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CATALOGUE 1992-1993
are not to be regarded as an
irrevocable contract between the
College and the student. The
College reserves the right to
change any provision or
requirement at any time. This
right to change provisions and
requirements includes, but is
not limited to, the right to
reduce or eliminate course
offerings in academic fields and
to add requirements for
graduation.
(.ETTYSBLRG April 1992:
N'olumc 82 Number 2
C.KTTYSBL R(. (L M'.> ■j:i»-1-ju)
published four times a year in
September, Jan uar\, and semi-
monthly in April by Gett)sburg
College, Gettysburg, PA 17325.
Second class postage paid at
(;ett)sburg, PA 17325.
POSTM.\SIF.R: Send address
( hanges to Getnsburg, Priutiu)
Ottlte, Gettysburg C(jllege.
Gettysburg, PA 1732,5-1486.
TABLE OF CONTENTS
2 A Statement of Purpose
5 Gettysburg College — The
Community
17 Academic Policies and
Programs
Academic Purposes, Honor
Code, Curriculum, Advising
System, Credit System, Degree
Requirements, Residence
Requirements, Registration,
Grading System, Transfer Credit,
Exemption from Degree
Requirements, Individualized
Study and Seminars, Academic
Standing, Transcripts, Withdrawal
and Readmission, Senior Scholars'
Seminar, Computer Courses,
Teacher Education Programs, Off-
Campus Study, Dual-Degree
Programs, Preprofessional Studies,
Senior Honors, Deans' Lists, Phi
Beta Kappa, Prizes and Awards
161 Admission, Expenses,
and Financial Aid
Admission Policy, Compre-
hensive Academic Fee Plan, Board,
Room Rents, Housing Policy,
Payment of Bills, Refund Policy,
College Store, Insurance, Student
Financial Aid
179 Register
Board of Trustees, Trustees
Emeriti, Administration, The
Faculty, Current Faculty, Other
Instructional and Administrative
Personnel, Calendar, Statistical
Summary, Student Retention,
Endowment Funds
207 Index
65 Courses of Study
154 CoUege Ufe
College Life, Office of The
Dean of College Life, Residential
Life, Greek Organizations, Dining
Accommodations, Student Conduct,
College Union, Student
Government, Programming and
Student Activities, Campus
Communications, Other Activities,
Career Services, Health Center,
Student Health Services,
Counseling Services, Religious Life
and Chapel Programs, Athletics,
Campus Recreation, Academic
Services and Informadon Facilities,
Intercultural Advancement, Facilities
A STATEMENT OF PURPOSE: GETTYSBURG COLLEGE
Chartered in 1832 for the express
purpose of exerting "a salutary
influence in advancing the cause of
liberal education," Gettysburg
College is a community committed
to the discovery, exploration, and
evaluation of the ideas and actions
of humanity and to the creative
extension of that heritage.
Gettysburg College cherishes its
place in history as the oldest
existing college affiliated with the
Lutheran Church in America and
intends to continue that church
relatedness. By intent also,
Gettysburg College is nonsectarian
in its instruction and strives to serve
students of all faiths.
To meet its commitment,
Gettysburg College seeks foremost
to establish and maintain an
environment of inquiry, integrity,
and mutual respect. In this setting,
the College creates opportunities
for students to learn specific
intellectual skills and to strive for
breadth of understanding. A
rigorous program of undergraduate
learning in the arts and sciences is
complemented by student and
religious life programs designed to
challenge and enrich the academic
experience.
Gettysburg College considers its
purpose fulfilled if its students grow
as critically informed, humane, and
creative individuals and continue to
grow in these qualities after they
have left Gettysburg.
The Academic Program
At the heart of Gettysburg College
is the academic program which
stresses logical, critical thinking and
clear writing and speaking.
Through a curriculum that derives
its coherence from the traditions of
liberal education, faculty introduce
students to the assumptions and
methods of a representative variety
of academic disciplines in the
sciences, the social sciences, and
the humanities. Students are
encouraged not only to specialize
but also to broaden their
understanding of the past and
present intellectual, social, and
cultural contexts within which
knowledge lives. The academic
program is designed to provide
more than skills and intellectual
perspective; it places these in a
context of humane values such as
open mindedness, personal
responsibility, and mutual respect.
The Gettysburg faculty is dedicated
to the goals of liberal learning,
committed to professional
development that serves and
exemplifies those goals, responsible
for periodic review of the
curriculum, and eager to teach and
learn with students in an open and
trusting exchange.
Gettysburg's academic program can
reach its full potential only if our
students continue to have the ability
and the inclination to profit from
an intense liberal arts experience.
The academic environment is
further enriched when such
students come from many
socioeconomic and ethnic
backgrounds.
With a coherent curriculum, an
able and dedicated faculty, and
students committed to learning, the
academic program seeks to free
students from narrowness and
provincialism and to free them for
the joys and benefits of conscious
intellectual strength and creafivity.
Gettysburg wants its students to
learn a wise skepticism and a sense
of human fallibility, to acquire new
interests and orientations through
liberating experiences of change
and growth, and to learn to use the
skills, knowledge, and values of a
liberal education in an unending
but satisfying search for wisdom and
fullness of life.
The College Life
Program
Students entering college are
interested in discovering who they
are. Because students often face
critical decisions about personal
values, occupational choices, and
role identities during their college
years, the college life program seeks
to provide opportunities for
resolution of these important
matters. To assist students in
weighing available options and
making decisions, the college life
program offers, for example,
psychological and career counseling
and informal seminars on a variety
of topics. Personal contact with
Gettysburg's faculty and
administration provides the
attentive student with a wide range
of role models to contemplate.
Gettysburg's annual lecture series
further expands students' horizons.
The College also reveals its
commitment to the total
development of its students by
encouraging them to play an
important role in establishing and
enforcing the conditions of campus
life. Students supervise the
academic Honor Code; students
participate on certain trustee,
faculty, and College planning and
policy-making committees; and
students fund and control many
student activities.
To supplement what students learn
through living on campus and
participating in student
development programs, the College
provides a full and varied
extracurricular program. This
program encourages students to
develop leadership skills by working
in student government; to deepen
their appreciation for the arts by
participating in concerts, dramatic
productions, and other
performances; to sharpen their
writing and speaking skills by
contributing to College
publications or broadcasts; and to
enjoy the mental and physical self-
discipline required by competition
in intercollegiate, intramural, and
recreational athletics.
The Religious Life
Program
Gettysburg College works in
partnership with five of the Synods
in Region 8 of the Evangelical
Lutheran Church in America.
These relationships and, more
specifically, the campus religious
life program, nurture intellectual
values and give opportunities for
the examination of spiritual and
moral values, and for commitments
by those who choose to make them.
The religious life program of the
College is designed to meet the
needs of this religiously
heterogeneous community to
worship, to study, and to serve.
Chaplains, although they are
employed by the College and report
directly to the President, are called
to this service by the Synods of the
Church. They assume primary
responsibility for corporate
worship, counsel students and other
campus personnel, help students
and faculty plan programs to
explore theological issues and to
reach out to those in need, facilitate
the work of local churches and
denomination groups on the
campus, and speak prophetically to
issues of human justice when
College values and College practice
seem to diverge.
Gettysburg College best serves the
Church through its performance as
a superior educational institution in
which the Church's commitments
and practices may be tested.
Summary
Through its academic program, its
college life program, and its
religious life program, then,
Gettysburg College provides for the
development of the young adult as
a whole person — intellectually,
socially, emotionally, physically, and
spiritually.
Approved by the Gettysburg College
faculty: October 8, 1981
Approved by the Gettysburg College
Board of Trustees. December 5, 1 981
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MlSStLMAS LIBRARY
THE COMMUNITY
Gettysburg College: A
heritage of excellence
Gettysburg College was chartered in
1832 during a time in early
nineteenth-century America when
many of the nation's strongest
liberal arts colleges were founded.
Gettysburg's mission, as expressed in
its original charter, has remained
unchanged during the more than
150 years of its history. Today, as
then, the College remains firmly
committed to the principle of
serving the cause of liberal
education and changing times by
providing a community of learning
committed to discovery, exploration,
evaluation of ideas and actions of
humanit)', and to the creative
extension of that developing
heritage. At Gettysburg, you will find
an environment that encourages
both academic and personal growth,
a highly qualified and dedicated
faculty, and a diversified curricukim
that offers challenge, opportunity,
and excitement.
All of the roads leading to
Gettysburg College, in the historic
town of Gettysburg, Pennsylvania,
cross the site of the famous Civil
War Batde of Gettysburg. During
those three hot July days, fighting
occurred on the fields and ridges
within sight of the College campus.
At that time, Pennsylvania Hall
(now the College administration
building and listed in the National
Register of Historic Places) served
as a hospital for both Union and
Confederate soldiers. It was from
this building that Gettysburg
students marched to hear Abraham
Lincoln give his immortal address
on November 19, 1863.
Today, Gettysburg College borders
a 3,865-acre National Park and lies
three blocks from the center of
town. Because of its historic
significance, beautiful countryside,
and easy access from nearby cities,
the town of Gettysburg welcomes
over one-and-a-half million visitors
annually from all over the world.
Consequendy, it offers numerous
attractions, shops, restaurants, and
lodging facilities that one would not
expect to find in a small town —
even a college town.
Gettysburg College has always
believed that a liberal arts
education liberates the minds of
students so that they can better
respond to the challenges of a
contemporary society. Therefore,
the goals of the educational
program at Gettysburg are to
develop your capacity to think
logically and use language clearly,
to give you a rigorous introduction
to the assumptions and the
methods of a representative variety
of academic disciplines, and to
acquaint you with the range and
diversity of human customs,
pursuits, ideas, values, and longings.
The College, like the town of which
it is a part, has grown since its Civil
War days. It now has a 200-acre
campus with over 60 buildings and
seeks to limit its enrollment to
approximately 1,900 students.
Although all courses at Gettysburg
are designed to achieve these goals,
the First Year Colloquy in liberal
learning lays the foundation within
the curriculum. This is a course that
strengthens reasoning, writing, and
speaking skills in a small class
setting while introducing all first
year students to a major issue in the
liberal arts.
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31
Ultimately, this type of education is
the most practical of all because it
teaches you how to approach and
solve problems critically and
creatively. Gettysburg believes that
such an education will foster a high
sensitivity to moral and spiritual
values, along with a quest for
knowledge which will continue after
graduation.
A well-rounded academic
curriculum has many facets: the
humanities, the social sciences, the
fine arts, the sciences. As the world
around us becomes more
technologically advanced, we must
prepare our students to deal with
those changes by providing the
proper tools and training. At
Gettysburg, we recognize the need
for academic diversity, and thus,
computing has become a part of a
student's everyday life. Computers
are utilized across the disciplines
for a variety of tasks including word
processing, statistical analysis,
graphics, and electronic mail.
Although training for specific jobs
is not seen as a primary function of
a liberal arts education, Gettysburg
does not ignore your appropriate
concern about careers. The College
offers a comprehensive career
services program, teacher
preparation and certification,
advisory services for prelaw and
premedical students, internship
opportunities, and concentration in
a major field as preparation either
for graduate or professional
schools, or for work in a variety of
professions including research,
business, industry, government,
social services, and education.
The academic programs at
Gettysburg provide you with a
broad range of intellectual
experiences and the individual
attention you need to make the best
use of those experiences. One of
the advantages of an education at
Gettysburg is the availability of
small classes, especially in more
advanced courses. A student/faculty
ratio of 13:1 and an average class
size of 20-25 students help to assure
close relationships between you and
your professors.
You may select a major field of
study from any one of 25 academic
areas: art, biology, chemistry,
classical studies, computer science,
economics, English, French,
German, Greek, health and physical
education, history, Latin,
management, mathematics, music,
music education, philosophy,
physics, political science,
psycholog)', religion, sociology and
anthropology, Spanish, and theatre
arts. Area studies programs are
available in African American
Studies, American Studies, Asian
Studies, Environmental Studies,
Latin American Studies, Medieval
and Renaissance Studies, Global
Studies, and Women's Studies.
Gettysburg lets you take much of
the responsibility for selecting an
academic program that meets your
needs and interests. If you want to
concentrate your academic
program on a particular area of
emphasis which involves courses in
several different departments, you
may design your own major. A
Special Major can cover broad areas
such as International Studies, or it
can focus on a specific topic such as
Community Planning and
Administration. Double majors and
minors are also available.
The College's distribution
requirements ensure your
acquaintance with several broad
areas of study. After you select a
major, ample opportunity is
provided for electives in fields of
your choice.
You will have a faculty adviser to
assist you in planning your
academic program. Academic
counseling is available, as is
counseling for nonacademic
personal matters. Gettysburg wants
you to succeed, and the faculty and
staff are dedicated to that principle.
Through membership in the
Central Pennsylvania Consortium
(with Dickinson and Franklin 8c
Marshall Colleges) and through
other off-campus and cooperative
or dual-degree programs,
Gettysburg offers you academic
opportunities beyond its campus.
Off-campus programs include the
following: Washington Semester
programs with American University
in government and politics,
economic policy, foreign policy,
peace and conflict resolution,
public administration, justice,
urban studies, journalism, art and
architecture, arts and humanities;
the Lutheran College Washington
Semester; the United Nations
Semester; and cooperative
programs in marine biology with
Duke University Marine Laboratory
and the Bermuda Biological
Station. Many students study
internationally imder our Study
Abroad program; an extensive
variety of affiliated and non-
affiliated programs is available.
Gettysburg has dual-degree
programs in engineering with
Columbia University, Rensselaer
Polytechnic Institute and
Washington University in St. Louis,
in nursing with Johns Hopkins
University, in Optometry with the
Pennsylvania College of Optometry,
and in forestry and environmental
studies with Duke University.
Under all of these programs a
student begins his or her college
career at Gettysburg and completes
it at the cooperating university,
earning degrees from both
institutions. In addition, an early
acceptance program leading to a
Master's degree in Physical Therapy
from Hahnemann University is
available.
Gettysburg offers all of the courses
necessary for you to enter the
medical, dental, veterinarv' medicine
or law school of your choice. Special
advisers are available to assist you in
planning your curriculum and in
applying to the appropriate
professional schools.
Preparation for a career in teaching
is offered through the teacher
education program. You can
become certified to teach in
elementary education, music
education, or in one of 12 different
secondar)' education fields.
Outstanding professors are the very
heart of Gettysburg's educational
vision — a vision based on a firm
commitment to individualized
instruction which teaches values as
well as communicates information.
Through this type of educational
program, Gettysburg is committed
to broadly educating leaders who
can make substantial contributions
to their disciplines and to society.
Close intellectual relationships
between faculty and students have
long been a Gettysburg hallmark.
Student/facultv' interaction in small
classes and on collaborative
research projects provides
Gettysburg students with an
opportunity to enhance their
intellectual, communication, and
leadership skills.
Gettysburg faculty members are well
prepared to inspire achievement,
for they themselves have established
exceptional records of personal and
professional accomplishment.
Nearly 95% hold the doctoral
degree or the terminal degree, and
many publish books and articles in
scholarly journals. These scholarly
activities assure that faculty
members keep up with — and
contribute to — the latest
developments in their fields.
Gettysburg's 200-acre campus
provides excellent facilities for all
aspects of college life. The center of
the academic facilities is the
Musselman Library/ Learning
Resources Center. Total library
collections include approximately
330,000 volumes, 23,000 microforms,
36,000 government publications,
12,000 records, and subscriptions to
over 1,400 journals. Musselman
Library has an automated library
catalogue which is accessible
through a dozen public access
computer terminals in the librar)'
and any workstadon connected to
the campus computer network.
Today a college needs more than
an excellent library: new
instructional techniques must also
be available. Gettysburg's computer
center currendy has three
mainframe computers — a VAX
6210, a Sun4/690, and a PRIME
9955. In addition, the College has a
campuswide network with
connections to both Internet
and BITNET which allows
communication between computers
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on campus with hundreds of
thousands of computers around the
world. Network connectivity allows
sharing of vast amounts of data, and
collaboration between students,
faculty, and others at different
institutions.
In addition. Computing Services
maintains five computer labs with
Apple, IBM, and NeXT computer
clusters.
Students also have access to a
modern language laboratory, a
theatre laboratory studio, an optics
laboratory, a greenhouse, a plasma
physics laboratory, an observatory
with a 16-inch telescope, a
planetarium, an RCA EMU4
transmission electron microscope
(TEM) , a JEOL TS20 scanning
electron microscope (SEM), a
Fourier Nuclear Magnetic
Resonance Spectrometer, and a
Fourier Transform Infrared
Spectrometer. Hands-on use of all
equipment is encouraged.
Thirteen residence halls, five on-
campus houses for special interests,
and eleven fraternity houses
provide you with many housing
choices. Over eighty-five percent of
the students live in College
residences or fraternity houses. The
College dining hall- the Camalier
Center-provides meals on either a
contract or occasional basis. The
recently renovated College Union
Building with its many features —
including an Olympic-size
swimming pool — is the center for
student life.
Other recreational and athletic
facilities include a student activities
center, two gymnasiums, a
fieldhouse, a stadium with a football
field and quarter-mile all-weather
track, a physical fitness trail, and
eight additional outdoor athletic
fields. Both indoor and outdoor
tennis courts are available.
The Health Center is both a
treatment and a resource center,
offering you immediate care and
educational services to help you
make wise choices about your
health. It is staffed by professional
counselors, nurse practitioners,
registered nurses, and a family
practice physician.
10
Gettysburg provides extensive
facilities for the fine and
performing arts. Brvia Hall
accommodates a 250-seat playhouse
with a thrust stage and state-of-the-
art sound and lighting, and a
laboratory theatre/classroom
featuring TV recording and
monitoring equipment. Schmucker
Hall houses the Art and Music
departments, and contains studios,
extensive gallery space, a sculpting
studio, classrooms, and practice
rooms, as well as an impressive 200-
seat recital hall.
A full and diverse program of
cultural, extracurricular, and
religious activities is provided to
enrich your personal and academic
growth as well as to provide
enjoyment and relaxation.
Responsibility and leadership is
encouraged through student
participation in a number of
committees, clubs, and other
organizations. Because Gettysburg
is a residential college, the Student
Life Council is particularly
important: students play a vital role
in the work of this Council, which
reviews the College's policies for
residential life and student conduct.
An elected Student Senate is the
main organization of student
government. Students also play an
important role in the Honor
Commission, which administers the
academic Honor Code, and the
Student Conduct Review Board,
which handles disciplinary cases
within the student body.
Concerts, plays, and lectures occur
daily. Student performing groups
include the Gettysburg College
Choir; the Chapel Choir; the
College Marching, Symphonic, and
Jazz Bands; the Gettysburg College
Community Chamber Orchestra;
various ensembles; the Owl and
Nightingale Players (who present
three major theatrical productions
each year); the Laboratory' Theatre
(which performs a dozen one-act
plays) ; and Otherstage (which
offers a variety of short theatre
pieces). The College Union
Building (CUB) is the center of
student activities on campus; many
events such as concerts, lectures,
films, and dances are held in the
ballroom of the CUB. Also in the
CUB is a nightclub and a snack bar
that serve as informal meeting
places for the campus.
Social events are also provided by
fraternities and sororities.
Gettysburg has eleven fraternities
and five sororities, all of which are
nationally affiliated.
In addition, the College has many
departmental, professional and
honorary societies. There are
honorary fraternities or clubs for
students in sixteen different
academic areas. Gettysburg has a
chapter of Phi Beta Kappa, the
national academic honorar)'
fraternity.
To keep you informed about
happenings on campus, there is the
student newspaper, the
Gettysburgian; the student-operated
FM radio station, WZBT; and a
weekly announcement sheet. This
Week at Gettysburg. The newspaper
and radio station offer
opportunities to learn about all
aspects of journalism and radio
broadcasting. Other Gettysburg
student publications include The
Spectrum (the College yearbook),
and The Mercury, a journal of
student poems, short stories,
photographs, and art work.
At Gettysburg, all students can
participate in a supervised sport.
Depending upon your athletic
ability, you may choose to play on
one of the 21 varsity teams, or to be
part of an extensive campus
recreation program. At the
intercollegiate level, the College is a
member of the Middle Atlantic
Conference and the Centennial
Football Conference, and enjoys
well-balanced athletic rivalries with
other teams in those groups.
The intercollegiate program for
men includes football, soccer,
basketball, swimming, wrestling,
lacrosse, tennis, cross country,
baseball, and track and field.
There are women's teams in field
hockey, volleyball, cross country,
basketball, soccer, swimming,
lacrosse, softball, track and field,
and tennis. The golf team is open to
both men and women.
The Campus Recreation Program
offers a large number of activities
for the entire campus community.
These activities include club
rugby, club ice hockey,
aerobitone, water polo, intramural
volleyball, a cycling club, karate,
and weight lifting.
12
Student Life at Gettysburg is lively
and diverse. There is one simple
goal for all of the organized
activities on campus — to enhance
the full range of your liberal arts
education.
After you take advantage of all that
Gettysburg has to offer, you may
wish to pursue further graduate
study or enter your career field
immediately. The Career Services
Office is available to provide you
with counseling, information, and
the practical skills necessary for
setting and achieving your future
occupational goals. This office
sponsors an organized alumni
networking program, maintains an
extensive library that includes
vocational and graduate school
information, sponsors job and
career fairs with other colleges,
offers workshops on resume writing
and effective interviewing, and
hosts on-campus employment
interviews with various companies.
Its broad range of services can help
you set and achieve the career goals
that suit your particular skills,
values, and aspirations.
13
Admission to Gettysburg is highly
competitive. It is based upon high
academic achievement in a strong
college preparatory program, SAT
or ACT results, and personal
qualities. The College welcomes
applications from students of
differing ethnic, religious, racial,
and economic backgrounds, and of
differing geographic settings. If
Gettysburg is your first choice, you
are encouraged to apply for Early
Decision admission. Applications
for Early Decision will be
considered between November 15
and February 1 of the senior year
with notification of acceptance
between December 15 and February
15. Applications for Regular
Decision admission are due no later
than February 15 of your senior
year. Offers of acceptance are
usually sent early in April. The
College complies with the
candidates' reply date of May 1 .
Total expenses covering
comprehensive academic fee, room,
board, and books and supplies are
estimated at $21,965 for the 1992-93
academic year. Additional costs
include personal expenses such as
laundry and clothing,
transportation, etc. A generous
program of financial aid is available
for students who are unable to
finance their entire education from
family and/or personal resources.
We understand how important your
college choice is to you, and we
want you to make a wise decision.
For that reason, we invite you to
visit Gettysburg as part of your
college selection process. As you
observe a class, meet with a
professor, or talk to students, you
will begin to appreciate all of the
ways that you can benefit by
attending Gettysburg. The
admissions staff can answer any
specific questions you have about
the College, but you will also learn
much from the many informal
conversations you have during
your visit.
At Gettysburg, the interview is
strongly encouraged. You can
arrange an interview and a campus
tour by calling the admissions office
at (717) 337-6100 or 1-800-431-
0803. During the academic year,
the admissions office is open from
9:00 to 5:00 on weekdays and
from 9:00 to 12:00 on Saturday;
summer hours are between 8:00
and 4:30 weekdays.
We think that the more you know
about us, the more you will like
Gettysburg College.
14
A two-minute look at
Gettysburg
Type of College: Four-year,
coeducational, college of liberal arts
and sciences founded in 1832.
Enrollment: About 1,900 students
(approximately one-half are men
and one-half are women),
representing nearly 40 states and 25
foreign countries.
Location: The College is adjacent
to the Gettysburg National Park.
Gettysburg, Pennsylvania is 36 miles
from Harrisburg, 55 miles from
Baltimore, 80 miles from
Washington, D.C., 117 miles from
Philadelphia, and 212 miles from
New York City. College Van Service
to and from area transportation
centers is available.
Campus: 200 acres with over 60
buildings. Beautiful campus with
excellent facilities.
Library: Musselman Library with
total collections of approximately
330,000 volumes, 23,000
microforms, 36,000 government
publications, 12,000 recordings,
and subscriptions to over 1 ,400
journals. The library seats 800
students, and contains a media
theater, a graphics center, a
language lab, and an automated
library catalogue accessible through
a dozen public access terminals in
the library or through any
microcomputer connected to the
campus network.
Academic Information:
Student/Faculty ratio of 13:1 with
an average class size of 20-25
students. 154 full-time faculty with
94% of the permanent faculty
having a doctorate or the highest
earned degree in their fields. One
of only 19 chapters of Phi Beta
Kappa in Pennsylvania. Honorary
or professional societies in 16
academic areas. Academic Honor
Code in effect since 1957.
Academic Calendar: Semester.
Degree Programs: Bachelor of
Arts, Bachelor of Science in Music
Education, Bachelor of Arts or
Bachelor of Science in Biology,
Chemistry, Applied Mathematics,
and Physics.
Majors: Art, biology, chemistry,
classical studies, computer science,
economics, English, French,
German, Greek, health and physical
education, history, Latin,
management, mathematics, music,
music education, philosophy,
physics, political science,
psychology, religion, sociology and
anthropology, Spanish, and theatre
arts. Double majors, special majors,
and minors are also available.
15
Area Studies Programs: African
American Studies, American
Studies, Asian Studies,
Environmental Studies, I>atin
American Studies, Medieval and
Renaissance Studies, Global Studies,
and Women's Studies.
Special Programs: Study Abroad;
Internships; Washington, D.C.
Semester (government and politics,
economic policy, ethical issues and
public affairs, foreign policy, public
administration, justice, urban studies,
journalism, art and architecture, arts
and humanities) ; United Nations
Semester; dual-degree programs in
engineering, nursing, optometry, or
forestry and environmental studies;
cooperative program in marine
biology; certification in elementary
and secondary education; premedical;
and prelaw counseling. Cooperative
College Consortium with Dickinson
and Franklin &: Marshall Colleges.
Distinctive Features: VAX 6210
and Sun4/690 mainframe
computers; campus-wide computer
network with connections to
Internet and BITNET; Apple, IBM,
and NeXT microcomputer clusters;
state-of-the-art science facilities
including two electron microscopes
(transmission and scanning units)
Fourier Transform Infrared and
NMR Spectrometers, an optics
laboratory, greenhouse,
planetarium, observatory, and a
plasma physics laboratory; extensive
facilities for fine arts, music, and
drama; writing center; a
comprehensive physical education
complex; and a career services office.
Cultural Activities: Nearly 1,200
cultural events within a four-year
period. Full schedule of lectures,
concerts, and plays, bringing to
campus nationally known speakers
and performers; film series at College
Union; art exhibits; trips to nearby
Washington, D.C. and Baltimore to
events of special interest.
Social Life: Student Activities
Council which sponsors a lively and
diverse schedule of social and cultural
events; eleven fraternities and five
sororities, all nationally afilliated.
Student Activities: Student-operated
FM radio station; yearbook; newspaper;
full range of musical groups including
choirs, bands, a community orchestra,
and numerous ensembles; Black
Student Union; theatre groups; special
interest groups; over 40 clubs and
community service organizations; over
600 leadership positions.
Athletics: All intercollegiate sports
played at the Division III level.
Extensive intercollegiate programs
with 10 sports for men, 10 sports for
women, and one coeducational
sport. The Campus Recreation
Office provides a wide array of
intramural activities to satisfy
various interests and levels of skill.
Student Services: Faculty advisers,
academic and personal counseling,
tutorial services, career counseling,
financial aid counseling, health
center.
Residence Halls: Over 85% of the
student body lives on campus in
eighteen residence halls, including
special interest houses and
apartment complexes.
Religious Life: Lutheran related.
Programs for students of all faiths
coordinated through the College
Chapel, including a Catholic
Council and a Hillel.
Student Government: Students
assume the major role in planning
student activities and in enforcing
rules of responsible citizenship
through the Student Senate,
Student Life Council, Student
Judiciary Review Board, Student
Activities Council, and the Honor
Commission.
School Colors: Orange and Blue.
^
ACADEMIC POLICIES AND PROGRAMS
17
Academic Purposes of
Gettysburg College
The faculty of Gettysburg College
has adopted the following statement
of the College's academic purposes.
Gettysburg College believes that
liberal education liberates the
human mind from many of the
constraints and limitations of its
finiteness. hi order to accomplish
its liberating function, Gettysburg
College believes that it owes its
students a coherent curriculum that
emphasizes the following elements:
1 . Logical, precise thinking and
clear use of language, both spoken
and written. These inseparable
abilities are essential to all the
liberal arts. They are not only the
practical skills on which liberal
education depends but also, in their
fullest possible development, the
liberating goals toward which
liberal education is directed.
2. Broad, diverse subject matter.
The curriculum of the liberal arts
college should acquaint students
with the range and diversity of
human customs, pursuits, ideas,
values, and longings. This broad
range of subject matter must be
carefully planned to include
emphasis on those landmarks of
human achievement which have in
particular shaped the intellectual
life of the present.
3. Rigorous introduction to the
assumptions and methods of a
representative variety of the academic
disciplines in the sciences, the social
sciences, and the humanities. The
curriculum must encourage students
to recognize that the disciplines are
traditions of systematic inquiry, each
not only addressing itself to a
particular area of subject matter but
also embodying an explicit set of
assumptions about the world and
employing particular methods of
investigation. Students should
recognize that the disciplines are best
seen as sets of carefully constructed
questions, continually interacting
with each other, rather than as stable
bodies of truth. The questions that
most preoccupy academic disciplines
involve interpretation and evaluation
more often than fact. Students should
learn that interpretation and
evaluation are different from vwllful
and arbitrary opinion while at the
same time recognizing that
interpretations and evaluations of
the same body of facts may differ
drastically given different
assumptions, methods, and
purposes for inquiry. Human
thought is not often capable of
reaching universal certitude.
This necessary emphasis of the
College's curriculum is liberadng in
that it frees students from narrow
provincialism and allows them to
experience the joys and benefits of
conscious intellectual strength and
creativity.
Liberal education should free
students from gross and
unsophisticated blunders of
thought. Once exposed to the
diversity of reality and the
complexity and arduousness of
disciplined modes of inquiry,
students will be less likely than
before to engage in rash
generalizadon, dogmatic assertion,
and intolerant condemnation of the
strange, the new, and the foreign.
Students will tend to have a sense of
human limitations, for no human
mind can be a match for the world's
immensity. Promoters of universal
panaceas will be suspected as the
gap between human professions
and human performance becomes
apparent. Students will tend less
than before to enshrine the values
and customs of their own day as
necessarily the finest fruits of
human progress or to lament the
failings of their time as the world's
most intolerable evils.
18
But wise skepticism and a sense of
human fallibility are not the only
liberating effects of the liberal arts.
With effort and, in all likelihood,
some pain, students master difficult
skills and broad areas of knowledge.
They acquire, perhaps with
unexpected joy, new interests and
orientations. In short, they experience
change and growth. Perhaps this
experience is the most basic way the
liberal arts liberate: through providing
the experience of change and growth,
they prepare students for lives of
effective management of new
situations and demands.
The liberal arts provide a basis for
creative work. Creativity is rarely if
ever the work of a mind unfamiliar
with past achievements. Rather
creativity is almost always the
reformulation of, or conscious
addition to, past achievement with
which the creative mind is
profoundly familiar. By
encouraging students to become
responsibly and articulately
concerned with existing human
achievement and existing means for
extending and deepening human
awareness, Gettysburg College
believes that it is best to ensue the
persistence of creativity.
The intellectual liberation made
possible through liberal education,
though immensely desirable, does
not in itself guarantee the
development of humane values and
is therefore not the final purpose of
liberal education. If permitted to
become an end in itself, it may
indeed become destructive. A major
responsibility of those committed to
liberal education, therefore, is to
help students appreciate our
common humanitv in terms of such
positive values as open-mindedness,
personal responsibility, mutual
respect, empathic understanding,
aesthetic sensibility, and playfulness.
Through the expanding and diverse
intellectual activities offered in
liberal education, students may
develop greater freedom of choice
among attitudes based on a fuller
appreciation of our common
humanit)', and based on clearer
recognition of our immersion in a
vast, enigmatic enterprise.
The faith of the founders of
Gettysburg College expressed in the
charter supports the foregoing
statement of academic purposes.
The open search to know,
tempered by humane reflection,
complements our religious
heritage. Together, we hope to add
useful initiative toward the creation
of a world in which diversity is more
challenging and interesting than it
is fear-producing; a world in which
one may hear the sad truths
reported by cynics while hearing,
too, tales of quiet courage, of grace,
of beauty, of joy. Then the response
to the inevitably dissonant
experiences of living may be wiser
as a function of liberal education.
Of course, the development of
wisdom remains an elusive aim. It
involves realms of experience that
go beyond the academic, and a time
span that encompasses a lifetime.
Nevertheless, liberal education can
be profoundly useful in the search
for the fullness of life.
19
The Honor Code
A liberal arts program has as a basic
premise the ideal of academic
integrity. Gettysburg students live
and work in a college community
which emphasizes their
responsibility for helping to
determine and enforce
appropriately high standards of
academic conduct.
An academic honor system was
instituted at Gettysburg College in
1957 and was strongly reaffirmed in
1976 and 1991. It is based upon the
belief that undergraduates are
mature enough to act honorably in
academic matters without faculty
surveillance and that they should be
encouraged to conduct themselves
accordingly. At the same time the
College clearly recognizes the
obligation placed upon each
student to assist in maintaining the
atmosphere required for an honor
system to succeed.
The Honor Pledge, reaffirmed on
all academic work submitted, states
that the student has neither given
nor received unauthorized aid and
that he or she has witnessed no
such violation. The preservation of
the atmosphere of independence
permitted by the Honor Code is the
responsibility of the community as a
whole. Students must comply with
the Honor Code both in presenting
their own work and in reporting
violations by others. No student may
enroll at Gettysburg College
without first having signed the
Pledge. A person who would sign
the Pledge with reservation should
not apply for admission.
Alleged violations of the Honor
Code are handled by an Honor
Commission elected by the
students. Decisions of the
Commission may be appealed to a
student-faculty-administrative
board of review.
20
Curriculum
The major goals of the curriculum
are set out in the Academic
Program section of the College's
Statement of Purpose on page 2
and in the longer statement of the
Academic Purposes of the College
on page 17.
The First Year Colloquy, with its
strong emphasis on lucid writing,
helps students sharpen analytic
skills necessary for college and
beyond. Gettysburg College's
distribution requirements assure
the student an introduction to the
variet)' of opportimities offered by a
liberal arts education, hi the first
year, in addition to the First Year
Colloquy in liberal learning,
Gettysburg students normally take
courses in a variety of fields and
begin to fulfill distribution
requirements, such as those in
foreign languages, laboratory
sciences, social sciences, or
literature, hi the sophomore year
students usually select a major and,
in consultation with a major adviser,
plan a college program which will
allow the completion of specific
graduation requirements and also
provide opportunities for the widest
possible choice of electives. In the
last two years most students
concentrate on courses in their
major fields and supplement their
programs with elective courses.
Students are expected to complete
three quarter courses of the
physical education requirement by
the end of the sophomore year.
Students majoring in the natural
sciences usually begin such
programs in the first year and
follow closely a prescribed sequence
of courses. Students anticipating
careers in medicine, dentistry, or
veterinary medicine should begin
acquiring necessar\' preparatory
courses in their first year.
The Advising System
The College believes that one of
the most valuable services it can
render to its students is careful
counseling. Each first year student
is assigned a faculty adviser to
assist in dealing with academic
questions, in explaining College
regulations, in setting goals, and
in making the transition from
secondary school to college as
smooth as possible. Special
assistance is also available from the
Dean of First Year Students.
During the first week of the fall
semester, all new students
participate in an orientation
program designed to help them
become acquainted with the
College. All entering first year
students receive in advance a
detailed schedule of events of this
program. During orientation,
students have individual
conferences with their advisers, take
part in discussions of college life,
and engage in other activities
intended to familiarize them with
the College and the academic
opportunities available to them.
They also take placement tests
which provide the College with
valuable information concerning
their educational backgrounds and
academic potential.
During the year, students should
arrange periodic meetings with
their faculty advisers. In addition,
these advisers are available to
discuss unexpected problems as
they arise. Any changes in a first
year student's schedule must be
approved by the adviser. Students
may also seek help from the Dean
of First Year Students.
Sophomores may continue their
advising relationship with their First
Year adviser or they may select
another facult)' member in a field of
study they anticipate as their major.
It is important that sophomores
consult regularly with an adviser.
The Associate Deans of Academic
Advising are available to offer
assistance in the selection of advisers
or to discuss any academic issues.
When a student chooses a major
field of study, which must be done
no later than the beginning of the
junior year, a member of the major
department becomes his or her
adviser and performs functions
similar to those of the first year
adviser, including the approval of
all course schedules. It is the
responsibility of all students to take
the initiative in discussing their
entire academic program with
their advisers and to view that
program as a meaningful unit
rather than as a collection of
unrelated courses. A student
wishing to change the major
course of study must notify the
department in which he or she is a
major and secure the approval of
the department he or she desires
to join. Juniors and seniors
making such changes should
iniderstand that it may be
necessary to spend more than four
years in residence in order to
complete their concentration
requirements. Permission to spend
more than four years in residence
must be obtained from the
Academic Standing Committee.
22
Credit Sj^tem
The College encourages students to
prepare for graduate study, which
has become a necessity in an
increasing number of career fields.
It is important for such students to
become familiar with the
requirements of the graduate
programs in which they are
interested, as well as the
qualifications for fellowships and
assistantships within these
programs, well in advance of their
graduation from Gettysburg
College. Above all, they should
recognize the importance of
building a superior imdergraduate
academic record.
The Career Services Office and the
Musselman Library/ Learning
Resources Center have a collection
of graduate school catalogues for
students' reference. Four times a
year the Graduate Record
Examination is given on the
Gettysburg campus for those
students who plan to enter a
graduate school. The National
Teacher Examination is given twice
a year. Special advisers assist
students in planning for the legal
and health related professions.
Students may confer with their
adviser, an Associate Dean of
Academic Advising, Career Services,
or faculty members as they consider
their options for a major, weigh their
career objectives, choose a graduate
or professional school, or search for
employment after graduation.
The course unit is the basic
measure of academic credit.
Students may complete the 35
course unit graduation requirement
through any combination of full or
half unit courses. For transfer of
credit to other institutions the
College recommends equating one
course unit with 3.5 semester hours.
Because of the extra contact hours
involved, each laboratory science
course is more than acceptable in
terms of the expectations of a 4.0
semester hour course. The College
uses the 3.5 conversion factor to
convert semester hours to
Gettysburg course units for those
students presenting transfer credit
for evaluation at the time of
admission or readmission. Half unit
courses should be equated to 2
semester hours. The College offers
a small number of quarter course
units in Music and Health 8c
Physical Education. These courses
may not be accumulated to qualify
as course units for graduation.
Quarter course units should be
equated to one semester hour.
23
Requirements for the
Degree
The College confers three
undergraduate degrees: Bachelor of
Arts (BA), Bachelor of Science(BS),
and Bachelor of Science in Music
Education (BSME). The general
graduation requirements are the
same for all degree programs as
follows:
1) 35 course units, including First
Year Colloquy; plus three quarter
courses in Health and Physical
Education (two quarter courses for
BSME);
2) a demonstration of proficiency
in written English;
3) a minimum accumulative GPA of
2.00 and a GPA of 2.00 in the major
field;
4) the distribution requirements;
5) the concentration requirement
in a major field of study;
6) a minimum of the last year of
academic work as a full-time student
in residence at Gettysburg College or
in an approved College program; and
7) the discharge of all financial
obligations to the College.
Quarter course credits do not count
toward the 35 course unit
graduation requirement.
No course used to obtain a
bachelors degree at another
institution may be counted toward
the requirements for a Gettysburg
College degree.
The specific major requirements for
each degree are different. The
requirements for the degree of
Bachelor of Science in Music
Education are found on page 41.
The major requirements for the
Bachelor of Arts and the Bachelor
of Science are found in the
departmental introductions in the
Courses of Study section of this
catalogue beginning on page 66.
The Bachelor of Science degree is
offered in Biology, Chemistry,
Mathematics, and Physics.
Each student is responsible for
being sure that graduation
requirements are fulfilled by the
anticipated date of graduation.
Normally, the College requires
students to complete the degree
requirements in effect at the time
of their original enrollment.
Writing Policy Since the ability to
express oneself clearly, correctly,
and responsibly is essential for an
educated person, the College
cannot graduate a student whose
writing abilities are deficient. See
Item 1 under College Course
Requirements below, histructors
may reduce grades on poorly written
24
papers, regardless of the course, and
in extreme cases, may assign a failing
grade for this reason.
College Course Requirements
Each student must successfully
complete the college course
requirements listed below.
1 ) Demonstration of proficiency in
written English during the first year
of enrollment. Normally, such
proficiency is demonstrated by
passing English 101. For other ways
to satisfy this requirement, see
Exemption from Degree
Requirement on page 32.
2) First Year Colloquy: a required
seminar for all first year students,
designed to strengthen reasoning,
writing, and speaking skills using a
multi-disciplinary theme as a focus.
3) Health & Physical Education:
three quarter courses including one
semester of study in each of the
following groups: health/wellness,
fitness, recreational skills (two
quarter courses for BSME).
Distribution Requirements
Each candidate for the degree must
satisfactorily complete the following
distribution requirements. See the
listing on page 66 or read the
departmental material under
Course of Study for the specific
courses that fulfill each
requirement. Any requirement may
be satisfied, with or without course
credit, by students who can qualify
for exemption (see page 32).
1) Foreign Language: one to four
courses to prove proficiency
through the intermediate level.
Normally, proficiency is
demonstrated by completing the
202 course in German, Greek,
Latin, Portuguese, or Spanish; the
201-202 course sequence in French;
or other designated intermediate-
level language courses.
2) Arts: one course in art, music,
creative writing, or theatre arts.
3) History/Philosophy: one course
in history, philosophy, or
culture/civilization in languages or
interdepartmental studies.
4) Literature: one course in
literature in the original language
or in English translation.
5) Natural Science: two courses in
astronomy, biology, chemistry, or
physics. The courses must be in
the same department and must
include a laboratory.
6) Religion: one course on the 100-
or 200-level in religion.
7) Social Science: one course in
anthropology, economics, political
science, psychology, or sociology.
8) Non-Western Culture: one
course to satisfy the distribution
requirements listed above must give
primary emphasis to African or
Asian cultures, or to the non-
European culture of the Americas.
A student may also take a non-
western course that happens not to
satisfy any of the other distribution
requirements.
25
Major Requirements: Each student
must successfully complete the
requirements in a major field of
study. A major consists of 8 to 12
courses, depending on the field of
study, and may include specific
courses determined by the
department. A department may, in
addition, require related courses in
other departments. A department
may require its majors to pass a
comprehensive examination.
Requirements of the various majors
are listed in the departmental
introductions under Courses of
Study.
The following are major fields of
study at Gettysburg College:
Bachelor of Arts:
Art
Biology
Chemistry
Classical Studies
Computer Science
Economics
English
French
German
Greek
Health and Physical Education
History
Latin
Management
Mathematics
Music
Philosophy
Physics
Political Science
Psychology
Religion
Sociology and Anthropology
Spanish
Theatre Arts
Bachelor of Science:
Biology
Chemistry
Mathematics
Physics
Bachelor Of Science
in Music Education:
Music Education
A student must file a declaration of
major with the Registrar before
registering for the junior year. A
student may declare a second major
as late as the beginning of the
senior year.
26
Special Major
As an alternative to the standard
major fields of study offered in
departmental disciplines, students
mav declare a special major by
designing an interdepartmental
concentration of courses focusing
on particular problems or areas of
investigation which, though not
adequately included within a single
department or discipline, are
worthy of concentrated study.
Students intending to pursue a
special major must submit a
proposal for their individual plan of
study to the Committee on
Interdepartmental Studies. The
proposed program must be an
integrated plan of study that
incorporates coursework from a
minimum of two departments or
fields. A special major must include
a total of ten to twelve courses, no
fewer than eight of which must be
above the 100-level; three or more
courses at the 300-level or above;
and a 400-level Individualized Study
course which is normally taken
during the senior year.
Individualized Study allows students
to pursue independent work in their
areas of interest as defined by the
proposal and resulting in a senior
thesis demonstrating the
interrelationships among the fields
comprising the special major. The
proposal must be signed by two
faculty members (from two different
departments among those
represented in the list of courses to
be taken), one of whom will ser\e as
the student's primary academic
adviser.
After consulting with the
interdepartmental studies
chairperson and the prospective
sponsors/ advisers, students should
submit their proposals during the
sophomore year. The latest a
student may submit a proposal is
mid-term of the first semester of his
or her junior year. The proposal
will consist of an application form,
obtainable from the IDS
chairperson, and a narrative
describing the academic purpose of
the program. The narrative must
include a specific and detailed
explanation of the particular
problem or area of interest which is
the focus of the proposal,
statements indicating why the
student wishes to pursue this
interest and why the student's goals
cannot be accomplished through a
regular major, and a clear and
coherent explanation of how the
courses included in the
proposal constitute an integrated,
in-depth study of the problem or
interest. It is often possible to build
into a special major a significant
component of off-campus study.
27
Normally, to be accepted as a
special major, a student should have
a 2.3 overall GPA. Students should
be aware that a special major
program may require some
departmental methods or theory
courses particular to each of the
fields within the program.
A student may graduate with
Honors from the special major
program. Honors designation
requires a 3.5 GPA in the Special
Major, the recommendation of the
student's sponsors, the satisfactory
completion of an interdisciplinary
Individualized Study, and the public
presentation of its results in some
academic forum.
Optional Minor Students may
declare a minor concentration in
an academic department or area
that has an established minor
program. Not all departments offer
minor programs. A minor shall
consist of six courses, no more than
two of which shall be 100-level
courses. Exceptions to the two 100-
level course limitation may occur in
departments offering more than
one major. Each department having
a minor program stipulates the
requirements for it. Students may
not declare a minor in the same
department in which they have a
declared major. Students must
maintain a 2.00 average in the
minor field of study.
Residence Requirements
And Schedule Limitations
The normal program consists of
nine courses per year, with five
courses in one semester and four in
the other. Thus, a student will
complete graduation requirements
in four years of full-time academic
work in the September-through-
May academic year. The last full
year of academic work must be in
residence at Gettysburg College or
in an approved College program.
Students may not complete
requirements as part-time students
during their last semester of
residence.
Students proposing to complete
graduation requirements in less
than four full years must have their
programs approved by the Academic
Standing Committee through the
Office of Academic Advising. Such
approval should be sought at least a
year before the proposed
completion of requirements.
A full-time student for academic
purposes is one carrying a
minimum of three courses during a
semester. No student who is a
candidate for a degree may take
fewer courses than this without
permission of the Academic
Standing Committee.
Students may not enroll in the
equivalent of six or more full unit
courses per semester without the
approval of the Academic Standing
Committee. In granting approval to
take six courses, the Committee
requires evidence that the student is
in good academic standing and will
be able to perform at an above
average academic level during the
semester of heavy enrollment. Any
course enrollment above five in full
or half unit courses represents an
overload and results in an extra
course fee.
28
The required quarter courses in
health and physical educadon,
generally taken during the first and
second years, are in addition to the
full course load in each semester.
These courses do not count toward
the 35-course graduation
requirement.
Majors in music and health and
physical education must take quarter
courses in addition to the normzil
course load. Other students may take
quarter courses in applied music over
the normal load with the approval of
their advisers and of the Music
Department at an additional charge.
A student may audit informally any
College course with the permission
of the instructor. No charge will be
made for such an audit and no
record of auditing will be recorded
on the student's transcript.
Gettysburg College is aware that
physical and learning disabled
persons may have special needs and
is committed to making
adjustments in order to make the
program accessible to them.
29
Registration
Students must be officially
registered for a course in order to
earn academic credit. The Registrar
announces the time and place of
formal registration. By formally
completing his or her registration,
the student pledges to abide by
College regulations.
Also students may enroll in a course
for credit during the first 12 class
days after the beginning of the
semester. A proposed change must
be submitted to the Registrar on an
official course change slip after first
being approved by the instructors
involved and the student's adviser.
Students are not permitted to
enroll in a course after the 12 day
enrollment period.
Many departments establish limits
to class enrollments in particular
courses to insure the greatest
opportunity for students to interact
with their instructors and other
students. As a result, students
cannot be assured of enrollment in
all of their first choice courses
within a given semester.
The Grading System
Normally courses are graded A
through F, with these grades having
the following significance: A
(excellent); B (good); C (fair); D
(poor); and F (failing). Instructors
may modify their letter grades with
plus and minus signs.
In successfully completing a course
under this grading system, a student
earns a number of quality points
according to the following scale.
A+
4 1/3
C
2
A
4
c-
1 2/3
A-
3 2/3
D+
1 1/3
B+
3 1/3
D
1
B
3
D-
2/3
B-
2 2/3
F
C+
2 1/3
A student's accumulative average is
computed by summing his or her
quality points and dividing by the
number of courses taken. The
average is rounded to the third
decimal place.
The College reserves the right to
make changes and adjustments in
the grading system even after a
student enrolls.
The College also offers a
Satisfactory/Unsatisfactory grading
option. This option is intended to
encourage students to be
intellectually adventurous in
courses with subject matter or
approaches substantially different
from their prior academic
experience or attainment. An S
signifies satisfactory work, and is
given if a student performs at the C-
level or higher, a U signifies
unsatisfactory work, and is given for
work below the C- level. Courses
graded S/U do not affect a
student's quality point average, but
a course completed with an S grade
will count toward the total number
of courses needed for graduation. A
student may elect to take a total of
six courses on an S/U basis during
his or her four years at Gettysburg
College; however, no more than two
S/U courses may be taken in any
one year. This grading option may
not be selected for: ( 1 ) College
course requirements in written
English or the First Year Colloquy,
30
(2) distribution requirements for
graduation, and (3) courses taken
in a student's major field.
Exceptions may be made with
regard to the major in cases where a
department specifies that a
particular course is available under
the S/U grading system only, and in
cases where the student declares the
major after taking the course. A
student must choose the S/U
grading option during the first 12
class days of the semester.
The quarter course basic skill
courses in Health and Physical
Education (all of which are graded
S/U) shall not count in
determining the maximum number
of S/U courses a student may take.
Students who enroll in Education
476: Student Teaching may take an
additional course under the S/U
option during the senior year,
provided that their total number of
S/U courses does not exceed six.
When a student registers for and
completes a course which he or she
has already taken at Gettysburg
College, both the credit and the
grade previously earned are
canceled, but they are not removed
from the permanent record. The
credit and grade earned in
repeating the course are counted
toward the student's requirements.
A grade of I (Incomplete) is issued by
the Dean of Academic Advising
when emergency situations, such as
illness, prevent a student from
completing the course
requirements on time. Unless the
Academic Standing Committee
extends the time limit, an
incomplete automatically becomes
an F if it is not removed within the
first six weeks of the semester
following the one in which it was
incurred.
A student may ivithdraw from a course
only with the knowledge and advice
of his or her adviser and the
instructor. A student who officially
withdraws for medical reasons
receives a W. A student withdrawing
after the drop/add period receives
a WP (withdraw passing) or WF
(withdraw failing) according to the
estimate of the work done in the
course up to the time of withdrawal.
Those withdrawing from a course
during the last five weeks of a
semester will receive a WF. A grade
of NF (non-attendance failure) will
be given for those who do not
attend the classes for a registered
course and fail to withdraw
properly. The grades of WF and NF
carry quality points and are used
in computing averages.
31
Transfer Credit
After enrolling at Gettysburg,
students may use a maximum of
three course credits toward the
degree for work taken at other
colleges if such courses have first
been approved by the chairperson
of the department concerned and
by the Registrar. Course credit, but
not the grade, transfers to
Gettysburg if the grade earned is a
C- or better. This transfer option is
not available to those who receive
three or more transfer course
credits at the time of admission or
readmission to the College.
This course credit limitation does
not apply to Central Pennsylvania
Consortium Courses or to
individually arranged off-campus
study programs approved by the
Academic Standing Committee.
Both credit and grades transfer for
work done at another Central
Pennsylvania Consortium College,
or in certain Gettysburg College off-
campus affiliated programs
described beginning on page 42.
32
Exemption from Degree
Requirements
The College may recognize work on
the college level completed
elsewhere by a student. This
recognition may take the form of
exemption from degree
requirements and may carry
academic credit. Students should
present their requests for
exemption to the Registrar. They
should be prepared to demonstrate
their competence on the basis of
their academic record, Advanced
Placement Examination results of
the College Board (see page 169),
or examinations administered by
the department concerned. The
decisions on exemption and credit
rest with the department and the
Registrar.
Students may satisfy the writing
proficiency requirement by scoring
sufficiently high on the Test of
Standard Written English (TSWE)
of the College Board. In 1991, the
College exempted those students
who scored 58 or above on the
TSWE. Those scoring 53-57 were
permitted to gain exemption by
passing a departmental
examination given on the campus.
Students may satisfy the foreign
language requirement in a
language not regularly offered at
Gettysburg by demonstrating
achievement at the intermediate-
level through transfer credit, by
examination, through independent
study with a Gettysburg faculty
member, or through an approved
exchange program with the Central
Pennsylvania Consortium.
International students who have
learned English as a second language
may satisfy the requirement with their
primary language.
Individualized Study
and Seminar
There are opportunities in most of
the departments for students to
engage in individualized study and
seminars. These opportunities are
primarily for seniors, but other
students are frequently eligible. In
some departments participation in
this type of activity is part of the
required program of study; in
others it is optional. Most of these
courses are numbered in the 400's
under Courses of Study.
Academic Standing
Students are expected to maintain
an academic record that will enable
them to complete the requirements
for graduation in the normal eight
semesters. To be in good academic
standing a student must have at
least a 2.00 accumulative average, a
2.00 average for the semester, a 2.00
average in the major field of study
by the end of the junior year and
during the senior year, and be
making appropriate progress in
acquiring the credits and
completing the various
requirements for graduation.
Students who do not meet these
standards will be given a warning,
placed on academic probation,
placed on dismissal alert, or be
dismissed from the College.
The student who falls below the
following minimum standard is
considered to not be making
sadsfactory progress and is either
placed on dismissal alert or is
dismissed:
For first year students - 1 .50
GPA and 6 courses completed
For sophomores - 1 .80 GPA and
15 courses completed
For juniors - 1.90 GPA and 25
courses completed
In addition to these minimum
standards, a student on probation
must show significant improvement
during the following semester in
order to remain at the College.
Normally, a student may not remain
at the College with three
consecutive semester averages
below 2.00.
Students receiving some forms of
financial aid must maintain certain
progress toward achieving a degree
in order to remain eligible for such
aid. See the Financial Aid section of
this catalogue for a more complete
discussion of appropriate progress.
In accordance with the regulations
of the National Collegiate Athletic
Association, a student who is on
dismissal alert status may not
participate in the institution's
intercollegiate athletic program.
33
Transcripts
The College supports students in
their candidacy for graduate or
professional school admission or in
their search for appropriate
employment by providing a
responsive transcript service.
Requests for transcripts must be in
writing and should be directed to the
Office of the Registrar. This office
prepares transcripts twice a week on
Tuesdays and Fridays. There is no
charge for this service unless special
handling is requested.
34
Withdrawal and
Readmission
Readmission for students who
withdraw from Gettysburg College is
not automatic. The procedure for
seeking readmission depends on the
suident's academic status at the time
of withdrawal, the length of time that
has elapsed since withdrawal, and the
reason for withdrawal, as described
in the sections that follow. Normally,
the Academic Standing Committee
re\iews applications for readmission
in the second week of November and
the second week of April; all
supporting materials should be
submitted to the Office of Academic
Advising by the beginning of
November and the beginning of April.
Voluntary Withdrawal
A student who is in good academic
standing at the time of withdrawal
and seeks readmission within one
academic year after withdrawing
does not have to submit an
application for readmission.
Instead, the student must file with
the Academic Standing Committee,
through the Office of Academic
Advising, a letter requesting
reinstatement and providing an
account of the activities during his
or her absence from the College.
This letter should be sent by
November 1 or April 1. Any
student who seeks readmission after
one year has elapsed must submit
an application for readmission.
Students who desire to be
considered eligible for financial aid
upon return must complete all
financial aid applications by the
normal financial aid deadlines and
notify the Financial Aid Office of
their intentions to return.
A student who withdraws voluntarily
should arrange for an exit interview
with a member of the academic
advising staff prior to leaving the
College. A readmission interxiew is
desirable, and in some cases
required, depending on the
circumstances surrounding the
student's withdrawal.
A student who withdraws voluntarily
and is on academic probation at the
time of withdrawal must submit an
application for readmission to the
Academic Standing Committee
through the Office of Academic
Advising. The Academic Standing
Committee will review the student's
application, previous record at
Gettysburg College, activities since
leaving college, and prospects for
the successful completion of his or
her undergraduate studies.
Dismissal
A student who is dismissed from the
College for academic reasons is not
eligible for readmission until one
academic year has elapsed. Students
who have been dismissed from the
College for academic reasons for a
second time are not eligible for
readmission. An application for
readmission must be submitted to
the Academic Standing Committee
through the Office of Academic
Advising. A personal interview is
required. The Academic Standing
Committee will review the student's
application, recommendations from
an employer and three Gettysburg
College faculty members, activities
since leaving college, and prospects
for future academic success at the
College. To be eligible for
readmission, a dismissed student
must also have completed at least
one course at an accredited
institution and have earned a grade
of B or higher.
A student who is suspended for
disciplinary reasons must follow this
same procedure for readmission
except that he or she is not required
to take course work elsewhere. A
student in this category is eligible to
apply for readmission at the end of
the time period designated for the
suspension.
35
Medical Withdrawal
A student whose health is so
impaired that matriculation cannot
be continued will be granted a
Medical Withdrawal provided that a
physician, psychiatrist, or
psychologist confirms in writing the
seriousness of the condition and
recommends that the student
withdraw from the College. In such
cases an Associate Dean of Academic
Advising may authorize grades of
"W" for the courses in which the
student is currently enrolled. A
student in good academic standing
who has been granted a Medical
Withdrawal does not have to fill out
an application for readmission, but
must submit to the Academic
Standing Committee, through the
Office of Academic Advising, a
written request for reinstatement at
least three weeks prior to the
beginning of the semester that
matriculation is desired. A letter
from his or her attending physician,
psychiatrist, or psychologist which
certifies that the student will be
ready to resume a full academic
program by a designated time is also
required. If, based on medical
considerations, there is reason to
limit the student's course load or
physical activity, a recommendation
for such should be noted in this
letter. A personal interview with a
member of the Counseling Services
or Health Services staff may also be
required. A student on academic
probation who has been granted a
Medical Withdrawal must submit an
application for readmission along
with the aforementioned letter.
Decisions regarding reinstatement
are the responsibility of the
Academic Standing Committee.
Students who have withdrawn for
medical reasons and who intend to
return are subject to the same
procedures for financial aid as are
matriculated students; it is
imperative to be in touch with the
Financial Aid Office during absence
from campus.
Senior Scholars' Seminar
The College offers a unique and
valuable opportunity for its
outstanding senior students. Each
year the Senior Scholars' Seminar,
composed of selected seniors,
undertakes a study of a
contemporary issue which affects
the future of humanity. The issues
are always timely and often
controversial. Past topics have
included genetic engineering,
conflict resolution, global
disparities, computer and human
communication, aging and the
aged, dissent and nonconformity,
imagining peace, human sexuality,
and environmental protection or
exploitation.
During the 1990-91 academic year
consultants from Canada, Great
Britain, and all parts of the United
States helped students in the
seminar explore 'The Concept of
the Hero in Historical and
Contemporary Perspective." In
1991-92 the eighteen Senior
Scholars' Seminar students not only
brought outside experts to campus,
but also traveled to other highly
selective liberal arts colleges to do
research on "Creating and
Sustaining Intellectual Community
in the Liberal Arts College."
In previous years the Senior
Scholars' Seminar invited other
authorities of national stature to
36
serve as resource persons. Persons
who have visited the seminar
include George Wald, Kenneth
Boulding, Herbert Gans, Paolo
Soleri, Joseph Fletcher, Leon Kass,
Stuart Udall, David Freeman,
Thomas Szasz, Daniel Ellsberg,
Jonathan Schell, Daniel Bell, and
James Gould. Student participants
in the Seminar publish a final
report based on their findings and
recommendations.
The issues explored in the Seminar
are always interdisciplinary in
scope, and the students selected for
this seminar represent a wide
variety of majors.
Early in the second term of the
junior year, qualified students are
invited to apply for admission to the
course. After the members of the
class have been selected through a
process of interviews, they begin to
plan the course with two faculty
directors and become active
participants in the entire academic
process. The Senior Scholars' Seminar
is assigned two course credits.
Computer Courses
In the tradition of the Liberal Arts,
Gettysburg College emphasizes the
interdisciplinary nature of the
computer as a tool in problem-
solving. A thorough understanding
of the concepts and applications in
various disciplines is important for
those students interested in
pursuing a career in computer
science. The Biology, Chemistry,
Economics, Management,
Mathematics, Physics, Political
Science, Psychology, and Sociology
and Anthropology Departments all
offer courses that make significant
use of the computer. In recent
years, 95% of the graduating
students have made use of the
computing facilities in their courses
at Gettysburg.
In addition to these courses in
various departments, the College
has a Computer Science curriculum
of courses that cover the concepts
that are at the core of the
discipline. These courses are listed
under Computer Science in the
Course Descriptions section of this
catalogue. While there are over fifty
courses that utilize the computer
(not including those in the
Computer Science curriculum), the
following courses offer a more
concentrated study in the use of the
computer.
BIO 260
CHEM 305,
306
ECON 103
ECON 241
MAN 247
MATH 1 1 1
MATH 211
MATH 212
MATH 366
PS 103
PS 215
PSYCH 205
PSYCH 305
SOC 303
Biostatistics
Physical Chemistry
Principles of
Microeconomics
Introductory
Economic
and Business
Statistics
Management
Information Systems
Calculus of a Single
Variable
Multivariable
Calculus
Linear Algebra
Numerical Analysis
Global Politics
Political Science
Research Methods
Introduction to
Statistics
Experimental
Methods
Data Analysis and
Statistics
Teacher Education
Programs
Gettysburg College education
programs in secondary school
subjects, elementary education,
music education, and health and
physical education are competency
based and have received approval
from the Pennsylvania Department
of Education. The liberal arts are
central to the College's teacher
education programs. Students
planning to teach must complete a
major in an academic department
of their choice and fulfill all the
requirements for the Bachelor of
Arts degree or the Bachelor of
Science degree. Upon completing a
program in teacher education,
students are eligible for a
Pennsylvania Certificate,
Instructional I, enabling them to
teach in the public schools of the
Commonwealth and other states
with similar requirements. Students
who pursue teacher certification are
required to demonstrate computer
literacy prior to admission to the
Education Semester. A minimum
of forty hours of observation and
participation in schools is required
prior to acceptance into the
Education Semester. Students who
are seeking an Instructional I
Certificate must have successfully
completed the National Teachers'
Exams (NTE) in the core battery
(general knowledge,
communication skills, and
professional knowledge) and
specialty area (the subject area for
which candidates are seeking
certificadon). For more
informadon on the exams, contact
a member of the education
department.
Secondary Education
Students interested in preparing to
teach academic subjects in the
secondary schools must complete
one of the following approved
programs for secondary
certification: biology, chemistry,
physics, general science,
mathemadcs, English, German,
Latin, French, Spanish, health and
physical education, or
comprehensive social studies. These
secondary programs have been
granted program approval by the
Pennsylvania Department of
Education. The student must
complete an approved program
listed in the Handbook for Teacher
Education, which will, in most cases,
closely parallel the requirements in
his or her major. Early planning
beginning in the first year is
essendal for all of these programs.
38
Secondar)' education students are
required to engage in a minimum
of forty hours of pre-student
teaching experiences in the
secondar)' schools during the
sophomore and junior years.
Students serve as observers, aides,
and small group instructors in
secondary classrooms. These
experiences are part of the
requirements for Education 209
(Social Foundations of Education)
and Education 201 (Educational
Psychology). For the senior year,
students, in consultation with their
major department, will select either
the fall or spring semester as the
Education Semester. Student
teaching experiences are completed
at a school district near the College,
or the student may elect to apply to
student teach abroad or in other
alternative sites. The following
program constitutes the Education
Semester.
Education 303 (Educational
Purposes, Methods, and
Educational Media: Secondary)
Education 304 (Techniques of
Teaching and Curriculum of
Secondary Subjects)
Education 476 (Student Teaching-
two courses)
Note: Only these four courses may
be taken during the Education
Semester.
The student seeking admission to
the secondary education program
must file an application with the
education department by December
15 of the junior year. Admission to
the program is granted by the
Committee on Teacher Education, a
body composed of faculty members
from each department which has
students in the secondary education
program. This committee also
determines standards for admission
to the program. Members of the
committee also teach Education 304
for the students of their respective
departments and observe them
when they engage in student
teaching.
The admission of a student to the
Education Semester depends upon
the student's academic achievement
and a recommendation from his or
her major department. The
guidelines for evaluating a student's
academic achievement are an
accumulative grade point average of
2.33 and a grade point average of
2.66 in the major. The successful
applicant will have earned a "C"
grade or higher in all education
courses. The student will also be
evaluated on such professional
traits as responsibility, integrity,
enthusiasm, and timeliness.
39
Evaluation of a student's
communications skills will be done
in the form of a writing sample
which a student submits at the time
of application for entrance into the
Education Semester.
Students in the program leading to
certification in secondary education
shall present the six specified
courses in education, hi addition to
these six courses, students are
permitted one additional education
course in individualized study, or in
an education internship, to count
toward the Bachelors degree. A
minor in secondary education
consists of successful completion of
these six courses.
Elementary Education
The elementary education program
is distinctive in giving students the
opportunity to concentrate on
liberal arts studies and complete an
academic major, thus qualifying for
the Bachelor of Arts degree.
Students interested in entering the
elementary education program
should consult with the education
department no later than the fall
semester of the first year in order to
establish a program of study.
The prospective elementary teacher
should complete the following
program:
1) Economics 103, Psychology 101,
World History, and HPE 199 during
the first year.
2) Educadon 180, Music, Art, a
course in child development.
Education 201, and a course which
is quantitative in nature.
Student teaching (Education 476)
and Education 306 consist of 10
weeks of full-time participation in a
public school near the College.
Opportunities for student teaching
abroad and in alternative sites also
exist. Education 334 is taught in a
five-week block and includes a two-
week, full-time experience in the
schools under the direct supervision
of a reading specialist. Thus, twelve
weeks of full-time student teaching
are completed. Only these four
courses may be taken during the
Education Semester.
3) Education 209, Education 331,
Educadon 370, World Geography.
4) Education semester (fall or
spring semester during the senior
year) composed of Education 334,
306, and 476 (worth two courses) .
40
Elementary education students are
required to engage in pre-student
teaching experiences in the
elementary schools during the
sophomore and junior years.
Students serve as observers, aides, and
small group instructors in elementary
and middle school classrooms.
The student seeking admission to
the elementary education program
must file an application with the
education department by
December 15 of the junior year.
Admission to the program is
granted by the Committee on
Teacher Education, a body
composed of faculty members from
the education department and
other departments. This committee
also establishes standards for
admission to the program.
The admission of a student to the
Education Semester depends upon
the student's academic achievement
and a recommendation from his or
her major department. The
guidelines for evaluating a student's
academic achievement are an
accumulative grade point average of
2.33 and a grade point average of
2.66 in the elementary education
program and its related courses
(history, geography, economics.
child development, and the
education courses) . The successful
applicant will have earned a "C"
grade or higher in all education
courses. The student will also be
evaluated on such professional
traits as responsibility, integrity,
enthusiasm, and timeliness.
Evaluation of a student's
communications skills will be done
in the form of a writing sample
which is submited at the time of
application for entrance into the
Education Semester.
Students interested in teaching in
states other than Pennsylvania will
find that a number of states certify
teachers who have completed a
baccalaureate program in
elementary education at a college
approved by its own state
department of education. Numerous
states require specific scores on
portions of the National Teacher
Exams (NTE). See the Education
Department section for details.
In addition to the courses listed,
students are permitted one
education course in individualized
study, or in an education internship,
to count toward the Bachelor of Arts
degree. A minor in elementary
education consists of successful
completion of six courses offered by
the education department
(Education 201, 209, and 476 are
required). The student then
designates three of the following five
courses to complete the minor:
Education 180, 306, 334, 331, 370.
All eight courses must be successfully
completed for teacher certification
in elementary education.
Music Education
The prospective teacher of music in
the elementary and secondary
schools should complete the
program for the degree of Bachelor
of Science in Music Education. This
requires successful completion of
35 courses exclusive of courses in
applied music. Also required are
two semesters of the basic activities
quarter courses in health and
physical education.
The program includes:
Music, twelve courses as follows:
Music Theory, 141, 142, 241,
242,341,342
Music History and Literature
Music 244 (hitro. to Music
History and Literature)
Music 313 (Music in the
Medieval, Renaissance and
Baroque Periods)
Music 314 (Music in the
Classical, Romantic and
Contemporary Periods)
Conducting
Music 205 (Choral Conducting)
Music 206 (Instrumental
Conducting)
Applied Music
Music 456 (Senior Recital)
Fifteen to nineteen quarter
courses. These do not count
toward the 35 course graduation
requirements and may be taken
in addition to the 40 courses
permitted. Consequently, in the
fall and spring semesters the
student will typically carry four
or five full courses plus several
quarter courses in applied
music. The latter must include
work in:
Major performance area
Piano
Voice
histruments of the Band
and Orchestra
Music Education, five courses as
follows:
Music 320 (Principles and
Procedures of Teaching
Music in the Elementary
School)
Music 321 (Principles and
Procedures of Teaching Music
in the Secondary School)
Music 474
(Student Teaching)
(three course units)
Certification Requirements
Psychology 101
Education 209 (Social
Foundations of Education)
Education 201 (Educational
Psychology)
Distribution Requirements
Electives
Participation for four years in an
authorized musical group and
presentation of a recital in the
senior year are required.
The student in the Bachelor of
Science program should consult
with the music department as early
as possible in order to arrange a
four-year program.
42
Ninth Semester Education
Program
Gettysburg College students who
demonstrate academic ability but
cannot finish certification
requirements within four years may,
with approval by the Teacher
Education Committee, return to
campus for a consecutive ninth
semester to complete their student
teaching and certification
requirements. This semester, which
would include only work in
education, would be provided at
cost (1992 cost: $1,250) to these
recent Gettysburg College
graduates. Interested students
should consult with a faculty
member about this option.
Teacher Placement
The College maintains a Teacher
Placement Bureau to assist seniors
and graduates in securing positions
and to aid school officials in
locating qualified teachers. All
communications should be
addressed to the Director of the
Teacher Placement Bureau.
Ejnployment Prospects in
Teaching
The projected annual demand for
new hiring of all teachers is
expected to rise from 233,000 in
1990 to a high of 243,000 in the
year 2000, according to the
National Center for Education
Statistics. Demand will be greatest at
the elementary school level. Of the
reporting 1991 Gettysburg College
graduates who sought teaching
positions in elementary education,
85% were teaching or in education-
related occupations during the
following academic year. Of the
reporting secondary education
graduates, 67% were so employed.
The reported average salary for
these 1991 Gettysburg College
graduates was $21 ,900.
Off-Campus Study
College Affiliated Programs
In order to supplement and
enhance the regular courses of the
College, the faculty designates
certain off-campus programs of
study as College Affiliated
Programs. As such, these programs
are recognized as worthy of credit
to be applied toward the Gettysburg
College degree. In affiliated
programs, both grades and credits
shall be accepted as if they were
grades and credits earned at
Gettysburg College. Currently, any
student with sophomore status who
is in good social and academic
standing may apply for permission
to study off-campus in any program
approved by the college. A student
wishing to study abroad should
petition through the Office of Off-
Campus Studies; those who wish to
study off-campus in the United
States should petition through the
Office of the Registrar. The
Academic Standing Committee
shall approve a student's
participation in a program and shall
establish regulations and standards
for the acceptance of credits.
43
Consortium Exchange Program
The program of the College is
enriched by its membership in the
Central Pennsylvania Consortium
(CPC) consisting of Dickinson,
Franklin and Marshall, and
Gettysburg Colleges. The
Consortium provides opportunities
for exchanges by students and
faculty, and for other off-campus
study. Students may take a single
course or enroll at a Consortium
College for a semester, or a full
year. A course taken at any
Consortium College is considered
as in-residence credit. Interested
students should consult the
Registrar.
Courses of unusual interest to
Gettysburg students offered at the
other CPC schools include those
listed under the following
programs:
DICKINSON
American Studies
Anthropology
Archaeology
East Asian Studies (includes
Chinese and Japanese language)
Environmental Studies
Geology
Italian Studies (includes language )
Judaic Studies(includes language)
Russian and Soviet Area Studies
(includes language)
FRANKLIN AND MARSHALL
American Studies
Anthropology
Asian Studies
Astronomy
Dance
Geosciences
Italian
Linguistics
Russian Studies (includes
language)
Science, Technology and Society
44
Lutheran College Washington
Semester (Ethical Issues and
Public Affairs). Gettysburg College,
in partnership with Lenoir-Rhyne
College, Luther College,
Muhlenberg College, Roanoke
College, Susquehanna University,
Thiel College, and the Luther
Institute in Washington, D.C., runs
full academic programs during the
fall and spring semesters of each
academic year, and a two month
internship program during the
summer. Students live together in
an apartment complex that houses
students from other colleges who
are also studying in Washington,
D.C. During regular semesters
students earn four course credits by
taking a two-credit internship (in
their area of interest) and two
seminars. One of the seminars is
entitled "Ethical Issues and Public
Affairs" and the other is a special
topics seminar created each year. In
1991-1992, the special topic was
"Religion and Food Distribution."
Additionally, there are a variety of
field trips to important political,
cultural, social, and religious
organizations. Service Learning
projects are also part of the
experience. The Lutheran College
Washington Semester is
recommended for juniors, but
sophomores and seniors may apply.
Information may be obtained from
Dr. Donald Hinrichs, Department
of Sociology and Anthropology, or
by writing Dr. Nancy Joyner,
Director, The Lutheran College,
Washington Consortium, 226 East
Capitol Street, Washington, D. C.
20003.
Washmgton Semester Gettysburg
College participates with American
University in Washington, D.C. in a
cooperative arrangement known as
the Washington Semester. This
program enables a limited number
of qualified students in the social
sciences to engage in first-hand
study of American government in
action. The program is divided into
several distincdve areas. Washington
Semester, National Government and
Politics focuses on important
national institutions and the
interrelationships of the various
actors in the political process.
Washington Semester in Foreign Policy
examines the formulation,
implementation, and consequences
of the foreign policy of the United
States. Washington Semester in Peace
and Conflict Resolution examines
conflict resolution theory, history,
methodologies, and skill
development and forces that move
in the directions of conflict or
peace. Washington Urban Semester
concentrates upon the operation of
the political and administrative
systems of urban America.
Washington Semester in Public
Administration studies the structure,
process, and impact of the
administradve sector. Washington
Semester injustice is concerned with
the nature and sources of crime
and violence, the conflicting
theories and beliefs about justice,
and the impact of national
policymaking on social and criminal
justice. Washington Semester in
Journalism provides an introduction
to the principles, ethics, and issues
of American journalism as it exists
in Washington, D.C. Washington
Semester in Arts and Humanities gives
an intensive cultural study of
Washington with a focus on a
particular area such as art history,
foreign culture and language,
history, religion, literature, and the
performing arts.
Students in the Washington
Semester program participate in
seminars (two course credits),
undertake a major research project
45
M
(one course credit) and serve an
internship (one course credit) in a
congressional, executive, or political
office. The seminars, research
project, and internship provide
students with several opportunities
for discussion with members of
Congress and their staff. Supreme
Court Justices, officials, and
lobbyists. Residence in Washington
provides a unique setting for the
conduct of political research.
The Washington Semester may be
taken during either semester of the
junior year or the fall semester of
the senior year. To qualify, a
student must have completed at
least one course in political science,
have a minimum accumulative
average of 2.50, and 3.00 in the
major, and clearly demonstrate
abilit)' to work on his or her own
initiative. Most participants major in
political science, history, sociology,
and economics, but applicants from
other areas are welcomed. Further
information may be obtained from
the Department of Political Science.
The Washington Economic PoUcy
Semester Gettysburg College
participates in this cooperative,
intercollegiate honors program
with American University in
Washington, D.C. The semester is
designed for students with an
interest in economics. It intensively
examines economic policymaking
from theoretical, practical,
domestic, and international points
of view. During the semester,
students are brought into direct
contact with people who are
involved in the formulation of
economic policy.
The program of study includes (1)
the Economic Policy Seminar (two
course credits), which encompasses
a theoretical analysis of economic
policy problems; extensive reading;
on-site discussions with economic
policy decision-makers; preparation
of papers, and the presentation of
alternative paradigms that may be
used to understand economic
policy; (2) the choice of an
internship (one course credit) in a
private or governmental agency
involved with economic policy, or
an intensive independent research
project (one course credit); and (3)
an elective chosen from the courses
offered by American University. It
should be noted that the grades
received in these courses, as well as
the credit for four courses, will
appear on the student's Gettysburg
College transcript.
This program can be helpful to
students in several ways. For all
students, it provides an opportunity
to dispel the mystery surrounding
the policy-making process, to make
them better informed citizens, and
thus to improve their
understanding of the complex
interaction between the
government and the economy. For
those persons who plan to be
professional economists, it will
provide a practical introduction to
learning about the nation's
important economic institutions as
well as the political considerations
that influence the translation of
economic theory into government
policy. The program will allow
students to become familiar with
the basic economic issues of the
times and with the different
approaches for solving those
problems. For students who are
interested in becoming business
economist lawyers or community
organizers, the knowledge gained
about the bureaucracy in
46
Washington and how the federal
government operates will be
invaluable in their careers.
Students should take the
Washington Economic Policy
Semester in the fall or spring
semester of the junior year or the
fall semester of the senior year. To
qualify, a student must have a
minimum accumulative grade point
average of 2.50, and have
demonstrated the ability to work on
his or her own initiative. In
addition, students wishing to apply
for this program should have
completed Economics 103-104, 241,
243, and 245. Most participants
major in economics or
management; however, interested
applicants from other areas are
encouraged to apply. Further
information, including the
application procedure for this
program, can be obtained from Dr.
William F. Railing, Department of
Economics.
The United Nations Semester
Students qualifying for this
program spend a semester at Drew
University in Madison, New Jersey.
On Tuesdays and Thursdays these
students commute to the United
Nations for a survey course in
international organization which
consists in part of briefings and
addresses by individuals involved in
United Nadons acdvities. A
research seminar also uses the
facilities of the United Nations
Headquarters. Other courses to
complete a full semester's work are
taken at the Drew Campus.
The United Nadons program is
offered in both the fall and spring
semesters. Some scholarship
assistance may be available for non-
Drew University students.
Application can be made in the
junior or senior year. Students from
any academic concentration who
have taken an introductory course
in political science and who have
maintained a respectable grade
point average are eligible for
nomination. Further information
may be obtained from the Office of
the Registrar.
Center for Cross-Cultural Study,
Seville, Spain The College offers
two special opUons for study
abroad at the Center for Cross-
Cultural Study in Seville, Spain. The
first option is for students who have
completed Spanish 301. These
students may, with permission of
the Academic Standing Committee,
study at the Center for one or two
semesters of their sophomore or
junior year, the fall semester of
their senior year, or during the
summer session. The second option
is for students who have completed
Spanish 104 or its equivalent. This
option allows students to complete
their language distribution
requirement and literature
distribudon requirement while
studying at the Center. In both
programs, credits as well as grades
earned at the Center will be
transferred to the student's college
transcript. Financial aid may be
applied to participation in the
program during the regular
academic year. Students interested
in studying at the Center should
contact the Spanish Department.
The Foreign Student Study
Center, The University of
Guadalajara, Mexico Students
who have completed Spanish 301 or
its equivalent may study for one or
two semesters of their sophomore
or junior year or the fall semester of
their senior year at the University of
Guadalajara's Foreign Student
Study Center. Courses offered
47
include language, Mexican
literature, history, culture, art, and
political science. Both credits and
grades will be transferred.
Financial aid may be applied to
participadon in the program during
the regular academic year.
Interested students should contact
the Spanish Department.
Center for Global Education
The College participates in three
programs of the Center for Global
Education in Cuernavaca, Mexico:
Program in Global Community,
Social Policy and Human Services
in Latin America, and Women and
Development: Latin American
Perspectives. Each program involves
four courses over a semester
including an intensive Spanish
course. The Global Community
program includes a component of
living in a rural village. The Social
Policy and Human Services
program deals with social justice
issues, development and models of
education and social work. Students
in the Women and Development
program study in Nicaragua and
Guatemala in addition to Mexico.
For more information students
should contact the College's
Coordinator of Global Studies or
the Off-Campus Studies Office.
C.LE.E. Program at the
Universite de Haute Bretagne,
Rennes, France Juniors and first-
semester seniors who have
completed French 301 or its
equivalent may study for a semester
or an entire academic year in the
Council on International
Educational Exchange's program at
the Universite de Haute Bretagne in
Rennes. Both credits and grades will
be transferred. Financial aid may be
applied to participation in the
program. Interested students should
contact the French Department.
Institute for American
Universities Program in Aix-en-
Provence A one-semester or one-
year program intended for non-
majors. Students who have
completed 101-102 or 103-104 at
Gettysburg may fulfill (he language
requirement in the fall semester at
Aix. Students who have already
satisfied the language requirement
will take more advanced courses in
French language, literature, and
civilization during the fall or spring.
In addition to their course work in
French, all students may choose
approved classes in history, political
science, management, art,
philosophy, psychology, and
literature given in English . Both
credits and grades will transfer.
Financial aid may be applied to
participation in the program.
Interested students should contact
the French Department.
48
Kansai University of Foreign
Studies The College has a
cooperative agreement with Kansai
University of Foreign Studies in
Hirakata City, Osaka, Japan.
Students may study for a semester
or a year at the University in a
program that combines a rigorous
Japanese Language program with
lecture courses in the humanities,
social sciences, and business which
are conducted in English. Both
credits and grades will be
transferred. Financial aid may be
applied to this particular program,
hiterested students should contact
Dr. Katsuyuki Niiro in the
Economics Department.
Fall Semester in Cologne,
Germany Sophomore through
first semester seniors with a
minimum of one year of college
German or the equivalent are
eligible to participate in the Fall
semester program in Cologne,
Germany. A student may satisfy the
distribution requirement in
language in one semester and will
take additional courses taught in
English from other liberal arts areas
(some of which also satisfy different
distribution requirements). This is
a fall semester program co-
sponsored by the Pennsylvania
Colleges in Cologne Consortium.
Both credits and grades are
transferred. Financial Aid may be
applied to participation in the
program. Interested students should
contact the German Department.
College Year in Athens, Greece
The program is open to
sophomores, juniors, and seniors
(although the majority of students
are of junior level) majoring in
humanities or social sciences;
approximately one third of the
students at College Year are Classics
majors. The language of instruction
is English. The courses offered are
mainly concerned with Greece,
from ancient through Byzantine to
modern times, and with the Near
East. The categories of subject
matter include history, literature,
art and archaeology, philosophy,
anthropolog), classical Greek and
Latin languages, and modern
Greek. Students who plan to attend
College Year for an academic year
receive preference in admission,
but applications for one semester
will also be considered. College
Year is incorporated under
American law as a non-profit,
educational institution managed by
a Board of Trustees. Both credits
and grades will be transferred.
Financial aid may be applied to
participation in the program.
Interested students should contact
the Department of Classics or the
Department of Philosophy.
Off-Campus Study Program In
Zimbabwe The college offers each
fall semester an off-campus studies
program in Zimbabwe, Africa. The
program is open to sophomores
and juniors (and also seniors, on a
space-available basis) who have at
least a 2.75 GPA. Four courses will
be taught jointly in Harare by
Gettysburg College faculty and
faculty from the University of
Zimbabwe and other national
institutions. Field trips outside of
Harare and homestays are integral
parts of the study program.
Students are paired with
counterparts — typically, students
from the University of Zimbabwe.
Housing will be at the YMCA and at
other international hostels in
Harare. Regular Gettysburg
College fees for tuition, room, and
board cover all costs (including
round trip airfare), except books
and personal expenses. The Fall
1992 program will be conducted by
the Coordinator of African
American Studies, and will offer the
following courses: African
Literature, History' of Southern
Africa, African Environmental
Science, and African Political
Economy, hiterested students
should contact the Coordinator of
African American Studies.
Intercollegiate Center for
Classical Studies in Rome, Italy
The Center is open to students
majoring in Classics, classical
history, archaeology, or art histor)'
with a concentration in classical art.
The program lasts for one semester
and is offered during the fall and
the spring. The Center provides
vmdergraduate students with an
opportunity to study Greek and
Latin literature, ancient historv' and
archaeology, and ancient art in
Rome. A Managing Committee,
elected by the member institutions,
has arranged with Stanford
University for the Stanford
Overseas Studies Office to
administer the Rome Center. The
faculty is chosen from persons
teaching in universities and
colleges in the United States and
Canada. The language of
instruction is English. Both credits
and grades will be transferred.
Financial aid may be applied to
participation in the program.
Interested students should contact
the Department of Classics.
Lutheran Theological Seminary
Exchange Gettysburg College
students are eligible to take up to
four courses at the Lutheran
Theological Seminary also located
in Gettysburg. The Seminary
offers coursework in Biblical
Studies, Historical Theological
Studies, and Studies in Ministry.
Interested students should consult
the Registrar.
Wilson College Exchange
Gettysburg College offers an
exchange opportunity with Wilson
College, an area college for women,
with course offerings that
supplement Gettysburg's offerings
in communications, women's
studies, international studies,
dance, and other creative arts.
Students may take a single course or
enroll as a guest student for a
semester or a full year.
Marine Biology The Biology
Department offers two programs for
students interested in pursuing
studies in marine biology; these
programs are in cooperation with
Duke University and the Bermuda
Biological Station.
50
The Bermuda Biological Station
(St. George's West, Bermuda) offers
courses in biological, chemical, and
physical oceanography during the
summer. Any course taken by a
Gettysburg College student may be
transferred to Gettysburg together
with the grade, provided prior
approval is granted by the Biology
Department.
Gettysburg College is one of a
limited number of undergraduate
institutions affiliated with the Duke
University Cooperative
Undergraduate Program in the
Marine Sciences. The program,
offered at the Duke University
Marine Laboratory (Beaufort,
North Carolina), is a ten week
semester of courses, seminars, and
independent investigations.
Studies include the physical,
chemical, geological, and
biological aspects of the marine
environment with emphasis on the
ecology of marine organisms.
This program is appropriate for
jimiors or students who have had
three to four courses in biology.
Students receive the equivalent of
five courses, two of which may be
used toward the minimum eight
required in biology. The remaining
courses will apply toward
graduation requirements.
Additional Off-Campus
Opportunities
Study Abroad Qualified students
may study abroad during one or two
semesters of their junior year or the
fall semester of their senior year.
The Office of Off-Campus Studies
maintains an information file of
recommended programs and stands
ready to assist students with their
unique study plans. It is important
to begin the planning process early.
During the first year, or at least by
the first semester of the sophomore
year, students who plan to study
abroad should discuss with their
advisers the relationship of their
proposed course of study to their
total academic program. An outline
of the program and a list of specific
courses with appropriate
departmental approval must be
submitted to the Academic
Standing Committee, which gives
final approval on all requests to
study abroad. To qualify, a student
must be in good social and
academic standing. Study abroad
programs are. not limited to
language majors; students in any
major field may apply. Further
information may be obtained from
the Office of Off-Campus Studies.
Special Interest Programs
Students may petition the Academic
Standing Committee for permission
to take courses for a semester at
another college or university which
offers a program in a special
interest area not fully developed at
Gettysburg College. Examples of
special interest areas are Urban
Studies, Asian Studies, Studio Arts,
Nutrition, Environmental Studies,
and Women's Studies. Interested
students should consult the Dean of
Academic Advising.
51
Dual-Degree Programs
Engineering This program is
offered jointly with Cokimbia
University, Rensselaer Polytechnic
Institute (RPI), and Washington
University in St. Louis. Students
spend three years at Gettysburg
College followed by two years at one
of these universities. Upon
successful completion of this
program, the student is awarded the
Bachelor of Arts degree from
Gettysburg and the Bachelor of
Science degree in an engineering
discipline from one of the three
affiliated universities. The affiliation
with RPI also offers the opportunity
for a Master's degree after three
years at RPI. Gettysburg students,
on their own initiative, have also
completed dual-degree programs at
non-affiliated universities. Students
who qualify for financial aid at
Gettysburg College will usually be
eligible for similar aid at the
engineering affiliate universities;
this benefit is not available to
international students.
Candidates for this program will
have an adviser in the Physics
Department. Normally a student
will be recommended to Columbia,
RPI, or Washington University
during the fall semester of the
junior year. Students must have a
minimum of a 3.0 grade point
average in order to be
recommended, except for students
interested in electrical engineering
at RPI who are required to have a
3.5 average for recommendation.
The specific courses required for
admission by each affiliated
institution vary and students should
schedule courses in close
cooperation with the Engineering
Adviser at Gettysburg. In general,
dual-degree engineering students
can expect to take Physics 111, 112,
213, 319, 330; Mathematics 111,
112, 211, 212, 363; Chemistrv 111,
52
112, and a computer science
course. All dual-degree engineering
students will have to complete the
distribution requirements of
Gettysburg while in residence at
Gettysburg. Because of the limited
flexibility of the Dual-Degree
engineering curriculum, students
are urged to identify their interests
in this program at the earliest
possible time.
Nursing The College has a five-
year program under which students
spend three years at Gettysburg and
two at the Johns Hopkins University
School of Nursing in Baltimore. At
the end of the fourth year of study,
students complete requirements for
a B.A. degree from Gettysburg; at
the end of the fifth year, students
will receive a B.S. degree from
Johns Hopkins University. Students
interested in this program should
contact the Dean of First Year
Students for further information.
Optometry Pennsylvania College
of Optometry (PCO) will offer
admission into the program leading
to the Doctor of Optometry to
students from Gettysburg at the end
of the junior year provided that all
prerequisites are met. At the
conclusion of the first year at PCO,
students will receive the
baccalaureate degree from
Gettysburg and, after seven years of
undergraduate and professional
study, the Doctor of Optometry
from the Pennsylvania College of
Optometry. Students who qualify
for early admission to the program
will be recommended by the
Premedical Committee at Gettysburg
College and will be required to
interview at the Pennsylvania College
of Optometry during the spring temi
of thejimior year.
Forestry and Environmental
Studies In addition to its own
program in environmental studies,
the College offers a dual-degree
program with Duke University
leading to graduate study in natural
resources and the environment.
Students will earn the Bachelor's
and Master's degree in five years.
spending three years at Gettysburg
College and two years at Duke
University's School of the
Environment. Students must fulfill
all the distribution requirements by
the end of the junior year. The first
year's work at Duke will complete
the undergraduate degree
requirements and the B.A. will be
awarded by Gettysburg College at
the end of the first year at Duke.
Duke will award the professional
degree of Master of Forestry or
Master of Environmental
Management to qualified candidates
at the end of the second year.
53
Candidates for the program should
indicate to our admissions office
that they wish to apply for the
forestry and environmental studies
curriculum. At the end of the first
semester of the third year, the
College will recommend qualified
students for admission to the Duke
School of the Environment. No
application need be made to the
School before that time. During the
first semester of the junior year at
Gettysburg, the student must file
with the Office of the Dean of
Academic Advising a petition for
off-campus study during the senior
year. All applicants are urged to
take the verbal and quantitative
aptitude tests of the Graduate
Record Examination in October or
December of their junior year.
The major program emphases at
Duke are 1 ) Ecotoxicology and
Environmental Chemistry; 2)
Resource Ecology; 3) Water and
Air Resources; and 4) Resource
Economics and Policy. Programs,
however, can be tailored with
other individual emphases. An
imdergraduate major in one of the
natural or social sciences,
management, or pre-engineering
is good preparation for the
programs at Duke, but students
with other undergraduate
concentrations will be considered
for admission. All students
contemplating this cooperative
program should take at least one
year of courses in each of the
following: biology, mathematics
(including calculus), economics,
statistics, and computer science. In
addition, organic chemistry is a
prerequisite for the Ecotoxicology
program and ecology for the
Resource Ecology program. Please
note that this is a competitive
program and students are
expected to have good quantitative
analysis and writing skills.
Students begin the program at Duke
in late August and must complete a
total of 48 units, including a
Master's degree project, which
generally takes four semesters.
Some students may prefer to
complete the Bachelor's degree
before undertaking graduate study
at Duke. The Master's degree
requirements for these students are
the same as those for students
entering after the junior year. All
credit reductions are determined
individually and consider both the
student's educational background
and objectives.
Preprofessional Studies
Prelaw Preparation Students
planning a career in law should
develop the ability to think
logically, analyze critically, and to
express verbal and written ideas
clearly. In addition, the prospective
law student needs a wide range of
critical understanding of human
institutions. These qualities are not
found exclusively in any one field of
study. They can be developed in a
broad variety of academic majors. It
should be noted that a strong
academic record is required for
admission to law school.
The College has a prelaw adviser to
assist and advise students in their
consideration of the legal profession
and to aid them in gaining
admission to law school. A brochure
is available through the Office of
Admissions and the Office of the
Provost that describes prelaw
preparation at Gettysburg. Students
planning a career in law should
review this brochure.
