity of Alabama. Miss Taylor teaches in the Lifetime Sports Program and in the 
Physical Education and Recreation Certification Programs, and is also head 
of intercollegiate sports for women. Her teaching responsibilites include Co//, 
Tennis, Badminton and Paddleball, Adapted Physical Education, School and 
Community Recreation. 

Harold L. Wahking, Director of the Human Development Center, As- 
sistant Professor of Psychology; B.C.E., M.A., University of Louisville; B.D., 
Th.M., Southern Baptist Seminary. Prof. Wahking's work in psychology cur- 
rently ranges between encounter group work, meditation, private personal 
conversations, and the restructuring of aspects of the college community so 
that they will foster emotional healthiness. He teaches a course in The Psy- 
chology of Personal Development. 

William E. Waters, Professor of Music; A.B., University of North Caro- 
lina; M.A., College of William and Mary. Prof. Waters came to Eckerd from 
Duke University. For a number of years he was Chairman of the Music De- 
partment at The Governor's School of North Carolina, an experimental pro- 
gram sponsored by the Carnegie Foundation. He is interested in redesigning 
traditional programs in music theory to embrace integrated studies of mu- 
sical styles, and the study of organ music of the Italian Baroque. He has 
a continuing commitment to keep alive the great musical masterworks of 
the past, while encouraging performance of new and experimental works. 
He is a conductor and performer on keyboard instruments. His teaching 
responsibilities include Comprehensive Musicianship I, Choral literature I, II, 
III, Baroque and Renaissance Consort Music, Musical Theatre. 

|. Thomas West, Professor of Psychology; B.S., Davidson College; M.A., 
University of North Carolina; Ph.D., Vanderbilt University. Prof. West has 
held positions in a state mental hospital, child guidance clinic, state mental 
health education program and high school and college counseling centers. 
At present, he works in gestalt therapy, intensive growth group experience, 
the application of humanistic psychology to education, clinical and counsel- 
ing psychology and self development. He is currently involved in rolfing 39 

(structural integration) and is a certified rolfer. He is a Fellow of the Founda- 
tions Collegium. His teaching responsibilities include The Humanistic Ap- 
proach to Thinking and Feeling (Modes of Learning), Values Workshop (Fresh- 
men), Gestalt Theory and Practice, Croup Dynamics, Body Psychology, Para- 
professional Internships. 


The purpose of the Collegium of Letters is to develop in its students 
an informed appreciation of the human condition and of man's unique free- 
dom and dignity. It makes use of primary source materials for an understand- 
ing of man's historical experience and of creative works in their particularity 
for an appreciation of what is excellent and unique. It seeks, in Daniel Bell's 
words, to "plunge students into experiences which provide esthetic rewards, 
intellectual play, and a disciplined apprenticeship to work." 

This Collegium shares with the Collegium of Comparative Cultures 
a concern to provide for students a high level of competence in the use of 
their own and other languages. It accepts special responsibility for develop- 
ing an awareness of the importance of modes of conceptualization, principles 
of explanation, and the nature of verification of the intellectual disciplines. 

It provides courses in the literature of English and other languages, in his- 
tory, philosophy, religion and political science. It enables a student to de- 
velop a program with a major emphasis in one of these disciplines or to draw 
from a variety of them for special interdisciplinary or pre-professional con- 
centrations of courses. 

As a service to the entire college the Collegium of Letters provides elec- 
tive and modes of learning courses which cover the broad spectrum of law, 
history, and of artistic, literary, religious and philosophical masterpieces. 
For students who desire to concentrate in the area of Letters it provides upper- 
division colloquia, seminars, independent and directed study designed to 
encourage them to become increasingly self-educating and competent to 
pursue areas of knowledge and esthetic appreciation of special interest to 

The academic and social structure of the Collegium exemplifies the 
holistic nature of its concern for human values and the development of in- 
formed and committed human beings. The scholarly skills with which it is 
concerned are viewed as appropriate instruments in this search for meaning 
and value. This search begins and ends in the conviction that the individual, 
with unique endowments, experiences, and personal ends, is as deserving 
40 of the study and nurture of scholars as societies and institutions. 


Keith W. Irwin, Chairman, Collegium of Letters, Professor of Philoso- 
phy; A. B., Cornell College; M.Div., Garrett Theological Seminary. Prof. Ir- 
win's teaching interests are in existentialism, philosophy and its relation to 
literature and the arts, myth and symbol. Research and writing have been 
directed to the meaning of death. His teaching responsibilities include The 
Nature of Man, Philosophy from Descartes to Kant, Philosophical Ideas in 
Literature, Medieval and Renaissance Philosophy, Modes of Philosophizing, 
Nineteenth Century Philosophical Movements, Aesthetics, The Meaning of 

Alvie A. Benton, Director, Upward Bound, Visiting Lecturer in Education; 
M.A., New York University. Prof. Benton is especially interested in counsel- 
ing students who come from low income families. Helping students to actual- 
ize their potential in terms of realistic objectives is a major thrust of the 
counseling process. He is also interested in curriculum modification for un- 
derachievers. He offers a course in Upward Bound, One-to-One. 

Burr C. Brundage, Professor of History; A.B., Amherst College; Ph.D., 
University of Chicago. Prof. Brundage's teaching, research, and writing in- 
terests are in mesoamerican archaeoogy and ethnology. His teaching res- 
ponsibilities include Mexican History, Art and History of Ancient Egypt, Im- 
perial Spain, Mesoamerican History and Art, Asian Area Studies, The Nature 
of Man. 

Albert Howard Carter, ill. Assistant Professor of Comparative Litera- 
ture and Humanities; B.A., University of Chicago; M.A., Ph.D., University of 
Iowa. Prof. Carter teaches courses in American, English, European, and world 
literature, and is particularly interested in narratives, fantasy, and the rela- 
tions of literature and the other arts. He publishes poetry regularly in maga- 
zines and has experience in singing and in photography. He is a Fellow of 
the Foundations Collegium. His teaching responsibilities include Art of the 
Novel, Linquistics, Defining Human Nature, Literary Studies (Modes of Learn- 
ing), Nineteenth-Century American Literature, Search for Spirit. 

j. Stanley Chesnut, Professor of Humanities and Religion; B.A., Uni- 
versity of Tulsa; M. Div., McCormick Theological Seminary; M.A., Ph.D., Yale 
University. Prof. Chesnut has served Eckerd College as Director of Continu- 
ing Education, Associate Director of Summer School, and Chairman of the 
Humanities Division in addition to teaching. His major field is Biblical studies 
—history, literature, and theology — especially the Old Testament. He has 
done considerable field research and study in Near Eastern archaeology and 
in Asian religions, and is presently writing a book on the interaction of East- 
ern and Western religions. His teaching responsibilities include Biblical 
Theology; The Study of Religion; Occultism; Biblical Literature; Society, Law 
and Community; The Prophets. 

Lester C. Dufford, Assistant Professor of French Language and Litera- 
ture; B.A., Eckerd College; M.A., Ph.D., Florida State University. Prof. Dufford 
teaches elementary and intermediate French language courses and French 
literature courses. His primary interest is nineteenth and twentieth century 
French literature, particularly the work of Mallarm6 and Valery. He is a Fel- 
low of the Foundations Collegium. His teaching responsibilities include 
Elementary French, Foundations Seminars, French Area Studies. 41 

Rejane P. Genz, Professor of French Language and Literature; A.B., 
Sillery College, Quebec City; License es lettres, Ph.D., Laval University. Prof. 
Genz's areas of research and teaching are tw/entieth century French literature, 
and French women writers. Her teaching responsibilities include Introduction 
to French Literature, Twentieth Century French Literature, Advanced Conver- 
sational French, The Nature of Man, Nineteenth Century French Literature. 

William F. McKee, Professor of History; B.A., College of Wooster; 
M.A., Ph.D., University of Wisconsin. Prof. McKee is a specialist in American 
social and intellectual history. In addition to teaching in the general area of 
the history of American civilization, he has been engaged in research in the 
history of social action movements in the Protestant churches during the 
twentieth century, and is presently preparing a biography of one of the lead- 
ers of the Social Gospel movement. He is particularly interested in the New 
Deal era and in liberal and radical movements during this period. His teaching 
responsibilities include Search for Meaning in History, Annerican Civilization, 
The New Deal, The United States as a World Power, American Social and In- 
tellectual History I and II, Myths in American History, Colloquium: Technolo- 
gical Society. 

James H. Matthews, Assistant Professor of Literature; B.A., Seattle Paci- 
fic College; M.A., Ph.D., Vanderbilt University. When not plaguing folks with 
talk about books and other elusive products of the spirit. Prof. Matthews may 
usually be found pursuing such "vices" as writing, playing with his kids, tink- 
ering with wood and glass, or otherwise enjoying the Good Life. Among his 
most obvious professional vices is an obsession with Irish literature. There 
is no truth, however, in the allegation that he is Irish too. He is a Fellow of 
the Foundations Collegium. His teaching responsibilities include Mass Com- 
munications, Values Seminars, Literary Studies, Medieval Literature, Shakes- 
peare, Twentieth Century British Fiction. 

Peter A. Pav, Associate Professor of Philosophy; B.A., Knox College; 
M.A., Ph.D., Indiana University. Prof. Pav's areas of interest in research, pub- 
lication, and teaching are the history and philosophy of science, science and 
society, the history of philosophy, logic and critical philosophy. His teaching 
responsibilities include Science and Society, The Scientific Revolution, Logic, 
History of Science, Descartes Seminar, Science Values Colloquium. 

Felix Rackow, Professor of Political Science, Pre-Law Advisor; B.S., 
M.A., Ph.D., Cornell University. Prof. Rackow's general academic emphasis 
in political science is in all aspects of the national government of the United 
States. More particularly, his principal interests are the study of the United 
States Constitution, the American Presidency, and civil liberties. He teaches 
and has published in each of these areas. His teaching responsibilities in- 
clude Constitutional Law I and II; American National Government and Pol- 
itics; American Presidency; Civil Liberties; Justice, Law, and Society. 

Thelma B. Watson, Professor of German; B.A., Fisk University; M.A., 
State University of Iowa; D.M.L., Middlebury College. Prof. Watson came to 
Eckerd from Fisk University where she taught German and French. At Eckerd 
she teaches in the area of language and modern German literature. Her 
special interest is study of the demonic symbol in German literature. She is 
a Fellow of the Foundations Collegium. Her teaching responsibilities include 
Literature I: Die Kriminalgeschichte; Literature II: Die Novelle u. Kurzgeschi- 
chte; German Grammar for Reading; The Technological Society; Faust Re- 
42 visited; Modern German Drama: Concept of Justice. 

Frederic R. White, Professor of Comparative and Classical Literature; 
A.B., M.A., Oberlin College; Ph.D., University of Michigan. Prof. White came 
to Eckerd College in 1960 as a member of the founding faculty. His interests 
are in the continuation of the classical tradition in European letters. In this 
field he has published on Homer, renaissance Utopias, Milton, and American 
Utopias; and continues to review books in this field. He is currently interested 
in closer comparisons of past and present, as in Sophocles and Shakespeare, 
Ibsen and Euripides, O'Neill and Aeschylus, classical mythology and modern 
literature. His teaching responsibilities include Beginning, Intermediate and 
Advanced Greek, Greek Tutorial, Latin Tutorial, Greek Drama in Translation, 
Dante and Milton, Classical Mythology in Modern Literature. 