Preparation for Health
Professions The Gettysburg
College curriculum provides the
opportunity, within a liberal arts
framework, for students to complete
the requirements for admission to
professional schools of medicine,
dentistry, and veterinary medicine,
as well as several allied health
schools. Students considering a
career in one of these fields are
advised to schedule their courses
54
carefully, not only to meet the
admission requirements for the
professional schools, but also to
provide for other career options in
the event that their original choices
are altered. The following courses
will meet the minimal entrance
requirements for most medical,
dental, or veterinary schools: Biology
101, 112; Chemistry 111, 112;
Chemistry 203, 204; Math 1 1 1 and
112 (for schools requiring a year of
mathematics) or Math 111, 112 (for
schools requiring a semester of
mathematics); Physics 111, 112; two
or three courses in English; and a
foreign language through the
intermediate level. Math 105-106
may be substituted for Math 111 in
any of the mathematics
requirements. Since completion of
these courses will also give the
student minimum preparation for
taking the national admissions
examinations for entrance to
medical, dental, or veterinar)' school,
it is advisable to have completed or
be enrolled in these courses by the
spring of the junior year when the
tests ordinarily are taken. While
most students who seek
recommendation for admission to
health professions" schools major in
either biolog)' or chemistr)', the
requirements can be met by majors
in most other subjects with careful
planning of a student's program.
Premedical students are encouraged
to choose electives in the humanities
and social sciences and to plan their
programs in consultation with their
major advisers or a member of the
Premedical Committee.
All recommendations for admission
to health professions' schools are
made by the Premedical Committee,
normally at the end of the junior
year. Students seeking admission to
these professional schools must also
take one of the following national
admissions examinations: MCAT
(medical), DAT (dental), VMAT or
ORE (veterinary) or OAT
(optometry). The Premedical
Committee is composed of members
from the Departments of Biology,
Chemistry, Physics, and Psychology
with the Dean of First Year Students
acting as chairperson. Because of the
competition for admission to
medical school, the Premedical
Committee recommends that a
student maintain a high
accumulative average (near 3.50)
overall and in medical school
required courses. Generally, students
with a competitive accumulative
average and a competitive score on
the MCAT gain an interview at one
or more medical schools.
The Premedical Committee has
prepared a brochure about
preparation at Gettysburg for the
health professions. It is available
from the admissions office and the
Dean of First Year Students. Students
interested in the health professions
should obtain this brochure.
55
Hahnemann University's Graduate
School of Physical Therapy will offer
early acceptance (fall of the senior
year) to students from Gettysburg
College who meet the criteria for
admission into the Entry-Level Masters
Degree Program. Students may major
in any department, although a major
in Biology or Health and Physical
Education is most common.
Regardless of major, eight science
courses in three different departments
(Biology, Chemistry and Physics) are
required. Students who are eligible for
early admission to the program will be
recommended by the Premedical
Committee at Gettysburg College and
are required to interview at
Hahnemann University during the
fall semester of the senior year.
See also information about the
College's Cooperative Programs in
Nursing with Johns Hopkins
University and in Optometry with
Pennsylvania College of Optometry
on page 52.
A student group, the Pre-Health
Professions Society, holds periodic
meetings to explain requirements
for admission to health professions
schools and to bring representatives
of these schools to campus to talk to
students. In the office of the Dean
of First Year Students is a
collection of materials about the
health professions. It includes
information about admissions
requirements, guidebooks on
preparing for national admissions
examinations, catalogues from
many health professions schools,
and reference materials on fields
such as medicine, dentistry,
veterinary science, optometry,
pharmacy, podiatry, physical
therapy, public health, and health
care administration.
Army Reserve Officers Training
Program An Army ROTC program
is conducted by the Department
of Military Science at Mount Saint
Mary's College, Emmitsburg,
Maryland. The Military Science
Department offers programs
towards commissioning as a
Second Lieutenant. Students
already enrolled in the Army
ROTC program previously
offered at Gettysburg may
complete this program at Mount
Saint Mary's College.
Senior Honors
The College awards the following
honors to members of the
graduating class. These senior
honors are intended for students
with four years' residence at
Gettysburg College; grade point
average computations are based on
four years' performance.
1. Valedictorian - - to the senior with
the highest accumulative average.
2. Salutatorian - - to the senior with
the second highest accumulative
average.
3. Summa Cum Laude - - to those
seniors who have an accumulative
average of 3.750 or higher.
4. Magna Cum Laude - - to those
seniors who have an accumulative
average of 3.500 through 3.749.
5. Cum Laude - - to those seniors
who have an accumulative average of
3.300 through 3.499.
The Academic Standing Committee
may grant the above honors to stu-
dents with transfer credit if they have
satisfied the conditions of the honor
during at least two years in residence
at Gettysburg College and have
presented excellent transfer grades.
In addition to the above, departments
may award Departmental Honors for
graduating seniors based upon their
academic performance in a major
field of study. Departmental Honors
are awarded to transfer students on
the same terms as to other students
since the computation for this award
is not necessarily based on four years
in residence at Gettysburg College.
56
Deans' Lists
The names of those students who
attain an average of 3.600 or
higher in either semester are
placed on the Deans' Honor List
in recognition of their academic
achievements. Also, those students
who attain an average from 3.300
to 3.599 are placed on the Deans'
Commendation List. To be eligible
for these honors, students must
take a full course load of at least
four courses, with no more than
one course taken under the S/U
grading option during that
semester (except for students
taking the Education Term who
may take two courses S/U). First
year students who attain an
average of 3.000 to 3.299 are
placed on a First Year Recognition
List for commendable academic
performance in their first or
second semester.
Phi Beta Kappa
Phi Beta Kappa, founded in 1776, is
the oldest Greek-letter society in
America and exists to promote
liberal learning, to recognize
academic excellence, and to
support and encourage scholars in
their work. The Gettysburg College
chapter was chartered in 1923 and
is today one of 242 Phi Beta Kappa
chapters in American colleges and
universities, nineteen of which are
in Pennsylvania. The Gettysburg
chapter elects to membership about
5 to 10% of the senior class, who
have distinguished academic
records, and exhibit high moral
character and intellectual curiosity.
Election to Phi Beta Kappa is
perhaps the most widely recognized
academic distinction in American
higher education.
Prizes and Awards
The following prizes recognize
outstanding scholarship and
achievement. They are awarded at a
Fall Honors Program in October or
a Spring Honors Convocation held
in April or May. Grades earned in
required courses in physical
education are not considered in
computations for prizes or awards.
Transfer students are eligible for
prizes and awards.
57
Endowed Funds
Betty M. Barries Memorial Award in
Biobgy: The income from a fund,
established by Dr. and Mrs. Rodger
W. Baier, is awarded to a senior
student with high academic ability
preparing for a career in biolog)' or
medicine.
Baum Mathematical Prize: The
income from a fund contributed by
Dr. Charles Baum (1874) is given to
the sophomore showing the
greatest proficiency in mathematics.
John Edgar Baublitz Pi Lambda Sigma
Awards: The income from a fund
initiated by John Eberhardt
Baublitz in honor of his father,
John Edgar Baublitz (1929), who
was the first president of the
Gamma chapter of Pi Lambda
Sigma, is given annually to a senior
major in economics, a senior major
in management, and a senior major
in political science.
Anna Marie Bndde Award: The
income from a bequest from Anna
Marie Budde, Instructor and
Assistant Professor of Voice (1953-
1972), is given to the outstanding
sophomore voice student.
Romeo M. Capozzi Gettysburg College
Athletic Training Room Award: The
income from a bequest from Rose
Ann Capozzi in memory of her late
husband, Romeo M. Capozzi, is
given to the student who has
demonstrated the greatest degree
of proficiency in Athletic Training
Room techniques.
Oscar W. Carlson Memonal Award:
The income from a fund
contributed by the family of Oscar
W. Carlson (1921) is given to a
senior who demonstrates excellent
academic achievement through his
or her junior year in three or more
courses in the Department of
Religion, including two courses
above the 100 level.
John M. Colestock Student Leadership
Award:'Y\\e award, contributed by
family and friends, is given to two
senior students whose optimism,
enthusiasm, and strength of
character have provided exceptional
leadership in student affairs.
Malcolm R. Dougherty Mathematical
Award: The income from a fund
contributed by the Columbian
Cutlery Company, Reading, Pa., in
memory of Malcolm R. Dougherty
(1942), is awarded to the
sophomore who during his or her
first year of college had the highest
average in mathematics and who is
working to earn part of his or her
college expenses.
Margaret E. Eisher Memorial
Scholarship Aiuard: The income from
a fund contributed by Dr. Nelson F.
Fisher (1918) in memory of his
mother, is awarded to two students
who excel in one or more major
sports and who achieve the highest
academic average among winners of
varsity letters.
Lena S. Eortenbaugh Memorial Prize:
The income from a fund established
by the children of Lena S.
Fortenbaugh (M.A. 1925) and Robert
Fortenbaugh (1913), Professor of
Historv' at the College from 1923-
1959, is awarded to the senior
selected by the German Department
on the basis of outstanding
achievement in tlie study of German
language and culture.
Holly Gabriel Memorial Award: A fund
established by the friends and
classmates of Holly Gabriel (1978)
provides a memento and notation on
a plaque in the office of the
Sociology and Anthropology
Department to a senior sociology
major, selected by the department,
who demonstrates superior academic
achievement, concern for the welfare
of others, and the intent to continue
this service beyond graduation.
Samuel Carver Greek Prize: The
income from a fund, contributed by
the Rev. Austin S. Carver (1869) in
memory of his father, is awarded to
the student who has made the
greatest progress in Greek during
the first year of college.
58
Samuel Garver Latin Prize: The
income from a fund, contributed by
the Rev. Austin S. Garver (1869) in
memory of his father, is awarded to
the student who has made the
greatest progress in Latin during
the first year of college.
Graeff English Prize: The income
from a fund established in 1866 is
awarded to a senior selected by the
English Department on the basis of
outstanding achievement in the
work of that department.
David H. Greenlaw Memorial Prize:
The income from a fund
contributed by Mr. and Mrs. Ralph
W. Greenlaw in memory of their
son, David H. Greenlaw (1966), is
awarded to the student who has
offered exceptional contributions
to the College's theatre program.
Edwin T. Greninger Award in History:
The income from a fund contributed
by Edwin T. Greninger (1941) and a
certificate are awarded to a student
selected by the History Department
on the basis of the quality of the
student's paper written for any of the
courses in the department.
John Alfred Hamme Awards: Two
awards, established by John Alfred
Hamme (1918), are given to the
two juniors who have demonstrated
in the highest degree the qualities
of loyalty, kindness, courtesy, true
democracy, and leadership.
Dr. Carl Arnold Hanson, President
Emeritus, Leadership Award: The
income from a fund contributed by
his wife, Anne Keet Hanson,
friends and alumni, in honor of
Dr. Carl Arnold Hanson, President
of Gettysburg College from 1961-
1977, is awarded to a student who
has achieved at least a 3.0 average
in his or her major through the
middle of the junior year and has
demonstrated significant
leadership abilities in one or more
areas of college life as determined
by the faculty.
Henry W. A. Hanson Scholarship
Foundation Award: The income
from a fund contributed by
College alumni in honor of Henry
W. A. Hanson, and in recognition
of his leadership of and
distinguished service to Gettysburg
College and to the cause of
education in the Lutheran Church
and the nation, is awarded to a
senior who plans to enter graduate
school in preparation for college
teaching. The student must have
taken the Graduate Record
Examination. If the senior chosen
59
cannot accept, the next qualified
candidate is eligible, and if no
member of the senior class is
1 chosen, a committee may select a
member of a previous class.
Harry C. and Catherine Noffsinger
Hartzell Aiuard: The income from a
fund, contributed by James
Hamilton Hartzell (1924) in
memory of his parents, is awarded
to the outstanding junior student in
the Department of Sociology and
Anthropology. The selection of co-
recipients may be made at the
discretion of the Department.
James Boyd Hartzell Memorial Award:
The income from a fund
contributed by James Hamilton
Hartzell (1924) and his wife,
Lucretia Irvine Boyd Hartzell, is
awarded to a junior student
majoring in economics or in
management for outstanding
scholarship and promise in these
fields. The selection of co-
recipients may be made at the
discretion of the Departments of
Economics and Management.
Jam£s Hamilton and Lucretia Irvine Boyd
Hartzell Aiuard: The income from a
fund contributed by James Hamilton
Hartzell (1924) and his wife is
awarded to a sophomore student for
outstanding scholarship and promise
in the field of history. The selection
of co-recipients may be made at the
discretion of the History
Department.
Mildred H. Hartzell Prize: The income
from a bequest from Mildred H.
Hartzell (1926) is awarded to a
student who shows high quality in
more than scholarship, with
preference being given to a
member of Alpha Phi Omega, the
national service fraternity, or other
such organizations as may reflect
similar quality and ideals.
Hassler Latin Prize: The income from
a fund contributed by Charles W.
Hassler is awarded to the best Latin
student in the junior class.
John A. Hauser Meritorious Prize in
Business: The income from a fund
contributed by the family of John A.
Hauser is awarded to an
outstanding Management major
who has achieved excellence in
both academic studies and campus
leadership while demonstrating
good character and concern for
high moral standards.
The Grace C. Kenney Award: The
income from a fund contributed by
Grace C. Kenney, an educator for 39
years at Gettysburg College, is given
to a junior or senior student selected
by the combined staff of the Health
and Physical Education Deparmient
and the athletic programs. First
preference will be given to a student
who has participated in health and
physical educaUon studies,
intramural or athletic programs, and
has demonstrated the highest
academic accomplishments and
leadership skills.
Rev. George N. Lauffer (1899) and M.
Naomi Lauffer (1898) Scholarship
Award: The income from a fund is
given each year to a junior who has
maintained high scholarship and
who evidences outstanding ability
and character. It is understood that
the recipient will complete the
senior year at Gettysburg College.
Mr. and Mrs. William H. MacCartney
Scholarship Award: The income from
a fund established by Michael Alan
Berk and Kerry MacCartney Berk
(1975) is given to a student on the
basis of academic excellence,
initiative shown in a work-study
program, and contributions to the
College through leadership in
campus activities.
J. Andrew Marsh Memorial Aiuards:
The income from the fund is
presented each year to the
sophomore and junior students of
Gettysburg College who best
exemplify the "whole person"
concept through positive attitude,
exceptional spirit, high standards,
and notable achievement, both
60
curricular and extracurricular.
Priority is given to candidates in the
Army ROTC program.
Military Memorial Prize: The income
from a fund contributed by alumni
and friends of the College is
awarded to the student who has
attained the highest standing in the
advanced course of the Reserve
Officers Training Corps.
Miller First Year Prize in Physics:
The income from a fund
contributed by alumni and friends
of the College in memory of
George R. Miller (1919) is
awarded to a sophomore for
outstanding performance in
physics as a first year student. The
selection of the recipient may be
made at the discretion of the
Physics Department.
Miller Senior Prize in Physics: The
income from a fund contributed by
alumni and friends of the College in
memor)' of George R. Miller (1919)
is awarded to a senior for sustained
outstanding performance in physics.
The selection of the recipient may
be made at the discretion of the
Physics Department.
Franklin Moore Award: The income
from a fund contributed by the
friends of Mr. Moore is given to the
senior who, during his or her
undergraduate years, has shown the
highest degree of good citizenship
and, by character, industry,
enterprise, initiadve, and activities,
has contributed the most toward
campus morale and the presuge of
the College.
Muhlenberg First Year Prize: The
income from a fund given by Dr.
Frederick A. Muhlenberg (1836) is
awarded to the first year student
taking Greek or Latin who attains
the highest general quality point
average.
Muhlenberg Goodvhll Prize: A
certificate is awarded to two senior
students "For growth during
formadve years at Gettysburg
College in awareness of personal
responsibility for the welfare of all
peoples; for a degree of
achievement in same during
College years and in the hope of
future accomplishment for
betterment of Community, State
and Nation."
61
William F. Muhlenberg Aiuard: The
income from a fund is awarded to
two juniors on the basis of
character, scholarship, and
proficiency in campus activities.
Nicholas Bible Prize: The income
from a fund contributed by the
Rev. Dr. J. C. Nicholas (1894) is
awarded to the senior who has
done the best work in advanced
courses in religion.
Clair B. Noerr Memorial Award: An
inscribed medal established by
Constance Noerr (1958) in
memory of her father is awarded to
two seniors on the basis of
proficiency in athletics,
scholarship, and character.
Dr. John W. Ostrom Composition
Awards: The income from a fund
contributed by Dr. John W. Ostrom
(1926) is awarded to the student
who achieves excellence and
demonstrates the greatest
improvement in first year
composition (English 101), and to
the student who achieves excellence
and demonstrates the greatest
improvement in advanced
composition (English 201).
Dr. John W. Ostrom English Aiuard:
The income from a fund
contributed by Dr. John W.
Ostrom (1926) is awarded to the
student who has, in the judgment
of the members of the Department
of English, written the best
expository essay for an upper-level
English course.
Vivian Wickey Otto Award: An award
contributed by Vivian Wickey Otto
(1946) through the Woman's
General League of Gettysburg
College is given to a student at the
end of his or her junior year who
plans to enter full-time Christian
service work.
Keith Pappas Memorial Award:
Notation on a plaque in the Office
of the Dean of College Life and a
certificate is given annually as a
memorial to Keith Pappas (1974),
an honors graduate who made an
extraordinary contribution to the
life of this College and its people.
This award is to be given to a
current student who most
significantly affects the College
community through the quality of
his or her participation in its
functions and whose divergent
contributions give form to what is
called Gettysburg College.
Jeffrey Pierce Memorial Award: The
income from a memorial fund
established in honor of Jeffrey
Pierce (1971) is awarded annually
to the two seniors who, in the
judgment of the History
Department, have reached the
highest level of achievement in the
field of history.
Martha Ellen Sachs Prize: The income
from a fund contributed by John E.
Haas in memory of his aunt, a
Lecturer at the College, is awarded
to a student exhibiting excellence
in English composition, with
consideration given to improvement
made during the year.
The Captain Michael D. Scotton (1982)
Aiuard: The income from a fund
established by David R. and Sally R.
Scotton, parents of Michael D.
Scotton, is awarded to an ROTC
junior cadet who demonstrates
extracurricular and academic
achievement and attributes for an
Army Officer's commission.
Stine Chemistry Prize: The income
from a fund contributed by Dr.
Charles M. A. Stine (1901) is
awarded to a senior chemistry
major on the basis of grades in
chemistry, laboratory technique,
personality, general improvement
in four years, and proficiency in
chemistry at the time of selection.
Earl Kresge Stock Writing Prizes: The
income from a fund contributed by
Earl Kresge Stock (1919) is awarded
to the three students who write the
classroom papers judged best in the
areas of the humanities, the
sciences, and the social sciences.
62
Samuel P. Weaver Scholarship
Foundation Prizes: Prizes established
bv Samuel P. Weaver (1904) are
awarded to the two students writing
the best essays on an assigned topic
in the field of constitutional law
and government.
Earl E. Ziegler Junior Mathematics
Award: The income from a fund
contributed by Phi Delta Theta
Alumni is given in honor of Earl E.
Ziegler, Associate Professor of
Mathematics at Gettysburg College
from 1935-1968, to the student who is
majoring in mathematics and has the
highest average in mathematics
dirough the middle of the junior year.
Earl E. Ziegler Senior Mathematics
Award: The income from a
contribution by Earl E. Ziegler,
Associate Professor of Mathematics
at Gettysburg College from 1935-
1968, is awarded to the mathematics
major who has achieved the highest
average in mathematics through the
middle of the senior year.
Edwin and Leander M. Zimmerman
Senior Prize: The income from a
fund is given to the senior whose
character, influence on students,
and scholarship have contributed
most to the welfare of the College.
John B. Zinn Chemistry Research Aivard:
The income from a fimd
contributed by Frances and John
Zinn in honor of John B. Zinn
(1909), who was Professor of
Chemistry at the College from 1924-
1959, is awarded to the senior
making the greatest contributions in
his or her own research in chemistry
and to the research activities of the
Chemistry Department.
Unendowed Awards
Charles W. Beachem Athletic Award:
The Physical Education
Department presents a trophy in
memory of Charles W. Beachem
(1925), the first alumni secretary' of
the College. Based on character,
scholarship, and athletic
achievement, the award is given to a
senior student.
Beta Beta Beta Junior Award: This
award is given to a junior Biology
major who has become an active
member of Beta Beta Beta. The
award is based on scholarship,
character, and attitude in the
biological sciences.
Beta Beta Beta Senior Aivard: This
award is given to a senior Biology
major who has demonstrated
academic excellence in the
biological sciences. The award is
based on scholarship, character,
and an active participation in the
Rho Chapter of Beta Beta Beta.
C. E. Bilheimer Award: Notation on a
plaque and a memento are given to
the senior major in health and
physical education with the highest
academic average.
Esther Brandt Chemistry or Biology
Award: An award contributed by Mr.
and Mrs. Walter Brandt and Ms. Loel
Rosenberr)' in honor of Esther
Brandt is given to a junior or a senior
who has demonstrated academic
excellence through the highest grade
point average in the declared major
of Chemistry or Biology.
Archie and Flo Butler English Award:
An award contributed by Mr. and
Mrs. Walter Brandt and Ms. Loel
Rosenberry in honor of Archie and
Flo Buder is given to a junior or
senior with a declared English major
who has demonstrated academic
excellence through the highest
grade point average in English.
College President's Award: Military
Science: An engraved desk writing set
is awarded to the outstanding
senior in the Army ROTC program
chosen on the basis of academic
excellence, military performance,
especially leadership ability,
character, industry and inidative,
and participation in activities.
Delta Phi Alpha Prize: A book on
German culture is awarded to the
outstanding student for the year in
the German Department.
Anthony di Palma Memorial Award:
An award established by the family of
Anthony di Palma (1956) provides a
book to the junior having the highest
marks in history. Other things being
equal, preference is given to a
member of Sigma Chi fraternity.
63
Julius Eno Physics Prize: Aii award
contributed by Julius Eno, Jr. is
awarded to the outstandingjunior
majoring in physics.
French Cultural Counselor's Award: A
book presented by the Cultural
Counselor of the French Embassy is
awarded to a senior for outstanding
achievement in French.
R. M. Hoffman Family Aivard: An
award in memory of Gett)'sburg
businessman R. M. Hoffman is
given to an outstanding student in
the Economics Department and to
an outstanding student in the
Management Department.
Frank H. Kramer Award: The award is
given by Phi Delta Theta Fraternity,
in memory of a former Professor of
Education, to a senior for the
excellence of his or her work in
the Department of Education.
Pennsylvania Institute of Certified
Public Accountants Award: This
award, sponsored by the
Pennsylvania histitute of Certified
Public Accountants, is presented to
a senior selected by the faculty of
the Management Department who
has demonstrated excellence in the
area of accounting and who, by
participation in campus activities,
shows qualities of leadership. Eligibility
for this award is based on the
satisfactory completion of a substantial
number of accounting courses.
Psi Chi Award: The award is given to
a senior psychology major, in the
spring of his or her senior year, who
shows promise in the field of
psychological endeavor. Other
things being equal, preference is
given to a member of Psi Chi.
Psi Chi Junior Award: An award is
given to a senior psychology major
who has displayed outstanding
potential and initiative throughout
his or her junior year.
Society for Collegiate Journalists Award:
An award is presented to a student
who has done outstanding work on
the College newspaper or literar)'
magazine or with the radio station.
Dr. George W. Stoner Aivard: The
income from a fund is awarded to a
worthy senior accepted by a
recognized medical college.
Sigma Alpha Iota College Honor Award:
Sigma Alpha Iota, an international
music fraternity, gives an award each
year to a student in the local chapter
who has exemplified the highest
musical, scholastic, and ethical
standards, whatever the class standing.
Contributions to the local chapter of
Sigma Alpha Iota and participation in
Music Department activities are
important criteria for selection.
Sigma Alpha Iota Honor Certificate:
Sigma Alpha Iota annually awards
in each chapter an honor certificate
to the graduating senior who holds
the highest academic average
among music majors.
Student Life Council Award: A citation
is awarded to a student in recognition
of the quiet influence he or she has
exerted for the improvement of the
campus community.
Wall Street Journal Student
Achievement Award: The award of a
paperweight and a year's subscription
to the Wall Street Journal is presented
to a senior in the Department of
Economics and to a senior in the
Department of Management who
have shown outstanding academic
achievement in the sRidy of finance
and economics.
Charles R. Wolfe Memorial Award:
An award is given by Alpha Xi
Delta to a graduating senior on the
basis of scholarly endeavor, warmth
of personality, and dedication to
the College.
Marion ZuUiuf Poetry Prize: The
income from a fund established at
The Academy of American Poets by
Sander Zulauf (1968) in memory of
his mother is presented annually to
that student who writes the winning
entry in a poetry contest sponsored
by the Department of English.
.wiiiiirr-'rrrfmiTfi
"^ ••"•fin*
■ ■■III— HMMMmgii^^
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V
■ 89
Courses
of Study
COURSES OF SlUDV
66
Each year the registrar's office issues a listing of courses
to be taught during the fall and spring semesters and
the times they will be taught. Students should consult
this announcement of courses to obtain the most
current information about course offerings since the
College does not offer every course listed in the
following pages each year.
Usually, courses numbered 100-199 are at a beginning
level. Intermediate courses are numbered 200-299.
Courses numbered 300-399 are at an upperclass level.
Courses numbered 400 and above are advanced
seminars, internships, and individualized study.
Courses which are listed with two numbers, e.g.. Biology
101,102, span two semesters. For courses separated by a
hyphen, the first numbered course must be taken as a
prerequisite for the second. Where the two numbers are
separated by a comma, either of the semesters of the
course may be taken independendy of the other.
The College and distribution requirements for the
degree are listed on page 24 and for a B.S. in Music
Education on page 41. Courses to meet the distribution
requirements are offered in various departments.
Following is a listing of the courses that satisfy' each of
the distribution requirements. The department
introductions and course lisdngs on the following
pages indicate to a greater degree the specific courses
which fulfill certain requirements.
Requirements Courses that fulfill the requirement
Writing Proficiency English 101 (or exemption by
examination).
First Year Colloquy First Year Colloquy (FC) 100,
but taught by professors from
various departments.
Health and
Physical Educadon
Any HPE quarter course.
Foreign Language
Arts
French 201-202, 205, 206;
German 202; Greek 202; Latin
202 or 203; Portuguese 202;
Spanish 202, 205, 206.
Art (all courses in history and
theory); English 205; Music 101
through 109, 141, 244, 313, 314 or
four semesters of applied music
instruction with departmental
permission.
Theatre Arts (all courses except
ThA214, 328, 329).
History/Philosophy Classics 121, 122; Greek 251;
Latin 251; French 311, 312;
German 211, 212, 213; Spanish
310, 31 1 ; IDS 206, 211, 227, 228;
Latin American Studies 140;
History (all courses except Hist
300); Philosophy (all courses).
Literature African American Studies 216;
Classics 262, 264, 266; French,
German, Greek, Latin and
Spanish Literature, but not
language or civilization courses;
IDS 103,104, 235, 237, 238, 246,
247; English (all courses
except Eng. 101, 201, 203, 205,
206, 208, 209, 305 and courses in
speech and most theatre arts) .
Theatre Arts 214, 328, 329.
Women's Studies 216, 217, 218,
219.
Natural Science Biology 1 1 , 1 02 or 1 1 , 1 1 2;
Chemistry 1 01, 102 or 111, 112;
Astronomy 101, 102;
Physics 101, 102, 111, 112.
Religion (all 100- and 200-level courses)
Social Sciences Anthropology (all courses);
Economics 103, 104; Political
Science 101, 102, 103, 104;
Psychology 101; Sociology
(all courses except Sociology
302,303).
Non-Western African American Studies 1 30,
Culture 216, 233; Anthropology (all
courses except Anth 102); Art
227, 233, 234; Economics 326,
337, 338; French 331; Hist
221,222,224,271,272,321;
IDS 227, 228, 235, 237, 238, 276,
285, 288, 289; Political Science
263, 270, 271; Religion 108, 242,
245; Sociology 219; Women's
Studies 218.
AFRICAN AMERICAN STUDIES
67
First Year CoUoquy
Professor Donald W. Hinrichs, Director
This required seminar, which employs common
requirements and content for all first year students, is
designed to strengthen reasoning, writing, and
speaking skills. Using a multi-disciplinary theme as a
focus, students analyze readings, films, and other
presentations through intensive writing and
discussion. Previous themes for the Colloquy were
"Social Justice," "Revolution," and "Knowing"; the
current theme is "Trading Eyes: Exploring
Alternative Visions."
Over 30 instructors from a wide variety of disciplines
teach the Colloquy in sections of no more than 16
students each. Students take the Colloquy in either
the fall or spring term.
African American Studies
African American Studies Program Advisory Council:
Professors F.M. Chiteji (Coordinator), C. F. Emmons
(Sociology), L. Diaz (Spanish), G.F. Fick (History),
N. O. Forness (History), F. Michelman (French), S.R.
Johnson (English), R.B. Winans (English).
African American studies is an interdepartmental
program which focuses on an examination and
analysis of African American experiences,
institutions, and perspectives. (African American
Studies is here broadly defined as the study of
peoples of Africa and the African diaspora) .
Gettysburg College offers courses in African
American studies for all students wishing to become
aware of the history, cultures, and societies of Black
people worldwide. These courses are offered by
members of a variety of academic departments and
taught by persons with interest and background in
African American studies. Subject to the approval of
the Coordinator of African American studies as a
minor field of concentration.
African American studies emphasizes the social
sciences and humanities, and may include a range of
courses as well as opportunities for independent and
off-campus study.
The College offers a minor field in African American
studies. An African American studies minor consists of
any six courses including African American studies
130. Students with a minor concentration in African
American studies are able to go to law school, medical
school, and graduate school in varied disciplines, or
may obtain employment in business, education,
government, and social service organizations. Others
may choose to maintain their involvement with African
and American concerns and causes.
Courses suitable for an African American studies
concentration are listed under many departmental
offerings. A student wishing to have additional
information on a minor in African American studies
should consult Professor Frank M. Chiteji,
Coordinator of African American Studies.
African American Studies Courses
130 Introduction to African American Studies
Considers the African American within the broader
context of the African diaspora. Students are
introduced to a broad range of themes in their
historical context, from the African origin to the
formation of African American societies and cultures
in the African diaspora. Other themes include the
enslavement of Africans, the rise and fall of slavocracy,
and the era of the Civil Rights struggles. Fulfills the
distribution requirement in non-western culture.
Mr. Chiteji
216 African American Literature An overview of
African American literature, from the slave narrative
to contemporary fiction. The course will focus on the
ways that African American literature is both inside
and outside the traditional canon of American
literature. Students will look at how African American
literature reflects the African American experience,
and at different definitions of "black aesthetics." The
course also includes such writers as Phyllis Wheatley,
Frederick Douglas, Charles Waddell Chestnutt, Nella
Larsen, Zora Neale Hurston, Margaret Walker,
Charles Johnson, and Toni Morrison. Fulfills the
literature requirement.
Ms. Berg
233 Southern Africa: History, Conflict and Change
Introduces students to a dynamic and yet conflict-
ridden part of the African continent. It also provides
students with the historical context which would
enable them to view the unfolding events in the
region in their proper perspective. The course starts
with the characteristics of the pre-colonial societies
and the nature of their early contact with the
European setflers in the seventeenth century, the
triumph of the white immigrants over the indigenous
Africans, the emergence of South Africa as a regional
68
AFRICAN AMERICAN STUDIES
economic power, and the social contradictions that
have come to characterize what is now called the
Republic of South Africa. A subject of special
attention will be the internal and external opposition
to racial oppression. Fulfills the distribution
requirement in non-western culture.
Mr. Chiteji
History
233 Mission, Destiny and Dream in American
History An introduction to American history from
the seventeenth century to the present by focusing
upon the intertwining themes of the American
people's belief in their unique mission and destiny in
the world and their dream of creating a just and
prosperous society. Students will probe the varying
manifestations of these themes through major events
and movements in American social, economic, and
cultural life and in politics and diplomacy.
Mr. Fomess
236 Urbanism in American History
An introduction to American history from the
perspective of urbanism. Beginning with the colonial
town and continuing to the megalopolis of the mid-
twentieth century, students will investigate the nature
of urban life and its influence upon the course of
.\merican development.
Mr. Fomess
238 African American History Focuses on aspects
of the African American experience from the
seventeenth century to the present; special attention
will be given to the slave experience; emancipation and
reconstruction; racial attitudes; the northward
migration of African Americans in the twentieth
century; and the Civil Rights movement of the 1950's
and 1960's.
Mr. Birkner
271, 272 African History and Society History 271
starts from the earliest evolution of humankind. The
course examines the history of Africa through the
millennia of the Stone Age to the rise of and decline of
the states and societies of Africa in the ancient and
medieval world. Students will also examine state
formations, Mrica's relationship to the world economy,
and the European era of exploration, conquest and
colonization. History 272 continues from the 1880's
and the events and processes leading to decolonization
and the post-colonial developments. Fulfills the
distribution requirement in non-western culture.
Mr. Chiteji
335, 336 American Social and Cultural History
Traces America's major social, religious, artistic, and
philosophical movements and their immediate and
long-range impact on American life and culture.
Beginning with the American Revolution, History 335
covers the period to the Civil War. History 336 continues
from that period to the present. Not offered every year.
Mr. Fomess
Economics
326 African Economic History Examines intensively
Africa, using the framework of economic analysis and
political economy to consider economic history,
growth, and development within Africa.
Mr. Kallon
337 Introduction to Political Economy and the
African Diaspora Examines the origins and
development of capitalism and the contribution of
Third World people and minorities in the United
States to the process and continued growth of
capitalist development. It also examines current
economic, social, and political issues as they relate to,
and affect. Third World peoples. Prerequisites:
Economics 103, 104.
Mr. Gondwe
338 Economic Development Examines the
economic and non-economic factors accounting for
the economic growth and development of less-
developed areas of the world. Various theories of
economic and social growth and development will be
analyzed, and major policy issues will be discussed.
Prerequisites: Y.conom\c^ 103, 104. Satisfies distribution
requirement in non-Western Culture.
Mr. Gondwe
Political Science
263 The Politics of Developing Areas Introducdon
to the study of political underdevelopment, including
approaches to Third World politics; the nature of
traditional politics; disruptions caused by colonialism
and imperialism; the reformation of domestic politics;
contemporary political processes and problems.
Prerequisite: PS 104 or permission of the instructor.
Mr. Gaenslen
ReUgion
140 ReUgion and PoUtics in the Twentieth Centiuy
U.S. A survey of the relationship between religion
and public life since 1900. Emphasis will be on the
constitutional framework which guides the church-
state debate, and on efforts to use religion to
influence political policies and social values. Supreme
AFRICAN AMERICAN STUDIES / ART
69
Court decisions, Martin Luther King, Jr. and the Civil
Rights Movement, the Catholic Worker Movement,
and the Moral Majority will be included.
Mr. McTighe
223 Religions in the U.S. An investigation of the
religious history of the American people from the
seventeenth century to the present. This course will
focus upon the varieties of American religious
experiences. It will explore the Protestant, Roman
Catholic, and Jewish traditions along with indigenous
movements such as Mormonism and Christian Science.
Mr. McTighe
224 The ReUgions of Black Americans An
examination of the religious traditions of Black
Americans from "slave religion" to the present. The
course will concentrate on the religious beliefs of
African Americans and the ways those beliefs have
been used to develop strategies to achieve freedom
and justice. The general approach of the course will
be historical. Among the subjects to be covered will
be the influence of African religion, African
American religious nationalism, Pentecostalism,
spirituals and gospel music, and the Civil Rights
Movement. To be offered in alternate years.
Mr. McTighe
321 Martin Luther King, Jr. Half-credit course. An
examination of the religious thought and civil rights
activity of Martin Luther King, Jr. The course will
investigate the religious sources and effectiveness of
King's strategy of nonviolent resistence. King's major
civil rights campaigns, his protest against the Vietnam
War, and his work for economic justice will be
evaluated. Special attention will be paid to the theology
which provides the foundation for King's work.
Prerequisite: One course in a related subject (such as
Religion 140, Religion 224, or an African American
Studies course), or permission of the instructor.
Mr. McTighe
Sociology
209 Racial and Ethnic Relations Comprehensive
study of ethnic and minority relations. Theoretical
perspectives include immigration and assimilation,
prejudice and discrimination, and the structure of the
ethnic community. The study of African American,
European immigrant, and Asian American
communities is emphasized. Prerequisite: Sociology 101.
Mr. Emmons
Art
Professor Paulson (Chairperson)
Associate Professor Agard
Assistant Professor Trevelyan
Instructor Small
Adjunct Professor Annis
Adjunct Instructors Chapman-Ainge, Hanley, Ramos,
and Winship
Overview
The art department has the following major
objectives: (1) to educate the visual sensibilities beyond
the routine responses, toward an awareness of the
visual environment around us, as well as cognition of
works of art as the living past; (2) to study the
historical cultural significance and aesthetic structure
of architecture, painting, and sculpture, and the
enduring dialogue between continuity and change;
(3) to teach the history of art and the practice of art as
separate-but-interrelated disciplines; (4) to provide
the interested major with a curriculum which will give
him or her a foundation for graduate or professional
study leading to a career in high school or college
teaching, to commercial art and industrial design, or
as a professional painter, sculptor, or printmaker.
The department offers to prospective majors a flexible
program of study in interrelated studio and art history
courses. It encourages students from disciplines other
than art to select from both types of courses.
Requirements and Recommendations
Requirements for students concentrating in studio
art are as follows.
1) Art 141, 145, 146, 120, and either 210, 322, 335, or
318.
2) At least one course each in painting, printmaking,
and sculpture.
3) Additional courses in at least two of the three
disciplines listed in #2, or photography.
4) A minimum of two additional courses in the area of
history and/or theory of art. 111 and 112. Students
are encouraged to take additional courses in the
discipline of their special interest and competence.
5) Participation in the senior show at the end of the
second semester of the senior year.
Students intending to concentrate in studio art are
advised to take the following courses.
A) Art 141 and 145 in their first year of college if their
interests will lead to an emphasis in painting and
printmaking.
70
ART
B).\rt 141, 145, and 146 in their first year of college if
their interests will lead to an emphasis in
sculpture/painting or sculpture/printmaking.
C) Art 120 and 210 or 322 or 335 in the first year of
college or sophomore year.
Requirements for majors concentrating in the history
of art are as follows.
1) Art 120 and a minimum of eight additional courses
in art history. These courses must include at least
two (2) 300-level courses and Art 400. They will be
selected by the student in consultation with the
adviser, in order to meet his or her projected
needs and to construct a coherent program.
2) Two basic studio courses in order to sharpen visual
perception and foster an understanding of visual
structure.
Students intending to concentrate in the history of
art should take Art 111, 112, and 1 20 in the first year
of college.
Students interested in minoring in studio art are
advised to take the following courses.
1 ) Four studio courses.
2) Two art history and/or theory of art courses.
Students interested in minoring in art history are
advised to take the following courses.
1) Art 120.
2) Three additional art history and/or theory of art
courses.
3) One 100-level studio course.
4) One 200-level studio course.
N. B. Students minoring in either art history and/or
theory of art or studio art should be reminded that no
more than two 100-level courses are acceptable to
fulfill the College's requirements for a minor.
Distribution Requirements
Any course in the area of history and theory of art
may be counted toward the distribution requirement
in arts.
Special Facilities
The new 1,660 sq. foot Schmucker Hall Art Gallery
displays over ten different exhibitions each year.
Included in the gallery calendar are works by
professional artists, a faculty show, a student show,
several senior art major shows, and numerous theme
and specially funded exhibitions.
A collection of approximately 45,000 color slides
supports the teaching of art history and studio classes.
Available to students is a corresponding collection of
20,000 opaque color reproductions of architecture,
painting, and sculpture. Art museums in Washington,
D.C., Baltimore, and Philadelphia, as well as art
exhibits at the College, make possible the necessary
contact with original works of art.
The department has presses for relief, surface, and
intaglio printmaking. For sculpture it has both gas
and electric welding equipment, air power tools for
working in wood, stone, and plastic, a small foundry
for bronze casting, and heavy lifting beams and hoists.
History and Theory of Art
111, 112 Ideas and Events Behind the Arts
Introductory study of the visual arts from prehistoric
times to the nineteenth century. Class will examine
reasons for changes in the content, form, and
function of two-dimensional and three-dimensional
art. Exercises in visual analysis of individual works
develop critical methods. Fulfills distribution
requirement. Juniors and seniors only by permission
of the instructor. „. „
Staff
120 Theory of the Visual Arts
A course to give the liberal arts student a basic
approach to visual experience. Class examines factors
which relate to the making of art, functions of art,
and viewer relationships with art including methods
of analysis. In addition to class lectures and
discussions, sessions of hand-on experience assist
students in understanding the processes of making
visual imagery. Fulfills distribution requirement in the
arts. Juniors and seniors only by permission of the
instructor.
Ms. Small
201 Arts of Ancient Greece and Rome
An introduction to the painting, sculpture, and
architecture of the classical world, focusing on
cultural and intellectual differences between the
people of these two civilizations as reflected in the arts
of both. Fulfills distribution requirement in the arts.
Juniors and seniors only by permission of the
instructor.
Ms. Trevelyan
202 Arts of the Middle Ages
Survey of the arts of the Medieval period and their
development from the Roman catacomb through the
ART
71
high Gothic cathedral. Analysis of art as a reflection
of changing political and social conditions in Europe,
with particular emphasis on liturgical arts in the
Middle Ages. Fulfills distribution requirement.
Recommended prior course: Art 11 1 or Art 201.
Mr. Ramos
205 The Arts of Northern Europe: A.D. 1350-1 575
A study which places emphasis on the relationship
between painting and the changing social, political
and philosophical climate of France and England in
the eighteenth and nineteenth centuries and in the
web of ties between the two countries. Alternate years.
Fulfills distribution requirement in the arts. Prerequisite:
Art 111 or Art 1 1 2 or Art 1 20 or Art 201 or permission
of the instructor. ,, r. ,,
Ms. Small
206 European Painting 1700-1900
Introduction to eighteenth century painters in Italy,
France, and England and their relationship to the
Enlightenment. Major emphasis on the evolution of
painting in France during the nineteenth century in
relation to the changing social, political, and
philosophical climate. Special attention will be given
to impressionism and postimpressionism. Alternate
years. Fulfills distribution requirement in the arts.
Prerequisite: Art 11 1 or Art 1 1 2 or Art 1 20 or Art 201 or
permission of the instructor. ,. „ ,,
^ Ms. Small
227 Arts of the First Nations of North America
A survey of the arts created by the original inhabitants of
North America, emphasizing the cultural and religious
traditions that formed the basis for most of it. Emphasis
will be on developing an understanding and
appreciation of the fundamental differences between
the arts and cultures of native people and those of
modem Western cultures, as well as aspects of similarity.
The arts and people of every major geographical region
in North America will be examined. Fulfills the
distribution requirement in the arts and the
distribution requirement in non-Westem culture.
Ms. Trevelyan
303 Painting, Sculpture and Architecture in the
Italian Renaissance
A survey of the visual arts during the centuries that in
many ways mark the boundary between the ancient
world and the modern one. The course will approach
the arts of the period from this perspective. Many of
the artists and monuments included are traditionally
acknowledged to be among the finest in the history of
art, including the works of Michelangelo, Leonardo
da Vinci, Raphael, and Titian. A secondary focus of
the course will be to question and explore the reasons
why the art of this period is so acclaimed. Fulfills
distribution requirement in the arts. Prerequisite: Art
111 or Art 112 or Art 201 or permission of the
instructor. ,, ^r-
Ms. irevelyan
210 Twentieth Centiuy European Painting
Study of the schools and critical writings
surrounding the major figures. Such movements as
Art Nouveau, Nabis, Fauvism, Cubism, Futurism,
German Expressionism, De Stijl, Dada, and
Surrealism will be considered. Fulfills distribution
requirement in the arts. Recommended prior
courses: Art 1 1 1 or Art 112 or Art 120.
Ms. Small
215 German Art from Middle Ages to Today
(See description for Fall Semester in Cologne,
Germany under Department of German.)
221 Eighteenth and Nineteenth Century American
Painting
Survey of American painting from the Colonial
Period to 1900, studied in relationship to
developments in Europe, and with emphasis on the
response of art to the changing social and
technological environment in America. Alternate
years. Fulfills the distribution requirement in the arts.
Ms. Small
307 The Mannerist and Baroque Periods in
European Art
A study of painting, sculpture, and architecture in
Europe from the first decades after the Reformation
through their transformation under the impact of the
Counter Reformation. Artistic developments in Italy
will be discussed as well as allied approaches in
northern Europe and Spain. The works of some of
the world's best known artists will be examined —
including Bernini, Caravaggio, Rubens, Rembrandt,
Vermeer, El Greco, Velasquez, and Poussin. Fulfills
distribution requirement in the arts. Prerequisite: Art
201 or any 100-level art history course or permission
of instructor. Alternate years.
Ms. Trevelyan
317 History of Modem Architecture
Study of the character and development of modem
architecture and the contributions of Sullivan, Wright,
Gropius, and Corbusier toward creating new
environments for contemporary society. Alternate years.
Fulfills distribution requirement in the arts. Prerequisite:
Art 1 11 or Art 1 12 or permission of the instructor.
72
ART
322 Painting in America Since 1900
Survey of twentieth-century painting. Two basic themes
of the course are the changing social role painting as
America's self-image develops and the aesthetic role of
the eclectic process. Fulfills the distribution
requirement in the arts. Recommended prior course:
History 132.
Ms. Small
335 History of Modem Sculpture
Study of the evolution of sculptural forms from the
nineteenth century through the present decade with
emphasis on the effects of science and technology on
man's changing image of man and his universe.
Alternate years. Fulfills the distribution requirement
in the arts. Prerequisite: Art 1 1 1 or Art 112 or
permission of the instructor. Recommended prior
courses: History 317, History 318. .
400 Seminar
An advanced study of a specific issue in art history.
Although the approach will vary to some extent
according to the specific topic, common denominators
will be a close examination and analysis of art objects
and a thorough investigation of the historical and
social background. Students will develop skills in
advanced verbal and visual research, written and oral
projects, and critiques. Topics will be selected
according to interest in significant areas not otherwise
covered in course offerings. Topics presently under
consideration are: Ruskin and the Nineteenth Century,
Influence of Japanese Prints on Western Painting,
American Female Artists since 1945. Alternate years for
one semester. Prerequisites: Minimum of three art
history courses, at least one of which is a 300-level
course, or permission of the instructors.
Ms. Trevelyan, Ms. Small
141 Introduction to Drawing
An introductory course. Drawing from the model and
controlled studio problems. Intended to promote
coordination of the hand and the eye to achieve a
degree of technical mastery over a variety of drawing
tools. Emphasis will be placed on line quality,
techniques of shading, negative-positive relationships,
figure-ground relationships, form, structure, and an
awareness of the total field. Offered fall semester only.
Open to first year students and sophomores only.
Mr. Agard
145 Basic Design (two-dimensional)
An introductory course to help the student develop a
capacit)' to think and work conceptually as well as
perceptually, and to provide a basic discipline with
which to organize a variety of materials into structural
and expressive form. Open to first year students and
sophomores only.
Mr. Agard
146 Basic Design (three dimensional)
An introductory course extending the basic
disciplines of 141 into the third dimension. Projects
introduce materials such as clay, plaster, wood, and
metal. The intent of this course is to assist students in
organizing three-dimensional forms. Open to first
year students and sophomores only.
Mr. Paulson
251 Introduction to Painting
Development of a series of painungs according to a
thematic image. Assigned problems are designed to
introduce a variety of conceptual, procedural, and
experimental possibilities. Prerequisite: Art 141 or
permission of the instructor. Recommended prior
course: Art 322.
Mr. Agard
Studio Courses
The purpose of all studio courses is to sharpen the
sense of sight; coordinate mind, hand, and eye;
develop the ability to organize visual material; and to
integrate the intuitive and rational into creative
activity. Lectures accompany basic studio courses
when necessary to relate theory and practice.
The Lora Qually Hicks memorial fund, established by
family and friends in honor of Lora Qually Hicks
(Class of 1971), provides funds for the purchase of
works created by Gettysburg students.
252 Intermediate Painting
Development of unique and experimental
techniques, procedures, images, presentations, and
textural applications. A series of paintings is
developed. Alternative concepts and methodology are
discussed. Students are referred to works by arfists
who have related aesthefic interests. Prerequisites: Art
141 or permission of the instructor and Art 251.
Mr Agard
255 Introductory Printmaking
An introductory course in printmaking. The creative
process as conditioned and disciplined by the intaglio
techniques. Discussion of past and contemporary
ART / BIOLOGY
73
methods, and the study of original prints. Prerequisites:
Art 141 or permission of the instructor.
Mr. Paulson
256 Printmaking
Also an introductory course in printmaking.
Experimental work primarily concentrating on
lithography, seriography, and cameo techniques.
Prerequisite: Art 141. Recommended course: Art 145.
Mr. Paulson
261 Introductory Sculpture
An introduction to the fundamentals of three-
dimensional forms and modes of expression involving
creative problems in the organization of space, mass,
volume, line, and color. Correlated lectures and
demonstrations will be used to acquaint the student
with those aspects of sculptural history and theory
relevant to studio projects. This course is intended for
the general student as well as the art major.
Prerequisite: Art 146 or permission of the instructor.
Recommended prior course: Art 335.
Mr. Paulson
262 Sculptvu-e
A program of studio projects (arranged by the
instructor and the student) concerned with
developing an individual approach to three-
dimensional form, with concentration in direcdy
fabricating techniques involving a series of
experiments in spacial organization. Prerequisites: Art
146 or permission of the instructor, and Art 261.
Recommended prior course: Art 335. ,, „ ,
Mr. Paulson
263 Clay
264 Metal
265 Wood
341 Intermediate Drawing
Intermediate studio problems: emphasis on drawing
concepts and the development of individual student
concerns in a series. Prerequisites: Art 141 or
permission of the instructor, and Art 142. Offered
spring semester only.
Mr. Agard
351 Advanced Painting
Advanced studio problems: emphasis on painting
concepts and the development of individual student
concerns in a series. Prerequisites: Art 141 or
permission of the instructor, Art 251, 252, 322.
Offered odd years only. ^^ ^^^^^
355 Advanced Printmaking
Experimental printmaking concentrating on
personal development of one method and
exploration. Prerequisites: Art 141 or permission of
the instructor, and Art 255, 256.
Mr. Paulson
361 Advanced Sculpture
Further exploration of individual three-dimensional
concerns with concentradon in one media and
technique. Prerequisites: Art 146 or permission of the
insu-uctor, and Art 261, 262, 335.
Mr. Paulson
Individualized Study
Provides an opportunity for the well-qualified student
to execute supervised projects in the area of his or
her special interest, whether studio or history.
Repeated spring semester.
Staff
Biology
Professors Barnes, Cavaliere, and Hendrix
Associate Professors Beach, Berardi, Mikesell,
Sorensen (Chairperson), and J. Winkelmann
Assistant Professors Etheridge and Hiraizumi
Associate Instructor H. Winkelmann
Laboratory Instructors Armor, Hulsether, Price,
Reese, and Zeman
Overview
Courses in the department are designed to provide a
foundation in basic biological concepts and
principles, and the background necessary for
graduate study in biology, forestry, dendstry,
medicine, veterinary medicine, and other
professional fields. Most courses in the department
include laboratory work.
Requirements and Recommendations
The biology department offers both a Bachelor of
Arts (B.A.) and a Bachelor of Science (B.S.) degree
for the major.
B.A. requirements:
A minimum of eight biology courses, including
Biology 101, 112, 309, and 310, are required of all
majors. Internships are excluded. Beyond these four,
no specific biology courses are required. Every
program must include at least one course from each
of three areas: plant biology (Bio 202, 204, 217,
300), animal biology (Bio 201, 220, 224, 227, 325),
7T
BIOLOGY
and cell and organismal physiology (Bio 300, 332,
340, 341). No single course may satisfy more than
one area. This relative freedom permits the
attainment of the different backgrounds required for
various biological careers. Specialization at the
expense of breadth, however, is discouraged.
Students, in consultadon with their advisers, should
construct a broad, balanced curriculum. Biology 101
and 112 are prerequisites for all upper-level biology
courses. Exceptions are made for those minoring in
biology or by permission of the instructor.
Chemistry 111 and 112 are required of all majors. It is
desirable, but not essential, that Chemistry 111 and
1 1 2 be taken in the first year. Physics 111, 112, and
Math 111 are also required.
B.S. requirements:
In addition to the courses noted above, the B.S.
degree requires Individualized Study (Biology 460),
and Chemistry 203, 204. (Although not required.
Math 112 is recommended.)
A minor in biology includes Biology 101, 112 (or
Biology 101, 102) and any other four courses in the
department (provided that all prerequisites are met)
which would count toward the major.
All courses taken to sadsfy the requirements for the
B.A. or B.S. degree or for the minor must be taken
using the A-F grading system.
Distribution Requirements
The distribudon requirement in laboratory science
may be satisfied by Biology 101, 102 or by Biology
101, 112.
Special Facilities
Greenhouse, animal quarters, aquarium room,
instrument room, environmental chambers, electron
microscopy laboratory housing both scanning (JEOL
JSM T20) and transmission (Zeiss EM 109) electron
microscopes, herbarium, and research laboratories.
Special Programs
Dual-degree programs in forestry and environmental
studies with Duke University, nursing with the Johns
Hopkins University, and optometry with Pennsylvania
College of Optometry (page 52). Cooperative
programs in marine biology with Duke University and
the Bermuda Biological Stadon (page 49).
101 Introductory Biology
Designed for science and non-science majors. The
course includes the chemical nature of protoplasm;
structure and funcUon of cells; photosynthesis and
respiradon; genedcs. Three class hours and laboratory.
Staff
102 Contemporary Topics in Biology
Designed for non-science majors. The course will
focus on pertinent topics covering contemporary
problems and solutions in today's world. Three class
hours and laboratory. Biology 101 is a prerequisite for
Biology 102.
Staff
112 Form and Function in Living Organisms
Designed for science majors. Functional design of
plants and animals is emphasized. Aspects of
evolution, phylogeny, and ecology are also covered.
Three class hours and laboratory. Biology 101 is a
prerequisite for Biology 112.
Mr. Barnes
201 Vertebrate Morphology
Detailed examination of the origins, structures, and
functions of the organ systems of vertebrates. Special
attention is given to the evolution of major vertebrate
adaptations. Three class hours and two scheduled
laboratories. Alternate years. Offered 1991-92.
Mr. Winkelmann
202 Structural Plant Development
Anatomical approach to the study of higher plant
structures. The origin and differentiation of tissues
and organs, environmental aspects of development,
and plant anomalies are studied. Six hours a week in
class-laboratory work.
Mr. Mikesell
204 Taxonomy of Flowering Plants
Idendfication, classification, structural diversity, and
evolutionary relationships of angiosperms. The course
includes extensive field work for collecdon of local
flora, and methodology, and principles of related
disciplines: plant geography, cytogeneUcs, and
numerical taxonomy. Three class hours and
laboratory-field.
Mr. Beach
210 Human Physiology
Systems of the body will be studied with emphasis on
the integradon of structure and function. Topics
include endocrine regulation, respiration, nutrition.
BIOLOGY
75
metabolism, fluid electrolyte and pH balance,
reproduction, development/inheritance, and the
digestive and urinary systems. This course is designed
specifically for students entering fields of allied
health; it does not count toward the biology major.
Mr. Biser
215 Electron Microscopy
Introduction to basic theory and practice of
transmission electron microscopy and scanning
electron microscopy; techniques of tissue preparation
and introduction to interpretation of animal and
plant ultrastructure. Each student will be required to
complete an independent project. Six class hours in
laboratory. Laboratory fee: $50.00. Prerequisite:
Permission of the instructor.
Mr. Cavaliere
reproduction, physiology, and ecology. Isolation,
culture, environmental influences, identification, and
biochemical characterization are emphasized in the
laboratory. Three class hours and laboratory.
Mr. Hendrix
260 Biostatistics
Designed for students in biology who plan to engage
in individualized study and/or research. Topics
include the nature of biological data and the
statistical procedures to analyze them. Special
attention given to experimental design and
hypothesis testing. Three class hours. A student may
not receive credit for both this course and
Mathematics 107, Psychology 205, Sociology 303, or
Economics 241.
Mr. Hiraizumi
217 An Evolutionary Survey of the Plant Kingdom
Synopsis of embryo-producing plants, primarily
liverworts, mosses, fern allies, ferns, and seed plants.
Emphasis is on comparative morphology, adaptive
diversity, and phylogeny. Six hours a week in class-
laboratory work.
Mr. Mikesell
220 Animal Embryology
Survey of the phenomena and principles of animal
development. Major attention is given to embryonic
development in multicellular animals. Vertebrates are
emphasized in the study of organ development. Six
hours a week in class-laboratory work. Alternate years.
Offered 1991-92.
Mr. Sorensen
224 Vertebrate Zoology
Introduction to the systematics, distribution,
reproduction, and population dynamics of vertebrates.
Field and laboratory emphasis on natural history,
collection, and identification. Six hours in class,
laboratory, or field. Optional trip to North Carolina.
Mr. Winkelmann
227 Invertebrate Zoology
Biology of the major free-living metazoan invertebrate
groups with special emphasis on adaptive morphology
and physiology and on evolution. Six hours a week in
class-laboratory work.
Mr. Barnes
230 Microbiology
Introduction to the biology of viruses, bacteria, fungi,
and protists; their morphology, taxonomy.
300 Plant Physiology
Physiological processes in vascular plants. Plant
responses, growth promoting substances,
photoperiodic responses, water absorption and
transpiration, mineral nutrition, and general
metabolic pathways are studied. Three class hours
and laboratory.
Mr. Cavaliere
305 Ecology
Principles of ecology, with emphasis on the role of
chemical, physical, and biological factors affecting
the distribution and succession of plant and animal
populations and communities. The course includes
numerous field trips to a variety of local freshwater
and terrestrial habitats. Three class hours and
laboratory-field work.
Mr Beach
309 CeU Biology
Structure and function of cell membranes and
organelles; energy transduction by cells;
chromosomes and gene expression; the cell cycle;
selected specialized cell types. Three class hours and
laboratory. Prer^flMWite.- Chemistry 112. ., ^
Mr. Sorensen
310 Genetics
Overview of principles of genetics. Topics include
chemical nature of genes, Mendelian and non-
Mendelian inheritance, gene regulation, genetic
engineering, molecular evolution and population
genetics. Three class hours and laboratory.
Prerequisite: Biology 309.
Mr. Hiraizumi
76
BIOLOGY/ CHEMISTRY
325 Animal Behavior
Study of animal behavior through readings, films,
discussions, and field and laboratory observations. A
wide range of phenomena will be considered, from
simple reflex responses to complex social
organizations. The role of behavioral adaptations in
the biology of animal species will be emphasized.
Three class hours and laboratory. Alternate years.
Offered 1992-93.
Mr. Winkelmann
332 Immunobiology
Introduction to the vertebrate immune system at the
molecular, cellular, and organismal levels. Antibody
structure, antigen-antibody interaction, the genetics
of antibody diversity, the immune response, and the
bases of self/ non-self discrimination are emphasized.
Prerequisites: Biology 309, 310. Three class hours and
laboratory. Alternate years. Offered 1992-93.
Mr. Sorensen
340 Comparative Animal Physiology
Regulation of basic physiological processes in
animals. Unifying principles will be studied using a
comparative approach. Prerequisite: Biology 309.
Three class hours and laboratory.
Ms. Etheridge
460 Individualized Study - Research
Independent investigation of a topic of special interest
to the student, normally including both literature and
laboratory research, directed by a faculty member
familiar with the general field of study. The results of
the investigation will be presented to the department.
Open to juniors and seniors. A single Individualized
Study may be used toward one of the eight courses
required for the B.A. degree. Prerequisite: Approval of
both the directing faculty member and the
department prior to registration. Staff
471, 473 Individualized Study - Internship
Independent internship experience under the direct
supervision of professional personnel in a variety of
biology-related areas. Internship may be arranged by
the department or the student. Must combine
practical work experience with an academic
dimension. Library research paper on a subject
related to the experience is required. Prerequisite:
Approval of both the supervisor and the department.
Chemistry
Professors Fortnum and Rowland
Associate Professors Grzybowski and
Parker (Chairperson)
Assistant Professor Jameson
Assistant Instructors Boylan, Fox, and Gregory
Overview
Each course offered by the department provides an
opportunity for a concentrated study of the various
principles of classical and contemporary chemical
knowledge. From the introductory to the advanced
courses, application is made of basic theories and
methods of chemical investigation. The courses
offered by the department utilize lectures, discussions,
library work, on-line computer literature searching,
computer-assisted instructional programs,
videotapes/films, and laboratory investigations in
order to emphasize the concepts that underlie the
topics covered. Each course, as well as the major itself,
is designed for the curious and interested student.
The program of the department is approved by the
American Chemical Society. The paths taken by majors
after graduation are varied; many enter graduate work
in chemistry. Graduates also enter medical and dental
schools, industrial and government research
laboratories, secondary school teaching, and other
fields such as business and engineering.
Requirements and Recommendations
The eight basic courses required for the Bachelor of
Arts degree are Chemistry 111, 112 (or 11 2H), 203,
204, 221, 305, 306, and 317. Students who complete
these basic eight courses along with Chemistry 373,
Research (Chemistry 462 or 473), and one
additional chemistry course may choose to receive a
Bachelor of Science degree. Physics 111 and 112 and
Mathematics through 211 are required of all
chemistry majors. Additional courses in mathematics
(212), biology, and physics may be recommended
for those contemplating graduate study in certain
areas. Junior and senior majors are expected to join
with staff members in an afternoon seminar series
which is designed to provide an additional
opportunity for student discussion of current
developments in the field.
Approved safety goggles must be worn in all
laboratories. Prescription glass may be worn under
safety goggles. Contact lenses may not be worn unless
a liability waiver is signed.
CHEMISTRY
77
For the prospective secondary school teacher the
department cooperates in offering Education 304,
Techniques of Teaching and Curriculum of
Secondary Chemistry. Introductory biology is
required for certification.
Individualized study and independent laboratory
work are available in connection with some courses.
An honors section (112H) of the Fundamentals of
Chemistry course provides a select group of students
with such an opportunity at the introductory level.
During the junior or senior year, majors may elect
Chemistry 462, a research course in which a student
can utilize his or her knowledge and creativity
intensively. Summer research. Chemistry 473, is
encouraged strongly.
The optional minor shall consist of Chemistry 111,
112 (or 112H), plus four other chemistry courses at
the 200 level or above. Individualized Study courses
may not be counted toward the optional minor.
Distribution Requirements
The following combinations of chemistry courses may be
used to satisfy the distribution requirement in laboratory
science: either 101 or 1 1 1 followed by 102, 1 12 or 11 2H.
(Course credit will not be given for more than two
introductory chemistry courses. Credit will nothe
given for both 1 1 1 and 101 or for both 102 and 112.)
Special Facilities and Programs
Breidenbaugh Hall, which houses chemistry classrooms
and laboratories, was completely renovated in 1985.
Since that time the department has purchased new
instrumentation such as a Fourier Transform NMR
Spectrometer, a Fourier Transform Infrared
Spectrometer, a UV-visible Spectrometer, and a Gas
Chromatograph-Mass Spectrometer. Chemistry majors
receive significant hands-on experience with all major
instrumentation beginning in the sophomore year.
The department's library is at the disposal of all
students. Numerous lectures and seminars are
sponsored by the department and the chemistry club,
j Sceptical Chymists. These involve resource persons
I from universities, industries, government agencies, and
! professional schools, and are designed to complement
ii the curricular activities of the department. An annual
] highlight is a three-day visit by an outstanding scholar
in the field of chemistry. The program is supported by
The Musselman Endowment for Visiting Scientists.
Many qualified upperclass students — chemistry majors
and others — gain valuable experience from serving as
laboratory assistants and tutors.
101 General Chemistry
Study of chemical principles with emphasis placed on
providing the student with an understanding of how
these principles relate to the non-scientist, especially
in the areas of industry, ecology, health, and
philosophy. Laboratory experiments are designed to
offer a "hands-on" familiarity with the principles
discussed in the lectures. The course is designed for
students planning to complete only two courses in
chemistry and who may have limited or no previous
exposure to chemistry. Three lecture hours and one
laboratory afternoon.
Ms. Schoolcraft
102 General Chemistry
Review of principles studied in Chemistry 101 and
application to problems of current and historical
interest. Demonstrations and laboratory experiments
are designed to illustrate and complement the
material discussed in class. Prerequisite: Chemistry
101 or 111. Three lecture hours and one laboratory
afternoon.
Ms. Schoolcraft
111 Fundamentals of Chemistry
Study of atomic structure, theories of bonding,
stoichiometric relationships, properties of solutions
and gases, and elementary thermodynamics. The
laboratory work covers quantitative relationships by
employing titrimetric and gravimetric techniques.
This course is designed for biology, chemistry, and
physics majors and others with a secondary school
background in chemistry and elementary
mathematics. Course credit is not granted for both
Chemistry 101 and 111. Three lecture hours and one
laboratory afternoon.
Mr. Parker
112 Fundamentals of Chemistry
Study of kinetics and mechanisms of reactions,
equilibrium, electrochemistry, and coordination
chemistry. Laboratory work includes kinetic studies,
qualitative analysis, and the application of various
instrumental procedures to quantitative analysis.
Course credit is not granted for both Chemistry 102
and 112. Prerequisite: Chemistry 111. Three lecture
hours and one laboratory afternoon.
Mr . Fortnum
1 12H Fundamentals of Chemistry
Designed as an honors seminar for the more
capable first year chemistry students. Kinetics,
equilibrium, electrochemistry, and coordination
78
CHEMISTRY
chemistry are among the topics discussed.
Laboratory work includes experiments in kinetics
and equilibrium and the application of principles
from lecture to a project of several weeks' duration.
Emphasis is placed on independent work with
necessary guidance in both the seminar and the
laboratory. Prerequisites: Chemistry 101 or 111 and
invitation of the department. Two afternoons.
Mr. Parker
203 Organic Chemistry
Study of the fundamental concepts of the chemistry
of carbon compounds with emphasis on molecular
structure, reacdon mechanisms, stereochemistry, and
the applicadon of spectroscopy to problems of
idendfication. Prerequisite: Chemistry 112 or 112H.
Three lecture hours, one lab discussion hour, and
one laboratory afternoon.
Mr. Rowland
204 Organic Chemistry
Study of the various classes of organic compounds,
incltiding substitutions in the aromatic nucleus, cyclic
compounds, and natural products such as amino
acids, carbohydrates and peptides. Prerequisite:
Chemistry 203. Three lecture hours, one lab
discussion hour, and one laboratory afternoon.
Mr. Rowland
221 Chemical Applications of Spectroscopy
Study of the theories and applications of ultraviolet,
infrared, 'H and '^C nuclear magnetic resonance,
and mass spectroscopy are discussed in relation to
the importance of these spectroscopic methods in
the analysis of chemical systems. The scope and
limitations of each type of spectroscopy are covered.
Course work includes lectures, discussions, and
laboratory sessions. The lab periods involve the use
of spectrometers in the identification of organic
compounds. Lecture work is supplemented by fdms,
videotapes, and computer-assisted instructional
programs. Prerequisite: Chemistry 203.
Mr. Rowland
305 Physical Chemistry
Study of the principles of thermodynamics and kinedc
theory as applied to the states of matter, chemical
reacdons, equilibrium, the phase rule, and
electrochemistry using lectures, readings, problems,
discussions, and laboratory exercises. The computer is
used as a tool for solving problems and for the
reducUon of experimental data. Prerequisites: Chemistry
112 or 112H, Physics 112, mathematics through
calculus (usually Math 21 1). Three lecture hours, one
discussion hour, and one laboratory afternoon .
Mr. Fortnum
306 Physical Chemistry
Introduction to theories of chemical kinetics,
quantum mechanics, and statistical thermodynamics
and their applications to chemical systems through
the use of problems, lectures, readings, discussions,
laboratory investigations, and projects. The
computer is tised for modeling, simulations, and
solving problems. Assignments are made so as to
encourage the individual study of specific related
physical chemical phenomena. Prerequisite:
Chemistry 305. Three lecture hours, one discussion
hour, and one laboratory afternoon.
Ms. Schoolcraft
317 Instrumental Analysis
Study of chemical analysis by use of modern
instruments. Topics include complex equilibria,
electroanalytical methods, quantitative spectroscopy,
chromatography, and Fourier transform methods.
Analytical techniques will be studied from both a
chemical and an instrumental point of view. The
laboratory stresses quantitative analytical procedures.
Prerequisites: Chemistry 204 and 221. Three lecture
hours and one laboratory afternoon.
Mr. Gnybowski
353 Advanced Organic Chemistry
Study of synthetic, mechanistic, and theoretical
concepts in organic chemistry. Particular emphasis is
placed on the study of methods used to determine
organic reaction mechanisms, stereospecific
reactions, photochemistry, pericyclic reactions, and
the design of multistep syntheses of complex
molecules. Prerequisites: Chemistry 204 and 221.
Three lecture hours.
Mrjameson
373 Advanced Inorganic Chemistry
Study of valence bond, crystal field, and molecular
orbital theories; boron chemistry; organometallic
compounds; structural, kinetic, and mechanistic
studies of coordination compounds. Group theory
and symmetry are applied to various systems.
Prerequisite: Chemistry 305. Three lecture hours.
Mr. Parker
390 Advanced Laboratory Techniques in Chemistry
Designed to combine and expand upon the
laboratory skills learned in the fundamental courses of
CHEMISTRY/ CLASSICS
79
the first two years. Numerous projects will be pursued
in organic and inorganic chemistry, utilizing a
combination of library skills (e.g. on-line computer
searching), advanced laboratory skills (e.g. inert
atmosphere techniques, modern separation methods,
and advanced spectroscopic characterizations) , and
scientific writing skills, h is anticipated that this course
will prepare a student for independent research in the
senior year. Prerequisite: Chemistry 221 .
Mr. Gnybowski
462 Individualized Study: Research
An independent investigation in an area of mutual
interest to the student and a faculty director. The
project normally includes a literature survey and a
laboratory study. An oral report to staff and students
and a final written thesis are required. A student
wishing to enroll in this course should consult with
the faculty director at least two weeks before the end
of the semester preceding the semester in which this
course is to be taken. Prerequisites: Chemistry 390 and
permission of the faculty director and approval by
the chemistry department. Open to junior and
senior chemistry majors. Offered both semesters.
Staff
473 Summer Research Internship
A funded ten-week independent investigation in an
area of mutual interest to the student and research
director. The project normally includes a literature
survey and a laboratory study. Oral reports to staff
and students and a final written thesis are required.
A student wishing to enroll in this course should
consult with a chemistry department faculty member
early in the spring semester. Prerequisites: Chemistry
390 and/or permission of the research director and
approval by the chemistry department.
Staff
Classics
Associate Professor Snively (Chairperson)
Assistant Professors Cahoon and Zabrowski
Adjunct Assistant Professor Ginge
Overview
The courses offered are designed to acquaint the
student with the language, literature, history, and
civilization of Greece and Rome. These societies
present a microcosm of all human experience.
Fulfillment of human potential in spite of adversities
and threats to existence was the ultimate quest then,
as it is today. Learning how the founders of Western
civilization dealt with such conflicts as the aspirations
of youth and the compromises of middle age, the
claims of community and individual rights, the
ecstasy of love, and the despair of loss can help us
understand our own thoughts and emotions as we
confront these age-old problems and pressures.
Requirements and Recommendations
The department offers majors in Greek, Latin, and
Classical Studies. Required for all majors: CI. 121,
CI. 122, CI. 400. Additional requirements:
Latin Major:
Greek Major:
Classical Studies
Major:
Latin 251; seven courses in Latin
beyond Lat. 102, and including
Ladn 312
Greek 251; seven other courses in
Greek beyond Gr. 102
8 courses. The 202 level in
either Latin or Greek must be
attained.
In both Greek and Latin language courses, 201 and
202 or their equivalents are prerequisites for all
higher language courses.
A minor consists of six courses in the department
including a minimum of two language courses.
Distribution Requirements
Latin 201, 202, or 203, and Greek 201, 202 may be
used to meet the College's language requirement.
Latin 203, 204, 303, 306, 308, 309, 311, 401, Greek
203, 204, 301, 302, 303, 304, 306, and Classics 262,
264, 266 may be used in fulfillment of the literature
distribufion requirement. Classics 121,122, Latin 251,
and Greek 251 may be used to fulfill the College
distribution requirement in history/ philosophy, and
Latin 251 and Greek 251 may be counted toward a
major in history.
80
CLASSICS
For prospective secondary school teachers the
Department cooperates in offering Education 304,
Techniques of Teaching and Curriculum of
Secondary Latin.
Special Programs
Through a cooperative arrangement under the
auspices of the Central Pennsylvania Consortium,
Gettysburg College shares membership in the
Intercollegiate Center for Classical Studies in Rome.
The program of the Center has been approved as a
Gettysburg College affiliated program. The
Department of Classics encourages its majors to
spend a semester at the Center in Rome. For details,
see Study Abroad, The Intercollegiate Center for
Classical Studies in Rome, Italy, (page 49).
College Year in Athens, Inc. has also been approved
as a Gettysburg College affiliated program. Students
interested in ancient, Byzanfine, or modern Greece
are encouraged to spend a semester or a year at
College Year. For details, see Study Abroad, College
Year in Athens, Greece, (page 48).
Through the Central Pennsylvania Consortium,
Gettysburg College shares membership in the
American School of Classical Studies in Athens.
Greek
101, 102 Elementary Greek
Introduction to the alphabet, inflections, and syntax
of Attic Greek.
Mr. Zabrowski
201, 202 Intermediate Greek
Designed to increase the student's skill in reading
texts. Selections from Xenophon's Anabasis, some
writers of the New Testament, and other authors are
read, with an emphasis on grammar. Prerequisites:
Greek 101, 102 or its equivalent.
Mr. /.abrowski
203 Plato
The Apology and Crito, with selecdons from other
dialogues.
Mr. Zabrowski
204 New Testament Greek
Introduction to Koine Greek. Selections from the
New Testament are read with attention to their
language and content. Not offered every year.
Mr. Zabrowski
251 Greek History
Survey of Hellenic civilization from the Bronze Age to
the Hellenistic period. Papers required. A knowledge of
Greek not required. Alternate years. Offered 1992-93.
Mr. Zabrowski
301 Homer
Selections from the Iliad and Odyssey with examination
of syntax and style. Not offered every year.
Ms. Snively
302 Greek Historians
Readings in the text of Herodotus or Thucydides. Not
offered every year.
Staff
303 Greek Comedy
An introduction to Greek drama. Selected comedies
of Aristophanes are read with attention to style and
metrics. Not offered every year.
Mr. Zabrowski
304 Greek Tragedy
Selected plays of Aeschylus, Sophocles, and Euripides.
Various plays are also read in English. Oral reports
required. Not offered every year.
Staff
306 Greek Oratory
Selected orations of Demosthenes and Lysias. Not
offered every year.
Individualized Study
Latin
101, 102 Elementary Latin
Introduction to Latin.
Staff
Staff
Ms. Cahoon, Ms. Snively
201, 202 Intermediate Latin
Designed to increase the student's skill in reading
texts. Selections from Latin prose and poetry are
read, with continuing grammatical review and
analysis. Prerequisite: Two years of secondary school
LaunorLaUn 101, 102.
Ms. Cahoon, Ms. Snively
203 Roman Prose
Selections from Roman prose writers and intensive
review of grammar. Prerequisite: Three or four years of
secondary school Latin or Latin 201, 202.
Ms. Snively
CLASSICS
81
204 Roman Poetry
Extensive reading in Catullus, Ovid, and Horace with
an examination of poetic forms other than epic.
Prerequisite: Three or four years of secondary school
Latin or Latin 201, 202.
Ms. Cahoon
251 Roman History
The history of the Republic and Empire. Papers
required. A knowledge of Latin not required.
Alternate years. Offered 1993-94.
Ms. Snively
303 Cicero
Selected essays of Cicero, with supplemental reading
from letters and orations. Supplemental reading in
English. Not offered every year.
^ Staff
306 St. Augustine
Selections from Confessions vAth attention to the
differences between Late Latin and Classical Latin.
Not offered every year.
Ms. Cahoon
308 Roman Satire
Selections from Horace, Martial, and Juvenal with
attention to the changes in language and style from
the Classical to the Post Classical period. Not offered
every year.
Staff
309 Roman Historians
Selections from Livy and Tacitus with attention to
their peculiarities of language and style. Not offered
every year.
Ms. Snively
311 Lucretius
Extensive reading in On the Nature Of Things with
attention to Lucretius' metrical forms, science, and
philosophy. Not offered every year.
Staff
312 Prose Composition
Designed to increase the student's ability to translate
from English to Latin, includes a thorough grammar
review. Not offered every year.
Mr. Zabrowski
401 VergU
Study of Vergil's literary style, poetic genius, and
humanity as seen in the Aeneid. Open to seniors and
qualified juniors. Not offered every year.
Staff
Individualized Study
Staff
Classical Studies
121 Survey of Greek Civilization
Survey of the the politics, history, literature, art, etc.
of the Greek polls from its beginning to the conquest
of Alexander, with emphasis on literary texts and on
Greek concepts which influenced Western thought.
Knowledge of Greek not required.
Ms. Cahoon
122 Survey of Roman Civilization
Survey of the politics, history, literature, art, etc. of
Rome from its founding to the Council of Nicea, with
emphasis on the material culture of an empire
encompassing the whole Mediterranean. Knowledge
of Latin not required.
Ms. Snively
230 Classical Mythology
Survey of classical mythology with attention to the
process of myth-making and the development of
religion. No knowledge of Greek or Latin required.
Ms. Snively, Mr. Zabrowski
262-266 Genre Uterature
An examination of the genre literature of Greece and
Rome in translation. Selected works will be studied
through analysis of form, structure, and content. No
knowledge of Greek or Latin required. „ „
262 Ancient Epic
Study of Homer, Apollonius of Rhodes, and Vergil.
Offered 1993-94.
Ms. Cahoon
264 Ancient Tragedy
A study of Aeschylus, Sophocles, Euripides, and
Seneca. Offered 1991-92. ^^ ..
266 Ancient Comedy
A study of Aristophanes, Menander, Plautus, and
Terence. Offered 1992-93.
Ms. Cahoon
270 Ancient Drama (Half Unit Course)
Study, direction, and performance of an ancient
Greek or Roman play. The course will include the
study both of several other plays by the same author
(for context and background) and also of recent
pertinent secondary material. Students will interpret,
cast, direct, choreograph, and rehearse the play. The
final performance will be presented to the entire
campus community at the end of the semester. Not
offered every year.
Ms. Cahoon
82
CLASSICS / ECONOMICS
281 Ancient Greek Political Theory and Practice
Using Plato's Republic and Laws and Aristotle's Politics
as primar)' sources, the course will investigate the
nature of ancient Greek political theory and the
notion of the Ideal State, whether conceived of as
timocratic, monarchial, or democratic. In the
practical order, actually functioning Greek city-state
constitutions will be examined, as preserved in the
writings of Aristotle, Xenophon, and the Oxyrhyncus
Historian. Not offered every year.
Mr. Zabroivski
400 Senior Seminar
Content will be determined each year by the senior
class in consultation with the staff. Required of all
majors.
Staff
Individualized Study
Staff
Computer Science - See Mathematics and
Computer Science
Economics
Professors Fender (Chairperson), Gondwe and Railing
Associate Professors Fletcher, Gemmill, and K. Niiro
Assistant Professors M. Golfin and Kallon
Overview
A knowledge of economics has become increasingly
important for effective participation in a complex
society. The department's courses present this
knowledge in both historical and contemporary
contexts, with a focus on developing the relevant
economic theory and identifying, understanding,
analyzing, and solving social problems. As a social
science, economics studies how societies organize
and make decisions for using scarce resources to
produce and distribute goods and services
domestically and internationally. Economists
examine both macro-economic and micro-economic
problems and consider the implicadons of
alternative solutions for efficiency, fairness, and
growth. Courses in the department stress the critical
thinking skills of a liberally educated person:
gathering of pertinent information; analysis;
synthesis; and ability to perceive, create, and choose
among alternatives. However delightful the study of
economics for the sake of individual understanding,
the department also stresses effective oral and
written communication of the insights achieved
through study of the discipline.
In addition to courses in economics, the department
also offers courses in introductory and intermediate
applied statisdcs and in geography.
The department's courses are designed to meet the
College's liberal arts objectives while also serving well
students who intend to (1) pursue graduate study in
economics; (2) enter graduate professional schools
in management administration, law, and related
areas; (3) pursue careers in business, non-profit
private organizations, or government.
Requirements and Reconunendations
Economics majors in the classes of 1991-1993 have the
option of fulfilling either the requirements given in
this paragraph or those that follow for the classes of
1994 and beyond. The requirements for students
graduadng between 1991-1993 are Economics 103-
104; Management 153; Economics 241, 243, 245, 333;
and three courses chosen from the following:
Economics 242, 301, 302, 303, 305, 324, 325-332, 336,
337, 338, 351, and 352. A student may take
Mathemadcs 351-352 in lieu of Economics 241-242;
both semesters of the mathemadcs sequence must be
completed for mathematical statistics to substitute for
the departmental statistics requirement. Much, but
not all, of the material covered in such applied
statistics courses as Mathematics 107, Psychology 205,
and Sociology 303 duplicates that in Economics 241;
therefore, credit will not be given for more than one
of these courses. The research methodology basic to
economics is covered in Economics 241 and 242; thus,
students taking an applied statistics course outside the
economics department before deciding to become
economics majors may be required to demonstrate via
examination proficiency in the content of Economics
241 or may be required to take Economics 242.
Economics majors graduating in 1994 or thereafter
must fulfill the following departmental requirements:
Economics 103, 104, 241, 243, 245, 333; either
Management 153 or Economics 242; and at least
three additional economics courses at the 300 level or
above (excluding 460), with two or more of these
from among 301, 303, 336, 351, 352, 401, 402, and
403. The department strongly urges students to
include one 400-level course among their electives.
Because of the importance of mathematical
modelling and statistical testing to the application of
economics, majors in economics are required to
demonstrate achievement in mathematics equivalent
to one term of calculus. This requirement can be
ECONOMICS
83
satisfied by taking Mathematics 105-106 or
Mathematics 111 or by exemption via examination.
The department strongly encourages students who
have an interest in majoring or minoring in
economics to complete this mathematics
requirement during the first year because several
200-level courses have a math prerequisite.
The department faculty advises any students planning
to pursue graduate study in economics to take
Mathematics 1 1 1-112, Mathematics 21 1-212, and
Economics 351-352. Regardless of their plans upon
graduation, all students will find more options open
to them if they are familiar with the use of computers
in economic analysis. Therefore, we urge economics
majors to take a course or courses dealing with the use
of computers, in addition to the departmental courses
that require computer work. The department offers a
minor in economics, which a student can complete by
taking Economics 103, 104; two courses from among
Economics 241 , 242, 243, 245; and two courses
numbered 301 or above. Additionally, a student
minoring in economics must demonstrate the same
achievement in mathematics as required of majors,
and must achieve a grade point average of 2.0 or
above in courses coimted toward the minor.
Economics 103, 104 are prerequisites for all upper-
level courses in the department except Geography 310.
Under special circumstances, a student may petition
the instructor of a course for a waiver of course
prerequisites.
The departmental brochure. Economics Department
Handbook, contains additional information about the
department and about the opportunities which the
study of economics provides. Copies are available in
the department office, Glatfelter 111, and from
department faculty members.
Honors, Internships, Special Programs The
economics department values intensive and
independent work by its students, as well as their
interaction with peers and faculty members on
collaborative economics projects. To encourage and
recognize high quality work, the department offers
departmental honors to students who (1)
satisfactorily complete one course from among
Economics 401, 402, 403; (2) earn an acceptable
overall and departmental grade point average; (3)
complete a senior project (Economics 460) that
builds upon the 400-level course, and is deemed of
high quality by the project supervisor.
Internships involving the application of economics are
available to qualified students. Those persons desiring
more information should contact Dr. Railing.
Gettysburg College also recognizes the Washington
Economic Policy Semester at American University, a
program that involves both classroom study and an
internship in Washington, D.C. Page 45 of this
catalogue contains more information about the
program. Interested students should contact Dr.
Railing in the spring semester of their sophomore
year. Several foreign study programs are especially
interesting for economics students; information is
available from the department and from the registrar.
Distribution Requirements
A student may satisfy the College distribution
requirement in social sciences by successfully
compleung Economics 103, 104, and may satisfy the
non-Western Culture requirement with Economics
326, 337, or 338.
103, 104 Principles of Microeconomics —
Principles of Macroeconomics
Principles of Microeconomics gives students a
general understanding of economic systems and
economic analysis, with emphasis on the operation
of the U.S. economy. Topics covered in 103 include
the price system, theory of consumer behavior,
theory of production, theory of the firm, income
distribution, welfare economics, and the micro
aspects of international trade. In Economics 104,
topics covered include national income accounting,
employment, inflation, monetary and fiscal policies,
aggregate demand and supply analysis, economic
growth, the monetary aspect of international
economics, and comparative economic systems.
Staff
241 Introductory Economic and Business Statistics
Covers the nomenclature of descriptive statistics,
probabilities using the normal, binomial, Poisson
distributions, Chi-square, sampling, estimation of
parameters, hypothesis testing, linear regression, and
correlation. Prerequisites: Economics 103,104, and
one of the following: Mathematics 105-106, 111, or
the equivalent. Please note that a student may not
receive credit for both this course and Mathemafics
107, Psychology 205, or Sociology 303.
Ms. M. Golfin, Mr. Niiro
242 Intermediate Economic and Business Statistics
Considers advanced statisfical theory and the use of
computers in data analysis. Topics included are
84
ECONOMICS
ANOVA; multiple regression and the determination
of model acceptability; time series and forecasting;
index numbers; nonparametric methods; and
decision theory. Prerequisite: Economics 241.
Ms. M. Golfin
243 Intermediate Macroeconomic Theory
Studies further classical, neoclassical, Keynesian, and
post-Keynesian economics focusing on national income
accounting, the various theories and policies which
deal with the generation and maintenance of full
employment and a stable price level. The causes and
cures of unemployment and inflation are also analyzed.
Offered both semesters. Prerequisites: Economics
103,104 and Mathematics 111 or its equivalent.
Mr. Gondwe, Mr. Kallon
245 Intermediate Microeconomic Theory
Uses the methodological tools of economics to
examine consumer and producer behavior and
economic behavior both individual and collective
under different input and output market structures,
and to analyze the implications of such behavior for
general equilibrium and economic welfare.
Prerequisites: Economics 103,104, and Mathematics
105-106 or 111, or the equivalent.
Ms. Fender
300 Personal Finance
This course accomplishes two purposes: (1) the
consideration of how individuals might react
analytically to financial constraints they face
(incomes, prices, opportunities) in order to provide
for their own material security (living costs, medical
care, education, retirement); and (2) an insight into
the important social issues of a mixed economy, such
as that of the United States, by understanding
individual decision-making more clearly. Items
covered will include the meaning of financial
security, both individually and collectively, the
development of financial goals and the use of
personal budgets to achieve goals, the proper use of
credit, the nature and use of insurance for
protection and saving, housing, income earning
assets, and estate planning. In addition, current
social issues will be considered. Prerequisites:
Economics 103, 104.
Mr. Railing
301 Labor Economics
Studies theoretically and empirically the functioning
of labor markets with emphasis on wage and
employment determination. Alternative theoretical
models are examined. Topics include time
allocation, wage differences, discrimination,
investment in education, mobility and migration,
impacts of legislation, unions and labor relations,
and imperfect markets. Prerequisites: Economics 103,
104, and 245. Recommended: Economics 241.
Ms. Fletcher
302 Gender Issues in Economics
Applies microeconomic theory to gender issues in
our economy. The course will explore demographic
issues such as fertility and divorce, consider the effect
of the tax structure and other public policies on
gender differences in labor force participation over
time, and examine alternative economic paradigms
for explaining gender discrimination in our society.
Prerequisites: Economics 103, 104. Recommended:
Economics 245.
Ms. Fletcher
303 Money and Banking
Examines the role of money, credit, and financial
institutions in the determination of price and
income levels. Coverage includes the commercial
banking system, the Federal Reserve System,
monetary theory, and the art of monetary policy.
Emphasis is placed upon evaluation of current
theory and practice in the American economy.
Prerequisites: E,conom\c^ 103, 104. Recommended:
Economics 243.
Mr. Gemmill
305 Public Finance
Concerns the principles, techniques, and effects of
government obtaining and spending funds and
managing government debt. Nature, growth, and
amount of expenditures of all levels of government
in the United States are considered, along with the
numerous types of taxes employed by the various
levels of government to finance their activities. .
Government debt is also considered. Prerequisites: I
Economics 103,104.
Mr. Flailing
324 Comparative Economic Systems
Concerns a comparative analysis of free enterprise
economics, centrally planned economies, and mixed
economies. Primary attention is given to the
economic aspects and institutions of these economic
systems, but the political, philosophical, and
historical aspects are also considered. Prerequisites:
Economics 103, 104.
Mr. Railing
ECONOMICS
85
325-332 Regional Economic History, Growth, and
Development Seminar
Examines intensively one region, using the framework
of economic analysis and political economy to
consider economic history, growth, and development
within the appropriate region. Although economic
theory provides the primary paradigm within which
these regions are studied, consideration also will be
given to the historical events that conditioned the
economic outcomes. Each course will review the
pertinent theory and focus on application of that
theory to specific historical events seeking to
determine the relevance of the theory to our
understanding of past and present economic
conditions. Four regions will be studied, one in each
of the courses: Africa, the Caribbean, Japan, and
Canada/U.S. Prerequisites: Economics 103, 104.
Mr. Gondwe, Mr. Kallon, Mr. Niiro, Ms. Fender
333 History of Economic Thought and Analysis
Studies the development of economic ideas and
policies in relation to major forms of social, political,
and economic problems. Emphasis is placed on
major contributions to economic thought from Plato
to Keynes. Prerequisites: Economics 103-104.
Recommended: Economics 243, 245. ,, ^ ,
Mr. Gondwe
336 International Economics
Covers comparative advantage, commercial policy,
economic integration, balance of payments,
exchange rates, and international monetary systems.
Prerequisites: Economics 103, 104, and 245.
Mr. Kallon
337 Introduction to Political Economy and the
African Diaspora
Examines the origins and development of capitalism
and the contribution of Third World peoples and
minorities in the United States to the process and
continued growth of capitalist development. It also
examines current economic, social, and political
issues as they relate to, and affect, Third World
peoples. Prerequisites: Economics 103, 104.
Mr. Gondwe
338 Economic Development
Examines the economic and non-economic factors
accounting for the economic growth and
development of less-developed areas of the world.
Various theories of economic and social growth and
development are analyzed and major policy issues
discussed. Prerequisites: Economics 103, 104. Satisfies
distribution requirement in non-Western culture.
Mr. Gondwe
341 Environmental Economics
Provides a foundation for the application of
microeconomic theory to environmental issues.
Students will examine national and international
policy debates related to natural resource u.se and
environmental protection. Economic theory is used
to evaluate alternative environmental policies. Issues
studied include global warming, deforestation, air
and water quality, and natural resource depletion.
Pr^^^Misito; Economics 103, 104.
Ms. Fletcher
351 Application of Mathematics to Economics and
Business
Introduces the application of calculus and matrix
algebra to economics and business. Numerous
illustrations of mathematically formulated economic
models are used to integrate mathematical methods with
economic and business analysis. Prerequisites: Economics
243, 245, and Mathematics 1 1 1-112 and 21 1-212.
Mr. Niiro
352 Introduction to Econometrics
Introduces the application of mathematical
economic theory and statistical procedures to
economic data. Coverage includes the development
of appropriate techniques for measuring economic
relationships specified by economic models and
tesdng of economic theorems. Prerequisites:
Economics 243, 245, Mathematics 111-112 and 21 1-
212, and Economics 242, or Mathematics 358.
Mr. Niiro
401 Advanced Topics in History of Economic
Thought and Competing Paradigms of
Economic Analysis
Investigates the different perspectives in economics.
The course focuses on the concept that economics, as
a social science, is rich in diversity and contending
perspectives through which students can view
questions which economics asks, and therefore the
types of answers which are generated. More
specifically, the course will consider the Neoclassical
paradigm, including Keynesian Economics and
Monetarism, and the New Classical Economics, as the
mainstream perspecdves which will be compared with
Marxism and Radical Polidcal Economy, Neo-
Austrian Economics, and the Schools of Public
Choice and Institutional Economics. These will be
contrasted by tracing the historical evoludon of
different perspecdves and then focusing on the
theories and methods of contemporary paradigms.
Prerequisite: Economics 333.
Staff
86
ECONOMICS / EDUCATION
402 Advanced Topics in Theoretical and Applied
Macro- and Monetary Economics
Examines particular topics in macroeconomics and
monetary' theory and applications, under the
assumption that the student is familiar with the basic
theor)'. The particular focus of the seminar will
rotate depending upon the expertise of the faculty
person teaching it, among topics such as the new
neoclassical theory, rational expectations and
economic behavior, monetary issues in international
trade and economic development, econometric
studies of money, regulation and banking safety.
Prerequisites: Economics 243 and/or 303 and/or 336.
Staff
403 Advanced Topics in Theoretical and AppUed
Microeconomics
Considers special topics in microeconomic theory and
applications based upon the assumption that the
student is familiar with the basic theory. The particular
focus will vary with the instructor conducting the
seminar, from among topics such as the new house-
hold economics, industrial organization and public
policy, game theory, information costs-structure-
behavior, production and cost functions, welfare
economics, and the micro aspects of international trade.
Prerequisites: Economics 245 and/or Economics 336.
Staff
460 Senior Thesis
Involves the student in pursuit of a research or other
investigative project which is presented to the adviser
via a written paper and to the public via an oral
presentation at the completion of the project. The
student explores the topic of the thesis in Economics
401 or 402 or 403, then further develops it the
following semester in independent work under the
supervision of the instructor for the prior 400-level
course. Prerequisite: Economics 401 or 402 or 403.
Individualized Study
hivolves topics of an advanced nature pursued by
well-qualified students through individual reading
and research, under the supervision of a member of
the department's faculty. A student wishing to
pursue independent study must present a proposal at
least one month before the end of the semester
preceding the semester in which the independent
study is to be undertaken. Prerequisites: Permission of
the supervising faculty member and the department
chairperson. Offered both semesters.
Staff
Geography 310 Physical and Human Geography
Studies of the location and causes of the distribution
of various kinds of economic activities, as well as
some of the adverse environmental consequences of
a number of these activities. Topics include basic
place name geography; weather and climate;
population trends and characterisUcs; technology
and economic development; the role of agriculture;
the economic geography of energy; and the city.
Open to first year students only by permission of the
instructor. ,, ,, ^ ,^
Ms. M. Golfin
Education
Associate Professors Brough (Chairperson), Hofman,
and Packard
Director of Field Experiences and Instructor S. Van
Arsdale
Adjunct Professors Curtis and Williams
The purposes of the teacher education programs are
to give students a thorough background in
educational philosophy and theoretical concepts of
instruction, and to provide an opportunity for
student teaching.
The education department works cooperadvely with
all other departments in the preparadon of teachers
in secondary education, elementary educadon, music
educadon, and health and physical educadon.
Students interested in pursuing one of these programs
will need to study carefully the teacher educadon
programs as described elsewhere in this catalogue.
A student teacher seeking teacher ceruficadon may
also choose to minor in educadon. A minor in
secondary education consists of six courses:
Educadon 201, 209, 303, 304, and 476 (worth two
courses). A minor in elementary education consists
of six courses. Education 201, 209, and 476 are
required for the minor. The student then designates
three of the following five courses to complete the
minor: Education 180, 306, 331, 370 or 334.
Compledon of all eight courses is required for
teacher cerdfication in elementary educadon.
180 Methods and Concepts of Mathematics
Instruction
Designed for future elementary teachers who are
sophomores and above and are seeking elementary
EDUCATION
87
teaching certification. Topics include the number
system, different bases, number line, use of sets,
principles of arithmetic, introduction to geometry,
and algebra. Curriculum materials and strategies are
included. Spring Semester only.
Ms. Hofman
201 Educational Psychology
Study of the development of psychological principles of
learning, pupil evaluation, and the statistics necessary
for analyzing test data. Repeated in the spring semester.
Psychology 101 recommended as background.
Mr. Packard
209 Social Foundations of Education
Study of the professional aspects of teaching, the
relation of schools to society, historical and
philosophical development of American education,
the organization of state and local school systems,
and the impact of national programs on education,
including court decisions. Repeated in the spring
semester. Includes a unit on computer literacy.
Mr. Williams, Ms. Brough
303 Educational Purposes, Methods and
Educational Media: Secondary
The function of schools in a democracy. Emphasis is
placed on methods and techniques of the teaching-
learning process and classroom management in
secondary schools. The underlying principles and
techniques involved in the use of teaching materials
and sensory aids are studied. Includes a unit on
reading. Prerequisites: Education 201 and 209 and
acceptance into the Education Semester. Repeated
in the spring semester.
Ms. Hofman
304 Techniques of Teaching and Curriculum of
Secondary Subject
Secondary subjects including biology, chemistry,
physics, English, French, Spanish, German, Latin,
mathematics, health and physical education, and
social studies. This course is taught by a staff member
of each department having students in the Education
Semester. Included is a study of the methods and
materials applicable to the teaching of each subject
and the appropriate curricular organization.
Prerequisites: Consent of the major department and
acceptance into the Education Semester. Repeated
in the spring semester.
Staff
306 Educational Purposes, Methods, and
Instructional Media in Social Studies,
Art, and Music
Applying principles of learning and human
development to teaching social studies in the
elementally school. Included is the correlation of art
and music with the teaching of the social sciences. A
major portion of the course is devoted to the
development and teaching of a social studies unit in
conjunction with the student teaching experience.
Prerequisites: Education 180, 201, 209, 331, 370 and
acceptance into the Education Semester. Repeated in
the spring semester. Elementary education students
enroll for this course during the Education Semester.
Ms. Brough, Ms. Van Arsdale
331 Developmental Reading Instruction and the
Language Arts
An introduction to the theory, problems, and
approaches to developmental reading instruction
and the language arts. Current trends relating to the
acquisition of language and reading skills are
studied. Children's literature and its relation to the
learning process are explored. Designed for
elementary and secondary teachers. Prerequisite:
Education 201. Fall semester only.
Ms. Brough
334 Corrective Reading
A study of the analysis and correction of reading
disabilities. Survey of tests and materials including
children's literature as an incentive to greater
interest in reading are included along with a reading
internship in the public schools under the guidance
of a reading teacher. Diagnosis and remedial
tutoring of school pupils who are having reading
problems is provided. Elementary education students
enroll for this course during the Education
Semester. Prerequisites: Education 201, 209, and 331
and acceptance into the Education Semester.
Repeated in the spring semester.
Ms. Brough, Ms. Van Arsdale
370 Elementary School Science: Purposes,
Methods, and Instructional Media
Scientific concepts for mastery by the elementary
pupil in connection with appropriate experimental
procedures; inquiry approach, curriculum
integration, individualization, and instructional
media designed to give the prospective teacher a
thorough background in elementary school science.
Prerequisite: Education 201. Fall semester only.
Ms. Hofman
ss
EDUCATION / ENGLISH
411 Internship in Teaching Composition
A teaching internship in a section of English 101.
Under the supervision of the instructor in that
section, the intern will attend classes, prepare and
teach selected classes, counsel students on their
written work, and give students' papers a first
reading and a preliminary evaluation. All interns will
meet regularly with members of the English
department to discuss methods of teaching
composition and to analyze the classroom
experience. Required of all majors in English
planning to enroll in the secondary education
program. Students should register for Education 41 1
in the semester prior to their Education Semester.
English Department Staff
461 IndividnaUzed Study — Research
Offered both semesters.
471 Individualized Study — Internship
Offered both semesters.
476 Student Teaching
Student observation, participation, and teaching
under supervision of an experienced and certified
teacher. Group and individual conferences are held
for discussion of principles and problems. The
student will spend the full day for 12 to 15 weeks in
the classroom. This course carries two course credits.
Prerequisites: All required education courses and
acceptance into the Education Semester. Repeated
in the spring semester.
English
Professors E. Baskerville, Fredrickson (Chairperson),
Myers, Schmidt, Stewart, and Stitt
Associate Professors Garnett, Goldberg, Lambert,
Stavropoulos, and Winans
Assistant Professors Berg, Hanson, Johnson, and
Larsen
Instructor Henry
Adjunct Associate Professor M. Baskerville
Adjunct Assistant Professors Howe and Love
Adjunct Instructors Beedle, Clarke, Cozort, Hartzell,
Saltzman, Young, and Zerbe
Overview
The courses offered by the department are designed
to train students to express their thoughts clearly
and effectively through spoken and written language
and to understand, interpret, and assimilate the
thoughts and experiences of the great writers of
English and American literature. English is excellent
preparation for careers in business, teaching, law,
publishing, journalism, and government service, and
for graduate study leading to advanced degrees in
English, the ministry, and library science. Majors
have also enrolled in graduate programs in business,
urban planning, social work, public administration,
and others.
The courses in theatre and drama offered by the
department are designed to train students to conceive
of the theatrical event as a unit, joining its literary and
historical values with means of expression in
production, demonstrating the relationship of acting,
directing, and design with the efforts of playwrights
both past and present. This is accomplished through
the students' work in the theatre program's
productions which include Mainst^e offerings in the
Kline Theatre as well as studio presentations in the
Stevens Theatre and Otherstage works-in-progress
(see p. 159). The study of theatre arts prepares
students for careers in the theatre, arts administration,
teaching, and business.
The department offers a major in English and
American literature and a major in theatre arts. The
department also offers a minor program in each field.
The department believes that a well-balanced
program for a major in English and American
literature should include (1) knowledge of the
literary history of England and America; (2) training
in the application of the techniques of literary
analysis and the different critical approaches to
literature; (3) knowledge of the characteristics and
development of the major literary forms or genres;
(4) study in depth of the work of one author of
significance; and (5) some knowledge of the history
of the English language and of English as a system.
The department also believes that a well-balanced
program for a major in theatre arts should include
(1) knowledge of the history of the theatre from
primitive man to the present; (2) training in and
application of the various performance areas of
theatre; (3) knowledge of the characteristics and
development of the literary genre known as drama;
and (4) the development of a play from the initial
script to actual performance.
ENGLISH
89
The Writing Center
The Writing Center, staffed by several English
department faculty members and specially trained
Gettysburg College students, is a valuable college
resource. The Center's staff assists students with their
writing in the following ways:
-Discusses an assignment in order to clarify it or to
plan a method of approach
-Helps in organizing a paper or other piece of
writing such as a letter of application
-Suggests ways to make troublesome parts of a paper
more effective
-Shows ways to correct recurring grammatical errors
The Writing Center is open six days a week. There is
no charge for this service.
Requirements and Recommendations
The Major in Literature
The requirements for the major in literature are twelve
courses in English and American language and
literature in addition to the first semester of Literary
Foundations of Western Culture (IDS 103). All majors
in literature are required to take English 150,151,152,
153,154, and IDS 103. In addition, to obtain the
desired distribution of courses, majors must elect one
course from each of the following categories:
I. English Language and Literary Theory
(1 course): English 209, 210.
II. Topics in English Literary History
(3 courses; 1 from each group):
A. Medieval, Renaissance: English 310 to 319.
B. 17th and 18th Centuries: English 320 to 329.
C. 19di and 20th Centuries: English 330 to 339.
III. Topics in American Literary History (1 course):
English 340 to 349.
rV. Major Authors (1 course): English 362, 365, 366
or any seminar devoted to a British or American
author deemed by the department to be of
major importance.
V. Seminar (1 course): English 401-404, 420.
English 420, the Honors Seminar, is reserved for
students admitted to the Departmental Honors
Program.
English 101,110, 201, 203, 205, 206, 305, and courses
in speech may not be used to fulfill the department's
major requirements. Courses in theatre arts count
only toward the theatre arts major.
The Minor in Literature
The requirements for the minor in literature are six
courses. All minors must take three courses of the
Survey of English and American Literature sequence
(English 150-154), and at least three advanced
courses, two of which must be on the 300 or 400
level. Writing courses, with the exception of English
101, may be used to fulfill the department's minor
requirements.
The Major in Theatre Arts
Majors in theatre arts must take IDS 103 and theatre
arts 105, 203, 204, and 214. They must also elect the
specified number of courses from each of the
following categories:
I. Theatre Arts (3 courses): 1 course from each of
the following groups:
A. (Acung and Dance) 120, 163, 220, 307, 320,
377.
B. (Design) 115, 155,255,311,355,381.
C. (Direcdng) 182, 282, 382.
II. Drama (3 Courses): English 226, 365, 366,
Theatre Arts 328, 329, Classics 264, 266, French
327, German 335, Spanish 313.
III. Electives (2 courses): Any of the theatre arts and
drama courses listed above and/or Theatre Arts
222, 252, Art 238, 239, Spanish 315.
The Minor in Theatre Arts
The requirements for the minor in theatre arts are six
courses: Theatre Arts 105, Theatre Arts 203 or 204; one
course in Drama (English 226, 365, 366, Theatre Arts
214, 328, 329); 2 studio courses (Theatre Arts 115, 120,
155, 163,182, 220, 255, 282, 307, 311, 320, 355, 377, 381,
382); one course in theatre arts or any of the above
listed theatre arts or drama courses plus Theatre Arts
252. No more than four courses may be at the 100-level.
Elementary and Secondary Education
The major for students enrolled in the elementary
education program consists of ten courses, in
addition to the first term of Literary Foundations of
Western Culture (IDS 103). Working with the
chairperson of the english department, each
elementary education student will design a major
program following as closely as possible the
department's distribudon requirement for the
major. Students planning to teach English in the
secondary schools are required to take English 209
and either 365 or 366. Speech 101, IDS 104, and
either Theatre Arts 328 or 329 are strongly recom-
mended. The department cooperates in offering
Education 304, Techniques of Teaching and
90
ENGLISH
Curriculum of Secondary English, and Education
411, Internship in Teaching Composition. Students
planning to do graduate work in English should
develop proficiency in Latin, French, or German.
English majors may take internships in a variety of
fields, such as journalism, law, public relations,
publishing, radio, and television. Theatre arts majors
may take internships in theatre, radio, television,
public relations, and arts administration. Students
who wish to apply for internships must secure from
their advisers a statement of the department's policy
regarding application deadline, form of proposal,
requirements, and grading.
Distribution Requirements
All courses offered by the department, except
English 101, 201, 203, 205, 206, 209, 305, and
courses in speech and theatre arts, may be used to
fulfill the College distribution requirement in
literature. English 205, 206, and all theatre arts
courses except 328 and 329 may be used to fulfill the
College distribution requirement in arts.
Senior Honors Program
English majors who have shown special promise in
English will be invited to complete a thesis and
seminar sequence during their senior year. Students
taking the program will write a thesis during the fall
semester under the direction of a member of the
department. During the spring semester they will
participate in an honors seminar under the direction
of the program director. Only students selected for
and successfully completing the program will be
eligible to receive honors in English. For details of
the program, consult the brochure available in the
english department.
101 English Composition
Aims to develop the student's ability to express
themselves in clear, accurate, and thoughtful English
prose. Not limited to first year students. Repeated
spring semester.
Staff
110 The Interpretation of Literature
An intensive study of the dominant literary types:
short story, novel, poem, and drama. The course
attempts to stimulate a valid appreciation and
judgment of literature through precise critical
analysis of selected works truly representative of
major literary forms. Fulfills distribution
requirement in literature. Open only to first year
students and a limited number of sophomores.
Offered both semesters.
Staff
150, 151, 152 Survey of English Literature
A historical survey of English literature from Beowulf
through the twentieth century, with some attention
to the social, political, and intellectual backgrounds
of the periods under investigation. Selected works
will be discussed in class to familiarize students with
various methods of literary analysis, and students will
write several short critical papers each semester.
Staff
153, 154 Survey of American Literatiu"e
A chronological study of American writing from
colonial days through the present, with some
attention to the social, political, and intellectual
backgrounds. Primary emphasis during the first half
of the sequence falls on the Puritans and American
Romantics; the second half surveys writers from the
Romantics forward, including such figures as
Chopin, James, Williams, Stevens, Faulkner, Hughes,
as well as selected contemporary writers.
Staff
201 Advanced Expository Writing
An intensive course in advanced rhetorical
techniques, with particular emphasis on analysis of
evidence, selection of appropriate style, and
importance of revision.
Ms. Stavropoulos, Mr. Gametl
203 Journalism
A general introduction to journalism. Students can
expect to spend their time practicing the techniques
of writing news copy, feature, sports, and editorial
articles; composing headlines; doing make-up; and
working at copy reading and rewrite.
Ms. Henry
205, 206 The Writing of Fiction, Poetry, and
Drama
A workshop in the writing of short stories, verse, and
plays, with an analysis of models. Either course may
be used to fulfill the distribution requirement in arts.
Ms. Larsen
209 History of the Elnglish Language
Provides a historical understanding of the
vocabulary, forms, and sounds of the language from
the Anglo-Saxon or Old English period to the
twentieth century.
Mr. Baskerville
ENGLISH
91
210 Theories of Literature
Undertakes to examine and compare the various
wars in which literature has been regarded: its
sources, forms, and purposes. The history of critical
theory surveyed, from Plato and Aristole to the
present, with emphasis upon the modern period
and such movements as New Criticism,
structuralism, deconstruction, and feminist
criticism. The goal of the course is to make students
aware of themselves as readers.
Ms. Berg
226 Introduction to Shakespeare
A course that endeavors to communicate an
awareness of Shakespeare's evolution as a dramatist
and of his importance in the development of
Western literature and thought. Designed for
students not majoring in English.
Mr. Myers
231 to 260 Studies in Literature
An intensive study of a single writer, group,
movement, theme, or period. May be counted
toward the major. Fulfills distribution requirement
in literature. Open to first year students.
Studies offered in 1991-92 included Personal History:
Autobiography, Diaries, and Letters; and The
Nineteenth Century Novel.
Staff
305 The Writing of Poetry and Short Fiction:
Advanced
A course open to students who have demonstrated
that their skills in the writing of poetry and fiction
might be further developed. The goal of each
student will be the composition of a group of poems
or short stories. Prerequisites: English 205, 206.
Ms. Larsen
310-319 Topics in Medieval and Renaissance
Literature
A variety of authors, themes, genres, and movements
will be studied, ranging from Anglo-Saxon poetry
and prose through Shakespeare's works. Several
sections, each dealing with a different subject, will be
offered each year.
Mr. Baskeruille, Mr. Myers, Ms. Stavropoulos
320 - 329 Topics in Seventeenth- and Eighteenth-
Century Literature
A variety of authors, themes, genres, and
movements will be studied, ranging from Donne
and Herbert through Johnson and Boswell. Several
sections, each dealing with a different subject, will
be offered each year.
Ms. Lambert, Mr. Myers, Ms. Stavropoulos, Ms. Stewart
330 - 339 Topics in Nineteenth- and Twentieth-
Century Literature
A variety of authors, themes, genres, and movements
will be studied, ranging from Blake, Wordsworth,
and Coleridge through Yeats, Eliot, Woolf, and
selected contemporary writers. Several sections,
each dealing with a different subject, will be offered
each year.
Ms. Berg, Mr. Gamett, Mr. Goldberg, Ms. Johnson
340 - 349 Topics in American Literature
A variety of authors, themes, genres, and movements
will be studied, ranging from colonial writers
through selected contemporary authors. Several
sections, each dealing with a different subject, will
be offered each year.
Mr. Fredrickson, Mr. Stitt, Mr. Winans
Topics offered in 1991-92 included Metaphysical and
Baroque Literature, Restoration and Early
Eighteenth-Century Literature, Victorian Aesthetics,
American Realism, Twentieth-Century American
Fiction, Epic to Romance, Mid to Late Eighteenth-
Century Literature, Studies in the Eighteenth-
Century Novel, British Writers Between Wars,
Contemporary American Poetry, and Twentieth-
Century Fiction Since 1940.
362 Chaucer
Examination of selection of Chaucer's minor
poems and of five of his major poems (including
"Troilus and Criseyde" and "Canterbury Tales") as
the means of assessing the poet's response to
literary influences and of tracing the development
of his original genius.
Mr. Baskeruille
365, 366 Shakespeare
A course that seeks to communicate an
understanding both of Shakespeare's relation to the
received traditions of his time and of his
achievement as one of the most important figures in
Western literature. Language, characterization, and
structure in each of the numerous plays will be
carefully analyzed. English 365 will focus on the early
plays through Hamlet and Troilus and Cressida.
English 366 on the later plays.
Mr. Myers
92
ENGLISH / THEATRE ARTS
401, 402, 403, 404 Seminar
Intensive studies of announced topics in Medieval
and Renaissance literature, in seventeenth- and
eighteenth-century literature, in nineteenth- and
twentieth-century literature, and in American
literature. Prerequisite: Senior standing in the major
or departmental permission.
Staff
420 Honors Seminar
An intensive study of an announced topic under the
guidance of the Director of the Senior English
Honors Program. Prerequisite: Successful completion
of an honors thesis. Offered in the spring semester.
Staff
Seminars offered in 1991-92 included Manners,
Mistresses, and Mayhem; Romantic Aesthetic
Thought; and Mark Twain in Literature and Film.
464 Honors Thesis
An individvialized study project involving the
research of a topic and the preparation of a major
paper under the direction of a member of the
department. This research and writing will be done
during the fall semester of the senior year.
Prerequisites: By invitation of the department only.
Staff
Individualized Study
An individual tutorial, research project, or internship
under the supervision of a member of the staff. A
student must submit a written proposal to the
department well in advance of registration.
Prerequisite: Approval of the department and of the
directing faculty member. Offered each semester.
Staff
Theatre Arts
The major in theatre arts is described, page 89.
Any theatre arts course may he used to fulfill the
distribution requirement in arts.
105 Introduction to Theatre Arts
An overview of theatre, including its historical
background, its literary works, its technical aspects,
and its performance techniques. Students will study
the theatre of today in relation to its predecessors
and in terms of its modern forms in cinema and
television. Students will read texts and analyze
methods used in bringing those works into
production. Field trips will offer opportunities to
critique performances.
Mr. Hanson, Ms. Howe
115 Theatre Production
A course designed to provide an extensive
investigation of the historical and contemporary trends
and practices essential for theatre production. The
student gains an understanding of theatre procedures
and acquires a grasp of the equipment necessary for
the execution of scenery, properties, sound, and stage
lighting. This course is a combination of lecture and
laboratory work and requires backstage participation
in college productions.
Mr. Hanson
1 20 Fundamentals of Acting
The study of the theory and technique of the art of
acting; voice technique for the stage; the use of
pantomime, including the study of gesture and
movement. Emphasis will be placed on the discipline
and control of the body and the voice to best serve the
actor. Improvisation will be employed. In addition,
students will be expected to perform in scenes for
class analysis. Prerequisite: Permission of the instructor.
Ms. Howe
155 Fundamentals of Stage Design
Basic theories and technique of design for the stage.
The theory behind the design, and the
interrelationship of scene design, lighting, costumes,
and properties. How stage design interprets the
themes and moods of a play as well as identifying
period and place will be studied. This course will
follow a lecture-discussion format and involve
extensive studio work. Students will analyze, create,
and execute basic designs for the Laboratory Theatre
Series in association with students in Theatre Arts
182. Prerequisite: Theatre Arts 115 and/or permission
of the instructor. ,, ,,
Mr. Hanson
163 Introduction to Dance
An overview of the history and development of
modern dance with emphasis on the early pioneers
(Duncan, Denis-Shawn, Humphrey, Weidman,
Hawkins, Cunningham), intended to develop an
appreciation of dance as an art form. The study of
form and technique and the physical application
thereof. Emphasis will he placed on the discipline
and control of the body to best serve the dancer.
Staff
182 Fundamentals of Directing
The study of the theory and technique of the art of
the director; how a play is selected; play analysis;
tryouts and casting; the purpose and technique of
THEATRE ARTS
93
blocking, movement, and stage business. Students
are required to direct scenes in class and a short play
as part of the Laboratory Theatre Series. Prerequisite:
Permission of the instructor. ^^ ^^^^ .^^
203, 204 History of the Theatre
A survey of the theatre from the primitive to the
present. Emphasis is placed on the relevance of
theatre design, production techniques, and acting
styles to the plays of their periods, and the
relationship between society and the theatre it
nurtured. The first semester covers Greek, Roman,
Medieval, Elizabethan, and Oriental; the second
semester is devoted to the Italian Renaissance,
French, Neoclassical, the Restoration, and the
eighteenth, nineteenth, and twentieth centuries.
Mr. Schmidt
214 Survey of Dramatic Literature
An overview of dramatic literature from the Greeks
to the present. Play structure is analyzed, and
comparisons made between methods of executing
plot, development of character, and theme.
Contents includes plays from the Greek and Roman
periods, medieval, Elizabethan and seventeenth
through twentieth centuries. Emphasis will be
placed on written analysis.
Ms. Howe
222 Advanced Acting
Further study in the theory and techniques of the art
of the actor, the analysis and interpretation of acting
roles, and the building of characterization. Roles,
both comic and tragic, from Contemporary
Restoration, Elizabethan, Commedia dell'Art, and
Greek theatre will be analyzed and performed.
Prerequisite: Theatre Arts 120 and/or permission of
the instructor.
Mr. Schmidt
222 Oral Interpretation of Literature
An analytical and structural study of recognized
prose, poetry, and dramatic selections which will
facilitate individual rehearsal and performance of
the literature. These readings will incorporate the
Readers Theatre format and emphasis will be placed
on developing an appreciation for the literary work
as a complete aesthetic unit. Students will be
challenged to recognize their potential for speaking
and reading before an audience. The class will
employ an ensemble approach and present several
public performances during the semester.
Mr. Hanson
252 Studies in Film Aesthetics
A study of historically significant films, film theory,
and criticism intended to develop an appreciation
for film as an art form. The students will keep a
journal of critical responses to films, write short
critical papers, and will become familiar with writing
that has been done about films.
Mr. Fredrickson
255 Advanced Stage Design
Examination of historical and contemporary theories
of scene, lighting, and costume design. Students will
consider design as the visual manifestation of the
playvvright's concepts. Besides designing the same
play for proscenium, arena, thrust, and profile stages,
and a period play for a period other than its own,
students will complete advanced designs in scene,
lighting, and costumes, and create designs for the
Laboratory Theatre Series in association with students
in Theatre Arts 282. Prerequisite: Theatre Arts 155.
Mr. Hanson
282 Advanced Directing
Further studies in the theory and technique in the
art of the director. Students will engage in
directional analyses of plays representing different
periods. Particular attention will be given to
contemporary methods of presentation, with special
emphasis on arena and thrust staging. In addition to
directing scenes in class, students will direct two
scenes and a one-act play for public presentation, the
latter as part of the Laboratory Theatre Series.
Prerequisites: Theatre Arts 155 and 182 and/or
permission of the instructor.
Mr. Schmidt
307 Theatre Arts Practicum - Acting
A practical learning experience in acting. During a
seven-week period, students will perform in three
children's theatre productions and will also
participate in three mainstage productions as part of
Gettysburg Theatre Festival's summer program.
Students are afforded the opportunity of working
alongside professional actors and under professional
direcdon before discriminating audiences.
Commedia dell 'Arte improvisational techniques are
employed in the creation and rehearsals of the
children's theatre offerings. A study of the works of
the authors represented on the mainstage, analyses
of the literary and theatrical aspects of the works to
be produced, as well as discussions sessions and
workshops with the professional actors and directors
are included in class work. ^^^_ ^^^^.^^
94
THEATRE ARTS / SPEECH
311 Theatre Arts Practicum - Technical
A practical learning experience in technical theatre.
During a seven-week period students will participate
in the varied technical aspects of mounting three
mainstage productions as well as three productions
offered by the Theatre for Children as part of the
Gettysburg Theatre Festival's summer program.
Hands-on experience will be gained from the
construction, painting and placement of sets,
hanging and running of stage lights, and the
construction and gathering of properties and
costumes. A study of the theatrical aspects of the
works to be produced and analyses of the concepts
and techniques employed in this production and
others of a similar nature (both contemporary and
historical) are integral aspects of the course.
Mr. Hanson
320 Problems in Acting
A course designed for students who have
demonstrated the skill and talent to undertake
further studies in acting which will culminate in an
independent study project. Prerequisite: Theatre Arts
120 and 220 and/or permission of the instructor.
Mr. Schmidt
328, 329 Twentieth-Century Drama
A study of major dramatists from Ibsen to the present
and of dramatic movements such as realism,
naturalism, expressionism, as well as Theatre of the
Absurd. The first semester includes Ibsen,
Strindberg, Chekhov, Shaw, Pirandello, Odets,
O'Neill, and others; the second semester begins after
World War II and includes Williams, Miller, Osborne,
Pinter, Beckett, lonesco. Genet, and others. Fulfills
the literature requirement and does not fulfill the art
requirement.
Mr. Schmidt
355 Problems in Stage Design
A course designed for students who have
demonstrated the skill and talent to undertake
further studies in design which will culminate in an
independent study project. Prerequisites: Theatre Arts
155 and 255.
Mr. Hanson
377 Theatre Arts Practicum - Acting (Advanced)
An advanced practical learning experience in acting
for students who have demonstrated that their skills
in performing before the public (both young and
old) might be further developed. Students will
continue work begun in Theatre Arts 307; they v«ll
be expected to produce mature and advanced work
and undertake a broader range of roles and more
complex ones. Prerequisite: Theatre Arts 307.
Mr. Schmidt
381 Theatre Arts Practicum-Technical (Advanced)
An advanced practical learning experience in
technical theatre for students who have demonstrated
that their skills in the technical aspects of theatre
might be further developed. Students will continue
work begun in Theatre Arts 31 1 and will be expected
to undertake more advanced assignments in set
construction, stage lighting, costumes, and
properties. Prerequisite: Theatre Arts 31 1.
Mr. Hanson
382 Problems in Directing
A course designed for students who have
demonstrated the skill and talent to undertake
further studies in directing which vnll culminate in
an independent study project. Prerequisites: Theatre
Arts 182 and 282.
Mr. Schmidt
Individualized Study
A production of a major work, a tutorial, or an
internship under the supervision of a member of the
staff. A student must submit a written proposal to
the department well in advance of registration.
Prerequisites: Approval of the department and of the
directing faculty member.
Speech
101 Public Address
A study of the basic principles of public address.
Emphasis is placed on developing both a theoretical
and practical understanding of oral communication
through lecture and reading assignments, as well as
through practice in preparing, organizing,
delivering, and criticizing speeches in class.
Mr. Hanson
201 Advanced Public Address
An analysis of public address as an art form and as an
important civilizing force in Western society.
Students will have the opportunity to apply concepts
and strategies they have learned in Speech 101.
Prerequisite: Speech 101.
Mr. Hanson
ENVIRONMENTAL STUDIES / FRENCH
95
Environmental Studies
French
Gigi Berardi, Coordinator
Environmental Studies is an interdisciplinary program
that studies the interdependence of the human being
and the natural environment, investigating the nature
of that relationship and the forces affecting
environmental quality. According to the program
currently under development, students can minor in
Environmental Studies. Within the minor, students
will be able to focus on (1) policy issues concerning
environmental management and conservation; or
(2) on biogeography; or (3) on physical and
technological aspects of environmental management.
Together with the Environmental Studies
Coordinator, the Environmental Studies Committee
(ESC), consisting of faculty members in Biology,
Chemistry, Physics, Philosophy, and Economics,
directs the program.
Students may ask any member of the ESC to
supervise independent study or research in areas
such as environmental ethics, environmental impact
assessment, hazardous waste disposal siting, or
environmental policy legislation.
211, 212 Environmental Science
A study of the impact of humans on their natural
environment, with an emphasis on ecological
principles. Human population growth; energy
utilization and dependence; deforestation and
agricultural practices; air and water pollution;
climate change and declining biodiversity.
Recommendations
In addition to Environmental Studies 211 and 212,
the ESC recommends the following courses for
students interested in environmental studies:
Biology 300: Plant Physiology
Biology 305: Ecology
Economics 341: Environmental Economics
Geography 310: Physical and Human
Geography
IDS 240: Energy — Production, Use, and
Environmental Impact
Philosophy 105: Contemporary Moral Issues
Philosophy 356: Topics in Philosophy —
Environmental Ethics
Sociology 203: World Population
Some of these courses carry prerequisites.
Professor Viti
Associate Professors Gregorio, Michelman, A.
Tannenbaum {Chairperson), and Richardson Viti
Assistant Professor Arey
Instructor Faucon
Adjunct Assistant Professor Exton
Teaching Assistant LeBournault
Overview
Foreign language study not only teaches students
much about their native tongue, but also introduces
them to another people's language, literature, and
customs. This awareness of cultural and linguistic
relativity is one of the hallmarks of a liberal education.
Introductory French courses develop students' skills
in spoken and written French and acquaint them
with the literature and culture of the French-
speaking world. Language laboratory work is
mandatory for all beginning students. With emphasis
on oral/aural proficiency, it complements classroom
instruction in the language.
Advanced language allows the student to reach the
higher level of mastery in French required in more
specialized study and usage. In the more advanced
literature and civilization courses, students study
French writing and culture in greater depth, thereby
gaining considerable knowledge of and insight into
France's past and present achievements in all fields
of endeavor. Majors (and, indeed, non-majors as
well) are moreover encouraged to study abroad,
either in the College-sponsored programs at the
Universite de Haute Bretagne in Rennes or at the
Institute for American Universities in Aix-en-
Provence, or in another approved program, as an
inestimable enhancement to their understanding of
the country, its people, and its language. When
students choose the College-sponsored course of
study in Rennes or Aix, both credits and grades are
transferred and financial aid may be applied to
participation in the program.
Students specializing in French will find that their
major studies, in addition to their humanistic value,
afford sound preparation for graduate study and for
careers in teaching or interpreting. A knowledge of
French will also be invaluable to them in the fields of
international business and government as well as
social work. All courses offered in the department are
conducted in French.
'.)()
FRENCH
Requirements and Recommendations
The French major curriculum is made up of two
sequences:
1) A group of ^f? required courses - 301, 302, 307,
308, 309 - which, unless there is a valid basis for
exception, should be taken first and in the order
presented above (although 307 and 308 may be
taken simultaneously) ;
2) A set of /our electives chosen from among the
other departmental offerings on the 300 and 400
levels.
All majors, and especially those planning study
abroad or on certification in secondary education,
are urged to take 31 1 or 312 or both, if possible.
Individualized study may be taken only once as part
of the minimum requirements for the major. These
requirements may be waived in special cases at the
discretion of the department. Majors are encouraged
to study in a French-speaking country, although this
is not a departmental requirement. All majors must
take at least one course within the department
during their senior year.
Requirements for a minor in French involve a total of
six courses. For students who begin in the 101-102, 103-
104, or 201-202 sequences, 202 will count toward the
minor. In addition, students must take 205, 301-302,
and fti;o additional courses, of their choice, above 302.
Students who begin in 205 must take, in addition,
301-302 and three other courses above 302.
Students who begin on the 300 level must take 301-
302 plus /ot/r additional courses above 302. As with
the major, courses taken abroad may be counted
toward a minor, subject to the approval of the
department chairperson.
Students contemplating a minor in French must see
the department chairperson to receive a handbook
for minors and to be assigned a minor adviser.
Students who have completed the language
requirement and who wish to continue in French,
but do not contemplate either a major or minor,
may take 205, 301, 302, 307, 308, or 309. Permission
of the department chairperson is required for entry
into all other courses. French 307 is a prerequisite
for majors and minors for all literature courses above
the 200 level (however, students may take 307 and
308 simultaneously).
Prior to their first registration at the College, all
students receive preregistration materials which give
detailed instructions on language placement and
fulfilling the distribution requirement in foreign
languages. The following courses fulfill the
distribufion requirement in literature: French 205,
307, 308, 309, 318, 321, 322, 326, 327, 328, 331, and
400 where appropriate.
The distribution requirement in foreign languages
may be fulfilled by successful completion in French
of 201-202, 205. The equivalent of intermediate
achievement may be demonstrated by an advanced
placement examination or the Departmental
Placement Examination given during the First Year
Orientation. No student may continue French at
Gettysburg unless he/she has taken the Departmental
Placement Examination. French 205 satisfies both the
foreign language requirement and the literature
requirement. This course emphasizes intensive
reading of complete works of literature for
comprehension and analysis of style. Students who
qualify and choose this alternative should have
adequate preparation in reading French prose. A
student who shows unusual proficiency in 201 may,
with the consent of the department chairperson,
take 205 and thereby fulfill the language and
literature requirements. French 331 fulfills the
distribution requirement in non-Western culture as
well as in literature.
Special Facilities
Language Laboratory in Musselman
Library/Learning Resources Center.
Special Programs
See Study Abroad, C.I.E.E. Program at the Universite de
Haute Bretagne, Rennes, France and Institute For
American Universities Program in Aix-en-Provence.
La Maison Fran(aise (The French House)
Students may elect to live in this separate residential
unit staffed by a nadve-speaking assistant. French is
the principal language spoken in the house and
residents help plan and participate actively in various
French cultural activities on campus (see Other
Activities below) .
Other Activities
The department and La Maison Frangaise sponsor
various activities and organizations such as the
weekly French table in the Dining Hall, the Cercle
Fran^ais (French Club), French films, and lectures.
FRENCH
97
101-102 French for Beginners
Elements of speaking, reading, and writing French.
Language laboratory usage is required. Enrollment
limited to those who have not studied French
previously. A student may not receive credit for both
101 and 103 or for both 102 and 104.
Staff
103-104 Elementary French
Fundamentals of speaking, reading, and writing
French. Language laboratory usage is required.
Enrollment limited to those who have previously
studied French and who are enrolled according to
achievement on the Departmental Placement
Examination. A student may not receive credit for
both 101 and 103 or for both 102 and 104.
Staff
201-202 Intermediate French
Grammar review and practice in oral French in the
fall semester, with stress on reading and written
expression in the spring. Contact with French culture
is maintained throughout. Enrollment limited to
those who have previously studied French and who
have completed 101-102 or 103-104, or who are
enrolled according to achievement on the Depart-
mental Placement Examination. Successful
completion of 201 is a prerequisite for entry into 202.
Staff
205 Readings in French Literature
Two objectives of skill in reading French prose for
comprehension and reading a significant amount of
French literature of literary and cultural merit. This
course differs from French 201, 202 in that it
emphasizes reading for comprehension of content.
Enrollment limited to those who have previously
studied French and who are enrolled according to
achievement on the Departmental Placement
Examination. ^ ^^
Staff
301, 302 French Structure, Composition, and
Conversation
Applied grammar and syntax at an advanced level;
exercises in directed and free composition; group
discussion and presentation of individual oral work.
Extensive use of film. Offered every year. Staff
303 Phonetics and Diction
Phonetic theory, practice, and transcription.
Intensive training in pronunciation and diction.
Intended for majors/minors prior to foreign study.
Alternate years.
Ms. Tannenbaum
304 Advanced Stylistics
Intensive practice in the refinement of writing skills
directed towards a sophisticated and idiomatic use of
the language. Components of course work include
composition, translation, comparative stylistics,
French for use in commercial and other
correspondence, and work in the spoken language.
Prerequisites: French 301-302. ^ ^^
^ Staff
307 Approaches to Literary Analysis
Reading and analysis, in their entirety, of representa-
tive selections of prose, poetry, and theatre. This
course aims to introduce students to interpretive
strategies, and to make them more aware of and
competent in the art of reading. Offered every year.
Prerequisite: French 202 or equivalent. This course is
required of all majors and is a prerequisite for all
literature courses on the 300 level.
Staff
308, 309 Masterpieces of French Literature:
Middle Ages to 1789; 1789 to Present
A survey of French literature in two parts, through
reading and discussion of complete works of some of
France's most outstanding authors. Although major
emphasis will be placed on the study of these
masterpieces, the broad outline of French literary
history, styles, and movements will also be covered.
Offered every year. Prerequisite: For 309, French 307
or equivalent (307 and 308 may be taken
simultaneously). Required of all majors.
Staff
311 French Civilization I
Study of French history from the time of the Gauls to
1945, as seen through such cultural manifestadons as
literature, cinema, and the arts. Focus is on specific
areas of historical interest (the age of Louis XFV, the
Revolution, etc.) in a chronological framework.
Prerequisite: French 301 or equivalent. Alternate years.
Staff
312 French Civilization II
Study of French history and contemporary culture
from 1945 to the present, as seen through multiple
cultural manifestations (journalism, cinema, the arts,
television, etc.). Emphasis is on contemporary
lifestyles and attitudes, politics and culture.
Prerequisite: French 301 or equivalent. Alternate years.
Staff
98
FRENCH / GERMAN
318 Literature of the Middle Ages and the
Renaissance
Study of early French literary texts: epic poems, lyric
poetry, plays, and romances; sixteenth-century prose
and poetry. Prerequisite: French 307 or equivalent.
Alternate years or every third year.
Staff
321 Seventeenth-Century Theatre
French drama, comedy, and tragedy of the classical
period. Corneille, Moliere, and Racine. Prerequisite:
French 307 or equivalent. Alternate years.
Mr. Gregorio
322 Eighteenth-Century French Literature
An examination of the Age of Enlightenment
through lecture and discussion of representative
works of fiction, non-fiction, and theatre by such
authors as Voltaire, Diderot, Rousseau, and
Beaumarchais. Prerequisite: French 307 or equivalent.
Alternate years.
Ms. Tannenbaum
populations of the world. Alternate years. Fulfills the
distribution requirement in non-Western culture.
Prerequisite: French 307 or equivalent.
Mr. Michelman
400 Seminar
An intensive study of a particular aspect of French
literature, civilization, or culture to be determined by
the instructor. Past offerings include The Art of
Emile Zola and The Image of Women in French
Literature: A Feminist Perspective. Prerequisites:
Senior or Junior majors/minors; permission of the
instructor and approval of department chairperson.
Offered every year.
Staff
Individualized Study
Guided readings or research under the supervision
of a member of the staff. Prerequisites: Permission of
the instructor and approval of the department
chairperson.
Staff
326 Nineteenth-Century Prose Fiction
Reading and analysis, through lecture and
discussion, of nineteenth-century novels and short
stories of such major authors as Constant, Hugo,
Sand, Stendhal, Balzac, Flaubert, Maupassant, and
Zola. Prerequisite: French 307 or equivalent.
Alternate years.
Mr. Viti
327 Contemporary French Theatre
A study of major trends in modern French drama:
surrealism, existentialism, the absurd. Prerequisite:
French 307 or equivalent. Alternate years.
Ms. Richardson Viti
328 Contemporary French Novelists and Their
Craft
A study of representative works by major twentieth-
century French novelists from Gide, Proust, and
Colette to Butor, Duras, and Robbe-Grillet.
Prerequisite: French 307 or equivalent. Alternate years.
Ms. Richardson Viti
331 La Francophonie
A survey of the imaginative literatures of such
French-speaking countries and areas as Africa north
and south of the Sahara, Canada, Vietnam, the West
Indies, Louisiana, and others. Aside from their
intrinsic literary worth, the selections will afford a
perception of the impact and adaptation of French
language and culture among v^ridely diverse
German
Associate Professors Armster (Chairperson), Crowner,
McCardle, and Ritterson
Instructor Lill
Teaching Assistant Zientek
Overview
One of the attributes of a truly liberated individual is
acquaintance with the language and culture of at least
one foreign nation. The offerings of this department
are designed to contribute to the attainment of this
goal. Apart from the values accruing from the mental
discipline demanded by language learning and the
practical utilization of such learning in the areas of
research and technology, international trade,
diplomacy, teaching, and foreign travel, it is hoped that
doors will be opened to an understanding of the
German people and an appreciation of their significant
contributions to the world's cultural heritage.
Through the use of the foreign language in the
classroom and correlative audio-lingual drill in the
laboratory, effort is directed toward the development
of a reasonable proficiency in speaking and listening
comprehension as well as in reading and writing.
Requirements and Recommendations
German 202 or equivalent proficiency is considered
a prerequisite to all higher-numbered German
courses, unless specified otherwise.
GERMAN
99
Major Requirements. A major consists of a minimum of
nine courses beyond the intermediate language
level, including 251 and 252; 301, 302 (or 303, 304);
two courses from those numbered 211, 212, 213; and
two courses from those numbered 328, 331, 333, 335.
Majors preparing to teach German in secondary
schools must also take Education 304, Techniques of
Teaching and Curriculum of Secondary German
(does not count toward German major) .
Majors must spend at least one semester studying in
an approved program in a German-speaking country.
Majors who take a study abroad program may count
no more than six of those courses toward the major
and must take at least two German literature courses
in their senior year.
Majors who, by the end of the junior year, have not
demonstrated a satisfactory level of competency in the
reading, writing, speaking, and listening comprehension
of German, as determined by the department's staff, will
be assigned such additional work as considered
necessary and appropriate to the attainment of such
competency by the end of the senior year.
Minor Requirements. A minor is offered in German.
For students beginning at 201 or below, the German
minor consists of 201, 202 (or equivalent
intermediate coursework in Cologne), 301, 302 (or
equivalent advanced coursework in Cologne), and
any two courses from those numbered 211, 212, 213,
235, 251, 252, 328, 331, 333, and 335. For students
beginning at the 301 level, the minor consists of 301,
302 (or equivalent advanced coursework in Cologne)
and any four courses from those numbered 21 1, 212,
213, 235, 251, 252, 328, 331, 333, and 335.
Distribution Requirements
The distribution requirement in foreign language
may be satisfied by completion of German 202 or any
300-level course.
Any of the following courses may be used to fulfill
the distribution requirement in literature: German
119, 120, 251, 252, 328, 331, 333, 335.
German 21 1, 212, or 213 may be used to fulfill the
distribution requirement in the area of history/
philosophy. With the consent of the history
department, these same courses may be counted
toward a history major.
Special Programs
Fall Semester in Cologne, Germany
Every fall semester students are invited to participate in
the semester study abroad program conducted by the
German department in Cologne, Germany. This
program is open to all students, sophomore through
first-semester senior, regardless of major, who have
completed a minimum of one year of college German
or the equivalent. The student registers for the normal
course load (4-5 courses). Two courses are German
language courses from the following offerings:
203, 204 Intermediate German;
281, 282 German Grammar and Conversation;
303, 304 Advanced German.
The others are taught in English from the areas of
political science, economics, management, history, art
history, and literature. These include the following:
Art Hist. 215 German Art from the Middle Ages
to Today;
Economics 271 Comparative Economic Systems;
Pol. Sci. 273 Aspects of the Social Structure of
the Federal Republic of Germany.
Credit for the two German courses is for the 200 or
300 level and constitutes the completion of the
language requirement. Students live with German
families as regular members of the family. Regular
Gettysburg College tuition, room, and board cover
all but personal expenses.
Junior Year Abroad
Qualified students are encouraged to study abroad
one or both semesters of their junior year. Students
can choose from programs administered by
American institutions at universities in Munich,
Freiburg, Marburg, Heidelberg, Bonn, and
elsewhere (see Study Abroad).
German House
Students may elect to live in a specially designated
area of a residential unit staffed by a native
German assistant. The use of the German language
is promoted, and residents help plan and
participate actively in various German cultural
activities on campus.
German Lat^uage
101, 102 Elementary German
Essentials of grammar, composition, pronunciation.
Course includes oral and written work, graded
elementary reading, and use of audiovisual cultural
materials and correladve drill in the language
laboratory. Prepares for German 201, 202. „ „
100
GERMAN
201, 202 Intermediate German
Continuation of the work of German 101, 102.
Progressively more difficult reading is selected to
introduce the student to German literature and
civilization. Course includes use of audio-visual
cultural materials and correlative drill in the
language laboratory. Prerequisite: German 102 or its
equivalent. ^^^^
235 German Conversation
Intermediate-level conversation course with
emphasis on everyday, applied usage of the language
for nonliterary purposes. Limited enrollment often
students. Does not count toward fulfillment of
language requirement. May, with departmental
approval, count toward minor or major. May be
taken concurrently with German 202. Prerequisite:
German 201 or its equivalent. „ ,„
301 Advanced German
Designed for advanced work in the language and
intended for students who have successfully
completed at least German 202 as well as for
qualified incoming students. The plan of study
incorporates extensive reading and intensive practice
in aural comprehension, oral expression, and
directed composition. Conducted mosdy in German.
Staff
302 Advanced German
Continuation of exercise in the skills of German 301.
Students will be asked to present oral reports and to
write resumes and compositions on the materials
read. Conducted in German. Prerequisite: German
301 or demonstrated equivalent preparation. „ ^r
otaJJ
German Culture Studies
211, 212 Survey of German Culture to 1945:
Origins to 1790, 1790-1945
Study of the cultural history of the German people
from their beginnings to 1945, including an
appreciation of their major contributions to the
world's cultural heritage. Either of these is accepted
in fulfillment of the distribution requirement in the
area of history/ philosophy. „ ^^
213 Survey of German Culture Since 1945
Study of the culture, society, and politics of contem-
porary Germany, including a comparison of the
social systems and of attempts to deal with the
problems of the present and future. Assigned
readings include both critical/analytical and literary
works. A knowledge of German is not required. This
course is accepted in fulfillment of the distribution
requirement in the area of history/ philosophy.
Alternate years. „ ..
Staff
German Literature
1 19,120 German Literature in Translation
Critical analysis and appreciation of form and content
of representative German literary masterpieces,
selected from the literary periods from the Middle
Ages to the present, together with an examination of
the times and cultural circumstances which produced
these works. Does not count toward a major in
German. This course is accepted in fulfillment of the
distribution requirement in literature. „ ^
251 Interpreting German Literature
An introduction to how we read and comprehend
literary prose, poetry, and drama, both for their
intrinsic qualities and for a clearer understanding of
their place and time. This course aims to develop a
sense for the art of reading, interpretive strategies for
literary study, and a valid basis for the appreciation
and judgement of literature. Students will read,
discuss, and write about selected literary texts,
considering in the process a few of the preeminent
cridcal approaches to literature. Conducted mainly in ■
English, with readings in German. Prerequisite: I
German 202 or equivalent. This course is required of
all German majors, and is a prerequisite for all
literature courses above the level of German 252. It is
accepted in fulfillment of the distribution
requirement in literature. Offered every year. „ ^^
252 Survey of German Literature
An introductory literature course for students who
have finished the equivalent of two years of college
German. Students will analyze selections of German
literature from the eighth century to the present,
paying attention to the social, political, and
intellectual background. Both in content and in its
use of German, the course prepares students for, and
is a prerequisite to, upper-level literature courses.
Classes will be conducted in English and German.
Prerequisite: German 202 or its equivalent. The
course is accepted in fulfillment of the distribution
requirement in literature. Offered every year. „ „
328 Goethe's Faust
Intensive reading and analysis of the work in class.
Lectures and discussions highlight its aesthetic, moral,
and ethical values and autobiographical significance,
together with an examination of its modem cultural
implications. Outside reading and reports.
Staff
GERMAN / HEALTH AND PHYSICAL EDUCATION
lUl
331 Narrative Literature
A course in German prose narrative, represented
primarily in writings from the early eighteenth
century to the present. Works read will reflect
particularly the development of German narrative
since the emergence of the modern novel and
Novelle. Readings are in German; the course is
conducted in German and English. Prerequisite:
German 251 or permission of the department. „ r.
333 Lyric Poetry
A study of German Lyric poetry from the earliest
examples to the works of contemporary poets. Class
discussions of the readings will concentrate on the
interrelations of form, content, and idea. The course
will also consider the historical place of works by
major figures. Readings are in German; the course is
conducted in German and English. Prerequisite:
German 251 or permission of the department. „ „
335 German Drama
Reading and critical analysis, through discussion and
lecture, of representative dramas from the eighteenth
century to the present. Included may be works by
Lessing, Schiller, Goethe, Kleist, Buchner, Hebbel,
Hauptmann, Brecht, Durrenmatt, Frisch, Braun,
Hacks, and others. Readings are in German; the course
is conducted in German and English. Prerequisite:
German 251 or permission of the department. „ „
400 Senior Seminar
Intensive study of selected aspects of German language,
literature, and civilization through reading, discussion,
and oral and vmtten reports. Topics v«ll be selected
with a view to affording students an opportunity to
strengthen their knowledge in the areas not covered in
their other course work in the department.
Staff
Individualized Study
Guided reading or research under the supervision of
a member of the staff. Prerequisite: Consent of the
department.
Staff
Greek — 5^^ Classics
Health and Physical Education
Associate Professors Biser (Chairperson), Claiborne
and Donolli
Assistant Professors Headley and Reider
Adjunct Instructors Cantele, Cookerly, Ford,
Hancock, Lev^s, Lottes, Perna, Showvaker, Staub,
Sterner, B. Streeter, and C. Wright.
Coaches: Campo, Drexel (Women 's Coordinator,
Assistant Athletic Director), janczyk, Kirkpatrick,
D. M. Reich (Director of Campus Recreation),
Petrie, Pfitzinger, Rawleigh (Assistant Athletic
Director), Reich, Riggs, Streeter, Wilson, Winters
(Director of Intercolle^ate Athletics),
Wawrousek, D. Wright (Assistant Athletic
Director).
Overview
The Department of Health and Physical Education is
in harmony with the purposes of our liberal arts
institution and our philosophy is a holistic one. We
believe in the Greek ideal of "a sound mind in a
sound body." The College stresses the individual
need for total fitness for all students through our
required courses. Our majors' courses offer those
students with a particular interest in health and
physical education a rewarding and well rounded
educational and life experience.
A major in health and physical education (HPE) is
an excellent preparation for specific areas such as
state-approved teaching certification in health and
physical education (K-12), certification in athletic
training, and allied health careers. With proper
course selection, students can qualify for post
graduate work in allied therapy fields such as
physical, occupaUonal, and recreafional therapy. The
College has recently entered into an agreement with
Hahnemann University Graduate School for early
acceptance of selective Gettysburg graduates who
meet the criteria for admission into the entry-level
Master's Degree Program in Physical Therapy.
Requirements and Recommendations
All HPE majors must satisfy all of the College
distribution requirements. Psych. 101 and Soc. 101
are the preferred social science courses. Biology 101
and 112 are required of all students in the major and
should be taken during the first year of college.
Majors in HPE are required to complete seven core
courses plus courses in an area of concentration. The
seven core courses are as follows: HPE 112, 209, Biology
102
HEALTH AND PHYSICAL EDUCATION
210, HPE 214, 218, 309, and 320. In addition to
taking the core program, all HPE majors will select an
area of concentration, and complete the courses
specified.
a) Allied Health Science Track: Each student will be
required to take the following courses: HPE
101,102, 201, 202, 310, 361, 415, 449, Math 107 or
HPE 332 and Chemistry 101, 102 and/or Physics
101, 102. It is highly suggested that HPE 21 1 and
Biology 224, 309 and Chemistry 203, 204 be taken
by those students considering graduate work in a
allied health careers (physical therapy, athletic
training, exercise physiology, sports medicine, etc.).
b) Teacher Education Track: For the student in the
teacher certification program (K-12) elementary
and secondary teacher education, the following
courses must be scheduled: HPE 101, 201, 202,
301, 302, 211, 230, 332, and Education 201, 209,
303, 304, 476. (See listings and requirements in
the education department and under teacher
education programs in this catalog) .
Faculty advisers are available to help in counseling,
but students have the sole responsibility for meeting
all major requirements. It is important to declare the
HPE major early in the four year curriculum, as
failure to do so often means an additional semester
or two to complete the program.
The department strongly recommends that all HPE
majors complete an internship in order to gain
practical experience and insights into a specified
area of interest in the field. Internships may be taken
during the summer months or during the regular
academic year. Applied experiences may be arranged
in such settings as sports medicine, physical therapy,
adult fitness, cardiac rehabilitation, or sports
administration. Grading is contracted between the
student and the faculty sponsor on an A-F or S/U
basis and is determined by the sponsor and the
cooperating internship supervisor.
There is an additional learning experience that the
department requires. Each student must participate
in our intercollegiate program in one of the
following levels: player, trainer, manager, student
coach, or laboratory assistant. The above
participation must he accomplished once each year
that the student is enrolled in the program.
Distribution Requirements
For non-majors in health and physical education,
three quarter courses in health and physical
education are required for graduation (two quarter
courses for Bachelor of Science in Music Education).
These courses are graded only on an S/U basis. They
are normally taken during the fall and spring
semesters of the first year of college and sophomore
year in addition to the general four or five course
requirement. One semester of study yielding one
quarter course credit is required from each of the
three following groups.
Group I - HEALTH/WELLNESS
HPE 107 - Wellness Lifestyles (This course looks at
the individual from an emotional,
intellectual, occupational, physical, social,
and spiritual perspective. Emphasis is on
self-responsibility in living a wellness
lifestyle).
Group II - FITNESS ACTIVITIES
Basic Karate
Body Conditioning (Aerobics, Anaerobics, Weight
Training)
Aerobics
Cardio-Respiratory Fitness*
Fitness Swim
I n tro-To-Dan ce * *
Running &: Jogging (Self-Paced)
Swimnastics
Tri-Athlete Training
Water Polo
(These courses are designed to improve cardio-
respiratory fitness) .
*For Obese Students
**Requires Extra Fee
Group III - RECREATIONAL SKILLS
Activities for Children
Archery
Badminton
Basketball
Beginner's Swim
Golf
Horsemanship**
Indoor Lacrosse
Indoor Soccer
International Games
Lifeguarding**
Racquetball
Scuba**
Skiing**
Softball
Tennis
Volleyball
Water Polo
(These activities are designed for the
development of teaching Life Time Skills).
** Requires Extra Fee
HEALTH AND PHYSICAL EDUCATION
103
Students may choose to satisfy Group II or Group III
activities and skills by HPE 161, Contracts
(Individualized Program). HPE 161, Contracts, can
be selected to satisfy only one semester of the
distribution requirement.
Students who are unable to participate due to
medical reasons in the regular programs should
enroll in HPE 106, Adapted Physical Education,
which can be substituted for courses in any group
except HPE 107, Health/Wellness in Group I.
101, 102, 201, 202, 301, 302 Major Skills
Skill development and methods and techniques of
class organization and instruction for the following
physical education activities: lacrosse, field hockey,
wresding, swimming, gymnastics, folk-square-social
dance, baseball, softball, tennis, badminton,
elementary school teaching, golf, archery, soccer,
speedball, elementary-junior high-senior high games
and recreational activities, basketball, volleyball, and
track and field. This course is for health and physical
education major students. 1/4 course each.
Staff
112 Foundations of Health Physical Education,
and Recreation
Introductory study of the development of health,
physical education, and recreadon programs from
historical, philosophical, and contemporary
perspectives. Special emphasis will be placed on current
controversial issues existing in physical education
and athletics, as well as on the diversity of career
options available within the allied health sciences.
Ms. Claiborne
209 Human Anatomy
An introductory course in human anatomy. Systems
of the body will be examined with emphasis placed
on the integration of structure and function. Topics
covered in laboratory and lecture will be cells,
connective tissues, skeletal system, muscle tissue,
nervous system, special senses, and circulatory
system. Prerequisites: Biology 101, 112.
Mr. Riser
to the community at large. Prerequisites: HPE 209,
Biology 210 or permission of the instructor.
Mr. Reider
214 Sports Medicine
Prepares the prospective coach for the prevention
and care of injuries. Course includes instruction
about protective equipment, safety procedures, and
facilities, as well as preparation of the athlete for
compeUtion, emergency procedures, post-injury
care, and medical research related to training and
athletics. Material in the official Red Cross Standard
and Advanced First Aid courses will be given and
certificates can be earned. Practical work covered
includes massage, taping, bandaging, and the
application of therapeutic techniques.
Mr. Biser, Mr. Cantele
218 Kinesiology
Study of voluntary skeletal muscles, in regard to their
origins, insertions, acUons, and interrelationships
with the body systems, with particular emphasis on
the importance of wholesome body mechanics.
Prerequisite: HPE 209 or permission of instructor.
Mr. Donolli
230 Nutrition and Performance
An investigation into the area of human nutrition,
focusing upon the nutrients and factors which affect
their utilizadon in the human body. Emphasis will be
placed upon the effects of the various nutrients on
fitness and athletic performance. Topics such as
nutriuonal quackery, weight control, and pathogenic
pracdces among athletes will be addressed.
Prerequisite: Biology 101. Not offered 1991-92.
Ms. Claiborne, Mr. Headley
240 Sport Psychology
Study of the principles and concepts used in sports
psychology. The topics of personality and the athlete,
success strategies of performance, and moUvadonal
theories will be covered in depth. A history of sports
psychology and the psychology of play and competition
will also be stressed. Prerequisite: Psychology 101.
Mr. Janczyk
Human Physiology (See Biology 210)
211 Personal and Community Health
A critical look at the relevant health issues of this
decade. Careful inspection of data concerning drugs,
human sexuality, marriage and family living, old age,
pollution, etc. is included along with the examina-
tion of the reladonship of personal health problems
309 Physiological Responses to Endurance
Training
Serves to acquaint the student with the physiological
mechanisms that are involved in circuit, interval, and
aerobic type endurance training. The physiology of
cardio-respiratory and muscular responses will be
covered. The students will be involved in pracdcal
104
HEALTH AND PHYSICAL EDUCATION
application of the training methods studied. A pre-
exercise and post-exercise test of significant endurance
responses will be administered to each student.
Mr. Headley
310 Principles and Techniques of Adult Fitness
Designed for students to gain an understanding of
exercise prescription for healthy adults and for those
with coronary heart disease risk factors. Standard
fitness tesdng techniques will be demonstrated in
supplemental laboratory sessions. All exercise tesdng
and prescripuon consideradons will be taught in
accordance with guidelines established by the ACSM.
Prerequisite: HPE 309 or permission of the instructor.
Ms. Claiborne, Mr. Headley
320 Adapted Physical Education and Health
Inspection provides instrucdon and experience in
the health inspection and observation of the school
environment and of school children. Specific
abnormalides of people are studied, and exercises
are adapted for individuals to allow more complete
personality and physical development through
acdvity. A laboratory experience will allow students
to gain first-hand experience in working with a
handicapped person. Prerequisites: HPE 209, 218,
Biology 210, or permission of the instructor.
Mr. Raiuleigh, Mr. Reider
332 Measurement and Evaluation in Health and
Physical Education
Concentradon on test preparadon in the cognitive,
psychomotor, and affective domains; applicadon of
measurement and evaluadon opdcs; analysis of data
through the use of computers; and participadon in
field experiences with standardized testing.
Laboratory activides will acquaint students with
tesdng situadons and procedures in measuring the
parameters of health and physical education.
Mr. Reider
361 Sports Medicine II
An in-depth look at sports injury evaluadon,
treatment protocol, and rehabilitadon programs.
Basic first aid, CPR, and taping procedures are
assumed. Comparison and analysis of facilides,
modalides, and treatment/ rehabilitadon programs
will be accomplished. Professional interacdon with
doctors and other allied health field professionals is
required. This course is required for qualificadons to
sit for the N.A.T.A. Cerdficadon exam. Prerequisites:
HPE209, 214, Biology 210.
Mr. Donolli
415 Advanced Exercise Physiology
An in-depth study of various factors affecdng human
performance, with emphasis on reguladon of various
bodily funcdons at rest and during physical activity.
Laboratory activides will acquaint the student with
equipment and tesdng procedures used in measuring
physiological parameters. Prerequisite: HPE 309.
Ms. Claiborne, Mr. Headley
449 Introduction to Research
Provides a theoredcal basis for conducdng, interpreting,
and analyzing research in physical education and
exercise science. The course focuses upon problem
identification, project planning and instrumentation,
and data collection which result in a written senior
diesis presented to HPE faculty. Prerequisite: HPE 332 or
Math 107 or permission of the instructor.
Mi. Claiborne
464 Honors Thesis
Will provide an opportunity for selected senior HPE
majors to conduct an original research investigation
under the direction of a thesis committee. Upon
completion of a formal thesis, each student will
orally present the nature and results of the study to
the entire HPE staff. Successful completion of the
program will entide the student to receive credit for
one course which can be applied toward the HPE
major. Prerequisites: HPE 449 and by invitation of the
department only.
Staff
Requirements for a minor in Health and Physical
Education
Requirements for a minor in health and physical
education involve a total of six courses. Students
must meet the prerequisite in the natural sciences by
completing Biology, 101, 102, or 1 12. The following
five courses are required: HPE 209, 214, 218, 309
and Biology 210. The student may choose one
course from the remaining to complete the minor:
HPE 230, 241, 310, 332, 361, 415. or 449.
HISTORY
105
History
Professor Boritt
Associate Professors Birkner, Chiteji, Fick, Forness,
and Stemen (Chairperson)
Assistant Professors Clay and Hardwick
Adjunct Associate Professor J. Holder
Adjunct Instructors Jayes and Leighow
Overview
The department aims to acquaint students with the
concept of history as an organized body of
knowledge which is "the memory of things said and
done." Mastery within this broad field provides an
appreciation of history as literature, an
understanding of our heritage, and a standard by
which one may thoughtfully evaluate our own time.
Through classroom lectures and discussions, an
introduction to research, and seminars, the
department encourages the student to develop as a
liberally educated person. Courses which the
department offers help prepare students for
graduate study and for careers in teaching, law, the
ministry, public service, business, and other fields.
Requirements and Recommendations
Requirements for a major are ten courses, including
History 109, History 300 (in the sophomore year),
and one of the senior research seminars. All majors
must pass at least four additional 300 level courses
chosen from at least two of three groups: American,
European, or Asian history. Senior research seminars,
numbered 402 to 414, are normally restricted to
history majors, for whom one is required. A selection
from the list of seminars is offered each year. They
provide students with an opportunity to work in small
groups with a member of the staff in the study of a
selected topic. Typically participants are expected to
engage in reading, discussion, oral reports, and
writing formal papers based on individual research.
The minor in history consists of six history courses, of
which no more than two may be at the 100 level and
at least two must be at the 300 level. One course may
be from the list of courses from other departments
listed below that count toward the major. No courses
taken S/U may be included.
Greek 251 (Greek History) and Latin 251 (Roman
History) may be counted toward the ten-course
requirement for the history major. A student who
has declared a double major in history and a modern
language may, with special permission from the
chairperson of the department of history, count one
of the following courses toward the ten-course
requirement for the history major (but not toward
the 300 level requirement): French 310; German
211, 212, 213; Spanish 310, 311.
Distribution Requirements
All courses except History 300 are acceptable toward
fulfilling the distribution requirement in history/
philosophy.
The following courses meet the distribution
requirement in non-Western culture: 221, 222, 224,
227, 228, 251, 254, 271, 272, 321.
109 Introduction to World History
An overview of world history to the twentieth
century. This course identifies separate and
interconnected old orders and great traditions of the
world before 1400 A.D. and then investigates major
transformations of world history from the fifteenth
to the early twentieth century. It focuses upon ideas,
technologies, and economic imperatives that have
shaped political, social, and cultural change.
Staff
110 The Twentieth-Century World
Historical change in the global setting from the
ascendancy of the pre-First World War empires to
the present. Topics include technological
development, imperialism and decolonization, world
wars, political revolutions, social and economic
forces, and the reshaping of thought and the arts in
the diverse cultures of humanity. Prerequisite: History
109, Introduction to World History.
Staff
182 Lincohi
A seminar limited to fifteen first year students.
Considers Lincoln and black freedom as well as the
subjects of polifics, statesmanship, mythology, and
the uses of history.
Mr. Boritt
203, 204 History of England
Surveys English history from the Anglo-Saxon
invasions to the present, emphasizing institutional,
social, and cultural developments. Some attention is
given to Ireland, Scotland, and the overseas empire.
The dividing point between the two courses is 1714.
Mr. Fick
205 The Age of Discovery
A study of maritime exploration and discoveries of
the Portuguese, Spanish, English, and French, and
106
HISTORY
the geographical and technological bases for them,
concentrating on the period 1400 to 1550. Attention
is given to settlement of the newly-discovered lands,
to the indigenous cultures, and to European
perceptions of the Americas.
Mr. Fick
209 Women's History since 1500
A surxey of the main themes in women's history since
1500, drawing on a comparative approach to
incorporate European and American materials.
Three roughly equal sections will take up work,
sexuality, and gender in politics.
Ms. Hardwick
215, 216 History of Russia
Survey of the major political, social, economic, and
intellectual trends in Russian history. The first
semester begins with the earliest Russian state and
ends with the reign of Catherine the Great. The
second semester covers the years from 1801 to the
P"^^^*^"^' Ms. Clay
221, 222 History of East Asia
A survey of East Asian civilizations to approximately
1800 in 221, and of East Asian political, social, and
intellectual developments since the Western
invasions of the nineteenth century in 222.
Mr. Stemen
224 Chinese Thought and Culture
An intellectual history of China from the beginning
to the eighteenth century. Readings are drawn from
philosophy, history, religion, poetry, and fiction, and
are studied in the context of the intellectual and
artistic culture of the times. Not offered every year.
Mr. Stemen
IDS 227, 228 Civilization of India
Course description included under inter-
departmental studies.
Ms. Singh
231 Great Ideas in Early American History
An examination of the intellectual currents which
shaped the character of American culture from the
colonial period through the Civil War, focusing on
ideas and forces including Puritanism, the
Enlightenment, Revolutionary republicanism and
evolutionary democracy, transcendentalism, and the
intellectual impetus of social reform.
Ms. Holder
233 Mission, Destiny, and Dream in American
History
An introduction to American history from the
seventeenth century to the present by focusing upon
the intertwining themes of the American people's
belief in their unique mission and destiny in the
world and their dream of creating a just and
prosperous society. Students will probe the varying
manifestations of these themes through major events
and movements in American social, economic, and
cultural life and in politics and diplomacy.
Mr. Fomess
236 Urbanism in American History
An introduction to American history from the
perspective of urbanism. Beginning with the colonial
town and continuing to the megalopolis of the mid-
twentieth century, students will investigate the nature
of urban life and its influence upon the course of
American development.
Mr. Fomess
238 African American History: a Survey
Focuses on aspects of the African American
experience from the seventeenth century to the
present; special attention will be given to the slave
experience; emancipation and reconstruction; racial
attitudes; the northward migration of African
Americans in the twentieth century; and the Civil
Rights movement of the 1950's and 1960's.
Mr. Birkner
239 Architecture and Society in Nineteenth-
Century America
A study of American architecture from the neo-
classic developments of the late-eighteenth century
to the work of Frank Lloyd Wright and his
contemporaries at the beginning of the twentieth
century, focusing upon relationships between
architectural styles and the changing social,
economic, and technological factors that influenced
American culture.
Mr. Fomess
240 History of the American Worker
An overview of the American worker fi^om 1800 through
the 1980's, focusing on several broad themes: the
industrialization of the United States economy and
workers' responses to this trend; the varied backgrounds
and characteristics of American workers; employer and
government policies towards workers; and the impact of
historical events such as wars and depressions on the
United States economy and workers.
Ms. Leighow
HISTORY
107
261 The History of Colonial Latin America
The history of Latin America from the arrival of
Columbus to the independence movement in the
early decades of the nineteenth century. The course
will explore the building of a colonial order as a
unique experience of two different societies coming
together.
Mr. Betances
306 Women and Work
A study of changing definitions of gender and work
identity. It examines how definitions of "women's
work" have evolved from pre-industrial to post-
industrial times in Europe and America. It begins
with work and gender in household economies, but
concentrates on the modern period.
Ms. Hardivick
262 Modem Latin America
The formation of Latin American republics, focusing
upon the interplay between internal processes and
external influences. Students will examine the Latin
Americans' struggle for political and cultural
integradon to overcome their colonial heritage and
to build national states.
Mr. Betances
267 United States-Latin American Relations
Diplomatic, economic, and cultural relations between
the United States and Latin America from the colonial
era to the present. Students will examine the topics of
cultural stereotypes, military intervention, migration
and refugee issues, revolutionary change, and trade
and development from both the Latin and North
American perspectives.
Ms. Jayes
271, 272 African History and Society
A study of the major themes and events in African
history from the pre-colonial era to the present. The
first semester covers traditional societies, state
formations, Africa's relationship to the world
economy, and European exploration and conquest.
The second semester examines the events and
processes leading to the colonization of Africa and
subsequent changes in African societies under
colonial rule, the ways in which Africans responded
to challenges of colonialism, the rise of African
nationalist movements, and post-colonial
socioeconomic and political experiments.
Mr. Chiteji
300 Historical Method
A course designed for history majors which
introduces the student to the techniques of historical
investigation, deals with the nature of history, and
examines the relation of history to other fields of
study. It also surveys the history of historical writing.
Prerequisite: Two courses in history.
Mr. Birkner
310 History of Early Modem France
An examination of major themes in French social,
economic, and cultural history from the reign of
Francis I and the emergence of the Renaissance state
to the Revolution with its sweeping away of the order
associated with that state. The course will concentrate
on the changing social and economic structures of
the period as well as on the contemporaneous
evolution of "popular" and political culture.
Ms. Hardwick
311, 312 Medieval Europe
A survey of the period from the breakdown of
Roman institutions in the West to about 1050, with
special emphasis on the role of the Church, the
Carolingian age, the Viking invasions, the
establishment of the German Empire, and the
beginnings of the struggle between Empire and
Papacy. History 312 deals with the central theme of
the rise of a distinct medieval civilization and the
emergence of the Western monarchies. Offered
alternate years.
Mr. Fick
313 Renaissance and Reformation
Beginning about 1300, treats the gradual decline of
medieval civilization, the major theme being the
transition from "medieval" to "modern." It ends
about the middle of the sixteenth century with the
establishment of Protestantism and the strong
movement of reform within the Roman Church.
Offered alternate years.
Mr. Fick
314 Age of Absolutism
Beginning with the sixteenth century wars of
religion, continues with a study of the Habsburgs'
failure to dominate Europe, the Thirty Years' War,
the emergence of France to predominance, the
development of the absolute state and "enlightened
despotism," the rise of new powers by 1700, and
economic, cultural, and social developments.
Offered alternate years.
Mr. Fick
TU^
HISTORY
316 Transformation of Europe, 1750 - 1850
All exploration of the major dual transformation in
modern history — the industrial and democratic
revolutions. The course will follow the process of
transformation from the middle of the eighteenth
century to the 1848 Revolutions, ending with an
analysis of London's Crystal Palace Exhibition of
1851. Offered alternate years.
Ms. Clay
317 Europe in the Golden Age
From the Paris Commune of 1871 to the setdement
of the Great War in 1919. This was an era of rising
hopes and illusions, and coundess achievements.
The course will explore those perspectives and
achievements, and the transformadons in European
economies, states, foreign relations, and in society
and thought, that formed the backdrop for the Great
War, when Europe's "proud tower" collapsed and a
way of life was nearly destroyed.
^ ^ Ms. Clay
318 Europe and Two World Wars
Studies selected aspects of European history from
the outbreak of the First World War in 1914 to the
end of the Second World War in 1945.
Ms. Clay
321 Modem China
A study of Chinese history since the Opium War of the
nineteenth century, with emphasis on the Nadonalist
and Communist revolutions. Not offered every year.
Mr. Stemen
332 American Diplomatic History
The foreign reladons of the United States since the
American Revoludon, with emphasis on the
twendeth century.
Mr. Stemen
335, 336 American Social and Cultural History
Traces America's major social, religious, ardsdc, and
philosophical movements and their immediate and
long-range impact on American life and culture.
Beginning with the American Revoludon, History
335 covers the period to the Civil War. History 336
condnues from that period to the present. Not
offered every year.
Mr. Fomess
343 Jeffersonian-Jacksonian Era
Covering the period from the 1790's to die Mexican
War, treats the development of American naUonal
life and secdonal interests under such influences as
Jefferson's agrarian republicanism and the new
democradc movements of thejacksonian period.
Not offered every year.
Mr. Fomess
345 Civil War
The trauma of America from the end of the
Mexican War to Appomattox, moral judgments in
history, political culture, economic interests,
diplomacy, and war.
Mr. Boritt
348 Early-Twentieth-Century America
Deals primarily with the major polidcal, economic, and
social developments in the United States from about
1900 to 1945. Some attendon is given to the role of the
United States in the world during this period.
Mr. Birkner
349 The United States Since 1945
Deals with the major polidcal, economic, and social
developments in the United States since 1945, and
with the demands made upon the United States as a
leading world power.
Mr. Birkner
Senior Research Seminars:
402 Tudor England
Mr. Fick
407 American Diplomacy in the Early Cold War
Mr. Stemen
410 Abraham Lincoln
412 Eisenhower and His Times
413 Decolonization in Africa
414 The Far West before the Civil War
Mr. Boritt
Mr. Birkner
Mr. Chiteji
Mr. Fomess
Individualized Study
An individual tutorial, research project, or internship
requiring the permission of an instructor who will
supervise the project. The instructor can supply a
copy of the statement of departmental policy
regarding grading and major credit for different
types of projects. Either semester.
Staff
INTERDEPARTMENTAL STUDIES
109
Interdepartmental Studies
Associate Professor Winans
Adjunct Assistant Professor M. Baskerville
Adjunct Instructors Powers and Dombrowsky
Lecturers Jones and Nordvall
Scholars-in-Residence Ding and Kaijage
The Committee on Interdepartmental Studies offers
courses and coordinates specialized
interdepartmental programs. These may include
international programs (such as summer study in
Nicaragua) and global/area studies.
Among other opportunities for Interdepartmental
Studies is the special major: a student, with the
consent of two supervising faculty members from
different departments, may design a coherent
program of at least ten courses focusing on a
particular issue or area not adequately included
within a single department. It may be based on any
grouping of courses drawn from any part of the
curriculum so long as the proposed major is
coherent, serves a carefully defined purpose, and
includes no fewer than eight courses above the 100
level, three or more courses at the 300 level, and a
400-level individualized study course. The
Committee on Interdepartmental Studies has final
responsibility for approving special majors. (See
page 26 for a fuller description).
By nature of their objectives and content.
Interdepartmental Studies courses cross the lines of
departments and specialized disciplines. For
example, some of these courses attempt to provide
the common body of knowledge traditionally
associated with a liberal education; others attempt to
integrate the understanding of different kinds of
subject matter; and still others combine
methodologies from diverse departments and
disciplines. Most notably, the Senior Scholars'
Seminar challenges an invited group of seniors,
representing as many academic departments as
possible, to apply their skills to the investigation of a
problem which crosses the boundaries of, and
demands the methods of, several disciplines.
In addition to the courses listed below, courses of an
interdepartmental nature can be found in this
catalog under the African-American Studies program
and the Women's Studies program.
103, 104 Literary Foundations of Western Culture
A study of selected major literary works of Western
culture. Authors included range from Homer and
Plato through St. Augustine and Dante to
Shakespeare, Milton, and Goethe. By means of reading
and discussing complete works of literature, the
student is introduced to those humanistic skills that
have traditionally distinguished the liberally educated
person. Fulfills distribution requirement in literature.
Staff
111, 112 Ideas and Events Behind the Arts
(See listing under Art Department)
206 Byzantine Civilization
A seminar on the civilization that centered on
Constantinople from its founding as the new capital
of the Roman Empire in 330 to its capture by the
Ottoman Turks in 1453. All aspects will be discussed:
the army and navy, education and scholarship,
religions, economics, social life, sports,
administration, art and architecture, and
international relations. Fulfills the distribution
requirement in history/philosophy. May be counted
in the requirements for a religion major.
Mr. Trone
211 Perspectives on Death and Dying
A study of death and dying from a variety of
perspectives: psychological, medical, economic,
legal, and theological. Dignity in dying, what
happens after death, euthanasia, body disposal,
AIDS, and other such problems are examined.
Fulfills distribution requirement in
history/ philosophy. May be counted in the
requirements for a religion major.
Mr. Moore
215 Contemporary French Women Writers (in
English)
An investigation of the "myth of woman" — a male
invention as Simone de Beauvoir pointed out —
through various twentieth-century texts. Students will
read everything from a novel by this century's earliest
and most notable French woman writer, Colette, to
the exposition of Luce Irigaray on Freud and Julia
Kristeva on the feminine in language. All readings
and discussions will be in English.
Ms. Richardson Viti
ITl, 228 Civilization of India
First course: cultural developments from Indus
Valley Civilization to coming of Muslims, with
110
INTERDEPARTMENTAL STUDIES
emphasis on Buddhism, evolution of Hinduism, and
their representation in art and literature. Second
course: historical factors underlying Hindu-Muslim
antagonism as well as contemporary political and
economic problems. Fulfills distribution
requirement in histon/philosophy and the
distribution requirement in non-Western culture.
Alternate years. Offered 1992-93.
Ms. Powers
235 Introduction to African Literature
A survey in English of modern sub-Saharan African
literature. After an introductory section on
background and the oral tradition, the course will
treat the priman themes of this writing, many of
which bear the stamp of the colonial experience and
its aftermath. Representative novels, plays, and
poetry will be read and discussed for their artistic
value and cultural insights. Short papers, mid-term
and final examinations are required. Fulfills
distribution requirement in literature and the
distribution requirement in non-Western culture.
Alternate years. Offered 1992-93.
Mr. Michelman
237, 238 Literature of India
Study of major Indian literary works in translation.
First course: Vedic hymns, major epics, Sanskrit
drama, Gupta love poetry, and political fables.
Second course: Tamil epic and lyrics, devotional
poetry, Islamic literature, and the modern novel.
Complete works are read from the standpoint of -
religion, history, and aesthetics, using criticism from
Western and Indian sources. Fulfills distribution
requirements in literature and in non-Western
culture. Alternate years. Offered 1991-92.
Ms. Powers
239 Architecture and Society in Nineteenth-
Century America
(See listing under History Department)
240 Energy: Production, Use, and Environmental
Impact
Conventional as well as alternative energy sources
are examined with respect to supply, price,
technology', and environmental impact. U.S.
consumption patterns are studied and the potential
of conseiA'ation is addressed. Sample topics include
nuclear reactors, fossil fuel supply, photovoltaics, air
pollution, greenhouse effect, and energy efficient
architecture. Prerequisite: One college science course
Not offered 1992-93.
Mr. Cowan
244 Introduction to American Folklore
Begins with discussions of the nature of folklore and
some sense of history of the discipline, including
information on current approaches and
methodologies. This will be followed by material on
the folk group, the folk process, the folk
performance, the nature of folk world-views, and
guidance on doing folklore research. The emphasis
will then shift to a survey of the various folklore
genres found in America, from the narrative genres
of folktale, to folk song, folk music, and folk dance.
Mr. Winans
246 Irish Quest for Identity: The Irish Literary
Revival
A study of the culture and history of Ireland as
reflected in its literature in English c. 1880-c. 1940.
The course will explore how Ireland, principally
through her writers, succeeded in reviving and
asserting her unique Gaelic identity during the
decades immediately preceding and following the
War of Independence (1916-1921). Authors to be
studied will include Samuel Ferguson, Standish
Hayes and Standish James O'Grady, Douglas Hyde,
Augusta Gregory, W. B. Yeats, J. M. Synge, George
Russell, James Stephens, Sean O'Casey, and James
Joyce. Fulfills literature requirement. Alternate years.
Offered 1991-92.
Mr. J. Myers
247 Maintaining Irish Identity: Modem Irish
Literature
A survey of Irish literature since the 1940's. The
course will examine how poets, dramatists, and
writers of fiction have responded to the problems of
maintaining an Irish identity on a partitioned island
and in the contemporary world. Special attention
will be given to the inter-relationship of Catholic and
Protestant and rural and urban traditions. Authors to
be studied will include the following: from drama,
Samuel Beckett, Hugh Leonard, Brian Friel, Thomas
Murphy; from poetry, Seamus Heaney, Patrick
Kavanagh, Austin Clarke, Eilean ni Chilleanain, John
Montague, Eavan Boland; from fiction, Sean
O'Faolain, Mary Lavin, Edna O'Brien. Fulfills
literature requirement. Alternate years. Offered
1992-93.
Mr. J. Myers
250 Criminal Justice
Overview of the criminal jusfice system in the United
States and role in that system of features such as
police, attorneys, trials, and prisons. Major United
INTERDEPARTMENTAL STUDIES
TTT
States Supreme Court cases are read to illustrate the
nature of legal reasoning and criminal justice
problems. Not offered every year. Offered 1990-91.
Mr. Nordvall
254 Vietnam: War and Protest
An interdisciplinary exploration of the Vietnam War
(1964-1975), with attention paid to the history of
Marxism in southeast Asia, French colonialism, the
military and political history of the American
involvement, the peace movement in the U.S., and
the literature generated by the war. Outside speakers
and audio-visual materials will be used extensively.
Mr. Dombroiosky and others
255 Science, Technology, and the Nuclear Arms
Race
Study of the effect of technology on the many aspects
of the Nuclear Arms Race. Coverage includes
nuclear weapons effects, strategic arsenals, past and
current attempts at arms control, nuclear
proliferation, and conflicting foreign and domestic
policy objectives. Special emphasis will be given
toward understanding future technological trends.
Mr. Pella
260 The Holocaust and the Third Reich
An intensive study of selected vwitings (poetry, prose,
drama) which demonstrate the possibilities of literary
expressions in response to the Holocaust. Students will
read various writings in English by German and non-
German writers, including Heinrich Boll, Ilona
Karmel, Gunter Grass, and Elie Wiesel. The course will
also include such films as The Tin Drum, The White Rose,
and Night and Fog. No knowledge of German is
required. Does not fulfill literature requirement.
Ms. Armster
Til Gods, Heroes and Wagner
A study of the artistic and philosophical thought of
composer Richard Wagner as expressed in his
monumental music drama, Der Ring des Nibelungen.
Wagner, a contemporary of Marx and in many ways
no less revolutionary, adapted the myths and legends
of the Germanic past to dissect European reality of
the nineteenth century. By utilizing various
approaches (biographical, mythological, literary,
political/historical, aesthetic, musical, psychological),
students and instructor will attempt to assess Wagner's
position in his own age as well as his impact on
succeeding generations, including that which embraced
the ideology of national socialism. No knowledge of
German or background in music is required.
Mr. McCardle
276 Sub-Saharan Africa and the External World
A study of the interaction over time between sub-
Saharan Africa and the larger world community, with
particular focus on relationships between sub-
Saharan Africa and Europe, the Orient, and the New
World, showing the mutual influence in the
economic, political, and cultural spheres. Fulfills the
distribution requirement in non-Western cultures.
Mr. Kaijage
285 Chinese Poetry
A study of Chinese poetry and the understanding it
gives of Chinese civilization and the Chinese way of
life. The Chinese have a time-honored poetic tradition
which this course will examine. Over a hundred
Chinese poems will be analyzed and appreciated, both
from a social and historical perspective and from an
aesthetic perspective. The course will encourage
reflection on Chinese history, politics, folklore, social
institutions, and customs. Fulfills the distribution
requirement in non-Western culture.
Mr. Ding
320 Himian Sexual Behavior
Discussion of biosexual, sociosexual, and psychosexual
development in a cultural-behavioral setting.
Resources from a variety of disciplines v«ll be discussed
as they relate to the present-day social-sexual milieu.
Seminar format. In-depth research invesdgation
required. Enrolls seven women and seven men.
Mr. Jones
340 Ancient Egypt: Its Language, Literature, Art,
and History
A study of Ancient Egypt's culture as reflected in its
language, literature, and art. Although the student's
study of the Egyptian language itself will be confined
to the script, vocabulary, and grammar of the Middle
Kingdom (c. 2240-1570 B.C.E.), Egypt's literature
and art from 2900-1100 B.C.E. will be presented in
their historical context. Fulfills distribudon
requirement in non-Western culture and may be
counted toward the requirements for a religion
major. Prerequisite: Permission of the instructor.
Mr. Moore
401 Senior Scholars: The Future of Humanity
Seminar for selected senior students addressing an
important contemporary issue affecting the future of
humanity. The approach to this issue is
muludisciplinary. Authorides of national stature are
invited to serve as resource persons, and a final report
is published by the seminar pardcipants. The seminar
1 IZ
INTERDEPARTMENTAL STUDIES
carries credit for two courses and must be taken in
the fall semester. Interested students should consult
page 35 of this catalogue for admission criteria.
451 Individualized Study:
Tutorial in Interdepartmental Studies
453 Area Studies:
Tutorial in Interdepartmental Studies
461 Individualized Study:
Research in Interdepartmental Studies
Special Programs
Asian Studies
Gett)'sburg College offers a number of courses for
students wishing a sound introduction to Asian
culture as part of the liberal arts curriculum. Each
Asian Studies course fulfills some distribution
requirement. These courses are presented by
members of various departments, persons with
interests and competence in Asian Studies. A student
may construct a special major with concentration in
Asian Studies. Students should seek assistance in
planning an Asian Studies special major from faculty
members who teach courses in this area or from the
Committee on Interdepartmental Studies. Course
offerings suitable for special majors in Asian Studies
are found under many departmental listings.
American Studies
Gettysburg College offers a variety of courses
analyzing American life and thought, thereby
providing students with many opportunities for
creating special majors in American Studies. Such
majors may emphasize behavioral analyses, historical
perspectives, literary and artistic dimensions, or
coherent combinations of such approaches as they
are reflected in courses from several departments.
For example, special majors could be designed in the
areas of early-American culture, modern American
social stratification, ethnicity, or the religious and
economic values of the American people. Students
should seek assistance in planning an American
Studies special major from faculty members who
teach courses in these areas or from the Committee
on Interdepartmental Studies. Course offerings
suitable for special majors in American Studies are
found under many departmental listings.
Medieval and Renaissance Studies
Through the curricular offerings of eight academic
departments and the Interdepartmental Studies
Program, the College makes available a wide range
of courses that deal with the civilizations and cultures
of the medieval and Renaissance eras. Those eras
laid the foundafions for many modern ideas and
values in the fields of literature, history, religion,
political theory, music, art, science, technology,
commerce, mathematics, and law. For many students
concerned with a more realistic understanding of the
rich heritage derived from the medieval and
Renaissance worlds, the vitality and creative energy
of those eras hold a special fascination and add new
dimensions for comprehending contemporary issues.
Students are encouraged to construct special majors
in Medieval and Renaissance Studies. Majors in this
area might deal with the medieval church and the
arts, medieval literature and philosophy, or the
ideological and institudonal revolutions of the
Renaissance. Students should seek assistance in
planning such special majors from Professors George
Fick (History) or Robert Trone (Religion).
Global Studies/Area Studies
Gettysburg College offers an array of courses in global
sUidies through the course offerings of several
departments and through its yearly Area Studies
program. Each year the College arranges a program
of films, lectures, symposia, and special events focused
on an area in the world of critical interest. The
program has dealt with such topics as Central America,
Viemam Ten Years After, and Struggle in Southern
Africa. Most recendy. Area Studies has focused on the
Middle East, China in Revolution, Mexico, and Sub-
Saharan Africa. To enhance the academic offerings in
these areas of study, the College has had die privilege
of scholars-in-residence from Israel, China, Mexico,
and Tanzania. In subsequent years. Area Studies will
turn to Japan, the former Soviet Union, and Brazil.
Scholars-in-residence from those areas of the world will
be offering courses and guiding individualized studies
for students in their areas of interest. Often specific
courses are available that study the area focused on for
the year. It is always possible for students to enroll in
IDS 453, the Area Studies course, in either or both
semesters. These tutorial courses require pardcipation
in the several aspects of the Area Studies program and
a special project under the supervision of a member of
the faculty.
Summer Study in Nicaragua
Gettysburg College offers a three-week course of
study in Central America. Two courses are offered
through Interdepartmental Studies and Spanish, one
in environmental poliucs, and the other in language
INTERDEPARTMENTAL STUDIES / LATIN AMERICAN STUDIES
113
study. The program varies slightly from year to year,
though it always includes time spent in Leon, a
"provincial capital" in western Nicaragua. From there
travel and work are possible in other regions of the
country. The rest of the stay is spent in Managua.
Interested students should contact the Chairperson
of the Committee on Interdepartmental Studies or
the Chaplain for information on schedule, cost, and
course offerings.
Latin — See Classics
Latin American Studies
140 Introduction to Latin America
A study of the peoples and civilization of pre-
Columbian America, and of the institutions,
economy, history, and culture of Latin America and
the Caribbean from the Spanish conquest to the
present. The course reviews several case studies in
order to examine how modern Latin America
responds to underdevelopment in its struggle for
political and cultural integration.
Mr. Betances
Latin American Studies
Emelio Betances, Coordinator
Latin American Studies is an interdisciplinary
program designed to enrich the student's
understanding of the history and present-day world
of countries and cultures to our south. By pursuing
studies on Latin America, students develop greater
appreciation for, and discernment of, an America
whose relationship to the United States is of
increasing significance. The courses in Gettysburg
and the range of exciting off-campus opportunities
in Latin America offer the student depth, breadth,
and a variety of subject areas for special focus.
Students may choose to create a special major in
Latin America studies. Numerous possibilities exist
for combining a special major in Latin American
Studies with political science, economics, sociology,
anthropology, Spanish, history, management,
environmental studies, and other fields.
Students who choose the option of this special major
are encouraged to study in Latin America.
Gettysburg College has three affiliated programs
through which students can study in Mexico and
Central America and transfer back both grades and
credits: (1) a three-week program in Nicaragua
following the spring semester which offers credit in
either Spanish or Environmental Studies; (2) a
semester program at the University of Guadalajara in
Mexico for students who have completed Spanish
301; and (3) several semester-long programs in
Cuernavaca, Mexico, with themes such as Women
and Development, Global Community, Social Policy,
and Human Services in Latin America.
Courses on Latin America include the following:
History
261 The History of Colonial Latin America
The history of Latin America from the arrival of
Columbus to the independence movement in the early
decades of the nineteenth century. The course will
explore the building of a colonial order as a unique
experience of two different societies coming together.
Mr. Betances
262 Modem Latin America
The formation of Latin American republics, focusing
upon the interplay between internal processes and
external influences. Students will examine the Latin
Americans' struggle for political and cultural
integration to overcome their colonial heritage and
to build national states.
Mr. Betances
267 United States-Latin American Relations
Diplomatic, economic, and cultural relations between
the United States and Latin America from the colonial
era to the present. Students will examine the topics of
cultural stereotypes, military intervention, migration
and refugee issues, revolutionary change, and trade
and development from both the Latin and North
American perspectives.
Ms. Jayes
Spanish
311 Latin American Civilization
Study of the history and culture of Latin America from
pre-Columbian times to the present. This course fulfills
distribution requirement in history/ philosophy.
Prerequisite: Spanish 202 or consent of the
Department. Alternate years. Offered 1992-93.