William C. Wilbur, Professor of History; A.B., Washington and Lee 
University; Ph.D., Columbia University. Prof. Wilbur is interested in nineteenth 
century British political and social history, Fabian socialism and liberalism, 
renaissance and reformation, history of London, nineteenth and twentieth 
century western Europe, and technology and human values. His teaching re- 
sponsibilties include History of England to 7689, History of Modern Britain, 
The Technological Revolution and Human Values. 


The Collegium of Comparative Cultures assumes primary responsibil- 
ity for the area studies courses which constitute a part of the Sophomore pro- 
gram of all students. It emphasizes particularly academic work in foreign 
countries and shares with the Collegium of Letters the responsibility for pro- 
viding the language instruction which makes foreign study fruitful. Students 
with special interest in the languages and institutions of other cultures are 
encouraged to plan their programs in this Collegium. 

Area Studies are provided in Afro-America, East Asia, France, Germany, 
Spain, Latin America, and Soviet Russia. The introductory courses are offered 
in English and require no prior knowledge of the language of the area. Stu- 
dents are ordinarily free to choose any two areas of interest, but those who 
are working in foreign language are encouraged to participate in the corres- 
ponding area studies course. 

The basic requirement for a degree through the Collegium of Com- 
parative Cultures is that the student and his Mentor develop a program which 
is consistent with the emphases of the Collegium. Ordinarily, some travel 
and study in a foreign culture makes up a part of a program in this Collegium, 
working closely with the Office of International Education to provide oppor- 
tunities for foreign study. Familiarity with a foreign language is a normal ex- 
pectation of this Collegium since language provides basic insight into other 
cultures. Language competence is required when a student is to study in a 
foreign culture under the auspices of Eckerd College. Language skills are 
not regarded as an end in themselves but as a primary means of access to 
other cultures. 43 

The Collegium seeks to make extensive use of the winter term, the 
Semester Abroad, and the Year Abroad programs which have been developed 
through the Office of International Education. It is developing also a summer 
term abroad which is designed for students at the end of their Sophomore 
year. The summer program provides intermediate level work in language 
and in area studies. Students who complete this summer program may, on 
their return, focus on language study or on more general cultural topics. 

The faculty of the Collegium is made up of scholars in the social 
sciences and humanities as well as specialists in languages. 


Kenneth E. Keeton, Chairman, Collegium of Comparative Cultures, 
Professor of German Language and Literature; A.B., Georgetown College; 
M.A., LIniversity of Kentucky; Ph.D., University of North Carolina. Prof. 
Keeton wasa member of the founding faculty of Eckerd College. Prior to 1960 
he taught at Wake Forest University. Publication has been mainly in the areas 
of German language texts and translations. Teaching and research interests 
include twentieth century German literature, in general, and the works of 
Franz Kafka and Hermann Hesse, specifically. His teaching responsibilities 
include Elementary German Conversation (film and tape), Germanic Area 
Studies, Life and Wori<s of Franz Kaf\<a (German and English), The Novels of 
Hermann Hesse, Master Novellen of German Literature. 

Joncker R. Ibn Biandudi, Assistant Professor of Afro-American Studies; 
B.A., Sioux Falls College; M.A., Howard University in International Relations, 
with an emphasis on African Politics. Prof. Biandudi is interested in U.S. and 
Zaire relations and the impact of race in international politics; he is presently 
researching U.S. foreign policy toward the Republic of Zaire. He has done 
extensive research on U.S. foreign policy toward the Republic of South Africa. 
He serves as a member of the Board of Directors of The Bridge, an interna- 
tional ecumenical council. He is a Fellow of the Foundations Collegium. 
His teaching responsibilities include Politics of Race (Apartheid and other 
forms of white dominance systems), African Politics, Colonialism, Africa in 
International Politics, Political History of Africa (1000 A.D.-1800 A.D.), Po- 
litical History of Africa. 

Clark H. Bouwman, Director of Office of International Education and 
Off-Campus Programs, Professor of Sociology; A.B., Kalamazoo College; B.S., 
Western Michigan University; M.A., Ph.D., New School for Social Research. 
Prof. Bouwman came to Eckerd in 1960 from Illinois Wesleyan University 
where he was Chairman of the Department of Sociology. Teaching only oc- 
casionally, he has responsibility to develop and administer the extensive study 
abroad programs sponsored by the college, coordinate these with on-campus 
programs, and establish cooperative programs with other colleges. As Di- 
rector of Off-Campus Programs, he develops opportunities for group and 
individual independent studies in off-campus learning situations. He also 
serves as Director of the 4-1-4 Conference, the national association represent- 
ing the interests of some 400 innovative schools on the 4-1-4 calendar or 
one of its variant forms. He works with the Comparative Cultures Collegium 
in administering the Junior Colloquium, a course which relates the overseas 
44 offerings to the campus community. 

Alan W. Carlsten, Professor of Religion; B.S., University of Oklahoma; 
M. Div., McCormick Theological Seminary. In addition to his work in theology 
and church history, Prof. Caristen is deeply interested in Scandinavian culture. 
Because of his graduate study at the Royal University of Lund, Sweden, and 
his living experience in and travel throughout Scandinavia, he teaches and 
does research in the Icelandic Sagas and offers Swedish in the language pro- 
gram of Eckerd College. He is a Fellow of the Foundations Collegium. His 
teaching responsibilities include Man's Search for Ultimate Reality; Process 
Theology; Nordic Religion and the Icelandic Sagas; Radicals, Rebels and 
Rogues in the Judaeo-Christian Tradition; The Three C's of Mature Selfhood 
(autumn term); Elementary and Advanced Swedish. 

Peter W. Chang, Assistant Professor of Chinese Language and Culture; 
B.A., Taiwan University; M.S., University of North Carolina. Prof. Chang came 
to Eckerd from Duke University where he was Assistant Professor of Chinese 
and Japanese languages. He has written four plays and published several 
articles. His most recent publication is a book entitled Practical Chinese Con- 
versation. Currently he Is compiling a book. Selections of Chinese Readings, 
for the advanced Chinese course. His teaching responsibilities include Speak 
Chinese 1 and II, Read Chinese 1 and II, Appreciate Chinese I and II; Begin- 
ning Japanese, Intermediate Japanese (by directed study). 

Lloyd R. Craighill, Associate Professor and Coordinator of East Asian 
Studies; B.A., Swarthmore College; M. Div., Virginia Theological Seminary; 
M.A., Ph.D., Harvard University. Prof. Craighill lived fifteen years in central 
China and thirteen years In Japan, and speaks Japanese and Mandarin Chinese 
fluently. His areas of specialization are Chinese history, Japanese history, 
pre-modern Japanese literature, pre-modern Japanese art history. His teach- 
ing responsibilties include Elementary Japanese, History of Japanese Art, East 
Asian Area Studies. 

Sidney E. Disher, jr., Assistant Professor of German; B.A., Wake Forest 
University; M.A.,Rice University. Prof. Disher is completing his Ph.D. at Tulane 
University. His special interests include eighteenth and twentieth century 
German literature, translation and German Area Studies. Before coming to 
Eckerd, he taught at Auburn University and served for one year as director 
of the Year Abroad Program in Freiburg, Germany. He is currently coordi- 
nator of the German Area Studies program at Eckerd. His teaching respon- 
sibilities include Cerman for Beginners, Intermediate Conversation German, 
Modern German Writers, German Area Studies: The German Heritage, Col- 
loquium in Comparative Cultures. 

Frank M. FIgueroa, Professor of Spanish and Hispanic Area Studies; 
B.S., Seton Hall University; M.A., Ed.D., Columbia University Teachers Col- 
lege. Prof. Figueroa has deep concern for the people of Latin America since 
he was born in Puerto Rico. He has traveled extensively through that part 
of the world. He is currently developing materials for the teaching of col- 
loquial Spanish and folklore. His teaching responsibilities include Advanced 
Spanish I and II, Beginning Spanish. 

Henry E. Genz, Professor of French Language and Literature; A.B., 
Emory University; M.A., University of Wisconsin; Ph.D., Western Reserve 
University. Prof Genz's special interest is in French literature of the sixteenth 
century, with published research on Montaigne. He will be involved in teach- 
ing French Area Studies. His teaching responsibilities include Intermediate 45 

French, Literature of the Renaissance, French Classical Drama, French Area 

Robert J. Gould, Professor of Music; B. Mus., University of Oregon. 
Prof. Gould's special academic interests are ethnomusicology, modern music, 
and fantasy literature. He is presently completing a study of the music and 
culture of the Orkney Islands, Scotland. He is a Fellow of the Foundations 
Collegium. His teaching responsibilties include Music: A Design for Listen- 
ing, Values Seminar (Freshmen), Comparative Cultures Colloquia. 

E. Ashby Johnson, Faculty Associate to the Provost, Professor of Philo- 
sophy and Religion; A.B., Presbyterian College, South Carolina; B.D., Th.M., 
Th.D., Union Theological Seminary, Virginia. Prof. Johnson has been on the 
faculty since the college opened and, for the first nine years, was director of 
the Core Program. His teaching has been primarily in interdisciplinary work, 
but he offers courses in areas of his research and writing, the philosophy of 
religion. He is a Fellow of the Foundations Collegium. His teaching respon- 
sibilities include Foundations Seminar, Western European Civilization. 

Gilbert L. Johnston, Assistant Professor of Religion; B.A., Cornell Uni- 
versity; B.D., Princeton Theological Seminary; Ph.D., Harvard University. 
Prof. Johnston began his career with a theological degree and then did ad- 
vanced work in the history of religions. He has taught Eastern religions at 
Pennsylvania State University and has done research in Japanese Buddhism 
in the modern period. He is especially interested in the study of such basic 
religious phenomena as myth, ritual and symbolism, and the relation of these 
to other aspects of culture. He is a Fellow of the Foundations Collegium. His 
teaching responsibilities include Religion in Non-Western Cultures (Modes 
of Learning), Symbols, Myths, and Rituals (Modes of Learning), Buddhism 
(Introductory), East Asian Area Studies. 

Vivian A. Parson, Instructor in Russian; A.B., Brandeis University; 
M.A.T., Harvard University. Mrs. Parsons is primarily interested in Slavic lan- 
guages and literatures, and in the study of comparative literature. She is 
currently teaching courses in Russian language, but also has wide interests 
ranging from Russian and Soviet literature, to Polish language and culture, to 
the role of women in Soviet life and literature. Her teaching responsibilities 
include Beginning and Intermediate Russian. 

William H. Parsons, Associate Professor of History and Russian Studies; 
A.B., Grinnell College; A.M., Harvard University; Ph.D., Indiana University. 
Prof. Parsons combines a background in Modern European history with a 
special interest in Russian cultural history and Soviet affairs. As historian, 
he teaches courses in Russian and East European history and comparative 
revolutions. As coordinator for Soviet Area Studies, his interests range from 
Soviet historiography to Russian music, from the Soviet press to the national 
minorities in the Soviet Union. His teaching responsibilities include Sov/et 
Area Studies, Cultural History of Russian, junior Colloquium: Many Cultures. 