315 An Introduction to Hispanic Cinema
A study of Hispanic cinema from its inception in
1896 through the present, with major emphasis on
films made since the advent of revisionary cinema
around 1960. The course will focus on the
114
LATIN AMERICAN STUDIES / MANAGEMENT
development and renovation of cinematography, will
explore the relationship between cinema and other
forms of artistic expression, and will examine the
development of Hispanic cinema in the context of
the historical circumstances of the Hispanic
countries which have been most active in making
films. Offered 1993-94.
324 Latin American Contemporary Prose
Emphasizes the novel of the "boom" in Latin
America. Major writers such as Gabriel Garcia-
Marquez, Mario Vargas Llosa, Carlos Fuentes, Julio
Cortazar, Juan Rulfo, and Jorge Luis Borges, among
others, will be read. Prerequisite: Spanish 304 or
consent of the department. Offered 1993-94.
Management
Professors Pitts, Rosenbach, and Schein
Associate Professors Redding (Chairperson) and C.
Walton
Assistant Professors Star, Stroope, and S. Walton
Instructors Seitz and Tracy
Adjunct Instructor Radosh
Overview
The Department of Management of Gettysburg
College provides a distinctive curriculum designed to
engender understanding of the role of management
in a variety of organizational settings: public, private,
local, national, and international. In order to
develop the breadth of understanding appropriate
for a liberal education, the curriculum is integrative.
The curriculum incorporates the historical and
social contexts within which managerial decisions are
made and brings into clear focus the moral and
ethical dimensions of such decisions. Students thus
are encouraged and equipped to become informed
decision-makers who employ carefully<onsidered
values and the aesthetic and intuitive components of
leadership as well as the relevant analytic and
technical skills. Most importandy, the curriculum
and the manner in which it is taught foster the
qualides of cridcal, creadve thinking; the
entrepreneurial disposidon to be intellectually bold,
independent, and innovative; the zest for lifelong
learning; and the values so important to vital and
socially responsible management in our public and
private enterprises. The department offers a major in
management, with four areas of concentraUon:
entrepreneurship, human resources, accoundng and
finance, and internadonal management. In addidon
to its liberal arts objectives, the department's
curriculum is designed to meet the needs of students
who intend to enter graduate professional schools in
business administradon and related areas, or to
pursue a career in public or private enterprises.
The department reserves the right to limit the
number of majors in the department. Under
procedures established by the department, students
interested in majoring in management may be
required to make a formal request to the department
to declare the major. The department will then
select the students who will be accepted as majors
according to procedures established by the
department and made available to students. Students
interested in receiving a copy of these procedures
should contact the department.
Requirements and Recommendations
Majors in management are required to complete
eight core courses plus a minimum of three courses
in one of the four areas of concentradon. The eight
core courses are as follows: Economics 103-104,
Management 153, Economics 241, Management 247,
Management 266, Management 267, and
Management 400. Each student majoring in
management will also be required to take at least
three courses in one of four areas of concentradon:
entrepreneurship, human resources, accoundng and
finance, or internadonal management.
Students andcipadng a management major are
encouraged to take Economics 103-104 during the
first year.
In order to qualify for departmental honors in
management, a student must 1) sadsfactorily
complete Management 400 during the senior year
with a grade of B or better; 2) be recommended by
his or her adviser; and 3) have earned a 3.3
departmental grade point average.
The department ofiFers a management internship
(Man^ement 473) for selected management majors
entering their senior year. The internship is comprised
of an employment experience completed during the
summer between their junior and senior year, and an
academic component completed during fall semester of
the senior year. One course credit is awarded for I
successful compledon of the internship. Addidonal '
informadon regarding the Department of Man^ement
is contained in Manning Your Major: Department of
Management Handbook. All majors and potendal majors
are urged to obtain a copy of this booklet
MANAGEMENT
TTF
153 Financial Accounting
Study of the basic principles, concepts, and problems
in recording, summarizing, reporting, and analyzing
financial data. Emphasis is placed on reports used by
decision-makers, both inside and outside the firm.
154 Managerial Accounting
Study of accounting concepts for planning, control,
motivation, reporting, and evaluation by management
of the firm. Prerequisite: Management 153.
247 Management Information Systems
Integrative systems of people and machines for
providing information to support the operations,
management, and decision-making functions in an
organization. The course examines gathering, storing,
transmitting, and manipulating data to provide timely,
accurate, and usable information. Prerequisite:
Management 266 or permission of instructor.
253-254 Intermediate Accounting
Continued and more intensive study of the
principles, concepts, and theories prevalent in
accounting. Emphasis is on literature and
pronouncements of professional accounting groups
and regulatory agencies. Prerequisites: Management
154 and permission of the instructor.
266 Management and Organization
The decision-making process concerned with the
planning, staffing, leading, and controlling the
affairs of organizations in the public and private
sectors, including profit-making as well as not-for-
profit. Prerequisites: Economics 103-104 or permission
of the instructor.
267 Business Finance
Introduction to the principles and practices involved
in the acquisition and administration of corporate
funds. Emphasis is placed on financial planning,
investment analysis, asset management, and sources
and costs of capital. Prerequisites: Management 153
and 266, and Economics 241.
270 Organizational Behavior
Theory of behavioral science applied to the
organization, with emphasis on the interaction of the
individual and the organization. Topics range from
individual attitudes and behavior to organizational
change. Prerequisite: Management 266 or permission
of the instructor.
353 Cost Accounting
Concepts of cost accumulation and cost analysis for
decision-making purposes. Emphasis is placed on use
of these concepts in manufacturing concerns and
other organizations. Prerequisite: Management 154.
355 Auditing
Introduction to the objectives, concepts, analysis,
and procedures underlying the review of financial
reports prepared by organizations. Emphasis is
placed on the analysis of internal control and the
auditor's ethical and legal responsibility. Prerequisite:
Management 254 or concurrent enrollment.
356 Federal Taxes
hitroduction, history of federal income tax,
problems of tax bases and rates, economic and social
implications of taxation, application of bases
problems through research of regulations, and
preparation of taxes. Prerequisite: Management 154.
357 Not-for-Profit Accounting
Accounting, budgetary financial control, and
evaluation procedures for governmental and not-for-
profit organizations. Emphasis is placed on the basic
differences between commercial and not-for-profit
accounting and on managerial uses of information
generated by the accounting system. Prerequisite:
Management 154 or permission of the instructor.
360 Organizational Ethics
Exploration of ethical factors and restraints,
recognition of ethical dilemmas affecting managerial
decision-making, and policy in private and public
sector organizations; examination of a variety of
ethical issues, such as those relevant to the
environment, consumer protection, discrimination in
the workplace, conflict of interest, global economy,
social responsibility of organizations, and
professionalism; emphasis on case study method.
Prerequisite: Management 266 or permission of the
instructor.
361 Marketing Management
Study of the place of marketing in the world of
business; the marketing concept; understanding
consumer buying behavior; marketing planning and
product policy; sales management; distribution
strategy; current problems, influences, and pressures
on marketing. Marketing case studies are analyzed
and discussed. Prerequisites: Economics 1 03, 1 04.
116
MANAGEMENT
363 Business Law
Legal environment of business and how law affects
managerial decision-making; introduction to law of
torts, business crimes, contracts, sales, product
liability, consumer protection, bankruptcy, leases,
formation of corporations and partnerships,
employer-employee rights, en\ironmental
regulation, intellectual property. Uniform
Commercial Code; examination of court systems,
legal process; discussion of international business
law, governmental regulation of business,
constitutional issues relevant to business; use of case
study method where appropriate. Prerequisite:
Management 266 or permission of the instructor.
364 Advanced Business Law
In-depth study of contemporary legal environment of
business and how law affects managerial decision-
making. This course provides an examination of the
Uniform Commercial Code, contracts, sales,
partnerships, corporations, small business
organizations, franchises, banking, bankruptcy and
reorganization, property, international transactions,
and governmental regulation of organizations. The
class explores the principles of tort, conu-act, and
constitutional law. The case study mediod is employed
as appropriate. Prerequisites: Management 266 and
Management 363 or permission of the instructor.
365 Human Resources Management
Major principles of human resource management
from the perspectives of both organizational demands
and individual interests. Basic theoretical and applied
concepts are covered, including recruitment, selection,
performance appraisal, labor relations, compensation,
training, and productivity improvement. Focus is also
on relevant issues of the decade, such as the
work/family interface, privacy, cultural diversity,
workplace discrimination, and legal issues. Project
work with organizations required. Prerequisite:
Management 266; Management 270 preferred and
required if concentrating in human resources.
368 Investment Management
Investment practices, the risks of investment, and the
selection of appropriate invesunent media for
individuals, firms, and institutions. Theories and
techniques for maximizing investment portfolio
performance are studied. Emphasis is placed on analysis
and selection of securities, portfolio management, and
the operation of securities markets. Prerequisite:
Management 267 or permission of die instructor.
381 Small Business Management
Study and critical analysis of the principles and
procedures for establishing, developing, and
managing a small business. The relevant differences
between large and small business management are
examined. Attention is given to the personal
attributes needed for successful entrepreneurship.
Prerequisites: Management 153, Management 266,
Management 267, and Management 361.
385 International Management
Examination of problems and opportunities
confronting business enterprises which operate across
nadonal borders, with emphasis on adaptation to
different cultural, legal, political, and economic
environments. Prerequisites: Management 153 and 266.
386 International Accounting and Taxation
Interpretadon of foreign financial statements and
analysis of accounting, repordng, and disclosure
practices around the world. Financial repordng in
the international environment. Review of taxation
around the world and international tax issues to the
muldnational firm. Prerequisite: Management 153.
400 Policy and Strategy
Integrative capstone course dealing with the role of
senior execudves in business enterprises. Course
focuses on problems of strategy formulation,
organization design, and organizadon renewal.
Required of all seniors. Prerequisites: Senior status
plus compledon of all core courses or permission of
the instructor.
410 Senior Seminar
Investigadon of contemporary problems and special
topics of current importance in the field of
management. Specific issues to be addressed will be
determined by the instructor. Prerequisites: Senior
status and permission of the instructor.
473 Internship
A minimum of six weeks of on-site pardcipadon in
management with a public or private enterprise. A
student wishing to pursue an internship must submit an
acceptable proposal to die Staff Director of Internships
during spring semester of the junior year. Prerequisites:
Junior management major widi a minimum 2.0 overall
and departmental grade point average.
Individualized Study
Topics of an advanced nature pursued by well-
qualified students through individual reading and
MANAGEMENT / MATHEMATICS AND COMPUTER SCIENCE
117
research, under the supervision of a member of the
department's faculty. A student wishing to pursue
independent study must present a proposal at least
one month before the end of the semester preceding
the semester in which the independent study is to be
undertaken. Prerequisite: Permission of the supervising
faculty member and the department.
Mathematics and Computer Science
Professors: Holder and Leinbach (Chairperson)
Associate Professors: DeSilva, Flesner, and Kellett
Assistant Professors: Golfm, Levine, and Tosten
Adjunct Instructors: Leslie and Y. Niiro
Overview
A knowledge of mathematics is an essential part of
what it means to be a liberally educated person.
Mathematics is both an art and a science. It
possesses an inherent beauty and a purity of
expression not found to the same degree in any
other discipline.
Beyond its intrinsic value, mathematics is
indispensable in both the natural and social sciences.
It is occupying a position of increasing importance in
many other fields. The computer has played a major
role in this mathematical renaissance. Thus, it is
essential that mathematics majors, as well as other
students who will apply mathematics, learn how to
use the computer as a problem solving tool.
The mathematics curriculum provides a foundation
for students who will specialize in mathematics or in
fields that use mathematics. By a careful selection of
courses, a student can prepare for graduate study in
mathematics, for secondary school teaching, or for a
career in a mathematically-related field. Indeed, a
major in mathematics provides a good background
for virtually any career. Recent graduates have found
careers in government, law, management, medicine,
and quality control as well as in the more tradidonal
areas of employment for mathematics graduates. No
matter what the student's objectives, the curriculum
provides courses appropriate for the study of
mathematics within the context of the liberal arts.
Requirements and Recommendations
The department offers a choice of two degree
programs, the Bachelor of Arts and the Bachelor of
Science degrees. The Bachelor of Arts degree is
designed for the students who are interested in a
broader application of mathematics. The Bachelor
of Science degree is designed for the students who
are interested in exploring the sciences in depth.
The Bachelor of Arts Program:
The requirements for a B.A. in mathemaUcs are a
minimum of ten courses in mathematics and one
computer science course. The specific requirements
are as follows:
CORE: Math 111 (or Math 105-106), Math 112,
Math 211, Math 212, Math 321, and Math
331;
ONE OF: Math 322, or the sequence Math 351, 352:
PLUS: Completion of 3 addidonal 200- or 300-
level Math courses, with at least two at the
300 level;
PLUS: Completion of CS103 by the end of the
sophomore year.
The department offers two courses in addition to
Math 21 1, 212 at the 200 level. These courses are
Math 208: "Discrete Structures" and Math 262:
"Introduction to Operations Research." Either one
of these courses, but not both, may count towards the
minimum requirements for the B.A. in mathemaUcs.
The Bachelor of Science Program:
In addition to the CORE listed under the Bachelor
of Arts program, a candidate for the Bachelor of
Science degree in mathematics must complete the
following courses:
Math 363: Differential Equations and Special
Functions;
Math 364: Complex Variables;
Math 366: Numerical Analysis;
One mathematics elecdve chosen from any of the
department's 200- or 300-level offerings;
Either of the sequences:
Physics 111: Mechanics;
Physics 112: Heat, Electricity, Magnedsm, and
Relativity; or
Chemistry 111, 112: Fundamentals of Chemistry;
Plus two courses from one of the following groups:
Biology309, 310, 341;
Chemistry 305, 306;
Computer Science 301, 311, 371;
Physics 310, 319, 325, 330.
The Computing Requirement:
All students are required to complete CS-103 or its
equivalent prior to graduation. It is recommended
that this course be completed by the end of the
second semester of the student's sophomore year.
MATHEMATICS AND COMPUTER SCIENCE
Minor in Mathematics:
A minor in mathematics consists of six mathematics
courses numbered 1 i 1 or above. At least two of
these courses must be at the 300 level.
105-106 Calculus with Precalculus
Study of differential and integral calculus with
precalculus. Topics include basic algebraic concepts,
equations and inequalities, functions, introduction to
limits, continuity, the derivative, and the definite
integral. No prerequisites.
Staff
107 Applied Statistics
Designed for students in the biological and social
sciences. Topics include descriptive statistics,
fundamentals of probability theory, hypothesis testing,
correlation, regression, and analysis of variance. An
important aspect of the course is the use of a statistical
package on the computer. Credit is not granted for
more than one of the following: Mathematics 1 07,
Economics 241 , and Psychology 205.
Staff
111-112 Calculus I, II
Differential and integral calculus of one real
variable. Topics include introduction to limits,
continuit)', the derivative, the definite integral,
sequences, series, parametric equations, and polar
coordinates. Applications will be drawn from the
natural and social sciences. No prior experience
with calculus is assumed. Four lecture hours per
week. Students who have received credit for
Mathematics 105-106 cannot also receive credit for
Mathematics 111. These students may register in
Mathematics 112.
Staff
208 Discrete Structures
The study of mathematical structures essential to the
study of discrete phenomena, with an emphasis on
an algorithmic approach to problem solving using
these structures. Topics covered will include sets,
truth tables, methods of proof (including
induction), functions, relations, arithmetic in other
bases, graphs and trees, matrix algebra, elementary
combinatorics, probability, and Markov chains.
Examples will be chosen from a variety of disciplines,
with emphasis on solutions which are algorithmic
and computational in nature. Prerequisite:
Mathematics 111 or Mathematics 105-106.
Staff
211 Multivariable Calculus
Vectors, vector functions, function of several
variables, partial differentiation, optimization,
multiple integration, transformation of coordinates,
line and surface integrals, and Green's and Stokes'
theorems. PrCT-^ouMz>; Mathematics 112. ^ y-.
Staff
212 Linear Algebra
Systems of linear equations, algebra of matrices,
determinants, abstract vector spaces, linear
transformation, eigenvalues, and quadratic forms.
Prerequisite: Mathematics 21 1 or permission of
instructor. „ ..
Staff
262 Introduction to Operations Research
A study of techniques and tools used in mathematical
models applied to the biological, management, and
social sciences. Topics selected from the following:
optimization, game theory, linear and non-linear
programming, dynamic programming, transportation
problems, and network analysis. The computer will
be used extensively. Prerequisite: Mathematics 212.
Alternate years. Offered 1992-93.
Ms. DeSilva, Mr. Kellett, Mr. Leinbach
321-322 Analysis I, II
Provides both a rigorous treatment of concepts
studied in elementary calculus and an introduction
to more advanced topics in analysis. Among the
topics studied are elements of logic and set theory,
properties of real numbers, elements of metric space
topology, continuity, the derivative, the Riemann
integral, sequences and series, uniform convergence,
and functions of several variables. Prerequisites:
Mathematics 21 1 and 212. Mathematics 322 offered
in alternate years. Offered 1991-92. ,. „
331-332 Abstract Algebra I, II
A study of the basic structures of modern abstract
algebra, including groups, rings, fields, and vector
spaces. Prerequisite: Mathematics 212. Mathematics
332 offered in alternate years. Offered 1992-93.
Staff
343 Topics in Geometry
A brief introduction to the history of the
development of geometries from Euclid to the
present, with emphasis on the significance of non-
Euclidean geometries. Topics include projective
geometry and its subgeometries, from affine to
Euclidean. Alternate years. Offered 1992-93.
Prerequisite: Mathematics 212.
Mr. Flesner
MATHEMATICS AND COMPUTER SCIENCE
119
351-352 Mathematical Statistics and Probability
Probability, frequency distributions, sampling theory,
testing hypotheses, estimation, correlation and
regression, small sample distributions, and
applications. Prerequisite: Mathematics 212.
Ms. DeSilva, Mr. Golfin
354 Topics in Applied Probability and Statistics
Study of an area of applied probability and statistics
not otherwise in the curriculum. Possible subjects
include linear modeling, stochastic processes,
nonparametric statistics, and quality control.
Prerequisite: Mathematics 351. Alternate years.
Offered 1991-92.
Ms. DeSilva, Mr. Kelktt
356 Statistical Decision Theory
An introduction to applied decision theory using
Bayesian statistics. Topics will include decision rules,
risk, the likelihood principle, utility and loss, prior
information and subjective probability, Bayesian
analysis, and game theory. Prerequisite: Mathematics 351
or Economics 241. Alternate years. Offered 1992-93.
Ms. DeSilva
363 Differential Equations and Special Functions
First order ordinary differential equations, linear
differential equations of first and second order,
series solutions, Fourier series and integrals, partial
differential equations of physics, Legendre
polynomials, and Bessel functions. Prerequisite:
Mathematics 212.
Mr. Golfin, Mr. Holder
364 Complex Variables
Analytic functions, conformal mapping, complex
integrals, Laurant series, theory of residues, and
potential theory. Prerequisite: Mathematics 212.
Mr. Holder, Mr. Leinbach
366 Numerical Analysis
Numerical techniques of solving applied
mathematical problems. A heavy emphasis is placed
on the interrelation with these techniques and the
digital computer. Topics to be covered are numerical
solutions of systems of equations, the eigenvalue
problem, interpolation and approximation, and
numerical solutions to differential equations.
Although emphasis is placed on the numerical
techniques, consideration will also be given to
computational efficiency and error analysis.
Prerequisites: Mathematics 212 and CS 103. Alternate
years. Offered 1991-92. ^^_ ^^^.^^^^ ^^^ ^^^.^^^^^
381, 382 Selected Topics
Study of some advanced phase of mathematics not
otherwise in the curriculum. The subject matter and
the frequency of offering the course will be
dependent on student interest. Some possible areas
for study are point set topology, combinatorics,
graph theory, partial differential equations,
differential geometry, and number theory.
Prerequisite: Permission of the instructor.
Staff
Individualized Study
Pursuit of topics of an advanced nature by well-
qualified students through individual reading, under
the supervision of staff members. Prerequisite:
Permission of the department chairperson.
Staff
Computer Science
Overview
The computer science curriculum enables a student
to study systematic approaches to problem solving
within the environment of hardware. In the course
of this study, the student develops the practice of
clear thinking and logical reasoning while learning
to analyze information processing tools and systems
in areas of application. Within this study there is an
emphasis on the human values associated with
computing in the modern world.
The available courses cover a wide area of computer
science. In addiuon, upper-division students may, in
collaboration with staff members, be involved in on-
going research projects or study topics not covered
by the regular course offerings.
The major is designed to give students a broad
understanding of both the theoretical and application
areas of the discipline. As such, it provides a firm
foundation for those intending to do graduate work
or to pursue a career in computer science.
Requirements and Recommendations
The major consists of nine courses that include a
four-course core, a capstone course (CS 340), and
four computer science electives, at least three of
which must be chosen from group A listed below:
COMPUTER SCIENCE CORE:
CS 103
CS 104
CS216
CS221
Introduction to Computing
Introduction to Computer Science
Data Structures
Computer Organization and Assembly
Language Programming
20
MATHEMATICS AND COMPUTER SCIENCE
SENIOR CAPSTONE COURSE:
CS 340: Software Systems/Software Design
COMPUTER SCIENCE ELECTIVES - GROUP A:
CS 301 : Theory of Computation
CS 311: Design and Analysis of Algorithms
CS 324: Principles of Operating Systems
CS 341 : A Survey of Programming Languages
CS 360: Principles of Database Systems
CS371: Introduction to Artificial Intelligence
CS 373: Interactive Computer Graphics Systems
COMPUTER SCIENCE ELECTIVES - GROUP B
CS 450: Individualized Study - Tutorial
CS 460: Individualized Study - Research
CS 470: Internship in Computer Science
MGMT 247: Management Information Systems
MATH 366: Numerical Analysis
PHY 241: Introduction to Microprocessors
A minor in computer science consists of six courses
that include the CORE and two computer science
electives, at least one of which must be chosen from
Group A.
Prospective majors in computer science are required
to take Math 111 (Calculus) or Math 105-106
(Calculus with Precalculus) and Math 208 (Discrete
Structures). They are also encouraged to choose
courses from among the following: Math 112, 211,
212, and 331, Philosophy 211, Physics HI, 112, and
240, and Psychology 204.
Students intending to do graduate work in computer
science are advised to take Math 351, Physics 240 and
241, and six computer science electives including CS
301 and CS 311.
Facilities
The Academic Computer Center maintains a
campus- wide computing network with terminals
distributed throughout campus. The network
supports several programming languages and
applications packages. The department maintains a
SUN Sparc station network running the UNIX
operating system for use by students studying parallel
processing, operating systems, and graphics, as well
as for those doing independent research.
There are also microcomputer laboratories featuring
bodi NeXT and MS/DOS machines. An extensive
library of software tools is available for student use
on these machines.
103 Introduction to Computing
Introduction to the use of computers in a variety of
fields through the use of software tools and
structured programming. Word processing,
spreadsheet, and database software tools are taught
from a perspective that emphasizes the underlying
principles. The primary focus of the course will be
structured programming and problem solving.
Staff
104 Introduction to Computer Science
An introduction to computer science with an
emphasis on problem solving methodology and
algorithms. Further topics include computer
organization, data structures, and software
engineering. Prerequisite: CS 103 or AP credit in
computer science.
Staff
216 Data Structures
An introduction to the major data structures and
some of their applications. Topics include linear lists,
sets, queues, stacks, linked lists, string processing,
trees, graphs, arrays, tables, files, and dynamic
memory management. Prerequisites: Computer
Science 104.
Staff
221 Computer Organization and Assembly
Language Programming
Programming at the machine level, with an emphasis
on the logical connection of the basic components of
the computer and systems programs. Topics include
machine and assembly language programming, basic
computer operations, hardware organization, systems
software, and compilers. Prerequisite: Computer
Science 104.
Mr. I^nbach, Mr. Tosten
301 Theory of Computation
A study of the basic theoretical principles of the
computational model. Topics covered will include
finite automata, regular expressions, context-free
grammars, Turing Machines, Church's Thesis, Godel
numbering, the halting problem, unsolvability,
computational complexity, and program verification.
Prerequisites: Math 208, CS 104. Alternate years.
Offered 1992-93.
Mr. Levine
311 Design and Analysis of Algorithms
A survey of the basic principles and techniques for
the development of good algorithms. Emphasis is
placed on individual development of algorithms and
MATHEMATICS AND COMPUTER SCIENCE
121
an analysis of the results in terms of usefulness,
efficiency, and organization. Topics include design
techniques, worst case and average case analysis,
searching, sorting, branch and bound, spanning
trees, reachability, combinatorial methods, and NP-
hard problems. Prerequisites: Math 112, Computer
Science 216. Alternate years. Offered 1993-94.
Mr. Leinbach, Mr. Levine
324 Principles of Operating Systems
A study of the fundamental concepts of operating
systems. Topics include sequential processes,
concurrent processes, processor management,
memory management, scheduling algorithms, and
computer security. Projects will include the writing
of a program to simulate the major components of
an operating system. Prerequisite: Computer Science
216. Alternate years. Offered 1993-94.
Mr. Leinbach, Mr. Tosten
340 Software Systems/Software Design
A formal approach to the techniques of software
design and development. An integral part of the
course is the involvement of students, working as a
team, in the development of a large software project.
Implementation of the software project will be in a
high-level language that supports modularity and
procedural and data abstraction. Topics include
formal model of structured programming, modular
decomposition, information hiding, formal program
specification techniques, software testing techniques,
documentation, and user interfaces. Prerequisites: CS
216, one CS course at the 300 level, and permission
of the department.
Mr. Tosten
341 A Survey of Programming Languages
A study of the fundamental concepts in the design of
programming languages. These concepts include
variables, expressions typing, scope, procedures, data
types, exception handling, and concurrency.
Particular programming languages will be used as
examples of different ways for implementing these
concepts. Prerequisite: Computer Science 216.
Alternate years. Offered 1992-93.
Mr. Leinbach, Mr. Tosten
360 Principles of Database Systems
A study of the fundamental concepts of database
systems. Topics include the physical organization of
databases, indexing techniques, and query processing.
Particular models to be studied include the Entity-
Relationship, Relational, Network, and Hierarchical
Models. Class projects will stress the design and
implementation of a database. Prerequisite: Computer
Science 216. Alternate years. Offered 1992-93.
Mr. Tosten
371 Introduction to Artificial Intelligence
A study of the process of having machines mimic
human behavior. Topics include search heuristics,
knowledge representation, logic, natural language
processing, rule-based systems, and robotics.
Appropriate programming languages will be used to
implement projects. Prerequisite: Computer Science
216. Alternate years. Offered 1993-94.
Mr. Tosten
373 Interactive Computer Graphics Systems
An introduction to the methods and issues of
constructing interactive graphics packages. Topics
include graphics input and output devices; scan
conversion of lines, circles, and polygons; clipping;
polygon filling; graphics primatives; and two- and
three-dimensional image processing. Proper
interactive sequencing is stressed and students will
construct a small interactive graphics package.
Prerequisite: Computer Science 216. Alternate years.
Offered 1992-93.
Mr. Levine
450 Individualized Study: Tutorial
Study through individualized reading and projects of
an advanced area of computer science by well-
qualified students under the supervision of a staff
member. Possible areas of study are software
engineering, compiler design, expert systems,
parallel architecture, image processing, or topics in
the current literature which are of mutual interest to
the student and the supervising staff member.
Prerequisites: Computer Science 216 and permission
of the computer science faculty.
460 Individualized Study: Research
Intensive study of a selected topic in computer
science or a related area by carrying out a research
project in collaboration with a staff member.
Prerequisites: Computer Science 216 and permission
of the computer science faculty.
470 Internship in Computer Science
Completion of a significant project in computer
science within an industrial setting, government
department, or research institute. The project must
receive prior authorization from a staff member, and
requires the submission of a satisfactory vmtten report
upon completion. Prerequisites: Computer Science 216
and permission of the computer science faculty.
MUSIC
Music
Professors Zellner (Chairperson) and Nunamaker
Associate Professors Finstad and Matsinko
Instructor Jones
Adjunct Professor Weikel
Adjunct Assistant Professors T. Bowers, Botterbusch,
and LeVan
Adjunct Instructors Baxter, Kang, Light, Tranchitella,
and Swain
Overview
The music department endeavors to introduce
students to the historical significance of Western
music so that they have an understanding of their
musical heritage and some knowledge of current
musical trends. Supporting this historical knowledge
is acquaintance by students with the basic elements of
music (harmony, counterpoint, and form) and
discovery' of their own abilities through direct contact
with, and creadve manipulation of, such material.
The music curriculum also involves the student in an
intensive study of applied music. This encompasses
two aspects: individual and group (or ensemble)
experience. In the practice room, studio, and recital
hall the student has an opportunity to refine the
techniques for musical performance. In the ensemble
the individual must work within a larger social
context to achieve a common musical goal. The
program also provides courses for the student who
plans to enter the field of music education. These
offerings are based on competencies prescribed by
the Pennsylvania Department of Education. The
music department offers programs leading to a
Bachelor of Arts degree in music and a Bachelor of
Science degree in music education.
Also available is a minor in music and a major in
music within the elementary education certification
program, which leads to a Bachelor of Arts degree.
Requirements and Recommendations
The department requires an audition of all
candidates proposing to major in music or music
education. Appointments for such auditions should
be made through the College admissions office.
Requirements for a major in music leading to a
Bachelor of Arts degree consist of twelve full courses
(Music 141, 142, 241, 242, 244, 341, 342, 313, 314,
205, 206, and 456), plus six or seven quarter-courses
in the student's major applied area. The major must
also participate for four years in an authorized
ensemble and present a recital in the senior year.
Music majors in the elementary education program
must meet the same requirements as the B.A. degree
candidate, with the exception of courses 341 and 342.
The successful completion of the program leading to
the Bachelor of Science degree in music education
(see page 41) satisfies the certification requirements
for teaching music in elementary and secondary
schools.
Distribution Requirements
The distribution requirement in arts may be fulfilled
by one of the following: Music 101, 102, 103, 104,
105, 106, 107, 108, 109, 110, 141, 244, 313, and 314.
Performing Ensembles
All College students are eligible to audition for
College Choir, Chapel Choir, Band, and Orchestra.
Band members are eligible to audition for Jazz
Ensemble, Brass Ensemble, Brass Quintet, Percussion
Ensemble, and Clarinet Choir. The jazz improvisation
lab is open to selected Jazz Ensemble members.
Auditions for all groups are held at the beginning of
the school year or at other times by appointment.
101 Introduction to Music Listening
A consideration of the principal music forms against the
background of the other arts. Intensive listening is an
essential part of the course. Repeated spring semester.
Mr. Baxter, Mr. Matsinko, Mr. Nunamaker, Ms. Light
102 World Music Survey
A study of various selected music cultures found
around the world with particular emphasis on the
non-Western regions of sub-Saharan Africa, the Mid-
East, and Asia. Music and music, making activities as
well as other related arts will be examined in relation
to the cultural contexts in which they are found.
Mr. LeVan
103 The Symphony
The standard symphonic repertoire presented
through listening. Attention will be given to stylistic
changes in that music from the classic to the
romantic and contemporary periods.
Staff
104 Opera
Study of standard operatic works. These are listened
to and discussed as examples of drama and music.
Staff
105 Introduction to Contemporary Music
Study of the major trends in twentieth-century music,
MUSIC
123
with emphasis on the music of Debussy, Stravinsky,
Schoenberg, Bartok, and the Avant Garde composers.
Mr. Nunamaker
106 Art Song
Study of the history, interpretation, and style of the
art song. Literature will include German, French,
English, and American art songs. Extensive listening
assignments are required.
Mr. Matsinko
107 Music of the Romantic Era
Study of the philosophical background for
nineteenth-century music and its stylistic features.
Extensive listening will he done in the areas of
orchestral, vocal, and chamber music.
Mr. Nunamaker
108 Women in Music
The study of women's contribution to music from
the Middle Ages to the present.
Ms. Light
109 Mozart: The Man and His Music
A study of Mozart's music, with a focus on his life,
times, and musical analysis. Extensive listening
assignments required.
Mr. Matsinko
206 Instrumental Conducting
Continued development of conducting skills and
score. This involves interpretation, musical styles,
balance, intonation, rehearsal procedures, and
suitable repertoire for large and small ensembles.
Mr. Zellner
241 Theory III
Study of the common pracdce period; extensive
written and analytic projects; study of musical
structure through small forms; correlated sight-
singing and aural perception skills.
Mr. Jones
242 Theory IV
Study of late-romanticism to the present day by
means of analytic and written projects. Correlated
sight-singing, aural percepdon skills, and keyboard
harmony are included.
Mr. Jones
244 Introduction to Music Literature
Study of the major genres, style periods, and
composers of Western music. Extensive use of
recorded materials is included, with emphasis on the
development of aural recognition.
Mr. Matsinko
110 Survey of Jazz
Study of America's indigenous musical art form
from early blues and Dixieland through
contemporary big bands. A "live" jazz quartet is an
integral part of style analysis.
Mr. Jones
303 Sixteenth-Century Counterpoint
Introduction to the contrapuntal technique of the
sixteenth century through the study of plainsong and
early motets. Composidon in the small forms is a
part of the course. Offered on demand.
Staff
141 Theory I
Fundamentals of basic theory, notation, and
nomenclature; introduction to writing skills; basic
analydc technique; melodic analysis; correlated sight-
singing and aural percepdon skills.
Mr. Jones
142 Theory II
Continuation of writing skills; analysis and writing of
chorales; correlated sight-singing and aural
perception skills; keyboard harmony.
Mr. Jones
205 Choral Conducting
Development of a basic conducting technique.
Areas of study include vocal problems and tonal
development, diction, rehearsal procedures,
interpretation, and suitable repertoire for school.
church, and community.
Staff
304 Eighteenth-Century Counterpoint
Introduction to the contrapuntal style of the
eighteenth century and an analysis of the baroque
forms, with attention to linear motion and
fundamental harmonic progression. Composition in
the various forms is required.
Staff
313 History of Medieval, Renaissance, and
Baroque Music
Study of the major forms and styles of music and
composers from the pre-Christian era through the
eighteenth century. Extensive use of musical
examples and recordings is included.
Mr. Nunamaker
314 Music in the Classic, Romantic, and
Contemporary Periods
Stvidy of the principal stylistic tendencies from c. 1770
24
MUSIC
to the present Extensive listening to, and examination
of, illustrative materials is an essential part of the course.
Mr. Nunamaker
320 Principles and Procedures of Teaching Music
in the Elementary School
Study of the methods and materials of teaching
music in the elementary grades. Various approaches
to guiding pupils in perception of, reaction to, and
evaluation of, music experience are included.
Alternate years.
Staff
321 Principles and Procediu-es of Teaching
Music in the Secondary School
Study and evaluation of methods, materials, and
techniques relative to music classes and performance
groups, with a development of a personal philosophy
of music education. Alternate years.
Staff
341 Theory V
Study of the capabilities and limitations of the
standard wind, string, and percussion instruments.
Included is score study, transposition, and emphasis
on applied orchestration projects for laboratory
performance and critique.
Mr. Zellner
342 Theory VI
Study of the structural organization of music.
Included will be the analysis of the larger forms of
composition drawn from the standard literature of
the eighteenth to twentieth centuries.
Staff
474 Student Teaching
Teaching in public schools in cooperation with, and
under the supervision of, experienced teachers.
Individual conferences and seminars with the College
supervisor and supervising teacher are required.
Offered in spring semester only.
Three Course Units
Mr. Zellner
Individualized Study
Prerequisite: Approval of department and directing
faculty member.
^plied Music
The department offers instrucdon in voice, piano,
organ, and the standard band and orchestral
instruments. The repertoire is adapted to the student's
ability. One quarter course credit is given for one half-
hour private lesson per week, per semester. Some
piano and voice instruction may be in group classes.
Students majoring in music who are candidates for
the Bachelor of Arts degree are endded to eight
quarter-courses of private instrucdon, and those who
are candidates for the degree of Bachelor of Science
in Music Education are entided to 12 quarter-courses
of private instruction at no additional cost beyond
the comprehensive fee.
The department also sponsors various music
organizations, including the College Choir, Chapel
Choir, Band, and Orchestra. All college students are
eligible to audition for any of these, either at the
beginning of the school year or at other times by
appointment.
111-112 Woodwind Instrument Class
Instruction in the technique of teaching and playing
woodwind instruments, using the clarinet as the basic
instrument.
Two 1/4 Courses
Mr. Zellner
1 13-1 14 Brass Instrument Class
Instruction in the technique of teaching and playing
brass instruments. The trumpet or cornet is used as
the basic brass instrument.
Two 1/4 Courses
Mr. Zellner
115-116 Stringed Instrument Class
Instruction and practice in the techniques of stringed
instruments and the organization of a string section.
Two 1/4 Courses
Mr. Botterbusch
117 Percussion Class
The organization of practical and theoretical materials
concerning all of the percussion instruments, their
performance techniques, and teaching procedures.
1/4 Course
Mr. Zellner
121 Voice
Private instruction in fundamentals of voice culture,
with emphasis upon breath control, resonance, tone
quality, diction, pronunciation, and an appreciation
of the best works of the masters. Repeated in the
spring semester. Fee for one half-hour lesson per
week per semester: $390.
1/4 Course
Mr. Finstad
122 Voice Class
Study of vocal techniques using lectures, class
discussions, and demonstrations. The course will
have a practical workshop atmosphere: practicing
MUSIC
125
basic vocal production with emphasis on posture,
breath control, diction, and vowel formation. Fee for
class lessons per semester: $390.
1/4 Course
Mr. Finstad
123 Piano
Private instruction in the development of the
necessary techniques for facility in reading and
interpreting a musical score accurately at the
keyboard. Literature includes representative
compositions of various styles and periods. Public
performance is required of those majoring in this
area of concentration. Fee for one half-hour lesson
per week per semester: $390.
1/4 Course
Mr. Matsinko
124 Class Piano
Emphasis on sight-reading, ensemble playing, and
harmonizing melodies with various types of
accompaniment, as well as playing some of the
standard piano literature. Fee for class lessons per
semester: $390.
1/4 Course
Mr. Matsinko
125 Organ
Private instruction designed to include literature of
various periods, sight-reading, hymn-playing, chant
and anthem accompaniment. Prerequisites: satisfactory
performance of all major and minor scales (two
octaves) and a Bach Invention. Fee for one half-hour
lesson per week per semester: $390.
1/4 Course
Mr. Weikel
127 Band Instrument Instruction
Private instruction emphasizing the fundamentals
and repertoire for the performance of woodwind,
brass, ana percussion instruments. Fee for one half-
hour lesson per week per semester: $390.
1/4 Course
Ms. Bowers , Mr. Jones, Mr. Kang,
Mr. Tranchitelle, Mr. Zellner
131 College Choir
Performs sacred and secular choral literature. In
addition to performing on campus and in nearby
cities, the Choir makes an annual spring concert
tour. Oratorios are presented in conjunction with the
Chapel Choir. Four rehearsals weekly.
No Credit
Mr. Finstad
132 Chapel Choir
Performs standard musical literature with the
purpose of supporting and assisting the College
community in the Sunday morning services. The
Choir appears in nearby cities and makes a short
tour each spring. Three rehearsals weekly.
No Credit
Mr. Matsinko
133 Band
Performs a wide variety of quality literature for the
band. After home game marching performances, the
symphonic band presents campus concerts and a
spring tour of Pennsylvania and neighboring states.
Three rehearsals weekly.
No Credit
Mr. Jones
135 Orchestra
The study and performance of orchestral music of all
areas. Membership is open to all students of
qualifying ability. Two rehearsals weekly.
No Credit
Mr. Nunamaker
456 Senior Recital
Solo presentation of representative literature of
various stylistic periods of the student's major
applied area, with emphasis on historical
performance practice.
129 String Instrument Instruction
Private instruction emphasizing both the
fundamentals of string playing and repertory. Fee for
one half- hour lesson per week per semester: $390.
1/4 Course
Mr. Nunamaker, Mr. Baxter
7!)
PHILOSOPHY
Philosophy
Professor Coulter (Chairperson)
Associate Professor Portmess
Assistant Professors Ruesga, Walters, and Weiss
Overview
The departmental objectives are to promote inquiry
into perennial philosophical quesdons such as the
nature of jusdce, happiness, knowledge, and freedom;
to produce awareness of the answers that have been
proposed in response to these quesdons; to teach the
tools for the analysis of the assumpdons and values
which underlie different intellectual disciplines; and
to promote the applicadon of philosophical analysis to
issues of public policy and morality. The study of
philosophy encourages the student to develop the
abilit)' to analyze problems, understand central issues,
and develop altemadve soludons. It challenges the
student to reflect upon problems involving values, to
examine problems in an interdisciplinary way, to
examine altemadve world views and forms of
knowledge, and to develop an awareness of
intellectual history. Classes encourage discussion and
VNTidng. The study of philosophy is an integral part of
an educadon in the liberal arts tradidon.
A major in philosophy is excellent preparation for
graduate school or for professional schools in almost
any field. It is especially good background for law
and the ministry. It will also prove valuable in any
occupadon which demands clear thinking and the
ability to understand the points of view of other
people. Individually, philosophy courses will prove
useful supplements to course work in other areas.
The department is interested in assisting and
encouraging students to design special majors in
which philosophy is an integral part.
Requirements and Recommendations
Philosophy 101, 103, 105, and 211 have no
prerequisites. Any 100 level course or 21 1 is
recommended as preparation for a 200- or 300 level
course, diough die insUoictor may grant permission on
an individual basis to equivalendy prepared students.
A philosophy minor consists of any six courses in the
department, only two of which may be 100 level
courses. A philosophy major consists of nine courses
in philosophy, including 211; at least two out of 203,
204, and 220; three 300 level courses; and 460
(Senior Thesis).
Distribution Requirements
Any course offered by the department may be used
to satisfy the distribution requirement in
history/philosophy.
101 Introduction to Philosophy
A study of selected philosophical texts which deal with
perennial themes such as knowledge, happiness,
justice, death, and the nature of reality. The goal is to
develop the ability to read about, reflect on, and
comment on philosophical issues.
Staff
103 Critical Thinking
An informal logic course designed to help students
reflect upon and enhance their ability to think
analytically and creatively. Discussions and exercises
focus on the techniques characteristic of informal
logic (classification or arguments, analysis and
evaluation of arguments, identifying informal
fallacies, etc.), as well as strategies for intuitive and
creative diinking. Technical treatment of analytic
and creative methods will be illustrated by appeals to
fiction, journalistic pieces, and personal experiences.
Mr. Weiss
105 Contemporary Moral Issues
A study of moral problems facing individuals in our
society. Selected readings dealing with moral disputes
in business, politics, international affairs, medicine, and
social policy will be discussed, along widi the ediical
theories which the various sides use to make their cases.
Staff
203 Classical Greek and Roman Philosophy
A study of the philosophers and philosophies of
ancient Greece and Rome. Major emphasis will be
on the Pre-Socratics, Plato, Aristode, and Hellenistic
Neoplatonism.
Mr. Coulter
204 Medieval and Early Modem Philosophy
A study of philosophers and philosophies of medieval
and early modem Europe as these reflect die impact of
religion and science on die traditional problems and
assumptions of philosophy. Major Uiinkers to be
studied include Augustine, Thomas Aquinas, Descartes,
Leibniz, Spinoza, Locke, Berkeley, Hume, and Kant.
Ms. Portmess
211 Logic and Semantics
An introduction to formal logic and a study of the
formal uses of language, widi particular reference to
PHILOSOPHY/ PHYSICS
127
the nature of inference from premises to conclusion;
rules for deductive inference; construction of formal
proofs in sentential and quantificational logic; the
nature of the language; informal inferences and
fallacies; and theory of definition.
Mr. Coulter
216 Philosophy and Human Nattire
A study of leading philosophical conceptions of
human nature. Readings will cover traditional
Ancient Greek and Judeo-Chrisdan conceptions,
modern philosophical and scientific conceptions,
and contemporary perspectives from the
philosophical anthropology movement. Special
emphasis v«ll be placed on the question of whether
there is a distinct human nature.
Mr. Weiss
220 Nineteenth-Century Philosophy
A study of leading European and American thinkers
of the nineteenth century, including readings from
Hegel, Feuerbach, Marx, Mill, Kierkegaard,
Nietzsche, Peirce, and William James.
Ms. Portmess
234 Philosophy of Art
A survey of the major paradigms in the history of
aesthetic theory (e.g., formalism,
representadonalism, expressionism, etc.), with
emphasis on the relation of aesthetics to other
aspects of philosophy. Such issues as the nature and
function (s) of art and the qualifications of a good
critic will be discussed.
Mr. Ruesga
350, 351, etc. Topics in Philosophy
Studies of philosophical topics as treated by
twentieth-century philosophers. Recent topics have
been Philosophy of Natural and Social Science,
Environmental Ethics, Philosophy of Religion,
Analytic Philosophy, Ethical Theory, Theories of
Reality, Feminism and Public Policy, and Philosophy
of Mind. Topics will differ each semester and will be
announced in advance. Prerequisites: major or minor
in philosophy, or permission of the instructor.
Staff
460 Senior Thesis
An individualized study project involving the
research of a topic and the preparation of a major
paper. This will normally be done during the fall or
spring semester of the senior year. Prerequisite: major
or minor in philosophy.
otajj
Physics
Professors Aebersold and Marschall
Associate Professors Cowan and Pella (Chairperson)
Assistant Professors Aldinger, Good, and Luehrmann
Laboratory Instructors Cooper and Hayden
Overview
Within wide limits, a physics major can be tailored to
meet the needs and desires of individual students. A
major in physics is appropriate for those who enjoy
the subject and who have no particular career in
mind. It is also suitable preparation for careers
ranging from government and law to theoretical
physics and molecular biology. Gettysburg physics
graduates have selected a wide range of fields for
graduate study, including astronomy; astrophysics;
biophysics; business; geophysics; environmental,
electrical, nuclear and ocean engineering physics;
and physiological psychology.
Persons who become physics majors ought to be
curious about the ways of nature and have a strong
urge to satisfy this curiosity. Their success depends
upon their ability to devise and perform meaningful
experiments, their intuitive understanding of the way
nature behaves, and their skill in casting ideas into
mathematical forms. No two majors are endowed
with precisely the same division of these talents, but
they must develop some proficiency in each.
Courses in the department emphasize those theories
and principles that give a broad, unifying
understanding of nature and the analytical reasoning
needed for their use. Laboratory training stresses the
design of experiments, the techniques of precise
measurement, and the interpretation of data.
Requirements and Recommendations
The physics department offers both a Bachelor of
Science and Bachelor of Arts degree for the major.
B.A. requirements:
A minimum of nine physics courses including Physics
111, 112, 213, 240, 310, 312, 319, 325, and 330 are
required of all majors. This minimum major is more
than adequate preparation for physics certification
for secondary school teaching and industrial or
government laboratory work. Anyone for whom
graduate study is a possibility should plan to take the
additional courses described under the B.S.
requirements below. Students are not permitted to
take more than twelve courses in the department
without the permission of the department, unless the
thirteenth course is Physics 462 (Independent Study).
28
PHYSICS
In addition, all majors must complete mathematics
courses through Mathematics 212 or its equivalent.
Majors are expected to exhibit increasing
competence with computers as they progress
through the courses in the physics curriculum.
First year students who are considering a major in
physics should enroll in Physics 111, 112, and
Mathematics 111, 112, if possible. Prospective first
year majors may also wish to consider taking Physics
101 in the fall semester before taking Physics 111 in
the spring. While it is desirable for majors to take
either of these first year programs, students may
accomplish a full major in physics even if they take
Physics 111, 1 12 in their sophomore year.
B.S. requirements:
in addition to the courses specified above, the B.S.
degree requires Physics 462 (Independent Study),
and two additional courses in physics (at or above
the 200 level). Candidates for the B.S. degree must
also complete Mathematics 363. Students planning
to continue graduate work in physics should plan on
following this course of study.
Minor:
A minor in physics consists of Physics 111, 112,
Physics 213, plus any three additional courses in
physics beyond the 100 level.
Distribution Requirements
The laboratory science distribution requirement may
be satisfied by taking Physics 101 and 102, Physics
111 and 112, Physics 101 and 1 1 1 , or by taking
Astronomy 101 and 102.
The prerequisites listed below in the course
descriptions are meant only as guides. Any course is
open to students who have the permission of the
instructor.
Special Facilities
In addition to well-equipped laboratories in nuclear
physics, atomic physics, electronics, optics, and
plasma physics, the facilities of the department
include a planetarium and an observatory. The
observatory features a 16" Cassegrain telescope with
a computer-controlled drive, a UBV photometer, and
an astronomical spectrometer.
Computational resources include a microcomputer-
equipped introductory laboratory, a microcomputer
resource room, a microvax, two Sun workstations,
and terminals to access the College mainframe
computers, a VAX 6210 and a Sun 4/690. In
addition, the department is networked to all other
computing resources on campus, including Internet.
Support facilities in Masters Hall include the physics
library, a machine shop, and an electronics shop.
Engineering
The department administers the Dual-Degree
Engineering Program with Columbia University,
Washington University in St. Louis, and Rensselaer
Polytechnic Institute. Students selecting this
program take Physics 111, 112, and 213, and
graduate from Gettysburg with a major in physics
upon successful completion of an engineering
degree at Columbia, Washington University in St.
Louis, or RPI. The Dual-Degree Engineering
program is further described on page 50.
More details regarding the physics and the Dual-
Degree Engineering Program are described in the
Handbook for Students prepared by the Physics
Department. Majors and prospective majors should
request a copy from the Physics Department office.
101 Solar System Astronomy
An overview of the behavior and properties of
planets, satellites, and minor members of the solar
system. Subjects include basic phenomena of the
visible sky, gravitation and orbital mechanics, the
results of telescopic and space research, and theories
of the origin and evolution of the solar system. This
course is designed to satisfy the laboratory science
distribution requirement for non-science majors.
Three classes and a laboratory.
Mr. Marschall
102 Stellar Astronomy
An overview of current knowledge about the
universe beyond the solar system from a physical and
evolutionary standpoint. Subjects include
observational properties of stars, methods of
observation and analysis of light, the nature of stellar
systems and interstellar material, principles of stellar
structure and evolution, and the overall structure
and development of the physical universe.
Prerequisite: AsXTonomy 101 or permission of the
instructor. Three classes and a laboratory.
Mr. Marschall
101 Introduction to Contemporary Physics
An introduction to twentieth-century physics providing
the student vrtth an overview of the fundamental
principles of classical physics: the theory of relativity
PHYSICS
129
and quantum mechanics. The course includes a
discussion of the fundamental forces of nature; topics
in modem optics, including lasers and holography;
nuclear and atomic physics; elementary particles;
grand unified theories; and cosmology, including the
origin and fate of the universe. The course will satisfy
the laboratory science distribution requirement for
non-science majors. Does not count toward the major.
Three lecture hours and one laboratory.
Mr. Aldinger
102 Contemporary Physics
A continuation of Physics 101 designed for the non-
science major. The course will concentrate on the
relationship between the physical principles
developed during the first semester and the world in
which we live. Topics will include heat and
thermodynamics, fluid mechanics, optical
instruments, electricity and circuits, medical
diagnostics, and radiation effects. Not appropriate
for students taking Math 112. Prerequisite: Physics 101.
Three class hours and one laboratory.
Mr. Good
111 Mechanics and Heat
Introduction to classical mechanics and heat: laws of
motion; conservation of energy, linear momentum,
and angular momentum; laws of thermodynamics;
kinetic theory and ideal gas laws. Differential and
integral calculus is introduced and used. Prerequisite:
Mathematics 111, which may be taken concurrendy.
Four class hours and three laboratory hours.
Mr. Cowan
112 Waves and Electricity and Magnetism
Electrostatic fields, currents, magnetic fields, magnetic
induction, and Maxwell's equaUons. Other topics
include waves, light as a propagadng electromagnetic
disturbance, and optics. Prerequisite: Physics 111. Four
class hours and three laboratory hours.
Mr. Cowan
213 Relativity and Modem Physics
Special theory of relativity, including four-vector
notation. Other topics include black body radiation,
photoelectric and Compton effects, Bohr theory,
uncertainty principle, wave packets, and
introductions to nuclear physics and particle physics.
Prerequisite: Physics 112. Three class hours and three
laboratory hours.
Mr. Pella
240 Electronics
Principles of electronic devices and circuits using
integrated circuits, both analog and digital, including
amplifiers, oscillators, and logic circuits. Prerequisite:
Physics 112. Two class hours and six laboratory hours.
Mr. Good
310 Atomic and Nuclear Physics
Introduction to quantum mechanics. Potential wells,
barriers, one electron atoms, and multielectron atoms
are studied. Other topics include nuclear models,
decay, and nuclear reactions. Three class hours and
three laboratory hours. Prerequisite: Physics 213.
Mr. Cowan
312 Thermodynamics and Statistical Physics
Temperature, heat, the first and second laws of
thermodynamics, and introductory statistical
mechanics of physical systems based on the principle
of maximum entropy. Topics include the ideal gas,
Fermi-Dirac and Bose-Einstein "gases," electrons in
metals, blackbody radiation, low temperature
physics, and elements of transport theory. Prerequisite:
Physics 213. Three class hours.
Ms. Luehrmann
319 Classical Mechanics
An intermediate-level course in mechanics for
upperclass physics majors. Topics include generalized
coordinate systems, systems of many particles, rigid-
body dynamics, central forces, oscillations, and the
formalisms of Lagrange and Hamilton. Prerequisites:
Physics 213 and Mathematics 211. Three class hours.
Ms. Luehrmann
325 Advanced Physics Laboratory
A laboratory course with experiments drawn from
various areas of physics, such as optics,
electromagnetism, atomic physics, and nuclear
physics, with particular emphasis on contemporary
methods. Error analysis and experimental
techniques are stressed.
Staff
330 Electricity and Magnetism
An intermediate course in electromagnetism,
including vector fields and vector calculus,
electrostatic field theory, dielectrics, magnetic
phenomena, fields in matter. Maxwell's equations,
Laplace's equation and boundary value problems,
and electromagnetic waves. Prerequisites: Physics 112
and Physics 319. Three class hours.
Mr. Aldinger
130
PHYSICS / POLITICAL SCIENCE
541 Quantum Mechanics
Aji introduction to the Schrodinger and Heisenberg
formulations of quantum mechanics. Topics covered
inckide free particles, the harmonic oscillator,
angular momentum, the hydrogen atom, matrix
mechanics, the spin wave functions, the helium
atom, and perturbation theory. Prerequisites: Physics
310 and 319, Mathematics 363. Three class hours.
Mr. Aldinger
452 Tutorials: Special Topics
Designed to cover physics or physics-related topics
not otherwise available in the curriculum. Open to
upperclass physics majors who arrange with a staff
member for supervision. Possible areas of study
include advanced electronics, medical physics,
astrophysics, acoustics, and optics. Prerequisite:
Approval by department.
Staff
462 Independent Study in Physics and
Astronomy
Experimental or theoretical investigation of a
research-level problem selected by a student in
consultation with a staff member. Students should
arrange with a staff member for supervision by the
end of the junior year. Open only to second semester
senior physics majors. Results of the investigation are
reported in a departmental colloquium. Prerequisite:
Approval by department.
Staff
474 Internship
Research participation during the summer at a
recognized research laboratory such as Argonne
National Labs, Department of Energy Laboratories,
or Oak Ridge. Individual students are responsible for
obtaining acceptance to these programs. In most
cases students will be required to describe their
participation in a departmental colloquium.
Prerequisite: Completion of sophomore year and
departmental approval.
Mr. Pella
Political Science
Professor Mott (Chairperson)
Associate Professors Borock and D. Tannenbaum
Assistant Professors Gaenslen, lannello, Salgado, G.
Smith, and Warshaw
Instructor DeClair
Overview
The department aims at providing an understanding
of the study of politics, emphasizing the methods
and approaches of political science and the workings
of political systems in various domestic, foreign, and
international settings.
The program provides balance between the needs of
specialists who intend to pursue graduate or
professional training and those who do not. Courses
offered in the department help prepare the student
for careers in politics, federal, state, and local
government, public and private interest groups,
business, journalism, law, and teaching.
Requirements and Recommendations
The requirements for a major in political science are
as follows. Majors in the department are required to
take a minimum of ten courses in political science.
Majors are required to take three of the following
four introductory courses: Political Science 101, 102,
103, or 104. These courses are designed to introduce
the students to the discipline and to the types of
issues that are important to political scientists. The
100 level courses may be taken in any order, and they
should be completed by the end of the sophomore
year. In the selection of advanced courses (courses at
the 200, 300, and 400 level), majors are required to
take Political Science 215 (Political Science Research
Methods) as sophomores or first semester juniors,
and at least one course in three of the following
groups: American Politics, Comparative Politics,
International Politics, and Political Theory.
The introductory courses serve as prerequisites for
advanced courses; nevertheless, the department
believes that three introductory courses provide a
firm foundation in the discipline as a whole.
Therefore it strongly encourages majors to take
advanced courses in all four of the groups. Majors
may begin taking advanced courses as early as the
sophomore year provided they have taken the
particular prerequisite, or in the case of not having
the prerequisite, they believe they are prepared to do
so and have the instructor's permission. Courses
graded S/U are not accepted toward the major.
POLITICAL SCIENCE
131
Requirements for a minor in political science are as
follows: successful completion of any two 100 level
courses and any four upper-level courses which
normally covmt toward the major, provided that they
do not all fall into the same subfield.
Departmental honors in political science will be
awarded to graduating majors who have achieved an
average of 3.3 in political science courses and who
have successfully completed a significant research
project in the senior year. Students wishing to qualify
for honors are responsible for choosing a faculty
member to direct the project. A second faculty
member will act as a reader of the completed work.
Those who achieve honors are expected to present
their work in a public forum.
In the junior and senior years, majors are urged to
participate in seminars, individualized study, and
internships. Majors also are encouraged to enroll in
related courses in other social sciences and in the
humanities.
Distribution Requirements
Any of the following courses may be counted towards
the College distribution requirements in social
sciences: 101, 102, 103, and 104. The following
courses may be counted towards the College
distribution requirement in non-Western culture:
263, 270, and 271.
Special Programs
Qualified students may participate in off-campus
programs, such as the Washington Semester, The
United Nations Semester, and Study Abroad.
Introductory Courses
101 American Government
Examination of the institutional structure and policy-
making process of national government as
reflections of assumptions of liberal democracy and
the American social and economic systems. In
addition to the legislative, executive, and judicial
branches of government, political parties, interest
groups, and elections are considered.
Mr. Mott, Mr. Smith,
Ms. lannello, Ms. Warshaw
102 Introduction to Political Thought
Analysis of political philosophies dealing with
fundamental problems of political association. The
course will examine concepts of power, authority,
freedom, equality, social justice, and order as expressed
in works of philosophers from Plato to Marx.
Mr. Tannenbaum
103 Global PoUtics
Examination of the behavior of nation-states in the
international system from a micropolitical
perspective that encompasses such topics as
nationalism, power, and war, as well as from a
macropolitical perspective that stresses broad trends
such as political and economic interdependence and
the effects of modernization.
Mr. Borock, Mr. Salgado
104 Introduction to Comparative Politics
Introduction to the structures and processes of
political institutions in major types of political
systems, including parliamentary systems, the Soviet
system, and systems in developing countries.
Mr. DeClair, Mr. Gaenslen
Methodology
215 Political Science Research Methods
Introduction to quantitative research methods and
their application to the study of politics. Topics
include empiricism, survey research and polling,
electorial behavior, and public opinion. Special
attention is given to research design, data collection,
data processing, and statistical analysis. Prerequisites:
Completion of three of the following: Political
Science 101, Political Science 102, Political Science
103, and Political Science 104, or permission of the
instructor.
Mr. DeClair, Mr. Smith
American Government
220 Urban PoUtics
Study of the changing patterns in American urban
life. Particular attention will be given to the
governing of urban America in the past, present, and
future, and the structure of power that has affected
urban policy decisions. Prerequisite: Political Science
101 or permission of the instructor. ,, , „
Ms. lannello
223 U.S. Congress
Study of the United States Congress, focusing on
theories of representation, nomination and electoral
processes, internal organization of Congress,
influences on Congressional policy-making, and
Congressional interaction with other participants in
the policy process. Prerequisite: Political Science 101
or permission of the instructor.
Ms. Warshaw
224 The American Presidency
Study of the presidency in the American political
y2
POLITICAL SCIENCE
system, including presidential selection, presidential
leadership and decision-making, the president's
advisors, and the role of the presidency in the policy-
making process. Prerequisite: Political Science 101 or
permission of the instructor.
Ms. Warshaw
decision-making; the arms race; foreign economic
policy; military intervention; alliance systems;
foreign aid; and the East- West/ North-South
confrontations. Prerequisite: Political Science 103 or
permission of the instructor.
Mr. Borock
225 American Constitutional Law
Study of the judicial process in the United States,
with particular focus on the Supreme Court and its
historical role in nation-building, establishing
principles of federalism and the separadon of
powers, and determining the scope of personal and
property rights. Prerequisite: Political Science 101 or
permission of the instructor. . , , ,
^ Mr. Mott
231 Political Parties in American Politics
Examination of political parties, their role in
democracy, and the nature of the party system in
relation to other social and political processes.
Aspects of voting behavior and campaign techniques
are considered. Prerequisites: VoXiiicaX Science 101 and
Political Science 215 or permission of the instructor.
Mr. Smith
232 Public Opinion
Introduction to the theory of public opinion. Topics
include opinion formation and the influence of
political socialization, the impact of political culture
and mass media on public opinion, the importance
of public opinion in a democratic society, and public
opinion research methods. Prerequisites: Political
Science 101 and Political Science 215 or permission
of the instructor.
Mr. Smith
322 Civil Rights and Liberties
Study of selected problems involving interpretations
of the Bill of Rights. Attention vdll be given to both
the evolution and current standing of issues treated
by the Supreme Court. Prerequisites: Political Science
101 and Political Science 225, or permission of the
instructor.
Mr. Mott
International Politics
242 United States Foreign Policy
Examination of the formulation of policy within the
national government structure, including the
varying perspectives on goals and objectives; the
implementation of policy; and the impact of policy
domestically and internationally. Topics include
341 International Political Economy
Probes the impact of economic factors of the
international political system and various sub-
systems. Capitalist, Marxist, and socialist economic
theories are discussed, as well as specific relations of
trade, production monetary exchange, and
economic organization within the West, between
East and West, and between North and South.
Prerequisite: Political Science 103 or permission of the
instructor.
Staff
344 U.S. National Security Policy
Examination of the process by which military and
political decisions join to form a unified policy.
Attention will be given to decision-making, the
identification of national security issues, defense
spending, strategic policies, the impact of technological
change, and civilian-military relationships.
Prerequisite: Political Science 103 or permission of the
instructor. Political Science 242 is recommended.
Mr. Borock
Comparative Politics
260 West European Politics
A study of the government and politics of France,
Germany, and Great Britain. Analysis of the
development of their political institutions, the social
and cultural factors affecting their political systems,
the alignment of political forces, and the structures
and processes of decision making. Prerequisite:
Political Science 104 or permission of the instructor.
Mr. DeClair
263 The Politics of Developing Areas
Introduction to the study of p>oliticaI development and
underdevelopment, including approaches to Third
World politics; the nature of traditional politics;
disruptions caused by colonialism and imperialism; the
reformation of domestic politics; and contemporary
political processes and problems. Prerequisite: Political
Science 1 04 or permission of the instructor.
Mr. Gaenslen
270 Government and Politics in China
An introduction to the domestic politics of China,
POLITICAL SCIENCE
T33^
particularly since 1949. Topics include the historical
legacy, ideology, political institutions, elite-mass
relations, the policy process, developmental
strategies, and efforts at reform. Prerequisite: Political
Science 104 or permission of the instructor.
Mr. Gaenslen
271 Government and Politics in Japan
An introduction to post-World War II Japanese
politics, involving comparison with political patterns
elsewhere in the industrialized world. Topics include
the historical legacy, political structures and processes,
elite-mass relations, and the nature of the connection
between business and government. Prerequisite:
Political Science 104 or permission of the instructor.
Mr. Gaenslen
Political Theory
280 Modem Political Ideologies
Study of the philosophical content and the role of
political ideologies in the modern world, with
emphasis on liberalism, socialism, communism, and
fascism. The concept of ideology, historical
development and the intersection and overlap of
ideologies, and the influence of ideologies on
political behavior will also be considered. Prerequisite:
Political Science 102 or equivalent.
Mr. Tannenbaum
381 American Political Thought
Study of the development of political thought in
America from the colonial period to the present. In
addition to examining individual writers and
movements, the course will consider the relationship
of the ideas examined to the broader tradition of
Western political philosophy. Prerequisite: Political
Science 102 or equivalent. ,^ t- .
^ Mr. lannenbaum
Advanced Courses
200, 300 Topics in Political Science
Exploration of an announced topic chosen each year
or every other year by the department.
Staff
400 Seminars
Advanced study of domestic, foreign, or world
politics or political theory. A common core of
reading and written reports by each student is
provided. Although topics differ each year and will
be announced in advance, several seminars are
offered routinely and are listed below.
401 Executive Policy Making
Study of the constraints in the presidential policy-
making process. Included is an examination of the
bureaucratic, constituent, and congressional impact
on the development of policy options in executive
decision making. Students are responsible for a
major term paper which involves a considerable
amount of independent research.
Ms. Warshaw
403 Gender Discrimination and the Law
Examination of the process by which the American
judiciary, particularly the U.S. Supreme Court,
creates and responds to changing legal, social,
economic, and cultural patterns between the sexes.
Mr. Mott
406 Politics of Poverty
Consideration of the definitions of poverty and the
location of the problem within the federal political
system. Attention is given to competing
ideologies/ theories of the development of poverty in
urban areas and corresponding proposals/solutions
offered by each perspective.
Ms. lannello
410 American Black/Feminist Political Thought
Study of the development of contemporary African-
American political thought in America.
Consideration is given to twentieth-century
contributions by black men and women to political-
social movements, to mainstream political thought,
and to the broader tradition of Western political
philosophy. Prerequisite: Political Science 102 or
equivalent. Political Science 381 is recommended.
Mr. Tannenbaum
Individualized Study
Intensive research on an approved topic presented
in oral or written reports, under the supervision of a
member of the department faculty.
Staff
Internship
A minimum six weeks of on-site participation in
administration with a public or private organization
under the supervision of a member of the
department faculty. Available during the fall or
spring semesters or during the summer.
Staff
Honors
Opportunity for highly-qualified students to
participate in a program of original research under
34
POLITICAL SCIENCE / PSYCHOLOGY
the supervision of a member of the department
faculty. Each student will complete a thesis and
present her or his research in a public forum.
Staff
Psychology
Professors: D'Agostino, Mudd, and Pittman
(Chairperson)
Associate Professor Riggs and Bornstein
Assistant Professors Arterberry, Cain, Fincher-Kiefer,
Lemley, Siviy, and Tykocinski
Overview
The department emphasizes experimental psychology
in all of its course offerings. The objective of the
department is to promote knowledge of the causes of
behavior, with emphasis on the formation of a
scientific attitude toward behavior and appreciation of
the complexity of human personality. This objective is
approached by providing a representative array of
courses in psychology, including seminars, special
topics, independent reading, and independent
research, and by providing selected opportunities for
field work. Direct experience with the major methods,
instruments, and theoretical tools of the discipline is
emphasized throughout.
Requirements and Recommendations
Psychology 101 is a prerequisite for all other courses
in the department. Requirements for a major include
Psychology 101, 205, 305, 341, too advanced
laboratory courses, one from each of the following
two groups: (a) 318, 321, 327, 328 and (b) 315, 316,
317, 336, and three additional courses in psychology.
Most laboratory courses have a 200 level course as a
prerequisite. Students may, with the agreement of a
faculty sponsor, substitute an individualized empirical
research project for one of the required advanced
laboratory courses. Majors must earn a grade of C or
better in both Psychology 205 and 305.
It is possible for diose who have scored 60 or above on
the CLEP (College-Level Examination Program)
General Psychology examination to waive the
introductory course (Psychology 101) and to qualify for
advanced placement in the department. Write: College
Board, Box 1822, Princeton, NJ 08540 for information
about taking the CLEP exam.
An individualized study and experience in the use of
the computer and/or training in computer science
are highly recommended for those planning to go
on to graduate work. Students should consult with
their advisers for specific information on the
prerequisites for work at the graduate level in the
specialized areas of psychology.
Honors Research Program
This program provides outstanding students with an
intensive research experience. Invitations for
participation may be extended to students who have
a GPA of 3.5 in Psychology 101, 205, and 305. These
courses should be completed by the end of the
sophomore year.
Students in this program will take two advanced
laboratory courses in the junior year (priority will be
given at registration), and will enroll in Psychology 450
(Honors Research) in their senior year (an honors
thesis may he substituted for Psychology 450-see
Honors Thesis course description below) . The results
of these honors research projects will be presented at
the Spring Undergraduate Research Colloquium.
Students will also be expected to attend departmental
colloquia and other departmental events.
Requirements for Departmental Honors
Departmental Honors are awarded to graduating
majors who, in the combined judgement of the staff,
have demonstrated academic excellence in course-
work in the major, and who have completed the
individualized empirical research project, honors
research, or an honors thesis.
Distribution Requirements
Psychology 101 may be used to fulfill the distribution
requirement in social sciences.
101 General Psychology
An introduction to the basic scientific logic, facts,
theories, and principles of psychology, including the
study of human motivation, learning, emotion
perception, thought, intelligence, and personality.
Some attention is given to the applications of
psychology. Repeated spring semester. May be used
toward fulfilling the distribution requirement in the
social sciences. „ rr
Staff
205 Introduction to Statistics
Introduction to descriptive and inferential statistical
methods. Laboratory work involves the use of a
computer software package that allows for the
application of statistical procedures. Credit may not
be granted for this course and Mathematics 107 or
Economics 241. Offered each semester. Prerequisite:
High school algebra. Required of all majors. Three
class hours and three laboratory hours.
Ms. Arterberry, Ms. Fincher-Kiefer
PSYCHOLOGY
IW
210 Behavioral Economics and Social Engineering
Introduction to behavioral economics and the
implications of that field for social planning in a high
mass consumption society. The potential
contribution of behavioral systems analysis and social
science research to more effective social and
economical planning is considered in the context of
a "think tank" course model. One three-hour seminar
(arranged) and one group field survey are required
in the course of the semester. Alternate years.
Mr. Mudd
212 Industrial and Organizational Psychology
An introduction to industrial and organizational
psychology, including theory and practice in the
following areas: personnel, organizational behavior and
development, training, and the place of work in the
psychological makeup of humans and human society.
Equal attention is given to theory and applications.
Several group projects are required in addition to the
normal examination pattern. Three class hours offered
in alternative years with Psychology 210.
Mr. Mudd
214 Social Psychology
Review of current psychological theory and research
in social psychology. Topics include attitude and
behavior change, conformity, attraction,
interpersonal perception, and psychological aspects
of social interaction.
Ms. Riggs, Ms. Tykocinski, Mr. Pittman
215 Human Cognition
Introduction to cognitive psychology. Topics covered
include perception, attention, memory, learning,
forgetting, language comprehension, reasoning, and
problem solving. Theories are presented concerning
cognitive processes and empirical evidence is
considered that might challenge or support these
theories.
Ms. Fincher-Kiefer
216 Sensory Psychology
An in-depth study of the senses. This course provides
a background in psychophysics and sensory
physiology. Early research techniques and problems,
as well as current experimental research, will be
discussed. Prerequisite: Psychology 101 or Biology 101.
Ms. Lemley
221 Basic Dynamics of Personality
An introduction to the major approaches to
personality, including psychodynamic, behavioral,
humanistic, and trait models. General issues and
problems which arise in the study of personality are
considered, and the importance of empirical
evidence is emphasized.
Mr. Bomstein
225 Developmental Psychology: Infancy and
Childhood
The psychological development of the individual
from conception to adolescence. Theory,
methodology, and research are presented in the
areas of perception, learning, cognition, language,
social, and moral development. Students who take
this course may not take Psychology 227 or
Psychology 228.
Ms. Arterbeny, Ms. Cain
227 Cognitive Development
The psychological development of the individual
from conception through adolescence. Theory,
methodology, and research are presented in the area
of perception, cognitive, and language development.
Ms. Arterbeny, Ms. Cain
228 Social and Personality Development
The psychological development of the individual
from infancy to adolescence. Theory, methodology,
and research are presented in the areas of family and
peer relationships, motivation, social cognition,
moral development, and developmental
psychopathology. Prerequisite: Psychology 227 or
permission of the instructor.
Ms. Arterbeny, Ms. Cain
236 Introduction to Brain and Behavior
Introduction to the anatomical and physiological
bases of human behavior. Topics will include sensory
physiology, biorhythms and sleep, homeostasis, sex,
learning and memory, language, and mental illness.
Emphasis will be on developing an ability to
conceptualize psychological phenomena in
biological terms.
Mr. Siviy
305 Experimental Methods
An introduction to scientific method and
experimental design. Emphasis is placed on the
logical development of new ideas, kinds and sources
of error in experimentation, methods of control,
design and analysis of experiments, and scientific
communication. Prerequisites: Psychology 101 and
Psychology 205. Three class hours and three
laboratory hours.
Ms. /Jiggs, Mr. D Agostino, Pittman
136
PSYCHOLOGY
315 Thinking and Cognition
In-depth examination of the cognitive processes
involved in language comprehension, problem
solving, reasoning, and decision making. Current
research and existing theories will be surveyed.
Research will be conducted in one of the areas of
investigation. Prerequisites: Psychology 215, or
permission of the instructor, and Psychology 305.
Three class hours and three laboratory hours.
Ms. Fincher-Kiefer
316 Perception
Introduction to sensory and perceptual processes in
vision. Lectures deal with sensory coding, feature
detection, figural synthesis, and semantic
integration. Laboratory work includes several minor
studies and one major two-person group research
study on a special topic of the students' own choice
on some aspect of human facial perception.
Prerequisite: Psychology 305. Three class hours and
the equivalent of three laboratory hours.
Mr. Mudd
317 Memory and Social Cognition
An introduction to human memory and social
cognition. Attention will focus on factors known to
influence the storage and retrieval of social
information. Errors and biases in human judgment
will also be examined. Prerequisite: Psychology 305.
Three class hours and three laboratory hours.
Mr. D 'Agostino
318 Experimental Social Psychology
Study of specific content areas in social psychology.
Current theories and empirical data will be used to
illustrate experimental designs and relevant
methodological considerations. Laboratory work
includes the design, execution, and analysis of two
original experiments. Prerequistes: Psychology 214 and
Psychology 305. Three class hours and the equivalent
of three laboratory hours.
Ms. Riggs, Ms. Tykodnski, Mr. Pittman
321 Assessment of Personality and Intelligence
An introduction to the methodological and
conceptual issues involved in the construction and
use of personality tests. Following a survey of the
literature on test development and validation,
selected personality and intelligence tests will be
studied in depth. Empirical research on each test will
be examined. Each student will also design, conduct,
analyze, and write up an experiment evaluating some
aspect of personality test or measure. Prerequisites:
Psychology 221 and 305. Three class hours and the
equivalent of three laboratory hours.
Mr. Bomstein
326 Abnormal Psychology
An introduction to psychopathology and abnormal
behavior, with particular attention to conceptual,
methodological, and ethical issues involved in the
study of abnormal psychology. Models of
psychopathology and psychodiagnosis are discussed,
with an emphasis on the empirical evidence for
different models. Prerequisite: Psychology 221.
Mr. Bomstein
327 Experimental Cognitive Development
An intensive study of one or more areas of cognidve
development. Emphasis is placed on the unique
characteristics of research with children. Laboratory
work is conducted in a preschool or day care center. The
design, execution, and analysis of a research project is
required. Prerequisites: Psychology 227; Psychology 305.
Three class hours and three laboratory hours.
Ms. Arterberry
328 Laboratory in Social and Personality
Development
An intensive study of one or more areas of social and
personality development, utilizing observational and
experimental methods. Emphasis is placed on the
unique characteristics of research with children.
Laboratory work is conducted in a preschool or day
care center and includes the design, execution, and
analysis of a research project. Prerequisites:
Psychology 228; Psychology 205 and 305. Three class
hours and three laboratory hours.
Ms. Cain
336 Neuropsychology
Advanced discussion of the topics included in
Psychology 236, as well as an in-depth treatment of
brain development and the neurological basis of
behavior. Prerequisites: Psychology 236 and 305 or
permission of the instructor. Three class hours and
three laboratory hours.
Mr. Siviy
341 History of Experimental Psychology
A review of the development of experimental psychology
to the present Emphasis is on the role of the reference
experiment in setting the course of major programs of
research in psychology over the past century. Three
demonstration experiments are required.
Ms. Lemley, Mr. Mudd
PSYCHOLOGY / RELIGION
T5T
400 Seminar
An opportunity to work on a selected topic in a small
group under the guidance of a member of the staff.
Not offered every semester. The topic for a given
semester is annoimced well in advance. Enrollment
by permission of the instructor. May be repeated.
Staff
Individualized Reading
Opportunity to do intensive and critical reading and
to write a term paper on a topic of special interest.
Student will be expected to become thoroughly
familiar with reference books, microfilms, and
scientific journals available for library research in the
field of psychology. Prerequisite: Permission of the
instructor. May be repeated.
Staff
Individualized Empirical Research
Design and execution of an empirical study involving
the collection and analysis of data in relation to some
psychological problem under the supervision of a
staff member. Students are required to present an
acceptable research proposal no later than four
weeks following the beginning of the semester or to
withdraw from the course. Research culminates in a
paper. Prerequisite: Permission of the instructor. May
be repeated.
Staff
Honors Research
Students in the Honors Research Program will take
this course in their senior year. The course has two
components: (a) a research project, similar to that
described under hi dividual ized Empirical Research,
in which each student designs and executes an
empirical study under the supervision of a staff
member; and (b) an honors seminar in which honors
students present and discuss their research projects.
Students may elect to do their research project in
either the fall or the spring semester. The seminar will
meet both semesters, and all students will participate
in all of the seminar meetings. One course credit will
be given in the spring semester. Prerequisites:
Participation in the Honors Research Program and
completion of two advanced laboratory courses.
Staff
Honors Thesis
Designed to meet the needs of the clearly superior
student. During the senior year each participant will
engage in an original program of research under the
direction of a thesis committee. In addition to
completing a formal thesis, each student will present
and discuss his or her research before the entire
staff. Successful completion of the program entitles
the student to receive credit for two courses which
can be applied towards a psychology major.
Prerequisite: By invitation of the department only.
Staff
Religion
Professors Hammann (Chairperson), Moore, and
Tipson (Provost)
Associate Professor Trone
Assistant Professors Kim, McTighe, and C. Myers
Overview
Essential to an understanding of the past and the
present is a study of the varied religious experiences
and traditions of humankind. The department offers
courses in sacred texts, historical traditions, and
religious thought and institutions, all of which
investigate the complex phenomenon of religion.
Requirements and Recommendations
A major consists of ten courses, eight within the
department and as many as two outside of it. Of the
eight courses taken within the Department of
Religion for a major, at least three must be at the
300 level or above and must include Religion 460.
No more than two 100 level courses may be
included. The department encourages qualified
students to consider internships and/or overseas
study, including the junior year abroad.
A minor consists of six courses, one of which may be
an approved course outside the department but not
in the student's major. Nor may there be more than
two 100/200 level courses.
Classics 230 Classical Mythology
Greek 204 New Testament Greek
Latin 306 St. Augustine
IDS 206 Byzantine Civilization
211 Perspectives on Death and Dying
227, 228 Civilization of India
237, 238 Literature of India
Hist. 311,312 Medieval Europe
313 Renaissance and Reformation
Phil. 105 Contemporary Moral Issues
203 Classical Greek and Roman
Philosophy
With the permission of the department, a major or
minor may substitute courses from other
departments for those in the above list.
I :i;s
RELIGION
The department's rationale behind course
numbering is as follows:
100-level courses dse essentially topical and thematic.
200-level courses are surveys which usually take a
historical approach. The 200-level courses are especially
appropriate for an introduction to the major. Neither
100-nor 200-level courses have a prerequisite.
300-level courses are more narrowly focused or
specialized, often examining in greater detail some
issue or area treated more generally in a previous
course.
Since some upper-level courses are not offered every
year, students should consult with individual
instructors when planning their programs. Those
planning to attend seminary or a graduate school in
religion should consider either a major or a minor in
the department.
Distribution Requirements
Any one of the 100- or 200 level courses will fulfill the
one course distribution requirement in religion, the
difference between 100- and 200 level courses being a
matter of emphasis rather than degree of difficulty or
advanced character. Two half-credit courses in the
department at this level count as one full-credit
course. The following courses meet the distribution
requirement in non-Western culture: 108, 242, and
245. The following courses fulfill the distribution
requirement in history/philosophy: 220 and 221.
100- and 200 level
105 The Bible and Modem Moral Issues
An investigation of the relevance of the Bible for life
in the twentieth century. Some issues studied from a
biblical perspective include sex roles and sexual
relations, economic inequities, and legal injustices.
Among topics to be covered are marriage and
divorce, homosexuality, women's rights, poverty, war,
and peace. Three class hours. No prerequisites.
Open to first year students and sophomores only.
Mr. C. Myers
108 Wisdom Literature
A comparative study of Job, Psalms, Proverbs,
Ecclesiastes, and the Song of Songs, with the wisdom
literature of the Sumerians, Egypdans, Babylonians,
and other contemporaries and predecessors of the
Israelites. Fulfills the distribution requirement in
non-Western culture.
Mr. Moore
113 Women in the Ancient World
An investigation of the role(s) of woman as reflected
in the myths, legends, epics, law codes, customs, and
historical records of the Sumerians, Babylonians,
Egyptians, Hebrews, Greeks, and Romans. The
relevance of some of this for contemporary roles and
problems is also examined.
Mr. Moore
117 Topics in Biblical Studies
An intensive study of a religious topic, problem,
writer, or theme in the field of biblical studies.
Offered at the discretion of the department
Staff
124 Elizabeth to Irene: Women in Christianity I
A seminar exploring writings by Christian women
and other informadon about them in laws,
theologies, biographies, histories, letters, funeral
eulogies, legends, liturgies, and Chrisdan art from
the New Testament to the eighth century. This
course complements Religion 125, 220, 221, IDS 206,
and may count toward a minor in women's studies.
Mr. Trone
125 Theodora to Margery: Women in
Christianity II
A seminar exploring wridngs by Chrisdan women
and other informadon about them in laws,
theologies, biographies, histories, letters, funeral
eulogies, legends, liturgies, and Christian art from
the ninth century to the fifteenth century. This
course complements Religion 124, 220, 221, IDS 206,
and may count toward a minor in women's studies.
Mr. Trone
127 Topics in History of Religions
An intensive study of a religious topic, problem,
writer, or theme in the field of the history of religions.
Offered at the discredon of the department.
Staff
134 Religion in Cinema
Study of films that portray the themes and stories
rooted in religious texts. The method of the course
will be to compare the cinemadc representation with
that of the original texts. Such films as Ordet, Jesus of
Montreal, Wise Blood, The Last Temptation of Christ, The
Prophet, The Gospel According to St. Matthew, The Ten
Commandments, and The Robe, will be viewed and
analyzed.
Mr. Hammann
RELIGION
139
135 Religion in Fiction
All examination of the fictional representation of
religious stories. The works of Lewis, Malamud,
Olson, Kazantzakis, MacLeish, Lagerkvist, and others
^i" be read. ^^ Hammann
137 Topics in Religious Thought
An intensive study of a religious topic, problem,
writer, or theme in the field of religious thought.
Offered at the discretion of the department. „ ..
140 Religion and Politics in the Twentieth
Centiuy U.S.
A survey of the relationship between religion and
public life since 1900. Emphasis will be on the
constitutional framework which guides the church-
state debate, and on efforts to use religion to
influence political policies and social values.
Supreme Court decisions, Martin Luther King, Jr.
and the Civil Rights Movement, the Catholic Worker
Movement, and the Moral Majority will be included.
Mr. McTighe
141 ReUgion and Culture in the U.S.
An examination of the forms religion assumes within
the cultures of the United States. The course will
explore how values and attitudes, rooted in religious
experience and ideology, are expressed in the
everyday lives of people, in secular institutions, and
in the popular culture. Films, novels, art, histories,
sociological analyses, and public policy debates will
be examined as the forms of this expression.
f Mr. Hammann, Mr. McTighe
204 History, Literature, and Religion of the Old
Testament
A study of the history, literature, and religion of the
Hebrews, from the time of Abraham to about 500 B.C.
The history and culture of Israel are related to those
of surrounding nations, with special emphasis on the
relevancy of archeological data. Offered every year.
Mr. Moore
205 History, Literature, and Religion of the New
Testament
An introduction to the writings of the New
Testament as they originated in their Greco-Roman
milieu. Emphasis is on the distinctive purposes and
main content of each writing. The use of source,
form, and redaction criticism as tools for the
academic study of the New Testament is
demonstrated. Offered every year.
Mr. C. Myers
220 Church History To the Eighth Century
A historical study of all groups who claimed to be
Christian, from Pentecost to the eighth century.
Theologies, liturgies, councils, heresies, and the
outstanding participants are examined with the aid
of primary documents. Also fulfills the distribution
requirement in history/ philosophy.
Mr. Trone
221 History of the Medieval Church
A historical study that continues Religion 121 up to
the fifteenth century. The Latin, Orthodox, and the
heretical traditions and institutions are included.
Religion 121 is not a prerequisite for this course.
Also fulfills the distribution requirement in
history/philosophy.
Mr. Trone
222 Church History: Fifteenth to Twentieth
Century
A historical overview of the development of Christian
beliefs and practices, from the fifteenth century to
the present. This course will examine the variety of
ways in which individual believers, congregations,
and ecclesiastical authorities have articulated what it
means to be a Christian during different historical
periods and in different social contexts, from pre-
Reformation Germany to modern-day Latin America.
Mr. McTighe
223 ReUgions in the U.S.
An investigation of the religious history of the
American people, from the seventeenth century to
the present. This course will focus upon the varieties
of American religious experience. It will explore the
Protestant, Roman Catholic, and Jewish traditions
along with indigenous movements such as
Mormonism and Christian Science.
Mr. McTighe
224 The Religions of Black Americans
An examination of the religious traditions of black
Americans from slave religion to the present. The
course will concentrate on the religious beliefs of black
Americans and the ways those beliefs have been used to
develop strategies to achieve freedom and justice. The
general approach of the course will be historical.
Among the subjects to be covered will be the influence
of African religion, black religious nationalism,
pentecostalism, spirituals and gospel music, and the
civil rights movement. To be offered in alternate years.
Mr. McTighe
140
RELIGION
225 Native American Ways of Life
Half-credit course. An exploration of the religions
or "ways of life" of two groups of Native Americans of
the U.S. This course examines the fundamental
understandings about the world and human nature
which have guided Native American life, and
explores the role of religion in Native American
cultures. The place of religion in contemporary
Native American life will be assessed, and religion's
role in cultural adaptation and acculturation will be
studied. The course will focus on two case studies
drawn from groups representing various regions of
the country, such as the Iroquois (Eastern), Navaho
(Southwest), and Lakota (Plains).
Mr. McTighe
236 Religions from the Center to the Fringe
A historical and critical study of recent
unconventional religious movements primarily in the
West. Movements such as Baha'i, Jehovah's
Witnesses, Latter-day Saints, Unification Church,
ISKCON, Scientology, Ahmadi Islam, and others will
be considered. The study will aim at understanding
religious characteristics as well as social effects of
these movements.
Mr. Hammann
242 The Religions of East Asia and West Asia
Primarily an examination of the varieties of historical
and contemporary Buddhism and Islam. The class
will also study some other religious traditions from
east or west Asia that can be contrasted with
Buddhism and Islam. Fulfills the distribution
requirement in non-Western culture.
Mr. Hammann
245 Chinese and Japanese Religions
A general introduction to the major religious
traditions of China and Japan. The course will
explore the historical and social contexts of
Confucianism, Taoism, Chinese and Japanese
Buddhism, and Shinto, looking at ideologies, major
figures, rituals, and festivals, and the place of
traditional religious beliefs and practices in East Asia
today. We will discuss various ways "religion" is
characterized in these traditions. Fulfills the
distribution in non-Western culture.
Ms. Kim
301 The Prophets of the Old Testament
A historical and sociological study of the life and
times of Israel's prophets as drawn from the Old
Testament and extra-Biblical sources, with special
emphasis given to both the importance of prophetic
interpretations for their own day and to their lasting
effect upon Judeo-Christian thought. Prerequisite:
Religion 204 or 205 or permission of the instructor.
Not offered every year.
Mr. Moore
311 Jesus in the First Three Gospels
An examination of the Jesus tradition as interpreted in
the Gospels of Matthew, Mark, and Luke, using the
techniques of source, form, redaction, and literary
criticism. Special attention is given to the distinctive
perspective of each Gospel. Prerequisite: Religion 205
or permission of the instructor. Not offered every year.
Mr. C. Myers
312 The Gospel of John
An exploration of the thought and content of the
Fourth Gospel. An effort is made to determine the
background purposes for writing, and the
community addressed by John's Gospel. The
question of its relationship to the Synoptic Gospels
and to the Epistles of John is also included.
Prerequisite: Religion 205 or permission of the
instructor. Not offered every year.
Mr. C. Myers
314 The Apostie Paul
A study of the life, letters, and legacy of this early
Christian, through a careful consideration of primary
and .selected secondary sources. Particular attention
will be given to understanding the Pauline literature
in its historical context. Ancient and modern
interpretations of Paul's life and work are also
treated. Prerequisite: Religion 205 or permission of the
instructor. Not offered every year.
Mr C. Myers
321 Martin Luther King, Jr.
Half-credit course. An examination of the religious
thought and civil rights activity of Martin Luther
King, Jr. The course will investigate the religious
sources and effectiveness of King's strategy of
nonviolent resistance. King's major civil rights
campaigns, his protest against the Vietnam War, and
his work for economic justice will be evaluated.
Special attention will be paid to the theology which
provides the foundation for King's work. Prerequisite:
One course in a related subject (such as Religion 140
or 224 or an African American Studies course) or
permission of the instructor.
Mr. McTighe
RELIGION
141
323 American Women in a Man's Religious World
A comparison of how women and men have been
religious in the U.S., and an investigation of the ways
the history of religion in the U.S. might be
reinterpreted to incorporate the experiences of
women. Special attention will be paid to the spheres in
which most women have lived out their religious
commitments (family, church membership, and
voluntary organizations), religious movements
founded by women, current efforts to reformulate
theology, and the question of how incorporating the
experiences of women might require rethinking what
is important to include when we write history. This
course may count toward a minor in women's studies.
Mr. McTighe
327 Monks, Nuns, and Friars
A study of the rules and practices of Christian
ascetics and orders for men and women, Latin and
Orthodox, to the fifteenth century. The course will
also include the art and architecture produced by
these orders.
Mr. Trone
332 History of Christian Thought: Fifteenth to
Nineteenth Century
An examination of major works by representative
theologians from the eve of the Reformation
through the Enlightenment, includingjulian of
Norwick, Luther, Calvin, Teresa of Avila, Jonathan
Edwards, Locke, John Wesley, Kant, Kierkegaard,
and others. Not offered every year.
Mr. McTighe
Staff
Staff
Staff
460 Individualized Study for Majors
470 Individualized Study and Internships
474 Summer Internships
IDS 206 Byzantine Civilization
For course description see hiterdepartmental Studies.
Mr. Trone
IDS 211 Perspectives on Death and Dying
For course description see Interdepartmental Studies.
Mr. Moore
IDS 340 Ancient Egypt: Its Language, Literature,
Art, and History
A study of Ancient Egypt's culture as reflected in its
language, literature, and art. Although the studen's
study of the Egyptian language itself will be confined
to the script, vocabulary, and grammar of the Middle
Kingdom (c. 2240-1570 B.C.E.), Egypt's literature and
art from 2900-1 100 B.C.E. will be presented in their
historical context. Fulfills distribution requirement in
non-Western culture and may be counted toward the
requirements for a religion major. Prerequisite:
Permission of the instructor.
Mr. Moore
333 Contemporary ReUgious Thought
Critical study of the primary theological literature of
nineteenth- and twentieth-century Europe and
America. Contrasts and continuity of themes,
constitutive ideas, and movements in representative
works by Schleiermacher, Kierkegaard, Bultmann,
Tillich, Ruber, Bonhoeffer, liberation and feminist
theologians, and others are examined for the
purpose of determining the basic presuppositions
underlying the various texts. Not offered every year.
Mr. McTighe
343 Mythology and Religion
Mythology and religion have always been
companions. The course will aim at understanding
this friendship. Students will familiarize themselves
with particular mythologies and will try to understand
them from several critical viewpoints, and to
appreciate their connection with religious traditions.
Mr. Hammann
^2
SOCIOLOGY AND ANTHROPOLOGY
Sociology and Anthropology
Professors Emmons and Hinrichs (Chairperson)
Associate Professors Gill, Heisler, and Loveland
Assistant Professors Potuchek, Rosenberg, and
Woolwine
Instructor Lorenz
Adjunct Associate Professor Floge
Overview
Studies in the department are directed toward
understanding social organization and action and the
role of culture in shaping human behavior.
Reflecting the diversit)' of perspectives in sociology
and anthropology, the courses present a variety of,
sometimes-conflicting approaches. Some perspectives
start with individuals in interacdon with each other
and focus upon how they develop meaningful social
reladonships, groups, and insdtudons. Other
approaches focus upon the molding of individuals by
various insdtudons, groups, and cultures, or upon the
funcuonal or conflict relationships among various
classes and subcultures. By emphasizing the sciendfic
and comparative study of social institutions and
cultures, the department seeks to have students
develop an understanding of social realities, and to
increase their competence in dealing critically and
constructively with social problems and programs for
social change.
The department's goals are to contribute to the
liberal arts education at Gettysburg College, to
provide a solid academic foundation in sociology
and anthropology for students interested in graduate
study, to assist students in meeting their academic
and career needs, and to acquaint all students who
take our courses with sociological and
anthropological perspectives. The courses reflect the
diversity of perspectives in sociology as a discipline
and cover the core subject matter of the field.
Majors are prepared for graduate education in
sociology, urban planning, law, communication,
criminal justice, social work, criminology,
anthropology, health care, theology, and library
science, as well as for careers in teaching, business,
and fields related to the graduate programs cited.
The department has a chapter of Alpha Kappa Delta,
the Sociological Honor Society. Also, the Gettysburg
Anthropological Society is a club for those interested
in anthropology. The department emphasizes a
commitment to experiential education, field trips,
travel seminars, and internships. A Student-Facult)'
Liaison Committee operates within the department
to provide a means to respond to the particular needs
and interests expressed by the students.
Requirements and Recommendations
Sociology 101 is a prerequisite for all other sociolog)'
courses; and Anthropology 103 is considered a
prerequisite for all other anthropology courses
except Anthropology 102 and 104 and culture area
and ethnography courses (Anthropology 211 and
Anthropology 220, for example).
Students majoring in the department will take a
minimum of ten full-credit courses. Before declaring
a major, a student must earn a grade of C- or better
in Sociology 101, Introductory Sociology. Students
must take Sociology 101, 302, 303, 304, 305, 400, and
Anthropology 103 (may substitute an upper-level
anthropology course which is not a culture-area
course with permission). Additionally, students will
take two electives from the following social process
and inequality courses: 202, 203, 208, 209, 210, 212,
213, 217; and one elective from any other course
offered in sociology or anthropology, including 460,
but excluding 450's and 470's.
The department also offers an anthropology track.
Students in this track will take a minimum often
courses. Students must take Anthropology 103; one
culture-area course selected from Anthropology 21 1,
220, a currently offered course, or Sociology 219; one
topics course selected from Ajithropology 215, 216,
or 230; one additional elective in anthropology; and
Anthropology 400 or 460. Students must also take
Sociology 101, 302, 303, 304, and one elective from
Anthropology 102, 104, Sociology 202, 203, 204, 205,
206, 208, 209, 210, 212, or 217.
In order to ensure adequate preparation for Sociology
303, majors must have a background in math through
Algebra II or its equivalent in high school or through
the introductory mathematics course at the college-
level before enrolling in Sociology 303.
In response to varying needs, interests, and expertise
of individual students and staff members, the
department provides means for students to pursue
independent research and studies through Sociology
450 and 460, field work application or direct
experience, and other opportunities to expand
specialized interests. Sociology 460 is a requirement
for departmental honors, and students who want to
be considered for honors should enroll in this course.
SOCIOLOGY AND ANTHROPOLOGY
143
Students who are not majors in the department may
minor in either sociology or anthropology. Six
courses are required for the minor in sociology.
Students must take Sociology 101, 302, and 304. The
remaining three courses may be elected from
departmental offerings, with the exception of
Sociology 450, 470; no more than two of these three
electives may be in anthropology.
Six courses are required for the minor in
anthropology. Students must take Anthropology 103.
Three additional courses must be elected from the
other anthropology offerings (one of these may be
Anthropology 450, Individualized Study in
Anthropology). One non-anthropology course must
be selected from the list of courses that fulfill the
non-western culture distribution requirement. One
sociology course must be selected from the
following: 101, 202, 206, 208, 209, and 302.
Distribution Requirements
All full-credit departmental courses except Sociology
302 and 303 may be used to fulfill the distribution
requirement in social science. Sociology 219 and all
courses in anthropology except Anthropology 102
may be used to meet the non-Western culture
distribution requirement.
101 Introductory Sociology
Study of the basic structures and dynamics of human
societies, focusing on the development of principles
and concepts used in sociological analysis and
research. Topics will include culture, socialization,
social institutions, stratification, and social change.
Staff
202 Wealth, Power, and Prestige
Examination of social ranking and rating systems.
Topics include social classes, social mobility,
economic and political power, and informal prestige
and fame. Prerequisite: Sociology 101.
Mr. Emmons
203 World Population
Examination of the components of population
composition-fertility, mortality, and migration to
understand how they interact to produce particular
population structures and population growth rates.
The course emphasizes the study of relationships
between social and demographic variables, and the
consequences of different population structures and
population growth rates for societies as a whole and
for various social groups. Special attention is given to
the relationship between population dynamics and
public policy decisions. Prerequisite: Sociology 101.
Ms. Floge
204 Sociology of Mass Media and Popular
Culture
An analysis of broadcast and print media institutions.
Perspectives include the "production of culture,"
cultural content analysis, socialization effects, and
media coverage. A variety of popular culture genres,
both mass and folk, will be covered, with special
emphasis on music. Prerequisite: Sociology 101.
Mr. Emmons
205 Sociology of Religion
Examination of the relation of religion and society.
Topics include definitions and theories of religion,
sociological analysis of historical and contemporary
religious groups, religious organization and
behavior, religion and morality, religion and social
change, sectarianism, and secularization. Prerequisite:
Sociology 101.
Mr. Woolwine
206 Sociology of the FamUy
An analysis of the family as a social institution. The
course takes a comparative and socio-historical
approach to the study of American families, and focuses
on the ways that families interact with and are shaped
by other social institutions, particularly the economy.
Topics include intra-family relations, work-family
links, and family policy. Prerequisite: Sociology 101.
Ms. Potuchek
207 Criminology
Introduction to and delineation of the field of
criminology. The course begins with a discussion of
criminal law and the extent of crime, and continues
with a comprehensive examination of police, courts,
and corrections. Theories of crime causation, criminal
behavior systems, and victimology are also examined.
Prerequisite: Sociology 101. Offered every other year.
Mr. Hinrichs
208 Community and Urban Life
Study of communities from a sociological
perspective, with a major emphasis on urban areas.
Topics include historical development of cities,
development of suburbs, urbanism as a unique way
of life, city planning, metropolitan dynamics, and
urban problems. Pr^^'^um^.' Sociology 101.
Not offered regularly.
Mr. Hinrichs
144
SOCIOLOGY AND ANTHROPOLOGY
209 Racial and Ethnic Relations
Comprehensive study ot ethnic and minority relations.
Theoretical perspectives include immigration and
assimilation, prejudice and discrimination, and the
structure of the ethnic community. The study of
African-American, European-immigrant, and Asian-
American communities is emphasized. Prerequisite:
Sociology 101.
Mr. Emmons
210 Social Change
Application of theories of social change to
contemporary trends and changing norms, values,
and expectations. Emphasis is on a critical
examination of recent changes in the economy and
political structure of U.S. society and on the
assessment of the efforts by social movements to
direct social change. Prerequisite: Sociology 101.
Ms. Gill
212 Sociology of Deviance
Examination of the concept of deviance and
exploration of the various sociological theories and
perspectives for viewing deviant phenomena.
Sociological, biological, and psychological theories
of causation are examined. There will be an in-depth
analysis of alcohol and drug use, variations in sexual
behavior, pornography, child abuse, homelessness,
and skid row. Prerequisite: Sociology 101.
Mr. Hinrichs
213 Political Sociology
Analysis of the role of power and of political
mstitutions in social systems. Marxian, elitist, pluralist,
and systems theories of the bases, distribution, and
uses of power will be examined, along with studies of
power relationships in organizations, communities,
nations, and international relations. Attempts to
change power relationships by mobilizing new bases of
power and legitimacy are examined. Not offered every
year. Prerequisite: SocioXo^ 101.
Ms. Heisler
217 Gender Roles and InequaUty
Examination of the patterns of gender stratification
in American social structures and the impact of sex
roles on interpersonal interaction. The course
centers on the various forms of sexual inequality in
today's world, examining the positions of women
and men in families, schools, occupations, and
politics. Topics include socialization, historical and
crosscultural variation in sex roles, and possibilities
for change. Prerequisite: Sociology 101.
Ms. Gill
218 Sociology of Work and Organizations
Analysis of economic, social, and organizational
aspects of the American workforce. Topics include
industrialization and the historical development of
the American occupational structure, alienation and
its solutions, social organization of work, career
patterns and development, and the future of work and
workers in America. Special attention is given to the
organization of occupational groups along class lines
and changes in the workplace affecting this historical
stratification of work. fV^r^^uwi/^.- Sociology 101.
Ms. Gill, Ms. Heisler
219 Chinese Society
Sociological and anthropological analysis of China
and Hong Kong. Major socio-cultural themes in both
traditional and modern systems are examined, with
special emphasis on religion, magic, ancestor worship,
politics, social class, cities, and medicine. Prerequisite:
Sociology 101 or Anthropology 103. Fulfills the non-
Western culture requirement.
Mr. Emmons
231 Self In Society
A study of humanistic work in the field of social
psychology. Topics include the origin and structure
of the self, social roles, the life world as experienced,
the reality of everyday life, notions of sincerity and
bad faith, and differences in male/female perceptions
of self and morality. Writings will include both
feminist works and traditional philosophic works.
Among the latter are included Nietzsche, Sartre, and
Mead. Prerequisite: Sociology 101.
Mr. Woolunne
271 Gay and Lesbian Studies
Examination of contemporary lifestyles of gays and
lesbians and the suppxirting social movement In seminar
format, discussion will focus on the significant historical
events underiying the movement and shaping gay and
lesbian identity, the structure of die gay and lesbian
subculture, current issues facing gays and lesbians, and
society's response to die emergence of a more visible gay
and lesbian community. No prerequisites. Half<redit
course. Offered every other year.
Mr. Hinrichs
273 Sociology and Everyday Life
Exploration of the commonplace, the exotic, and the
offbeat aspects of everyday social life in American
society. Topics to be discussed will be determined
primarily by the interests of students in the class.
Areas of research can range from the sociology of the
SOCIOLOGY AND ANTHROPOLOGY
T^5^
environment, prisons, and organizational behavior to
the sociology of rock music, auctions, and death. The
ultimate goal of the course is to help students
understand their society and sociology by applying
the sociological perspective to everyday social life.
Prerequisite: Sociology 101. Half-credit course.
Mr. Hinrichs
400 Seminar
Intensive culminating experience for sociology-track
majors. Under the direction of a member of the
department faculty, students will work to integrate
their major and their understanding of the
sociological perspective.
Staff
302 Sociological Research Methodology
Introduction to designing and assessing social
science research. The goal of this course is to
develop the student's ability to critically review and
evaluate social research findings and to prepare the
student to plan and carry out research. While
greatest emphasis is devoted to survey research,
several qualitative and quantitative designs are
examined, including the experiment, participant
observation, and evaluation research. Issues of
sampling, measurement, causality, and validity are
considered for each technique. Includes laboratory.
Prerequisite: Sociology 101. Does not fulfill
distribution requirement in social science.
Ms. Gill, Ms. Rosenberg
303 Data Analysis and Statistics
Treatment of the analysis and reporting of
quantitative data. The logic of data analysis, statistical
techniques, and use of the computer will form the
basis of the course. Includes laboratory. Prerequisite:
Sociology 302. Does not fulfill distribution
requirement in social science.
Ms. Gill, Ms. Rosenberg
304 The Development of Sociological Theory
Critical survey of the origins and development of
modem theories of society in the late nineteenth and
early twentieth century. The primary focus is on
theories and theorists who have made significant and
lasting contributions to our systematic understanding
of the social world: Karl Marx, Emile Durkheim, Max
Weber, and George H. Mead. Prerequisite: Sociology 101.
Ms. Heisler, Mr. Woolwine
305 Contemporary Sociological Theory
Analysis of post-World War II theoretical
developments, including functionalism, structural
theory (Marxist and non-Marxist varieties) , world
systems theory, exchange theory, network theory,
phenomenology, ethnomethodology, and feminist
theories. Prerequisite: Sociology 101.
Ms. Heisler, Mr. Woolwine
450, 470 Individualized Study
Independent study in fields of special interest, including
internships, outside the scope of regular course
offerings. The consent of the department is required.
Staff
460 Research Course
Individual investigation of a research topic in
sociology or anthropology in the student's special area
of interest under the guidance of a faculty member.
The topic must be approved by the department. The
project culminates in written and oral presentations of
a formal paper to the faculty. This is required for
departmental honors and is open to juniors and
seniors only. Students must submit a proposal to the
department a minimum of one month before the end
of the semester preceding the proposed study.
Staff
Anthropology
102 Introduction to Human Evolution
An introduction to evolutionary history of our
species modern Homo sapiens. Topics to be covered
include evolutionary theory; primatology;
paleoanthropology, including human physical and
cultural remains; human genetics; racial variation;
and adaptation to varied environments. Does not
fulfill the non-Western culture requirement.
Mr. Lorenz
103 Introduction to Social-Cultural Anthropology
Comparative study of human social and cultural
institutions, utilizing a series of ethnographies of
non-western cultures and data from contemporary
American society. The concepts, methods, theories,
and history of the discipline will be discussed.
Mr. Loveland, Mr. Lorenz
104 Archaeology of the Prehistoric World
Survey of ancient sites discovered around the world,
using archaeological methods and theories to
examine problems and issues in prehistory. The
course introduces students to the principles of
archaeological research, while tracing our
prehistoric heritage and the processes that led to the
146
SOCIOLOGY AND ANTHROPOLOGY
evolution of settled villages, agriculture, and
eventually ciNilization. Lecture topics range from
early African human ancestry to the European Stone
Age, and from Mesopotamia and Eg)pt to Mexico,
Peru, and the United States.
Mr. Lorenz
211 American Indians
Introduction to the traditional aspects of Native
American cultures by examples drawn from the
major culture areas of the Americas. The present-day
situation of Native Americans will be discussed. No
prerequisite.
Mr. Loveland
215 Psychological Anthropology
Examination of the influence of culture in shaping
the personality of the individuals in non-Western
societies. The course will include the following
topics: psychoanalytic theory, dreams, cross-cultural
research, socialization, personality development,
modal personalitv', mental illness, and the effects of
social change upon personalit)'. Ethnographic
examples from a variety of cultures will be utilized.
Prerequisite: Ai\thro\io\o^' 103.
Mr. Loveland
216 Introduction to Medical Anthropology
Study of systems of belief and knowledge utilized to
explain illnesses in various cultures and attendant
systems of curing. Topics discussed include
hallucinogens, shamanism, curing, sorcery,
witchcraft, herbal medicines, and the modern
.American medical system. Ethnographic examples
are drawn from a variet)' of cultures. Prerequisite:
Anthropology- 103.
Mr. Loveland
220 World Cultures
Studv of the cultures of Asia, the Pacific, Africa, and
Native, North, Cenu-al and South America. Class will
discuss ethnographies and films about a variety of
socio-economic types, including foraging,
horticultural, agricultural, and pastoralist sociedes.
No prerequisite.
Mr. Loveland
229 Sport and Society
.Aji introduction to the field of sport from a social
science perspective. .-After a brief overview of the
literature on play and leisure, we will examine the
role of sports and leisure in other societies such as
the Rama and Pueblo Indians, Trobriands, the
Cherokee, and Kickapoo and Tarahumara. In the
last part of the course we will examine the role of
sports in American society, looking at factors such as
class, gender, and ethnicity' as they affect American
sports. Prerequisite: Anthropology 103 or Sociology-
101. Not offered regularly.
Mr. Loveland
230 New World Archaeology
Introduction to the prehiston- of the New World,
focusing on North .\merica. This course will focus
on the setdement patterns and cultural
developments of New World peoples. Topics to be
discussed include peopling of the New World,
subsistence systems, material culture, economy and
trade, socio-polidcal organization, and religious
systems using archaeological data.
Mr. Lorenz
400 Anthropology Seminar
Capstone experience in anthropology-. This seminar is
devoted to introducing anthropology students to the
latest thinking in anthropology. Building on an
historical foundation, this course will provide an
ovenieyv of die field of socio-cultural andiropology-
and current anthropological thinking. In addition,
some current edinographies yvill be read, and students
yvill do indiyidualized projects in a seminar setdng.
Mr. Loveland
450, 470 Individualized Study
Independent study in fields of special interest
outside the scope of regular course offerings. The
consent of the department is required.
Mr. Loveland
460 Research Course
Indiyidual invesdgadon of a research topic in sociology
or anthropology in die student's special area of
interest under the guidance of a facult>- member. The
topic must be approved by the department The
project culminates in yvritten and oral presentadons of
a formal paper to die facult)-. This is required for
departmental honors and is open to juniors and
seniors only. Suidents must submit a proposal to the
deparunent a minimum of one month before the end
of the semester preceding the proposed study.
Mr. Loveland
SPANISH
TTT
Spanish
Professor Thompson
Associate Professors Burgess (Chairperson) and
dinger
Assistant Professors Diaz, Luengo, Nanfito, Vinuela,
Yager, and Zielina
Instructors Moreno and Sanchez
Adjunct Assistant Professor Wirth
Adjunct Instructors Elorriaga, Hubbard, and Moore
Teaching Assistant Rosa
Overview
The ability to speak and understand a language
other than one's own, and to have insight into the
artistic and cultural heritage of other peoples of the
world, is considered an integral part of a liberal arts
education. The department, through a strong core
of basic courses, gives students facility in the use of
spoken and written Spanish and some knowledge of
its literature and cultural history. The oral-aural
method of modern language teaching is stressed in
the classroom. Laboratory facilities in the Library
Learning Center and other audio-visual equipment
complement classroom instruction. Regular
laboratory work will be required of some students
and advised for others.
Advanced-level courses in literature and civilization are
designed to give students an understanding and
appreciation of the literature and cultures of the
Hispanic peoples. Students are encouraged to study in
a Spanish-speaking country, and opportunities are
offered through study abroad programs with
approved colleges and through cooperative
agreements with the Center for Cross-Cultural Study,
Seville, Spain, and the Foreign Student Study Center at
the University of Guadalajara in Guadalajara, Mexico.
Courses in the department provide sound
preparaUon for graduate study, teaching, or careers
in government, business, or social work. The
department works cooperatively with the education
department in the preparation of Spanish teachers.
Since the largest minority group in the United States
is Spanish speaking, the department feels that a
knowledge of Spanish and an understanding of the
Hispanic cultures is of increasing importance.
Requirements and Recommendations
Requirements for a major in Spanish include ten
courses above the 300 level. Course requirements are
Spanish 301 and 302 (except for students who
demonstrate an exceptional command of the Spanish
language and petition the department to be
exempted from this requirement), Spanish 304, three
other 300 level literature courses, Spanish 400, and
one civilization course. Other courses for the major
are elective. Spanish majors must spend one semester
studying abroad in a program approved by the
department. (Students with extensive previous
experience living or studying abroad may pedtion the
department to be exempted from this requirement.)
Requirements for a minor in Spanish include six
courses above the 202 level, and must include
Spanish 301-302 (except for students who
demonstrate an exceptional command of the
Spanish language and petition the department to be
exempted from this requirement), and no more
than one course from 205 and 245. Students may
include Spanish 202 for the minor if they have
begun language study at the elementary or
intermediate-level at Gettysburg College.
Distribution Requirements
Prior to their first registration at the College, all
students receive pre-registration materials which give
detailed instructions on language placement and
fulfillment of the distribution requirement in foreign
languages. The following courses may be counted
toward the distribution requirement in literature:
Spanish 205, 304, 308, 313, 314, 315, 319, 320, 324,
325, 326, 400. Spanish 310 and 311 fulfill the
distribution requirement in history/ philosophy.
The distribution requirement in foreign languages
may be fulfilled by successful completion of Spanish
202, 205, 245, or a course at the 300 level or above.
Achievement equivalent to 202 may be demonstrated
by an advanced placement examination or a
departmental placement examination given during
orientation before the initial week of fall semester.
Intermediate Program in Seville
Students may complete the last two semesters of the
distribution requirement in foreign languages by
studying for a semester in Seville, Spain. The
intermediate program includes a two-credit course in
Spanish language and a two-credit course that
integrates the study of Spanish literature and
civilization. This course satisfies the distribution
requirement in literature. A professor from the
department leads students on an initial orientation
tour of Spain and teaches the literature/civilization
class. Students may live with Spanish families or in
Spanish student residencias. See listings for Spanish
251-252 and 253-254.
148
SPANISH
Study Abroad
Advanced studeiiLs may study at the Center for Cross-
Cultural Study in Seville, Spain, or at the Foreign
Student Study Center at the University of
Guadalajara in Guadalajara, Mexico, both of which
offer a wide variety of courses in Spanish, including
literature, history, sociology, political science, and
management "and more". See Study Abroad, Center for
Cross-Cultural Study, Seville, Spain, page 46, and Study
Abroad, Foreign Student Study Center, University of
Guadalajara, Guadalajara, Mexico, page 46.
Language and Service Practicum in the
Hispanic Community
Students have the opportunity for cross-cultural
learning experience while serving the local Hispanic
community. Student projects may include tutoring,
translating, and helping families adjust to Anglo
culture. Prerequisite: Spanish 301. Grading option:
S/U. Receives half course credit. Can be repeated
once for credit.
101-102 Elementary Spanish
Elements of understanding, speaking, reading, and
writing Spanish. Use of language laboratory is
required. Enrollment limited to those who have
never previously studied Spanish. Students cannot
receive credit for both 101 and 103; 102 and 104.
Staff
103-104 Fundamental Spanish
Fundamentals of understanding, speaking, reading,
and writing Spanish. Use of language laboratory is
required. Enrollment is limited to those who have
previously studied Spanish and who are enrolled
according to achievement on the Departmental
Qualifying Examination. Students cannot receive
credit for both 101 and 103; 102 and 104
Staff
201-202 Intermediate Spanish
Practice in oral and written expression, grammar
review, readings, and discussions of Spanish writing
as contact with Hispanic culture. Prerequisite: Spanish
102 or 104 or consent of the department.
Staff
205 Readings in Spanish and Spanish American
Literature
Conducted in Spanish with the dual objective of
comprehension of material and reading of Spanish
and Latin American literature of cultural and literary
merit. Prerequisite: Spanish 202 or consent of the
department. Students whose native language is
Spanish may not elect this course.
Staff
245 Spanish Conversation
Conversation course beyond the intermediate level
with emphasis on everyday, applied usage of the
language for nonliterary purposes. Prerequisite:
Spanish 202 or consent of the department.
Enrollment limited to twelve students. This course
counts toward the minor but does not count toward
the major. To be offered annually. Students whose
native language is Spanish may not elect this course.
Staff
251-252 Courses in Spanish Language for
Intermediate-Level Students in Seville,
Spain
Practice in oral and written expression, grammar
review, readings, and discussions of Spanish culture,
with a particular emphasis on present-day language
usage and contemporary Spanish society. Offered
annually in the fall. For intermediate students
studying at the Center for Cross-Cultural Studies in
Seville, Spain. Prerequisite: Spanish 104 or equivalent;
concurrent enrollment in Spanish 253-254. Fulfills
language requirement. One credit each.
Staff
253-254 Courses in Spanish Civihzation and
Literature for Intermediate-Level
Students in SeviUe, Spain
An integrated approach to the study of Spanish
literature and civilization. The courses provide an
overview of the evolution of Spanish culture from
prehistoric times to the present, based primarily on
the cultural characteristics of Andalusia. The courses
examine the origins of the most representative values
of Spanish culture in art, literature, and
contemporary life. Students will visit museums and
historical sites in Andalusia, and will attend ardstic
events. Offered annually in the fall. For intermediate
students studying at the Center for Cross-Cultural
Study in Seville, Spain. Prerequisite: Spanish 104 or
equivalent; concurrent enrollment in Spanish 251-
252. Fulfills literature requirement. One credit each.
301, 302 Spanish Composition and Conversation
Exercises in directed and free composition; group
discussion and presentation of individual oral work;
review of grammar and syntax at an advanced level.
Prerequisite: Spanish 202 or consent of the
department.
303 Spanish Phonology
Introduction to Spanish phonetic and phonemic
theory and analysis, applied to improve
pronunciadon skills. Study of variadon in
pronunciadon in Spain and Ladn America.
Staff
SPANISH
149
Prerequisite: Spanish 302 or approval of the
department. Offered 1993-94. Three lecture hours
and one laboratory.
Staff
304 Introduction to Literary Analysis
hitrodiiction to basic critical approaches to the
reading of prose fiction, poetry', and drama.
Through the careful study of works in each genre,
students will acquire a knowledge of analytical skills
and critical terminology in Spanish. Offered
annually. Prerequisite: Two Spanish courses beyond
Spanish 202 or consent of the department.
Staff
308 Literature of the Golden Age
Masterpieces of different genres of the late-sixteenth
through the seventeenth centuries. Emphasis will be
placed on major writers of theater, short prose
fiction, essay, and poetry. Prerequisite: Spanish 304 or
consent of the department. Offered 1992-93.
Staff
309 Current Events in the Hispanic World
An advanced composition and conversation course
based on current events in the Hispanic world.
Students will read articles from a variety of Hispanic
periodicals and will view Spanish language news
programs in preparation for class discussion. This
course can either substitute for Spanish 302 in the
requirements for the major and minor in Spanish, or
it can be taken in addition to Spanish 302. The aim
of the course is both to strengthen students'
conversation and composition skills and to keep
students abreast of current affairs in the Spanish-
speaking world. _ „
Staff
310 Spanish Civilization
Study of the history and culture of Spain from the
earliest times to the present. Fulfills the distribution
requirement in history/ philosophy. Prerequisite:
Spanish 202 or consent of the department. Alternate
years. Offered 1993-94. ^ ,,
Staff
311 Latin American Civilization
Study of the history and culture of Latin America from
pre-Columbian times to the present. This course fulfills
distribution requirement in history/ philosophy.
Prerequisite: Spanish 202 or consent of the department.
Alternate years. Offered 1992-93.
Staff
319 Hispanic Theater
A study of the drama of both Spain and Spanish
America through the ages. The focus of the course will
vary from semester to semester, based on such aspects
as literary period, common theme, historical
development, and dramatic theory. Prerequisite: Sp2ims\\
304 or consent of the department. Offered 1993-94.
Staff
314 Cervantes
A study of the masterpiece, Don Quijote de la Mancha,
as well as some Novelas ejemplares and entremeses or
one-act plays. Prerequisite: Spanish 304 or consent of
the department. Offered 1993-94. ^ ^^
^ Staff
315 An Introduction to Hispanic Cinema
A study of Hispanic cinema from its inception in
1896 through the present, with major emphasis on
films made since the advent of revisionary cinema
around 1960. The course will focus on the
development and renovation of cinematography, will
explore the relationship between cinema and other
forms of artistic expression, and will examine the
development of Hispanic cinema in the context of
the historical circumstances of the Hispanic
countries which have been most active in making
films. Offered 1993-94. ^ ^^
Staff
313 Nineteenth-Century Literature in Spain and
Latin America
Studies in the essay, the novel, the short story, the
drama, and poetry according to the essential literary
movements (romanticism, costumbrismo, realism,
naturalism, modernism) of the nineteenth century in
Spain and Latin America. Prerequisite: Spanish 304 or
consent of the department. Offered 1992-93. ^ ^^
Staff
320 Lyric Poetry
A study of Spanish lyric poetry through the ages. The
course will concentrate on the interrelationship of
form, content, and idea, noting major influences
upon the poetry of each period. Appreciation is
considered a major goal of this course and much
poetry will be read orally and discussed. Alternate
years. Prerequisite: Spanish 304 or consent of the
department. Offered 1992-93.
324 Latin American Contemporary Prose
Emphasizes the novel of the "boom" in Latin
America. Major writers such as Gabriel Garcia-
Marquez, Mario Vargas Llosa, Carlos Fuentes, Julio
Cortazar, Juan Rulfo, and Jorge Luis Borges will be
150
SPANISH / WOMEN'S STUDIES
read. Prerequisite: Spanish 304 or consent of the
department. Offerea 1993-94. ^^^rr
325 Generation of '98 and Pre-Civil War
Literature
Studies in the essay, poetry, prose fiction, and drama
of" the major writers of the late-nineteenth and early-
twentieth centuries in Spain. Prerequisite: Spanish 304
or consent of the department. Alternate years.
Offered 1993-94. staff
326 Post-Civil War Literature of Spain
A study of the major literary trends and works in
Spain, beginning with the resurgence of Spanish
literature in the 1940's and continuing to the
present day. Prerequisite: Spanish 304 or consent of
the department. Alternate years. Offered 1992-93.
Staff
351 Introduction to Spanish Linguistics
Introduction to linguistic theories, methods, and
problems as applied to Spanish. Some attention will
be given to typical areas of investigation, such as
Spanish dialectology, sociolinguistics, bilingualism.
Prerequisite: Spanish 302 or approval of the
department. Offered 1992-93.
Staff
400 Senior Seminar
Directed and specialized studies in Spanish and Latin
American literatures from the medieval period to the
present. This course is to be taken by seniors during
the final semester in order to complete their
undergraduate work in Hispanic literatures.
Prerequisite: Limited to seniors except with permission
of die department. Offered in the spring of every year.
Staff
Portuguese
101-102 Elementary Portuguese
Elements of understanding, speaking, reading, and
writing Portuguese. Course includes oral and written
work, graded elementary reading, and use of audio-
visual cultural materials and correlative drill in the
language laboratory.
Staff
201-202
Practice in oral and written expression, grammar
review, readings, and discussions of Portuguese
writing as contact with the culture of countries where
Portuguese is spoken. Prerequisite: Portuguese 102 or
its equivalent.
Staff
Women's Studies
Theatre Arts - See English
Women's Studies Program Advisory Council
Professors Armster, Berg, Cahoon, Cain, Gill,
Hardwick, Johnson, Light, Olinger, Potuchek
(Coordinator), Powers, Small, D. Tannenbaum,
Trevelyan, and Richardson Viti
Assistant Provost Floge, Ms. Beck, Ms. McCaskill, Ms.
Moyer (Readers' Services Librarian), Ms. Sprague,
Ms. Thomas (Associate Director of Development) , Ms.
Vogel
Overview
The objective of women's studies is to encourage
students to analyze the roles, perspectives, and
contributions of women. Through the examination
of women's past history, present condition, and
future possibilities, students come to understand
gender as a cultural experience. In women's studies
courses, students learn a number of methods for
examining, as well as strategies for modifying, the
conditions that affect all of our lives.
Women's studies emphasizes cross-cultural
perspectives and analysis. Through an array of
interdisciplinary courses and of courses that focus on
gender within particular disciplines, women's
studies seeks to integrate women and feminist
scholarship into all levels of the curriculum.
Requirements and Recommendations
Six courses are required for the minor in women's
studies. Students must take Women's Studies 120 and
Women's Studies 400. Two additional courses must be
from the list of core courses. The remaining two
courses may be drawn from any of the following: ( 1 )
core courses, (2) affiliated courses, and (3) approved
courses of individualized study in women's studies.
Prospective minors in women's studies are
encouraged to discuss their plans with a women's
studies faculty member as soon as possible in their
academic careers. Students minoring in women's
studies are strongly advised to take Women's Studies
120 in die first or second year of study and Women's
Studies 400 in the senior year.
Core Courses:
120 Introduction to Women's Studies
A study of the perspectives, methodologies, and
findings of the new scholarship in various disciplines
on women. We will look at how women have
influenced and been affected by such issues as
family, language, creativity, and labor. The course is
taught by an interdisciplinary team of instructors.
Staff
WOMEN'S STUDIES
151
216 Images of Women in Literature
An examination of the various ways women have been
imagined in literature. We will look at how and why
images of women and men and of their relationships
to one another change, and at how these images affect
us. Emphasis will be placed on developing the critical
power to imagine ourselves differendy. Fulfills
literature requirement.
Ms. Berg
217 Famous French Femmes Fatales
Today women are attempting to demystify the
feminine condition, for, as the late Simone de
Beauvoir observed, the "mythe de la femme" is a male
invention. Literary images of women have,
understandably, been a major focus of this
investigation. Thus, this course will examine some
famous French women, from the Princess of Cleves to
Emma Bovary, and scrutinize them from the
perspective of feminist criticism. Fulfills literature
requirement.
Ms. Richardson Viti
218 Images of Women in Contemporary Indian
Literature
A study of the evolving images of women in
contemporary Indo-Anglian literature. The course will
address such topics as the novel as an imported genre,
differences between the ways in which men and
women read and write, and Pan-Indian themes in
non-vernacular literature. Fulfills literature and non-
Western requirements.
Ms. Singh
219 Contemporary Women Writers: Cross-
Cultural Perspectives
An examination of the novels and short stories of
authors from diverse socio-cultural backgrounds, with
emphasis on the Third World. Particular attendon will
be given to the ways in which these writers represent
the female experience. The class will examine works
written from 1965 to the present. Fulfills literature
requirement.
Staff
300 Feminist Theories
An exploration of various feminist theories about
women — about their experiences, their
representations, and their relative positions in diverse
societies. Contemporary and earlier works will be
discussed in order to evaluate and synthesize the
multiple approaches to feminist theories.
Women's Studies 120.
Staff
320 Practicum in Feminist Theory and Collective
Action
An examinadon of the reladonship between feminist
theory and community acdon. The course combines
weekly seminar meeUngs with student internships in
organizaUons that use collecdve acdon to pursue change
in societal condidons for women. Readings from
feminist theory of organizadons, collecdve acdon, and
social policy are used as a basis for discussion and
analysis of students' internship experiences. Prerequisites:
Women's Studies 120 and one other core women's
studies course (or permission of the instructor) .
Staff
350 Women, Family and Public Policy
An examinadon of the effects of public policy both
on women's family roles and on the interaction of
those roles with other aspects of women's lives. The
course focuses primarily on industrialized nations
and examines such policies as birth control and
abortion, maternity benefits, family allowances,
childcare, housing policies, and social assistance.
Prerequisite: Women's Studies 120.
Ms. Potuchek
351 Women in Nazism
An examinadon of the effects of Nazism on women,
primarily (but not exclusively) in Germany beginning
in the 1920s and extending to post-war dmes. The
course focuses on women's perspectives as exhibited
in historical and literary documentation.
Ms. Armster
400 Issues in Feminist Theory and Methods
The capstone course in women's studies. This course
focuses on the variety of theories and methods in
women's studies scholarship by examining a pardcular
issue from a number of different feminist perspectives.
Topic for 1991-92: Intersecdons of Inequality: Race,
Class, and Gender. Prerequisites: 'Women s Studies 120
and two other women's studies courses.
Staff
152
WOMEN'S STUDIES
(See appropriate departmental listings for
descriptions of the following courses.)
Art 400 Seminar in Art History
Economics 302 Gender Issues in Economics
History 209 Women's History Since 1500
History 306 Women and Work
IDS 215 Contemporary French Women Writers
Political Science 209 Feminist Theory in American
Politics
Religion 323 American Women in a Man's
Religious World
Sociology 217 Gender Roles and Inequality
Affiliated Courses:
Art 227 Arts of the First Nations of North America
Classics 121 Survey of Greek Civilization
Classics 264 Ancient Tragedy
English 333 Victorian Aesthetics
History 204 History of England Smce 1603
History 310 History of Early Modem France
Music 108 Women and Music
Political Science 407 American Black/Feminist
Political Thought
ReUgion 113 Women in the Ancient World
ReUgion 124 Elizabeth to Irene: Women in
Christianity I
Religion 125 Theodora to Margery: Women in
Christianity II
Religion 156 Women in Buddhism
Sociology 206 Sociology of the Family
TM
College Life
The College recognizes that students develop
intellectually, emotionally, physically, socially, and
spiritually. The Office of the Dean of the College, an
administrative division within the College, has as its
central purpose the provision of an environment,
programs, and ser\ices which enhance the students'
liberal education. Under the direction of the dean,
the Office of the Dean of the College, College
Union, Residence Life, The Women's Center, Greek
Organizations, Counseling Ser\ices, Career Services,
Health Ser\'ices, and the Chapel Programs compose
the division.
Office of The Dean of the College
The Office of the Dean of the College strives to help
students see that the events in their lives out of the
classroom directly influence their in-class experiences
and achievements. This is accomplished by providing
a variety of programs and services. The college life
staff assists students in the following:
Information. Students require information about
many opportunities available to them. The Office of
the Dean of the College answers student questions
about the College, or, when appropriate, will refer
students to the proper source for information.
Advisement. Members of the staff work with various
student organizations, providing them with guidance
and training in leadership skills.
Living Accommodations. The many opportunities for
on-campus living are administered through the
Office of the Dean of the College. An undergraduate
residence life staff is directly supervised by two
professional, live-in Assistant Directors of Residence
Life. The overall area of Residence Life reports to the
Associate Dean of the College.
Change. Any healthy educational institution must
continually undergo change. Students often provide
the invaluable input which leads to change in
policies, programs, and services. By working
cooperatively with administrators, students have
successfully initiated changes in residential options,
dining options, informal educational programs,
facilities, and numerous rules and regulations.
Publications. On an annual basis, the Dean of the
College staff works with students in publishing the
Student Handbook. The College Union Staff advises
the publication of the yearbook, the Spectrum.
Research. In order to improve its services and
programs, the Office of the Dean of the College
often collects data on student needs, attitudes, and
evaluations. Recently, research has been conducted
on living accommodations, residence hall visitation
options, dining plan options, room reservation
procedures, and alcohol use.
Discipline. The Dean of the College is responsible for
the non-academic discipline of students. Staff
members work with the faculty and student members
of the Student Conduct Review Board to uphold the
regulations of the College and to protect the rights
of the individual.
Residential Life
Residential life at Gettysburg College has a major
impact on the total development of the sttident. The
residential environment (persons, policies, and
facilities) promotes the formation of a community and
encourages a style of life that is conducive to the
development of respect for the individual and the
society in which one lives. During a student's
experience at Gettysburg College, decisions are made
concerning personal values, occupational choices,
one's identity', personal responsibility, and a philosophy
of life. The residential program attempts to provide
opportunities for examining these areas of concern.
Recognizing the influence of the environment on
development, Gettysburg College requires all
students (unless married or residing with their
families) to live on campus. Exemptions from this
requirement are granted only by the associate dean
of the college.
Assistant directors of residence life are professional,
live-in staff members who direcdy select and supervise
the student staff of resident coordinators and resident
advisers. The student staff participates in an ongoing
training program, developed by the assistant directors
of residence life, which enables them to help other
students adjust to the college environment. The
residence hall staff provides a variety of educational
and social programs that enhance the educational
and social development of all residence hall students.
Students living in residence halls also have the
opportunity to work with members of the faculty and
administration in setting regulations which apply to
all College residences.
155
Gettysburg College offers a variety of options in living
environments. The students may choose to live in
one of eleven residence halls varying in occupancy
from 35 students to 219 students. There are also
coeducational and single sex hall options. Each of
the residence halls has a different visitation policy.
The visitation policies are as follows:
Option A — Open Visitation from 1 AM - 1 2
midnight, Sunday through Thursday. 10
AM - 2 AM, Friday and Saturday
Option B — Open Visitation from 10 AM -12
midnight, Sunday through Thursday. 24
hours, Friday and Saturday
Option C — Open Visitation, 24 hours, Sunday
through Saturday.
Another living opportunity exists in the area of
Special Interest Housing. This option is for students
who wish to live together and work on a project of
mutual interest throughout the academic year.
Also included as an optional living environment is
the opportunity for sophomore, junior, and senior
men to live in a fraternity house on or near the
campus.
Most of the student rooms are double occupancy;
however, a few single rooms are available and some
rooms are large enough for three or four people.
Each student is provided with a single bed and
mattress, a dresser, and a desk and chair. Students
provide their own pillows, bedding, spreads, study
lamps, and vsdndow curtains. Card-operated washers
and dryers are available on the campus for student
use. Each student room in residence halls is
equipped with a telephone and cable TV service. The
use of refrigeration units is permitted in student
rooms; those units may have a capacity of not more
than three cubic feet. Rental units are available from
an independent firm. Cooking units are not
permitted in individual student rooms.
Greek Organizations
Greek organizations have a long and rich tradition at
Gettysburg College. The first national organization
was formed for men on campus in 1852. National
sororities were first formed on campus in 1937.
Currently, there are eleven social fraternities and five
social sororities.
The fraternities, which have individual houses either
on or near the campus, offer an alternative living
option to their members. The sororities do not have
houses but each has a chapter room in a central
location which serves as a meeting and socializing
place for the group.
In addition to providing a social outlet for their
members, Gettysburg's fraternities and sororities
serve the campus and community with beautification
campaigns, blood drives, Christmas parties for local
children, and other philanthropic activities.
The goals of the Greek system are to instill in its
individual members the qualities of good citizenship,
scholarship, service, and respect for oneself and
others. Any student interested in joining a Greek
organization is required to have a 2.0 GPA.
Dining Accommodations
The Gettysburg College Dining Hall, the Camalier
Center, offers a variety of dining options for every
student. Students can select from four plans: 20 meals
per week, any 14 meals per week, any 10 meals per
week, or any 7 meals per week. All first year students
are required to enroll in the 20-meal plan for their
first year at Gettysburg. All on-campus residents of
non-apartment-style residence halls are required to
enroll in at least the minimum dining plan each
semester (any 7 meals per week) . Cooking is not
allowed in the residence hall rooms, so students are
urged to select a plan which enables them to eat the
majority of their meals in the dining hall. Dining hall
hours of service are as follows: Breakfast, 7:15 AM-
10:15 AM; Continental Breakfast, 10:15 AM-1 1:00 AM;
Lunch, 11:15 AM-2:00 PM; Dinner, 4:30 PM-7:15 PM.
The Bullet Hole (College snack bar) offers a cash
equivalency program daily from 2:00 PM to 9:00 PM
for students who prefer that alternative. (Hours
subject to change.) Initiated members of fraternities
living in non-apartment-style College residence halls
must enroll in at least the minimum dining plan. Off-
campus students can also purchase a meal plan to
accommodate their schedule.
Student Conduct
Every community has certain regvilations and
traditions which each member is expected to abide
by and uphold. Perhaps a college campus
community, even more than others, depends upon
members who are mature and have a sense of
responsibility. Only in such a community of
156
responsible citizens can there be an atmosphere
established which will contribute to the liberal arts
education.
Consequently, the student who fails to support the
objectives of Gett\'sburg College forfeits his or her
right to continue to attend the College. The College
reserves the right to dismiss any student whose
conduct is detrimental to its welfare or whose
atutude is antagonistic to the spirit of its ideals. Such
an individual forfeits all the fees which he or she has
paid. Living groups or organizations formally
approved by the College are subject to the same
regulations as individual students.
Believing that it is sensible and proper for all students
to be fully aware of their obligations and
opportunities as Gettysburg College students, the
College publishes a statement entided "The Rights
and Responsibilities of Students." This document is
the result of discussions and conclusions reached by
the student-facultv-administrative committee It deals
with such questions as the academic, citizenship, and
governance rights and responsibilities of students. It
is published annually in the Student Handbook.
The Student Conduct Reviezv Board and the Office of
the Dean of the College handle student violations of
College policies, including individual or group
violations of College rules. In working to preserve the
ideals and objectives of Gettysburg College, the
judicial system does not necessarily stress the
administration of punishment, but rather the
promotion of education. Gettysburg College, as a
liberal arts institution, provides a learning experience
both in and out of the classroom. By aiding and
protecting this educational environment, the judicial
system helps students realize their potential as
mature responsible citizens.
The Student Conduct Review Board consists of
students and faculty members, and is advised by
administrative members of the Office of the Dean of
the College.
Before a student decides to apply for entrance into
Gettysburg College, he or she should be aware of the
rules governing student conduct. A complete copy of
the rules and regulations may be obtained by writing
to the associate dean of the college.
College Union
The College Union is the center of student activities
and an informal laboratory for experimental
learning. Through a myriad of services and
activities, the Student Activities Council and College
Union offer many opportunities for students to
become involved in planning and participating in
campus activities. Assistance with the development
of interpersonal and leadership skills, as well as
working with faculty members, administrators, and
students to initiate a well-balanced program of
cultural, educational, recreational, and social
activities are the priority of the College Union staff.
Among the many services provided by the
professional and student staff of the College Union
are information about the campus and community
activities, ticket sales, travel information, lost and
found, and newspaper subscription services.
Hours of Operation
College Union
Monday thru Friday 8 AM to 1 AM
Saturday 9 AM to 1 AM
Sunday noon to midnight
Games Area
Monday thru Sunday noon to 1 1 :30 PM
Located in the College Union are meedng rooms;
campus scheduling; recreational facilities, including
a pool; the College Store; showcases; a 1 ,000-seat
ballroom; and the Bullet Hole (snackbar). The Plank
Student Acdvides Center is an informal gathering
place for students to meet with their student
organizations, relax, study, and listen to music.
Pinball machines, a large screen TV, billiards, and
electronic games are located here.
A campus nightclub, The Dive, is located in the
College Union. It features a state-of-the-art sound
system, food service, wide screen television, a video
system, and a dance floor. The layout of the club
allows for flexible floor space to accommodate a
variety of special activities.
Student Activities and Organizations
The Plank Student Activities Center serves as the
primary resource and advisory center for student
activities programs and student organizadons. It is
establishing itself as the resource center for all
student organizations, where many of these
organizations have offices (i.e.. Student Senate,
Student Activides Council, Black Student Union,
157
Panhellenic and Interfraternity Council, Hillel,
Honor Commission, Gettysburgian, Spectrum, and
WZBT Radio). The games area, student lounges,
and meeting spaces are also available.
Student Activities Council
While the facilities and services offered by the
College Union contribute largely toward making it a
comfortable place for students, the Student Activities
Council (SAC), a student-run programming board,
provides meaningful and enjoyable cultural,
educational, recreational, and social activities which
complement the curricukun at Gettysburg College.
All such events are supported by student-controlled
funds. The Student Activities Council is composed of
the following committees: publicity, entertainment,
concert, Bullet Hole/Dive, and special events.
Representatives from other student organizations
provide suggestions and help implement a diverse
programming schedule.
Leadership Development Program
The leadership development program provides
student leaders with two retreats each year, held at
the beginning of fall and spring semesters, as well as
monthly workshops. Topics have ranged from time
and stress management to empowerment and vision
setting. Each year, the leadership development
program establishes a theme. Students have the
chance, in retreats and workshops, to share ideas
with each other and to experientially practice the
topics discussed. Resources are available in the
College Union and student activities offices for
student leaders to utilize. The overall goal of the
leadership development program is to provide a
common basis for student leaders to discuss common
issues and to help prepare them to develop a more
active role on campus and in the community.
Student Government
Students participate in College governance by
serving on various College, class, and faculty
committees; as well as in the Student Senate,
residence hall associations, and Greek organizations.
Student Senate
The Gettysburg College Student Senate works in
cooperation with the trustees, administration, and
faculty to bring to the campus community a well-
organized, democratic form of student government.
It represents the student view in formulating policies
while working to promote cooperation among all
constituencies of the College.
The Student Senate is composed of four executive
officers, twenty class senators, and many dedicated
committee members. Under the recently passed
Constitution, the four standing committees of the
Senate are Academic Policy, Budget Management,
Public Relations, and Student Concerns. Students
can also serve on various faculty and trustee
committees.
The Senate ensures student representation as
Gettysburg College strives to maintain its heritage of
excellence as one of the finest liberal arts institutions
in the United States.
Student Life Council
The Student Life Council is an organization
composed of members of the student body, faculty,
and College administration. This Council has
responsibility for studying matters and developing
policies pertaining to student life and student
conduct. Business may be brought to the Council or
legislation proposed by any member of the College
community. Major issues are debated in Student
Senate and in faculty meetings before resolution by
the Council. The Council makes recommendations
to the President, who accepts, rejects, or refers them
to the Board of Trustees prior to implementation.
The Honor Commission
The Honor Commission is a student organization
which is authorized by the constitution of the Honor
Code. The Commission is composed often students,
aided by four case investigators, six faculty advisers,
and an adviser from the College administration. Its
function is to promote and enforce the Honor Code
at Gettysburg College, to secure the cooperation of
students and faculty to these ends, and to adjudicate
allegations of Honor Code violations.
Interfraternity Council
An important part of the responsibility for governing
fraternities at Gettysburg College is assumed by the
Interfraternity Council (IPC), an organization
composed of an executive board, the President, and
a representative from each social fraternity. This
Council formulates and administers general
regulatory policies by which fraternities must abide.
It serves as the representative of the social fraternal
groups to the student body, the College, and the
community of Gettysburg. During the school year
the IPC sponsors a variety of campus social and
community service activities.
158
Panhellenic Council
Important responsibility for governing the sorority
system at Gettysburg College is assumed by the
Panhellenic Council, to which each sorority elects
two student representatives. This Council establishes
and enforces the Panhellenic "rush" regulations and
functions as a governing body in matters involving
sororities and intersororit)' relations.
Programming and Student
Activities
In addition to the programs sponsored by the
Student Activities Council and College Union staff,
the College offers many other major activides which
are sponsored by campus groups. Among these are
the Performing Arts Committee and Convocadon
Committee, as well as various dramatic and musical
organizations.
The Lecture Program, sponsored by a faculty lecture
and performing arts committee, brings well-known
scholars and outstanding figures in public life to
campus each year. In this way, the College extends
the student's view beyond the confines of the College
community. In addidon to the general lecture series,
the following special lectures are given regularly.
The Robert Fortenbaugh Memorial Lectures :
An endowment provided by Clyde E. (Class of 191 3)
and Sara A. Gerberich supports a series of lectures
and other programs in the Department of History.
Each year an authorit) on the Civil War period has
lectured on a topic related to those years. These
public lectures are presented in November to
coincide with the anniversary of Abraham Lincoln's
Gettysburg Address.
Musselman Visiting Scientist A fund provided by the
Musselman Foundation in honor of Dr. John B.
Zinn, former chair of the chemistry department,
supports an annual three-day visit by a renowned
scientist to the chemistry department.
Stuckenberg lecture: A bequest from Mary G.
Stuckenberg in memorv' of her husband, the Rev. J.
H. W. Stuckenberg, enables the College to sponsor a
lecture in the area of social ethics.
Bell Lecture: A fund from the estate of the Rev. Peter
G. Bell (Class of 1860) was given to the College to
establish a lectureship on the claims of the gospel
ministry on college men. The main object of this
fund is "to keep before the students of the College
the demand for men of the Christian ministry and
the condition of the age qualifying that demand."
Norman E. Richardson Memorial Lectureship Fiind:
A fund established to commemorate the outstanding
contributions made to the College by Norman E.
Richardson, Professor of Philosophy, from 1945 to
1979, supports each year an event that stimulates
reflection on inter-disciplinarv' studies, world
civilization, the philosophy of religion, values, and
culture.
The Henry M. Scharf Lecture on Current Affairs: A fund
provided by Dr. F. William Sunderman (Class of
1919) in memory of Henry M. Scharf alumnus and
member of the College's Board of Trustees from
1969 to 1975, is used to bring a recognized authority
or scholar to the campus each year to speak on a
subject of timely interest.
The College encourages students to experience and
to participate in various perfonning arts and
provides an opportunity for those with special talent
to develop and share that talent.
Performing Arts Committee: Each year recognized
professional groups and individuals present to the
campus performances of dance and drama, as well as
vocal and instrumental music.
The Gettysburg College Choir: It appears at special
services and concerts on campus. Each year it makes
a concert tour, presenting concerts in churches and
schools. Choir members are selected on the basis of
ability, interest, and choral balance.
Chapel Choir: During the year it performs at chapel
services, special services, and concerts. Members are
selected on the basis of ability and willingness to
meet the rehearsal and service requirements.
Band: The "Bullet" Marching Band begins its season
with a band camp in preparation for performances at
football games, festivals, and parades. At the
conclusion of the marching band season, the College
Symphonic Band begins its rehearsals. In addition to
home concerts, there is an annual tour through
Pennsylvania and neighboring states.
The offering of small ensembles remains a vital
segment of the overall instrumental program.
Clarinet choir, brass ensemble, jazz ensemble and
others are open for membership to band members
and meet on a weekly basis.
lijy
Gettysburg College/Community Chamber Orchestra:
The orchestra performs concerts throughout the
academic year. Membership is open to all students
who have the necessary proficiency. Auditions are
held at the beginning of each school year.
The Sunderman Chamber Music Concerts: The
Sunderman Chamber Music Foundation, established
by Dr. F. William Sunderman (Class of 1919) to
"stimulate and further the interest of chamber music
at Gettysburg College," each year sponsors important
campus performances by distinguished and
internationally-recognized chamber music groups.
The Owl and Nightingale Players: Each year this
distinguished group of performers stage three major
productions under the leadership of the College's
theatre faculty. The program is a varied one: each
four-year cycle usually includes plays by Shakespeare,
Shaw, Moliere, and O'Neill, as well as Broadway
musicals and works by contemporary dramatists. All
productions are offered in the handsome 245-seat
Kline Theatre which features a thrust stage and is
located in Brua Hall.
Laboratory Theatre: Lab Theatre produces a dozen
one-act plays each year, many of which are new and
some of which are the work of campus playwrights.
All works are given in the exciting Stevens
Laboratory Theatre in Brua Hall, where the seating
can be rearranged to provide staging in the round,
thrust, profile, and frontal, hi addition, senior
theatre arts students utilize the theatre for staging
thesis productions for their major.
Otherstage: In addition to sharing the facilities of the
black box Stevens Theatre, this troupe performs its
short plays at other areas both on campus and in the
community. Their work encompasses lunchtime
theatre, street theatre, and children's theatre.
In each of the theatre groups, students are afforded
the opportunity of gaining experience in all areas of
theatre, from acting and directing to scene design,
lighting, and costuming.
Gettysburg Theatre Festival: Now in its twenty-second
season of offering cultural stimulation as well as
refreshing entertainment to both campus and
community, the Gettysburg Theatre, with its
company of professional performers, provides the
focus for the Theatre Practicum. These are college
credit courses: students herein enrolled serve in
supporting roles and assist in the technical aspects of
the Theatre's life. The company offers an interesting
balance of modern classics, Broadway and off-
Broadway hits, and avant garde works not generally
performed in summer theatre. All works are
performed in the air-conditioned Kline Theatre. In
addition, the company operates a Theatre for
Children, which offers a series of hoixr-long plays for
young people on the lawn adjacent to Brua Hall.
Artist-in-Residence: During the year, the College invites
professional performing artists to the campus for
one-month residencies. Drawn from music, theatre,
dance, and fine arts, the artists-in-residence work
with interested and talented students in workshops as
well as in rehearsals and, ultimately, in performance.
Campus Communications
Every community needs to keep its members in
contact with each other and with the rest of the
world. On the Gettysburg campus, student
communication media not only inform the members
of the commiuiity, but also afford students an
opportunity to express their ideas effectively and to
learn the practical necessities of producing
newspapers, radio broadcasts, magazines, and
yearbooks.
The Getty sburgian: The College newspaper is staffed
completely by students who are responsible for
editing, feature writing, news writing, layout,
personnel management, subscription management,
and circulation. This weekly newspaper carries news,
feature articles, and editorials concerning activities
on and off campus.
The Mercury: The poems, short stories, and
illustrations published in The Mercury are contributed
by students. The student editorial staff encourages
creative writing within the campus community.
The Spectnim: A pictorial essay of life on campus is
featured in the College yearbook. Staffed by
students, the yearbook offers the opportunity for
creativity in design, layout, photography, and
writing. The Spectnim covers the full academic year,
including commencement weekend. It is mailed to
graduating seniors and offered to underclass
students early in the fall semester.
WZBT: The College radio station (91.1 megacycles)
has been the voice of the campus for many years.
WZBT operates as a noncommercial, educational FM
IbU
radio station over the public airwaves and under
FCC regulations. The station is student staffed and
broadcasts a variety of programs from its fully-
equipped studios. WZBT is organized like a
professional radio station and offers positions for
announcers, disc jockeys, newscasters, engineers,
and music librarians, as well as jobs in production,
continuity, and advertising. A student executive
committee supervises the daily operation of the
station, and a Board of Overseers composed of
students, facult\' members, and administrators
establishes general policy for the station.
Other Activities
Debate Society: The Debate Societ)' is committed to
developing reasoning and argumentative skills
through intercollegiate debate as well as through the
sponsoring of campus forums and discussions.
Student members offer workshops in reasoning and
argument, and volunteer their services as
moderators, devil's advocates, and discussion leaders
for various campus organizations.
Student Activities Council: The Student Activities
Council provides the leadership for organizing and
promoting a variety of student-initiated activities on
campus and has a primary role in the programming for
special weekends such as Homecoming and the Fall
Family Weekend. It also functions as a programming
board by supporting and coordinating the programs
and activities of other campus organizations.
Membership is open to all interested students.
Opportunities for students to pursue their special
interests also exist through the long list of campus
clubs and organizations. The list includes Amnesty-, Art
Society, Bicycling, Black Suadent Union, GCTV, GECO
(Gettysburg Environmental Concerns Organization),
Rugby Club, and International Club. Various other
opportunities are available in departmental and
professional clubs and honorary societies.
Career Services
The Career Services Office at Gettysburg College
helps Gettysburg students make informed career
decisions, and then act effectively with regard to
those decisions. Career Services also seeks to
promote an active interest in Gettysburg College
students among organizations and individuals
beyond the campus community.
The process of developing a career during the
college years is implemented through several
activities, each essential to the ultimate success of the
individual. These essential activities are self-
assessment, career exploration, experiencing career
alternatives, and the actual implementation of the
job or graduate school search. Ideally, initial
discovery and expansion of interests and skills occurs
during the first year, when exposure to the many
facets of college life begins. More focused self-
assessment might begin as students contemplate the
career implications of their choice of an academic
major during the sophomore year. During the junior
year and the summers immediately before and after,
students may develop a more precise knowledge of
and interest in a particular career field, perhaps
through a summer job, internship, or volunteer
experience. Plans for the actual job or graduate
school search, which can take place throughout
senior year, may begin to be made at this time.
The Career Services Office assists students with all of
these career development phases. We help students
assess their skills, interests, and values, match these to
the career fields most appropriate to them, and then
train students in how to conduct an effective job or
graduate school search. Since most individuals will
change jobs and even careers a number of times
during the course of their working lives, this kind of
background and training will be useful in the future.
Individual career counseling for students is always
available with our professionally-trained staff A
special First Step Session workshop, an interactive
computer program (DISCOVER), and informafion
on the career paths of various academic majors at
Gettysburg are available to students beginning to
conduct career self-assessment. Our Career Library
is stocked with books, monographs, and directories
which provide students with up-to-date information
on possibilities within the world of work. A special
resource at Gettysburg is the Gettysburg Alumni
Information Network (GAIN), a group of alumni
Ibl
who have volunteered to provide our students with
career information, and who are readily accessible to
our students. Career Coffee Hours, which bring
alumni of various academic majors back to campus
to talk with students, are hosted throughout the year.
We also host a Graduate School Day during which
students meet with representatives from a variety of
professional and graduate programs, and a Social
Change & Community Service Career Fair for
students interested in careers in those areas.
To help students conducting a serious graduate
school or job search, the Career Services Office
offers workshops on "Resume Writing", "Effective
Interviewing", "Summer Jobs", "The Art and Science
of Job Hunting", and "Graduate School Search
Techniques." We also have an active on-campus
recruiting program, as well as three large off-campus
job fairs.
Career Services also conducts a follow-up study of each
graduating class to learn more about post-graduate
experiences. Over the past several years, our career
services students have pursued a wide range of post-
college occupations, including accoimtant, teacher,
management trainee, research technician, marketing
representative, account executive, budget analyst,
financial planner, congressional aide, personnel
assistant, social worker, and assistant editor. Graduates
also pursue advanced study in fields such as physical
therapy, athletic training, law, medicine, religion,
psychology, genetics, college administration,
international affairs, and politics. Examples of
organizations where graduates obtained employment
were Arthur Andersen & Co., Federal Government,
Deluxe Check Printers, March of Dimes, Sports
Medicine Association, U.S. House of Representatives,
Pmdential, Merck & Co., TRW, and AETNA Life &:
Casualty. Examples of educational institutions
attended include Boston College, Tufts University,
Georgetown University, Pennsylvania State University,
Dickinson School of Law, Johns Hopkins University,
and Rutgers University.
The process of getting a job, which is only one part
of the whole career development process, takes
intelligence and planning, and each individual
student at Gettysburg must learn it at his or her own
pace, and with individual questions in mind. We
have the resources and professional expertise to help
students, and encourage them to visit us at any point
in their college careers.
Health Center
The Gettysburg College Health Center is dedicated
to the delivery of personalized primary health care.
The health center contains both health and
coimseling services in order to maintain both
physical and emotional well-being. Illness care and
health promotional activities are possible through
the inclusion of a wellness model for health care.
Wellness can be defined as an ongoing process of
personal involvement in life-style behavior that
promote physical, emotional, intellectual, and
spiritual well-being. Students are encouraged to take
an active role in their health care by making
appointments at the health center and becoming
more-informed health care consumers.
The health center maintains a strict policy of
confidentiality. Only with the patient's written
consent can any health record or health-related
information be shared outside of the health center.
The contents of the health record are not
incorporated into the official college record.
Gettysburg College has an HfV/AIDS policy which
covers students, faculty, staff, and administration. The
purpose of this policy is to support the confidential
needs of the individuals with HFV/AIDS, as well as
maintain the safety of the campus community. Copies
of this policy, which is reviewed annually, are available
in the Student Handbook and the personnel office.
Student Health Services
The Student Health Services component of the
health center offers a variety of illness, wellness, and
health educational services for students. The
professional staff includes adult and family nurse
practitioners, family physicians, registered nurses,
medical assistants and an administrative assistant. All
of these individuals specialize in college health-
related issues. The nurse practitioners are registered
nurses with advanced training and certification in
the assessment, diagnosis, and treatment of minor
acute and stable chronic illness. Together, the health
care providers offer the following health services:
— ^Assessment and treatment of minor acute illness
(colds, flu, sprained ankles, etc.)
— Maintaining stable chronic illness (such as
diabetes and asthma)
— Immunizations (Tetanus, MMR)
Ib2
— Allerg)' injections
— Women's health care (PAP smears and treatment
of vaginal infections)
— Contraceptive services
— Health education
— Weight management
— Stress management
— Exercise recommendations
— Athletic physicals
— Nutrition guidance
A limited number of in-house laboratory evaluations
can be performed (throat and urine cultures, mono
and pregnancy tests) during a health visit. The cost
of the visit to the health center for evaluation, some
lab work, and some medications, is covered by
tuition and fees. Any additional lab work,
immunizations, x-rays, medications, ER visits, or
phvsician referrals are the financial responsibility of
the student. All students are strongly encouraged to
have health insurance coverage. An accident
insurance policy covers all students after their private
insurance stops, but does not include x-rays or
hospitalizations for non-accident-related illnesses.
Health historv' and physical examination forms are
required for each new student prior to registration.
All students must have the following immunizations:
1) tetanus immunization within 10 years; 2)
tuberculin skin test within one year; 3) measles,
mumps, and rubella (MMR) at 15 months and
second booster (since 1980) before entering college
and/or documented immune titre.
All patients are seen in the health center by
appointment only. Walk-in services are for minor
emergencies. For after-hours health care
emergencies, students are encouraged to go directly
to the Gettysburg Hospital Emergency Department,
conveniently located six blocks from campus.
The importance of the provision of health education
and wellness information to individual patients and
small groups cannot be overstated. Student groups
are actively involved in the policy-making and
outreach efforts of the health center to better
integrate vital health information into the campus
communitv.
Counseling Services
W'ith the goal of promoting the emotional well-being
of all members of the Gettysburg College
Communitv, the counseling services staff located in
the health center, offers a number of services and a
wide variet)' of programs. These activities are
concerned with helping students grow to become
effective, self-directing adults. This goal is achieved
through teaching students the skills necessary to deal
with their personal problems and feelings so that
they can benefit as much as possible from their
educational experience.
Through individual counseling, the College's
professional counselors work with students in a
confidential relationship, teaching them how to
approach their problems and how to resolve them.
Some of the types of things students talk to
counselors about are their morals and values,
academic pressure, study habits, concerns about
their sexuality, relationship issues, drug-related
issues, problems with friends and roommates, their
goals and plans, difficulties at home, feelings of
depression and lack of motivation, and how to
become the kind of person they want to be. While
much coimseling involves solving problems and
changing, its focus is often simply helping a student
to better understand himself or herself.
The College, through the counseling services,
provides the campus community with a program of
alcohol and drug education which includes
prevention programming, help for problem users,
group support for recovering persons and for adult
children of alcoholics, and awareness presentations.
Campus health education is also provided by
CHEERS (College Healthy Environment Education
for Responsible Students), which is made up of
student peer educators. The drug education
coordinator is available to the campus community to
develop and maintain appropriate educational
programs and to coimsel with individuals.
Counseling services also offers a number of topic-
oriented group experiences which teach skills that
students can use to improve their experiences on
campus and to assist them when they leave
Gettysburg. Group experiences that are regularly
offered are designed to teach assertiveness and
communication skills, improve relaxation, enhance
study habits, deal with eating disorders, build self-
esteem and cope with separation. Other group
T^3^
experiences are created based on campus need and
interest. For students interested in self-help, an
audio and video tape library is available in the
counseling office. A wellness resource room, located
in the west end of the health center, contains a wide
variety of health care and life-style pamphlets,
brochures and booklets which are available for
student use.
When appropriate, the counseling services also
functions as an information and consulting service
working with students and others on a variety of
campus programs and projects to promote a healthy
environment. Members of the counseling staff teach,
conduct research, and work closely with the faculty,
administration, and parents on issues of student
concern.
All counseling semce activities are free, confidential,
and available to Gettysburg College students. It is the
desire of counseling staff members that their services
complement the College academic program. It is
also their hope that, for many students, the
counseling service will be an integral part of their
educational experience.
Religious Life and Chapel
Programs
The Gettysburg College Chapel Program offers
students opportunities to grow in the understanding
and practice of their own religious traditions, to
appreciate the religious traditions of others, and to
better understand and integrate the relationship
between faith, reason, and daily life. With attendance
completely voluntary, the Chapel Program attracts
students and faculty members of various religious
backgrounds, provides spiritual nurturing, and assists
in the exploration of religious disciplines.
Corporate worship is an important part of Chapel
offerings. Students from a variety of traditions join
together in worship at Christ Chapel each Sunday.
Led by the College chaplain, the service often
features noted speakers. The Chapel choir offers
anthems and liturgical music, and students often
assist in the worship. In addition to the College
chaplains, a Roman Catholic priest and a Catholic
laywoman are Catholic campus ministers available
for students. Each Sunday evening mass is
celebrated. A Quaker service is held in Glatfelter
Lodge on Sunday mornings, and the Christian
Science community gathers on a regular basis.
Moreover students are also welcomed in the various
churches of the Gettysburg community, and local
ministers participate in chapel worship throughout
the year. Each week there is a Wednesday evening
candlelight communion service in Christ Chapel, a
Thursday evening candlelight mass, and a noontime
Eucharist. A Rabbi is regularly on campus to advise
Hillel, and serve as a counselor to students of the
Jewish faith; he also teaches a course on Judaism in
the religion department.
Student leadership and participation is a key focus of
Chapel ministries. The Chapel programs are
coordinated by the Chapel Council-a voluntary group
of students. Committees of the Chapel Council
include the Worship and Music Committee which
plans services for Christ Chapel, the Lecture
Committee, which sponsors outstanding speakers, and
the Social Justice Committee, which examines a
commitment to peace and human rights issues. Pre-
seminary students meet to support each other while
exploring Church professions. Hillel, a common
interest group for persons interested in Jewish culture,
meets for social activities and a deeper appreciation of
Judaism. The Catholic Campus Ministry meets weekly
to plan programs of interest to Catholic students. The
Inter-Varsity Christian Fellowship and Fellowship of
Christian Athletes meet for fellowship and renewal.
The Lutheran Student Movement is part of the
national organization of Lutheran college students.
Center for Public Service: The Gettysburg Center for
Public Service sponsors service/learning awareness
trips involving students, faculty, and staff Recent
trips have included visits to New York City,
Washington, D.C., Arizona, Nicaragua, Mexico, and
South Carolina, and several Native American
reservations in the Midwest and Arizona.
An active Community Services Program includes
Adopt a Grandparent and Outreach, which involves
students with the aged and mentally handicapped;
Volunteers for Youth and Tutoring; which encourages
students to support youth in the Gettysburg
community; a local Habitat For Humanity chapter;
work with migrant farm workers, recycling and other
opportunities to serve and help people.
164
Athletics
The College has an extensive program of
intercollegiate and intramural athletics for men and
women. It is possible for all students to participate in
some supervised sport; for those with particular
athletic skills and interests, a full array of varsity
teams are available. For all students, the possession
of a College idendfication card guarantees free
admission to all regular season intercollegiate
contests.
Intercollegiate Athletics. Gettysburg College maintains
membership in the National Collegiate Athledc
Association, the Eastern Collegiate Athletic
Conference, and the Middle AUantics State Collegiate
Athletic Conference. In football, Gettysburg
participates in the Centennial Football Conference,
which includes Dickinson College, Franklin and
Marshall College, Johns Hopkins University,
Muhlenberg College, Swarthmore College, Western
Maryland College, and Ursinus College.
The intercollegiate program includes teams for men,
teams for women, and one athletic team for which
both men and women are eligible. The breakdown is
as follows:
AD
Men
Women
Students
FaU
Cross Country
Cross Country
Football
Field Hockey
Soccer
Soccer
Volleyball
Winter
Basketball
Basketball
Swimming
Swimming
Wrestling
Spring
Baseball
Lacrosse
Golf
Lacrosse
Softball
Tennis
Tennis
Track and
Track and
Field
Field
Campus Recreation
The Office of Campus Recreation is dedicated to
complementing the academic goals of Gettysburg
College by providing a variety of recreational
activities for all students, faculty members and staff
members. Programs include intramural sports,
aerobics/fiUiess, sports clubs, and informal recreation.
Intramural sports include a wide range of team,
individual, and dual sports. Team sports include
Softball, flag football, basketball, floor hockey,
indoor and outdoor soccer, volleyball, and three-on-
three basketball. Individual and dual events include
tennis, table tennis, wrestling, swimming, cross
country, golf, home run derby, bench press, mini-
triathalon, and wiffle ball.
FiUiess activities are the fastest growing portion of the
campus recreation program. Aerobics classes held
daily are designed to meet the needs of all students by
offering high impact and low impact classes. Tone and
stretch classes, and aqua aerobics, are also offered.
The sport club program is another growing segment
of the campus recreation program. These clubs are
designed so that anyone of any skill level may
participate. Sport clubs currently active on campus
include men's rugby, men's ice hockey, tae kwon do,
cuong nhu, cycling, boxing, men's volleyball and
women's rugby.
The campus recreation office tries also to provide as
much time as possible for informal recreation.
Activity areas include a swimming pool, basketball
courts, tennis courts, weight room with Nautilus and
free weights, a fitness room with stationary bikes and
stairmasters, and a multi-purpose area within the
Bream/ Wright/ Hauser Athletic Complex for a
variety of recreational activities.
Academic Services and
Information
The Office of Academic Advising, located on the
second floor of the College Union, offers support in
many areas of academic life. Working in conjunction
with the individual student's adviser, the associate
deans assist students in making educational plans and
solving academic problems. In addition, the first year
student orientation and advising programs are
administered by this office. Dean's Lists, academic
deficiencies, withdrawals and readmissions, and
petitions to the Academic Standing Committee are
processed by this office. Peer tutoring and learning
disabilities counseling is also available here.
The Provost of the College, whose office is in
Pennsylvania Hall, handles matters pertaining to
faculty and academic programs. An associate provost
supplies information concerning affirmative action.
The registrar and off-campus study office maintain
information about study abroad opportunities.
lb£)
Intercultural Advancement
The aim of the Office of Intercultural Advancement
(located in the Intercultural Resource Center) is to
promote cultural diversity on campus. The
department's goal is to stress academic excellence
among African American students, African students,
and other groups, and to provide culturally-diverse
programs and workshops. The Intercultural
Resource Center contains materials for genealogical
research for all ethnic groups, with an emphasis on
African American families.
The Dean of Intercultural Advancement coordinates
all programming, functions, and administrative
duties within the department, while the Assistant
Dean provides academic advising to students and
serves on the Academic Standing Committee.
The Center provides math tutoring to African
American, African, and IRC-affiliated students.
Besides achieving academic excellence, students are
encouraged to participate and take leadership roles
in campus activities and clubs.
The Office also encourages students to establish
links with the Gettysburg community. The Center
established MYEI (Minority Youth Education
Institute), which enables minority school children in
grades 7-12 to interact with College students and to
learn about their heritage.
All members of the campus community are encouraged
to participate in culturally-diverse activities sponsored
or co-sponsored by the office with other academic
departments and the Black Student Union.
Financial Aid
Details about financial aid procedures are found in
the Student Financial Aid section of this catalog.
Facilities
Gettysburg College has a 225-acre campus with 60
buildings that provide excellent facilities for all the
College programs. These buildings range from the
original, historic, Pennsylvania Hall (Old Dorm),
constructed in 1837 and listed on the National
Register of Historic Places, to the modern
Musselman Library/Learning Resources Center that
was cited for its excellent design by the American
Institute of Architects.
Academic Facilities
The Library: The College library collection is housed in the
Musselman Library/ Learning Resources Center,
completed in 1981, and in two departmental libraries:
Chemistry in Breidenbaugh Hall and Physics in Masters
Hall. Total collections are approximately 330,000
volumes, 23,000 microforms, 36,000 governmental
publications, 12,000 records, and extensive slide,
filmstrip, and other instructionzd media. The library
subscribes to over 1,400 journals. An automated system
provides users with enhanced access to the library catalog
through computer terminals.
The College's library uses the Interlibrary Delivery
Service which allows Gettysburg College to borrow
materials quickly from 200 academic and research
libraries. The library is able to order and receive
materials from most of these libraries via telefacsimile.
The library also maintains cooperative arrangements with
the Associated College Libraries of Central
Pennsylvania, PALINET (Pennsylvania Library
Network), and the Central Pennsylvania Consortium.
Classrooms, Laboratories:. The following classroom and
laboratory facilities serve the College.
Academic
Special
Building
Departments
Features
Brua Hall
Theater Arts
Kline Theatre
Stevens laboratory
Theatre
Glatfelter Hall
Computer Science
Microcomputer
Economics
laboratories
English
Management
Mathematics
Sociology
Anthropology
McKnight Hall
French
Language
German
laboratory in
Spanish
Musselman Library
Portuguese
Schmucker Hall
Art and Music
Art Studios, gallery,
extensive slide
collection, recital
hall, practice rooms
Weidensall Hall Classics
Education
History
Philosophy
Religion
White House
Breidenbaugh
Political Science
Chemistry
Fourier Transform
Infrared, Fourier
Transform NMR, UV-
visible and Gas
Chromatograph- Mass
Spectrometers,
research laboratories,
library
166
Masters Physics
McCrearv
Observatory
Biology
Psychology
Hatter Planetarium,
optics laboratory
Plasma physics
laboratory, library
Electron microscopes,
research laboratories,
greenhouse, acquarium
room, herbarium
Sixteen-inch Casse-
grain telescope
Computing Services
Computer Labs: Glatfelter Hall houses four computer
labs that house a total of 31 MS-DOS personal
computers, 9 NeXT workstations, and 21 Apple
Macintosh computers. In addition, there are 10 IBM
personal computers and 16 Apple Macintosh
computers on the second floor of Musselman Library.
Laser printers are available in Glatfelter Hall and
Musselman Library for student printing. For the
research needs of faculty members and students, a VAX
6210 and a SUN 4/690 server allow students to access
mainframe applicatiotis. A variety' of educational and
course-related software packages are available in all
public computing labs through the campus network.
Computer Network on Campus: The College has
completed the initial phase of its computer network
that will electronically link all academic campus
buildings and the residence halls. The new network
will provide state-of-the-art data communications
capabilities for the more than 2,500 students, faculty
members and staff members. The campus is linked to
Internet and Bitnet which allows communication and
information sharing between computers on the
Gettysburg College campus and thousands of
computers across the country and throughout the
world. Network connectivity allows sharing of vast
amounts of data, and collaboration between students,
members of the faculty, and others at different
institutions. The campus network also provides access
to the library's card catalog system. By use of
Internet, users also have access to libraries in the
United States and in many foreign countries.
Computer Store: Computing Services sells computing
hardware and peripherals to students, faculty members,
and staff members of the College at educational prices,
which result in discounts of up to fifty percent off
suggested retail prices, through the College store. The
store carries machines from the Apple and IBM lines,
as well as NeXT computers. The store also sells
printers, diskettes, and other peripheral equipment.
Computer Training: Computing Services provides a series
of training sessions throughout the year for sntdents,
faculty members, and staff members on hardware,
software, and networking. These sessions are free.
Topics range from "Introduction to WordPerfect" to
"Spreadsheet Concepts" to "Creating Dynamic Resumes.
A help line for students who have comptiting-related
questions is also available. In addition, student
assistants are available in the computing labs at night
and on weekends to answer questions and provide
limited training.
Athletic Facilities
The Bream/ Wright/Hauser Athletic Complex and the
Eddie Plank Student Activities Center contain the
College's indoor athletic facilities. These facilities
include seven regulation basketball courts, four indoor
tennis courts, a 1/1 1 mile chem-turf track, fitness
rooms for training and aerobics, a sports medicine
center, classrooms, and a conference/library room. In
addition, the swimming pool of Olympic dimensions,
located in the College Union, is used for varsity
swimming competition and intramural and
recreational swimming.
Outdoors, the campus offers several athletic field
areas: Musselman Staditim, with the football field and
a quarter-mile cinder all-weather track; a baseball
field; two areas for soccer and lacrosse; Memorial
Field, for women's field hockey and lacrosse; a
women's softball field; and the intramural areas which
contain eight tennis courts, and numerous soccer,
football, and hockey fields. In addition, fourteen
intercollegiate tennis courts are also available.
Student Services
Located near the residence halls are the College
Union, the health center, and Christ Chapel.
Administrative Offices
Pennsylvania Hall, the original College building, after
complete renovation, provides modern offices and
facilities for administrative personnel. Other offices are
in the College Union. The Admissions Office is housed
in Eisenhower House, which served as the office of
General Dwight D. Eisenhower during his years in
Gettysburg.
Other Facilities
On campus is the home of the College President.
College maintenance services are centered in the West
Building. The College owns several houses adjacent to
the campus which are used as offices and as centers
for special programs.
MM
Admission,
Expenses and
Financial Aid
res
Admission Policy
Gettysburg College students come from a wide
variety of backgrounds and secondary school
programs. The College encourages applications from
students of differing ethnic, religious, racial,
economic, and geographic settings.
The admissions staff encourages applications from
students who have demonstrated a capacity for
academic achievement, responsiveness to intellectual
challenge, eagerness to contribute their special
talents to the College community, and an awareness
of social responsibility. Such persons give promise of
possessing the ability and the motivation which will
enable them to profit from the many opportunities
that the College offers.
Since the competition for admission is highly
competitive, the admissions staff gives careful
consideration to each application. Its decisions are
based on three categories of evidence described below.
Evidence of high academic achievement as indicated by the
secondary school record. The College considers grades
in academic courses, quality and distribution of
subjects, and rank in class as highly significant parts
of the applicant's credentials. Participation in
accelerated, enriched, and advanced placement
courses is desirable. The College regards superior
facility in the use of the English language and an
understanding of fundamental mathematical
processes as essential to a successful college
experience. It also assumes graduation from an
approved secondary school.
Evidence of ability to do high quality college ivork as
indicated by aptitude and achievement test results. The
Scholastic Aptitude Test (SAT) of the College Board or
the test results of the American College Testing (ACT)
program are required of all candidates. Applicants
submitting the SAT should ensure the reporting of the
subscore of the Test of Standard Written English
(TSWE), since those results are used for placement
purposes in English. Achievement tests are suggested,
but not required, to complete an application.
Evidence of personal qualities There is high interest in
individuals of character who will contribute in
positive ways to the College community. Such
contributions should be appropriate to the talents of
each student, whether these be leadership in campus
programs, involvement in the welfare of others,
expression of artistic creativity, or the quiet pursuit
of scholarly excellence. In estimating such qualities,
the College relies on what students say about
themselves; the confidential statements from
secondary school principals, headmasters, and
guidance counselors; and on personal appraisals by
its alumni and friends. Essentially, any evidence of in-
depth involvement in secondary school activities
and/or participation in community affairs (especially
volunteer services) is favorably considered in the
final decision-making process.
Admission Procedure
Students interested in Gettysburg College should
submit an application during the fall of their senior
year and no later than February 15. A nonrefundable
fee of $35 must be sent with the application.
Although not required, a visit to the campus and an
interview with a member of the admissions staff is
strongly recommended. Students considering a major
in art, music, or physical education should make their
interest known when requesting an interview, so that
arrangements can be made for an appointment with
a member of the department concerned. Seniors
should plan their visits before February 1 and juniors,
after April 1 .
Offers of Acceptance
Early Decision. Students for whom Gettysburg is a first
choice are strongly encouraged to apply for Early
Decision admission. The application will be
considered between November 15 and February 1 of
the senior year. Those students accepted under this
program are obligated to enroll at Gettysburg College
and to withdraw applications submitted to other
institutions. Notification of the decision on admission
will be made between December 15 and February 15.
Payment of a nonrefundable advance fee of $200 is
required to validate this offer of acceptance.
Although the Early Decision applicant should take
the SAT in the junior year, scores from the
October/November testing date of the senior year
will also be considered. Those students submitting
applications for Early Decision who are not offered
acceptance at that time will automatically be
considered for Regular Decision admission upon
receipt of subsequent semester grades and test scores
from the senior year.
Regular Decision. To be assured of maximum
consideration, students must present applications by
February 15. Most offers of acceptance will be
iby
announced by early April after the receipt of
November, December, or January SAT results and
senior year first semester grades. Results for the SAT
or ACT taken prior to the senior year may be used to
satisfy test requirements.
Payment of a nonrefundable advance fee of $200 is
required to validate the offer of acceptance. Since
Gettysburg College subscribes to the principle of the
Candidate's Reply Date, students have until May 1 to
make their decision and pay the advance fee.
Students offered acceptance under either Early
Decision or Regular Decision admission are expected
to maintain their academic record, pass all their
senior courses, and earn a secondary school diploma.
Admission with Advanced Credit and Placement
Students who have taken college-level courses in
secondary school and wish to be considered for
advanced credit or placement must take advanced
placement tests of the College Board. All entering
students who submit a score of four or higher on
these tests shall receive two course credits for each
tested area toward the 35-course graduation
requirement, with the exception of the Mathematics
Calculus AP examination, for which one course
credit shall be given. Students submitting a score of
three may receive, at the discretion of the
appropriate department, credit or advanced
placement. Course credit for advanced placement
will be lost if a student takes the equivalent course at
Gettysburg. Students who have completed advanced-
level or honors courses may be considered for
advanced placement.
Those high school students who have taken regular
courses at the college level in regionally-approved
junior or senior colleges may receive credit for these
courses if there has been no duplication of high
school units and college credits. This credit must be
approved by the chairperson of the academic
department involved.
Gettysburg College recognizes the quality of the
International Baccalaureate (IB) Diploma in the
admissions process. In addition, the College awards
two course credits in each subject area for Higher
Level examination scores of five or higher. Credit for
a Higher Level score of four will be given at the
discretion of the department.
See the section on Residence Requirements and
Schedule Limitations for information about the
planning of the academic program of students who
plan to complete their graduation requirements in
less than four full years.
Admission of Transfer Students
A transfer student may be admitted at the beginning
of any semester. He or she must present a regular
application, including secondary school records and
SAT or ACT results, and an official transcript from
all colleges and universities attended. All transfer
students must be entitled to an honorable dismissal
without academic or social probation from the
college from which they transfer and must be
recommended for transfer by the Dean of the
college previously attended. A transfer candidate is
expected to visit the campus for an interview.
Gettysburg College requires sound academic
performance in previous college work for students
who seek admission as a transfer student. Credit is
granted for individual courses passed with a grade of
C or better at approved institutions, provided that
these courses fit reasonably well into the Gettysburg
curriculum. Academic credit for courses transferred
is granted tentatively until the student has
satisfactorily completed one year of work at
Gettysburg College. All transfer students must satisfy
all requirements for the degree for which they are
candidates.
Admission as a Special Student
A high school graduate, not a candidate for a
degree, may apply for admission as a
nonmatriculated student. Normally, such a student
may enroll in a maximum of two courses. Permission
to take more than two courses must be secured from
the Provost.
Taking courses as a special student requires
permission of the instructors of the courses involved,
as well as filing an application for special student
status with the admissions office. A special student
who may later wish to become a candidate for a
degree must submit an application under regular
admissions procedures. Special students have the
same classroom duties and privileges as regular full-
time students, but no promise is made in advance
that the special student will be admitted as a
candidate for the degree.
170
Comp rehensive Academic Fee Plan
Gettysburg College charges a comprehensive
academic fee covering the two semesters of the
academic year. NOT included in this fee are books
and supplies, some private lessons in music, and
optional off-campus courses.
Payment of the comprehensive fee entides a student
to register for and receive a grade in a total of 36
course credits and in the required quarter courses in
Health and Physical Education (HPE). Students may
enroll in five courses during any semester without an
extra charge. Three required HPE quarter courses
may be taken without charge at any time.
The fee applies to each full-Ume student. For
purposes of the comprehensive academic fee, a full-
dme student is one registering for at least three, but
not more than five, courses per semester (except for
required HPE quarter courses) . Any additional
course registration beyond five requires additional
charges of $1,550 per full course or $390 per quarter
course. Majors in Health and Physical Education and
Music may take some quarter courses above the five-
course limit at no additional charge (see the
departmental listings for details). Part-time
matriculating students will be charged $1,950 per
course.
1992-93 Fees
Comprehensive Academic Fee $ 17,650
Board
College Dining Hall 20 meals per week $ 1 ,895
(Rates for reduced meal plans of 7, 10,
and 14 meals per week are available
from the Business office)
Room Rents
Costs for all College living facilities $ 1 ,920
Single room $ 2,700
Apartment $ 2,500
Estimate of Total Expenses for an Academic Year
Comprehensive Academic Fee $ 17,650
Board $ 1,895
Residence Hall Room $ 1,920
Books and Supplies $ 500
$ 21,965
This tabulation does not include personal expenses
such as clothing, laundry, spending allowances,
fraternity dues, and transportation.
Special Student Fees
Any student who is not a candidate for a degree will
be charged at the rate of $1,550 per course or $390
per quarter course.
Board Policy
First year students must participate in the full board
plan (20 meals per week). All students living in the
College residence halls are required to participate in
at least the seven-meals-per-week plan.
The following exceptions apply:
- Those living in apartment-style residence halls.
- Those living off-campus or at home.
- Those who are roommates of Residence
Coordinators.
Housing Policy
All first year students are expected to room in the
College's residence halls, and preference is given
them in securing dormitory space. Fraternity
housing is available to students following their first
year. When the residence halls have been filled,
permission for off-campus housing may be granted
to a limited number of students who have applied
through a procedure administered by the Dean of
College Life. Students who have withdrawn from the
College and are approved for readmission or who
are returning from off-campus study are expected to
occupy any vacancy which may exist in a College
residence hall.
Payment of BiUs
Checks should be made payable to Gettysburg
College and sent to the Accounting Office,
Gettysburg College, Gettysburg, PA 17325-1483 by
the dates oudined below.
The College operates on a two-semester calendar. An
itemized statement of charges for each semester is
mailed approximately one month before the
payment due date. First semester charges are due on
August 1 ; second semester charges are due on
December 10. The College has an optional monthly
payment plan which runs from June 1 to March 1
(see Payment Plans).
Delinquent accounts unll be subject to a late payment charge
at the rate of 1% per month. This late charge will be
waived for Guaranteed Student Loan amounts
processed by the College prior to due dates for
payments. Students and parents are responsible for
collection costs on any accounts placed for collection.
171
The advance payment of $200 made under either
the Early or Regular Acceptance plans is credited to
the reserve deposit account. While the student is
enrolled, this non-interest-bearing account remains
inactive. The reserve deposit is activated after the
student graduates or withdraws from school. At that
time, reserve deposit funds are transferred to the
student's account receivable to satisfy any unpaid
bills, including room damage, fines, lost library
books, NSF checks, unpaid phone bills, unpaid
College store charges, etc. After applying the reserve
deposit to the student's account, if a credit balance
exists, it will be refunded or credited against a
college loan.
Every continuing student in the College is required
to pay $200 by March 1st, which will be applied
toward the student's first semester College bill in
June. No refunds of this fee will be made after the
date of Spring Registration.
Veterans' Administration Benefits
Gettysburg College has made the necessary
arrangements whereby eligible veterans, dependents,
and members of the military may receive monthly
payments from the Veterans' Administration in
accordance with the appropriate laws and
regulations. Students requiring any forms to be
completed by the College concerning these benefits
should contact the Office of the Registrar.
Payment Plan
The College has an optional monthly payment plan for
those who wish to make installment payments over a
ten-month period. The first installment is due June 1.
There is a $35 non-refundable fee for enrollment in
this plan. Contact the Accounting Office for details.
There are other privately-operated payment plans,
some of which include certain insurance coverage.
The College is most familiar with Knight Tuition
Payment Plans, 855 Boylston Street, Boston, MA
021 16. Information about these plans is mailed to all
new students.
Refund Policy
A student who withdraws from the College will be
entitled to a refund according to the schedule below.
The date of withdrawal will be the date the student
has filed the completed withdrawal form with the
Office of Academic Advising.
Comprehensive Academic Fee.
1 to 14 days after registration 80%
15 to 21 days after registration 60%
22 to 28 days after registration 40%
29 to 35 days after registration 20%
Over 35 days after registration none
Room none
Board Prorated Weekly
Optional insurance is available through A.W.G.
Dewar, Inc., which supplements the College's refund
for a student who withdraws as a result of a serious
illness or accident.
Required Withdrawal for Disciplinary Reasons
A student who is required to withdraw for disciplinary
reasons will forfeit all fees (except board, if refund
requirements are met) which he or she has paid.
If a student or the student's parents or guardian feel
that the individual circumstances of the student
warrant an exception to the refund policy, an appeal
may be made to the Treasurer, Gettysburg College.
Reduction of financial aid obligations and advances
will receive priority in the payment of refunds. The
unused reserve deposit balance will be refunded
approximately six weeks after the student's
graduation or withdrawal, provided that the student
has no outstanding loans or debts to the institution.
College Store
The College store is operated on a cash. Master
Card/Visa, or College charge basis. Students may
charge books, supplies, and miscellaneous items. A
student's balance must not exceed $500. College
charges must be paid within 20 days. Unpaid College
store charges will be added to the student's account
receivable and be subject to a 1 % late payment charge.
Accident Insurance
Upon payment of the Comprehensive Academic Fee,
each student receives coverage under an accident
insurance policy. Information concerning the
coverage provided by this insurance is made available
at the time of registration or in advance if requested.
Personal Property Insurance
The College does not carry insurance on personal
property of students and is not responsible for the loss
or damage of such property. Students are encouraged
to provide their own personal property insurance.
172
Student Financial Aid
Although charges made by colleges and universities
have risen sharply in recent years, the fact remains
that in most institutions the fees paid by a student or
a student's parents cover only a portion of the total
cost of a student's education. In private institutions
the remainder comes from endowment income and
gifts from sources such as alumni, businesses,
foundations, and churches.
Gettysburg College recognizes the primary
responsibility of the student and his or her parents to
provide as much as possible toward the total cost of
the student's college education. Since an education
is an investment which should yield lifelong
dividends, a student should be prepared to
contribute to it from his or her own earnings, both
before entering and while in college.
Gettysburg College has a program of financial aid for
worthy and promising students who are unable to
finance their education from personal and/or family
resources. Access to such aid is considered a privilege,
not a right. The qualifications for assistance, in
addition to need, are academic ability, academic
achievement, and promise of contribution as a student
and citizen. The amount of aid in any particular case is
based upon the financial need of the student.
The College participates in the College Scholarship
Service (CSS) and requires all applicants to file pages
1 to 4 of the Financial Aid Form (FAF). All Financial
Aid Forms should be sent to the College Scholarship
Service, Princeton, New Jersey 08541. The College
also requires that enrolled students submit notarized
copies of the parents' and student's most recent U.S.
Individual Income Tax Returns (Form 1040) direcdy
to the Office of Financial Aid to verify income data.
Applicants for admission must submit tax forms when
the $200 admissions deposit is paid, or by May 1.
A prospective student seeking financial aid should
forward pages 1 to 4 of the FAF to the CSS as soon as
possible after applying for admission, but no later
than February 1 . A student already enrolled who has
previously had some form of aid should secure a
renewal application from the Office of Financial Aid
and should request his or her parents to complete
this form. The renewal applicadon should be
forwarded to the CSS no later than March 15.
Financial aid is awarded in the form of grants, loans,
or a combination of these. All financial aid awards
are made for one year only. The Director of
Financial Aid will consider a request for renewal and
will act on the basis of the applicant's record as a
student and campus citizen as well as his or her
continuing financial need.