Charles O. Todman, Jr., Coordinator and Associate Professor of Afro- 
American Studies; B.A., Howard University; Ed.M., Temple University. Prof. 
Todman has been instrumental in the establishment of a clinic at Petionville, 
Haiti, and is currently helping with the implementation of a proposal for a 
Nutrition Teaching Center Medical Clinic Complex at Bourg-Champagne, 
J^^ Haiti. His teaching responsibilities include A/ro-/Amer/can History to the Civil 

War; Afro-American History, 7/ie Civil War to the Present; History of the West 
Indies; Afro-American Social and Political Protest Thougtit; Readings in Afro- 
American History. 

Pedro N. Trakas, Professor of Spanish; A.B., Wofford College; M.A., 
Universidad Nacional de Mexico; Ph.D., University of North Carolina; Litt.D., 
Wofford College. Prof. Trakas was a member of the founding faculty at Eckerd 
College, and prior to 1960 taught at Davidson College. In 1970 he became 
Chairman of the Division of Modern Languages, and last year was Director 
of the Year Abroad Program at Madrid, Spain. He was editor of a modern 
Spanish play for use as a college text, Antonio Buero Vallejo's El concierto de 
San Ovidio, has written for scholarly journals, prepared language tapes for 
Scribner, and is in the process of writing a book on the Spanish novelist, 
Dolores Medio. His teaching responsibilities include Beginning Spanisfi, In- 
termediate Spanish, Colden Age Drama, Modern Spanish Drama. 


The Collegium of Behavorial Sciences is one of two science collegia 
which share an emphasis on the acquisition of quantitative or qualitative data, 
the controlled isolation and manipulation of variables, the creative use of the 
skills and language of mathematics, and the structuring of general laws and 
theories. The Collegium of Behavioral Sciences is distinguished from the 
Collegium of Natural Sciences by its focus on individual and social behavior 
of human beings and of lower animals. Because many complex behavioral 
patterns cannot be studied through the classic scientific method of experi- 
mental isolation and control, the members of the Behavioral Science Col- 
legium also emphasize techniques of systematic observation and of quantita- 
tive measurement, description, and analysis. The behavioral scientists utilize 
a distinctive set of methodologies to probe human and animal behavior. 

Students who enter the Collegium of Behavioral Sciences share with 
the college faculty a commitment to the scientific study of behavior, and they 
choose a concentration which acknowledges that commitment. Some stu- 
dents prefer behaviorally-oriented concentrations in the traditional disci- 
plines represented in the Collegium — anthropology, economics, political 
science, psychology, and sociology. Others are free to devise, in consultation 
with their Mentors, any of a large variety of interdisciplinary concentrations, 
bringing a behavioral perspective to such areas of learning as urban studies, 
management, group processes, comparative social behavior, social psy- 
chology, biopsychology, international relations, and Latin American Studies. 
Many of these concentrations would include courses from outside the Col- 
legium of Behavioral Sciences, but students and faculty of this Collegium hold 
in common the desire to examine behavior primarily through the methods 
of science. 47 

The spirit of colleagueship that is shared by students and faculty in the 
Behavioral Science Collegium grows out of the sense of shared purpose and 
assists in the growth of each member of the group. During the second and 
the fourth modules of the academic year the faculty of the Collegium team 
teach Modes of Learning electives within the Foundations program, challeng- 
ing students to acquire skills which are critical to a lifelong quest for learning 
about behavior. In the same two modules, the upper division students who 
have joined the Collegium come together with the Collegial faculty in ad- 
vanced colloquia, emphasizing topics relating to social behavior in the second 
module and individual behavior in the fourth. During these two modules, the 
process of sharing insights will heighten not only the commitment of the 
group to a particular style of learning but also the sense of academic and 
social camaraderie. 

Students who work within the Collegium of Behavioral Sciences should 
emerge from their experience at Eckerd College with a particularly strong 
awareness of the complexity and diversity of individual and social behavior. 
They should possess a thorough understanding of the means by which 
scientists continue to probe dimensions of humanity. This background is rel- 
evant to the development of a career in any of a broad array of human en- 
deavors and to the development of one's individual and social life style. 
Better understanding of human behavior can affect a person's life in areas 
as particular as handling personal crises and as general as understanding 
public opinion polls. Students who plan appropriate programs through Be- 
havioral Sciences may enter graduate or professional school, or move directly 
from college to career. They should have high employment prospects and 
improved understanding of themselves and others. 

The faculty of the Behavioral Science Collegium provides rigorous 
academic experiences in the classroom and in labs, ready opportunities for 
independent study and research on the campus or away from it, and a close 
fellowship both through the Mentorship and within the Collegium. The full- 
time teaching faculty of the Behavioral Science Collegium include persons 
whose scholarly contributions in their fields parallel their concern for the 
teaching and guidance of students. 


Theodore M. Dembroski, Associate Professor of Psychology; B.S., 
Ph.D., University of Houston. Prof. Dembroski has done research in attitude 
and value change, fear-arousing persuasion, alienation and student activism, 
and the social psychology of the American carnival. He is especially interested 
in utilizing the experimental method to investigate social psychological pheno- 
mena in natural settings. His interest in experimental social psychology and 
personality-developmental psychology are evident in his teaching of the fol- 
lowing courses: Scientific Study of Individual Behavior, Scientific Study of 
Social Behavior, Developmental Psychology, Socal Psychology, Research Sem- 
inar in Social Psychology. 

Wesley E. Harper, Assistant Professor of Psychology; B. A., Harvard 

University, in European History. Prof. Harper served with the U.S. Navy, and 

went on to do graduate study in Personality and Counseling Psychology at 

Stanford University, where he expects to receive his Ph.D. in 1973. His re- 

48 search has centered on initial interaction and development of friendships, 

nonverbal communication, modification of self-perceptions, and systems 
analysis approaches to small social groups. He supervises student research 
and study on interpersonal interaction, counseling, assessment of clinical 
outcomes, experimental design in field situations, and multi-disciplinary ex- 
amination of such behavior as aggression, deviance, and decision-making, 
in addition to his work in these courses: Scientific Study of Individual Be- 
havior, Personality and Psychometrics, Learning and Motivation, Social Learn- 
ing and Behavior Modification, Junior/Senior Colloquium in Individual Be- 

Robert W. Greenfield, Professor of Comparative Social Behavior; A.B., 
Kent State University; Ph.D., Ohio State University. Prof. Greenfield came to 
Eckerd from Boston University v^/here he was Chairman of the Division of 
Social Sciences. Currently he is doing field research on social systems and 
behavior in the brown pelican and the laughing gull. His teaching and re- 
search interests in animal and human communication, the evolution of social 
behavior, sociological theory, and environmental aspects of abnormal be- 
havior are manifest in the following courses: Scientific Study of Social Be- 
havior, Scientific Study of Individual Behavior, Biopsychology I: Elementary 
Behavior Mechanisms, Biopsychology II: Complex Behavior Systems, Social 
Aspects of Deviant Behavior, History of Sociological Theory. 

David E. Stuart, Assistant Professor of Anthropology; B.A., West Vir- 
ginia Wesleyan College; M.A., Ph.D., University of New Mexico. Prof. Stuart's 
theoretical interests are cultural ecology and the interdependence of biologi- 
cal and cultural factors in social organization. Before coming to Eckerd he 
was involved in field research in Alaska, Mexico, and Ecuador. His current 
research concerns the ecological adaptations of hunting-gathering societies. 
He teaches the following courses: Scientific Study of Social Behavior, The 
Evolution of Man's Capacity for Culture, Cultural Ecology, Socio-cultural Sys- 
tems and Process; The Band Level of Sociocultural Integration, Junior/Senior 
Colloquium in Social Behavior. 

Timothy R. Gamelin, Chairman, Collegium of Behavioral Sciences, As- 
sociate Professor of International Politics; B.A., Gustavus Adolphus College; 
M.A., Ph.D., Duke University. Prof. Gamelin has been engaged most recently 
in exploring the uses of simulation gaming for the study of international po- 
litics. He utilizes a variety of simulations in his courses, encouraging students 
to relate observed behavior in simulations to research regarding social, in- 
dividual, and international behavior. Together with an Eckerd student, he 
has written a simulation game of politics in a modernizing society. He re- 
ceived his doctorate in 1968 after undertaking two years of research in Sri 
Lanka, Ceylon. Prof. Gamelin teaches the following courses: Scientific Study 
of Individual Behavior, Scientific Study of Social Behavior, Political Develop- 
ment in Modernizing Nations, International Conflict and Crisis Behavior. 

Anne A. Murphy, Associate Professor of American Political Behavior; 
B.A., College of Wooster; B.D., Yale Divinity School; Ph.D., University of 
North Carolina. Prof. Murphy combines research into U.S. domestic politics 
and policy with participation in municipal government and politics. She en- 
courages students to do community field work in many of her courses and 
seeks to place selected students as interns in government offices. She has 
conducted research on poverty, environmental problems and policy, and law ^(^ 

enforcement. She teaches the following courses: Scientific Study of Individual 
Behavior, Scientific Study of Social Behavior, U.S. Congress, Political Parties, 
Electoral Behavior. 

J. Marvin Bentley, Assistant Professor of Economics; B. A., Davidson 
College; Ph.D., Tulane University. Prof. Bentley specializes in the areas of 
. economic history and macroeconomic theory. He currently is working on a 
book covering the development of commercial banking in the frontier parts 
of the southern U.S. prior to 1860. He also supervises the program for stu- 
dents concentrating in management at Eckerd, and is active in developing 
off-campus intern experiences for management students. His teaching respon- 
sibilities include Scientific Study of Social Behavior, Money and Banking, Man- 
agerial Economics, Macroeconomic Theory, Public Finance, Urban Studies, 
American Economic History. 

Clark L. Allen, Professor of Economics; B.A., MacKendree College; 
M.A., Washington University; Ph.D., Duke University. Prof. Allen came to 
Eckerd College from Southern Illinois University, where he was Professor of 
Economics and Director of Graduate Studies for the department. Prior to 
that he taught at North Carolina State College, Texas A. & M. University, 
Florida State University, Duke University, and Northwestern University. He 
is the author of a number of textbooks and journal articles, principally in the 
fields of price theory and international economics. Presently his teaching 
responsibilities include: Principles of Microeconomics, Principles of Macro- 
economics Quantitative Methods, Intermediate Microeconomic Theory, In- 
ternational Economics, Seminar in Behavioral Research on Public Policy. 

John P. Kondellk, Cataloguer, Instructor; M.S., Florida State Univer- 
sity. Mr. Kondelik is presently one of four librarians at Eckerd. As the library 
cataloguer he is responsible for the supervision of processing and for making 
available all books and serials in the library. His current interests are biblio- 
graphy, history of books and libraries, and classification theory. As a mem- 
ber of the Behavorial Science Collegium he works particularly closely with 
this group on bibliographic and other library tasks. He also teaches a directed 
study course on cataloguing and classification. 



The Collegium of Natural Sciences is one of two science collegia at 
Eckerd College. Both science collegia bring together individuals whose meth- 
odologies include controlled isolation and manipulation of variables, the ac- 
quisition of quantitative data, the creative use of the skills and language of 
mathematics and the structuring of general laws and theories. 

The Collegium of Natural Sciences is distinguished from the Behavioral 
Sciences by its primary focus on biological and physical processes, utilization 
of techniques of observation and emphasis on experimental isolations and 
control of variables. The Collegium of Natural Sciences also includes em- 
phasis on the study of pure and applied mathematics. Biologists, chemists, 
experimental psychologists, mathematicians and physicists make up this Col- 

The objectives of the Collegium of Natural Sciences are to provide a 
variety of basic scientific observational, experimental and language skills nec- 
essary for thorough study in the sciences; develop the concepts and principles 
of science and mathematics not merely as ends but as useful tools for further 
study; train the mind in the scientific approach and solution to a variety of 
experimental problems; provide opportunity for exploring new areas of in- 
vestigation through basic research; offer a variety of options for concentration 
in order to fulfill a student's career-oriented goals, both students who are 
professionally oriented and those who expect to apply their learning upon 
graduation; and provide a student in his and other collegia with the oppor- 
tunity to explore the historical, philosophical and ethical aspects of sciences. 

A student selecting the Natural Sciences Collegium for his primary 
identification may select programs leading to either the B.A. degree or the 
B.S. degree. For the B.A. degree, a student must complete a minimum of 
12 courses within the Natural Sciences Collegium, which may include some 
courses from other collegia with the approval of the Natural Sciences Col- 
legium; a comprehensive examination in his area of concentration; and three 
Collegium Colloquia. For the B.S. degree, a student must complete a mini- 
mum of 16 courses within the Natural Sciences Collegium, which may in- 
clude some courses from other collegia with the approval of the Natural 
Sciences Collegium; a comprehensive examination in his area of concentra- 
tion or a Senior Thesis by invitation of the faculty; and three Collegium Col- 

A student may plan a program of study with his or her Mentor in the 
areas of Biology, Biopsychology, Chemistry, Mathematics and Physics. Such 
programs normally lead to graduate study, industrial careers or secondary 
school teaching. In addition, students may elect to plan programs of study 
leading to careers in Medicine and Medical Technology. Students interested 
in medically oriented careers work closely with the Pre-Medical Advisory 
Committee in addition to their Mentors. Students may also select programs 
leading to careers in the Environmental Sciences. 

The faculty members in this Collegium are extensively engaged in re- 
search closely associated with their teaching. K1 


Richard W. Neithamer, Chairman, Collegium of Natural Sciences, Pro- 
fessor of Chemistry; B.S., Allegheny College; Ph.D., Indiana University. Prof. 
Neithamer has research interests in inorganic coordinative compounds and 
polorography. He has carried out research at the Oak Ridge National Labor- 
atory and on this campus for the U.S. Navy. As a member of the chemistry 
faculty, he served as discipline coordinator before becoming Chairman of the 
Natural Sciences Collegium. His areas of teaching include general chemistry, 
instrumental analysis, biochemistry, and advanced inorganic chemistry. His 
teaching responsibilities include Environmental Problems of the Bay Area, In- 
strumental Methods of Analysis, Concepts in Chemistry I and II, Advanced 
Inorganic Chemistry. 

Joan T. D'Agostino, Assistant Professor of Chemistry; A.B., Rutgers 
University; Ph.D., University of Cincinnati. Prof. D'Agostino is a physical 
chemist whose primary research interests are in the areas of electron spectro- 
scopy, photochemistry and molecular structure. She is the recent recipient 
of a grant from Research Corporation to study charge-transfer excited states 
in photochemistry. She has recently taught courses in molecular structure, 
general, organic and analytical chemistry and is presently coordinator of the 
chemistry department. Her teaching responsibilities include Chemistry, Man 
and Society, Concepts in Chemistry I & II, Chemical Equilibrium, Symmetry 
& Structure, Special Topics. 

Philip R. Ferguson, Associate Professor of Chemistry; A.B., M.A., In- 
diana University; Ph.D., University of North Carolina. Prof. Ferguson is a 
chemist with a special interest in the synthesis and reactions of organic com- 
pounds with possible physiological or medicinal activity. He and several un- 
dergraduate students have prepared an extensive series of N-nitrosoamides 
for evaluation by N.I.H. as possible anti-cancer materials. In addition his pre- 
sent research interests include investigations of some classes of heterocyclic 
materials chemically related to those known to be instrumental in the pro- 
cesses of cell replication. In support of his belief that one learns best by doing 
he continues his activity in the search for new laboratory class experiments 
designed to illustrate specific concepts for the introductory chemistry 
courses. Presently his teaching responsibilities include Organic Chemistry 
(2 courses). Identification of Organic Compounds, Advanced Organic Chem- 
istry, Chemistry Colloquium, Senior Thesis (and /or Chemistry Research). 

Robert |. Hatala, Chairman of Foundations Collegium, Professor of 
Chemistry; B.S., Juaniata College; Ph.D., Yale University. Prof. Hatala teaches 
physical chemistry and thermodynamics. His research interests are in the 
physical chemistry of macromolecules: synthetic emulsion polymers and 
lethal proteins of spider venom. For four years he was Director of the Core 
Program at Eckerd College. In 1967-1968 he was Visiting Professor of Chem- 
istry and Consultant in General Education at Tunghai University, Republic of 
China. Before coming to Eckerd College in 1963, he-was a research chemist 
for DuPont and taught at the University of Delaware and at Harvard Univer- 
sity. Presently his teaching responsibilities include two Foundations Values 
Seminars, Foundations Modes of Learning: Chemistry for Changing Times, 
52 Thermodynamics and Kinetics. 

John C. Ferguson, Professor of Biology; A.B., Duke University; M.A., 
Ph.D., Cornell University. Prof. Ferguson is a biologist with a keen interest 
in the sea. He is responsible for courses dealing with invertebrates, compara- 
tive physiology, oceanography, and the Biology Colloquium. He has been 
most active in research and has published many papers. Together with several 
students he currently is involved in a project sponsored by the National 
Science Foundation on the nutritional physiology of starfish. He is also very 
interested in current environmental issues, and is a member of the St. Peters- 
burg Environmental Planning and Development Commission. His teaching 
responsibilities include The Oceans, Biology Colloquium, Senior Thesis, Or- 
ganismic Biology I, Invertebrates (2 sections). Comparative Physiology: Inves- 
tigative, Comparative Physiology: Interpretive. 

George K. Reid, Professor of Biology; B.S., Presbyterian College, South 
Carolina; M.S., Ph.D., University of Florida. Prof. Reid was one of the found- 
ing faculty of Eckerd College. Prior to coming to Eckerd in 1960, he taught 
at Rutgers University and Texas A. & M. University. His major research in- 
terest is in the ecology of lakes, estuaries and mangrove shores. A second 
area of interest is vertebrate anatomy (ichthyology). Dr. Reid is the author 
of over forty research papers and articles since 1950. He has written three 
books and is the co-author of a general biology textbook. He is past Presi- 
dent of the Florida Academy of Sciences and past Secretary of the Aquatic 
Ecology Section of the Ecological Society of America. Dr. Reid has held re- 
search grants from National Science Foundation, Explorers Club, and Re- 
search Corporation. His teaching responsibilities include Ecology (Environ- 
mental Biology), Organismic Biology (Vertebrates), Earth as Ecosystem, Ad- 
vanced Ecology, Natural Sciences Colloquium, Organic Evolution. 

William B. Roess, Associate Professor of Biology; B.A., Blackburn Col- 
lege; Ph.D., Florida State University. Prof. Roess has research interests in 
genetic regulation of amino acid transport in fungal and human tissue culture 
cells. He has carried out research supported by the National Cancer Institute 
at Oak Ridge National Laboratories and on campus with support from Ameri- 
can Cancer Society and Research Corporation. His areas of teaching include 
Cell Biology, Genetics and Development and Human Genetics. His teaching 
responsibilities include Cell Biology; Genetics and Development I: Methods; 
Genetics and Development I: Interpretive; Genetics and Development II: In- 
vestigative; Modes of Learning — Biology. 

Wilbur F. Block, Associate Professor of Physics; B.S., M.S., Ph.D., Uni- 
versity of Florida. Prof. Block teaches various physics courses ranging from ele- 
mentary physics through electronics and quantum mechanics. He has been 
active for several years in the study of radio emissions from the planet Jupiter. 
Currently his research is centered on studies of the low-energy interactions of 
beams of ions with atoms and molecules. His teaching responsibilities include 
Fundamental Physics I and II, Electronics, Quantum Physics I and II, Physics 

Irving G. Foster, Professor of Physics; B.S., Virginia Military Institute; 
Ph.M., University of Wisconsin; Ph.D., University of Virginia. Prof. Foster is 
particularly interested in exploring the relationship between science and so- 
ciety with emphasis on the effect of science on man's view of himself. The 
bridging of the two cultures is both the subject of his academic research and 
the object of his teaching. Dr. Foster is also a Fellow of the Foundations Col- 53 

legium. His teaching responsibilities include The Concept of Energy (ML), 
The Process of Communication (ML), Astronomy 1973, Light and Color, two 
Values Seminars (Freshmen). 

James M. MacDougall, Associate Professor of Psychology; B.S., High- 
lands University, New Mexico; M.A., Ph.D., Kansas State University. Prof. 
MacDougall is a physiological psychologist whose primary areas of research 
lie in the analysis of thalamic and limbic functions in complex timing and 
sequentially-ordered behaviors. As part of this research program he is pre- 
sently conducting studies of counting behavior in squirrel monkeys and rats. 
He is one of the originators of the new major program in biopsychology, and 
presently serves as its coordinator. His teaching responsibilities include 
Statistics, Experimental Psychology, Laboratory in Operant Conditioning, Bio- 
psychology, Biopsychology Research Laboratory. 

George W. Lofquist, Professor of Mathematics; B.S., University of North 
Carolina; M.S., Ph.D., Louisiana State University. Prof. Lofquist is primarily 
interested in the areas of algebra and number theory with secondary interests 
in the economic applications of mathematics. His teaching responsibilities 
include Calculus I and II, Applied Mathematics of'Economics. 

Billy H. Maddox, Professor of Mathematics; B.S., Troy State College; 
M.Ed., University of Florida; Ph.D., University of South Carolina. Prof. Mad- 
dox was a Visiting Scholar in the Department of Pure Mathematics and Mathe- 
matical Statistics at the University of Cambridge recently. During his visit he 
studied advanced topics in cumulative algebra and did further research 
in the area of generalized vector spaces. He teaches beginning, as well as 
advanced, mathematics courses and works intensively with a small group of 
first-year students. He is a Fellow of the Foundations Collegium. His teach- 
ing responsibilities include Pre-calculus Skills, Modern Geometry, Computer 
Algorithms and Programming, Linear Algebra, Foundations Values. 