Satisfactory Progress Guidelines for Renewal
of Financial Aid
A student is expected to maintain an academic record
that will enable him or her to complete the
requirements for graduation in the normal eight
semesters. Any student who falls below the 2.00
minimum accumulative average needed for graduation
will be warned, placed on academic probation, placed
on dismissal alert, or dismissed. Additionally, it is
expected that each student will condnue to make
normal or satisfactory progress toward the completion
of degree requirements. The student who falls below
the following minimum standard is considered to not
be making satisfactory progress and is normally advised
or required to withdraw:
for first year students - 1 .50 GPA and 6 courses
completed
for sophomores - 1.80 GPA and 15 courses
completed
for juniors - 1.90 GPA and 25 courses
completed.
In addition to these minimum standards, a student
on probation must show significant improvement
during the following semester in order to remain at
the College. Normally, a student may not remain at
the College with three consecutive semester averages
below 2.00.
The Academic Standing Committee interprets and
applies these standards on a case-by-case basis at the
end of each semester. Following the decision of that
committee, the Office of Financial Aid may be required
to review the student's progress as it relates to the
renewal of financial assistance for subsequent terms.
The recipients of Stafford Student Loans and other
programs of financial assistance through federally
subsidized Title IV Programs are also subject to
minimum progress standards. In addition, students
who are recipients of grant funds from their home
states are typically required to successfully complete
a minimum of 24 credits per year to maintain
continued eligibility for those grants. Conditions of
those grants are included in the notice to the
student.
1/3
Applications for financial aid, of those students who
demonstrate financial need, are reviewed to
determine eligibility for the following forms of
assistance available from Gettysburg College.
Gettysburg College Grant Awarded to students who, in
addition to financial need, evidence good academic
ability and academic achievement. These grants are
renewable as long as the recipient continues to
demonstrate need, and maintains a sound academic
record. Normally, such grants are combined with
loans and/or student employment in order to meet
the student's financial need. In cases of students who
demonstrate exceptional talent, skills, and abilities,
need may be satisfied entirely with grant funds.
Lutheran College Grant: Awarded to Lutheran
students. In addition to financial need, consideration
is given to academic ability and achievement.
Supplemental Educational Opportunity Grant: A grant
program funded by the Federal Government and
administered by the College. The program is
designed to assist students from low-income families.
Gettysburg College Loan: A loan program made
available by Gettysburg College.
Perkins Student Loan: A loan program funded by the
Federal Government and administered by the
College.
College Work-Study Program: Employment program
funded by the Federal Government and the College.
Grants need not be repaid, but the College hopes
that recipients v«ll recognize that they have incurred
an obligation and will therefore subsequently
contribute as they can to help insure that the
benefits which they enjoyed will be available to
others.
Approximately forty percent of Gettysburg College
students receive financial assistance in some form
from the College. About sixty percent of the
Gettysburg College student body receives aid from
the College or other sources.
Rules governing all types of financial aid are stated in
the Financial Aid Agreement that is enclosed with
the Notification of Financial Aid.
Endowed Scholarships (Grants-in-aid)
Student Aid
All students who apply for financial assistance and
are determined to have financial need will be
considered for these scholarships (grants-in-aid).
Recipients are selected by the College.
Though the College administers scholarships
restricted to members of a particular sex, the
discriminating effect of these awards has been
eliminated in the overall administration of the
financial aid program through use of other funds
made available by the College.
George H. (1949) and Janet L. Allamong Scholarship
Fund: The income from a fund established by George
H. Allamong and Janet L. Allamong is awarded to one
or more worthy and promising students.
Frederic S. Almy, Sr. Scholarship Fund: The income
from a fund created by his son in memory of a man
who did not have the opportunity to attend college;
for a deserving and financially needy student.
Ruth C. Apple Scholarship Fund: The income from a
fund established in honor of their mother by members
of the Apple family of Sunbury, Pennsylvania, to be
awarded to promising but needy students with a
preference to those from Snyder, Union, or
Northumberland Counties in Pennsylvania, especially
those with skills and aspirations in the performing arts.
Richard A. Arms Scholarship Fund: The income from a
fund contributed by the Class of 1924 in memory of
the Chair of the Mathematics Department (1920-
1963) is awarded to a worthy student.
Dr. Joseph B. Baker (1 901) and Rena L. Baker Scholarship
Fund: The income from a fund donated by the
Woman's General League of Gettysburg College is
given to a needy and deserving student in the music
department.
William Balthaser (1925) Scholarship Fund: The income
from a bequest by William Balthaser is awarded to
needy and promising students.
Dr. Ray Alfred Barnard (1915) Scholarship Fund: The
income from a fund provided by Dr. Barnard is given
to a male student from the Central Pennsylvania
Synod who is preparing for the Lutheran ministry.
174
The Rev. Sydney E. Buteman (1887) Scholarship Fund:
The income from the fund is awarded to a needy
ministerial student.
Admiral William W. Behrensjr. Scholarship Fund: The
income from a fund established by the family of
Admiral William W. Behrens (Hon 74) is awarded to
one or more worthy and promising students entering
the final year of undergraduate study and preparing
for a career in public service.
Belt Hess-Quay Scholarship Fund: The income from a
fund provided by Effie E. Hess Belt (1898) in
commemoration of several relatives is awarded as
follows: first preference is given to a member of
Grace Lutheran Church, Westminster, Maryland;
second preference to any other resident of Carroll
County, Maryland who is pursuing theological
studies at the College; and third preference is given
to any deserving student.
Helen A. andjam^s B. Bender Scholarship Fund: The
income from the fund is granted on the basis of
need and ability, preference being given to residents
of Adams County, Pennsylvania majoring in
economics and/or management.
Jesse E. Benner (1907) and Minerva B. Benner Scholarship
Fund: The income from a bequest is used to aid
worthy students, preferably preministerial students.
Burton F. Blough Scholarship Fund: The income from a
fund contributed by a former trustee is used to aid
needy and deserving students.
Jean Aument Bonebrake Presidential Scholarship Fund: A
fund established by Roy Bonebrake (1928) in
memory of his wife, the income of which shall be
awarded to promising and worthy students in need
of scholarship aid, with preference given to students
who possess excepfional academic abilities and
outstanding promise.
Harry F. Borleis (1925) Scholarship Fund: The income
from a bequest is used to assist needy and deserving
students.
Charles E. Bowman (1923) Scholarship Trust Fund: The
income from a bequest to be used to assist needy and
deserving students.
Elsie Paul Boyle (1 912) Scholarship Fund: The income
from a gift by Elsie Paul Boyle is awarded to a needy
and worthy student, preference given to a Lutheran
from Weatherly, located in Carbon County,
Pennsylvania.
Henry T. Bream (1924) Scholarship Fund: The income
from a fund contributed by alumni and friends of the
College in honor of Henry T. Bream, Professor of
Health and Physical Education, 1926-1969, is awarded
to a needy and deserving male scholar-athlete.
Lavem H. Brenneman (1936) Scholarship Fund: The
income from a fund provided by Lavem H.
Brenneman (1936), former Chairman of the Board
of Trustees of the College, and his wife, Miriam, in
honor of their son, James (1950); daughter-in-law,
Mary Jane (1950); granddaughter, Kathleen (1984);
and grandson, Stephen (1987) is to be awarded
annually to needy and deserving students.
Randall Sammis Brush (1973) Memorial Scholarship: The
income from a fund contributed by family and
friends in memory of Randall Sammis Brush is
awarded to a needy and deserving student
particularly proficient in the study of history.
Edward B. Buller (1923) Scholarship Fund: The income
from a fund contributed by the Lutheran Church of
the Good Shepherd, Pearl River, New York, and
friends in honor of the Rev. Edward B. Buller is
awarded to a deserving student, preference being
given to a student from Good Shepherd congregation.
Cambridge Rubber Foundation Scholarship Fund: The
income from the fund given by the Foimdation is
awarded to a qualified male student. First preference
is given to an employee or relative of an employee of
Cambridge Rubber. Second preference is given to a
resident of Adams County, Pennsylvania, or Carroll
County, Maryland.
Dr. Anthony G. Ciavarelli (1913) Scholarship Foundation:
The income from a scholarship established by Dr.
Anthony G. Ciavarelli is awarded annually to a
student (or students) who demonstrates superior
character, industry, serious academic purpose, and
financial need. Preference is to be given to a student
preparing for the medical profession. If there are no
students who demonstrate financial need (who are
preparing for the medical profession), then the
income may be used to aid other students who
demonstrate financial need. If there are no students
who demonstrate financial need, then the College
may use the income for any purpose it determines.
T75^
Class of 1 903, George S. Rentz Memorial Fund: The
income from the fund is used in support of the
College scholarship program.
Class of 1913 Scholarship Fund: The income from the
fund is awarded to a needy and deserving student.
Class of 1913 Scholarship Fund: The income from the
fund is awarded to a needy and deserving student.
Class of 1916 Scholarship Fund: The income from the
fund is awarded to a needy and deserving
sophomore.
Class of 1917 Schmucker-Breidenbatigh Memorial
Scholarship Fund: The income from the fund is
awarded to a needy and deserving student or
students.
Class of 1918 Scholarship Fund: The income from the
fund is awarded to a needy and deserving student.
Class of 1 920 Scholarship Fund: The income from the
fund is awarded to a needy and deserving student.
Class of 1 921 Scholarship Fund: The income from the
fund is awarded to a needy and deserving student.
Class of 1927 Scholarship Fund: The income from the
fund is awarded to a needy and deserving student.
Class of 1 933 Scholarship Fund: The income from a
fund established by members of the Class of 1933 is
awarded to needy and promising students.
Preference is given to students who, beyond
academic and personal qualifications, are
descendants of members of the Class of 1933.
Class of 1936 Scholarship Fund: The income from the
fund is awarded to a needy and deserving student.
Class of 1937 Scholarship Fund: The income from the
fund is awarded to worthy and promising students
who are determined to be in need of scholarship
funds. Preference will be given to students who
intend to enter a field of service focused on
developing greater understanding between our
nation and other parts of the world and majoring in
political science, economics, or history.
Class of 1 938 Scholarship Fund: The income from the
fund is awarded to a needy and deserving student.
Class of 1 939 Scholarship Fund: The fund was
established in honor of past President Dr. Henry W. A.
Hanson and former Dean Dr. Wilbur E. Tilberg. The
income is awarded to needy and deserving students.
The Fmsl M. and Agnes H. Cronlund Memorial
Scholarship Fund: The fund was established in
memory of Ernst Magnus and Agnes HofTsten
Cronlund by their children Ernest and Shirley,
Eleanor, Martin (1929) and Rebecca, Raymond
(1933) and Lillian. The income is awarded to needy
and promising students.
Anita Conner Derry and Thomas James Faulkener
Memorial Scholarship Fund: The income from a fund
contributed by Ellis Derry (1939) and Peggy Derry is
awarded to one or more worthy and promising students
who are determined to be in need of scholarship funds.
First preference is given to the family or descendants of
Anita Conner Derry or Thomas James Faulkener and
then to students majoring in mathematics, computer
science, or physical sciences.
W. K. Diehl (1886) Scholarship Fund: The income from
a fund created by Norman E. Diehl in memory of his
father, W. K. Diehl, D.D., is used to provide
scholarships to needy and deserving students.
Clayt (1 948) and Adele Dovey Scholarship Fund: The
income from a fund contributed by Mr. and Mrs.
Clayton C. Dovey, Jr. is awarded to one or more worthy
and promising students with preference being given to
a needy and deserving scholar-athlete pursuing a
major field of study in biology or economics.
Chris Fbert (1965) Memorial Fund: The fund was
established in memory of Chris Ebert by his father
and mother. The income is awarded annually to a
needy student. First preference is given to a student
who is pursuing a career in teaching or majoring in
mathematics, and/or participating in intercollegiate
wrestling; second preference is given to a student
who is studying for the ministry.
The Charles L. "Dutch " Eby (1933) Scholarship Fund:
The income from a fund established by the family
and friends of Charles L. Eby is awarded to needy
students. Preference is given to students who,
beyond academic and personal qualifications, are
residents of south central Pennsylvania and have
demonstrated leadership ability through active
participation and excellent performance in
extracurricular activities.
17b
Jacob C. Eisenhart arid Rosa Bott Eisenhart Scholarship
Fund: The income from a fund established by the J.
C. Eisenhart Wall Paper Company is awarded to a
deserving Lutheran preministerial student.
The Divight D. Eisenhower Scholarship: Established by
the Eisenhower Society in honor of the thirty-fourth
President of the United States, a former resident of
the community of Gettysburg and a friend and
trustee of the College. The Society is dedicated to the
preservation of the qualities and ideals of Dwight D.
Eisenhower and the contributions which he made to
world peace. The income from the fund is awarded to
needy students who exemplify superior qualities of
honesty, integrity, and leadership. Additional monies
have been contributed to the fund through the R. M.
Hoffman Memorial Scholarship Fund.
Clarence A. Eyler (1880) and Myrtle B. Eyler Scholarship
Fund: The income from a bequest is awarded to a
worthy Lutheran preministerial student.
Annie C. Felty Scholarship Fund: The income from the
fund is given to a needy and deserving student.
H. Keith and Dorothy S. Fischer Scholarship Fund: The
income from the fund is awarded to a first year
student and may be continued up to four years.
Preference will be given to pre-medical students or
students majoring in natural science.
Wilbur H. Fleck (1902) Memorial Scholarship Fund: The
income from a bequest is awarded to a graduate cum
laude of the Protestant faith of the Wyoming
Seminary.
Donald D. Freedman, M.D. (1944) and Richard S.
Freedman, D.V.M. (1973) Scholarship Fund: The
income from the fund is awarded to a junior or
senior, with preference given to students who are
pursuing the study of medicine, dentistry, or
veterinary medicine and participating in varsity
athletics.
David Garbacz (1964) Scholarship Fund: The income
from a fund established by Gerald G. Garbacz and
his family is awarded to students who, beyond
academic and personal qualifications, pursue a
major in economics.
L>r. Daniel F. Garland (1888) Scholarship Fund: The
income from the fimd is awarded to a deserving
ministerial student.
Richard W. Gaver (1966) Memorial Scholarship Fund:
The income from a fund contributed by Dr. and Mrs.
Leo J. Gaver in memory of their son is awarded to a
worthy student, preference being given to a
premedical student.
Gettysburg College Alumni Association Scholarship Fund:
Formerly the Gettysburg College Alumni Loan
Program of 1933, the Gettysburg College Alumni
Association Scholarship Fund was established in
1984. The income from the fund is to be awarded
annually. Preference shall be given to sons or
daughters of alumni in accordance with criteria
established by Gettysburg College.
Loma Gibb Scholarship Fund: The income from a fund
established by the Gibb Foundation in memory of
the Foundation's founder is awarded to needy
students who have demonstrated good academic
ability as well as the willingness to contribute to the
Gettysburg campus community in other ways.
Charles E. and Mary W. Glassick Scholarship Fund: The
income from a fund established by the Board of
Trustees in honor of the President and Mrs. Glassick is
awarded to one or more worthy and promising students.
Dr. and Mrs. James E. Glenn Scholarship Fund: The
income from a fund contributed by J. Donald Glenn
(1923) in memory of his parents is awarded to a
worthy student preparing for the Christian ministry
or the medical profession.
Gordon-Davis Linen Supply Company Scholarship Fund:
The income from a fund contributed by the
Company is awarded to a deserving student.
Grand Army ojthe Republic Living Memorial Scholarship
Fund: The income from a fund donated by the
Daughters of Union Veterans is awarded to a needy
and deserving student, preferably the descendant of
a Union veteran.
The Dr. H. Leonard Green Scholarship Fund: The
income from this fund, established by the family and
friends of Dr. H. Leonard Green, is awarded to
worthy and promising students in need of
scholarship funds, with preference given to students
majoring in religion or philosophy.
Ida E. Grover Scholarship Fund: The income from a
bequest is awarded to a needy and deserving student.
YJT
The Merle B. and Mary M. Hafer Scholarship Fund: The
income from a bequest from the estate of Mary M.
Hafer is awarded to a deserving student, preferably
one preparing for the Christian ministry.
John Alfred Hamme (1918) Scholarship Fund: The
income from a fund given by Mr. Hamme is awarded
to a deserving student.
Marie H. Harshman Scholarship Fund: The income
from a bequest made by Marie H. Harshman is awarded
to a Lutheran student preparing for the ministry.
Preference is given to a student who intends to enroll at
the Lutheran Theological Seminary of Gettysburg.
The Robert W. Hemperly (1947) Memorial Fund: The
fund was established in memory of Dr. Hemperly by
Mr. and Mrs. G. M. Easley. The income is awarded
annually to one or more needy students of high
academic ability and outstanding personal
qualifications, preference being given to a student
preparing for a career in medicine or dentistry.
The Rev. Clinton F. Hildebrand, Jr. (1920) and Mrs.
Clinton F. Hildebrand, Jr. Scholarship Fund: The income
from a fund is used to aid worthy preministerial
students.
Edgar L. Hildebrand (1928) Scholarship Fund: The
income from a fund established by Louis O. Hildebrand
as a memorial to his son Edgar L. Hildebrand is
awarded each year to worthy students of the College.
The Pearl Hodgson Scholarship Fund: The income from
a bequest from Pearl Hodgson to the York and York
County Sub League of the Woman's League of
Gettysburg College and established by the Woman's
League of Gettysburg College in honor of Pearl
Hodgson is awarded annually to needy and deserving
students.
Dr. and Mrs. Leslie M. Kauffman Scholarship Fund: The
income from a fund donated by Dr. Leslie M. (1890)
and Nellie G. Kauffman is awarded to a deserving
student, preference being given to students of
Franklin County, Pennsylvania, or preministerial or
premedical students.
Spurgeon M. Keeny and Norman S. Wolf Scholarship
Fund: The income from a fund contributed by Dr.
Spurgeon M. Keeney (1914) and his son, Spurgeon
M. Keeney, Jr., in honor of the Reverend Norman S.
Wolf is awarded to one or more worthy students.
Hon. Hiram H. Keller (1901) Scholarship Fund: The
income from a bequest by Mr. Keller, a former trustee,
is granted on the basis of need and ability, preferably to
applicants from Bucks County, Pennsylvania.
Alvan Ray Kirschner Scholarship Fund: The fund was
established by Mr. and Mrs. C.J. Kirschner in
memory of their son who lost his life in World War I.
The income from the fund is awarded to two
students, preference being given to applicants from
Hazleton and vicinity.
Klette Scholarship Fund: The income from a fund
established by Dr. Immanual Klette (1939) and
friends in honor of Mrs. Margaret Klette is awarded
to a student (or students) whose activities evidence
an innovative accomplishment and potential in the
promotion of human betterment.
Kathleen M. and Samuel W. Knisely (1947) Scholarship
Fund: The income from a fund established by Dr.
and Mrs. Samuel W. Knisely is awarded to students
majoring in, or intending to major in, biology or
chemistry who show promise for contribtuions to
their chosen field of study.
The Rev. Frederick R. Knubel (1918) Memorial Scholarship
Fund: The income from a fund given by John
McCullough (1918) in memory of his classmate, is
awarded to an outstanding senior ministerial student
who has financial need.
Charles L. Kopp (1909) Scholarship Fund: The income
from a bequest of the estate of Grace Shatzer Kopp is
awarded to one or more worthy or promising
students majoring in the humanities.
Bernard S. Laivyer (1912) Scholarship Fund: The income
from a bequest shall be awarded to needy and
deserving students, preference to be given first to
members or former members of St. Mary's Evangelical
lAitheran Church, Silver Run, Maryland, and second to
members or foiTner members of Evangelical Lutheran
Churches in Maryland and Pennsylvania.
Clarence Gordon and Elfie Lealhertrum Scholarship Fund:
The income from a fund given by the Leathermans is
awarded to a deserving preministerial student.
The Rev. H.J. H. Lemcke(1860) Memorial Scholarship
Fund: The income from a fund given by Ruth
Evangeline Lemcke in memory of her father is
awarded to worthy male students who are graduates
of Pennsylvania secondary schools.
178
Frank M. Long (1936) Memorial Scholarship Fund: The
income from a fund is given in memory of Frank M.
Long to worthy students.
Kenneth C. Lundeen (1966) Scholarship Fund: The
income from a fund established by James and Diana
Topper in honor of Kenneth Lundeen is awarded to
one or more deserving and promising students who
may be in a pre-law curriculum.
The Lutheran Brotherhood Fund for Lutheran Students:
The income from a fund established by The
Lutheran Brotherhood to be awarded to one or
more worthy and promising Lutheran students who
demonstrate financial need.
Charles B. McCollough, Jr. Memorial Scholarship Fund:
The income from a fund provided by Charles B.
McCollough (1916) and Florence McCollough in
memory of their son, and by H. R. Earhart in
memory of his grandnephew, is awarded to one or
more worthy male students.
The Robert McCoy Scholarship Fund: The income from a
fund established by the family and friends of Robert
McCoy is awarded to one or more worthy and
promising students.
William R. McFlhiney (1936) Scholarship Fund: The
income from a fund provided by William R. and
Pauline McElhiney to be awarded annually and to be
divided equally among needy and deserving students
who demonstrate an interest in the College band
and the College choir.
Mahaffie Scholarship Fund: A fund initiated by Ralph
Mahaffie 1922 in honor of his brother James Eugene
Mahaffie 1916, the income of which will be awarded
to worthy and promising students in need of
scholarship funds.
Charles H. May (1904) Scholarship Fund: The income
from a bequest by Mr. May is awarded to deserving
male students from York County, Pennsylvania.
Dr. John F. Meisenhelder (1897) Scholarship Fund: The
income from a bequest by Dr. Meisenhelder is
awarded to a deserving student.
Janes S. Melber (1983) Memorial Scholarship Fund: The
income from a fund established by Theodore W. and
Lucile M. Melber in memory of their daughter is
awarded to worthy and promising students for the
study of music in Great Britain. If such students
cannot be identified, junior or senior music students
may receive the award.
Forrest L. Mercer (1908) Scholarship Fund: The income
from a bequest by Forrest L. Mercer is awarded to a
deserving and needy student.
J. Flsie Miller (1 905) Scholarship Fund: The income
from a bequest by Mr. Miller is awarded to a
preministerial student.
Robert H. Miller (1938) and PaulD. Miller (1940)
Brazilian Scholarship Fund: The income from the fund
will be awarded to one or more worthy and promising
students who are in need of scholarship funds.
Recipients will be selected by the College, and
preference will be given to (1) a Gettysburg College
student who wishes to go to Brazil for a semester or
year of study at an accredited Brazilian federal or
state university; (2) a Brazilian student studying at
Gettysburg College; or (3) a graduating student from
one of the American schools in Brazil who plans to
enroll at Gettysburg College.
Miller-Dewey Scholarship Fund: The income from a
bequest by the Rev. Adams B. Miller (1873) is
awarded to a deserving student.
Rev. William J. Miller (1903) Scholarship Fund: The
income from a bequest by Mary Willing Miller is
awarded to worthy young persons. Preference is given
to students preparing for the Lutheran ministry and
especially to those from Tabernacle Evangelical
Lutheran Church, Philadelphia, Pennsylvania.
Charles D. Moyer (1937) Scholarship Fund: The income
from a fund contributed by Charles D. Moyer, his
family, and friends is awarded to worthy and promising
students in need of scholarship aid. Preference is given
to students who can contribute to the ethnic and
intercultural environment of the College.
Musselman Scholarship Fund: The income from a fund
established by the Musselman Foundation, to be
awarded to a deserving student, with preference
given to sons or daughters of employees of the
Musselman Fruit Product Division, Pet Incorporated.
Albert C. and Linda Neumann Fndowment Fund: The
income from a fund established by Albert C.
Neumann (1964) is awarded to one or more worthy
and promising students, with preference given to
students with an interest in pursuing a career in the
health sciences.
r/y
John Spongier Nicholas (1916) Scholarship Fund: The
income from a bequest by John Spangler Nicholas is
awarded to a member of the junior or senior class of
sterling character and high intellectual ability in the
field of biology, preferably zoology.
Henry B. Nightingale (1917) Scholarship Fund: The
income from the fund is awarded to worthy students
who have successfully completed their first two years at
the College.
Patrick F. Noonan (1965) Scholarship Fund: The income
from the fund established by Patrick and Nancy
Noonan will be awarded to one or more worthy and
promising students who are in need of scholarship
aid. Preference will be given to the student or
students who, beyond academic and personal
qualifications, are majoring in management and
have demonstrated leadership ability through active
participation and excellent performance in
extracurricular activities.
Nellie Oiler and Bernard Oiler Memorial Scholarship Fund:
The income from a bequest by Ida R. Gray in
memory of her daughter and son-in-law is awarded to
a deserving student, preference being given to a
lAitheran applicant from Waynesboro, Pennsylvania.
One in Mission Scholarship Fund: The income from a
fund established by the One in Mission Campaign of
the Evangelical Lutheran Church in America is
awarded to worthy and deserving students, with
preference for students who are Lutheran.
Lovina Openlander Scholarship Fund: The income from
the fund is awarded to needy and deserving students.
Thomas O. Oyler Scholarship Fund: The income from a
fimd provided by Thomas O. Oyler, Sr., and his wife,
Janet B. Oyler, in honor of their children, Thomas O.
Oyler, Jr., Jane A. Oyler, Jerome P. Oyler, William J.
Oyler (1977), and Susan T. Oyler (1985), to be
awarded annually to a deserving Pennsylvania student
whose major is Management or German, with elective
courses in the other field of study.
C. Fugene Painter Scholarship Fund: The income from a
fund established by C. Eugene Painter (1933) is
awarded to one or more worthy and promising
students, with preference given to students majoring
in chemistry.
The Lillian M. and William H. Patrick, Jr. (1916)
Scholarship Award: The income from a bequest by
William H. Patrick, Jr. is awarded on a competitive
basis to students with musical ability.
Hugo Paul Family Scholarship Fund: The income from
a bequest from C. Gloria Paul is awarded to a
capable, needy, and deserving student, to complete
his or her college education.
Willard S. Paul Scholarship Fund: The income from a
fund conuibuted in his honor by friends of the
College on the occasion of President Paul's retirement
and thereafter awarded to a deserving student.
Earl G. Ports (1923) Scholarship Fund: The income
from a fund provided by Horace G. Ports (1925) in
memory of his brother is awarded to a worthy
student, preferably in the field of physics.
Dr. and Mrs. Carl C. Rasmussen Scholarship Fund: The
income from a fund donated by the Reverend Carl
C. (1912) and Alma L Rasmussen is awarded to a
deserving student. Preference is given to a student
preparing for the ministry in the Lutheran Church.
Rev. ClayF. Rice (1911) Scholarship Fund: The income
from a fund established by Minnie Catherine Rice in
honor of her husband. Rev. Clay E. Rice, is awarded
to a student preparing for the ministry.
John S. and Luene Rice Scholarship Fund: The income
from a fund provided by Ellen F. and Luene Rice,
which is to be awarded to students of exceptional
academic ability and outstanding promise of
contributions to the College.
James A. Rider (1942) Scholarship Fund: The income
from a fund established by James A. Rider is awarded
to worthy and deserving students in financial need.
Preference is to be given first to dependents of active
employees of Thermos Industries, Inc., of Raleigh,
North Carolina; second, to students who compete in
intercollegiate athletics; and third, to students who
may be orphans.
Lawrence F. Rosl (1917) Fund: The income from a
fund established by Jeanne Preus Rost in memory of her
husband, Lawrence E. Rost, is awarded to deserving
students, descendants of Charles A Rost, Red Lion, York
County, Pennsylvania, being given first consideration.
T80
Philip P. Rudhnrt Scholarship Fund: The income from a
bequest by Emma Bennix in memory of her brother
is awarded to deservdng male students.
Mary Sachs Scholarship Fund: The income from a fund
established as a memorial to Mary Sachs is awarded to a
needy and deserving student, preference given to a
student in management whose interests aire in retailing.
Charles Samph,Jr. Scholarship Fund: The income from
a fund established by the friends and family of
Charles Samph, Jr. is awarded to one or more worthy
and promising students, with preference given to
students who are involved in the campus Greek
system, in the Reserve Officers Training Corps, and
who major in mathematics.
Andrew C. Schaedler Foundation Scholarship: The
income from a fund established as a memorial to
Andrew C. Schaedler is awarded to worthy and needy
students from Central Pennsylvania who graduated
from a high school located in Dauphin, Lebanon,
Cumberland, York, Franklin, Lancaster, Perry, Mifflin,
Adams, Northumberland, or Huntingdon Counties.
Calvin L. Schlueter Scholarship Fund: The income from
a bequest by Calvin F. Schlueter is awarded to needy
and promising students.
Gregory Seckler (1965) Memorial Scholarship Fund: The
income from a fund given by Mr. and Mrs. J. M.
Arnold, Sr. in memory of Gregory Seckler is awarded
to a deserving student, preference being given to an
English major.
Ralph E. Sentz (1949) Scholarship Fund: The income
from a fund provided by Ralph E. Sentz, loyal
alumnus and member of the Board of Fellows of
Gettysburg College, and his wife, Veronica, to be
awarded annually to needy and deserving students,
preference being given to those with disabilities.
Samuel Shaulis (1 954) Memorial Scholarship: The
income from a fund established by Barry B. Wright
(1955) and the other friends and family of Samuel
Shaulis is awarded to one or more worthy and
promising students, with preference given to
students who, beyond other academic and personal
qualifications, have a special interest in
extracurricular activities.
Joseph T. Simpson/Dwight D. Eisenhower Scholarship
Fund: A fund established by the friends and
colleagues of Joseph Simpson, the income of which
shall be available to worthy and promising students
in need of scholarship aid, with preference given to
those students with exceptional leadership ability.
Edgar Fahs Smith (1874) Scholarship: The income from
a fund provided by Margie A. Smith in honor of her
father, Edgar Fahs Smith, is given to a student
recommended by the Chemistry Department.
Mary Ann Ocker Spital Scholarship Fund: The income
from a bequest is awarded to a qualified male
student.
Edward J. Stackpole Scholarship Fund: The income from
a fund contributed by the friends of General
Stackpole is awarded to a deserving student,
preference being given to a student in American
history interested in the Civil War.
The Rev. Milton H. Stine (1877) and Mary J. Stine
Memorial Scholarship Fund: The income from a fund
provided by Dr. Charles M. A. Stine (1901) in memory
of his parents is awarded to a preministerial student.
Earl K. Stock Scholarship Fund: The income from a
bequest from Earl K. Stock (1919) is awarded to one
or more needy and deserving students.
Bob (1 933) and Betty Stockberger Scholarship Fund: The
income from the fund is awarded to needy and
promising students.
F. Stroehmann Scholarship Fund: The income from a
fund established by the family of F. Stroehmann is
awarded to one or more needy and deserving
students.
Dr.J.H.W. Stuckenberg Scholarship Fund: The income
from a bequest by Dr. Stuckenberg is awarded to a
qualified student.
Surdna Foundation Scholarship Fund: The income from
a gift of the Surdna Foundation is awarded to
students of exceptional academic ability and
outstanding promise of contribudons to the College.
Warren L. Swope (1943) Scholarship Fund: The income
from a fund contributed by Warren L. Swope, a
career diplomat, is awarded to a qualified student,
preference being shown to students of American
parentage who have spent a significant portion of
their pre-coUege years abroad.
Raymond A. Taylor 1937 Scholarship Fund: The income
from a fund established by Dr. and Mrs. Raymond A.
Taylor is awarded to one or more worthy and
promising students.
lor
William J. (1929) and Ruth Krug Thomas (1928)
Scholarship Fund: The income from a fund given by
the Thomases in gratitude for the contribution the
College has made toward the enrichment of their
lives, to be given to worthy students, preferably
English majors.
Colonel Waller K. Thrush Fund: The income from a
fimd provided by the estate of Edna L. Thrush in
memory of her husband, Walter K. Thrush (1919), to
assist a student who is a member of ATO Fraternity
endeavoring in the field of engineering, the recipient
to be chosen by the Trustees of the College.
Robert and Donna Tillitt Scholarship Fund: The income
from a fund established by Mr. and Mrs. Robert
Tillitt is awarded to one or more needy and
deserving students who have an interest in music.
Martin L. Valentine (1912) Scholarship Fund: The
income from a bequest by Martin L. Valentine is
awarded to a needy and deserving student majoring
in chemistry.
Lloyd Van Doren Scholarship Fund: The income from a
fund established by Tempie Van Doren is awarded to
one or more needy and deserving students.
Parker B. Wagnild Scholarship Fund: The income from
a fund contributed by alumni and friends of the
Gettysburg College Choir is given to needy and
deserving music students.
The John G. Walbom (1937) Scholarship Fund: The
income from a fund provided by John G. Walborn is
given to needy and deserving students, preferably
those majoring in economics or management.
The Stuart Warrenfeltz Memorial Fund: The income
from a bequest by Ethel Warrenfeltz McHenry in
memory of her son Stuart Warrenfeltz is awarded to a
worthy young man, preference being given to students
from Funkstown, Washington County, Maryland.
Dr. Rufus B. Weaver (1862) Scholarship Fund: The
income from a bequest by Dr. Weaver is awarded to
deserving students.
The Rev. David Sparks Weimer and Joseph Michael
Weimer/Dwight D. Eisenhower Scholarship Fund: A fund
initiated by Mrs. Ralph Michener, daughter and sister
of David and Joseph Weimer, the income of which
will be awarded to worthy and promising students in
need of scholarship aid.
Senator George L. Wellington Scholarship Fund: The
income from a bequest by Mr. Wellington is awarded
to a deserving Lutheran preministerial student.
Mary F. Werner Scholarship Fund: The income from a
bequest to Gettysburg College from the estate of
Mary E. Werner is awarded to a preministerial
student, with preference given to students from Glen
Rock, Pennsylvania, or York County, Pennsylvania.
Richard C Wetzel Scholarship: The income from a fund
contributed by Richard C. Wetzel is awarded to a
deserving and needy student.
Stella Moyer Wible (1927) Scholarship Fund: The income
from a fund established by Helen A. Moyer is
awarded to worthy and promising students with an
outstanding record of academic achievement.
Bertram M. Wilde Scholarship Fund: The income from a
fund established by members of the family of
Bertram M. Wilde is awarded to worthy and
promising students, with preference given to
students who have demonstrated superior character
and industry as well as diverse interests and active
participation in extracurricular as well as academic
affairs.
Jeremiah A. Winter and Annie C. Winter Memorial
Scholarship Fund: The income from a fund
contributed by Amelia C. Winter in memory of her
parents is granted to a needy and deserving student.
Woman 's League Scholarship Fund: The income from a
fund established by the Woman's General League of
Gettysburg College to be awarded to needy and
promising students.
Barry B. Wright (1955) Scholarship Fund: The income
from a fund contributed by Barry B. Wright is
awarded to a student or students, with preference
being given to disadvantaged students from the
inner-city.
Peter W Wright Scholarship Fund: The income from a
fund established by Peter W. Wright is awarded to
one or more worthy students, with preference being
given to students who have an interest and
involvement in extracurricular activities and are
members of Alpha Tau Omega Fraternity.
John T Ziegler(1952)D.D.S. Scholarship Fund: The
income from the fund is awarded to worthy and
promising students, with priority given to those who
182
have achieved the highest academic record, and
preference given to students who have completed at
least two years of course work and plan to enter the
dental profession.
John B. '/Ann Scholarship Fund: A fund established by
friends and former students of Professor John B. Zinn,
former Chairman of the Chemistry Department, to
provide support for promising students who
demonstrate need, with preference given to students
preparing for fields associated with the healing arts.
Loan Funds for Students
The Rev. Edward I. Morecraft (1 924) Memorial Loan
Scholarship Fund: This fund was established by the St.
James Lutheran Church of Stewart Manor, Long
Island, in memory of its former pastor.
Milton T. Nafey and Mary M. Nafey Student Fund: A
bequest from the estate of Mary M. Nafey provides a
fund for student loans.
Eva R. Pape Student Loan Fund: A loan program made
available by a bequest from the estate of Eva R. Pape
of Gettysburg, Pennsylvania, to be assigned to
students of high promise and financial need.
The Charles H. Rothfuss and Martha Huffman Rothfuss
Ij)an Scholarship Fund: This fund was contributed by Dr.
E. Lloyd Rothfuss (1916) in memory of his parents.
Other Aid for Student Scholarships
AAL Lutheran Campus Scholarship: Aid Association for
Lutherans makes available scholarship funds each
year to assist needy students who hold membership
with the Association. Selection of recipients is made
by the College.
Frank D. Baker Scholarship Fund: An award available to
aid worthy students in immediate need. Selection of
recipients is made by the College.
R. M. Hoffman Memorial Scholarship Fund: The income
from a trust established by Margaret L. Hoffman in
memory of her father is awarded annually as part of
the Dwight D. Eisenhower Scholarship Program.
Lutheran Brotherhood Lutheran Senior College Scholarship:
The scholarships are awarded to Lutheran students
who will begin their first year of post-secondary study
at Gettysburg College. Recipients are selected by
Gettysburg College on the basis of scholastic
achievement, religious leadership, and financial need.
Lutheran Brotherhood Members' Scholarship Program:
Established to assist Lutheran Brotherhood members
attending accredited post-secondary institutions.
Information is available from Lutheran Brotherhood,
625 Fourth Avenue South, Minneapolis, Minnesota
55415.
Frank L. Daugherty (1922) Scholarship Fund: The
income from a trust established by Frank L.
Daugherty is awarded to a deserving York County
resident who would not otherwise be able to attend
Gettysburg College for a lack of finances. The
recipient is selected by the College.
W. Emerson Gentzler (1925) Scholarship Fund: The
income from a trust established by W. Emerson
Gentzler is awarded to deserving students, with
preference given to members in good standing of one
of the 4-H Clubs of York Coimty, Pennsylvania.
Christian R and Mary E. Lindback Foundation Scholarship
Fund: The scholarship is awarded preferentially to
residents of New Jersey, Pennsylvania, Delaware, or
Maryland who are of high character and ability.
Guy L. Moser Fund: Mr. Guy L. Moser established a
trust fund to support grants to students from Berks
County, Pennsylvania who are majoring in history or
political science and who rank in the upper third of
their class. Applications for these grants should be
made directly to Mr. Richard V. Grimes, Hamilton
Bank, 515 Penn Street, Reading, Pennsylvania 19603.
Charlotte L. Noss Scholarship Fund: The income from a
trust established by Charlotte Noss is awarded to a
deserving female student from York County,
Pennsylvania who will not otherwise be able to attend
Gettysburg College for a lack of finances. The
recipient is selected by the College.
The Ernest D. Schwartz (1916) Scholarship Fund: The
income from a fund established in memory of Ernest
D. Schwartz is awarded to a needy and worthy student.
The recipient is selected by the College.
Weaver-Bittinger Classical Scholarship: The income from
a trust created by Rufus M. Weaver (1907) is awarded
to a needy and deserving student(s) who has
demonstrated outstanding academic achievement.
Recipients are selected by Gettysburg College.
Weaver Classical-Natural Science-Religion Scholarship: The
income from a trust created by Rufus M. Weaver
(1907) is awarded to a deserving student pursuing a
classical, natural science, or religion course of
instruction. Recipients are selected by Gettysburg
College.
Rufus M. Weaver Mathematical Scholarship: The income
from a trust created by Rufus M. Weaver (1907) is
awarded to deserving students pursuing a
mathematical course of instruction. Recipients are
selected by Gettysburg College.
State and Federal Grant Programs
Pell Grant: A federal grant program to enable
students to attend colleges and universities; awarded
by the Department of Education.
Pennsylvania Higher Education Grant: An award given
to students who are residents of Pennsylvania,
selected on the basis of financial need. Information
on these scholarships should be acquired from the
secondary school counseling office.
There are other states with scholarships and/or grant
programs. The states which have most recently made
grant awards to students attending Gettysburg College
are Connecticut, Delaware, Maryland, Ohio, Rhode
Island, Vermont, West Virginia, and the District of
(Columbia. Further information may be available at
secondary school counseling offices.
State and Federal Loan Programs
Stafford ((kiaranleed) Student Loan: This education
loan program enables students to borrow direcdy
from a bank, credit union, savings and loan
association, or other participating lender. Students
may borrow up to $2,625 during each of the first and
sophomore years, and $4,000 during each of the
junior and senior years, with a maximum aggregate
limit of $17,250 for undergraduate study. The
interest rate is 8% during the first four years of
repayment and 10% beginning with the fifth year.
Repayment of the principal and interest begins six
months after completion of college.
Parent Loan for Undergraduate Study: Parents of
dependent undergraduate students may borrow up
to $4,000 per academic year through this federally
sponsored program. Total borrowing may not
exceed $20,000, and the repayment period can be
from five to ten years, beginning sixty days after the
first loan is advanced. However, subject to bank
approval, loan principal can be deferred until after
the student's completion of schooling if the interest
is paid regularly. Applications for PLUS loans may be
obtained at a participating lender.
PHEAA-HELP Loans: This program of higher
education loans through the Pennsylvania Higher
Education Assistance Agency can provide a total of
$10,000 per student, per year. The program offers a
"package" of student loans and parent loans which are
available to both Pennsylvania residents and
nonresidents who are attending a Pennsylvania
college. Interest rates may vary from 8% on student
loans of up to $4,000 per year to 12% on the parent
loan portion. The repayment of loans may extend
over a maximum of ten years. Application materials
are available through PHEAA-HELP in Harrisburg
and the Office of Financial Aid at Gettysburg College.
PLATO Loan Program
The College has affiliated with PLATO through
University Support Services of Herndon, Virginia.
Loans of $1,500 to $25,000 per year are offered to
students and/or parents. Repayment of principal and
interest normally begins within thirty days of
borrowing, but student loans can be deferred
(repayment of interest only) while enrolled in
College. Applications are available through the Office
of Financial Aid.
Other Education Loans
In addition to PHEAA-HELP and PLATO, there are
other student/ parent loan plans for education. One
such option is EXCEL through Nellie Mae and the
Education Resources Institute. EXCEL offers loans
of up to $20,000 per year, with a maximum twenty-
year repayment period.
A similar plan is offered through TERI Loans. Both
programs are based in Massachusetts, but are
national in scope. More information is available
through the Office of Financial Aid.
Tuition Payment Plans
See page 170 in the Comprehensive Academic Fee
Plan section.
Financial Aid for Off-Campus Study
Financial aid is available for programs of off<ampus
study (both domestic and study abroad) which are
approved by the Academic Standing Committee.
College Grant and Loan funds will normally be
awarded for a maximum of two semesters of offcampus
study through College-affiliated programs only.
International students are not eligible to receive
College-funded financial aid for study abroad, except
as documented to meet academic program
requirements.
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Board Of Trustees'"
1992-93 Academic Year
CHARLES E. ANDERSON (1984)
CHAIRPERSON
Retired. ITT Corporation
Wilton, Connecticut
DONNA L. SHAVUK (1985)
VICE CHAIRPERSON
Director, Office of Women in Higher Education
American Council on Education
Washington, DC
THOMAS C. NORRIS (1974-1986) (1988)
SECRETARY
Chairman, President & CEO
P. H. Glatfelter Co.
Spring Grove, Pennsylvania
S. BRIAN AVNET (1989)
Chief Executive Officer
Gold Mountain Entertainment
Los Angeles, California
PATRICL^ C. BACON (1991)
Patricia Bacon Enteriors, Owner
Sausalito, California
HENRYS. BELBER, II (1989)
President 8c Chief Executive Officer
Trico Construction Co., Inc.
Devon, Pennsylvania
CLYDE O. BLACK, II (1980)
Attorney
Hollidaysburg, Pennsylvania
JAMES H. BRENNEMAN (1988)
Vice President, Operations 8c Planning
Bell Atlantic Enterprises
Philadelphia, Pennsylvania
*LAVERN H. BRENNEMAN (1962-1974)
(1976-1988)
Retired
York Shipley, Inc.
York, Pennsylvania
CHARLES A. CAMAUER,JR. (1985)
Real Estate Developer
W^ashington, DC
HERB CUNTON (1991)
Asst. VP, Sovran Financial Corp.
Bethesda, Maryland
*RALPH W. COX (1972-1984)
Retired
Connecticut General Life Insurance Co.
Savannah, Georgia
DAVID EISENHOWER (1990)
Historian
Berwyn, Pennsylvania
BRUCE S. GORDON (1983)
Vice President-Marketing
Bell Adantic
Arlington, Virginia
DORIS G.HAAS (1991)
Arendtsville, Pennsylvania
JAMES F. HARGREAVES (1990)
Senior Vice President
Butcher 8c Singer, Inc.
Johnstown, Pennsylvania
JOYCE S. HERSHBERGER (1988)
Williamsport, Pennsylvania
ROBERT D. HERSHEY, JR. (1990)
New York Times Reporter
Washington, DC
H. SCOTT HIGGINS (1989)
Executive Vice President
Lehman Management Co., Inc.
New York, New York
KRISTINE F. HUGHEY (1986)
Attorney
Media, Pennsylvania
EDWIN T.JOHNSON (1991)
Chairman, Noble Lowndes/Johnson
Newtown, Pennsylvania 18940
ROBERT S.JONES, JR. (1988)
Senior Vice President
The Equitable
New York, New York
187
WILLIAM T. KIRCHHOFF (1988)
Executive Vice President
Cleveland Brothers Equipment Co., Inc.
Harrisburg, Pennsylvania
LEWIS E. LEHRMAN (1990)
Chairman
L. E. Lehrman and Company
New York, New York
NANCY R. LETTS (1989)
Teacher
Strath Haven High School
Wallingford, Pennsylvania
E. JAMES MORTON ( 1 99 1 )
Chairman &: Chief Executive Officer
John Hancock Mutual Life Insurance Co.
Boston, Massachusetts
ALBERT C. NEUMANN, M.D. (1986)
Foimder and Medical Director
The Neumann Eye Institute
Deland, Florida
THOMAS C. NORRIS (1974-1986) (1988)
Chairman, President & Chief Executive Officer
P. H. Glatfelter Co.
Spring Grove, Pennsylvania
PHIUP I. PARSONS (1986)
President
Perfect Pinch, Inc.
Chicago, Illinois
RICFLVRD E. PATTERSON (1988)
Research Associate
E. I. Dupont de Nemours
Deepwater, New Jersey
PAUL R. ROEDEL (1987)
Chairman & Chief Executive Officer
Carpenter Technology Corporation
Reading, Pennsylvania
FREDERICK H. SETTELMEYER (1985)
Vice President
The Boston Company
Boston, Massachusetts
JOHN W. SHAINUNE (1989)
Senior Assistant to the President
California State University
Long Beach, California
F. BARRY SHAW (1987)
President & Chief Executive Officer
Wenger's Feed Mill, Inc.
Rheems, Pennsylvania
BRUCE R. STEFANY (1986)
President & Chief Executive Officer, Chubb
Securities Corporation
Senior Vice President, Chubb Life America
Concord, New Hampshire
*F. WILLIAM SUNDERMAN, M.D. (1967-1979)
Director
Institute for Clinical Science
Philadelphia, Pennsylvania
JAMES R. THOMAS (1981-1987) (1989)
President &: Chief Executive Officer
Best Foods Baking Group, CPC
Fairfield, New Jersey
DENNIS H. TYLER (1988)
Subschool Principal
Robinson Secondary School
Fairfax, Virginia
JAMES M. UNGLAUBE (1988)
Director, Colleges & Universities
Evangelical Lutheran Church in America
Chicago, Illinois
DEBRA A. WALLET (1990)
Attorney
Camp Hill, Pennsylvania
BARBARA TURNER WHITE ( 199 1 )
Executive Vice President
Turner-White CommunicaUons, Inc.
Wayne, Pennsylvania
BARRY B. WRIGHT (1986)
President
Metropolitan Personnel Services, Inc.
Washington, DC
' -''' The dates following the names indicate years of previous
service and the beginning year of present service on the
Board of Trustees.
*Honorary Life Trustees
188
Trustees Emeriti
DANIEL J. ANDERSEN
Washington, DC
ALBERT R. BURKHARDT
Baltimore, Maryland
MARGARET BLANCHARD CURTIS
Gettysburg, Pennsylvania
CHARLES W. DIEHL, JR.
York, Pennsylvania
WILUAM S. EISENHART, JR.
York, Pennsylvania
CHARLES H. FALKLER
York, Pennsylvania
PAUL L. FOLKEMER
Linthicum Heights, Maryland
MILLARD E. GLADFELTER
Jenkintown, Pennsylvania
HENRY W. GRAYBILL, JR.
Harrisburg, Pennsylvania
ANGEUNE F. HAINES
Lutherville, Maryland
ROBERT D. HANSON
Harrisburg, Pennsylvania
ALFRED L. MATHIAS
Cockeysville, Maryland
HOWARD J. McCARNEY
Camp Hill, Pennsylvania
PAUL M. ORSO
Millersville, Maryland
JAMES A. PERROTT
Baltimore, Mar)'land
SAMUEL A. SCHRECKENGAUST,JR.
Lemoyne, Pennsylvania
HERMAN G. STUEMPFLE, JR.
Gettysburg, Pennsylvania
JAMES I. TARMAN
State College, Pennsylvania
DONALD K. WEISER
Gettysburg, Pennsylvania
CHARLES W. WOLF
Gettysburg, Pennsylvania
IRVIN G. ZIMMERMAN
Swarthmore, Pennsylvania
Administration
(1990-1991 Academic Year)
President
Gordon A. Haaland 1 990-
A.B., Wheaton College;
Ph.D., State University of New York at Buffalo
Janet Morgan Riggs 1 99 1 -
Assistant to the President
B.A., Gettysburg College;
M.A., Princeton University;
Ph.D., Princeton University
Salvatore Ciolino 1971-
Director for Instutional Analysis
B.A., State University of New York at Geneseo;
M.S., State University of New York at Albany;
D.Ed., Nova University
Charles W. Winters 1 989-
Director of Intercollegiate Athletics
B.S., M.Ed., Bowling Green State University
JohnW. Campo 1985-
Head Coach/ Baseball
Assistant Coach/Football
B.S., University of Delaware;
M.S., Queens College of the City
University of New York
Michael P. Cantele 1990-
Athletic Trainer Certified
B.A., Gettysburg College;
M.S., Old Dominion University
Joseph D. Donolli 1971-
Athletic Trainer Certified
B.S., University of Delaware;
M.Ed., Temple University
JW
Doreen M. Drexel 1984-
Coordinator of Women's Athletics
Head Coach /Women's Volleyball
B.S., M.S., Frostburg State University
Henry Janczyk 1987-
Head Coach /Lacrosse
B.A., Hobart College;
M.A., Albany State University
Robert B. Kenworthy 1965-
Director of Sports Information
Michael T. Kirkpatrick 1989-
Head Coach/Women's Basketball
Head Coach/Women's Softball
A.A., Community College of Allegheny - Boyce
Campus; B.S., University/ of Pittsburgh at Johnstown
Deirdre M. Reich 1989-
Director of Campus Recreation
B.S., Old Dominion University;
M.S., University of Kentucky
George R. Petrie 1989-
Head Coach/ Basketball
Head Coach/Golf
B.A., Lebanon Valley College;
M.Ed., University of Utah
WiUiam H. Pfitzinger 1991-
Head Coach/Women's Tennis
B.S., Roanoke College
Michael K Rawleigh 1 985-
Head Coach/Swimming
B.A., University of North Carolina at Chapel Hill;
M.S., Western Maryland College
Joseph J. Reich 1989-
Assistant Coach/Football
Assistant Coach/Lacrosse
B.A., Gettysburg College
J. Edward Riggs, Jr. 1984
Head Coach/Track and Field
Head Coach/Cross Country
B.A., Gettysburg College;
M.Ed., Western Maryland College
Barry H. Streeter 1975-
Head Coach/Football
B.A., Lebanon Valley College;
M.S., University of Delaware
Todd D. Wawrousek 1 990-
Head Coach/Women's Soccer
B.S., University of Pittsburgh;
M.Ed., Alfred University
David H. Wilson 1989-
Head Coach/Wrestling
Assistant Coach/Lacrosse
B.A., Bowdoin College;
M.S., United States Sports Academy
David W.Wright 1986
Head Coach/Soccer
Head Coach/Tennis
B.S., State University of New York at Cortland;
M.A., Brigham Young University
Provost
L. Baird Tipson 1987-
Provost and Professor of Religion
A.B., Princeton University;
M.Ph., Ph.D., Yale University
David L. Crowner 1967-
Acting Assistant Provost
B.A., Pacific Lutheran University;
M.A., Ph.D., Rutgers-
State University of New Jersey
LilianeHoge 1990-
Assistant Provost
B.A., City College of New York;
M. Phil., Ph.D., Columbia University
G. Ronald Couchman 1 967-
Registrar
B.A., Gettysburg College
Marilyn Hubbard 1990-
Coordinator of Off-Campus Studies and
International Student Affairs
B.A., Monmouth College (Illinois);
M.A., Southern Illinois University
Anne B, Showalter 1989-
Dean of Academic Advising
B.A., Elizabethtown College;
M.A., University of Iowa
190
Timothy M. Dodd 1990-
Associale Dean of Academic Advising
M.A., Fordham University;
ABD, University of Pittsburgh
Dennis R. Aebersold 1 989-
Associate Provost for Computing
B.S., Occidental College;
Ph.D., Brown University
David T. Hedrick 1972
Special Collections Librarian
B.A., Emory and Henry College;
M.A., University of Denver
Anna Jane Moyer 1961-
Readers' Sei"vices Librarian
A.B., Susquehanna University;
M.S.L.S., Drexel University
Michael D. Martys 1990-
Director of Technical Operations (Computing)
B.S., M.S., Illinois Institute of Technology
Dean F. Duncan 1991-
Director of Information Technology
B.A., M.U.A., The University of
North Carolina at Charlotte;
Ph.D., Emory University
William P. Wilson 1979-
Software Support Coordinator (Computing)
B.A., Gettysburg College;
M.A., Ph.D., University of Connecticut
TodM. Maki 1989-
Micro Support Coordinator (Computing)
Diploma, Duluth Business University;
B.S., University of Wisconsin - Superior
Jeanne D. Kostishack 1990-
Writer, Editor in Information Technology
(Computing)
B.A., University of Pittsburgh
Gail P. Rankin 1990-
Computer Store Manager
B.A., University of New Hampshire
David P. Stemour 1986-
Systems Specialist (Computing)
Diploma, Computer Learning Center
Martha M. Myricks 1 99 1 -
Microcomputer Support/Training
B.A., San Francisco State University
Wdlis M. Hubbard 1983-
College Librarian
B.A., Monmouth College (Illinois);
M.S., University of Illinois;
M.A., Southern Illinois University
Frances H. Playf oot 1971-
Assistant Readers' Services Librarian
B.A., The George Washington University;
M.S.L.S., Shippensburg University
Lee Alan Krieger 1 989-
Technical Services Librarian
B.A., M.L.S., University of Pittsburgh
S. Katherine Johnson 1989-
Assistant Technical Services Librarian
A.S., B.S., Ferrum College;
M.S., Columbia University
E. Carolyn White 1988-
Circulation Librarian/Assistant Director,
Instructional Media Services
B.A., University of Pittsburgh;
M.A., Middlebury College;
M.L.S., State University of New York at Albany
H.Wayne Wolfe 1985-
Director, Instructional Media Services
A.F.A., B.S., Ferrum College;
M.S., Radford University
XiaofengZhu 1990-
Systems and Automated Services Librarian
B.S., Sichuan University, Chengdu, China;
M.L.I.S., Columbia University
Peter Stitt 1986-
Editor
THE GETTYSBURG REVIEW
Professor of English
B.A., M.A., University of Minnesota;
Ph.D., University of North Carolina-Chapel Hill
Emily W.Ruark 1991-
Managing Editor
THE GETTYSBURG REVIEW
B.A., University of North Carolina at Greensboro
lyi
Jeffery B. Mock 1991-
Assistant Editor
THE GETTYSBURG REVIEW
B.A., University of Iowa;
M.F.A., University of Alabama
Frederick D. Opie 1 99 1 -
Dean of Intercultural Resources
B.S., Syracuse University
Brian L. Haynes 1991-
Assistant Dean of Intercultural Resources
M.S., Ohio University;
Ph.D., Ohio University
Admissions/Financial Aid
Delwin K- Gustafson 1 967-
Dean of Admissions
B.A., Augustana College (Illinois);
J.D., University of Nebraska Law School
Daniel A. Dundon 1 972-
Associate Dean of Admissions
B.A., State University of New York at Buffalo;
M.A., Eastern Michigan University
GaU Sweezey 1983-
Associate Dean of Admissions
B.A., Allegheny College
Darryl W.Jones 1985-
Assistant Dean of Admissions
B.A., Pennsylvania State University
Heather Baker 1990-
Admissions Counselor
B.A., Franklin and Marshall College
Susan C.HiU 1991-
Admissions Counselor
B.A., Gettysburg College
Karen Long 1988-
Assistant Director of Admissions
B.A., Siena College
JillK-Trott 1990-
Assistant Director of Admissions
B.S., College of William and Mary
David E. Trott 1988-
Assistant Director of Admissions
B.A., Gettysburg College
Ronald L. Shunk 1983-
Director of Financial Aid
B.A., M.Ed., Pennsylvania State University
Bryan Zerbe 1989-
Assistant Director of Financial Aid/
Admissions Counselor
B.A., Gettysburg College
Julie L. Ramsey 1981
Acting Dean of the College
B.A., Denison University;
M.A., Indiana University
Dennis Murphy 1990-
Associate Dean of the College
B.A., Saint Francis College (Pennsylvania);
M.S., Shippensburg University of Pennsylvania;
Ed.D., Indiana University
Margaret-Ann Marshall 1986-
Associate Dean of the College
B.A., Texas Women's University;
M.A., Hood College
Robert C. Nordvall 1972-
Acting Dean of First Year Students
B.A., DePauw University;
J.D., Harvard Law School;
Ed.D., Indiana University
Deborah M. Wailes 1 99 1 -
Director of Career Services
B.A., Wilmington College;
M.H.S., Lincoln University
Eugene Durkee 1 990-
Assistant Director of Career Services
B.A., Rutgers College, Rutgers University;
M.T.S., Boston University of Theology
Frederick Kinsella 1 99 1 -
Director of Student Health Services
B.S., Wagner College;
M.S., Wagner College;
Post-Master's Certificate, University of Virginia
William H. Jones 1 964-
Coordinator of Counseloring
B.A., Eastern Nazarene College;
M.A., University of Wisconsin;
Ed.D., Boston University
192
Frances Parker 1980-
Counseling Psychologist
B.A., M.A., University of Kentucky
Harriet Barriga Marritz 1 989-
Counselor/Drug Education Coordinator
B.A., Lafayette College;
M.S., Millersville University of Pennsylvania
Christine R. Lottes 1990-
Health Education/Lecturer in HPE
and Drug and .Alcohol Education
B.S., Valparaiso University;
M.S., West Chester State University of Pennsylvania;
Ed.D., West Virginia University
Michael S. Malewicki 1976-
Assistant Treasurer
B.A., Gettysburg College
M.S., Shippensburg University of Pennsylvania;
M.B.A., Mt. St. Mary's College
Katherine C. McGraw 1988-
Controller
A.A., Harrisburg Area Community College;
A.B., Grove City College
Thomas Phizacklea 1982-
Director of Personnel/Director of Auxiliary Services
B.A., University of Pittsburgh at Johnstown;
M.B.A., Mt. St. Mary's College
James C. Hultine 1990-
Director of the College Union
B.S., M.A., University of Iowa
Gail Jones 1990-
Assistant Director of the College Union
B.S., Lebanon Valley College;
M.S., Temple University
Thomas S. Dombrowsky 1991-
Director of Greek Life
B.A., University' of Rhode Island
M.A., Morgan State University
Claudia A. Karkula 1 989-
Assistant Director of Residence Life
B.Ed., M.Ed., University^ of Missouri at Columbia
Susanne E. Nicholson 1991-
Assistant Director of Residence Life
B.S., James Madison University
M.S., Miami University
Karl J. Mattson 1977-
Chaplain
B.A., Augustana College (Illinois);
B.D., Augustana Theological Seminary;
S.T.M., Yale Divinity School
Treasurer
William P. Van Arsdale 1 985-
Treasurer
B.S., Villanova University;
M.Ed., Antioch Graduate School of Education
Timon K Linn 1 985-
Director of Safety and Security
Martin L. Crabill 1986-
Director of Physical Facilities
College Relations
Gary L. Lowe 1978-
Vice President for College Relations
B.S., Denison University"
M.S. Miami University
AnnH. Neitzel 1987-
Director of Development
B.A., Ohio Wesleyan University
Daniel H. Comber 1991-
Director of Annual Giving
B.A., University' of Vermont
TUghman H. Moyer IV 1991-
Associate Director of Annual
Giving/Phonathon Director
B.A., Pennyslvania State University
Paula Thomas 1991-
Associate Director of Development/Corporate and
Foundation Grants
B.A., University of Pennsylvania
Gary D. Ragnow 1 990-
Associate Director of Development/Director of Gift
Planning
B.A., University' of Omaha;
J.D., University of Nebraska Law School
l\J3
Michael W. Howard 1989-
Associate Director of Gift Planning
B.A., University of Maryland
Constance R. HeUand 1 99 1 -
Associate Director of Gift Planning
B.A., Miami University;
M.A., Miami University;
J.D., University of Dayton
Robert L. Mothersbaugh 1990-
Campaign Field Coordinator
B.S., Pennsylvania State University
William T. Walker, Jr. 1 989-
Director of Public Relations
B.A., M.A., University of Virginia
Mary Frances Donley 1 989-
Associate Director of Public Relations
B.A., Lehigh University;
M.S., Carnegie Mellon University
JeroldWikoff 1984-
Senior Editor
B.A., Stanford University;
M.A., Stanford University;
Ph.D., Stanford University
Susan Bryant 1989-
Assistant Editor in Public Relations
B.A., Bryn Mawr College;
Francais Diplome, International School of Geneva
Robert D. Smith 1965-
Director of Alinnni Relations
B.S., Gettysburg College;
M.S., Shippensburg University of Pennsylvania
The Faculty
(1991-1992 Academic Year)
Gordon A. Haaland 1 990-
President and Professor of Psychology
A.B., Wheaton College;
Ph.D., State University of New York at Buffalo
L. Baird Tipson 1987-
Provost and Professor of Religion
A.B., Princeton University;
M.Ph., Ph.D., Yale University
Emeriti
R. Henry Ackley 1953-1976
Professor of Music, Emeritus
B.A., Western Maryland College; Teacher's
Certificate in Voice, Peabody Conservatory of Music
Paul Baird 1951-1985
Professor of Economics, Emeritus
B.A., M.A., Pennsylvania State University
Guillermo Barriga 1951-1981
Professor of Romance Languages, Emeritus
B.S, Columbian Naval Academy; M.A., Middlebury
College; Ph.D., University of Madrid
F. Eugene BeU 1966-1988
Professor of Music, Emeritus
A.B., Western Maryland College;
M.A., New York University
A. Bruce Boenau 1957-1991
Professor of Political Science, Emeritus
A.B., Amherst College;
A.M., Ph.D., Columbia University
Jay P. Brown 1947-1988
Bursar, Emeritus
Certificate, American Institute of Banking
Mary G. Burel 1970-1986
Librarian Emerita
B. A., University of Oklahoma;
M.S.L.S., Florida State University
Albert W. Butterfield 1958-1972
Professor of Mathematics, Emeritus
B.S., United States Naval Academy;
M.S., University of Michigan
iy4
John F.Clarke 1966-1989
Professor of English, Emeritus
B.A., Kenyon College; M.A., Stanford University
Glendon F. CoUier 1957-1983
Professor of German and Russian, Emeritus
B.A., Franklin and Marshall College;
M.A., University of California, Berkeley
Theodore C. Daniels 1954-1987
Professor of Physics, Emeritus
B.A., Oberlin College; Ph.D., Syracuse University
Helen H. Darrah 1961-1977
Professor of Biology, Emerita
B.S., M.S., University of Pittsburgh
Harold A. Dunkelberger 1 950-1 983
Professor of Religion, Emeritus
B.A., Gettysburg College; B.D., Lutheran Theological
Seminary, Gettysburg; Ph.D., Columbia University;
D.D., Susquehanna University
Lewis B. Frank 1957-1986
Professor of Psychology, Emeritus
B.S., Franklin and Marshall College;
M.A., Johns Hopkins University
Edwin D. Freed 1948-1951, 1953-1986
Professor of Religion, Emeritus
B. A., Gettysburg College; B.D., Lutheran Theological
Seminary, Gettysburg; Ph.D., Harvard University
Robert H. Fryling 1947-50, 1958-87
Professor of Mathematics, Emeritus
B.A., Gettysburg College;
M.S., Ph.D., University of Pittsburgh
Charles H. Glatfelter 1 949- 1 989
Professor of History, Emeritus
B.A., Gettysburg College;
Ph.D., Johns Hopkins University
Gertrude G. Gobbel 1 968- 1 989
Professor of Psychology, Emerita
B.S., Pennsylvania State University;
M.S., University of Illinois;
Ph.D., Temple University
Roland E. Hansen 1 973-1 989
Business Manager, Emeritus
B.A., Nebraska Wesleyan University
J. Richard Haskins 1959-1988
Professor of Physics, Emeritus
B.S., University of Texas; Ph.D., Ohio State University
John T. Held 1960-1988
Professor of Education, Emeritus
B.A., Gettysburg College; M.A., Columbia University;
M.S., University of Illinois
CaroUne M. Hendrickson 1 959-1 984
Professor of Spanish, Emerita
A.B., Wellesley College; M.A., Columbia University
Thomas J. Hendrickson 1 960- 1 988
Professor of Physics, Emeritus
B.S., M.S., University of Michigan;
Ph.D., Iowa State University
Wade F. Hook 1967-1989
Professor of Sociology and Anthropology, Emeritus
A.B., Newberry College; B.D., Lutheran Theological
Southern Seminary; M.A., University of South
Carolina; Ph.D., Duke University
Robert T. Hulton 1957-1989
Director of Intercollegiate Athletics and
Professor of Health and Physical Education, Emeritus
B.A., Grove City College
R. Eugene Hummel 1957-1987
Coach and Professor of Health and Physical
Education, Emeritus
B.A., Gettysburg College; M.A., Columbia University
Chester E. Jarvis 1 950-1 980
Professor of Political Science, Emeritus
A.B., M.A., University of California, Berkeley;
Ph.D., University of Pennsylvania
Grace C. Kenney 1 948-1 987
Professor of Health and Physical Education, Emerita
B.S., New York University; M.A., Columbia University
Arthur L. Kurth 1962-1983
Professor of French, Emeritus
B.A., Yale College; Ph.D., Yale University
Jack S. Locher 1957-1987
Professor of English, Emeritus
M.A., University of Chicago;
Ph.D., University of Pennsylvania
ly^
Nancy C. Locher 1 968-1 989
Dean of Student Advisement, Emerita
B.A., Mary Baldwin College;
M.A., University of North Carolina
Rowland E. Logan 1 958-1 988
Professor of Biology, Emerita
A.B., University of California, Los Angeles;
M.S., Ph.D., Northwestern University
Richard T. Mara 1953-1 989
Professor of Physics, Emeritus
B.A., Gettysburg College;
M.S., Ph.D., University of Michigan
Edward F. McManness 1 970-1 988
Director of the College Union, Emeritus
B.S., M.S., East Texas State University;
M.B.A., Mt. St. Mary's College
M. Scott Moorhead 1955-1981
Professor of Mathematics, Emeritus
B.S., M.A., Washington and Jefferson College;
Ph.D., University of Pittsburgh
Ruth E. Pavlantos 1963-1988
Professor of Classics, Emerita
B.A., College of Wooster;
M.A., Ph.D., University of Cincinnati
James D. Pickering 1 954-1 988
Professor of English, Emeritus
A.B., A.M., Wesleyan University;
Ph.D., Columbia University
IngolfQuaUy 1956-1982
Professor of Art, Emeritus
B.A., St. Olaf College; B.F.A., M.F.A., Yale University
James H.Richards, Jr. 1974-1983
Librarian Emeritus
B.A., Wesleyan University; B.S.L.S., Columbia
University; M.A., Wesleyan University
RusseU S. Rosenberger 1956-1981
Professor of Education, Emeritus
B.S., Geneva College;
M.Litt., Ed.D., University of Pittsburgh
Calvin E. Schildknecht 1 959-1 979
Professor of Chemistry, Emeritus
B.S., Gettysburg College;
Ph.D., Johns Hopkins University
Henry Schneider, III 1964-1981
Profes-sor of German, Emeritus
A.B., M.A., Ph.D., Princeton University
W. Richard Schubart 1950-1981
Professor of Philosophy, Emeritus
A.B., Dartmouth College; A.M., Columbia University
Walter J. Scott 1959-1984
Professor of Physics, Emeritus
B.A., Swarthmore College; M.S., Lehigh University
Jack Douglas Shand 1954-1984
Professor of Psychology, Emeritus
B.A., Amherst College; M.A., Harvard University;
Ph.D., University of Chicago
Howard Shoemaker 1 95 7- 1 985
Professor of Health and Physical Education,
Emeritus
B.A., Gettysburg College; M.A., Columbia University
James F. Slaybaugh, Jr. 1 964- 1 989
Professor of Education, Emeritus
A.B., Roanoke College;
M.Ed., Pennsylvania State University
Charles A. Sloat 1927-1968
Professor of Chemistry, Emeritus
B.S., Gettysburg College; M.A., Haverford
College; Ph.D., Princeton University
Parker B. Wagnild 1937-1976
Professor of Music, Emeritus
B.A., St. Olaf College; B.D., Lutheran Theological
Seminary, Gettysburg; M.S.M., Union Theological
Seminary; M.A., New York University; Mus.D., Thiel
College; D.D., Gettysburg College
Janis Weaner 1 957-1 985
Professor of Spanish, Emerita
B.A., Mary Washington College of the University of
Virginia; M.A., New York University
Dexter N. Weikel 1 962- 1 988
Professor of Music, Emeritus
B.S., Susquehanna University;
M.A., Pennsylvania State University; D.M.A., Peabody
Conservatory of Johns Hopkins University
I9b
Conway S. WiUiams 1949-1980
Professor of Economic^ and Business
Administration, Emeritus
A.B., Columbia University;
M.S., Columbia University School of Business
Richard K. Wood 1969-1990
Director of Academic Computing, Emeritus
B.A., Earlham College;
M.S. (2), University of Wisconsin
Waldemar Zagars 1956-1974
Professor of Economics, Emeritus
Dr. oec. University of Riga
Current Faculty
James Agard 1982-
Associate Professor of Art
B.S., The State University' of New York at New Paltz;
M.F.A., Rutgers Universit)'
Randolph R. Aldinger 1989-
Assistant Professor of Physics
B.S., Arizona State University;
Ph.D., University of Texas at Austin
Marie-Jose Arey 1988-
Assistant Professor of French
B..\.. M.A., University of Florida;
Ph.D., Duke University
Charlotte E. S. Armster 1 984-
Associate Professor of German, Department Chairperson
B.A., Eastern Michigan University; M.A., Middlebury
College; Ph.D., Stanford University
Martha E. Arterberry 1989-
Assistant Professor of Psychology
B.A., Pomona College; Ph.D., University of Minnesota
Robert D. Barnes 1955-
Dr. C:harles H. Gratf Professor of Biology
B.S., Davidson College; Ph.D., Duke University;
D.Sc, Davidson College
Edward J. Baskerville 1956-
Professor of English
B.S, Lehigh University'; M.A., Ph.D., Columbia University
NeUW. Beach 1960-
Associate Professor of Biology
B.S., M.S., Ph.D., University of Michigan
Gigi M. Berardi 1991-
Associate Professor of Environmental Studies
and Biology
B.A., University of California, San Diego;
M.S., Ph.D., Cornell University
Temma F. Berg 1 985-
Assistant Professor of English
B.A., M.A., Ph.D., Temple University
Emelio Betances 1991-
Assistant Professor of Latin American Studies
B.A., Adelphi University; M.A., Ph.D., Rutgers -The
State University of New Jersey
Michael J. Birkner 1978-79, 1989-
Associate Professor of History
B.A., Gettysburg College;
M.A., Ph.D., University of Virginia
Gareth V. Biser' 1959-
Associate Professor of Health and Physical
Education, Department Chairperson
B.S., Gettysburg College; M.S., Syracuse University
GaborS. Boritt 1981-
Robert C. Fluhrer Professor of Civil War Studies
B.A., Yankton College; M.A., University of South
Dakota; Ph.D., Boston University
Robert F, Bomstein' 1986-
Assistant Professor of Psychology
B.A., Amherst College;
Ph.D., State University of New York at Buffalo
Donald M. Borock 1974-
Associate Professor of Political Science
B.A., M.A., Ph.D., University of Cincinnati
Judith A. Brough 1989-
Associate Professor of Education,
Department Chairperson
B.S., Ed.M., Shippensburg University of
Pennsylvania; Ed.D., State Universit)' of New York at
Buffalo
Bruce W. Bugbee 1958-
Associate Professor of History
A.B., College of William and Mary;
A.M., Ph.D., University of Michigan
197
Ronald D. Burgess 1980-
Associate Professor of Spanish, Department Chairperson
B.A., Washburn University of Topeka;
M.A., Ph.D., University of Kansas
LesUe Gaboon 1988-
Assistant Professor of Classics
A.B., M.A., Ph.D., University of California, Berkeley
Kathleen M. Cain 1990-
Assistant Professor of Psychology
A.B., College of the Holy Cross;
A.M., Ph.D., University of Illinois at Urbana
Champaign
A. Ralph Cavaliere 1966-
Professor of Biology
B.S., M.S., Arizona State University;
Ph.D., Duke University
Frank M. Chiteji 1988-
Associate Professor of History/ Coordinator of African
American Studies
B.A., University of San Francisco;
M.A., Ph.D., Michigan State University
Janet M. Claiborne 1985-
Associate Professor of Health and Physical Education
B.S., East Carolina University; M.S., Florida State
University; Ed.D., University of North Carolina at
Greensboro
Paul R. D'Agostino 1969-
Professor of Psychology
B.S., Fordham University;
M.A., Ph.D., University of Virginia
Edward G. DeClair 1 99 1 -
Instructor in Political Science
B.A., University of South Florida;
M.A., Florida State University
Carolyn M. DeSUva 1982-
Associate Professor of Mathematics
B.A., Merrimack College; M.S., Northern Arizona
University; M.S., Ph.D., University of New Hampshire
LeticiaDiaz 1986-
Assistant Professor of Spanish
B.A., M.A., Fordham University; Ph.D., University of
Illinois at Urbana-Champaign
ShuUnDing 1988-89; 1991-
Distinguished Visiting Professor in Inderdepartmental
Studies
B.A., Beijing Foreign Languages Institute;
M.A., China Academy of Social Sciences
Heidi Dobson 1991-
Assistant Professor of Biology
B.S., A.B., University of California, Berkeley;
M.S., University of California, Davis;
Ph.D., University of California, Berkeley
Cadierine B. Clay 1989-
Assistant Professor of History
B.A., Carleton College;
M.A., Ph.D., University of Oregon
Chan L. Coulter 1958-
William Bittinger Professor of Philosophy,
Department Chairperson
B.A., University of Iowa;
M.A., Ph.D., Harvard University
David J. Cowan' 1965-
Associate Professor of Physics
B.S., M.A., Ph.D., University of Texas
David L. Crowner 1 967-
Associate Professor of German and
Acting Assistant Provost
B.A., Pacific Lutheran University; M.A., Ph.D.
Rutgers-State University of New Jersey
Shirley J. Echard 1988-
Assistant Professor of Music
B.A., Knox College; M.M., New England Conservatory
of Music; D.M.A., Catholic University of America
Charles F. Enunons 1974-
Professor of Sociology and Anthropology
B.A., Gannon College;
M.A., Ph.D., University of Illinois
Kay Etheridge' 1986-
Assistant Professor of Biology
B.S., M.S., Auburn University;
Ph.D., University of Florida
Alain Faucon 1989-
Instructor in French
Diplome d'Etudes Universitaires Generales,
Licence en Anglais, Mention Fran^ais Langue
Etrangere, Universite de Haute-Bretagne,
Rennes, France
198
Ann Harper Fender 1978-
Professor of Economics, Department Chairperson
A.B., Randolph Macon Woman's College;
Ph.D., Johns Hopkins University
George H. Pick 1967-
Associate Professor of History
A.B., Hanard University; M.A., University of
Minnesota; Ph.D., Harvard University
Rebecca Fincher-Kiefer 1988-
Assistant Professor of Psychology
B.S., Washington College;
M.S., Ph.D., University of Pittsburgh
Kermit H. Finstad 1970-
Associate Professor of Music
B.A., St. Olaf College;
M.M., Catholic University of America
David E. Hesner 1971-
Associate Professor of Mathematics
A.B., Wittenberg University;
A.M., Ph.D., University of Michigan
Jean W. Fletcher^ 1986-
Associate Professor of Economics
B.S., University of Missouri;
A.M., Ph.D., WashingtonUniversity
Norman O. Fomess 1 964-
Associate Professor of History
B.A., Pacific Lutheran University; M.A., Washington
State University; Ph.D., Pennsylvania State University
Donald H. Fortnum 1965-
Professor of Chemistry
B.S., Carroll College (Wisconsin);
Ph.D., Brown University
Robert S. Fredrickson 1 969-
Professor of English, Department Chairperson
B.A., DePauw University;
M.A., University of Minnesota;
Ph.D., University of North Carolina at Chapel Hill
Robert R. Gamett 1981-
Associate Professor of English
B.A., Dartmouth College;
M.A., Ph.D., University of Virginia
Robert M. GemmiU 1958-
Associate Professor of Economics
B.A., Gettysburg College;
M.A., University of Pennsylvania
Sandra K. GUI 1984-
Associate Professor of Sociology and Anthropology
B.S., Auburn University; M.A., University of Alabama;
Ph.D., University of Oregon
Leonard S. Goldberg 1982-
Associate Professor of English
B.A., University of Michigan;
M.A., Ph.D., University of Pennsylvania
Andrew S. Golfin, Jr. 1 987-
Assistant Professor of Mathematics
A.B., Dartmouth College;
Ph.D., University of Massachusetts
Margaret Golfin 1988-
Assistant Professor of Economics
B.S., State University of New York College at
Brockport; M.S., Carnegie-Mellon University;
Ph.D., Cornell University
Derrick K. Gondwe' 1977-
Professor of Economics
B.A., Lake Forest College; M.A., University of
Wisconsin; Ph.D., University of Manitoba
Timothy N. Good 1990-
Assistant Professor of Physics
B.S., Dickinson College;
M.S., Ph.D., University of California, Irvine
Laurence A. Gregorio 1983-
Associate Professor of French
B.A., Saint Joseph's College;
M.A., Ph.D., University of Pennsylvania
Fritz Gaenslen 1991-
Assistant Professor of Political Science
B.A., Miami University (Ohio);
M.A., Ph.D., University of Michigan
Joseph J. Grzybowski^ 1979-
Associate Professor of Chemistry
B.S., King's College;
Ph.D., Case Western Reserve University
lyy
Louis J. Hanunann 1956-
Professor of Religion, Department Chairperson
B.A., Gettysburg College; B.D., Yale Divinity School;
M.A., Pennsylvania State University;
Ph.D., Temple University
Jerome O. Hanson 1984-
Associate Professor of English
B.A., State University of New York at Fredonia;
M.A., University of Cincinnati
Julie Hardwick 1991-
Assistant Professor of History
B.A., Nottingham University;
M.A., University of Wisconsin-Milwaukee;
M.A., Ph.D., Johns Hopkins University
Samuel A. E. Headley 1 99 1 -
Assistant Professor of Health and Physical Education
B.A., Birmingham University; M.Sc, King's College
(London); Ph.D., Temple University
Barbara Schmitter Heisler 1 989-
Associate Professor of Sociology and Anthropology
B.G.S., Roosevelt University;
M.A., Ph.D., University of Chicago
Sherman S. Hendrix 1 964-
Professor of Biology
B.A., Gettysburg College; M.S., Florida State
University; Ph.D., University of Maryland
HoUy G.Henry 1990-
Instructor in English
B.A., Bucknell University
Donald W. Hinrichs 1 968
Professor of Sociology and Anthropology,
Department Chairperson
B.A., Western Maryland College; M.A., University of
Maryland; Ph.D., Ohio State University
Kazuo Hiraizumi 1987-
Assistant Professor of Biology
B.S., Stanford University;
Ph.D., North Carolina State University
Helenmarie Hofman 1991-
Associate Professor of Education
B.S., M.Ed., Indiana University of Pennsylvania;
Ph.D., University of Minnesota
Leonard L Holder 1964-
Alumni Professor of Mathematics
B.S., M.S., Texas A & M University;
Ph.D., Purdue University
Kathleen P. lanneUo 1990-
Assistant Professor of Political Science
B.A., University of Arizona;
M.A.(2), Ph.D., Pennsylvania State University
Donald L. Jameson 1985-
Assistant Professor of Chemistry
B.S., Bucknell University;
Ph.D., University of North Carolina at Chapel Hill
Suzaime R. Johnson 1 990-
Assistant Professor of English
B.A., State University of New York at Stony Brook;
M.A., Ph.D., University of Virginia
John W.Jones 1989-
Instructor in Music
B.S., Lebanon Valley College;
M.Ed., Towson State University
Frederick J. Kaijage 1 99 1 -
Distinguished Visiting Professor of Global Studies
B.A., University of East Africa, University College
Dar es Salaam (Tanzania) ;
M.A., Ph.D., University of Warwick (England)
Kelfala M. KaUon 1987-
Assistant Professor of Economics
B.A., Methodist College; Ph.D., University of Virginia
JohnM. KeUett 1968-
Associate Professor of Mathematics
B.S., Worcester State College; M.S., Rutgers-State
University of New Jersey; Ph.D., University of Florida
BokinKim 1989-
Assistant Professor of Religion
B.A., M.A., Won Kwang University;
M.A., Ph.D., Temple University
Elizabeth Riley Lambert 1984-
Associate Professor of English
B.A., Duquesne University;
M.A., George Mason University;
Ph.D., University of Maryland
200
Deborah Larsen 1989-
.\.ssistaiit Professor of English
B.A., Mundelein College;
M.A., Western Washington University
L. Carl Leinbach' 1967-
Professor of Mathematics and Computer Science,
Department Chairperson
B.A., Lafayette College; M.A., University of Delaware;
Ph.D., University of Oregon
Catherine E. Lemley 1991-
Assistant Professor of Psychology
B.S., Columbus College;
M.A., Ph.D., Northeastern University
David B. Levine 1991-
Assistant Professor of Computer Science
B.A., Swarthmore College;
A.M., Ph.D., Dartmouth College
Klaus LiU 1990-
Instructor in German
Erstes und Zweites Staalsexamen in
Deutsch und Sozialwissen-Schaften
KarlG. Lorenz 1991-
Instructor in Sociology and Anthropology
B.A., University of Colorado at Boulder;
M.A., University of Illinois at Urbana-Champaign
Franklin O, Loveland 1972-
Associate Professor of Sociology and Anthropology
A.B., Dartmouth College; M.A., Lehigh University;
M.A., Ph.D., Duke University
Mia K. Luehrmann 1 99 1 -
Assistant Professor of Physics
B.A., Dartmouth College; M.Sc, Ph.D., University
of Illinois at Urbana-Champaign
Enrique Luengo 1991-
Assistant Professor of Spanish
B.A., Universidad de Concepcion (Chile);
Profesor of Spanish and Spanish American
Literatures, Universidad de Concepcion (Chile);
M.A., University of Michigan; Ph.D., University
of California, Los Angeles
PunamMadhok 1991-
Instructor in Art
B.F.A., Visva-Bharati University (India);
M.A., University of Illinois at Urbana-Champaign
Laurence A. MarschaU 1971-
Professor of Physics
B.S., Cornell University; Ph.D., University of Chicago
Michael Matsinko 1976-
Associate Professor of Music
B.S., M.M., West Chester University of Pennsylvania
Arthur McCardle 1969-
Associate Professor of German
B.A., M.A., Ph.D., Columbia University
Michael J. McTighe' 1 986-
Assistant Professor of Religion
A.B., Brown University; M. Div., Yale Divinity School;
Ph.D., University of Chicago
Fredric Michelman 1973-
Associate Professor of French
B.S.Ec, Universit)' of Pennsylvania; M.A., Middlebury
College; Ph.D., University of California, Los Angeles
JanE. MikeseU 1973-
Associate Professor of Biology
B.S., M.S., Western Illinois University;
Ph.D., Ohio State University
Carey A. Moore 1 955-56, 1 959-
Amanda Rupert Strong Professor of Religion
B.A., Gettysburg College;
B.D., Lutheran Theological Seminary, Gettysburg;
Ph.D., Johns Hopkins University
Jessica Moreno 1990-
Instructor in Spanish
B.A., National Autonomous University of Nicaragua
Kenneth F. Mott 1966-
Professor of Political Science, Department Chairperson
A.B., Franklin and Marshall College; M.A., Lehigh
University; Ph.D., Brown University
Samuel A. Mudd 1 958-64, 1 965-
Professor of Psychology
B.A., Gettysburg College;
M.S., Ph.D., Purdue University
Charles D. Myers, Jr. 1 986-
Assistant Professor of Religion
B.A., Duke University;
M.Div., Ph.D., Princeton Theological Seminary
ZUl
James P. Myers, Jr. 1 968-
Professor of English
B.S., LeMoyne College; M.A., University of Arizona;
Ph.D., University of Massachusetts
Jacqueline C. Nanfito 1991-
Assistant Professor of Spanish
B.A., Saint Mary's College of Notre Dame;
M.A., University of Michigan;
Ph.D., University of California, Los Angeles
Katsuyuki Niiro 1972-
Associate Professor of Economics
B.A., M.A., University of Hawaii;
M.A., Ph.D., University of Pittsburgh
Norman K. Nvmamaker 1963-
Professor of Music
A.B., Bowling Green State University;
M.M., Ph.D., Indiana University
Paula Olinger 1979-
Associate Professor of Spanish
B.A., University of Wisconsin;
M.A., Ph.D., Brandeis University
Bruce L. Packard 1971-
Associate Professor of Education
B.A., Gettysburg College;
Ed.M., Ed.D., Temple University
William E. Parker 1 967-
Associate Professor of Chemistry,
Department Chairperson
B.A., Haverford College; M.S., Ph.D., University of
North Carolina at Chapel Hill
Alan Paulson 1978-
Professor of Art, Department Chairperson
B.F.A., Philadelphia College of Art;
M.F.A., University of Pennsylvania
Peter J. Pella 1987-
Associate Professor of Physics, Department Chairperson
B.S., United States Military Academy;
M.S., Rensselaer Polytechnic Institute;
Ph.D., Kent State University
Thane S. Pittman 1972-
Professor of Psychology, Department Chairperson
B.A., Kent State University;
M.A., Ph.D., University of Iowa
Robert A. Pitts 1986-
Professor of Management
B.A., Yale University; M.B.A., Columbia University;
D.B.A., Harvard University
Lisa Portmess' 1979-
Associate Professor of Philosophy,
Coordinator of Global Studies
B.A., Gettysburg College;
M.A., Ph.D., Queen's University
Jean L. Potuchek 1988-
Assistant Professor of Sociology and
Anthropology/ Coordinator of Women's Studies
A.B., Salve Regina College;
A.M., Ph.D., Brown University
WiUiam F. Railing 1964-
Professor of Economics
B.S., United States Merchant Marine Academy;
B.A., Johns Hopkins University;
Ph.D., Cornell University
Rodney R. Redding 1989-
Associate Professor of Management,
Department Chairperson
B.S., M.S., Ph.D., Pennsylvania State University; CPA
RayR. Reider 1962-
Assistant Professor of Health and Physical Education
B.A., Gettysburg College;
M.Ed., Pennsylvania State University
Janet Morgan Riggs 1981-
Associate Professor of Psychology
B.A., Gettysburg College;
M.A., Ph.D., Princeton University
Michael L. Ritterson 1968-
Associate Professor of German
A.B., Franklin and Marshall College;
Ph.D., Harvard University
William E. Rosenbach 1984-
Harold G. Evans Professor of Eisenhower Leadership
Studies
B.S., B.B.A., Texas A & M University; M.B.A., Golden
Gate University; D.B.A., University of Colorado
Pamela J. Rosenberg 1990-
Assistant Professor of Sociology and Anthropology
B.A., Beloit College; M.A., University of New
Hampshire; Ph.D., Cornell University
^:uz
Alex T. Rowland 1958-
Ockershausen Professor of Chemistry
B.A., Gettysburg College; Ph.D., Brown University
G. Albert Ruesga 1991-
Assistant Professor of Philosophy
B.Sc, Ph.D., Massachusetts Institute of Technology
ReneSalgado 1990-
Assistant Professor of Political Science
B.A., Universidad Nacional de Nicaragua; M.A.,
University of Essex; M.A., University of South
Carolina; Ph.D., University of Maryland, Baltimore
Jose Sanchez 1990-
Instructor in Spanish
Licenciatura en Filologia Anglo germanica,
Universidad de Cadiz
Virginia E. Schein' 1986
Professor of Management
B.A., Cornell University; Ph.D., New York University
Emile O. Schmidt 1962-
Professor of English and Director of Theatre Arts
A.B., Ursinus College; M.A., Columbia University
Tracy A. Schoolcraft 1991-
Assistant Professor of Chemistry
B.S., George Washington University;
Ph.D., Pennsylvania State University
David S. Seitz 1989-
Instructor in Management
B.S., University of Delaware;
B.S., M.B.A., York College of Pennsylvania; CMA
Stephen M, Siviy 1990-
Assistant Professor of Psychology
B.A., Washington and Jefferson College;
M.S., Rensselaer Polytechnic Institute;
Ph.D., Bowling Green State University
Carol D. SmaU 1969-
Instructor in Art
B.A., Jackson College of Tufts University;
M.A., Johns Hopkins University
Gregg W.Smith 1989-
Assistant Professor of Political Science
B.A., Grand Valley State University; M.A., Saint
John's College (Santa Fe); M.A., Western Michigan
University; Ph.D., University of Wisconsin-Milwaukee
Carolyn S. Snively 1982-
Associate Professor of Classics, Department Chairperson
B.A., Michigan State University;
M.A., Ph.D., University of Texas at Austin
Ralph A. Sorensen 1977-
Associate Professor of Biology, Department Chairperson
B.A., University of California, Riverside;
Ph.D., Yale University
Harold Star 1988-
Assistant Professor of Management
B.A., McGill University;
M.B.A., Ph.D., Concordia University
Janet C. Stavropoulos 1978-
Associate Professor of English
B.A., Gettysburg College;
M.A., Ph.D., Indiana University
John R. Stemen 1961-
Associate Professor of History, Department Chairperson
B.A., Yale University; M.A., Ph.D., Indiana University
Mary Margaret Stewart 1 959-
Graeff Professor of English
A.B., Monmouth College (Illinois);
Ph.D., Indiana University
Peter Stitt' 1986-
Professor of English, Editor of The Gettysburg Reviexu
B.A., M.A., University of Minnesota; Ph.D., University
of North Carolina at Chapel Hill
JohnC.Stroope 1986-
Assistant Professor of Management
B.A., California State University at Long Beach; M.A.,
University of Texas at Arlington;
Ph.D., University of North Texas; CPA
Amie Godman Tannenbaum 1968-
Associate Professor of French, Department Chairperson
A.B., Hood College; M.A., George Washington
University; Ph.D., University of Maryland
Donald G. Tannenbaum 1966-
Associate Professor of Political Science
B.B.A., M.A., City College of the City University of
New York; Ph.D., New York University
C. Kerr Thompson 1985-
Professor of Spanish
B.A., Davidson College;
M.A., Ph.D., Louisiana State University
iCUO
Rodney S. Tosten 1 990-
Assistant Professor of Mathematics and
Computer Sciences
B.A., Gettysburg College; M.S., West Virginia
University; Ph.D., George Mason University
Kay B.Tracy 1990-
Instructor in Management
B.S., University of Southwestern Louisiana;
M.B.A., Drury College
Amelia M. Trevelyan 1 985-
Assistant Professor of Art
B.A., M.A., University of Michigan;
Ph.D., University of California, Los Angeles
Robert H. Trone 1956-
Associate Professor of Religion
B.A., Gettysburg College; B.D., Yale Divinity School;
M.A., Ph.D., Catholic University of America
Orit E. Tykocinski 1 99 1 -
Instructor in Psychology
B.A., B.A., M.A., Tel-Aviv University (Israel)
Miguel Vinuela 1988-
Assistant Professor of Spanish
B.A., M.A., California State University, Fresno;
Ph.D., University of California, Los Angeles
Elizabeth Richardson Viti 1 984-
Associate Professor of French
B.A., Wake Forest University; M.A., Middlebury
College; Ph.D., New York University
Robert M. Viti^ 1971-
Professor of French
B.A., St. Peter's College;
M.A., Ph.D., Duke University
Kerry S. Walters 1985-
Assistant Professor of Philosophy
B.A., University of North Carolina at Charlotte; M.A.,
Marquette University; Ph.D., University of Cincinnati
Charles Walton 1989-
Associate Professor of Management
B.S., Auburn University; M.A., East Tennessee State
University; Ph.D., Florida State University; CPA
Spring J. Walton 1990-
Assistant Professor of Management
B.S., University of Missouri;
M.A., East Tennessee State University;
J.D., University of Maryland School of Law
Shirley A. Warshaw 1 987-
Assistant Professor of Political Science
B.A., M.G.A., University of Pennsylvania;
Ph.D., Johns Hopkins University
Dennis M. Weiss 1991-
Assistant Professor of Philosophy
B.A., Emory University;
Ph.D., University of Texas at Austin
Robert B. Winans 1 987-
Associate Professor of English,
Chairperson of Interdepartmental Studies
B.A., Cornell University;
M.A., Ph.D., New York University
John R. Winklemann 1963-
Associate Professor of Biology
B.A., University of Illinois;
M.A., Ph.D., University of Michigan
David E. Woolwine 1 99 1 -
Assistant Professor of Sociology and Anthropology
B.A., St. John's College;
M.A., Ph.D., Princeton University
KentD. Yager^ 1986-
Assistant Professor of Spanish
B.A., M.A., University of California, Santa Barbara;
Ph.D., University of New Mexico
Charles J. Zabrowski 1987-
Assistant Professor of Classics
A.B., Canisius College; M.A., University of Toronto;
Ph.D., Fordham University
Robert F. Zellner 1968-
Professor of Music, Department Chairperson
B.S., West Chester University of Pennsylvania;
M.A., Lehigh University
Maria Zielina 1991-
Assistant Professor of Spanish
B.A., California Lutheran University;
M.A., Ph.D., University of California, Santa Barbara
1 On leave. Fall semester 1992-93
2 On leave. Spring semester 1992-93
3 On leave, Academic Year 1992-93
Other Instructional and
Administrative Personnel
(1991-92 Academic Year)
Dennis R. Aebersold
Adjunct Professor of Physics
B.S., Occidental College;
Ph.D., Brown University
Norman L. Annis
Adjunct Professor of Art
B.A., University of Northern Iowa;
M.F.A., University of Iowa
Lois Armor
Laboratory Instructor in Biology
B.A., Gettysburg College
Thomas L. Bachman
Part-time Assistant Women's Soccer Coach
B.S., West Chester University of Pennsylvania
Mary T. Baskerville
Adjunct Associate Professor of English
B.A., Hunter College; M.A., Ph.D., Columbia University
Rob Bass
Adjunct Instructor in Art
Philip Bassi
Part-Time Assistant Football Coach
B.S., U.S. Naval Academy;
M.S.A., Central Michigan University
Garth Baxter
Adjunct Instructor in Music
B.A., Pepperdine University;
M.A., California State University, Northridge
Patricia A. Beedle
Adjunct Instructor in English
B.A., M.A., Creighton University
Duane A. Botterbusch
Adjunct Assistant Professor of Music
B.S., Mansfield University of Pennsylvania;
M.M., West Chester University of Pennsylvania
Teresa Bowers
Adjunct Assistant Professor of Music
B.M.E., Susquehanna University;
M.M., Ohio State University
Mary Jo Boylan
Assistant Instructor in Chemistry
B.S., Allegheny College
Dale G. Bruce
Part-ume Assistant Men's Lacrosse Coach
B.S., University of Maryland
Harry M. Buck
Adjunct Professor of Religion
A.B., Albright College; M.Div., United Theological
Seminary; Ph.D., University of Chicago
HoUy L. Cantele
Part-time Cheerleading Advisor/ Coach
B.A., Gettysburg College
Michael P. Cantele
Adjunct Instructor in Health and
Physical Education
B.A., Gettysburg College;
M.F., Old Dominion University
Rayelenn Sparks Casey
Adjunct Instructor in English
B.A., Eastern Nazarene College; M.A.,
Simmons College; M.A., Gallaudet College
Janice B. Chapman-Ainge
Adjunct Instructor in Art
B.A., Hood College
Ian B. Clarke
Adjunct Instructor in English
B.A., University of Virginia;
M.F.A., University of Iowa
Holly L. Cookerly
Adjunct Instructor in Health and Physical Education
B.S., Pennsylvania State University
P. Richard Cooper
Laboratory Instructor in Physics
B.A., Gettysburg College;
M.Ed., Western Maryland College
Casey Counseller
Co-Head Golf Coach
Christine A. Cozort
Adjunct Instructor in English
B.A., Brown University; M.A., University of Virginia
^\JU
Anne Craft
Adjunct Instructor in First Year Colloquy
B.A., Westminster College
Dennis M. Csensits
Graduate Assistant, Men's Basketball Program
B.S., Allentown College of Saint Francis De Sales
Robert E. Curtis
Adjunct Professor of Education
B.S., Ed.M., University of Rochester;
Ed.D., Cornell University
Ana M. Diez
Adjunct Instructor in Spanish
Diploma, Escuela Univesitaria de Profesores,
Universidad de Cantabria; Licenciada, Facultad
de Filolgia; Seccion Hispanicas, Universidad de Sevilla
Ellis L. Diviney
Part-time Assistant Men's Basektball Coach
B.S., East Stroudsburg University of Pennsylvania
Thomas S. Dombrowsky
Adjunct Instructor in Interdepartmental Studies
B.A., University of Rhode Island;
M.A., Morgan State University
Margarita Elorriaga
Adjunct Instructor in Spanish
M.A., University of New Mexico, Albuquerque
Thomas Flaherty
Assistant Men's Basketball Coach
B.S., East Stroudsburg University of Pennsylvania
Liliane P. Floge
Adjunct Associate Professor of Sociology
and Anthropology
B.A., City College of New York;
M. Phil., Ph.D., Columbia University
Glenn E. Ford
Adjunct Assistant Professor of Health and
Physical Education
B.S., M.Ed., Shippensburg University of
Pennsylvania; Ed.D., University of Maryland
Mary M. Fox
Assistant Instructor in Chemistry
B.S., Towson State University
Josephine Freund
Chapel Organist
Judy Gemby
Part-Time Assistant Women's Basketball Coach
B.S., East Stroudsburg University of Pennsylvania
I. Birgitte Ginge
Adjunct Assistant Professor of Classics
B.S., B.A., Ph.D., Odense University, Denmark
Lisa I. Gregory
Assistant Instructor in Chemistry
B.A., Gettysburg College
Peggy S. Hancock
Adjunct Instructor in Health and Physical Education
B.A., University of Arkansas;
M.S., University of Central Arkansas
Lynn Hanley
Adjunct Instructor in Art
B.F.A., Wayne State University
Jean A. Hartzell
Adjunct Instructor in English
B.A., Gettysburg College;
M.A., Shippensburg University of Pennsylvania
Michael Hayden
Laboratory Instructor in Physics
B.S., University of Maryland, College Park
Jean S. Holder
Adjunct Associate Professor of First Year Colloquy
B.S., West Texas State University;
M.A., Ph.D., American University
Jeanine Howe
Adjunct Assistant Professor of English
B.F.A., Otterbein College;
M.F.A., Carnegie-Mellon University
Marilyn Hubbard
Coordinator of Off-Campus Studies and International
Student Affairs and Adjunct Instructor in Spanish
B.A., Monmouth College (Illinois);
M.A., Southern Illinois University
Barbara Hulsether
Laboratory Instructor in Biology
B.S., Utica College of Syracuse University
zuu
Janice L. Jayes
Adjunct Instructor in History
B.A., Mt. Holyoke College;
M.S., Georgetown University
William Jones
Lecturer in Interdepartmental Studies
B.A., Eastern Nazarene College;
M.A., University of Wisconsin; Ed.D., Boston University
Grace S. Kang
Adjunct Instructor in Music
B.S., University of Rochester
Jean N. Kuebler
Adjunct Instructor in First Year Colloquy
B.A., Dickinson College
Ghislaine Le Boumault
French Teaching Assistant
Licence de Lettres Modernes-Mention
Frangais Langue Etrangere;
Maitrise de Frangais Langue Etrangere,
Universite de Haute-Bretagne, Rennes, France
Thomas P. Leff
Adjunct Assistant Professor of English
B.A., M.F.A., Case Western Reserve University
Susan R. Leighow
Adjunct Instructor in History
B.S., Bloomsburg University;
M.A., Kutztown University
William Leslie
Adjunct Instructor in Mathematics and Computer
Science
B.S., Indiana University of Pennsylvania;
M.Ed., Shippensburg University
Richard K. LeVan
Adjunct Assistant Professor of Music
B.A., University of South Florida;
M.A., Indiana University of Pennsylvania;
Ph.D., University of Pittsburgh
Debora A. Lewis
Adjunct Instructor in Health and Physical Education
Leslie Light
Adjunct Instructor in Music
B.A., Dickinson College;
M.M., Peabody Conservatory of Johns Hopkins University
Jeffrey Little
Assistant Football Coach
B.S.Ed., Shippensburg University of Pennsylvania
Christine R. Lottes
Adjunct Instructor in Health and Physical
Education/Wellness
B.S., Valparaiso University;
M.S., West Chester University of Pennsylvania;
Ed.D., West Virginia University
Paul A. Love
Adjunct Assistant Professor of English
B.A., M.A., Ph.D., University of California, Los Angeles
Dorothy C. Moore
Adjunct Instructor in Spanish
B.A., M.A., California State University, Fresno
Donald L. Muench
Adjunct Professor of Mathematics and Computer Science
B.S., St. John Fisher College; M.S.,
St. John's University; D.A., Idaho State University
Yukiko Niiro
Adjunct Instructor in Mathematics and Computer Science
B.B.A., M.B.A., University of Hawaii
Robert C. Nordvall
Lecturer in Interdepartmental Studies
B.A., DePauw University; J. D., Harvard Law School;
Ed.D., Indiana University
Joseph J. Pecatis
Part-Time Assistant Wresding Coach
B.S., Lock Haven University of Pennsylvania
Elizabeth Pema
Adjunct Instructor in Health and Physical Education
B.S., Slippery Rock University of Pennsylvania
William H. Pfitzinger
Part-Time Head Women's Tennis Coach
B.S., Roanoke College
Janet M. Powers
Adjunct Associate Professor of Interdepartmental Studies
B.A., Bucknell University; M.A., University of
Michigan; M.A., Ph.D., University of Wisconsin
Phyllis Price
Laboratory Instructor in Biology
B.A., Gettysburg College
2U/
Jerome Radosh
Adjunct Assistant Professor of Management
B.S., Pennsylvania State University;
J.D., Catholic University of America;
M.A., Mount Saint Mary's College
Camilla Rawleigh
Assistant Swimming Coach
B.A., University of North Carolina, Chapel Hill
Alden H. Reese
Laboratory Instructor in Biology
A.B., Hood College
Kathy L. Showvaker
Adjunct Instructor in Health and Physical
Education/Wellness
B.A., M.A., Western Maryland College
Michael R. Spangler
Part-Time Assistant Track & Field Coach
B.A., Susquehanna University
Nancy Stemen
Adjunct Instructor in First Year Colloquy
B.S., Millersville University of Pennsylvania;
M.A., University of Delaware
Lee P. Rentzel
Part-Time Assistant Baseball Coach
B.S., Pennsylvania State University;
M.A., Western Maryland College
Elena Rosa
Spanish Teaching Assistant
Licenciatura en Filologia Hispanica,
Universidad de Sevilla
Charles Saltzman
Adjimct Instructor in English
A.B., Harvard College; M.A.T., Harvard Graduate
School of Education
Theodore J. Sawchuck
Part-Time Assistant Football Coach
B.S., University of Akron
Barbara Streeter
Assistant Softball Coach
B.A., Lebanon Valley College
Norma Swain
Adjunct Instructor in Music
B.S., Radford University;
M.M., West Virginia University
Christopher L. Tranchitella
Adjunct Instructor in Music
B.A., Western Maryland College;
M.M., Eastman School of Music, University of Rochester
Sylvia S. Van Arsdale
Adjunct Instructor in Education
B.S., Millersville University;
M.Ed., Antioch Graduate School of Education
John Schmid
Graduate Assistant, Assistant Football Coach
B.S., Ursinus College
Nosson Schreiber
Adjunct Instructor in Religion
Bachelor and Masters of Talmudic Law,
Ner Israel Rabbinical College;
M.S., Johns Hopkins University
Aubrey L. Shenk
Assistant Cross Country Coach
B.A., Juniata College
Anne K. Showalter
Adjunct Instructor in First Year Colloquy
B.A., Elizabethtown College;
M.A., University of Iowa
Matthew Verdirame
Part-Time Assistant Men's Lacrosse Coach
B.A., Gettysburg College;
M.A., State University of New York at Stony Brook
Greogry T. Vogel
Graduate Assistant, Men's Soccer Coach
B.A., Alfred University
Todd Wawrousek
Part-Time Head Women's Soccer Coach
B.S., Millersville University;
M.A., Alfred University
Dexter N. Weikel
Adjunct Professor of Music
B.S., Susquehanna University;
M.A., Pennsylvania State University;
D.M.A., Peabody Conservatory of Johns Hopkins
University
208
Frank B. Williams
Adjunct Associate Protessor of Education
B.A., M.A.T., Wesleyan University;
Ed.D., University of Pennsylvania
Helen J. Winkelmann
Associate Instructor in Biology
B.A., Notre Dame College of Staten Island;
M.S., University of Michigan
John Winship
Adjunct Instructor in Art
B.A., Middlebury College
Petra S. Wirth
Adjunct Assistant Professor of Spanish
B.A., Old Dominion University;
M.A., Ph.D., University of North Carolina, Chapel Hill
Cindy T. Wright
Adjunct Instructor in Health and Physical Education
B.S., State University of New York at Cordand;
M.S., University of Utah
Francis A. Young
Adjunct Assistant Professor of English
B.A.(2), M.A., Ph.D., University of Maryland,
College Park
Jo Ann K. Zeman
Laboratory Instructor in Biology
B.A., Western Maryland College
Michael J. Zerbe
Adjunct Instructor in English
B.S., James Madison University;
M.T.S.C, Miami University (Ohio)
Una Zientek
German Teaching Assistant
Erstes Staatsexamen in Englisch und
Franzosisch
209
GETTYSBURG COLLEGE
Office of the Provost
Calendar for 1992-93
Fall Semester
August 27-30, Thursday-Sunday
August 31, Monday
October 2, Friday
October 2-4, Friday-Sunday
October 12-13, Monday-Tuesday
October 17, Saturday
October 21, Wednesday
November 13, Friday
November 24, Tuesday at 5:00 p.m.