Robert C. Meacham, Professor of Mathematics; A.B., Southwestern at 
Memphis; Sc.M., Ph.D., Brown University. Prof. Meacham is interested in 
real and complex analysis, including differential equations. His research work 
has been in applications of the above mathematics to problems in mechanics 
of particles or of continuous media. He is also interested in computing and 
in numerical analysis. His teaching responsibilities include Calculus I, II, and 
///, Real Analysis I and II, Differential Equations. 

Vaughn W. Morrison, Assistant Professor of Mathematics; B.S., M.S., 
Ohio University. On leave 1973-74. 

Wanda j. Calhoun, Head Librarian, Associate Professor of Library 
Science; A.M.L.S., University of Michigan. Miss Calhoun is responsible for 
the supervision and administration of the total library operation. This includes 
library services, resources, and personnel. As a Visiting Specialist in Library 
Services for United Board of Christian Education in Asia in 1965-66 and again 
in 1971, she worked with college and university libraries in Indonesia, the 
Philippines, Hong Kong, Taiwan, Korea and Japan. She offers a directed study 
in Library Science. 



Below is a list of course offerings at Eckerd College. All courses and course designations are 
fully described in the course description tabloid available with this catalog. Opportunities for in- 
dependent study are available in all collegia. Independent study contracts are negotiated between 
the student and the faculty sponsor. Directed studies are listed in the course description tabloid. 


FDN 101 AA Resistance and "Revolution"? 

(South Africa) 

Religious Basis of Ethics and Values 
The Art of Management and Per- 

The Raven in France: The Influence 
of E. A. Poe on French Poetics and 

Clay as a Medium 

The Shadow of Time: A Problem in 
Making Music 

Life's Giant Molecules and Leather 

Signs and Symbols 

Rites of Passage: Religious and Secu- 

Computer Programming and Prob- 
The Popular Arts 

Bennett and Hesse: Two Literary 
Images on the Art of Selfness 
The Relationship of the Body to 
Emotional, Mental and Spiritual 

Foundations Seminar: Defining Hu- 
man Nature 

Foundations Seminar: Search for 


Collegium Courses 

CRA 305 Resident Adviser Internship 

CRA 380 VS The Artist and Society 

CRA 381 VS Fact and Value 

CRA 382 VS The Possibility of Transcendence 

CRA 383 VS The Artist as Social and Political 


CRA 385 VS Development of Creative Commun- 


CRA 386 VS Wilderness Exploration 

Anthropology Courses 

CRA 201 AN Introduction to Field Archaeology 

CRA 202 AN The Anthropological Experience 

CRA 205 AN Dramatic Ethnology 

CRA 301 AN Anthropology of Religion 

For other Anthropology courses please see Colle- 
gium of Behavioral Sciences. 

Art Courses 

CRA 113 AR Drawing Fundamentals 

CRA 181 AR Visual Problem Solving 

CRA 211-212 AR Clay Workshop 

CRA 213 AR Images in Silkscreen 

CRA 214 AR Wood Workshop 

FDN 102 RE 
FDN 103 

FDN 104 LI 

FDN 105 AR 
FDN 106 

FDN 107 MU 
FDN 108 CH 

FDN 109 
FDN 110 
FDN 111 RE 

FDN 112 MA 

FDN 113 LI 
FDN 114 LI 

FDN 115 PS 

FDN 181 

FDN 182 

CRA 215 AR Painting Workshop 

CRA 216 AR Graphic Design: Book Production 

CRA 217 AR Time and Space 

CRA 219 AR Painting Critique 

CRA 311-312 AR Intermediate Studio Critique 

CRA 318 AR Graphics Workshop 

CRA 384 VS Visual Arts: Local Scene 

CRA 411-412 AR Advanced Studio Critique 

Community Professions Courses 

CRA 106 CP Community Field Experience 

Community Surveys: Exploration 

and Analysis 

Theory and Practice of Community 


Field Experience in Social Work 

CRA 306 CP 

CRA 401 CP 

CRA 402 CP 
Education Courses 

CRA 231 ED 
CRA 232 ED 
CRA 334 ED 
CRA 335 ED 
CRA 431 ED 
CRA 435 ED 
Literature Courses 
CRA 182 LI 
CRA 222 LI 
CRA 223 

Education Apprenticeship 
Innovative Education 
Early Childhood Education 
Elementary Education Methods 
Professional Education 


CRA 224 LI 
CRA 225 LI 

Critical Process 

Contemporary American Poetry 

Mixed Media: William Blake and 

Concrete Poetry 



For other Literature courses, please see Collegia of 
Letters and Comparative Cultures. 
Management Courses 
CRA 266 MN Managerial Enterprise 

For other Management courses, please see Colleg- 
ium of Behavioral Sciences. 
Music Courses 

Comprehensive Musicianship I 

Comprehensive Musicianship II 

Music and Theatre 

Seminar in Solo Vocal Literature 

Choral Literature and Ensemble 

Seminar in Organ Literature 

Music Projects I 

Music Projects II 

CRA 241 MU 

CRA 242 MU 

CRA 243 MU 

CRA 244 MU 

CRA 245 MU 

CRA 246 MU 

CRA 248 MU 

CRA 348 MU 

Philosophy Courses 

CRA 151 PL Philosophy of Language 

CRA 251 PL Ethics: Moral Decision Making 

CRA 252 PL Philosophy of Social Sciences 

CRA 253 PL Philosophy and Film: Ingmar 


CRA 351 PL Marxism: Philosophy, Politics, and 

For other Philosophy courses, please see Collegium of Letters. 

Physical Education 

CRA 171 PE Philosophy and Principles of Physi- 

cal Education 


Psychology Courses 

CRA 105 PS Psychology of Personal Develop- 

CRA 184 PS Humanistic Approach to Thinking 

and Feeling 
CRA 207 PS Group Dynamics 

CRA 302 PS Gestalt Theory 

CRA 303 PS Body Psychology 

For other Psychology courses, please see Collegia 
of Behavioral Sciences and Natural Sciences. 
Sociology Courses 
CRA 180 SO The American Community 

For other Sociology courses, please see Collegium of 
Behavioral Sciences. 
Theatre Courses 

CRA 261 TH Living Theatre 

CRA 262 TH Theatre Arts in Mass Media 

CRA 265 TH Theatre Projects I 

CRA 364 TH Design and Technique 

CRA 365 TH Theatre Projects II 

CRA 461 TH Theatre: History or Theory 

Writer's Workshop 

CRA 183 WW Advanced Composition 

CRA 226 WW Fiction 

CRA 227 WW Poetry 

CRA 229 WW One Act 


Collegium Courses 

LTR 381 VS Colloquium: The Nature of Man 

LTR 382 VS Colloquium: The Technological 

Revolution and Human Values 
LTR 383 VS Colloquium: Justice, Law, and Com- 

Classics Courses 
LTR 116 CL 
LTR 117 CL 
LTR 118 CL 
LTR 331 CL 
LTR 315 CL 
French Courses 

LTR 113-114 FR Elementary French 
LTR 320 FR Advanced Conversational French 

LTR 321-322 FR Introduction to French Literature 
LTR 423 FR French Romanticism 

LTR 424 FR French Symbolism and Realism 

For other French courses, please see Collegium of 
Comparative Cultures. 
German Courses 

LTR 127 GR German Grammar for Reading 

LTR 325 GR Die Kriminalgeschichte 

LTR 326 GR Die Novelle u. Kurzgeschichte 

For other German courses, please see Collegium of 
Comparative Cultures. 
History Courses 

LTR 156 HI Art and History of Ancient Egypt 

LTR 181 HI The Search for Meaning in History 

LTR 252 HI Art, Archaeology and History of 

LTR 253 HI History of England to 1689 

LTR 254 HI History of Modern Britain: 1689- 

LTR 255 HI American Civilization 

LTR 351 HI 
LTR 353 HI 
LTR 354 HI 
LTR 355 HI 

Beginning Greek 

Intermediate Greek 

Advanced Creek 

Latin Tutorial 

Greek Drama in Translation 

LTR 356 HI 

The New Deal 

Mexican History 

History of Imperial Spain 

American Social and Intellectual 

History I 

American Social and Intellectual 

History II 
Literature Courses 
LTR 182 LI Literary Studies 

LTR 232 LI Linguistics 

LTR 235 LI Special Topic: Medieval Literature 

LTR 333 LI Dante and Milton 

LTR 334 LI Shakespeare 

LTR 335 LI Special Topic: Arts of Fiction 

LTR 336 LI 19th Century American Literature 

LTR 337 LI 20th Century British Fiction 

For other Literature courses, please see Collegium of 
Creative Arts. 
Philosophy Courses 

LTR 165 PL Logic and Language 

LTR 183 PL Modes of Philosophizing 

LTR 361 PL History of Scientific Revolution 

LTR 362 PL Special Topic: Philosophical Ideas in 

LTR 365 PL History of Modern Philosophy: From 

Hobbes to Kant 
LTR 366 PL History of Modern Philosophy: 19th 

Century Philosophical Movements 
For other Philosophy courses, please see Collegium 
of Creative Arts. 
Political Science Courses 
LTR 171 PO National Government and Politics 

in the United States 
LTR 274 PO Special Topic: Civil Liberties 

LTR 371 PO Constitutional Law I 

LTR 372 PO Constitutional Law II 

LTR 377 PO The American Presidency 

For other Political Science courses, please see Col- 
legium of Behavioral Sciences. 
Religion Courses 

LTR 144 RE Biblical Literature 

LTR 341 RE Special Topic: Occultism 

LTR 345 RE Biblical Theology 

LTR 346 RE The Hebrew Prophetic Tradition 

For other Religion courses, please see Collegium of 
Comparative Cultures: CCU 162, 181, 182, 183, 184, 
262, 264. 


Collegium Courses 

CCU 162 RE 
CCU 181 RE 
CCU 182 RE 

CCU 183 RE 
CCU 184 RE 


ecu 185 

CCU 262 RE 
CCU 264 RE 
CCU 381 VS 

Nordic Religion & Icelandic Sagas 

Man's Search for Ultimate Reality 

Radicals, Rebels and Rogues In the 

Judaeo-Christian Tradition 

Religion in Non-Western Cultures 

The Study of Symbols, Myths, and 


How to Design an Independent 

Study: International/Off-Campus 


Asian Religions (East Asian) 

Process Theology 

Junior Colloquium: Many Cultures 

ecu 382 VS Junior Colloquium: One World 

Afro-American Studies 

ecu 170 AA Social and Political Protest Thought 

ecu 171 AA Afro-American History to the Civil 

ecu 172 AA The Civil War to Present 

ecu 173 AA Readings in Afro-American History 

ecu 174 AA History of Colonialism in Africa 

ecu 271 AA Politics of Race 

ecu 374 AA Africa in World Politics 

Area Studies 

ecu 281 AS Latin American Area Studies 

ecu 282 AS East Asian Area Studies 

ecu 283 AS Soviet Area Studies 

ecu 284 AS French Area Studies 

ecu 285 AS German Area Studies: The German 

ecu 286 AS African Area Studies: The African 

Cliinese Courses 

ecu 117-118 CI Elementary Chinese 
ecu 217-218 CI Intermediate Chinese 
ecu 327-328 CI Advanced Chinese 
French Courses 

ecu 213-214 FR Intermediate French 
ecu 421 FR Literature of Renaissance 

ecu 422 FR Classical Drama 

For other French courses, please see Collegium of 

German Courses 

ecu 111-112 GR Elementary German Conversation 
ecu 211 GR Modern German Writers 

ecu 212 GR A Survey of Major German Writings 

ecu 223-224 GR Intermediate Conversational Ger- 

For other German courses, please see Collegium of 

History Courses 

ecu 151 HI History of Japanese Art 

ecu 152 HI History of Japanese Civilization 

ecu 153 HI Cultural History of Western Europe 

ecu 253 HI Cultural History of Russia 

For other History courses, please see Collegium of 

Japanese Courses 

ecu 123-124 JA Elementary Japanese 
Literature Courses 

ecu 132 LI Soviet Literature 

ecu 331 LI Life and Works of Herman Hesse 

ecu 333 LI LifeandWorks of Franz Kafka(1974-75) 

For other Literature courses, please see Collegia of 
Creative Arts and Letters. 
Music Courses 
ecu 186-187 MU Music: A Design for Listening 

For other Music courses, please see Collegium of 
Creative Arts. 
Russian Courses 

ecu 121-122 RU Elementary Russian 
ecu 221-222 RU Intermediate Russian 
ecu 311-312 RU Introduction to Russian Literature 

and Culture 
ecu 323 RU Advanced Russian Composition 

Spanish Courses 

ecu 115-116 SP Beginning Spanish 

ecu 215-216 SP Intermediate Spanish 

ecu 315-316 SP Advanced Spanish 

ecu 317 SP Advanced Spanish Composition and 


ecu 425 SP Golden Age Drama 

ecu 426 SP Modern Spanish Drama 


Collegium Courses 

BES 180 Scientific Study of Social Behavior 

BES 182 Scientific Study of Individual Behav- 


BES 260 Statistics 

BES 306 Special Topic: The Psychology of 

Career Development 

BES 308 Special Topic: Psychology of Wo- 


BES 354 Managerial Economics 

BES 360 Research Design 

BES 380 VS Junior Colloquium in Social Behav- 


BES 382 VS Junior Colloquium in Individual Be- 


BES 480 VS Senior Colloquium in Social Behav- 


BES 482 VS Senior Colloquium in Individual Be- 


Anthropology Courses 

BES 131 AN The Evolution of Man's Capacity for 


BES 330 AN Cultural Ecology 

BES 334 AN Socio-Cultural Systems and Process 

BES 430 AN The Band Level of Socio-Cultural In- 

For other Anthropology courses, please see Colle- 
gium of Creative Arts. 

Economics Courses 

BES 151 EC Principles of Microeconomics 

BES 152 EC Principles of Macroeconomics 

BES 250 EC Quantitative Methods 

BES 351 EC Intermediate Microeconomic 


BES 352 EC Intermediate Macroeconomic 

Theory (1974-75) 

BES 356 EC Money and Banking 

BES 454 EC Public Finance (1974-75) 

BES 458 EC International Economics 

BES 460 EC Seminar in Behavioral Research on 

Public Policy 

Management Courses 

BES 200 MN Principles of Accounting 

BES 202 MN Special Topic: Managerial Accounting 

BES 354 MN Managerial Economics 

For other Management courses, please see Colle- 
gium of Creative Arts. 

Political Science Courses 

BES 340 PO Political Development in Moderniz- 

ing Nations 

BES 344 PO U.S. Congress (1974-75) 

BES 346 PO Political Parties 

BES 440 PO International Conflict and Crisis Be- 



BES 446 PO Electoral Behavior 

For other Political Science Courses, please see Col- 
legium of Letters. 


Developmental Psychology 
Social Psychology 

Personality and Psychometrics (two 
course credit) 
Learning and Motivation 
History and Systems of Psychology 
Research Seminar in Social Psychol- 

Social Learning and Behavior Modi- 
For other Psychology courses, please see Collegia of 
Natural Sciences and Creative Arts. 
Sociology Courses 
BES 322 SO 

Psychology Courses 

BES 310 PS 
BES 312 PS 
BES 316 PS 







Biopsychology III: Evolution of So- 
cial Behavior 

Social Aspects of Deviant Behavior 
Complex Organizations (or similar 

History of Social Theory 
To be determined 
For other Sociology courses, please see Collegium of 
Creative Arts. 


BES 324 SO 
BES 328 SO 

BES 426 SO 
BES 428 SO 

Collegium Courses 

NAS 181 

NAS 182 
NAS 183 
NAS 184 

NAS 185 
NAS 186 
NAS 201 
NAS 202 
NAS 203 

NAS 204 
NAS 205 
NAS 206 
NAS 401 
NAS 487 VS 

NAS 488 VS 

Biology Courses 

NAS 111 Bl 
NAS 112 Bl 

NAS 211 B 
NAS 212 B 
NAS 311 B 

NAS 312 B 

NAS 313 B 

NAS 314 B 

NAS 411 B 


Processes of and the Individual in 
Biological Investigation 
Chemistry for Changing Times 
Pre-Calculus Skills 
Computer Algorithms and Program- 

The Process of Communication 
The Concept of Energy 
Earth as Ecosystem 
Chemistry, Man and Society 
Environmental Problems of the Bay 

Astronomy 1973 
The Paradox of Color 
The Oceans 

Science and Human Values (1974- 

Natural Sciences Collegium Collo- 

Organismic Biology I: Invertebrates 
Organismic Biology II: Vertebrates 
and Plants 
Cell Biology 

Comparative Physiology: Interpreta- 

Comparative Physiology: Investiga- 

Genetics and Development: Inter- 

Genetics and Development: Inves- 
Advanced Topics in Ecology 

NAS 412 Bl Advanced Topics in Genetics (1974- 


NAS 419 Bl Independent Research: Thesis 

NAS 481 VS Biology Colloquium 
Chemistry Courses 

NAS 121 CH Concepts in Chemistry I 

NAS 122 CH Concepts in Chemistry II 

NAS 221 CH Organic Chemistry I 

NAS 222 CH Organic Chemistry II 

NAS 321 CH Quantitative Organic Chemistry 

NAS 323 CH Thermodynamics and Kinetics 

NAS 324 CH Chemical Equilibrium, (1974-75) 

NAS 421 CH Special Topics 

NAS 422 CH Advanced Organic Chemistry 

NAS 423 CH Instrumental Methods of Analysis 

NAS 424 CH Advanced Inorganic Chemistry 


NAS 425 CH Biochemistry (1974-75) 

NAS 426 CH Symmetry and Structure 

NAS 429 CH Independent Research: Thesis 

NAS 482 VS Chemistry Colloquium 
Mathematics Courses 
NAS 131 MA Calculus I 

NAS 132 MA Calculus II 

NAS 231 MA Linear Algebra 

NAS 233 MA Calculus III 

NAS 234 MA Differential Equations 

NAS 331 MA Topics in Mathematical Economics 

NAS 332 MA Foundations in Geometry 
NAS 333 MA Probability and Statistics I (1974-75) 

NAS 334 MA Probability and Statistics II (1974-75) 

NAS 335 MA Abstract Algebra I (1974-75) 
NAS 336 MA Abstract Algebra II (1974-75) 

NAS 431 MA Special Topics 

NAS 433 MA Real Analysis I 

NAS 434 MA Real Analysis II 

NAS 435 MA Topology I (1974-75) 

NAS 436 MA Topology II (1974-75) 

NAS 439 MA Independent Research: Thesis 

NAS 483 VS Mathematics Colloquium 

Physics Courses 

NAS 141 PH Fundamental Physics I 

NAS 142 PH Fundamental Physics II 

NAS 241 PH Fundamental Physics III (1974-75) 

NAS 341 PH Classical Mechanics (1974-75) 

NAS 342 PH Electricity and Magnetism (1974-75) 

NAS 441 PH Special Topics 

NAS 443 PH Quantum Physics I 

NAS 444 PH Quantum Physics II 

NAS 449 PH Independent Research: Thesis 

NAS 484 VS Physics Colloquium 

Psychology Courses 

NAS 151 PS Elementary Principles of Biopsycho- 

logy (1974-75) 
NAS 251 PS Experimental Psychology 

NAS 351 PS Biopsychology I: Elementary Behav- 

ioral Mechanisms 
NAS 352 PS Biopsychology II: Complex Behav- 

ioral Systems 
NAS 459 PS Independent Research: Thesis 

NAS 485 VS Biopsychology Colloquium 

For other Psychology courses, please see Collegia of 
Behavioral Sciences and Creative Arts. 


Billy O. Wireman 

President of the College 
A.B., Georgetown College 
M.A., University of Kentucky 
Ed.D., George Peabody College 

Alice M. Harrison 

Administrative Secretary 


Elwyn A. Smith 


Vice President for Academic Affairs 
B.A., Wheaton College 
B.D., Yale Divinity School 
Th.M., Princeton Theological Seminary 
M.A., Ph.D., Harvard University 
E. Ashby Johnson 

Faculty Associate to the Provost 
Th.D., Union Theological Seminary, Va. 


Daniel A. Zaret 

Professor Emeritus of Russian 
Ph.D., University of Moscow 

Dudley E. South 

Professor Emeritus of Mathematics 

A.B., Wooster College 

M.A., Ph.D., University of Michigan 
Emil Kauder 

Professor Emeritus of Economics 

Ph.D., University of Berlin 
Frances M. Whitaker 

Registrar Emeritus 

M.A., Columbia University 


Millard A. Beckum, Jr. 

Dean of Admissions 

A.B., LaGrange College 
Alvie A. Benton 

Director of Upward Bound 

Visiting Lecturer in Education 

M.A., New York University 
Clark H. Bouwman 

Director of Off-Campus Study 
and International Education 

Ph.D., New School for Social Research 

Wanda J. Calhoun 

Head Librarian 

A.M.L.S., University of Michigan 

Nancy C. Carter 

Director of Academic Support Services 
Ph.D., University of Iowa 

John P. Kondelik 


M.S., Florida State University 

Richard W. LaRue 

Director of Financial Aid 

M.A., University of California, Berkeley 

Cloyd H. McClung 

Reference Librarian 

M.A., Florida State University 

James E. Myles 

Ass/s(an( Dean of Admissions 
B.A., University of South Florida 

Charles C. Thornton, jr. 