November 30, Monday at 8:00 a.m.
December 1 1 , Friday
December 12, Saturday
December 13-19, Sunday-Saturday
Orientation and registration
Classes begin
Fall Honors Day
Fall Family Weekend
Reading days
Alumni Homecoming
Mid-semester reports
Fall Convocation (11:00 a.m. classes
cancelled)
Thanksgiving break begins
Thanksgiving break ends
Last day of classes
Reading day
Final examinations
Spring Semester
January 18, Monday
January 19, Tuesday
March 9, Tuesday
March 10, Wednesday at 5:00 p.m.
March 22, Monday at 8:00 a.m.
March 26, Friday
April 9, Friday
April 24, Saturday
May 4, Tuesday
May 6, Thursday
May 7, Friday
May 8-14, Saturday-Friday
May 23, Sunday
June 4-6, Friday-Sunday
Registration
Classes begin
Mid-semester reports
Spring recess begins
Spring recess ends (Follow Friday
schedule)
Spring Honors Day (11:00 a.m. classes
cancelled)
Good Friday (classes cancelled)
Get Acquainted Day
Follow Thursday schedule
Last day of classes (Folloiu Friday
schedule)
Reading day
Final examinations
Baccalaureate and Commencement
Alumni Weekend
210
Statistical Summary
Students in College
1991 Full-Time Enrollment
Fall Semester
M W Total
Senior 243 257 500
Junior 258 252 510
Sophomore 255 262 517
First Year .J04 _287_ 591
1060 1058 2118
The above enrollment includes 90 students who were
studying off campus.
Geographic Distribution Matriculated Students 1991
Fall Semester
Number
Of
Students
Percent
Pennsylvania
584
27.5
New Jersey
474
22.3
New York
281
13.2
Connecticut
203
9.6
Maryland
186
8.8
Massachusetts.
83
3.9
Virginia.
56
2.6
Florida
26
1.2
Delaware
23
1.7
Other States
171
8.0
International (29 countries
38
1.8
2125
100.0
Student Retention
Of the students who entered Gettysburg as first year
students in September 1987, 73.1% received their
degree within four years; an additional 6.5% of the
class continued at Gettysburg. Thirty-nine students
(6.5% of the class) were required to withdraw from
Gettysburg for academic or disciplinary reasons; six of
these students returned and continued at Gettysburg.
Endowment Funds
Gett)'sburg College has benefitted over the years and
continues to benefit from the income of funds
contributed to the College's Endowment. Income
from unrestricted endowment funds may be used for
the general purpose of the College or for any special
purposes; income from restricted endowment funds
is used solely for the purpose specified by the donor.
The generous support of the donors listed below has
been vital to the continuing success of the College.
(Unrestricted)
Allhouse Family Endowment Fund: In honor of William
Craig Allhouse (1981) and Mrs. Catherine Reaser
Allhouse (1924), and in memory of William
Kenneth Allhouse (1925) and Richard Reaser
Allhouse (1950).
Alumni Memorial Endowment Fund
Jackson Anderson (1977) and Laurene Anderson {1977)
E. W. Baker Estate
Frank D. Baker
Robert J. Barkley Estate
Charles Bender Trust
Fay S. Benedict Memorial Fund
H. Melvin Binkley Estate
H. Brua Campbell Estate
Dr. John Chelenden Fund (1928) in honor of
JohnB. Zinn(1909)
Class of 191 9 Fund
Class of 1926, 60th Reunion Fund
Class of 1 971 Fund
Louise Cuthbertson: In memor)' of Arthur Herring,
Anna Wiener Herring and Louise Cuthbertson.
Charles W. Diehljr. (1929)
Harold Sheely Diehl Estate
Faculty and Staff Memorial Endownment Fund
Robert G.Fluhrer (1912)
The Ford Foundation
Walter B. Freed Estate
Owen Fries Estate
Richard V. Gardiner Memorial Fund
The Carman Fund: A perpetual family memorial.
The Gettysburg Times
Mamie Ragan Getty Fund
Frank Gilbert
Margant E. Giles
Ralph and Katherine M. Gresh
James H. Gross Estate
William D. Hartshome Estate
George G Hatter (1911)
Adam Hazlett (1910)
J. Kermit Hereter Trust
Ralph E. Heusner Estate
Joseph H. Himes(1910)
Marion Huey
John E. Jacobsen Family Endowment Fund
Bryan E. Keller Estate
Edmund Keller Estate
Caroline C. Knox
William J. Knox (1910)
Frank H. Kramer (1914) and Mrs. Kramer
211
Harris Lee Estate
Ralph D. Linderman Memorial Fund
The Richard Lewis Lloyd Fund in Memory of Arthur C. Carty
Robeii T. McClarin Estate
Ralph McCreary Estate
James MacFarlane Fund, Class of 1837
Dana and Elizabeth Manners Memorial
J. Clyde Market (1900) and Caroline O. Market
Robert T . Marks
FredG. Masters ( 1 904)
A.L.Mathias(1926)
John H. Mickely (1928): In memory of his brother
William Blocher Mickely.
Alice Miller
Thomas Z. Minehart (1894)
Ruth G. Moyer Estate, Professor's Endoiument Fund
Bemice Baker Musser
Helen Overmiller
Ivy L. Palmer
Joseph Parment Company
Andrew H. Phelps
C. Laurrence Rebuck
Mary Hart Rinn
Sarah Ellen Sanders
Robert and Helene Schubauer Estate
Anna D. Seaman
A. Richard Shay (1928)
Paul K Sheffer(1918)
Herbert Shimer( 1896)
Robert O. Sinclair
Albert T. Smith Memorial Fu nd
James Milton Smith Fund
Anna K. and Harry L. Snyder
Mary Heilman Spangler
Harvey W. Strayer
Leah Tipton Taylor Estate
Veronica K. Tollner Estate
Vera and Paul Wagner Fund
Walter G. Warner Memorial Fund ( by BergliotJ. Wagner)
Leona S. & L. Ray Weaver Memorial Fund
Richard C. Wetzel
Jack Lyter Williams (1951) Memorial Fund
Alice D. Wrather
Romaine H. Yagel Trust
George L. Yocum Memorial Fund
John and Caroline Yordy MejnorialFund
(Restricted)
Conrad Christian Arensberg Memorial Fund: A fund
established in 1948 by Francis Louis Arensberg in
memory of his father, a Union veteran, for the
purchase of Civil War books and materials.
Florence Arensberg Conservation /Restoration Fund: A fund
established to restore works of art and historic objects.
Athletic Endowment A fund established for the athletic
department to be used for discretionary purposes.
The Rev. Peter C. Bell Memorial Lectureship Fund: A fund
for the establishment of a lectureship on the claims of
the gospel on college men.
Bickle Endoiument Fund: A fund to support debating,
established in 1925 to honor Dr. Philip Bickle (1866),
Dean of Gettysburg College, 1889-1925.
Joseph Bitlinger: Chair of Political Science.
Lydia Bittinger: Chair of History.
Joseph and Lydia Bittinger Memorial Fund: A fund
established to support the needs of the history and
political science departments.
Blavatt Family Lecturship: A fund to establish the Blavatt
Family Lecture Series in Political Science.
Robert Bloom Fund: For Civil War Studies.
Mr. &" Mrs. Thomas Citron: A fund established by Mr. &
Mrs. Thomas Citron (1947) to endow insurance on a
1934 oil painting by Minna Citron.
Class of 1911 Memorial Trust Fund: A fund established
in 1961, on the fiftieth anniversary of the Class of
1911, to provide income for the purchase of books for
the College library.
Class of 1 925 Meritorious Service Award Foundation: To
provide annual alumni awards for notable service
rendered Alma Mater.
Thomas Y. Cooper Endowment: A bequest to Gettysburg
College in support of its libraries: (a) for acquisitions
in literature and American history, as a memorial to
his parents. Dr. and Mrs. Moses Cooper; and (b) for
the operating budget of the library.
A. Bruce Denny Fund: A fund in memory of A. Bruce
Denny (1973), contributed by fellow students to
purchase library books.
Luther P. Eisenhari Fund: A fund established for the use
of emeriti faculty and widows of former members of
the faculty in real need of assistance.
Eisenhoioer Memorial Celebration Fund: A fund established
by the Eisenhower Society to support an appropriate
ceremony in honor of President Eisenhower on or
about his birthday on October 14 every year.
212
Harold G. Evans Chair in Eisenhozver Leadership Studies:
A fund established to foster an educational program
in leadership.
Clyde E. and. Sarah A Gerberich Endowment Fund: A fund
established to support a series of lectures dedicated
to the memory of Dr. Robert Fortenbaugh (1913).
This fund is also supported by a matching gift from
the Hewlett Foundation to support the Robert
Fortenbaugh Memorial Lecture.
Gettysburg Revieiu Fund: \ iund established to provide
annual support for the Gettysburg Review.
Russell P. Getz Memorial Fund: A fund established for
the support of the music department.
Jean Landefeld Hanson Fund: A fund established in
1971 by family and friends of the late wife of former
President C. Arnold Hanson, the income to be
assigned to purposes related to the Chapel program
determined by the Chaplain and the President of the
College.
The John A. Hauser Executive-in-Residence Fund: A fund
established by the family and friends of John A.
Hauser and Gettysburg College, the income of which
shall be used to support a business or governmental
executive-in-residence for a limited period of time
on an annual basis.
The Harry D. Holloway Memorial Fund: A fund to be
used for purposes of keeping alive on the campus of
Gettysburg College the Spirit of Abraham Lincoln.
KarlF. Irvin Trust Fund: A fund established from the
corpus of this trust and treated as restricted
endowment, paying the income to the Annual Fund
in Mr. Irvin's name.
William R Kenan, Jr. Endowment Fund for Teaching
Excellence: A fund established to support high quality
and effective teaching.
Dr. and Mrs. Frank Kramer Oriental Art Fund: A fund to
support and advance the study of East Asian art and
related topics.
MNC Management Curriculum: A fund by the
Maryland National Foundation to provide financial
support for the Management Program.
Mansdorfer Chair in Chemistry: An endowed chair
which provides funds for faculty salaries, research
needs, payment for research assistants, and travel for
conferences.
Dr. Amos S. and Barbara K. Musselman Art Endowment
Fund: A fund to support and advance knowledge and
appreciation of art at Gettysburg College.
Dr Amos S.and Barbara K. Musselman Chemistry
Endowment Fund: A fund to support the chemistry
program. The funds will be used primarily for the
purchase of laboratory equipment and supplies.
Musselman Endowment For Music Workshop: A fund
contribiued by the Musselman Foundation to
support workshops in music performance and
seminars in music education.
Musselman Endowment For Theatre Arts: A fund
contributed by the Musselman Foundation to
support visits to the campus by individuals with
expertise in the technical aspects of the theatre.
NEH Distinguished Teaching Professorship in the
Humanities /Ed and Cindy Johnson: A fund established
to provide salary enhancements, travel, library
purchases, clerical support, and faculty replacement
salaries for various instructional departments.
Musselman Endowment for Visiting Scientists: A fund
contributed by the Musselman Foundation to
support visits by scientists to the College.
NEH Fluhrer-Civil War Chair: Contributed by the
National Endowment for the Humanities and the
Robert Fluhrer estate to establish a Civil War Chair
in the history department.
NEH Fund for Faculty and Curriculum Development in the
Humanities: A fund established by a Challenge Grant
from the National Endowment for the Humanides to
promote high quality work in the humanides
through faculty and curriculum development acdvity
of particular merit. This fund is part of the larger
Institutional Fund for Self-Renewal.
NEH Senior Scholars ' Seminar: A fund established to
support the Senior Scholars' Seminar from the
Nauonal Endovmient for the Humanides.
One in a Mission Program Fund: An appeal throughout
the Central Pennsylvania Synod to provide addidonal
endowment funds to enhance the church-related
mission of the College.
EdredJ. and Ruth Pennell Trust Foundation: A fund to
be used to purchase new materials in the fields of
polidcal science, management, and economics.
TTT
Political Science Research /Development A fund
established by Elmer Plischke to assist faculty in the
political science department in research activities.
Paul H. Rhoads Teaching and Professional Development
Fund: A fund established by Paul H. Rhoads,
Gettysburg College, and others, the income from
which provides named awards to support scholarly
research, professional development, or the
improvement of undergraduate instruction by
Gettysburg College faculty.
Norman F. Richardson Memorial Lectureship Fund: A
fund which will support each year an event which
stimulates reflection on interdisciplinary studies,
world civilization, the philosophy of religion, values,
and culture.
Henry M. Scharf Lecture Fund: A fund contributed by
Dr. F. William Sunderman (1919) in memory of
Henry M. Scharf, (1925), to establish a lectureship
on current affairs.
Louis and Claudia Schalanoff Library Fund: A fund
used for the purpose of purchasing books and other
publications for the chemistry library at Gettysburg
College.
James A. Singmaster (1898) Fund for Chemistry: A fund
established in 1967 by Mrs. James A. Singmaster in
memory of her husband for the purchase of library
materials in chemistry, or in areas related thereto.
Dr. Kenneth L. Smoke Memorial Trust Fund: A fund
created in 1971 to honor the man who in 1946
established the department of psychology at
Gettysburg College and served as its chairman until his
death in 1970. The annual income is used in part by
the College library to purchase library resources in the
field of psychology and in part by the psychology
department for special departmental needs.
Stoever Alcove Fund: A fund established by Laura M.
Stoever for the support of the library.
/. H. W. Stuckenberg Memorial Lectureship A bequest
from Mary G. Stuckenberg in memory of her
husband to sponsor lectures in the general area of
social ethics.
The Sunderman Chamber Music Foundation of Gettysburg
College: A fund established by F. William Sunderman
1919 to stimulate and further the interest in
chamber music at Gettysburg College through the
sponsorship of chamber music concerts.
Waltemyer Seminar Room Fund: A fund established by
Carroll W. Royston (1934) and the family and friends
of Dr. William C. Waltemyer (1913), former head of
the Bible department at the College, to provide
furnishings for and to maintain the library in a
seminar room in his memory.
Stephen Henry Warner '68 Memorial Fund: A two-part
fund, including (1) contributions to Gettysburg
College in memory of Mr. Warner, the income to be
used to maintain and support the Warner Collection
on Vietnam, as well as to purchase new books for the
library; (2) a bequest established by Stephen H.
Warner for library acquisitions in Asian studies, and
for use as seed money for projects encouraging
exciting, challenging, and fresh ideas.
Donald K. Weiser Book Acquisition Fund: A fund
established in honor of Donald K. Weiser (1924) for
the purchase of library books in the field of insurance,
management, and business administration.
Woman 's League Fund for Upkeep and Repair of the
YMCA Building (Weidensall Hall): An endowment
bequest of Louisa Paulus.
Dr. and Mrs. Jeremiah Zimmerman Fund: A fund
established in 1931 by Dr. Jeremiah Zimmerman
(1873), from a bequest of Mrs. Zimmerman, who
died in 1930, to create an endowment in support of
the annual operating budget of the library.
John B. Zinn Memorial Fund in Admissions: A fund
established in honor of John B. Zinn by friends and
former students to support admissions efforts in
fields associated with the healing arts.
John B. Zinn President Discretionary Institutional and
Faculty Institutional Development Fund: A fund
established to provide support for research and
professional development by Gettysburg College
faculty and staff; to support new or experimental
academic programs and also to support professional
development and research for professors in fields
associated with the healing arts.
SPRING 1990
Gettysburg
Tk Gettysbur£R^iew
A quarterly journal with a strong national
following, The Gettysburg Review is published by
Gettysburg College. Among its advisory and
contributing editors are author and humorist
Garrison Keillor; poets Richard Wilbur,
Donald Hall, and Rita Dove; and novelist Ann
Beattie. The Gettysburg Revieiu received the
awards for "Best New Journal" and "Best
Journal Design" from the Council of Editors
of Learned Journals in 1988. Students serve
the Journal in a number of ways through
internships, work-study, and volunteerism.
tt:
Index
ZiO
INDEX
Academic Advising 21,164
Academic Calendar 209
Academic Counseling 6, 21, 164
Academic Honors 55
Academic Purposes 2,17
Academic Services and Informadon 164
Academic Standing 34
Academic Standing Committee 34,164
Accounting, Courses in, 114-115
Accident Insurance 171
Accreditadon 221
Adjunct Faculty 204
Administradon, The 188
Administrative Offices 166
Admission Office 13
Admission Policy 168
Admission Procedure 168
Admissions, Expenses, and Financial Aid 168-183
Advanced Credit and Placement 169
Advising System 21
AIDS Policy 161
African-American Studies 67-69
Alcohol and Drug Education 162
American Studies 112
Anthropology, Courses in 142
And-discriminadon Policy 221
Army Reserve Officers Training Program 55
Area Studies 112
Art, Courses in 69-73
Art Gallery 70
Ardst in Residence 159
Asian Studies 112
Astronomy (See Physics)
Athledc Facilides 166
Athledcs 15, 164
Audiung of Courses 28
Awards 56-63
Bachelor of Arts Degree Requirements 23
Bachelor of Science in Music Education 41
Band 125, 158
Basic Facts about the College 14
Bills 170
Biology, Courses in 73-76
Boarding Costs and Policy 170
Board of Trustees 1 86
Bookstore 156, 171
Business Administration, Courses in
(See Management)
Calendar 1992-93 209
Campus Life 154
Career Services 6,12,160
Career Opportunides
(See Departmental Course Introducdons)
Catholic Religious Services 163
Catholic Student Religious Group 157, 163
Center for Global Education 47
Central Pennsylvania Consortium 43
Chapel Programs 10, 163
Chemistry, Courses in 76-79
Choirs 125, 158
Classics, Courses in 79-82
Classrooms, Laboratories 165-166
Clubs and Organizations 160
College Affiliated Programs 42
College Course Requirements 24
College Life 154
College Store 156,171
College Union 9, 156
Communication Media 159-16+0
Community 4
Comprehensive Academic Fee 1 70
Computing Services 166
Computer Courses 36,119-121
Computer Facilities 120,166
Computer Network 166
Computer Science, Courses in 1 19-121
Consortium Exchange Program 43
Cooperative Programs 7, 43-50
Correspondence, Listing for 221
Costs 13, 170
Counseling Services 162
Course Changes 29
Course Load Regulations 27
Course Numbering System 66
Course Requirements 24
Courses of Study 66
Credit System (Credit Hours) 22
Cultural Activities 15,158
Curriculum 20
Dean of the College 154
Deans' Lists 56
Debating Union 160
Degree Requirements
Bachelor of Arts and
Bachelor of Science 23
Bachelor of Science in Music Education 41
Exemption From 32
Dental School, Preparation for 53-55
Dining Accommodations 155
Dining Fees 170
Distribution Requirements 24, 66
Dive (Nightclub) 156
Dormitories 154-55
Drama (See Theatre Arts)
Dramatics 159
Dual Degree Programs
INDEX
^rrr
(See Engineering, Forestry, Nursing,
and Optometry)
Early Decision Plan 13, 168
Economics 82
Economics, Courses in 83-86
Education, Courses in 86-88
Employment Placement Services 42, 160
Employment Prospects in Teaching 42
Endowment Funds 210-213
Engineering Dual-Degree Programs
(See also Physics) 51,128
English, Courses in 88-92
Enrollment, Summary of 14, 210
Environmental Studies Program 95
Environmental Studies and Forestry
Dual-Degree Program 52-53
Expenses 170-71
Facilities 165
Facts About College 1 4
Faculty, The 193-208
Fees 170-171
Financial Aid 172
Fitness Program 162
Foreign Study 46-49
Forestry and Environmental Studies
Dual-Degree Program 52-53
France, Program in 47
Fraternities 10, 155
Fraternity Houses 9,155
French, Courses in 95-98
First Year Advising and Orientation 21
First Year Colloquy 6, 20, 24, 67
Full Time Student 27, 170
Geographical Distribution of Students 210
Geography, Courses in 86
German, Courses in 98-101
Germany, Program in 48, 98
Gettysburg Theatre Festival 159
Ge ttysburg Review 212
Gettysburgian, The 159
Global Studies 112
Government, Courses in
(See Political Science)
Grading System 29-30
Graduate School Preparadon 22
Graduadon
Requirements for 23
With honors 55
Grants 173
Greece, Program in 48
Greek, Courses in 79-80
Greek Organizations 155
Handicapped Persons 28
Health Center 9, 161
Health and Physical Education, Courses in 101-104
Health and Physical Education Requirement 23, 24,
101-102
Health Professions
Preparation for 53-55
Health Services 161-62
History, Courses in 105-108
Honor Code 10,15,19,157
Honor Commission 10,19,157
Honors, Graduation with 55
Honorary Fraternities and Sociedes 15, 160
Housing Policy 170
Individualized Study 32
Insurance, Accident 171
Incomplete, Grade of 30
Intercollegiate Athletics 164
Intercultural Advancement 165
Interdepartmental Studies, Courses in 109-1 13
Interfraternity Council 157
Internships
(See Department Course Listings)
Intramural Sports 164
Italy, Program in 49
Japan, Program in 48
Jewish Student Religious Group 163
Journalism 90, 159
Laboratory Theatre 10, 1 59
Language Houses 96, 99
Latin, Courses in 79, 80-81
Latin American Studies 113
Leadership Development Program 157
Lectures 158
Libraries 8, 14,22, 165
Literary Magazine 159
Literature, Concentration in 88, 89
Living Accommodadons 154—155
Loans 172-173, 183
Lutheran College Washington Semester 44
Lutheran Theological Seminary Exchange 49
Major Fields of Study 6, 25
Major Requirements 25
Managemen t. Courses in 114—117
Management, Selecdon of Majors 114
Marine Biology Cooperadve Programs 49-50
Mathematics, Courses in 117-119
Medical School, Preparadon for 52, 53-55
Medieval and Renaissance Studies 112
Mercury, The 159
Mexico, Program in 46-47
Microcomputer Laboratory 1 66
Minor Requirements 27
Minority Affairs
^18
INDEX
(See Intercultural Advancement)
Music Activities 158-159
Music, Courses in 122-125
Music Education, Bachelor of Science Degree 41
Newspaper 159
Nicaragua, Program in 112-113
Nightclub 156
Ninth Semester Education Program 42
Nursing, Dual-Degree Program 52
Off-Campus Study 7,42
Off-Campus Programs 7, 42
Office of Career Services 160-161
Office of the Dean of the College 154
Optional Minor 27
Optometry
Dual-Degree Program 52
Orchestra 125, 159
Orientation 21
Owl and Nightingale Players 10, 159
Panhellenic Council 158
Part Time Instructional and
Administrative Personnel 204-208
Part Time Student 169
Payment of Bills 170-171
Performing Arts 10,158-159
Personal Property Insurance 171
Phi Beta Kappa 56
Philosophy, Courses in 126-127
Physical Education, Courses in 101-104
Physical Education Requirement 101-102
Physical Therapy
Preparadon for 53, 101
Cooperative Program 8, 53, 101
Physics, Courses in 127-130
Placement of Graduates 42,160-161
Political Science, Courses in 130-134
Portuguese, Courses in 150
Predental Preparation 53-54
Pre-Health Professions Society 53-55
Prelaw Preparadon 53
Premedical Committee 54
Premedical Preparadon 53-55
Pre-Physical Therapy Preparation 53, 101
Preprofessional Studies 53
Preveterinary Preparadon 53
Prizes and Awards
(See also Scholarships) 56
Probadon and Dismissal 32-33, 34
Programming and Student Activides 158
Provost 164
Psychology, Courses in 134-137
Publicadons, Student 159
Radio Stadon 159-160
Readmission of Students 34
Recreadon Programs 164
Refund Policy 171
Register of Trustees, Faculty, Administradon 18&-208
Registration 29
Religion, Courses in 137-140
Religious Life 163
Religious, Student Groups
Catholic 163
Jewish 163
Protestant 163
Repeated Courses 30
Required Courses 24
Reserve Officers Training Corps (ROTC) 55
Residendal Life 154-155
Residence Requirements 27
Retendon 210
Rights and Responsibilides of Students 155-156
Room Rents 170
Sadsfactory/Unsadsfactory Grading Opdon 29-30
Schedule Limitations 27-28
Scholarships
(See Also Prizes and Awards) 172-182
Scholasdc Apdtude Tests 168
Science Facilides 165-66
Seminars 32
Senior Honors 55
Senior Scholars' Seminar 35-36
Social Fraternides and Sororides 155
Sociology and Anthropology, Courses in 142-146
Sororides 10, 155
Spanish, Courses in 147-150
Spain, Program in 46, 147
Special Interdepartmental Programs 112-113
Special Major 26
Special Programs, Advisers and Coordinators 220
Special Students 169
Spectrum, The 159
Speech, Courses in 94
Sports 164
Statement of Purpose 2
Stadstical Summary of Students 210
Student Activides 156-157
Student Activides Council 1 60
Student Clubs and Organizadons 1 60
Student Communicadon Media 159-160
Student Conduct 155-156
Student Conduct Review Board 154, 156
Student - Faculty Rado 6,14
Student Financial Aid 172
Student Government 15,157-158
Student Handbook 154
Student Health Services 161-162
INDEX ^^^
Student Insurance 171
Student Life 154
Student Life Council 10, 157
Student Newspaper 159
Student Radio Station 159-160
Student Retention 210
Student Senate 156
Student Services 166
Studen t Yearbook 1 59
Students, Geographical Distribution 210
Study Abroad 50
(See also listing for individual countries)
Summary of Facts about Gettysburg 1 4
Summer Study in Nicaragua 112-113
Summer Theau-e 92,159
Table of Contents 1
Teacher Education Programs 8, 37
Elementary 39-40
Secondary 37-39
Music Education 41
Teacher Placement 42
Theatre Arts
Major in 88
Courses in 93-94
Groups 159
Transcripts 33
Transfer Credit 31
Transfer Students 169
Tuition 13, 170
Tuition Payment Plans 171
Two Minute Look at Gettysburg 14
United Nations Semester 46
Veterinary School, Preparation for 53
Veterans' Administration Benefits 171
Visitation Hours Policy 155
Vocational Counseling 22,160
Washington Economic Policy Semester 45
Washington Semester 45-46
Wilson College Exchange 49
Withdrawal from a Course 30
Withdrawal of Students 34
Woman's Studies, Courses in 150
Work-Study Program 1 73
Writing Center 89
Writing Policy 23-24,32
WZBT 159-160
Yearbook 1 59
^'20
Advisers and Coordinators of Special
Programs at Gettysburg College*
Adviser to Minority Students
Frederick D. Opie,
Acting Dean of Intercultural Advancement
Af finnative Action/Title IX
Coordinator/Sexual Harassment Officer
Liliane P. Floge, Assistant Provost
Contact Person for Continuing Education
G. Ronald Couchman, Registrar
Contact Person for the United Nations' Semester
G. Ronald Couchman, Registrar
Coordinator of Cooperative Program in Marine
Biology
A. Ralph Cavaliere, Department of Biology
Coordinator of Dual-Degree Program in Engineering
David J. Cowan, Department of Physics
Coordinator of Dual-Degree Program in
Forestry and Environmental Studies
Gigi Berardi, Environmental Studies
Coordinator of Dual-Degree Program in Nursing
A. Ralph Cavaliere, Department of Biology
Coordinator of Dual-Degree Program in Optometry
A. Ralph Cavaliere, Department of Biology
Coordinator of Lutheran College Washington
Semester
Donald W. Hinrichs, Chairperson,
Department of Sociology and Anthropology
Coordinator of the Washington Semester
Kenneth F. Mott, Chairperson,
Department of Political Science
Coordinator of the Washington Economic
Policy Semester
William F. Railing, Department of Economics
Coordinator of the Writing Center
Elizabeth Lambert, Assistant Professor of English
Foreign Student Adviser and Foreign Study Adviser
Marilyn Hubbard, Adjunct Instructor in Spanish/
Coordinator of Off-Campus Studies and International
Student Affairs
Handicapped Students and Employees
Coordinator of Access Policies ■<
Liliane P. Floge, Assistant Provost
Internship Coordinator for Management
Judy Hull, Staff Director of Internships, Management
Prehealth Professions Adviser
Robert C. Nordvall, Acting Dean of First Year Students
Prelaw Adviser
C. Spring Walton, Department of Management
*See also section Listing for Correspondence
on next page.
^2ZI
Listing for Correspondence*
Mailing Address:
Gettysburg College
Gettysburg, Pennsylvania 17325
Telephone:
Area Code 717/337-6000
Academic Information
L. Baird Tipson, Provost
Admissions
Delwin K. Gustafson, Dean of Admissions
Alumni Affairs
Robert D. Smith, Director of Alumni Relations
Accounting
Katherine McGraw, Controller
Career Services
Deborah M. ^Vailes, Director of Career Services
Church Relations
KarlJ. Mattsoa, Chaplain
College Relations
Gary L. Lowe, Vice President for College Relations
Counseling Services
William H.Jones, Coordinator of Counseling
Financial Aid
Ronald L. Shunk, Director of Financial Aid
General College Policy and Information
William T. Walker, Jr., Director of Public Relations
Healtii, Physical Education, and Atiiletics
Charles W. Winters, Director of Athletics
Library
Willis M. Hubbard, Librarian
Public Relations
William T. Walker, Jr., Director of Public Relations
Records and Transcripts
G. Ronald Couchman, Registrar
Student Accounts
Katherine McGraw, Controller
Student Affairs
Julie L. Ramsey, Interim Dean of the College
*See also section. Advisers and Coordinators of
Special Programs at Gettysburg College on the prior
page.
Gettysburg College does not engage in illegal
discrimination in its programs, activities, and policies
against students, prospective students, employees, or
prospective employees, on account of race, color,
religion, ethnic or national origin, age, personal
disability, or sex. Such policy is in compliance with
the rpoi'irements of Tide VII of the Civil Rights Act
of 190'i, Fitie IX of the Education Amendments of
1972, the Rehabilitation Act of 1973, and all other
appUcable federal, state, and local statutes,
ordinances, and regulations. Inquiries concerning
the application of any of these laws may be directed
to the Affirmative Action Officer at the College or to
the Director of the Office for Civil Rights,
Department of Education, Washington, D.C. for
laws, such as Tide IX of the Education Amendments
of 1972 and the Rehabilitation Act of 1973,
administered by that department.
Gettysburg College is accredited by the Middle
States Association of Colleges and Secondary
Schools.
CATALOGUE 1993-1994
e provisions of this catalogue
are not to be regarded as an
irrevocable contract between the
College and the student. The
College reserves the right to
change any provision or
requirement at any time. This
right to change provisions and
requirements includes, but is
not limited to, the right to
reduce or eliminate course
offerings in academic fields and
to add requirements for
graduation.
GETTYSBURG April 1993:
Volume 83 Number 2
GETTYSBURG (USPS 218-120) is
published four times a year in
September, January, and semi-
monthly in April by Gettysburg
College. Gettysburg, PA 17325.
Second class postage paid at
Gettysburg, PA 17325.
POSTMASTER: Send address
changes to Gettysburg, Printing
Office, Gettysburg College,
Gettysburg, PA 17325-1486.
TABLE OF CONTENTS
2 A Statement of Purpose
5 Gettysburg College — The
Community
17 Academic Policies and
Programs
Academic Purposes, Honor
Code, Curriculum, Advising
System, Credit System, Degree
Requirements, Residence
Requirements, Registration,
Grading System, Transfer Credit,
Exemption from Degree
Requirements, Individualized
Study and Seminars, Academic
Standing, Transcripts, Withdrawal
and Readmission, Senior Scholars'
Seminar, Computer Courses,
Teacher Education Programs, Off-
Campus Study, Dual-Degree
Programs, Preprofessional Studies,
Senior Honors, Deans' Lists, Phi
Beta Kappa, Prizes and Awards
167 Admission, Expenses,
and Financial Aid
Admission Policy, Compre-
hensive Academic Fee Plan, Board,
Room Rents, Housing Policy,
Payment of Bills, Refund Policy,
College Store, Insurance, Student
Financial Aid
185 Register
Board of Trustees, Trustees
Emeriti, Administration, The
Faculty, Current Faculty, Other
Instructional and Administrative
Personnel, Calendar, Statistical
Summary, Student Retention,
Endowment Funds
215 Index
65 Courses of Study
153 College Ufe
College Life, Office of The
Dean of College Life, Residential
Life, Greek Organizations, Dining
Accommodations, Student Conduct,
College Union, Student
Government, Programming and
Student Activities, Campus
Communications, Other Activities,
Career Services, Health Center,
Student Health Services,
Counseling Services, Religious Life
and Chapel Programs, Athletics,
Campus Recreation, Academic
Services and Information Facilities,
Intercultural Advancement, Facilities
A STATEMENT OF PURPOSE: GETTYSBURG COLLEGE
Chartered in 1832 for the express
purpose of exerting "a sahitar\'
influence in advancing the cause of
liberal education," Gettysburg
College is a community committed
to the discover)', exploration, and
evaluation of the ideas and actions
of humanity and to the creative
extension of that heritage.
Gett}'sburg College cherishes its
place in history as the oldest
existing college affiliated with the
Lutheran Church in America and
intends to continue that church
relatedness. By intent also,
Gettysburg College is nonsectarian
in its instruction and strives to serve
students of all faiths.
To meet its commitment,
Gettysburg College seeks foremost
to establish and maintain an
environment of inquiiy, integrity,
and mutual respect. In this setting,
the College creates opportunities
for students to learn specific
intellectual skills and to strive for
breadth of understanding. A
rigorous program of undergraduate
learning in the arts and sciences is
complemented by student and
religious life programs designed to
challenge and enrich the academic
experience.
Gett>'sburg College considers its
purpose fulfilled if its students grow
as critically informed, humane, and
creative individuals and continue to
grow in these qualities after they
have left Gettysburg.
The Academic Program
At the heart of Gettysburg College
is the academic program which
stresses logical, critical thinking and
clear writing and speaking.
Through a curriculum that derives
its coherence from the traditions of
liberal education, faculty introduce
students to the assumptions and
methods of a representative variety
of academic disciplines in the
sciences, the social sciences, and
the humanities. Students are
encouraged not only to specialize
but also to broaden their
understanding of the past and
present intellectual, social, and
cultural contexts within which
knowledge lives. The academic
program is designed to provide
more than skills and intellectual
perspective; it places these in a
context of humane values such as
open mindedness, personal
responsibility, and mutual respect.
The Gettysburg faculty is dedicated
to the goals of liberal learning,
committed to professional
development that serves and
exemplifies those goals, responsible
for periodic review of the
curriculum, and eager to teach and
learn with students in an open and
trusting exchange.
Gettysburg's academic program can
reach its full potential only if our
students continue to have the ability'
and the inclination to profit from
an intense liberal arts experience.
The academic environment is
further enriched when such
students come from many
socioeconomic and ethnic
backgrounds.
With a coherent curriculum, an
able and dedicated faculty, and
students committed to learning, the
academic program seeks to free
students from narrowness and
provincialism and to free them for
the joys and benefits of conscious
intellectual strength and creativity.
Gettysburg wants its students to
learn a wise skepticism and a sense
of human fallibility, to acquire new
interests and orientations through
liberating experiences of change
and growth, and to learn to use the
skills, knowledge, and values of a
liberal education in an unending
but satisfying search for wisdom and
fullness of life.
The College Life
Program
Students entering college are
interested in discovering who they
are. Because students often face
critical decisions about personal
values, occupational choices, and
role identities during their college
years, the college life program seeks
to provide opportunities for
resolution of these important
matters. To assist students in
weighing available options and
making decisions, the college life
program offers, for example,
psychological and career counseling
and informal seminars on a variety
of topics. Personal contact with
Gettysburg's faculty and
administration provides the
attentive student with a wide range
of role models to contemplate.
Gettysburg's annual lecture series
further expands students' horizons.
The College also reveals its
commitment to the total
development of its students by
encouraging them to play an
important role in establishing and
enforcing the conditions of campus
life. Students supervise the
academic Honor Code; students
participate on certain trustee,
faculty, and College planning and
policy-making committees; and
students fund and control many
student activities.
To supplement what students learn
through living on campus and
participating in student
development programs, the College
provides a full and varied
extracurricular program. This
I program encourages students to
develop leadership skills by working
in student government; to deepen
their appreciation for the arts by
participating in concerts, dramatic
productions, and other
performances; to sharpen their
writing and speaking skills by
contributing to College
publications or broadcasts; and to
enjoy the mental and physical self-
discipline required by competition
i in intercollegiate, intramural, and
recreational athletics.
The Religious Life
Program
Gettysburg College works in
partnership with five of the Synods
in Region 8 of the Evangelical
Lutheran Church in America.
These relationships and, more
specifically, the campus religious
life program, nurture intellectual
values and give opportunities for
the examination of spiritual and
moral values, and for commitments
by those who choose to make them.
The religious life program of the
College is designed to meet the
needs of this religiously
heterogeneous community to
worship, to study, and to sewe.
Chaplains, although they are
employed by the College and report
directly to the President, are called
to this service by the Synods of the
Church. They assume primary
responsibility for corporate
worship, counsel students and other
campus personnel, help students
and faculty plan programs to
explore theological issues and to
reach out to those in need, facilitate
the work of local churches and
denomination groups on the
campus, and speak prophetically to
issues of human justice when
College values and College practice
seem to diverge.
Gettysburg College best serves the
Church through its performance as
a superior educational institution in
which the Church's commitments
and practices may be tested.
Summary
Through its academic program, its
college life program, and its
religious life program, then,
Gettysburg College provides for the
development of the young adult as
a whole person — intellectually,
socially, emotionally, physically, and
spiritually.
Approved by the Gettysburg College
faculty: October 8, 1981
Approved by the Gettysburg College
Board of Trustees: December 5, 1981
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THE COMMUNITY
Gettysburg College: A
Heritage of Excellence
Gettysburg College was chartered in
1832 during a time in early
nineteenth-century America when
many of the nation's strongest
liberal arts colleges were founded.
Gettysburg's mission, as expressed
in its original charter, has remained
unchanged during the more than
150 years of its history. Today, as
then, the College remains firmly
committed to the principle of
serving the cause of liberal
education and changing times by
providing a community of learning
committed to discovery,
exploration, evaluation of ideas and
actions of humanity, and to the
creative extension of that
developing heritage. At Gettysburg,
you will find an environment that
encourages both academic and
personal growth, a highly qualified
and dedicated faculty, and a
diversified curriculum that offers
challenge, opportimity, and
excitement.
All of the roads leading to
Gettysburg College, in the historic
town of Gettysburg, Pennsylvania,
cross the site of the famous Civil
War Battle of Gettysburg. During
those three hot July days, fighting
occurred on the fields and ridges
within sight of the College campus.
At that time, Pennsylvania Hall
(now the College administration
building and listed in the National
Register of Historic Places) served
as a hospital for both Union and
Confederate soldiers. It was from
this building that Gettysburg
students marched to hear Abraham
Lincoln give his immortal address
on November 19, 1863.
Today, Gettysburg College borders
a 3,865-acre National Park and lies
three blocks from the center of
town. Because of its historic
significance, beautiful countryside,
and easy access from nearby cities,
the town of Gettysburg welcomes
over one-and-a-half million visitors
annually from all over the world.
Consequently, it offers numerous
attractions, shops, restaurants, and
lodging facilities that one would not
expect to find in a small town —
even a college town.
The College, like the town of which
it is a part, has grown since its Civil
War days. It now has a 200-acre
campus with over 60 buildings and
seeks to limit its enrollment to
approximately 1,900 students.
Gettysburg College has always
believed that a liberal arts
education liberates the minds of
students so that they can better
respond to the challenges of a
contemporary society. Therefore,
the goals of the educational
program at Gettysburg are to
develop your capacity to think
logically and use language clearly,
to give you a rigorous introduction
to the assumptions and the
methods of a representative variety
of academic disciplines, and to
acquaint you with the range and
diversity of human customs,
pursuits, ideas, values, and longings.
Although all courses at Gettysburg
are designed to achieve these goals,
the First Year Colloquy in liberal
learning lays the foundation within
the curriculum. This is a course that
strengthens reasoning, writing, and
speaking skills in a small class
setting while introducing all first
year students to a major issue in the
liberal arts.
Ultimately, this t)pe of education is
the most practical of all because it
teaches you how to approach and
solve problems critically and
creatively. Gettysburg believes that
such an education will foster a high
sensitivity to moral and spiritual
values, along with a quest for
knowledge which will continue after
graduation.
A well-rounded academic
curriculum has many facets: the
humanities, the social sciences, the
fine arts, the sciences. As the world
around us becomes more
technologically advanced, we must
prepare our students to deal with
those changes by providing the
proper tools and training. At
Gettysburg, we recognize the need
for academic diversity, and thus,
computing has become a part of a
student's everyday life. Computers
are utilized across the disciplines
for a variety of tasks including word
processing, statistical analysis,
graphics, and electronic mail.
Although training for specific jobs
is not seen as a primary function of
a liberal arts education, Gettysburg
does not ignore your appropriate
concern about careers. The College
offers a comprehensive career
services program, teacher
preparation and certification,
advisory services for prelaw and
premedical students, internship
opportunities, and concentration in
a major field as preparation either
for graduate or professional
schools, or for work in a variety of
professions including research,
business, industry, government,
social services, and education.
The academic programs at
Gettysburg provide you with a
broad range of intellectual
experiences and the individual
attention you need to make the best
use of those experiences. One of
the advantages of an education at
Gettysburg is the availability of
small classes, especially in more
advanced courses. A student/ faculty
ratio of 12:1 and an average class
size of 20-25 students help to assure
close relationships between you and
your professors.
You may select a major field ot
study from any one of 26 academic
areas: art, biochemistry and
molecular biology, biology,
chemistry, classical studies,
computer science, economics,
English, French, German, Greek,
health and physical education,
history, Latin, management,
mathematics, music, music
education, philosophy, physics,
political science, psychology,
religion, sociology and
anthropology, Spanish, and theatre
arts. Area studies programs are
available in African-American
Studies, American Studies, Asian
Studies, Environmental Studies,
Latin-Ainerican Studies, Medieval
and Renaissance Studies, Global
Studies, and Women's Studies.
Gettysburg lets you take much of
the responsibility for selecting an
academic program that meets your
needs and interests. If you want to
concentrate your academic
program on a particular area of
emphasis which involves courses in
several different departments, you
may design your own major. A
special major can cover broad areas
such as international studies, or it
can focus on a specific topic such as
community planning and
administration. Double majors and
minors are also available.
The College's distribution
requirements ensure your
acquaintance with several broad
areas of study. After you select a
major, ample opportunity is
provided for electives in fields of
your choice.
You will have a faculty adviser to
assist you in planning your academic
program. Academic counseling is
available, as is counseling for
nonacademic personal matters.
Gettysburg wants you to succeed,
and the faculty and staff are
dedicated to that principle.
Through membership in the Central
Pennsylvania Consortium (with
Dickinson and Franklin &: Marshall
Colleges) and through other off-
campus and cooperative or dual-
degree programs, Gettysburg offers
you academic opportunities beyond
its campus. Off-campus programs
include the following: Washington
Semester programs with American
University in government and
politics, economic policy, foreign
policy, peace and conflict resolution,
public administration, justice, urban
studies, journalism, art and
architecture, arts and humanities;
the Lutheran College Washington
Semester; the United Nations
Semester; and cooperative
programs in marine biology with
Duke University Marine Laboratory
and the Bermuda Biological
Station. Many students study
internationally imder our study
abroad program; an extensive
variety of affiliated and non-
affiliated programs is available.
Gettysburg has dual-degree
programs in engineering with
Columbia University, Rensselaer
Polytechnic Institute and
Washington University in St. Louis;
in nursing with Johns Hopkins
University; in optometry with the
Pennsylvania College of Optometry,
and in forestry and environmental
studies with Duke University.
Under all of these programs a
student begins her or his college
career at Gettysburg and completes
it at the cooperating university,
earning degrees from both
institutions. In addition, an early
acceptance program leading to a
Master's degree in Physical Therapy
from Hahnemann University is
available.
Gettysburg offers all of the courses
necessary for you to enter the
medical, dental, veterinary medicine
or law school of your choice. Special
advisers are available to assist you in
planning your curriculum and in
applying to the appropriate
professional schools.
Preparation for a career in teaching
is offered through the teacher
education program. You can
become certified to teach in
elementary education, music
education, or in one of twelve
different secondary education fields.
Outstanding professors are the very
heart of Gettysburg's educational
vision — a vision based on a firm
commitment to individualized
instruction which teaches values as
well as commimicates information.
Through this type of educational
program, Gettysburg is committed
to broadly educating leaders who
can make substantial contributions
to their disciplines and to society.
Close intellectual relationships
between faculty and students have
long been a Gettysburg hallmark.
Student/faculty interaction in small
classes and on collaborative
research projects provides
Gettysburg students with an
opportunity to enhance their
intellectual, communication, and
leadership skills.
Gettysburg faculty members are well
prepared to inspire achievement,
for they themselves have established
exceptional records of personal and
professional accomplishment. Over
95% hold the doctoral degree or
the terminal degree, and many
publish books and articles in
scholarly journals. These scholarly
activities assure that faculty
members keep up with and
contribute to the latest
developments in their fields.
Gett)'sburg's 200-acre campus
provides excellent facilities for all
aspects of college life. The center of
the academic facilities is the
Musselman Library/ Learning
Resources Center.
Total library collections include
approximately 330,000 volimies,
23,000 microforms, 36,000
government publications, 12,000
records, and subscriptions to nearly
2,000 journals. Musselman Library
has an automated library catalogue
which is accessible through a dozen
public access computer terminals in
the library and any workstation
connected to the campus computer
network.
Today, a college needs more than
an excellent library: new
instructional techniques must also
be available. Gettysburg's computer
center currently manages four 100+
mips multiprocessor Sun servers
(including one transputer equipped
Sun for parallel processing work),
two VAX/VMS computers, a
microvax H, a VAX 11/ 750, a micro
environment of over 620 IBM,
Zenith, and Apple microcomputers.
75 NeXT and Sun workstations, and
a campus-wide fiber optic backbone
connecting academic buildings,
administrative offices and residence
halls. In addition, the College is
connected to PREPnet which in
turn provides full access to NREN,
Internet and BITnet. This wide
area network allows the sharing of
vast amounts of data, and
collaboration between students,
faculty, and others at different
institutions around the world.
Students have access to a modem
language laboratory, a theatre
laboratory studio, an optics
laboratory, a greenhouse, a plasma
physics laboratory, an obsewatory
with a 16-inch telescope, a
planetarium, an RCA EMU4
transmission electron microscope
(TEM), aJEOL TS20 scanning
electron microscope (SEM), a
Fourier Nuclear Magnetic
Resonance Spectrometer, and a
Fourier Transform Infrared
Spectrometer. Hands-on use of all
equipment is encouraged.
Eighteen residence halls (including
special interest houses), and eleven
fraternity houses provide you with
many housing choices. Over 85% of
the students live in College
residences or fraternity houses. The
College dining hall- the Camalier
Center-provides meals on either a
contract or occasional basis. The
recently renovated College Union
Building with its many features —
including an Olympic-size
swimming pool — is the center for
student life.
Other recreational and athletic
facilities include a student activities
center, two gymnasiums, a
fieldhouse, a stadium with a football
field and quarter-mile all-weather
track, a physical fitness trail, and
eight additional outdoor athletic
fields. Both indoor and outdoor
tennis courts are available.
The health center is both a
treatment and a resource center,
offering you immediate care and
educational services to help you
make wise choices about your
health. It is staffed by professional
counselors, nurse practitioners,
registered nurses, and family
practice physicians.
10
Gettysburg provides extensive
facilities for the fine and
performing arts. Brua Hall
accommodates a 250-seat playhouse
with a thrust stage and state-of-the-
art sound and lighting, and a
laboratory theatre/classroom
featuring TV recording and
monitoring equipment. Schmucker
Hall houses the art and music
departments, and contains studios,
extensive gallery space, a sculpting
studio, classrooms, and practice
rooms, as well as an impressive 200-
seat recital hall.
A full and diverse program of
cultural, extracurricular, and
religious activities is provided to
enrich your personal and academic
growth as well as to provide
enjoyment and relaxation.
Responsibility and leadership is
encouraged through student
participation in a number of
committees, clubs, and other
organizations. Because Gettysburg
is a residential college, the Student
Life Council is particularly
important: students play a vital role
in the work of this council, which
reviews the College's policies for
residential life and student conduct.
An elected Student Senate is the
main organization of student
government. Students also play an
important role in the Honor
Commission, which administers the
academic Honor Code, and the
Student Conduct Review Board,
which handles disciplinary cases
within the student body.
Concerts, plays, and lectures occur
daily. Student performing groups
include the Gettysburg College
Choir; the Chapel Choir; the
College Marching, Symphonic, and
Jazz Bands; the Gettysburg
College/Community Chamber
Orchestra; various ensembles; the
Owl and Nightingale Players (which
presents three major theatrical
productions each year) ; the
Laboratory Theatre (which
performs a dozen one-act plays) ;
and Otherstage (which offers a
variety of short theatre pieces). The
College Union Building (CUB) is
the center of student activities on
campus; many events such as
concerts, lectures, films, and dances
are held in the ballroom of the
CUB. Also in the CUB is a nightclub
and a snack bar that serve as
informal meeting places for the
campus.
Social events are also provided by
fraternities and sororities.
Gettysburg has eleven fraternities
and five sororities, all of which are
nationally affiliated.
Gettysburg College offers many
departmental, professional and
honorary societies. There are
honorary fraternities or clubs for
students in sixteen different
academic areas. Gettysburg has a
chapter of Phi Beta Kappa, the
national academic honorary
fraternity.
To keep you informed about
happenings on campus, there is
the student newspaper, The
Gettystmrgian; the student-operated
FM radio station, WZBT; a monthly
events calendar, and a weekly
announcement bulletin. This Week
at Gettysburg. The newspaper and
radio station offer opportunities to
learn about all aspects of journalism
and radio broadcasting. Other
Gettysburg student publications
include The Spectrum (the College
yearbook) , and The Mercury, a
journal of student poems, short
stories, photographs, and art work.
At Gettysburg, all students can
participate in a supervised sport.
Depending upon your athletic
ability, you may choose to play on
one of the 22 varsity teams, or to be
part of an extensive campus
recreation program. At the Division
III intercollegiate level, the College
is a member of the Centennial
Conference, and enjoys well-
balanced athletic rivalries with
other conference teams.
The intercollegiate program for
men includes football, soccer,
basketball, swimming, wrestling,
lacrosse, tennis, cross country,
baseball, and track and field. The
intercollegiate program for women
includes field hockey, volleyball.
cross country, basketball, soccer,
swimming, lacrosse, Softball, track
and field, and tennis. The golf and
cheerleading teams are open to
both men and women.
The campus recreation program
offers a large number of activities
for the entire campus community.
These activities include club rugby,
club ice hockey, aerobitone, water
polo, club volleyball, a cycling club,
karate, weight lifting, and a wide
variety of intramural teams and
other activities.
12
Student Life at Gettysburg is lively
and diverse. There is one simple
goal for all of the organized
activities on campus — to enhance
the full range of your liberal arts
education.
After you take advantage of all that
Gettysburg has to offer, you may
wish to pursue further graduate
study or enter your career field
immediately. The career services
office is available to provide you
with counseling, information, and
the practical skills necessary for
setting and achieving your future
occupational goals. This office
sponsors an organized alumni
networking program, maintains an
extensive library that includes
vocational and graduate school
information, sponsors job and
career fairs with other colleges,
offers workshops on resume writing
and effective interviewing, and
hosts on-campus employment
interviews with various companies.
Its broad range of services can help
you set and achieve the career goals
that suit your particular skills,
values, and aspirations.
13
Admission to Gettysburg is highly
competitive. It is based upon high
academic achievement in a strong
college preparatory program, SAT
or ACT results, and personal
qualities. The College welcomes
applications from students of
differing ethnic, religious, racial,
and economic backgrounds, and of
differing geographic settings. If
Gettysburg is your first choice, you
are encouraged to apply for Early
Decision admission. Applications
for Early Decision will be
considered between November 15
and February I of the senior year
with notification of acceptance
between December 15 and February
15. Applications for Regular
Decision admission are due no later
than February 15 of your senior
year. Offers of acceptance are
usually sent early in April. The
College complies with the
candidates' reply date of May 1 for
those students accepted under
Regular Decision admission.
Total expenses covering
comprehensive academic fee, room,
board, and books and supplies are
estimated at $23,460 for the
1993-94 academic year. Additional
costs include personal expenses
such as laundry and clothing,
transportation, etc. A generous
program of financial aid is available
for students who are unable to
finance their entire education from
family and/or personal resources.
Monthly payment plans are
available to all students.
We understand how important your
college choice is to you, and we
want you to make a wise decision.
For that reason, we invite you to
visit Gettysburg as part of your
college selection process. An
interview and a campus tour is
strongly recommended.
You can arrange an interview and a
campus tour by calling the
admissions office at (717) 337-6100
or I-800-43I-0803. During the
academic year, the admissions
office is open from 9:00 to 5:00 on
weekdays and from 9:00 to 1 2:00 on
Saturdays; summer hours are
between 8:00 and 4:30 weekdays.
Two-Minute Look at
Gettysburg
Type of College: Four-year,
coeducational college of liberal arts
and sciences founded in 1832.
Enrollment: About 1,900 students
(approximately one-half are men
and one-half are women),
representing nearly 40 states and 25
foreign coimtries.
Location: The College is adjacent
to the Gettysburg National Park.
Gettysburg, Pennsylvania is 36 miles
from Harrisburg, 55 miles from
Baltimore, 80 miles from
Washington, D.C., 117 miles from
Philadelphia, and 212 miles from
New York City. The Gettysburg
College van service to and from
area transportation centers and
area cities is available.
We look forward to welcoming you
to Gettysburg College.
14
Campus: 200 acres with over 60
buildings. Beautiful campus with
exceptional facilities.
Library: Musselman Library with
total collections of approximately
330,000 volumes, 23,000
microforms, 36,000 government
publications, 12,000 recordings,
and subscriptions to nearly 2,000
journals. The library seats 800
students, and contains a media
theater, a graphics center, a
language laboratory, and an
automated library catalogue
accessible through computer
terminals in the library or through
any microcomputer connected to
the campus network.
Academic Information:
Student/ faculty ratio of 12:1 with
an average class size of 20-25
students. 151 full-time faculty with
over 95% of the permanent facultv
having a doctorate or the highest
earned degree in their fields. One
of only 19 chapters of Phi Beta
Kappa in Pennsylvania. Honorary
or professional societies in 16
academic areas. Academic Honor
Code in effect since 1957.
Academic Calendar: Semester.
Degree Programs: Bachelor of arts,
bachelor of science in music
education, bachelor of arts or
bachelor of science in biochemistry
and molecular biology, biology,
chemistry, applied mathematics,
and physics.
Majors: Art, biochemistn. and
molecular biology, biology,
chemistr)', classical studies.
computer science, economics,
English, French, German, Greek,
health and physical education,
history, Latin, management,
mathematics, music, music
education, philosophy, physics,
political science, psychology,
religion, sociology and
anthropology, Spanish, and theatre
arts. Double majors, special majors,
and minors are available.
Area Studies Programs: African-
American Studies, American
Studies, Asian Studies,
Environmental Studies, Latin-
American Studies, Medieval and
Renaissance Studies, Global Studies,
and Women's Studies.
Special Programs: Extensive study
abroad programs; internships;
Washington Semester (government
and politics, economic policy,
ethical issues and public affairs,
foreign policy, public
administration, justice, urban
studies, journalism, art and
architecture, arts and humanities) ;
United Nations Semester; dual-
degree programs in engineering,
nursing, optometry, or forestry and
environmental studies; cooperative
program in marine biology;
15
iMMsrmhmJrSi^aiU^
certification in elementary and
secondary education; premedical
and prelaw counseling. Cooperative
college consortium with Dickinson
and Franklin &: Marshall Colleges.
Exceptional Facilities: State-of-the-
art science facilities including two
electron microscopes (transmission
and scanning units), Fourier
Transform Infrared and NMR
Spectrometers, an optics laboratory,
greenhouse, planetarium,
observatory, and a plasma physics
laboratory; extensive facilities for
fine arts, music, and drama; writing
center; a comprehensive physical
education complex; a career
services office; College Union
Building, a student activities center;
and a center for public service.
Computing Environment: Extensive
computing facilities include four
100+ mips multiprocessor Sun
servers, including one transputer
equipped Sun for parallel
processing work; two VAX/VMS
computers, a microvax II and a
VAX 1 1/750; over 28 gigabytes of
memory; a microenvironment of
over 620 IBM, Zenith, and Apple
microcomputers; 75 advanced
NeXT and Sun workstations; a wide
area network connection to
PREPnet which in turn provides full
access to NREN, Internet, BITnet,
and the Pittsburgh Super Computer
Center.
Cultural Activities: Nearly 1 ,200
cultural events within a four-year
period. Full schedule of lectures,
concerts, and plays, bringing to
campus nationally known speakers
and performers; an extensive film
series; art exhibits; trips to nearby
Washington, D.C. and Baltimore to
events of special interest.
Social Life: Student Activities
Council (SAC) which sponsors a
lively and diverse schedule of social
and cultural events; eleven
fraternities and five sororities, all
nationally affiliated.
Student Activities: Student-
operated FM radio station;
yearbook; newspaper; literary
magazine; full range of musical
groups including two choirs,
marching, symphonic and jazz
bands, a college/community
orchestra, and numerous
ensembles; black student union;
international student club; theatre
groups; special interest groups; over
60 clubs and community service
organizations; over 600 leadership
positions.
Athletics: All intercollegiate sports
played at the Division III level
within the Centennial Conference.
Extensive intercollegiate programs
with ten sports for men, ten sports
for women, and two coeducational
sports. The campus recreation
office provides a wide array of
intramural activities to satisfy
various interests and levels of skill.
Student Services: Faculty advisers,
academic and personal counseling,
tutorial services, career counseling,
financial aid counseling, health
center.
Residence Halls: Over 85% of the
student body lives on campus in
eighteen residence halls, including
special interest houses and
apartment complexes.
Religious Life: Lutheran related.
Programs for students of all faiths
coordinated through the College
Chapel, including a Newman
Association and a Hillel.
Student Government: Students
assume the major role in planning
student activities and in enforcing
rules of responsible citizenship
through the Student Senate,
Student Life Council, Student
Judiciary Review Board, Student
Activities Council, and the Honor
Commission.
School Colors: Orange and blue.
ACADEMIC POLICIES AND PROGRAMS
17
Academic Purposes of
G ettysburg College
The faculty of Gettysburg College
has adopted the following
statement of the College's academic
purposes.
Gettysburg College believes that
liberal education liberates the
human mind from many of the
constraints and limitations of its
finiteness. In order to accomplish
its liberating function, Gettysburg
College believes that it owes its
students a coherent curriculum that
emphasizes the following elements:
1. Logical, precise thinking and
clear use of language, both spoken
and written. These inseparable
abilities are essential to all the
liberal arts. They are not only the
practical skills on which liberal
education depends but also, in their
fullest possible development, the
liberating goals toward which
liberal education is directed.
2. Broad, diverse subject matter.
The curriculum of the liberal arts
college should acquaint students
with the range and diversity of
human customs, pursuits, ideas,
values, and longings. This broad
range of subject matter must be
carefully planned to include
emphasis on those landmarks of
human achievement which have
shaped the intellectual life of the
present.
3. Rigorous introduction to the
assumptions and methods of a
representadve variety of the
academic disciplines in the sciences,
the social sciences, and the
humanities. The curriculum must
encourage students to recognize that
the disciplines are traditions of
systematic inquiry, each not only
addressing itself to a particular area
of subject matter but also embodying
an explicit set of assumptions about
the world and employing particular
methods of investigation. Students
should recognize that the disciplines
are best seen as sets of carefully
constructed questions, continually
interacting with each other, rather
than as stable bodies of truth. The
questions that most preoccupy
academic disciplines involve
interpretation and evaluation more
often than fact. Students should
learn that interpretation and
evaluation are different from willful
and arbitrary opinion while at the
same time recognizing that
interpretations and evaluations of
the same body of facts may differ
drastically given different
assumptions, methods, and purposes
for inquiry. Human thought is not
often capable of reaching universal
certitude.
This necessary emphasis of the
College's curriculum is liberating in
that it frees students from narrow
provincialism and allows them to
experience the joys and benefits of
conscious intellectual strength and
creativity.
Liberal education should free
students from gross and
unsophisticated blunders of
thought. Once exposed to the
diversity of reality and the
complexity and arduousness of
disciplined modes of inquiry,
students will be less likely than
before to engage in rash
generalization, dogmatic assertion,
and intolerant condemnation of the
strange, the new, and the foreign.
Students will tend to have a sense of
human limitations, for no human
mind can be a match for the world's
immensity. Promoters of universal
panaceas will be suspected as the
gap between human professions
and human performance becomes
apparent. Students will tend less
than before to enshrine the values
and customs of their own day as
necessarily the finest fruits of
human progress or to lament the
failings of their time as the world's
most intolerable evils.
18
But wise skepticism and a sense of
human fallibility are not the only
liberating effects of the liberal arts.
With effort and, in all likelihood,
some pain, students master difficult
skills and broad areas of knowledge.
They acquire, perhaps with
unexpected joy, new interests and
orientations. In short, they
experience change and growth.
Perhaps this experience is the most
basic way the liberal arts liberate:
through providing the experience
of change and growth, they prepare
students for lives of effective
management of new situations and
demands.
The liberal arts provide a basis for
creative work. Creativity is rarely if
ever the work of a mind unfamiliar
with past achievements. Rather
creativity is almost always the
reformulation of, or conscious
addition to, past achievement with
which the creative mind is
profoundly familiar. By
encouraging students to become
responsibly and articulately
concerned with existing human
achievement and existing means for
extending and deepening human
awareness, Gettysburg College
believes that it is best to ensue the
persistence of creativity.
The intellectual liberation made
possible through liberal education,
though immensely desirable, does
not in itself guarantee the
development of humane values and
is therefore not the final purpose of
liberal education. If permitted to
become an end in itself, it may
indeed become destructive. A
major responsibility of those
committed to liberal education,
therefore, is to help students
appreciate our common humanity
in terms of such positive values as
open-mindedness, personal
responsibility, mutual respect,
empathic understanding, aesthetic
sensibility, and playfulness.
Through the expanding and diverse
intellectual activities offered in
liberal education, students may
develop greater freedom of choice
among attitudes based on a fuller
appreciation of our common
humanity, and based on clearer
recognition of our immersion in a
vast, enigmatic enterprise.
The faith of the founders of
Gettysburg College expressed in the
charter supports the foregoing
statement of academic purposes.
The open search to know,
tempered by humane reflection,
complements our religious
heritage. Together, we hope to add
useful initiative toward the creation
of a world in which diversity is more
challenging and interesting than it
is fear-producing; a world in which
one may hear the sad truths
reported by cynics while hearing,
too, tales of quiet courage, of grace,
of beauty, of joy. Then the response
to the inevitably dissonant
experiences of living may be wiser
as a function of liberal education.
Of course, the development of
wisdom remains an elusive aim. It
involves realms of experience that
go beyond the academic, and a time
span that encompasses a lifetime.
Nevertheless, liberal education can
be profoundly useful in the search
for the fullness of life.
19
The Honor Code
A liberal arts program has as a basic
premise the ideal of academic
integrity. Gettysburg students live
and work in a college community
which emphasizes their
responsibility for helping to
determine and enforce
appropriately high standards of
academic conduct.
An academic honor system was
instituted at Gettysburg College in
1957 and was strongly reaffirmed in
1976 and 1991. It is based upon the
belief that undergraduates are
mature enough to act honorably in
academic matters without faculty
surveillance and that they should be
encouraged to conduct themselves
accordingly. At the same time the
College clearly recognizes the
obligation placed upon each
student to assist in maintaining the
atmosphere required for an honor
system to succeed.
The Honor Pledge, reaffirmed on
all academic work submitted, states
that the student has neither given
nor received unauthorized aid and
that he or she has witnessed no
such violation. The preservation of
the atmosphere of independence
permitted by the Honor Code is the
responsibility of the community as a
whole. Students must comply with
the Honor Code both in presenting
their own work and in reporting
violations by others. No student may
enroll at Gettysburg College
without first having signed the
Pledge. A person who would sign
the Pledge with reservation should
not apply for admission.
Alleged violations of the Honor
Code are handled by an honor
commission elected by the
students. Decisions of the
commission may be appealed to a
student-faculty-administrative board
of review.
20
Curriculum
The major goals of the curriculum
are set out in the "academic
program" section of the College's
Statement of Purpose on page two
and in the longer statement of the
Academic Purposes of the College
on page seventeen.
The First Year Colloquy, with its
strong emphasis on lucid writing,
helps students sharpen analytic skills
necessary for college and beyond.
Gettysburg College's distribution
requirements assure the student an
introduction to the variety of
opportunities offered by a liberal
arts education. In the first year, in
addition to the First Year Colloquy
in liberal learning, Gettysburg
students normally take courses in a
variety of fields and begin to fulfill
distribution requirements, such as
those in foreign languages,
laboratory sciences, social sciences,
or literature. In the sophomore year
students usually select a major and,
in consultation with a major adviser,
plan a college program which will
allow the completion of specific
graduation requirements and also
provide opportunities for the widest
possible choice of elecUves. In the
last two years most students
concentrate on courses in their
major fields and supplement their
programs with elective courses.
Students are expected to complete
three quarter courses of the physical
education requirement by the end
of the sophomore year.
Students majoring in the natural
sciences usually begin such
programs in the first year and follow
closely a prescribed sequence of
courses. Students anticipating
careers in medicine, dentistry, or
veterinary medicine should begin
acquiring necessary preparatory
courses in their first year.
The Advising System
The College believes that one of the
most valuable services it can render
to its students is careful counseling.
Each first year student is assigned a
faculty adviser to assist in dealing
with academic questions, in
explaining college regulations, in
setting goals, and in making the
transition from secondary school to
college as smooth as possible.
Special assistance is also available
from the dean of first year students.
During the first week of the fall
semester, all new students
participate in an orientation
program designed to help them
become acquainted with the
College. All entering first year
students receive in advance a
detailed schedule of events of this
program. During orientation,
students have individual
conferences with their advisers, take
part in discussions of college life,
and engage in other activities
intended to familiarize them with
the College and the academic
opportunities available to them.
They also take placement tests
which provide the College with
valuable information concerning
their educational backgrounds and
academic potential.
During the year, students should
arrange periodic meetings with
their faculty advisers. In addition,
these advisers are available to
discuss unexpected problems as
they arise. Any changes in a first
year student's schedule must be
approved by the adviser. Students
may also seek help from the dean of
first year students.
Sophomores may continue their
advising relationship with their first
year advisers or they may select
another faculty member in a field of
study they anticipate as their major.
It is important that sophomores
consult regularly with an adviser.
The associate deans of academic
advising are available to offer
assistance in the selection of
advisers or to discuss academic
issues.
When students choose a major
field of study, which must be done
no later than the beginning of the
junior year, a member of the major
department becomes their adviser
and performs functions similar to
those of the first year adviser,
including the approval of all course
schedules. It is the responsibility of
all students to take the initiative in
discussing their entire academic
program with their advisers and to
view that program as a meaningful
unit rather than as a collection of
unrelated courses. Students wishing
to change their major course of
study must notify the department in
which they are majoring and secure
the approval of the department he
or she desires to join. Juniors and
seniors making such changes
should understand that it may be
necessary to spend more than four
years in residence in order to
complete requirements for the
major. Permission to spend more
than four years in residence must
be obtained from the Academic
Standing Committee.
22
Credit System
The College encourages students to
prepare for graduate study, which
has become a necessity in an
increasing number of career fields.
It is important for such students to
become familiar with the
requirements of the graduate
programs in which they are
interested, as well as the
qualifications for fellowships and
assistantships within these
programs, well in advance of their
graduation from Gettysburg
College. Above all, they should
recognize the importance of
building a superior undergraduate
academic record. The career
services office and the Musselman
Library/Learning Resources Center
have a collection of graduate school
catalogues for students' reference.
Four times a year the Graduate
Record Examination (GRE) is given
on the Gettysburg campus for those
students who plan to enter a
graduate school. The National
Teacher Examination (NTE) is
given twice a year. Special advisers
assist students in planning for the
legal and health related professions.
Students may confer with their
advisers, an associate dean of
academic advising, career services,
or faculty members as they consider
their options for a major, weigh
their career objectives, choose
graduate or professional schools,
or search for employment after
graduation.
The course unit is the basic
measure of academic credit.
Students may complete the 35-
course unit graduation requirement
through any combination of full or
half unit courses. For transfer of
credit to other institutions the
College recommends equating one
course unit with 3.5 semester hours.
Because of the extra contact hours
involved, each laboratory science
course is more than acceptable in
terms of the expectations of a 4.0
semester hour course. These
courses are identified with the
symbol "LL" (lecture/lab) on the
course title line. The College uses
the 3.5 conversion factor to convert
semester hours to Gettysburg
course imits for those students
presenting transfer credit for
evaluation at the time of admission
or readmission. Half unit courses
should be equated to 2 semester
hours. The College offers a small
number of quarter course units in
music and health &: physical
education. These courses may not
be accumulated to qualify as course
units for graduation. Quarter
course units should be equated to
one semester hour.
23
Requirements for the
Degree
The College confers three
undergraduate degrees: bachelor of
arts (BA), bachelor of science (BS),
and bachelor of science in music
education (BSME). The general
graduation requirements are the
same for all degree programs as
follows:
1) 35 course units, including First
Year Colloquy; plus three quarter
courses in health and physical
education (two quarter courses for
BSME);
2) a demonstration of proficiency in
written English;
3) a minimum accumulative GPA of
2.00 and a GPA of 2.00 in the major
field;
4) the distribution requirements;
5) the concentration requirement in
a major field of study;
6) a minimum of the last year of
academic work as a full-time student
in residence at Gettysburg College or
in an approved College program; and
7) the discharge of all financial
obligations to the College.
Quarter course credits do not count
toward the 35-course unit
graduation requirement.
No course used to obtain a
bachelor's degree at another
institution may be counted toward
the requirements for a Gettysburg
College degree.
The specific major requirements for
each degree are different. The
requirements for the degree of
bachelor of science in music
education are found on page 41.
The major requirements for the
bachelor of arts and the bachelor
of science are found in the
departmental introductions in the
"Courses of Study" section of this
catalogue beginning on page 66.
Each student is responsible for
being sure that graduation
requirements are fulfilled by the
anticipated date of graduation.
Normally, the College requires
students to complete the degree
requirements in effect at the time
of their original enrollment.
Writing Policy Since the ability to
express oneself clearly, correctly,
and responsibly is essential for an
educated person, the College
cannot graduate a student whose
writing abilities are deficient. See
Item 1 under "college course
requirements" below. Instructors
may reduce grades on poorly
written papers, regardless of the
course, and in extreme cases, may
24
assign a failing grade for this
reason.
College Course Requirements
Each student must successfully
complete the college course
requirements listed below.
1 ) Demonstration of proficiency in
written English during the first year
of enrollment. Normally, such
proficiency is demonstrated by
passing English 101. For other ways
to satisfy this requirement, see
"Exemption from Degree
Requirement" on page 32.
2) First Year Colloquy: a required
seminar for all first year students,
designed to strengthen reasoning,
writing, and speaking skills using a
multi-disciplinary theme as a focus.
3) Health & Physical EducaUon:
three quarter courses including one
semester of study in each of the
following groups: health/wellness,
fitness, recreational skills (two
quarter courses for BSME).
Distribution Requirements
Each candidate for the degree must
satisfactorily complete the following
distribution requirements. See the
listing on page 66 or read the
departmental material under
"Course of Study" for the specific
courses that fulfill each
requirement. Any requirement may
be satisfied, with or without course
credit, by students who can qualify
for exemption (see page 32).
1) Foreign Language: one to four
courses to prove proficiency
through the intermediate level.
Normally, proficiency is
demonstrated by completing the
202 course in German, Greek,
Japanese, Latin, Portuguese,
Russian or Spanish; the 201-202
course sequence in French; or
other designated intermediate-level
language courses.
2) Arts: one course in art history or
theory, music, creative writing, or
theatre arts.
3) History/Philosophy: one course
in history, philosophy, or
culture/civilization in languages or
interdepartmental studies.
4) Literature: one course in
literature in the original language
or in English translation.
5) Natural Science: two courses in
astronomy, biology, chemistry, or
physics. The courses must be in the
same department and must include
a laboratory.
6) Religion: one course on the 100-
or 200-level in religion.
7) Social Science: one course in
anthropology, economics, political
science, psychology, or sociology.
8) Non-Western Culture: one
course to satisfy the distribution
requirements listed above must give
primary emphasis to African or
Asian cultures, or to the non-
European culture of the Americas.
A student may also take a non-
western course that happens not to
satisfy any of the other distribution
requirements.
25
Major Requirements: Each student
must successfully complete the
requirements in a major field of
study. A major consists of eight to
twelve courses, depending on the
field of study, and may include
specific courses determined by the
department. A department may, in
addition, require related courses in
other departments. A department
may require its majors to pass a
comprehensive examination.
Requirements of the various majors
are listed in the departmental
introductions under "Courses of
Study".
The following are major fields of
study at Gettysburg College:
Bachelor of Arts:
Art
Biology
Chemistry
Classical Studies
Computer Science
Economics
English
French
German
Greek
Health and Physical Education
History
Latin
Management
Mathematics
Music
Philosophy
Physics
Political Science
Psychology
Religion
Sociology and Anthropology
Spanish
Theatre Arts
Bachelor of Science:
Biochemistry and Molecular
Biology
Biology
Chemistry
Mathematics
Music Education
Physics
A student must file a declaration of
major with the registrar before
registering for the junior year. A
student may declare a second major
as late as the beginning of the
senior year.
26
Special Major
As an alternative to the standard
major fields of study offered in
departmental disciplines, students
may declare a special major by
designing an interdepartmental
concentration of courses focusing
on particular problems or areas of
investigation which, though not
adequately included within a single
department or discipline, are
worthy of concentrated study.
Students intending to pursue a
special major must submit a
proposal for their individual plan of
study to the Committee on
Interdepartmental Studies. The
proposed program must be an
integrated plan of study that
incorporates coursework from a
minimum of two departments or
fields. A special major must include
a total of ten to twelve courses, no
fewer than eight of which must be
above the 100-level; three or more
courses at the 300-level or above;
and a 400-level individualized
study course which is normally
taken during the senior year.
Individualized study allows students
to pursue independent work in
their areas of interest as defined by
the proposal and resulting in a
senior thesis demonstrating the
interrelationships among the fields
comprising the special major. The
proposal must be signed by two
faculty members (from two
different departments among those
represented in the list of courses to
be taken), one of whom will serve as
the student's primary academic
adviser.
After consulting with the
interdepartmental studies
chairperson and the prospective
sponsors/ advisers, students should
submit their proposals during the
sophomore year. The latest
students may submit a proposal is
mid-term of the first semester of
their junior year. The proposal will
consist of an application form,
obtainable from the interdepart-
mental studies chairperson, and a
narrative describing the academic
purpose of the program. The
narrative must include a specific
and detailed explanation of the
particular problem or area of
interest which is the focus of the
proposal, statements indicating
why the student wishes to pursue
this interest and why the student's
goals cannot be accomplished
through a regular major, and a
clear and coherent explanation of
how the courses included in the
proposal constitute an integrated,
in-depth study of the problem or
interest. It is often possible to build
into a special major a significant
component of off-campus study.
27
Normally, to be accepted as a
special major, a student should have
a 2.3 overall GPA. Students should
be aware that a special major
program may require some
departmental methods or theory
courses particular to each of the
fields within the program.
A student may graduate with
honors from the special major
program. Honors designation
requires a 3.5 GPA in the special
major, the recommendation of the
student's sponsors, the satisfactory
completion of an interdisciplinary
mdividualized study, and the public
presentation of its results in some
academic forum.
Optional Minor Students may
declare a minor concentration in
an academic department or area
that has an established minor
program. Not all departments offer
minor programs. A minor shall
consist of six courses, no more than
two of which shall be 100-level
courses. Exceptions to the two 100-
level course limitation may occur in
departments offering more than
one major. Students may not
declare a minor in the same
department in which they have a
declared major. Students must
maintain a 2.00 average in the
minor field of study. Although a
certain number of courses
constitute a minor field of study, all
courses in the minor field will be
considered in determining the
minor average.
Residence
Requirements And
Schedule Limitations
The normal program consists of
nine courses per year, with five
courses in one semester and four in
the other. Thus, a student will
complete graduation requirements
in four years of full-time academic
work in the September-through-
May academic year. The last full
year of academic work must be in
residence at Gettysburg College or
in an approved College program.
Students may not complete
requirements as part-time students
during their last semester of
residence.
Students proposing to complete
graduation requirements in less
than four full years must have their
programs approved by the
Academic Standing Committee
through the Office of Academic
Advising. Such approval should be
sought at least a year before the
proposed completion of
requirements.
A full-time student for academic
purposes is one carrying a
minimum of three courses during a
semester. No student who is a
candidate for a degree may take
fewer courses than this without
permission of the Academic
Standing Committee.
Students may not enroll in the
equivalent of six or more full unit
courses per semester without the
approval of the Academic Standing
Committee. In granting approval to
take six courses, the Committee
requires evidence that the student is
in good academic standing and will
be able to perform at an above
average academic level during the
semester of heavy enrollment. Any
course enrollment above five in full
or half unit courses represents an
overload and results in an extra
course fee.
28
The required quarter courses in
health and physical education,
generally taken during the first and
second years, are in addition to the
full course load in each semester.
These courses do not count toward
the 35-course graduation
requirement.
Majors in music and health and
physical education must take
quarter courses in addition to the
normal course load. Other students
may take quarter courses in applied
music over the normal load with the
approval of their advisers and of the
music department at an additional
charge.
A student may audit informally any
College course with the permission
of the instructor. No charge will be
made for such an audit and no
record of auditing will be recorded
on the student's transcript.
The College offers a limited
opportunity for students to register
for and complete a course of study
during the summer. Primarily these
are individualized study or
internship courses and are
arranged through academic
departments.
Gettysburg College is aware that
physical and learning disabled
persons may have special needs and
is committed to making
adjustments in order to make the
program accessible to them.
29
Registration
Students must be officially
registered for a course in order to
earn academic credit. The registrar
announces the time and place of
formal registration. By formally
completing his or her registration,
the student pledges to abide by
College regulations.
Also students may enroll in a course
for credit during the first twelve
class days after the beginning of the
semester. A proposed change must
be submitted to the registrar on an
official course change slip after first
being approved by the instructors
involved and the student's adviser.
Students are not permitted to
enroll in a course after the twelve
day enrollment period.
Many departments establish limits
to class enrollments in particular
courses to insure the greatest
opportunity for students to interact
with their instructors and other
students. As a result, students
cannot be assured of enrollment in
all of their first choice courses
within a given semester.
The Grading System
Normally courses are graded A
through F, with these grades having
the following significance: A
(excellent); B (good); C (fair); D
(poor); and F (failing). Instructors
may modify their letter grades with
plus and minus signs.
In successfully completing a course
under this grading system, a student
earns a number of quality points
according to the following scale.
A+
4 1/3
C
2
A
4
C-
1 2/3
A-
3 2/3
D+
1 1/3
B+
3 1/3
D
1
B
3
D-
2/3
B-
2 2/3
F
C+
2 1/3
A student's accumulative average is
computed by summing his or her
quality points and dividing by the
number of courses taken. The
average is rounded to the third
decimal place.
The College reserves the right to
make changes and adjustments in
the grading system even after a
student enrolls.