Admissions Counselor 
Associate Dean of Admissions 
B.A., Eckerd College 

Ruth R. Trigg 


B.A., University of Kentucky 
Phyllis T. Zarek 

Assistant to the Librarian 
for Acquisitions 


James R. Harley 

Director of Athletics 
M.A., George Peabody College 
William Livesey 

Assistant Professor of 
Physical Education 
B.S., University of Maine 


Robert B. Stewart 

Vice President for Development 

and College Relations 
A.B., Rollins College 
Christine B. Buhrman 

Associate Director, Development 
M.M., Florida State University 

David M. Rankin 

Associate Vice President 

for Development 
B. A., Eckerd College 
Betty Ray 

Director of Public Information 
A.B., Wesleyan College 


Sarah K. Dean 

Vice President and 

Dean of Student Affairs 

M.A., George Peabody College 

Richard D. Huss 

Dean of Residential Affairs 
M.A., George Peabody College 

Mary Louise Jones 
R.N., Grady Memorial Hospital 

Ethel McGuirk 

Director of Nursing Services 
R.N., Lawrence General Hospital 

Chappell B. Myles 

Administrative Assistant 
Director of Placement Services 
B.A., University of South Florida 

E. P. Pruitt, III 

Director of Hea/fh Center 

Psychiatric Consultant 

M.D., Medical College of Alabama 
Marion K. Royal 

Coordinator of Housing 

Counselor in Residence 

M.A., University of Kentucky 
Maria Santa-Maria 

Counseling Psychologist 

M.A., Ohio State University 

William E. Savage 

Director of Career Development 
Counselor in Residence 
D.Mn., University of Chicago 

Gloria L. Stephens 

Director of Afro-American 
Supportive Services 
Counselor in Residence 
B.A., University of South Florida 

Henri Ann Taylor 

Director of Campus Intramurals and 

M.A., University of Alabama 
Harold L. Wahking 

Director of Human Development Center 
M.A., University of Louisville 


John D. Phillips 

Vice President for Business Affairs 
M.Ed., University of Florida 

Charles F. Gibbs 

Manager, Purchasing 
Manager, College Store 
A.B., New York University 

William A. Hofacker 

Director, Physical Plant 
B.S., University of Illinois 

Leslie R. Smout 


B.A., University of South Florida 



Mr. Charles M. McArthur 


The Rev. Clem E. Bininger 

Vice Chairman 

Mr. William W. Upham 


Mr. Garnette ). Stollings 

Assistant Treasurer 

Mr. Willard A. Gortner 


Mrs. Alice M. Harrison 

Assistant Secretary 

The Rev. Harvard A. Anderson, D.D. 

Synod Executive Secretary and Stated Clerk 
Synod of Florida, 
Presbyterian Church in the U.S. 
Orlando, Florida 

The Rev. Robert C. Asmuth 

Pastor, First Presbyterian Church 
Fort Myers, Florida 

Mr. W. D. Bach 

Pensacola, Florida 

The Rev. Clem E. Bininger, D.D., L.H.D. 

Pastor, First Presbyterian Church 
Fort Lauderdale, Florida 

Dr. Gordon W. Blackwell 

President, Furman University 
Greenville, South Carolina 

Mr. Scott Brownell 

Law Student 
University of Florida 
Gainesville, Florida 

The Hon. Lawton M. Chiles 

United States Senator 
Lakeland, Florida 

Mr. Charles Creighton 

President, Creighton's Restaurants 
Fort Lauderdale, Florida 

Mr. Jack M. Eckerd 

Chairman of the Board 
Jack Eckerd Corp. 
Clearwater, Florida 

The Rev. Paul M. Edris, D.D. 

Pastor, First Presbyterian Church 
Daytona Beach, Florida 

The Rev. Irvin Elligan, Jr. 


New Covenant Presbyterian Church 
Miami, Florida 

Mr. J. Colin English 

Chairman of the Board 
Edinburgh Investment Corp. 
Tallahassee, Florida 

The Rev. Pinckney C. Enniss, Jr. 

Pastor, First Presbyterian Church 
Tallahassee, Florida 

Mrs. Mildred Ferris 

St. Petersburg Beach, Florida 

Mr. H. D. Frueauff, Jr. 


Tool Engineering Service 

Tallahassee, Florida 

Mr. John Michael Garner 


First State Bank of Miami 
Miami, Florida 
Mr. Willard A. Gortner 

Vice President 

Harris Upham and Co. Inc. 

St. Petersburg, Florida 

Senator Ben Hill Griffin, Jr. 

President, Ben Hill Griffin, Inc. 
Frostproof, Florida 

Dr. Sarah Louise Halmi 

Clearwater, Florida 
Mrs. Lorena C. Hannahs 

Redington Beach, Florida 

The Rev. Lacy R. Harwell 

Pastor, Maximo Presbyterian Church 
St. Petersburg, Florida 

Mr. Frank M. Hubbard 

Chairman of the Board 
Hubbard Construction Co. 
Orlando, Florida 

Mrs. Stephen R. Kirby 

St. Petersburg, Florida 

Mr. Oscar R. Kreutz 

Chairman of the Board 
First Federal Savings 

and Loan Association 
St. Petersburg, Florida 

Mr. Philip J. Lee 

Vice President 
Tropicana Products, Inc. 
Tampa, Florida 

Mr. E. Colin Lindsey 

Executive Vice President 
Belk-Lindsey Stores, Inc. 
Tampa, Florida 

Mr. Kenneth H. MacKay, Jr. 


State Representative, 30th District 

Ocala, Florida 

Mr. Charles M. McArthur 

Chairman of the Board and President 
Charles McArthur Dairies, Inc. 
Okeechobee, Florida 

Mr. Alfred A. McKethan 

President, Hernando State Bank 
Brooksville, Florida 

Mr. Howard W. Nix, Jr. 


Union Trust National Bank 

St. Petersburg, Florida 

Mr. William F. O'Neill 

President, Tampa Bay Engineering Co. 
St. Petersburg, Florida 

Dr. Benjamin L. Perry, Jr. 


Florida Agricultural and 
• Mechanical University 
Tallahassee, Florida 

Mr. Harry M. Piper, CLU 

New England Mutual Life 

Insurance Co. 
St. Petersburg, Florida 

The Rev. Arnold B. Poole, D.D. 

Pastor, Pine Shores Presbyterian Church 
Sarasota, Florida 

Mrs. Woodbury Ransom 

Charlevoix, Michigan 

Mr. Robert T. Sheen 

Chairman of the Board, 

Milton Roy Co. 

St. Petersburg, Florida 

Mrs. John W. Sterchi 

Orlando, Florida 

Mr. Garnette J. Stollings 

St. Petersburg, Florida 

The Rev. John W. Stump 

Pastor, First Presbyterian Church 
Naples, Florida 

Mr. William W. Upham 

The Upham Agency 

St. Petersburg Beach, Florida 

Mr. James W. Walter 

Chairman of the Board 
Jim Walter Corporation 
Tampa, Florida 

Mr. Ross E. Wilson 

Weirsdale, Florida 
Mr. David L. Wilt 

St. Petersburg, Florida 



Mr. Charles J. Bradshaw 

Miami Shores, Florida 

Mr. Cecil V. Butler 

President, C. V. Butler Farms 
Havana, Florida 

Mr. ). Leo Chapman 


West Palm Beach, Florida 

The Rev. Roy B. Connor, Jr., D.D. 

Pastor, First Presbyterian Church 
Hollywood, Florida 

The Rev. John B. Dickson, D.D. 

Minister Emeritus, 

First Presbyterian Church 

Tampa, Florida 

Mrs. J. Morton Douglas 

Weirsdale, Florida 

Mrs. Charles G. Gambrell 

New York, New York 

The Rev. Jack G. Hand, D.D. 

Pastor, The Palms Presbyterian Church 
Jacksonville Beach, Florida 

Dr. W. Monte Johnson 

Lakeland, Florida 

Dr. William H. Kadel 


Pittsburgh Theological Seminary 

Pittsburgh, Pennsylvania 

Mr. Elwyn L. Middleton 


Palm Beach, Florida 

Mr. Lewis J. Ort 

LaVale, Maryland 

Mr. Benjamin G. Parks 

Naples, Florida 

Dr. J. Wayne Reitz 

Rockefeller Foundation 
Bangkok, Thailand 

Mrs. R. W. Roberts 

St. Petersburg, Florida 

The Rev. Richard L. Scogglns, D.D. 


Wallace Memorial Presbyterian Church 

Panama City, Florida 

Mr. Robert V. Walker 

President, First Federal Savings and 

Loan Association 
Miami, Florida 




Mr. Arthur C. Allyn, Jr. 

A. C. Allyn & Co. 
Sarasota, Florida 

The Hon. William B. Buffum 

U.S. Ambassador to Lebanon 
Beirut, Lebanon 

Dr. Howard Chadwick 

Pastor, First Presbyterian Church 
Orlando, Florida 

Mr. William H. Cornog 


New Trier East High School 

Winnetka, Illinois 

Mr. Neil O. Davis 

Editor and Publisher 
The Auburn Bulletin 
Auburn, Alabama 

Mr. Richard W. Day 


The Phillips Exeter Academy 

Exeter, New Hampshire. 

Dr. Theodore A. Distler 

Administrative Consultant Service 
Association of American Colleges 
Lancaster, Pennsylvania 

Mr. Charles Gordon Dobbins 

American Council on Education 
Washington, D.C. 

Mr. John W. Douglas 

Washington, D.C. 

Mr. J. Wayne Fredericks 

Ford Foundation 
New York, New York 

Mr. Herman W. Goldner 


St. Petersburg, Florida 

Dr. Samuel B. Gould 

Sarasota, Florida 
Mrs. Mary N. Hilton 

Deputy Director, Women's Bureau 
U.S. Department of Labor 
Washington, D.C. 

Mrs. Charlotte M. Hubbard 

Department of State 
Washington, D.C. 

Dr. John H. Jacobson 

Dean, Genesee Valley Learning Center 
Empire State College 
Rochester, New York 

Eckerd College's Board of Visitors is comprised of people who 
have distinguished themselves through significant contributions to 
our society. The Board works with the president on questions of na- 
tional significance facing American higher education generally and 
the private, church-related college specifically. 

Mr. Leslie R. Severinghaus, Headmaster Emeritus of Haverford 
School, Haverford, Pennsylvania, serves as chairman of the Board 
of Visitors. The Board meets annually on campus. 

Dr. Kenneth Keniston 

School of Medicine 

Yale University 

New Haven, Connecticut 

Colonel Francis Pickens Miller 

Government Service, Writer 
Washington, D.C. 

Mrs. Helen Hill Miller 

Economist, Writer 
Washington, D.C. 

Sister Rita Mudd 

Assistant Director 
National Center for 

Urban Ethnic Affairs 
Washington, D.C. 

Mr. Henry Owen 

The Brookings Institution 
Washington, D.C. 

The Hon. Luther I. Replogle 

Chicago, Illinois 

Dr. Lindon E. Saline 

Management Development Institute 
General Electric Company 
Ossining, New York 

Mr. Leslie R. Severinghaus 

Coconut Grove, Florida 

Dr. David W. Sprunt 


Washington and Lee University 

Lexington, Virginia 

Mr. John M. Stalnaker 

President Emeritus 

National Merit Scholarship Corp. 

Evanston, Illinois 

Dr. John Randolph Taylor 

Central Presbyterian Church 
Atlanta, Georgia 

Dr. James C. Thompson, Jr. 

Harvard University 
Cambridge, Massachusetts 

Dr. Harold Blake Walker 

Evanston, Illinois 

Mr. Haskell Ward 

Ford Foundation 
International Division 
New York, New York 

The Hon. Murat W. Williams 

Edgewood Farm 
Madison Mills, Virginia 



The President's Roundtable, a select group of young Florida 
business and civic leaders, meets twice a year for an in-depth look 
at the complexities of higher education, and provides college of- 
ficials with capable advice on matters of common interest. 

Mr. Gary Froid, CLU 

Northwestern Mutual Life Insurance Co. 
St. Petersburg, Florida 

Mr. George J. Albright, Jr. 

Vice President & Agency Director 
National Standard Life Insurance Co. 
Orlando, Florida 

Mrs. Upham Allen 

St. Petersburg, Florida 

Mr. William C. Ballard 


St. Petersburg, Florida 

Mr. David E. Becl<er 

Vice President 

Smith, Barney and Company, Inc. 

Tampa, Florida 

Mr. Joseph A. Benner, Jr. 

Stephen A. Calder Enterprises 
Ft. Lauderdale, Florida 

Mr. Jay D. Bond, Jr. 


Daytona Beach, Florida 

Mr. R. William Bramberg, Jr. 

Vice President 
Imperial Homes Corp. 
Clearwater, Florida 

Mr. William D. Callaghan, Jr. 

Western Reserve Life 
Assurance Company 
Clearwater, Florida 

Mr. Carey F. Carlton 

Carlton Cattle Company 
Sebring, Florida 

Mr. R. K. Chafin 

Chief Engineer 

Tampa Bay Engineering Co. 

St. Petersburg, Florida 

Mr. Donald R. Crane, Jr. 

Vice President 
Nabers, Crane & Siver, Inc. 
State Representative, Group 52 
St. Petersburg, Florida 

Mr. E. Earl Donaldson 

Tampa, Florida 

Mr. j. Colin English, Jr. 

Edinburgh Investment Corporation 
Tallahassee, Florida 

Mr. John C. Evans 

Project Engineer 

Tampa Bay Engineering Company 

St. Petersburg, Florida 

Mr. Kim Evans 

Winter Park, Florida 

Mr. John Michael Garner 


First State Bank of Miami 

Miami, Florida 

Mr. John E. Grady, Jr. 

Vice President 

Suncoast Highland Corporation 
Largo, Florida 
Mr. D. Robert Graham 

Vice President 

Sengra Development Corporation 
State Representative, 105th District 
Miami Lakes, Florida 

Mr. John L. Green, Jr. 


St. Petersburg, Florida 

Mr. Robert Haiman 

Managing Editor 
St. Petersburg Times 
St. Petersburg, Florida 
Mr. Clifford M. Hames 

Senior Vice President and Trust Officer 
The First National Bank at Orlando 
Orlando, Florida 

Mr. L. Edwin Hardman 

Vice President 
Marine Bank and Trust Co. 
Tampa, Florida 
Mrs. Carleen V. Haskell 

The Shorecrest School 
St. Petersburg, Florida 

Mr. Robert G. Holmes, Jr. 

Aero Systems, Inc. 
Miami, Florida 
Judge Richard B. Keating 

Orlando, Florida 

Mr. James T. Lang 

Certified Public Accountant 
Tornwall, Lang & Lee 
St. Petersburg, Florida 

Mr. Victor P. Leavengood 

Secretary and Treasurer 
General Telephone Company 
Tampa, Florida 

Mrs. Helen K. Leslie 

Executive Vice President 
K & W Supply House, Inc. 
St. Petersburg, Florida 

Mr. Kenneth H. MacKay, Jr. 


State Representative, 30th District 

Ocala, Florida 

Mr. Robert J. Miller 

President, Miller Trailers, Inc. 
Bradentori, Florida 

Judge Emery J. Newell 

Juvenile and Domestic Relations Court 
West Palm Beach, Florida 

Dr. James Y. O'Bannon, Jr. 

West Palm Beach, Florida 

Mr. J. Ross Parker 

President, Pepsi-Cola Bottling Co. 
Tampa, Florida 

Mr, Harry M. Piper, CLU 

New England Mutual Life Insurance Co. 
St. Petersburg, Florida 

Mrs. Marion Poynter 


St. Petersburg, Florida 

Mr. Eugene D. Ruffier 

Merill, Lynch, Pierce, 
Fenner & Smith, Inc. 
Orlando, Florida 

Mr. Alan C. Sundberg 


St. Petersburg, Florida 

Mr. Frederick A. Teed 

Executive Vice President 
Community Federal Savings 
and Loan Association 
Riviera Beach, Florida 

Mrs. Ruth Fleet Thurman 


St. Petersburg, Florida 

Mr. Stewart Turley 


Jack Eckerd Allied Company 

Clearwater, Florida 

Mr. Robert G. Wagner 


First National Bank of Seminole 

Seminole, Florida 

Mr. William P. Wallace 


Bennett, Wallace, Welch and 
Green Insurance Co. 
St. Petersburg, Florida 

Mr. John T. Ware 


State Senator, 19th District 

St. Petersburg, Florida 

Mr. Eugene L. Williams, Jr. 

Executive Vice President 
First Federal Savings and 

Loan Association 
St. Petersburg, Florida 



Academic Program 7-17 

Accreditation Inside Front Cover 

Academic Motivation Program 16 

Admission, freshman 


Advanced placement 

College level examination program 
Autumn term, Foundations Collegium 



Behavioral Sciences, Collegium of 


list of courses 
Black Students and minority opportunities 

Board of Trustees 
Board of Visitors 
Calendar of Events, 1973-74 
Calendar of Events, 1974-75 
Career development 
Church Relationship 
College Assembly 
College Level Examination Program 

selection by student 

upper division 
Commitments, Eckerd College 
Comparative Cultures, Collegium of 


list of courses 
Concept, Eckerd College 

payment schedule 

Course descriptions tabloid 
Courses, list of 
Creative Arts, Collegium of 


list of courses 
Credit, academic 
Directed study 


Eckerd, Jack M. Inside Front Cover 

Education program, early childhood 14 

elementary 14 

secondary 14 

Electives 11 

Engineering, preparation for 13 

Enrollment, 1972-73 Inside Front Cover 

Evaluation 19 


















Inside Back Cover 

Inside Back Cover 


Inside Front Cover, 4 























Collegium of Behavioral Sciences 


Collegium of Comparative Cultures 
Collegium of Creative Arts 


Collegium of Letters 


Collegium of Natural Sciences 
Foundations Collegium 


1972-73 Inside Front Cover 

Financial aid 




Florida Presbyterian College Inside Front Cover 

original purpose 
Florida State Assistance Grants 



Foundations Collegium 




general information 


list of courses 


modes of learning 


Free Institutions Forum 



Graduate School, preparation for 
Health Services 
Independent Study 
credit for 




International education 


Japan, study in 

Languages, foreign (see Comparative Cultures, 
Collegium of, and Letters, Collegium of) 


Law, preparation for 


Leave of absence 


Letters, Collegium of 



list of courses 


Liberal arts 


London Study Center 




Management, preparation for 
Medical technology, preparation for 


Medicine, preparation for 
Mentors, Mentorship 


Ministry, preparation for 


Modes of Learning 

Foundations Collegium 
Modular Calendar 




Freshman year 




Natural Sciences, Collegium of 

12, 51 


list of courses 



Off-campus programs 16 

Orientation 34 

Presidential scholarships 31 

President's message 2 

President's Roundtable 62 

Proficiency, credit by 18 

Purpose, Eckerd College 3 

Recreation 23 

Religious life 27 

Requirements, degree 18 

Foundations Collegium 10 

majors 13 

modes of learning 11 

transfer students 29 

values sequence 13 

Residence halls 22 

Semester Abroad 15 

Sports 23 

intercollegiate 26 

intramural 23 

Student life 20-27 

athletics 26 

black students 25 

campus and city 24 

counseling 22 

entertainment 23 

health services 22 

in college governance 21 

recreation 23 

religious life 27 

rights and responsibilities 20 

roommates 22 

Study Abroad 15 

Summer Module 16 

Tabloid of course descriptions 13 

Teacher education, preparation for 14 

Transfer to Eckerd 18,29 

Tuition 30 

Upward Bound 25 

Values Seminars, Foundations Collegium 11 

requirement 13 

Year Abroad 15 


Calendar of Events 

Calendar of Events 
1974 -'75 

August 24 Freshmen should arrive before August 23 

5:00 P.M. 
August 27 Freshman registration for Autumn August 26 

September 13 Residence houses open to upper- September 12 

classmen at 8:00 A.M. 
September 14 Registration for academic year; all September 13 

students — Autumn Term ends at 

4:30 P.M. 
September 15 Independent Study examinations, September 14 

and reexaminations 
September 17 Module I commences at 8:00 A.M. September 16 

September 19 Convocation September 18 

September 19-20 Meeting of Board of Trustees November 1 

November 2 Module I ends November 4 

November 5 Module 2 commences at 8:00 A.M. November 6-7 

November 22-23 Thanksgiving holiday; no classes November 21-22 

December 20 Module 2 ends and Christmas recess December 19 

commences at 4:30 P.M. 
December 21 Residence houses close at December 20 

10:00 A.M. 
January 6 Residence houses reopen at January 5 

8:00 A.M. 
January 7 Winter Term commences at January 6 

8:00 A.M. 
January 31- First Comprehensive Examination January 30-31 

February 1 period 

February 1 Winter Term ends January 31 

February 4 Module 3 commences at 8:00 A.M. February 3 

March 22 Module 3 ends and spring recess March 21 

commences at 4:30 P.M. 
March 24 Residence houses close at March 23 

10:00 A.M. 
March 31 Residence houses reopen at March 30 

8:00 A.M. 
April 1 Module 4 commences at 8:00 A.M. March 31 

April 10-12 Second Comprehensive Examina- April 9-11 

tion period, Mentor Conferences 

and Contracts for 1974-75, and Reg- 
istration for 1974-75 
April 17-18 Meeting of Board of Trustees April 16-17 

April 26-29 Festival of Arts April 25-28 

May 24 Module 4 ends at 4:30 P.M. May 23 

May 26 Baccalaureate - Commencement May 25 

May 27 Residence houses close at May 26 

10:00 A.M. 
June 17 Registration for Summer Module June 16 

June 17-JuIy 26 Summer Module June 16-July 25 

Freshmen should arrive before 
5:00 P.M. 

Freshman registration for Autumn 

Residence houses open to upper- 
classmen at 8:00 A.M. 
Registration for academic year; all 
students — Autumn Term ends at 
4:30 P.M. 

Independent Study examinations, 
and reexaminations 
Module I commences at 8:00 A.M. 
Module I ends 

Module 2 commences at 8:00 A.M. 
Meeting of Board of Trustees 
Thanksgiving holiday; no classes 
Module 2 ends and Christmas recess 
commences at 4:30 P.M. 
Residence houses close at 
10:00 A.M. 

Residence houses reopen at 
8:00 A.M. 

Winter Term commences at 
8:00 A.M. 

First Comprehensive Examination 

Winter Term ends 
Module 3 commences at 8:00 A.M. 
Module 3 ends and spring recess 
commences at 4:30 P.M. 
Residence houses close at 
10:00 A.M. 

Residence houses reopen at 
8:00 A.M. 

Module 4 commences at 8:00 A.M. 
Second Comprehensive Examina- 
tion period. Mentor Conferences 
and Contracts for 1975-76, and 
Registration for 1975-76 
Meeting of Board of Trustees 
Festival of Arts 
Module 4 ends at 4:30 P.M. 
Baccalaureate - Commencement 
Residence houses close at 
10:00 A.M. 

Registration for Summer Module 
Summer Module