The College also offers a
satisfactory /unsatisfactory grading
option. This option is intended to
encourage students to be
intellectually adventurous in
courses with subject matter or
approaches substantially different
from their prior academic
experience or attainment. An S
signifies satisfactory work, and is
given if a student performs at the C-
level or higher, a U signifies
unsatisfactory work, and is given for
work below the C- level. Courses
graded S/U do not affect a
student's quality point average, but
a course completed with an S grade
will count toward the total number
of courses needed for graduation. A
student may elect to take a total of
six courses on an S/U basis during
his or her four years at Gettysburg
College; however, no more than two
S/U courses may be taken in any
one year. This grading option may
not be selected for: (1) College
course requirements in written
English or the First Year Colloquy,
30
(2) distribution requirements for
graduation, and (3) courses taken
in a student's major field.
Exceptions may be made with
regard to the major in cases where a
department specifies that a
particular course is available under
the S/U grading system only, and in
cases where the student declares the
major after taking the course. A
student must choose the S/U
grading option during the first
twelve class days of the semester.
The quarter course basic skill
courses in health and physical
education (all of which are graded
S/U) shall not count in
determining the maximum number
of S/U courses a student may take.
Students who enroll in Education
476: Student Teaching may take an
additional course under the S/U
option during the senior year,
provided that their total number of
S/U courses does not exceed six.
When a student registers for and
completes a course which he or she
has already taken at Gettysburg
College, both the credit and the
grade previously earned are
canceled, but they are not removed
from the permanent record. The
credit and grade earned in
repeating the course are counted
toward the student's requirements.
A grade of I {Incomplete) is issued by
the dean of academic advising
office when emergency situations,
such as illness, prevent a student
from completing the course
requirements on time. Unless the
Academic Standing Committee
extends the time limit, an
incomplete automatically becomes
an "F" if it is not removed within
the first six weeks of the semester
following the one in which it was
incurred.
A student may luithdraiu from a course
only with the knowledge and advice
of the instructor and his or her
adviser. A student who officially
withdraws for medical reasons or
withdraws after the drop/add
period receives a "W" (withdraw)
from the course. If a student
withdraws from a course during the
last five weeks of the semester, he or
she will receive an "F" (failure) in
the course. The designation "W" is
not used in computing averages.
Transfer Credit
31
After enrolling at Gettysburg,
students may use a maximum of
three course credits toward the
degree for work taken at other
colleges if such courses have first
been approved by the chairperson
of the department concerned and
by the registrar. Course credit, but
not the grade, transfers to
Gettysburg if the grade earned is a
C- or better. This transfer option is
not available to those who receive
three or more transfer course
credits at the time of admission or
readmission to the College.
This course credit limitation does
not apply to Central Pennsylvania
Consortium courses or to
individually arranged off-campus
study programs approved by the
Academic Standing Committee.
Both credit and grades transfer for
work done at another Central
Pennsylvania Consortium College,
or in certain Gettysburg College off-
campus affiliated programs
described beginning on page 42.
32
Exemption from
Degree Requirements
The College may recognize work on
the college-level completed
elsewhere by a student. This
recognition may take the form of
exemption from degree
requirements and may carry
academic credit. Students should
present their requests for
exemption to the registrar. They
should be prepared to demonstrate
their competence on the basis of
their academic record, Advanced
Placement Examination results of
the College Board (see page 169),
or examinations administered by
the department concerned. The
decisions on exemption and credit
rest with the department and the
registrar.
Students may satisfy the writing
proficiency requirement by scoring
sufficiently high on the Test of
Standard Written English (TSWE)
of the College Board. In 1992, the
College exempted those students
who scored 58 or above on the
TSWE. Those scoring 53-57 were
permitted to gain exemption by
passing a departmental
examination given on the campus.
Students may satisfy the foreign
language requirement in a
language not regularly offered at
Gettysburg by demonstrating
achievement at the intermediate-
level through transfer credit, by
examination, through independent
study with a Gettysburg faculty
member, or through an approved
exchange program with the Central
Pennsylvania Consortium.
International students who have
learned English as a second
language may satisfy the
requirement with their primary
language.
Individualized Study
and Seminar
There are opportunities in most of
the departments for students to
engage in individualized study and
seminars. These opportunities are
primarily for seniors, but other
students are frequently eligible. In
some departments participation in
this type of activity is part of the
required program of study; in
others it is optional. Most of these
courses are numbered in the 400's
under "Courses of Study".
Academic Standing
Students are expected to maintain
an academic record that will enable
them to complete the requirements
for graduation in the normal eight
semesters. To be in good academic
standing a student must have at
least a 2.00 accumulative average, a
2.00 average for the semester, a 2.00
average in the major field of study
by the end of the junior year and
during the senior year, and be
making appropriate progress in
acquiring the credits and
completing the various
requirements for graduation.
Students who do not meet these
standards will be given a warning,
placed on academic probation,
placed on dismissal alert, or be
dismissed from the College.
The student who falls below the
following minimum standard is
considered not to be making
satisfactory progress and is either
placed on dismissal alert or is
dismissed: for first year students -
1.50 GPA and six courses
completed; for sophomores - 1 .80
GPA and fifteen courses completed;
for juniors - 1.90 GPA and twenty-
five courses completed.
In addition to these minimum
standards, a student on probation
must show significant improvement
during the following semester in
order to remain at the College.
Normally, a student may not remain
at the College with three
consecutive semester averages
below 2.00.
Students receiving some forms of
financial aid must maintain certain
progress toward achieving a degree
in order to remain eligible for
such aid. See the "Financial Aid"
section of this catalogue for a more
complete discussion of appropriate
progress.
In accordance with the regulations
of the National Collegiate Athletic
Association (NCAA), a student who
is on dismissal alert status may not
participate in the institution's
intercollegiate athletic program.
Transcripts
The College supports students in
their candidacy for graduate or
professional school admission or in
their search for appropriate
employment by providing a
responsive transcript service.
Requests for transcripts must be in
writing and should be directed to
the Office of the Registrar. This
office prepares transcripts twice a
week on Tuesdays and Fridays.
There is no charge for this service
unless special handling is requested.
34
Withdrawal and
Readmission
Readmission for students who
withdraw from Gettysburg College
is not automatic. The procedure for
seeking readmission depends on
the student's academic status at the
time of withdrawal, the length of
time that has elapsed since
withdrawal, and the reason for
withdrawal, as described in the
sections that follow. Normally, the
Academic Standing Committee
reviews applications for readmission
in the second week of November
and the second week of April; all
supporting materials should be
submitted to the Office of
Academic Advising by the
beginning of November and the
beginning of April.
Voluntary Withdrawal
A student who is in good academic
standing at the time of withdrawal
and seeks readmission within one
academic year after withdrawing
does not have to submit an
application for readmission.
Instead, the student must file with
the Academic Standing Committee,
through the Office of Academic
Advising, a letter requesting
reinstatement and providing an
account of the activities during his
or her absence from the College.
This letter should be sent by
November 1 or April 1 . Any
student who seeks readmission after
one year has elapsed must submit
an application for readmission.
Students who desire to be
considered eligible for financial aid
upon return must complete all
financial aid applications by the
normal financial aid deadlines and
notify the financial aid office of
their intentions to return.
A student who withdraws voluntarily
should arrange for an exit interview
with a member of the academic
advising staff prior to leaving the
College. A readmission interview is
desirable, and in some cases
required, depending on the
circumstances surrounding the
student's withdrawal.
A student who withdraws voluntarily
and is on academic probation at the
time of withdrawal must submit an
application for readmission to the
Academic Standing Committee
through the Office of Academic
Advising. The Academic Standing
Committee will review the student's
application, previous record at
Gettysburg College, activities since
leaving college, and prospects for
the successful completion of his or
her undergraduate studies.
Dismissal
A student who is dismissed from the
College for academic reasons is not
eligible for readmission until one
academic year has elapsed. Students
who have been dismissed from the
College for academic reasons for a
second time are not eligible for
readmission. An application for
readmission must be submitted to
the Academic Standing Committee
through the Office of Academic
Advising. A personal interview is
required. The Academic Standing
Committee will review the student's
application, recommendations from
an employer and three Gettysburg
College faculty members, activiues
since leaving college, and prospects
for future academic success at the
College. To be eligible for
readmission, a dismissed student
must also have completed at least
one course at an accredited
institution and have earned a grade
of "B" or higher.
A student who is suspended for
disciplinary reasons must follow this
same procedure for readmission
except that he or she is not
required to take course work
elsewhere. A student in this
category is eligible to apply for
readmission at the end of the time
period designated for the
suspension.
35
Medical Withdrawal
A student whose health is so
impaired that matriculation cannot
be continued will be granted a
medical withdrawal provided that a
physician, psychiatrist, or
psychologist confirms in writing
the seriousness of the condition
and recommends that the student
withdraw from the College. In such
cases an associate dean of academic
advising may authorize grades of
"W" for the courses in which the
student is currently enrolled. A
student in good academic standing
who has been granted a medical
withdrawal does not have to fill out
an application for readmission, but
must submit to the Academic
Standing Committee, through the
Office of Academic Advising, a
written request for reinstatement at
least three weeks prior to the
beginning of the semester that
matriculation is desired. A letter
from his or her attending physician,
psychiatrist, or psychologist which
certifies that the student will be
ready to resume a full academic
program by a designated time is
also required. If, based on medical
considerations, there is reason to
limit the student's course load or
physical activity, a recommendation
for such should be noted in this
letter. A personal interview with a
member of the counseling services
or health services staff may also be
required. A student on academic
probation who has been granted a
medical withdrawal must submit an
application for readmission along
with the aforementioned letter.
Decisions regarding reinstatement
are the responsibility of the
Academic Standing Committee.
Students who have withdrawn for
medical reasons and who intend to
return are subject to the same
procedures for financial aid as are
matriculated students; it is
imperative to be in touch with the
financial aid office during absence
from campus.
Senior Scholars'
Seminar
The College offers a unique and
valuable opportunity for its
outstanding senior students. Each
year the Senior Scholars' Seminar,
composed of selected seniors,
undertakes a study of a
contemporary issue which affects
the future of humanity. The issues
are always timely and often
controversial. Past topics have
included genetic engineering,
conflict resolution, global
disparities, computer and human
communication, aging and the
aged, dissent and nonconformity,
imagining peace, human sexuality,
and environmental protection or
exploitation, and the concept of
the hero.
In 1991-92 the eighteen Senior
Scholars' Seminar students not only
brought outside experts to campus,
but also traveled to other highly
selective liberal arts colleges to do
research on "Creating and
Sustaining Intellectual Community
in the Liberal Arts College." During
1992-1993, the seminar focussed on
a timely topic, in an election year,
"Media, Power, and Contemporary
Presidential Politics".
In previous years the Senior
Scholars' Seminar invited other
authorities of national stature to
serve as resource persons. Experts
who have visited the seminar
36
include George Wald, Kenneth
Boulding, Herbert Gans, Paolo
Soleri, Joseph Fletcher, Leon Kass,
Stuart Udall, Da\'id Freeman,
Thomas Szasz, Daniel EUsberg,
Jonathan Schell, Daniel Bell, and
James Gould. Student participants
in the seminar publish a final
report based on their findings and
recommendations.
The issues explored in the seminar
are always interdisciplinary in
scope, and the students selected for
this seminar represent a wide
variety of majors. The seminar is
team-taught by two professors of
different departments.
Early in the second term of the
junior year, qualified students are
invited to apply for admission to the
course. After the members of the
class have been selected through a
process of interviews, they begin to
plan the course with two faculty
directors and become active
participants in the entire academic
process. The Senior Scholars'
Seminar is assigned two course
credits.
Computer Courses
In the tradition of the liberal arts,
Gettysburg College emphasizes the
interdisciplinary nature of the
computer as a tool in problem-
solving. A thorough understanding
of the concepts and applications in
various disciplines is important for
those students interested in
pursuing a career in computer
science. The biology, chemistry,
economics, management,
mathematics, physics, political
science, psychology, and sociology
and anthropology departments all
offer courses that make significant
use of the computer. In recent
years, 95% of the graduating
students have made use of the
computing faciHties in their courses
at Gettysburg.
Also, most of the First Year
Colloquy courses require a four
week training session in the use of
microcomputers. These training
sessions provide an introduction to
WordPerfect, electronic mail, the
campus computer network and
computerized information system,
and tools to use the Internet to
access information at campuses and
other sites across the country and
aroimd the world.
In addition to these courses in
various departments, the College
has a computer science curriculum
of courses that cover the concepts
that are at the core of the
discipline. These courses are listed
under computer science in the
"Course Descriptions" section of
this catalogue.
Teacher Education
Programs
Gettysburg College education
programs in secondary school
subjects, elementary education,
music education, and health and
physical education are competency
based and have received approval
from the Pennsylvania Department
of Education. The liberal arts are
central to the College's teacher
education programs. Students
planning to teach must complete a
major in an academic department
of their choice and fulfill all the
requirements for the bachelor of
arts degree or the bachelor of
science degree. Upon completing a
program in teacher education,
students are eligible for a
Pennsylvania Certificate,
Instructional I, enabling them to
teach in the public schools of the
Commonwealth and other states
with similar requirements. Students
who pursue teacher certification are
required to demonstrate computer
literacy prior to admission to the
Education Semester. A minimum
of forty hours of observation and
participation in schools is required
prior to acceptance into the
Education Semester. Students who
are seeking an Instructional I
Certificate must have successfully
completed the National Teachers'
Exams (NTE) in the core battery
(general knowledge,
communication skills, and
professional knowledge) and
specialty area (the subject area for
which candidates are seeking
certification). For more
information on the exams, contact
a member of the education
department.
Secondary Education
Students interested in preparing to
teach academic subjects in the
secondary schools must complete
one of the following approved
programs for secondary
certification: biology, chemistry,
physics, general science,
mathematics, English, German,
Latin, French, Spanish, health and
physical education, or
comprehensive social studies. These
secondary programs have been
granted program approval by the
Pennsylvania Department of
Education. Students must complete
an approved program listed in the
Handbook for Teacher Education,
which will, in most cases, closely
parallel the requirements in their
major. Early planning beginning in
the first year is essential for all of
these programs.
38
Secondary education students are
required to engage in a minimum
of forty hours of pre-student
teaching experiences in the
secondary schools during the
sophomore and junior years.
Students serve as observers, aides,
and small group instructors in
secondary classrooms. These
experiences are part of the
requirements for Education 209
(Social Foundations of Education)
and Education 201 (Educational
Psychology). For the senior year,
students, in consultation with their
major department, will select either
the fall or spring semester as the
Education Semester. Student
teaching experiences are completed
at a school district near the College,
or the student may elect to apply to
student teach abroad, in an urban
setting, or in other alternative sites.
The following program constitutes
the Education Semester:
Education 303 (Educational
Purposes, Methods, and
Educational Media: Secondary)
Education 304 (Techniques of
Teaching and Curriculum of
Secondary Subjects)
Education 476 (Student Teaching-
two courses)
Note: Only these four courses may
be taken during the Education
Semester.
The student seeking admission to
the secondary education program
must file an application with the
Education Department by
December 15 of the junior year.
Admission to the program is
granted by the Committee on
Teacher Education, a body
composed of faculty members from
each department which has
students in the secondary education
program. This committee also
determines standards for admission
to the program. Members of the
committee also teach Education
304 for the students of their
respective departments and observe
them when they engage in student
teaching.
The admission of a student to the
Education Semester depends upon
the student's academic achievement'
and a recommendation from his or
her major department. The
guidelines for evaluating a student's i
academic achievement are a
minimum accumulative grade point
average of 2.33 and a grade point
average of 2.66 in the major. The
successful applicant will have
earned a "C" grade or higher in all
education courses. The student will
also be evaluated on such
professional traits as responsibility,
integrity, enthusiasm, and
39
timeliness. Evaluation of a
student's communications skills will
be done in the form of a writing
sample which a student submits at
the time of application for entrance
into the Education Semester.
Students in the program leading to
certification in secondary education
shall present the six specified
courses in education. In addition to
these six courses, students are
permitted one additional education
course in individualized study, or in
an education internship, to count
toward the Bachelors degree. A
minor in secondary education
consists of successful completion of
these six courses.
Elementary Education
The elementary education program
is distinctive in giving students the
opportunity to concentrate on
liberal arts studies and complete an
academic major, thus qualifying for
the bachelor of arts degree.
Students interested in entering the
elementary education program
should consult with the education
department no later than the fall
semester of the first year in order to
establish a program of study.
The prospective elementary teacher
should complete the following
program:
1) Economics 103, Psychology 101,
World History, and HPE 199 during
the first year.
2) Education 180, music, art, a
course in child development,
Education 201, and a course which
is quantitative in nature.
3) Education 209, Educadon 331,
Education 370, World Geography.
4) Education semester (fall or
spring semester during the senior
year) composed of Education 334,
306, and 476 (worth two courses).
weeks of full-time participation in a
public school near the College.
Opportunities for student teaching
abroad, in an urban setting, and in
alternative sites also exist.
Education 334 is taught in a five-
week block and includes a two-
week, full-time experience in the
schools under the direct supervision
of a reading specialist. Thus, twelve
weeks of full-time student teaching
are completed. Only these four
courses may be taken during the
Education Semester.
Student teaching (Education 476)
and Education 306 consist of 10
40
Elementary education students are
required to engage in pre-student
teaching experiences in the
elementary schools during the
sophomore and junior years.
Students serve as observers, aides,
and small group instructors in
elementary and middle school
classrooms.
The student seeking admission to
the elementary education program
must file an application with the
education department by
December 15 of the junior year.
Admission to the program is
granted by the Committee on
Teacher Education, a body
composed of faculty members from
the education department and
other departments. This committee
also establishes standards for
admission to the program.
The admission of a student to the
Education Semester depends upon
the student's academic achievement
and a recommendation from his or
her major department. The
guidelines for evaluating a student's
academic achievement are a
minimum accumulative grade point
average of 2.33 and a grade point
average of 2.66 in the elementary
education program and its related
courses (history, geography.
economics, child development, and
the education courses) . The
successful applicant will have
earned a "C" grade or higher in all
education courses. The student will
also be evaluated on such
professional traits as responsibility,
integrity, enthusiasm, and
timeliness. Evaluation of a
student's communications skills will
be done in the form of a writing
sample which is submitted at the
time of application for entrance
into the Education Semester.
Students interested in teaching in
states other than Pennsylvania wdll
find that a number of states certify
teachers who have completed
baccalaureate programs in
elementary education at colleges
approved by its own state
department of education.
Numerous states require specific
scores on portions of the National
Teacher Exams (NTE). See the
"Education Department" section for
details.
In addidon to the courses listed,
students are permitted one
education course in individualized
study, or in an education internship,
to count toward the bachelor of arts
degree. A minor in elementary
educadon consists of successful
completion of six courses offered by
the education department
(Education 201, 209, and 476 are
required). Students then designate
three of the following five courses to
complete the minor: Education 180,
306, 334, 331, 370. All eight courses
must be successfully completed for
teacher certification in elementary
education.
Music Education
The prospective teacher of music in
the elementary and secondary
schools should complete the
program for the degree of bachelor
of science in music education. This
requires successful completion of
35 courses exclusive of courses in
applied music. Also required are
two semesters of the basic activities
quarter courses in health and
physical education.
The program includes:
Music, twelve courses as follows:
Music Theory, 141, 142, 241,242,
341,342
Music History and Literature
Music 244 (Intro, to Music
History and Literature)
Music 313 (Music in the
Medieval, Renaissance and
Baroque Periods)
Music 314 (Music in the
Classical, Romantic and
Contemporary Periods)
Conducting
Music 205 (Choral Conducting)
Music 206 (Instrumental
Conducting)
Applied Music
Music 456 (Senior Recital)
Fifteen to nineteen quarter
courses. These do not count
toward the 35 course graduation
requirements and may be taken
in addition to the 40 courses
permitted. Consequently, in the
fall and spring semesters the
student will typically carry four
or five full courses plus several
quarter courses in applied
music. The latter must include
work in:
Major performance area
Piano
Voice
Instruments of the band and
orchestra
Music Education, five courses as
follows:
Music 320 (Principles and
Procedures of Teaching Music
in the Elementary School)
Music 321 (Principles and
Procedures of Teaching Music
in the Secondary School)
Music 474
(Student Teaching)
(three course units)
Certification Requirements
Psychology 101
Education 209 (Social
Foundations of Education)
Education 201 (Educational
Psychology)
Education 303 (Educational
Purposes, Methods and
Educational Media:
Secondary)
Distribution Requirements
Electives
Participation for four years in an
authorized musical group and
presentation of a recital in the
senior year are required.
The student in the bachelor of
science program should consult
with the music department as early
as possible in order to arrange a
four-year program.
42
Ninth Semester Education Program
Gettysburg College students who
demonstrate academic ability but
cannot finish certification
requirements within four years may,
with approval by the Teacher
Education Committee, return to
campus for a consecutive ninth
semester to complete their student
teaching and certification
requirements. This semester, which
would include only work in
education, would be provided at
cost (1993 cost: $1,650) to these
recent Gettysburg College
graduates. Students who elect this
option will graduate before
finishing certification requirements.
Thus, students who elect to student
teach during the Ninth Semester
Option will receive certification, but
will not be eligible to declare a
minor in education. Interested
students should consult with a
faculty member about this option.
Teacher Placement
The College maintains a Teacher
Placement Bureau to assist seniors
and graduates in securing positions
and to aid school officials in
locating qualified teachers. All
communications should be
addressed to the Director of the
Teacher Placement Bureau.
Employment Prospects in Teaching
The projected annual demand for
new hiring of all teachers is
expected to rise from 233,000 in
1990 to a high of 243,000 in the
year 2000, according to the
National Center for Education
Statistics. Demand will be greatest at
the elementary school level. Of the
reporting 1991 Gettysburg College
graduates who sought teaching
positions in elementary education,
85% were teaching or in education-
related occupations during the
following academic year. Of the
reporting secondary education
graduates, 67% were so employed.
The reported average salary for
these 1991 Gettysburg College
graduates was $21 ,900.
Off-Campus Study
College Affiliated Programs
In order to supplement and
enhance the regular courses of the
College, the faculty designates
certain off<ampus programs of
study as College affiliated programs.
As such, these programs are
recognized as worthy of credit to be
applied toward the Gettysburg
College degree. In affiliated
programs, both grades and credits
shall be accepted as if they were
grades and credits earned at
Gettysburg College. Currently, any
student with sophomore status who
is in good social and academic
standing may apply for permission
to study off-campus in any program
approved by the college. A student
wishing to study abroad should
petition through the Office of Off-
Campus Studies; those who wish to
study off-campus in the United
States should petition through the
Office of the Registrar. The
Academic Standing Committee
shall approve a student's
participation in a program and shall
establish regulations and standards
for the acceptance of credits.
43
Consortium Exchange Program
The program of the College is
enriched by its membership in the
Central Pennsylvania Consortium
(CPC) consisting of Dickinson,
Franklin and Marshall, and
Gettysburg Colleges. The
Consortium provides opportunities
for exchanges by students and
faculty, and for other off-campus
study. Students may take a single
course or enroll at a Consortium
College for a semester, or a full year.
A course taken at any Consortium
College is considered as in-
residence credit. Interested students
should consult the registrar.
Courses of unusual interest to
Gettysburg students offered at the
other CPC schools include those
listed under the following
programs:
DICKINSON
American Studies
Anthropology
Archaeology
East Asian Studies (includes
Chinese and Japanese language)
Environmental Studies
Geology
Italian Studies (includes language )
Judaic Studies(includes language)
Russian and Soviet Area Studies
(includes language)
FRANKLIN AND MARSHALL
American Studies
Anthropology
Asian Studies
Astronomy
Dance
Geosciences
Italian
Linguistics
Russian Studies (includes
language)
Science, Technology and Society
Lutheran College Washington
Semester (Ethical Issues and Public
Affairs) . Gettysburg College, in
partnership with Lenoir-Rhyne
College, Luther College, Muhlenberg
College, Roanoke College,
Susquehanna University, Thiel
College, and the Luther Institute in
Washington, D.C., runs full academic
programs during the fall and spring
semesters of each academic year, and
a two month internship program
during the summer. Students live
together in an apartment complex
that houses students from other
colleges who are also studying in
Washington, D.C. During regular
44
semesters students earn four course
credits by taking a two-credit
internship (in their area of interest)
and two seminars. One of the
seminars is entided "Ethical Issues
and Public Affairs" and the other is
a special topics seminar created
each year. In 1992-1993, the special
topic was 'The Ecological Crisis".
Additionally, there are a variety of
field trips to important polidcal,
cultural, social, and religious
organizations. Service learning
projects are also part of the
experience. The Lutheran College
Washington Semester is
recommended for juniors, but
sophomores and seniors may apply.
Information may be obtained from
Dr. Donald Hinrichs, Department of
Sociology and Anthropology, or by
writing Dr. Nancy Joyner, Director,
The Lutheran College Washington
Consortium, 226 East Capitol Street,
Washington, D.C. 20003.
Washington Semester Gettysburg
College participates with American
University in Washington, D.C. in a
cooperative arrangement known as
the Washington Semester. The
program is divided into several
distinctive areas. For students
interested in Government, Politics,
and Law, the Washington Semester,
National Government and Politics
focuses on important national
institutions and the
interrelationships of the various
actors in the political process.
Washington Semester in International
Politics and Diplomacy examines the
formulation, implementation, and
consequences of the foreign policy
of the United States. Washington
Semester in Peace and Conflict
Resolution examines conflict
resolution theory, history,
methodologies, and skill
development and forces that move
in the directions of conflict or
peace. Washington Semester in Justice h
concerned with the nature and
sources of crime and violence, the
conflicting theories and beliefs
about justice, and the impact of
national policymaking on social and
criminal justice. Washington Semester
in American Politics: Public Law is
designed for prelaw students and
examines the major institutions and
principal actors that determine
federal judicial policy for the nation.
For students with an interest in
economics, business, and trade,
there is a Washington Semester in
Economic Policy which provides for a
study of the macro and micro
economic policy-making process in
both the international and domestic
spheres. Washington Semester in
International Business and Trade offers
an opportunity to study in a city
which contains offices of seventy-five
percent of all multinational
corporations, and over two hundred
foreign-owned companies.
Communications and the fine arts
are also represented by two
additional programs. Washington
Semester in Journalism provides for
the study and practice of journalism
in the "news capital of the world,"
and the Washington Semester in
Museum Studies and the Arts offers an
exploration of the worlds of art and
architecture.
Typically, students in the
Washington Semester program
participate in seminars (two course
credits) , undertake a major
research project (one course credit)
and serve an internship (one course
credit).
The Washington Semester may be
taken during either semester of the
junior year or the fall semester of
the senior year. To qualify, a
student must have a minimum
45
t
■i^
r
J -: . - .
accumulative average of 2.50, and
3.00 in the major, and clearly
demonstrate ability to work on his
or her own initiative. Further
information may be obtained from
the appropriate department.
The Washington Economic Policy
Semester Gettysburg College
participates in this cooperative,
intercollegiate honors program
with American University in
Washington, D.C. The semester is
designed for students with an
interest in economics. It intensively
examines economic policymaking
from theoretical, practical,
domestic, and international points
of view. During the semester,
students are brought into direct
contact with people who are
involved in the formulation of
economic policy.
The program of study includes ( 1 )
the Economic Policy Seminar (two
course credits), which encompasses
a theoretical analysis of economic
policy problems; extensive reading;
on-site discussions with economic
policy decision-makers; preparation
of papers, and the presentation of
alternative paradigms that may be
used to understand economic
policy; (2) the choice of an
internship (one course credit) in a
private or governmental agency
involved with economic policy, or
an intensive independent research
project (one course credit); and (3)
an elective chosen from the courses
offered by American University. It
should be noted that the grades
received in these courses, as well as
the credit for four courses, will
appear on the student's Gettysburg
College transcript.
This program can be helpful to
students in several ways. For all
students, it provides an opportunity
to dispel the mystery surrounding
the policy-making process, to make
them better informed citizens, and
thus to improve their
understanding of the complex
interaction between the
government and the economy. For
those persons who plan to be
professional economists, it will
provide a practical introduction to
learning about the nation's
important economic institutions as
well as the political considerations
that influence the translation of
economic theory into government
policy. The program will allow
students to become familiar with
the basic economic issues of the
times and with the different
approaches for solving those
problems. For students who are
interested in becoming business
economist lawyers or community
organizers, the knowledge gained
about the bureaucracy in
Washington and how the federal
government operates will be
invaluable in their careers.
Students should take the
Washington Economic Policy
Semester in the fall or spring
semester of the junior year or the
fall semester of the senior year. To
qualify, a student must have a
minimum accumulative grade point
average of 2.50, and have
demonstrated the ability to work on
his or her own initiative. In addition,
students wishing to apply for this
program should have completed
Economics 103-104, 241, 243, and
245. Most participants major in
economics or management;
however, interested applicants from
other areas are encouraged to apply.
Further information, including the
application procedure for this
program, can be obtained from Dr.
William F. Railing, Department of
Economics.
46
The United Nations Semester
Students qualifying for this
program spend a semester at Drew
University in Madison, New Jersey.
On Tuesdays and Thursdays these
students commute to the United
Nations for a survey course in
international organization which
consists in part of briefings and
addresses by individuals involved in
United Nations activities. A
research seminar also uses the
facilities of the United Nations
Headquarters. Other courses to
complete a full semester's work are
taken at the Drew Campus.
The United Nations program is
offered in both the fall and spring
semesters. Some scholarship
assistance may be available for non-
Drew University students.
Application can be made in the
junior or senior year. Students from
any academic concentration who
have taken an introductory course
in political science and who have
maintained a respectable grade
point average are eligible for
nomination. Further information
may be obtained from the Office of
the Registrar.
Center for Cross-Cultural Study,
Seville, Spaui The College offers
two special options for study abroad
at the Center for Cross-Cultural
Study in Seville, Spain. The first
option is for students who have
completed Spanish 301. These
students may, with permission of
the Academic Standing Committee,
study at the Center for one or two
semesters of their sophomore or
junior year, the fall semester of
their senior year, or during the
summer session. The second option
is for students who have completed
Spanish 104 or its equivalent. This
option allows students to complete
their language distribution
requirement and literature
distribution requirement while
studying at the Center. In both
programs, credits as well as grades
earned at the Center will be
transferred to the student's college
transcript. Financial aid may be
applied to participation in the
program during the regular
academic year. Students interested
in studying at the Center should
contact the Spanish Department.
The Foreign Student Study Center,
The University of Guadalajara,
Mexico Students who have
completed Spanish 301 or its
equivalent may study for one or two
semesters of their sophomore or
junior year or the fall semester of
their senior year at the University of
Guadalajara's Foreign Student
Study Center. Courses offered
include language, Mexican
literature, history, culture, art, and
political science. Both credits and
grades will be transferred.
Financial aid may be applied to
participation in the program during
the regular academic year.
Interested students should contact
the Spanish Department.
Center for Global Education
The College participates in three
programs of the Center for Global
Education in Cuernavaca, Mexico:
Program in Global Community,
Social Policy and Human Services
in Latin America, and Women and
Development: Latin American
Perspectives. Each program involves
four courses over a semester
including an intensive Spanish
course. The Global Community
program includes a component of
living in a rural village. The Social
Policy and Human Services
program deals with social justice
issues, development and models of
education and social work. Students
47
in the Women and Development
program study in Nicaragua and
Guatemala in addition to Mexico.
For more information students
should contact the College's
Coordinator of Global Studies or
the Off-Campus Studies Office.
Interdisciplinary Study Abroad
Program in England This program
offers a fall semester abroad for
fifteen juniors and seniors who
would like to pursue
interdisciplinary and disciplinary
studies in the humanities and social
sciences. Moving between London
and Colchester, the program will
give these students the opportunity
to experience two sides of British
culture: the urban and the
provincial. The program begins in
September with a four-week
intensive interdisciplinary seminar
in London. This seminar will be
taught each year by the program's
resident director, a Gettysburg
College faculty member who will
accompany the students throughout
the entire program. At the
beginning of October, the students
will move on to the University of
Essex in Colchester, where they will
be enrolled as visiting students for
the ten-week fall term. Students will
take a full course load (normally
four courses), be taught by British
faculty, and be housed with British
and other international students.
Students will receive one Gettysburg
College course credit for the
September seminar in London and
three course credits for the four
ten-week courses taken at the
University of Essex. Thus the entire
program will earn each student four
Gettysburg College course credits.
Both grades and credits will be
transferred. Financial aid may be
applied to the program. Interested
students should visit the Office of
Off-Campus Studies.
C.LE.E. Program at the
Universite de Haute Bretagne,
Rennes, France Juniors and first-
semester seniors who have
completed French 301 or its
equivalent may study for a semester
in the Council on International
Educational Exchange's program at
the Universite de Haute Bretagne
in Rennes. Both credits and grades
will be transferred. Financial aid
may be applied to participation in
the program. Interested students
should contact the French
Department.
Institute for American Universities
Program in Aix-en-Provence A one-
semester or one-year program
intended for non-majors. Students
who have completed 101-102 or
103-104 at Gettysburg may fulfill the
language requirement in the fall
semester at Aix. Students who have
48
already satisfied the language
requirement will take more
advanced courses in French
language, literature, and civilization
during the fall or spring. In
addition to their course work in
French, all students may choose
approved classes in history, political
science, management, art,
philosophy, psychology, and
literature given in English . Both
credits and grades will transfer.
Financial aid may be applied to
participation in the program.
Interested students should contact
the French Department.
Kansai University of Foreign
Studies The College has a
cooperative agreement with Kansai
University of Foreign Studies in
Hirakata City, Osaka, Japan.
Students may study for a semester
or a year at the University in a
program that combines a rigorous
Japanese Language program with
lecture courses in the humanities,
social sciences, and business which
are conducted in English. Both
credits and grades will be
transferred. Financial aid may be
applied to this particular program.
Interested students should contact
Dr. Katsuyuki Niiro in the
Economics Department.
Fall Semester in Cologne, Germany
Sophomore through first semester
seniors with a minimum of one year
of college German or the equivalent
are eligible to participate in the Fall
semester program in Cologne,
Germany. A student may satisfy the
distribution requirement in
language in one semester and will
take additional courses taught in
English from other liberal arts areas
(some of which also satisfy different
distribution requirements) . This is
a fall semester program co-
sponsored by the Pennsylvania
Colleges in Cologne Consortium.
Both credits and grades are
transferred. Financial Aid may be
applied to participation in the
program. Interested students
should contact the German
Department.
College Year in Athens, Greece
The program is open to
sophomores, juniors, and seniors
(although the majority of students
are of junior level) majoring in
humanities or social sciences;
approximately one third of the
students at College Year are Classics
majors. The language of instruction
is English. The courses offered are
mainly concerned with Greece,
from ancient through Byzantine to
modern times, and with the Near
East. The categories of subject
matter include history, literature,
art and archaeology, philosophy,
anthropology, classical Greek and
Latin languages, and modern
Greek. Applications from students
who plan to attend College Year for
an academic year or for one
semester will be considered.
College Year is incorporated under
American law as a non-profit,
educational institution managed by
a Board of Trustees. Both credits
and grades will be transferred.
Financial aid may be applied to
participation in the program.
Interested students should contact
the Department of Classics or the
Department of Philosophy.
Off-Campus Study Program In
Zimbabwe The college offers each
fall semester an off-campus studies
program in Zimbabwe, Africa. The
program is open to sophomores
and juniors (and also seniors, on a
space-available basis) who have at
least a 2.75 GPA. Four courses will
be taught jointly in Harare by
Gettysburg College faculty and
faculty from the University of
Zimbabwe and other national
institutions. Field trips outside of
Harare and homestays are integral
parts of the study program.
Students are paired with
counterparts — typically, students
from the University of Zimbabwe.
Housing will be at the YMCA and at
other international hostels in
Harare. Regular Gettysburg
College fees for tuition, room, and
board cover all costs (including
round trip airfare), except books
and personal expenses. The Fall
1992 program will be conducted by
the Coordinator of African
American Studies, and will offer the
following courses: African
Literature, History of Southern
Africa, African Environmental
Science, and African Political
Economy. Interested students
should contact the Coordinator of
African American Studies.
Intercollegiate Center for Classical
Studies in Rome, Italy The Center is
open to students majoring in
Classics, classical history,
archaeology, or art history with a
concentration in classical art. The
program lasts for one semester and
is offered during the fall and the
spring. The Center provides
undergraduate students with an
opportimity to study Greek and
Latin literature, ancient history and
archaeology, and ancient art in
Rome. A Managing Committee,
elected by the member institutions,
has arranged with Stanford
University for the Stanford Overseas
Studies Office to administer the
Rome Center. The faculty is chosen
from persons teaching in
universities and colleges in the
United States and Canada. The
langviage of instruction is English.
Both credits and grades will be
transferred. Financial aid may be
applied to participation in the
program. Interested students
should contact the Department of
Classics.
Lutheran Theological Seminary
Exchange Gettysburg College
students are eligible to take up to
four courses at the Lutheran
Theological Seminary also located
in Gettysburg. The Seminary offers
coursework in Biblical Studies,
Historical Theological Studies, and
Studies in Ministry. Interested
students should consult the
Registrar.
Wilson College Exchange
Gettysburg College offers an
exchange opportunity with Wilson
College, an area college for women,
with course offerings that
supplement Gettysburg's offerings
50
in communications, women s
studies, international studies,
dance, and other creative arts.
Students may take a single course or
enroll as a guest student for a
semester or a full year.
Marine Biology The Biology
Department offers two programs for
students interested in pursuing
studies in marine biology; these
programs are in cooperation with
Duke University and the Bermuda
Biological Station.
The Bermuda Biological Station
(St. George's West, Bermuda) offers
courses in biological, chemical, and
physical oceanography during the
summer. Any course taken by a
Gettysburg College student may be
transferred to Gettysburg together
with the grade, provided prior
approval is granted by the Biolog)'
Department.
Gettysburg College is one of a
limited number of undergraduate
institutions affiliated with the Duke
University Cooperative
Undergraduate Program in the
Marine Sciences. The program,
offered at the Duke University
Marine Laboratory (Beaufort,
North Carolina), is a ten week
semester of courses, seminars, and
independent investigations. Studies
include the physical, chemical,
geological, and biological aspects of
the marine environment with
emphasis on the ecology of marine
organisms.
This program is appropriate for
juniors or students who have had
three to four courses in biology.
Students receive the equivalent of
five courses, two of which may be
used toward the minimum eight
required in biology. The remaining
courses will apply toward
graduation requirements.
Additional Off-Campus
Opportunities
Study Abroad Qualified students
may study abroad during one or two
semesters of their junior year or the
fall semester of their senior year.
The Office of Off-Campus Studies
maintains an information file of
recommended programs and stands
ready to assist students with their
unique study plans. It is important
to begin the planning process early.
During the first year, or at least by
the first semester of the sophomore
year, students who plan to study
abroad should discuss with their
advisers the relationship of their
proposed course of study to their
total academic program. An outline
of the program and a list of specific
courses with appropriate
departmental approval must be
submitted to the Academic
Standing Committee, which gives
final approval on all requests to
study abroad. To qualify, a student
must be in good social and
academic standing. Study abroad
programs are not limited to
language majors; students in any
major field may apply. Further
informadon may be obtained from
the Office of Off-Campus Studies.
Special Interest Programs
Students may petition the Academic
Standing Committee for permission
to take courses for a semester at
another college or university which
offers a program in a special
interest area not fully developed at
Gettysburg College. Examples of
special interest areas are Urban
Studies, Asian Studies, Studio Arts,
Nutrition, Environmental Studies,
and Women's Studies. Interested
students should consult the Dean of
Academic Advising.
51
Dual-Degree Programs
Engineering This program is
offered jointly with Columbia
University, Rensselaer Polytechnic
Institute (RPI), and Washington
University in St. Louis. Students
; spend three years at Gettysburg
College followed by two years at one
of these universities. Upon
. successful completion of this
I program, the student is awarded the
! Bachelor of Arts degree from
I Gettysburg and the Bachelor of
I Science degree in an engineering
discipline from one of the three
, affiliated universities. The affiliation
j with RPI also offers the opportunity
for a Master's degree after three
years at RPI. Gettysburg students,
on their own initiative, have also
completed dual-degree programs at
non-affiliated universities. Students
who qualify for financial aid at
Gettysburg College will usually be
eligible for similar aid at the
engineering affiliate universities;
this benefit is not available to
international students.
Candidates for this program will
have an adviser in the Physics
Department. Normally a student
will be recommended to Columbia,
RPI, or Washington University
during the fall semester of the
junior year. Students must have a
minimum of a 3.0 grade point
average in order to be
recommended, except for students
interested in electrical engineering
at RPI who are required to have a
3.5 average for recommendation.
The specific courses required for
admission by each affiliated
institution vary and students should
schedule courses in close
cooperation with the Engineering
Adviser at Gettysburg. In general,
dual-degree engineering students
can expect to take Physics 111, 112,
213, 319, 330; Mathematics 111,
112, 211, 212, 363; Chemistry 111,
52
112, and a computer science
course. All dual-degree engineering
students will have to complete the
distribution requirements of
Gettysburg while in residence at
Gettysburg. Because of the limited
flexibility of the Dual-Degree
engineering curriculum, students
are urged to identify their interests
in this program at the earliest
possible time.
Nursing The College has a five-year
program under which students
spend three years at Gettysburg and
two at the Johns Hopkins University
School of Nursing in Baltimore. At
the end of the fourth year of study,
students complete requirements for
a B.A. degree from Gettysburg; at
the end of the fifth year, students
will receive a B.S. degree from the
Johns Hopkins University. Students
interested in this program should
contact the Dean of First Year
Students for further information.
Optometry Pennsylvania College
of Optometry (PCO) will offer
admission into the program leading
to the Doctor of Optometry to
students from Gettysburg at the end
of the junior year provided that all
prerequisites are met. At the
conclusion of the first year at PCO,
students will receive the
baccalaureate degree from
Gettysburg and, after seven years of
undergraduate and professional
study, the Doctor of Optometry
from the Pennsylvania College of
Optometry. Students who qualify
for early admission to the program
will be recommended by the
Premedical Committee at
Gettysburg College and will be
required to interview at the
Pennsylvania College of Optometry
during the spring term of the
junior year.
Forestry and Environmental Studies
In addition to its own program in
environmental studies, the College
offers a dual-degree program with
Duke University leading to graduate
study in natural resources and the
environment. Students will earn the
Bachelor's and Master's degree in
five years, spending three years at
Gettysburg College and two years at
Duke University's School of the
Environment. Students must fulfill
all the distribution requirements by
the end of the junior year. The first
year's work at Duke will complete
the undergraduate degree
requirements and the B.A. will be
awarded by Gettysburg College at
the end of the first year at Duke.
Duke will award the professional
degree of Master of Forestry or
Master of Environmental
Management to qualified candidates
at the end of the second year.
53
Candidates for the program should
indicate to our admissions office
that they wish to apply for the
forestry and environmental studies
curriculum. At the end of the first
semester of the third year, the
College will recommend qualified
students for admission to the Duke
School of the Environment. No
application need be made to the
School before that time. During the
first semester of the junior year at
Gettysburg, the student must file
with the Office of the Dean of
Academic Advising a petition for
off-campus study during the senior
year. All applicants are urged to
take the verbal and quantitative
aptitude tests of the Graduate
Record Examination in October or
December of their junior year.
The major program emphases at
Duke are 1 ) Ecotoxicology and
Environmental Chemistry; 2)
Resource Ecology; 3) Water and Air
Resources; and 4) Resource
Economics and Policy. Programs,
however, can be tailored with other
individual emphases. An
undergraduate major in one of the
natural or social sciences,
management, or pre-engineering is
good preparation for the programs
at Duke, but students with other
undergraduate concentrations will
be considered for admission. All
students contemplating this
cooperative program should take at
least one year of courses in each of
the following: biology, mathematics
(including calculus), economics,
statistics, and computer science. In
addition, organic chemistry is a
prerequisite for the Ecotoxicology
program and ecology for the
Resource Ecology program. Please
note that this is a competitive
program and students are expected
to have good quantitative analysis
and writing skills.
Students begin the program at
Duke in late August and must
complete a total of 48 units,
including a Master's degree project,
which generally takes four
semesters.
Some students may prefer to
complete the Bachelor's degree
before undertaking graduate study
at Duke. The Master's degree
requirements for these students are
the same as those for students
entering after the junior year. All
credit reductions are determined
individually and consider both the
student's educational background
and objectives.
Preprofessional Studies
Prelaw Preparation Students
planning a career in law should
develop the ability to think
logically, analyze critically, and to
express verbal and written ideas
clearly. In addition, the prospective
law student needs a wide range of
critical understanding of human
institutions. These qualities are not
found exclusively in any one field of
study. They can be developed in a
broad variety of academic majors. It
should be noted that a strong
academic record is required for
admission to law school.
The College has a prelaw adviser to
assist and advise students in their
consideration of the legal
profession and to aid them in
gaining admission to law school. A
brochure is available through the
Office of Admissions and the Office
of the Provost that describes prelaw
preparation at Gettysburg. Students
planning a career in law should
review this brochure.
Preparation for Health
Professions The Gettysburg
College curriculum provides the
opportunity, within a liberal arts
framework, for students to complete
the requirements for admission to
professional schools of medicine,
dentistry, and veterinary medicine,
as well as several allied health
schools. Students considering a
career in one of these fields are
advised to schedule their courses
54
carefully, not only to meet the
admission requirements for the
professional schools, but also to
provide for other career options in
the event that their original choices
are altered. The following courses
will meet the minimal entrance
requirements for most medical,
dental, or veterinary schools:
Biology 101, 112; Chemistry 111,
112; Chemistry 203, 204; Math 1 1 1
and 112 (for schools requiring a
year of mathematics) or Math 111,
112 (for schools requiring a
semester of mathematics) ; Physics
111, 112; two or three courses in
English; and a foreign language
through the intermediate level.
Math 105-106 may be substituted for
Math 11 1 in any of the mathematics
requirements. Since completion of
these courses will also give the
student minimum preparation for
taking the national admissions
examinations for entrance to
medical, dental, or veterinary
school, it is advisable to have
completed or be enrolled in these
courses by the spring of the junior
year when the tests ordinarily are
taken. While most students who seek
recommendation for admission to
health professions' schools major in
either biology or chemistry, the
requirements can be met by majors
in most other subjects with careful
planning of a student's program.
Premedical students are encouraged
to choose electives in the humanities
and social sciences and to plan their
programs in consultation with their
major advisers or a member of the
Premedical Committee.
All recommendations for admission
to health professions' schools are
made by the Premedical Committee,
normally at the end of the junior
year. Students seeking admission to
these professional schools must also
take one of the following national
admissions examinations: MCAT
(medical), DAT (dental), VMAT or
ORE (veterinary) or OAT
(optometry) . The Premedical
Committee is composed of members
from the Departments of Biology,
English, Chemistry, and Physics with
the Dean of First Year Students
acting as chairperson. Because of the
competition for admission to
medical school, the Premedical
Committee recommends that a
student maintain a high
accumulative average (near 3.50)
overall and in medical school
required courses. Generally, students
with a competitive accumulative
average and a competidve score on
the MCAT gain an interview at one
or more medical schools.
The Premedical Committee has
prepared a brochure about
preparadon at Gettysburg for the
health professions. It is available
from the admissions office and the
Dean of First Year Students. Students
interested in the health professions
should obtain this brochure.
55
Hahnemann University's Graduate
School of Physical Therapy will
offer early acceptance (fall of the
senior year) to students from
Gettysburg College who meet the
criteria for admission into the
Entry-Level Masters Degree
Program. Students may major in
any department, although a major
in Biology or Health and Physical
Education is most common.
Regardless of major, eight science
courses in three different
departments (Biology, Chemistry
and Physics) are required. Students
who are eligible for early admission
to the program will be
recommended by the Premedical
Committee at Gettysburg College
and are required to interview at
Hahnemann University during the
fall semester of the senior year.
See also information about the
College's Cooperative Programs in
Nursing with the Johns Hopkins
University and in Optometry with
Pennsylvania College of Optometry
on page 52.
The Premedical Committee holds
periodic meetings to explain
requirements for admission to
health professions schools, to bring
representatives of these schools to
campus to talk to students, and to
explore issues of interest to the
medical professions. In the office of
the Dean of First Year Students is a
collection of materials about the
health professions. It includes
information about admissions
requirements, guidebooks on
preparing for national admissions
examinations, catalogues from
many health professions schools,
and reference materials on fields
such as medicine, dentistry,
veterinary science, optometry,
pharmacy, podiatry, physical
therapy, public health, and health
care administration.
Senior Honors
The College awards the following
honors to members of the
graduating class. These senior
honors are intended for students
with four years' residence at
Gettysburg College; grade point
average computations are based on
four years' performance.
1. Valedictorian — to the senior with
the highest accumulative average.
2. Salutatorian — to the senior with
the second highest accumulative
average.
3. Summa Cum Laude — to those
seniors who have an accumulative
average of 3.750 or higher.
4. Magna Cum Laude — to those
seniors who have an accumulative
average of 3.500 through 3.749.
5. Cum Laude — to those seniors
who have an accumulative average
of3.300 through 3.499.
The Academic Standing Committee
may grant the above honors to stu-
dents with transfer credit if they
have satisfied the conditions of the
honor during at least two years in
residence at Gettysburg College and
have presented excellent transfer
grades.
In addition to the above, departments
may award Departmental Honors for
graduating seniors based upon their
academic performance in a major
field of study. Departmental Honors
are awarded to transfer students on
the same terms as to other students
since the computation for this award
is not necessarily based on four years
in residence at Gettysburg College.
Deans' Lists
The names of those students who
attain an average of 3.600 or higher
in either semester are placed on the
Deans' Honor List in recognition of
their academic achievements. Also,
those students who attain an average
from 3.300 to 3.599 are placed on
the Deans' Commendation List. To
be eligible for these honors, students
must take a full course load of at
least four courses, with no more
than one course taken under the
S/U grading option during that
semester (except for students taking
the Education Term who may take
two courses S/U). First year students
who attain an average of 3.000 to
3.299 are placed on a First Year
Recognition List for commendable
academic performance in their first
or second semester.
56
Phi Beta Kappa
Phi Beta Kappa, founded in 1776, is
the oldest Greek-letter society in
America and exists to promote
liberal learning, to recognize
academic excellence, and to
support and encourage scholars in
their work. The Gettysburg College
chapter was chartered in 1923 and
is today one of 242 Phi Beta Kappa
chapters in American colleges and
universities, nineteen of which are
in Pennsylvania. The Gettysburg
chapter elects to membership about
5 to 10% of the senior class who
have distinguished academic
records and exhibit high moral
character and intellectual curiosity.
Election to Phi Beta Kappa is
perhaps the most widely recognized
academic distinction in American
higher education.
Alpha Lambda Delta
Alpha Lambda Delta is a national
society that honors academic
excellence during a student's first
year in college. It has 213 chapters
throughout the nation. The
purposes of Alpha Lambda Delta
are to encourage superior academic
achievement among students in
their first year in college, to
promote intelligent living and a
continued high standard of
learning, and to assist women and
men in recognizing and developing
meaningful goals for their roles in
society. Alpha Lambda Delta
membership is open to Gettysburg
students who attain a grade point
average of 3.50 or higher during
their first year at Gettysburg.
Prizes and Awards
The following prizes recognize
oiustanding scholarship and
achievement. They are awarded at a
Fall Honors Program in October or
a Spring Honors Convocation held
in April or May. Grades earned in
required courses in physical
education are not considered in
computations for prizes or awards.
Transfer students are eligible for
prizes and awards.
57
Endowed Funds
Betty M. Barnes Memorial Award in
Biology: The income from a fund,
established by Dr. & Mrs. Rodger
W. Baier, is awarded to a senior
student with high academic ability
preparing for a career in biology or
medicine.
Baum Mathematical Prize: The
income from a fund, contributed by
Dr. Charles Baum (1874), is given
to the current junior showing the
greatest proficiency in mathematics.
John Edgar Baublitz Pi Lambda Sigma
Awards: The income from a fimd
initiated by John Eberhardt
Baublitz in honor of his father,
John Edgar Baublitz (1929) who
was the first president of the
Gamma Chapter of Pi Lambda
Sigma, is given annually to a senior
major in economics, a senior major
in management, and a senior major
in political science.
Anna Marie Budde Award: The
income from a bequest from Anna
Marie Budde, Instructor and
Assistant Professor of Voice 1953-
1972, is given to the outstanding
sophomore voice student.
Romeo M. Capozzi Athletic Training
Room Award: The income from a
bequest from Rose Ann Capozzi in
memory of her late husband,
Romeo M. Capozzi, is given to the
student who has demonstrated the
greatest degree of proficiency in
Athletic Training Room techniques.
Oscar W. Carlson Memorial Award:
The income from a fund,
contributed by the family of Oscar
W. Carlson (1921), is given to a
senior who demonstrates excellent
academic achievement through his
or her jimior year in three or more
courses in the Department of
Religion, including two courses
above the 100-level.
John M. Colestock Student Leadership
Award: The award, contributed by
family and friends, is given to the
senior student whose optimism,
enthusiasm, and strength of
character have provided exceptional
leadership in student affairs.
Malcolm R Dougherty Mathematical
Award: The income from a fimd,
contributed by the Columbian
Cutlery Company, Reading, Pa., in
memory of Malcolm R. Dougherty
(1942), is awarded to the current
sophomore who during his or her
first year of college had the highest
average in mathematics and who is
working to earn part of his or her
college expenses.
Margaret E. Fisher Memorial
Scholarship Atvard: The income from
a fund, contributed by Dr. Nelson
F. Fisher (1918) in memory of his
mother, is awarded to a student
who excels in one or more major
sports and who achieves the highest
academic average among winners of
varsity letters.
Lena S. Fortenbaugh Memorial Prize :
The income from a fund, established
by the children of Lena S.
Fortenbaugh (M.A. 1925) and
Robert Fortenbaugh (1913),
Professor of History at the College
from 1923-1959, is awarded to the
senior selected by the German
Department on the basis of
outstanding achievement in the study
of German language and culture.
Holly Gabriel Memorial Award: A fund
established by the friends and
classmates of Holly Gabriel (1978)
provides a memento and notation
on a plaque in the office of the
Sociology and Anthropology
Department to a senior sociology
major selected by the department
who demonstrates superior academic
achievement, concern for the welfare
of others, and the intent to continue
this service beyond graduation.
Samuel Garver Greek Prize: The
income from a fund, contributed by
the Rev. Ausdn S. Garver (1869) in
memory of his father, is awarded to
the student who has made the
greatest progress in Greek during
the first year of college.
58
Samuel Gamer Latin Prize : The
income from a fund, contributed by
the Rev. Austin S. Garner (1869) in
memor\' of his father, is awarded to
the student who has made the
greatest progress in Latin during
the first year of college.
Graeff English Prize : The income
from a fund established in 1866 is
awarded to a senior selected by the
English Department on the basis of
outstanding achievement in the
work of that Department.
David H. Greenlaw Memorial Prize :
The income from a fimd,
contributed by Mr. and Mrs. Ralph
W. Greenlaw in memory of their
son, David H. Greenlaw (1966), is
awarded to the student who has
offered exceptional contributions
to the college's theatre program.
Edwin T. Greninger Award in History:
The income from a fund
contributed by Edwin T. Greninger
(1941) and a certificate are awarded
to a student selected by the History
Department on the basis of the
quality of the student's paper
written for any of the courses in the
department.
John Alfred Hamme Awards : Two
awards, established by John Alfred
Hamme (1918), are given to the
two jimiors who have demonstrated
in the highest degree the qualities
of loyalty, kindness, courtesy, true
democracy, and leadership.
Dr. Carl Arnold Hanson, President
Emeritus, Leadership Award : The
income from a fund contributed by
his wife, Anne Keet Hanson, friends
and alumni, in honor of Dr. Carl
Arnold Hanson, President of
Gettysburg College from 1961-1977,
is awarded to a student who has
achieved at least a 3.0 average in
his/her major through the middle
of the junior year and has
demonstrated significant leadership
abilities in one or more areas of
college life as determined by the
faculty.
Henry W. A. Hanson Scholarship
Foundation Award: The income
from a fund contributed by College
alumni in honor of Henry W. A.
Hanson and in recognition of his
leadership of and distinguished
service to Gettysburg College and to
the cause of education in the
Lutheran Church and the nation, is
awarded to a senior who plans to
enter graduate school in
preparation for college teaching.
The student must have taken the
Graduate Record Examination. If
the senior chosen cannot accept.
59
the next qualified candidate is
eligible, and if no member of
the senior class is chosen, a
committee may select a member
of a previous class.
Harry C. and Catherine Noffsinger
Hartzell Award : The income from a
fund, contributed by James
Hamilton Hartzell (1924) in
memory of his parents, is awarded
to the outstanding junior student in
the Department of Sociology and
Anthropology. The selection of co-
recipients may be made at the
discretion of the Department.
James Boyd Hartzell Memorial Award :
The income from a fund,
contributed by James Hamilton
Hartzell (1924) and his wife,
Lucretia Irvine Boyd Hartzell, is
awarded to a junior student
majoring in economics or in
management for outstanding
scholarship and promise in these
fields. The selection of co-recipients
may be made at the discretion of
the Departments of Economics and
Management.
James Hamilton and Lucretia Irvine
Boyd Hartzell Award: The income
from a fund, contributed by James
Hamilton Hartzell (1924) and his
wife, is awarded to a sophomore
student for outstanding scholarship
and promise in the field of History.
The selection of co-recipients may
be made at the discretion of the
History Department.
Mildred H. Hartzell Prize: The income
from a bequest from Mildred H.
Hartzell (1926) is awarded to a
student who shows high quality in
more than scholarship with
preference being given to a
member of Alpha Phi Omega, the
national service fraternity, or other
such organizations as may reflect
similar quality and ideals.
Hassler Latin Prize : The income
from a fund, contributed by Charles
W. Hassler, is awarded to the best
Latin student in the junior class.
John A. Hauser Meritorious Prize in
Business : The income from a fund,
contributed by the family of John A.
Hauser, is awarded to an
outstanding Management major
who has achieved excellence in
both academic studies and campus
leadership while demonstrating
good character and concern for
high moral standards.
The Grace C. Kenney Award: The
income from a fvmd, contributed by
Grace C. Kenney, an educator for 39
years at Gettysburg College, is given
to a junior or senior student selected
by the combined staff of the Health
and Physical Education Department
and the athletic programs. First
preference will be given to a student
who has participated in Health and
Physical Education studies,
intramural or athletic programs, and
has demonstrated the highest
academic accomplishments and
leadership skills.
Rev. George N. Lauffer (1899) and M.
Naomi Lauffer (1898) Scholarship
Award : The income from a fund is
given each year to a junior who has
maintained high scholarship and
who evidences outstanding ability
and character. It is understood that
the recipient will complete the
senior year at Gettysburg College.
Mr. and Mrs. William H. MacCartney
Scholarship Aioard : The income
from a fund, established by Michael
Alan Berk and Kerry MacCartney
Berk (1975), is given to a student
on the basis of academic excellence,
initiative shown in a work-study
program, and contributions to the
College through leadership in
campus activities.
J. Andrew Marsh Memorial Awards :
The income from the fund is
presented each year to the
sophomore and junior students of
Gettysburg College who best
exemplify the "whole person"
concept through positive attitude,
exceptional spirit, high standards,
and notable achievement, both
curricular and extracurricular.
60
Miller First Year Student Prize in
Physics : The income from a fund,
contributed by alumni and friends
of the College in memor)' of George
R. Miller (1919), is awarded to a
sophomore for outstanding
performance in physics as a first
year student. The selection of the
recipient may be made at the
discretion of the Physics
Department.
Miller Senior Prize in Physics : The
income from a fund, contributed by
alumni and friends of the College
in memory of George R. Miller
(1919), is awarded to a senior for
sustained outstanding performance
in physics. The selection of the
recipient may be made at the
discretion of the Physics
Department.
Franklin Moore Award : The income
from a fimd, contributed by the
friends of Mr. Moore , is given to
the senior who, during his or her
undergraduate years, has shown the
highest degree of good citizenship
and, by character, industr)',
enterprise, initiative, and activities
has contributed the most toward
campus morale and the prestige of
the College.
Muhlenberg First Year Student Prize :
The income from a fund, given by
Dr. Frederick A. Muhlenberg
(1836), is awarded to the first year
student taking Greek or Latin who
attains the highest general quality
point average.
Muhlenberg Goodwill Prize: A
certificate is awarded to a senior
student "For growth during
formative years at Gettysburg
College in awareness of personal
responsibility for the welfare of all
peoples; for a degree of
achievement in same during
College years and in the hope of
future accomplishment for
betterment of Community, State
and Nation."
William F. Muhlenberg Award : The
income from a fund is awarded to
two juniors on the basis of
character, scholarship, and
proficiency in campus activities.
Nicholas Bible Prize: The income
from a fund, contributed by the
Rev. Dr. J. C. Nicholas (1894), is
awarded to the senior who has done
the best work in advanced courses
in religion.
61
Clair B. Noerr Memorial Award : An
inscribed medal established by
Constance Noerr (1958) in memory
of her father, is awarded to a senior
on the basis of proficiency in
athletics, scholarship, and
character.
Dr. John W. Oslrom Composition
Awards : The income from a fund,
contributed by Dr. John W. Ostrom
(1926), is awarded to the student
who achieves excellence and
demonstrates the greatest
improvement in first year
composition (English 101) and to
the student who achieves excellence
and demonstrates the greatest
improvement in advanced
composition (English 201).
Dr. John W. Ostrom English Award :
The income from a fund,
contributed by Dr. John W. Ostrom
(1926), is awarded to the student
who has, in the judgment of the
members of the Department of
English, written the best expository
essay for an upper level English
Vivian Wickey Otto Award: An award
contributed by Vivian Wickey Otto
(1946) through the Woman's
General League of Gettysburg
College is given to a student at the
end of his or her junior year who
plans to enter full-time Christian
service work.
Keith Pappas Memorial Award:
Notation on a plaque in the Office
of the Dean of the College and a
certificate is given annually as a
memorial to Keith Pappas (1974),
an honors graduate who made an
extraordinary contribution to the
life of this College and its people.
This award is to be given to a
current student who most
significantly affects the College
community through the quality of
his or her participation in its
functions and whose divergent
contributions give form to what is
called Gettysburg College.
Jeffrey Pierce Memorial Award : The
income from a memorial fund
established in honor of Jeffrey
Pierce (1971), is awarded annually
to a senior who, in the judgment of
the Department, has reached the
highest level of achievement in the
field of history.
Martha Ellen Sachs Prize : The
income from a fimd, contributed by
John E. Haas in memory of his
aunt, a Lecturer at the College, is
awarded to a student exhibiting
excellence in English composition,
with consideration given to
improvement made during the
year.
The Captain Michael D. Scotton (1982)
Award : The income from a fund,
established by David R. and Sally R.
Scotton, parents of Michael D.
Scotton, is awarded to a junior
student who demonstrates a high
degree of extracurricular activity
and diligence to his/her academic
work. The recipient will be selected
in consultation with the Head
Coaches of Women's and Men's
Cross Country, Women's and Men's
Track, and the Athletic Director.
Stine Chemistry Prize: The income
from a fund, contributed by Dr.
Charles M. A. Stine (1901), is
awarded to a senior chemistry
major on the basis of grades in
chemistry, laboratory technique,
personality, general improvement
in four years, and proficiency in
chemistry at the time of selection.
Earl Kresge Stock Writing Prizes: The
income from a fund, contributed by
Earl Kresge Stock (1919), is
awarded to the three students who
write the classroom papers judged
best in the areas of the humanities,
the sciences, and the social
sciences.
62
Samuel P. Weaver Scholarship
Foundation Prizes: Prizes established
by Samuel P. Weaver (1904) are
awarded to the two students writing
the best essays on an assigned topic
in the field of constitutional law and
government.
Earl E. Ziegler Junior Mathematics
Award : The income from a fund,
contributed by Phi Delta Theta
Alumni, is given in honor of Earl E.
Ziegler, Associate Professor of
Mathematics at Gettysburg College
from 1935-1968, to the student who
is majoring in mathematics and has
the highest average in mathematics
through the end of the junior year.
Earl E. /Jegler Senior Mathematics
Award : The income from a
contribution by Earl E. Ziegler,
Associate Professor of Mathematics
at Gettysburg College from 1935-
1968, is awarded to the mathematics
major who has achieved the highest
average in mathematics through the
middle of the senior year.
Ediuin and Leander M. Zimmerman
Senior Prize : The income from a
fund is given to the senior whose
character, influence on students,
and scholarship have contribvited
most to the welfare of the College.
John B. Zinn Chemistry Research
Award: The income from a fund,
contributed by Frances andjohn
Zinn in honor of John B. Zinn
( 1909) , who was Professor of
Chemistry at the College from 1924-
1959, is awarded to the senior
making the greatest contributions in
his or her own research in Chemistry
and to the research activities of the
Chemistry Department.
Unendowed
Charles W. Beachem Athletic Award :
The Department of Health and
Physical Education presents a
trophy in memory of Charles W.
Beachem (1925), the first alumni
secretary of the College. Based on
character, scholarship, and athletic
achievement, the award is given to a
senior student.
C. E. Bilheirner Award .Notation on a
plaque and a memento are given to
the senior major in health and
physical education with the highest
academic average.
Esther Brandt Chemistry or Biology
Award: An award, contributed by
Mr. and Mrs. Walter Brandt and Ms.
Loel Rosenberry in honor of Esther
Brandt, is given to a junior or a
senior who has demonstrated
academic excellence through the
highest grade point average in the
declared major of Chemistry or
Biolog).
Archie and Flo Butler English Award:
An award, contributed by Mr. and
Mrs. Walter Brandt and Ms. Loel
Rosenberry in honor of Archie and
Flo Butler, is given to a jtmior or
senior with a declared English major
who has demonstrated academic
excellence through the highest
grade point average in English.
Delta Phi Alpha Prize: A book on
German culture is awarded to the
outstanding student for the year in
the German Department.
Anthony di Palma Memorial Award:
An award, established by the family
of Anthony di Palma (1956),
provides a book to the junior
having the highest marks in history.
Other things being equal,
preference is given to a member of
Sigma Chi fraternity.
Dwight D. Eisenhower Society /R. M.
Hoffman Family Memorial Prize in
Economics : The income from a
fund, provided by the R. M.
Hoffman Family Memorial Trust
through the Dwight D. Eisenhower
Society in memory of Gettysburg
businessman, R. M. Hoffman, is
awarded annually to the student
writing the best quantitative paper
or project (with ptiblic policy
implications) in economics.
Dwight D. Eisenhower Society /R. M.
Hoffman Family Memorial Prize in
Management : The income from a
fund, provided by the R. M.
Hoffman Family Memorial Trust
through the Dwight D. Eisenhower
Society in memory of Gettysburg
businessman, R. M. Hoffman, is
awarded annually to the outstanding
senior in each of the Management
Department's four concentrations.
Julius Eno Physics Prize: An award,
contributed byjtilius Eno, Jr., is
awarded to the outstanding junior
majoring in physics.
63
French Cultural Counselor's Award : A
book presented by the Cultural
Counselor of the French Embassy is
awarded to a senior for outstanding
achievement in French.
Gettysburg College Award in Athletics :
An award is given by the President
of the College to a student who
excels in one or more major sports
and who achieves the highest
academic average among winners of
varsity letters.
Gettysburg College Award in History :
An award is given by the President
of the College to the senior who, in
the judgment of the Department,
has reached a high level of
achievement in the field of history.
Gettysburg College Student Leadership
Award: An award is given by the
President of the College to a senior
student whose enthusiasm, energy,
and contributions in student affairs
demonstrated outstanding
leadership.
Frank H. Kramer Award : The award
is given by Phi Delta Theta
fraternity, in memory of a former
Professor of Education, to a senior
for the excellence of his or her
work in the Department of
Education.
Pennsylvania Institute of Certified
Public Accountants Aiuard : This
award, sponsored by the
Pennsylvania Institiue of Certified
Public Accountants, is presented to
a senior selected by the faculty of
the Management Department who
has demonstrated excellence in the
area of accounting and who, by
participation in campus activities,
shows qualities of leadership.
Eligibility for this award is based on
the satisfactory completion of a
substantial number of accounting
courses.
Psi Chi Award : The award is given to
a senior psychology major, in the
spring of his or her senior year, who
shows promise in the field of
psychological endeavor. Other
things being equal, preference is
given to a member of Psi Chi.
Psi Chi Junior Award: An award is
given to a senior psychology major
who has displayed outstanding
potential and initiative throughout
his or her jimior year.
Dr. George W. Stoner Award: The
income from a fund is awarded to a
worthy senior accepted by a
recognized medical college.
Sigma Alpha Iota College Honor
Award: Sigma Alpha Iota, an
international music fraternity, gives
an award each year to a student in
the local chapter who has
exemplified the highest musical,
scholastic, and ethical standards,
whatever the class standing.
Contributions to the local chapter
of Sigma Alpha Iota and
participation in Music Department
activities are important criteria for
selection.
Sigma Alpha Iota Honor Certificate :
Sigma Alpha Iota annually awards
in each chapter an honor certificate
to the graduating senior who holds
the highest academic average
among music majors.
Student Life Council Award: A
certificate is awarded to a student in
recognition of the quiet influence
he or she has exerted for the
improvement of the campus
community.
Wall Street Journal Student
Achievement Aivard : The award of a
paperweight and a year's
subscription to the Wall Street
Journal is presented to a senior in
the Department of Economics and
to a senior in the Department of
Management who have shown
outstanding academic achievement
in the study of finance and
economics.
Charles K Wolfe Memorial Award : An
award is given by Alpha Xi Delta to
a graduating senior on the basis of
scholarly endeavor, warinth of
personality, and dedication to the
College.
Marion Zulauf Poetry Prize : The
income from a fund, established at
The Academy of American Poets by
Sander Zulauf (1968) in memory of
his mother, is presented annually to
that student who writes the winning
entry in a poetry contest sponsored
by the Department of English.
n ^^^a""^
L-i
Mjl I
COURSES OF STUDY
66
Each year the registrar's office issues a listing of courses
to be taught during the fall and spring semesters and
the times they will be taught. Students should consult
this announcement of courses to obtain the most
current information about course offerings since the
College does not offer every course listed in the
following pages each year.
Usually, courses numbered 100-199 are at a beginning
level. Intermediate courses are numbered 200-299.
Courses numbered 300-399 are at an upperclass level.
Courses numbered 400 and above are advanced
seminars, internships, and indi^^dualized study.
Courses which are listed with two numbers, e.g., Biolog)'
101,102, span two semesters. For courses separated by a
hyphen, the first numbered course must be taken as a
prerequisite for the second. Where the two numbers
are separated by a comma, either of the semesters of
the course may be taken independently of the other.
The College and distribution requirements for the
degree are listed on page 24 and for a B.S. in Music
Education on page 41. Courses to meet the distribution
requirements are offered in various departments.
Following is a listing of the courses that satisfy each of
the distribution requirements. The department
introductions and course listings on the following
pages indicate to a greater degree the specific courses
which fulfill certain requirements.
Requirements Courses that fulflll the requirement
Writing Proficiency English 101 (or exemption by
examination).
Health and
Physical Education
Any HPE quarter course.
First Year Colloquy
Foreign Language
Arts
First Year Colloquy (EC) 100,
but taught by professors from
various departments.
French 201-202, 205;
German 202; Greek 202;
Japanese 202; Latin 202 or 203;
Portuguese 202; Russian 202;
Spanish 202, 205.
Art (all courses in history and
theory); English 205; IDS 267;
Music 101 through 110, 141, 244,
313, 314 or four semesters of
applied music instruction with
departmental permission.
Theatre Arts (all courses except
ThA214, 328, 329).
History/Philosophy Classics 121, 122; Greek 251;
Latin 251; French 3 11, 3 12;
German 211, 212, 213; Spanish
310, 311; IDS 206, 211, 227, 228;
Latin American Studies 140;
Histon.' (all courses except Hist
300); Philosophy (all courses).
Literature
Natural Science
Religion
Social Sciences
Non-Western
Culture
African American Studies 216;
Classics 262, 264, 266; French,
German, Greek, Latin and
Spanish Literature, but not
language or civilization courses;
IDS 103,104, 235, 237, 238, 246,
247; English (all courses
except Eng. 101, 201, 203, 205,
206, 208, 209, 305 and courses in
speech and most theatre arts) .
Theatre Arts 214, 328, 329.
Women's Studies 216, 217, 219.
Biology 101, 102 or 101, 112;
Chemistry 101, 102 or 111, 112;
Astronomy 101, 102; Physics 101,
102or llLor 111, 112.
(all 100- and 200-level courses)
IDS 267.
Anthropology (all courses);
Economics 103, 104; Political
Science 101, 102, 103, 104;
Psychology 101; Sociology
(all courses except Sociology
302, 303).
African American Studies 130,
233; Anthropolog)' (all courses
except Anth 102); Art 227;
Economics 326, 337, 338;
French 331; Hist 221, 222, 224,
271, 272, 321; IDS 227, 228, 235,
237, 238, 285, 312; Mus 102;
Political Science 263, 270, 271,
362; Religion 108, 241, 242, 245;
Sociology 219.
AFRICAN AMERICAN STUDIES
67
First Year Colloquy
Professor Neil Beach, Director
This required seminar, which employs common
requirements and content for all first year students, is
designed to strengthen reasoning, writing, and
speaking skills. Using a multi-disciplinary theme as a
focus, students analyze readings, films, and other
presentations through intensive writing and discussion.
Previous themes for the Colloquy were "Social Justice,"
"Revolution," and "Knowing"; the current theme is
"Trading Eyes: Exploring Alternative Visions."
Over 30 instructors from a wide variety of disciplines
teach the Colloquy in sections of no more than 16
students each. Students take the Colloquy in either
the fall or spring term.
African-American Studies
African-American Studies Program Advisory Coimcil
Associate Professors Frank Chiteji, Coordinator
(African American Studies, History) , George Pick
(History), Frederick Michelman (French), Robert
Winas (English), Liliane Floge (Sociology, Associate
Provost). Assistant Professors Deborah Barnes
(English) Edward DeClair (Political Science) Maria
Zielena (Spanish). Parker Johnson, Dean,
Intercultural Resource Center
Overview
African-American Studies is an interdepartmental
program which focuses on an examination and analysis
of African-American experiences, institutions and
perspectives. (African-American Studies is here broadly
defined as the study of peoples of Afiica and the
African diaspora) . Gettysburg College offers courses in
African-American Studies for all students wishing to
become aware of the history, cultures and societies of
Black people worldwide. These courses are offered in a
variety of academic departments and taught by persons
with interest and background in African and African
American Studies. Subject to the approval of the
Coordinator of African-American Studies students can
declare African American Studies as a special major or
minor field of concentration.
The African-American Studies emphasizes the social
sciences and humanities, and may include a range of
courses as well as opportimities for independent and
off-campus study.
Requirements and Recommendations
The Program offers a minor field of concentration and
a special major in African-Atnerican Studies. Students
wishing a minor field of concentration are required to
complete six courses which must include African
American Studies 130 and 401. Four others may be
taken from any of the following: African American
Studies 216, 217, 233; History 238, 271, 272; Economics
337; English 250, 349; Religion 224 and Sociology 209
Students may also elect to have a special major in
African American Studies which can be done in coop-
eration wdth the Interdepartmental Studies. Those
wishing a special major shovild consult the
Coordinator of the program.
Students with a minor or a special major of concentra-
fion in African American Studies are able to go to law
school, medical school, and graduate school in varied
disciplines, or may obtain employment in business,
education, government, and social service organiza-
tions. Others may choose to maintain their involvement
with African and American concerns and causes.
Distribution Requirements
The following courses meet the distribution require-
ment in non-Western Culture: African American
Studies 130, 233, Interdepartmental Studies 235, 312,
History 271, 272 and Economics 238.
Course Offerings
African American Studies
130 Introduction to African-American Studies.
Considers the African American within the broader
context of the African Diaspora. Students are
introduced to a broad range of themes in their
historical context, from the African origin to the
formation of African American sociefies and cultures
in the African diaspora. Other themes include: the
enslavement of Africans, the rise and fall of slavocracy,
and the era of the Civil Rights Struggles.
Mr. Chiteji
152 Sociology of Black Consciousness: The
Caribbean and the United States. A study of the
sociology of Black consciousness which has swept
Africa and its Diaspora in the twentieth century.
Special attenfion will be given to the United States and
the Caribbean. This course examines the Garvey
movement, the Harlem Renaissance and the Pan
African movement, and the nature of African
American/African Caribbean cooperation. This course
also introduces students to the sociology of black
68
AFRICAN AMERICAN STUDIES
political though and to the role played by the United
States in fostering the growth of black consciousness.
Ms. Brodber
216 African American Literature. An overview of
African American literature, from the slave nanative to
contemporary fiction. The course will focus on the ways
that African American literature is both inside and
outside the traditional canon of American literature.
Students will look at home African American literature
reflects the African American experience, and at
different definitions of "Black Aesthetics." The course
also includes such writers as Phyllis Wlieately, Frederick
Douglas, Charles Waddell Chestnutt, Nella Larsen, Zora
Neale Hurston, Margaret Walker, Charles Johnson, and
Toni Morrison. Fulfills the literature requirement.
Ms. Berg
217 Slavery and the Literary Imagination. Study of
various forms of discourse on American chattel
slavery — authentic emancipatory narratives written by
ex-slaves; slave narratives recorded by WTA writers;
socio-historical essays; neo-slave narrative written by
contemporar)' novelists; poetry, ballads, spirituals and
folklore. Students will examine the experiences of the
middle passage, chattel slavery, and emancipation as
it has been described by African American writers.
This course will include primary works by Olaudah
Equiano, Frederick Douglas, Harriet Jacobs, Octavio
Butler, Sherley Anne Williams, Charles Johnsoti, Toni
Morrison, David Bradley, and Ernest Gains.
Ms. Barnes
233 Southern African: History, Conflict and Change.
It introduces students to a dynamic and yet conflict-
ridden part of the African continent. It also provides
students with the historical context which would
enable them to view the infolding events in the region
in their proper perspective. The course starts with the
characteristics of the pre-colonial societies and the
nature of their early contact with the European
settlers in the 17th century, the triumph of the white
immigrants over the indigenous Africans, the rise
emergence of South Africa as a regional economic
power, and the social contradictions that have come
characterize what is now called the Republic of South
.\frica. A subject of special attention will be the
internal and external opposition to racial oppression.
Mr. Chiteji
400 African American Studies Seminar.
Topics will vary each year.
Mr. Chiteji
Economics
326 African Economic History. Examines
intensively Africa, using the framework of economic
analysis and political economy to consider economic
history, growth, and development within Africa.
Mr. Kallon
337 Political Economy of The African Diaspora.
Examines the origins and development of capitalism
and the contribution of Third World people and
minorities in the United States to the process and
continued growth of capitalist development. It also
examines current economic, social, and political
issues as they relate to, and effect. Third World
peoples. Prerequisites: Economics 103, 104.
Mr. Gondwe
338 Economic Development. Examines the
economic and non-economic factors accoimting for
the economic growth and development of less-
developed areas of the world. Various theories of
economic and social growth and development will be
analyzed, and major policy issues will be discussed.
Prerequisites: Economics 103, 1043. Satisfies
distribution requirement in non-Western Culture.
Mr. Gondwe
English
250 Harlem Renaissance and Chicago
Renaissance. This course defines, examines, and
differentiates between two important African i\merican ■
literary^ movements — the Harlem Renaissance and the ■
Chicago Renaissance — through the major fiction,
poetr\', and prose writers of the period. j
Ms. Barnes I
349 Major Contemporary African-American
Women Writers. This course will explore the social,
cultural, and domestic concerns of the contemporary
African American Women. Students will examine the
impact of integration on the Black women's self-
conception, self-expression, and autonomy. The
course will place critical emphasis on race, gender,
and class as these influence the Black woman's role as
culture-bearer in the novels of .\lice Walker, Morrison,
Naylor, Shange, Marshall, Bambara, and Butler.
Ms. Barnes
History
233 Mission, Destiny and Dream in American
History. An introduction to American history from
the seventeenth century to the present by focusing
upon the intertwining themes of the American
people's belief in their unique mission and destiny in
the world and their dream of creating a just and
AFRICAN AMERICAN STUDIES
69
prosperous society. Students will probe the varying
manifestations of these themes through major events
and movements in American social, economic, and
cultural life and in politics and diplomacy.
Mr. Fomess
236 Urbanism in American History. An intro-
duction to American history from the perspective of
urbanism. Beginning with the colonial town and con-
tinuing to the megalopolis of the mid-twentieth centuiy,
students will invesdgate the nature of urban life and its
influence upon the course of American development.
Mr. Fomess
238 African American History. Focuses on aspects
of the African American experience from the 17th
century to the present; special attention will be given
to the slave experience; emancipation and recon-
struction; racial attitudes; the northward migration of
African Americans in the 20th century; and the Civil
Rights movement of the 1950s and 1960s.
Mr. Birkner
271, 272 African History and Society. History 271
starts from the earliest evolution of humankind, the
course examines the history of Africa through the
millennia of the Stone Age to the rise of and decline
of the states and societies of Africa in the ancient and
medieval world. Students will also examine state
formations, Africa's relationship to the world
economy, and European era of exploration, conquest
and colonization. History 271 continues from the
1880s and the events and processes leading to
decolonization and the post-colonial developments.
Mr. Chileji
335, 336 American Social and Cultiu-e History.
Traces America's major social, religious, artistic, and
philosophical movements and their immediate and
long-range impact on American Revolution, History
335 covers the period to the Civil War. History 336
continues from that period to the present. Not
offered every year.
Mr. Fomess
Interdepartmental Studies
235 A survey in English of modem sub-Saharan
African literature. After an introductory section on
background and the oral tradition, the course will
treat the primary themes of this writing, many of
which bear the stamp of colonial experience and its
aftermath. Representative novels, plays and poetry
will be read and discussed for their artistic value and
cultural insights.
Mr. Michelman
312 Ancient Egypt: Its Language, Literature, Art
and History. A study of Ancient Egypt's culture as
reflected in its language, literature, and art. Although
the student's study of the Egyptian language itself will
be confined to the script, vocabulary and grammar of
the Middle Kingdom (c.2240-1570 B.C.E.), Egypt's
literature and art from 2900-1 100 B.C.E. will be
presented in their historical context. Fulfills distribu-
tion requirement in non-Western culture and may be
counted toward the requirements for a religion major.
Mr. Moore
Music
102 World Music Survey. A study of various selected
music cultures found around the world with particular
emphasis on non-Western regions of sub-Saharan
Africa, the mid-East, and Asia.
Staff
Political Science
263 The Politics of Developing Areas. Introduction
to the study of political imderdevelopment, including
approaches to Third World politics; the nature of
traditional politics; disruptions caused by colonialism
and imperialism; the reformation of domestic politics;
contemporary political processes and problems.
Prerequisites: PS 104 or permission of Instructor.
Staff
Religion
140 Religion and Politics in the Twentieth Centiuy
U.S. A survey of the relationship between religion
and public life since 1900. Emphasis will be on the
constitutional framework which guides the church-
state debate, and on efforts to use religion to
influence political policies and social values. Supreme
Court decisions, Martin Luther King, Jr. and the Ci\il
Rights Movement, the Catholic Worker Movement,
and the Moral Majority will be included.
Staff
223 ReUgions in U.S. An investigation of the
religious history of the Ainerican people from the
seventeenth centuiy to the present. This course will
focus upon the varieties of American religious
experience. It will explore the Protestant, Roman
Catholic, and Jewish traditions along with indigenous
movements such as Mormonism and Christian Science.
Staff
224 Religions of Black Americans. An examination
of the religious traditions of Black Americans from
"slave religion" to the present. The course will concen-
trate on the religious beliefs of African Americans and
the ways those beliefs have been used to develop
70
AFRICAN AMERICAN STUDIES / ART
strategies to achieve freedom and justice. The general
approach of the course will be historical. Among the
subjects to be covered will be the influence of Africa
religion, African American religious nationalism,
Pentecostalism, spirituals and gospel music, and the
civil rights movement. To be offered in alternate years.
Staff
321 Martin Luther King, Jr. Half-credit course. An
examination of the religious thought and civil rights
activity of Martin Luther King, Jr. The course will
investigate the religious sources and effectiveness of
King's strategy of nonviolent resistance. King's major
civil rights campaigns, his protest against the Vietnam
War, and his work for economic justice will be
evaluated. Special attention will be paid to the
theology which provides the foundation for King's
work. Prerequisite: One course in a related subject
(such as Rel 140, Rel 224, or an African American
Studies course), or permission of the instructor.
Staff
Sociology
209 Racial and Ethnic Relations in America.
Comprehensive study of ethnic and minority relations.
Theoretical perspectives include immigration and
assimilation, prejudice and discrimination, and the
structure of the ethnic community. The study of
African American, European immigrant, and Asian
American communities is emphasized. Prerequisites:
Sociology 101.
Mr. Emmons
Individualized Study An individual tutorial, research
project, or internship requiring the permission of an
instructor who will supervise the project. The
instructor can supply a copy of a statement of
departmental policy regarding grading and major
credit for different types of projects. Either semester.
Staff
Art
Professor Paulson
Associate Professors Agard, Trevelyan (Chairperson)
Instructor Small
Adjunct Professor Annis
Adjunct Instructors Blair, Hanley, Ramos, and
Winship
Overview
The art department has the following major
objectives: (1) to educate the visual sensibilities
beyond the routine responses, toward an awareness of
the visual environment around us, as well as cognition
of works of art as the living past; (2) to study the
historical cultural significance and aesthetic structure
of architecture, painting, and sculpture, and the
enduring dialogue between continuity and change;
(3) to teach the history of art and the practice of art
as separate-but-interrelated disciplines; (4) to provide
the interested major with a curriculum which will give
her or him a foundation for graduate or professional
study leading to a career in high school or college I
teaching, to commercial art and industrial design, or j
as a professional painter, sculptor, or printmaker.
The department offers to prospective majors a flexible
program of study in interrelated studio and art history
courses. It encourages students from disciplines other
than art to select from both types of courses.
Requirements and Reconmiendations
Requirements for students concentrating in studio
art are as follows.
1) Art 141, 145, 146, 120, and either 210, 322, 335, or
318.
2) At least one course each in painting, printmaking,
and sculpture.
3) Additional courses in at least two of the three
disciplines listed in #2, or photography.
4) A minimum of two additional courses in the area of
historv' and/or theory of art, 1 1 1 and 112. Students
are encouraged to take additional courses in the
discipline of their special interest and competence.
5) Participation in the senior show at the end of the I
second semester of the senior year.
Students intending to concentrate in studio art are
advised to take the following courses.
A) Art 141 and 145 in their first year of college if their
interests will lead to an emphasis in painting and
printmaking.
B) Art 141, 145, and 146 in their first year of college if
their interests will lead to an emphasis in
sculpture/painting or sculpture/printmaking.
C) Art 120 and 210 or 322 or 335 in the first year of
college or sophomore year.
Requirements for majors concentrating in the history
of art are as follows.
1) Art 120 and a minimum of eight additional courses
in art history. These courses must include at least
two (2) 300-level courses and Art 400. They will be
selected by the student in consultation with the
adviser, in order to meet his or her projected needs
and to construct a coherent program.
ART
71
2) Two basic studio courses in order to sharpen visual
perception and foster an understanding of visual
structure.
Students intending to concentrate in the history of
art should take Art 111, 112, and 120 in the first year
of college.
Students interested in minoring in studio art are
advised to take the following courses.
1 ) Four studio courses.
2) Two art history and/or theory of art courses.
Students interested in minoring in art history are
advised to take the following courses.
1) Art 120.
2) Three additional art history and/or theoiT of art
courses.
3) One 100-level studio course.
4) One 200-level studio course.
N. B. Students minoring in either art history and/or
theory of art or studio art should be reminded that no
more than two 100-level courses are acceptable to
fulfill the College's requirements for a minor.
Distribution Requirements
Any course in the area of history and theoi^ of art
may be counted toward the distribution requirement
in arts, with the exception of History of the Cinema,
which does not.
Special Facilities
The new 1,660 sq. foot Schmucker Hall Art Gallery
displays over ten different exhibitions each year.
Included in the gallery calendar are works by
professional artists, a faculty show, a student show,
several senior art major shows, and numerous theme
and specially funded exhibitions. A collection of
approximately 45,000 color slides supports the
teaching of art history and studio classes. Available to
students is a corresponding collection of 20,000
opaque color reproductions of architectiue, painting,
and sculpture. Art museums in Washington, D.C.,
Baltimore, and Philadelphia, as well as art exhibits at
the College, make possible the necessary contact with
original works of art. The department has presses for
relief, surface, and intaglio printmaking. For
sculpture it has both gas and electric welding
equipment; air power tools for working in wood
stone, and plastic; two kilns for ceramic arts; a small
foundry for bronze casting; and heavy lifting beams
and hoists.
History and Theory of Art
111, 112 Ideas and Events Behind the Arts
Introductory study of the visual arts from prehistoric
times to the nineteenth century. Class will examine
reasons for changes in the content, form, and function
of two-dimensional and three-dimensional art.
Exercises in visual analysis of individual works develop
critical methods. Fvilfills distribution requirement.
Juniors and seniors only by pemiission of the instructor.
Ms. Small
120 Theory of the Visual Arts A course to give the
liberal arts student a basic approach to visual exper-
ience. Class examines factors which relate to the
making of art, functions of art, and viewer relation-
ships with art including methods of analysis. In
addition to class lectures and discussions, sessions of
hand-on experience assist students in understanding
the processes of making visual imagery. Fulfills
distribution requirement in the arts. Juniors and
seniors only by permission of the instructor.
Ms. Small
201 Arts of Ancient Greece and Rome An intro-
duction to the painting, sculpture, and architecture
of the classical world, focusing on cultural and
intellectual differences between the people of these
two civilizations as reflected in the arts of both.
Fulfills distribution requirement in the arts. Juniors
and seniors only by permission of the instructor.
Staff
202 Arts of the Middle Ages Survey of the arts of
the Medieval period and their development from the
Roman catacomb through the high Gothic cathedral.
Analysis of art as a reflection of changing political and
social conditions in Europe, with particular emphasis
on liturgical arts in the Middle Ages. Fulfills distribu-
tion requirement. Recommended prior course: Art
III or Art 201.
Mr. Ramos
205 The Arts of Northern Europe: A.D.1350-1575
An analysis of artistic developments in Northern
Europe from late Gothic times through the turbulent
period of the Reformation. The works of many arUsts
including Jan Van Eyck, Claus Sluter, Hieronymous
Bosch, Hans Holbein and Albrecht Durer will be
explored to discover the ways in which social, political
and intellectvial developments are mirrored in the art
of that period. Fulfills distribution requirement in
Arts. Prerequisite: An 201 or any one-hundred level art
history course or permission of instructor. Alternate
years. Offered Spring 1994.
Staff
72
ART
206 European Painting 1700-1900 Introduction to
eighteenth centun' painters in Italy, France, and
England and their relationship to the Enlightenment.
Major emphasis on the evolution of painting in France
during the nineteenth century in relation to the
changing social, political, and philosophical climate.
Special attention will be given to impressionism and
post-impressionism. Alternate years. Fulfills distribution
requirement in the arts. Prerequisite: Art I II or Art 112
or Art 120 or Art 201 or permission of the instructor.
Ms. Small
210 Twentieth Century European Painting Study of
the schools and critical writings surrounding the major
figures. Such movements as Art Nouveau, Nabis,
Fauvism, Cubism, Futurism, German Expressionism,
De Stijl, Dada, and Surrealism will be considered.
Fulfills distribution requirement in the arts. Recom-
mended prior courses: Art 1 1 1 or Art 1 1 2 or Art 1 20.
Ms. Small
215 German Art from Middle Ages to Today (See
description for Fall Semester in Cologne, Germany
imder Department of German.)
217 History of Modem Architecture Study of the
character and development of modern architecture
and the contributions of Sullivan, Wright, Gropius,
and Corbusier toward creating new environments for
contemporar)' societ)'. Alternate years. Fulfills
distribution requirement in the arts. Prerequisite: Art
II I or Art 1 12 or permission of the instructor.
Mr. Annis
221 Eighteenth and Nineteenth Century American
Painting Survey of American painting from the
Colonial Period to 1900, studied in relationship to
developments in Europe, and with emphasis on the
response of art to the changing social and
technological environment in America. Alternate
years. Fulfills the distribution requirement in the arts.
Ms. Small
227 Arts of the First Nations of North America A
survey of the arts created by the original inhabitants of
North America, emphasizing the cultural and religious
traditions that formed the basis for most of it. Emphasis
will be on developing an imderstanding and appre-
ciation of the fundamental differences between the arts
and cultures of Native people and those of modem
Western cultures, as well as aspects of .similarity. The
arts and people of every major geographical region in
North America will be examined. Fulfills the distri-
bution requirement in the arts and the distribution
requirement in non-Western culture.
Ms. Trevelyan
238 History of Cinema: 1919-Post World War I A
svir\'ey of movie making from its inception as a
medium to the Post World War II era. This course
does not fulfill the distribution requirement in Arts or
any requirements for the Art major or minor.
Ms.Hanley
239 History of Cinema: Post World War Il-Present
A survey of movie making from the Post World War II
era to the present. This course does not fulfill the
distribution requirement in Arts of any requirements
for the Art major or minor.
Ms. Hartley
303 Painting, Sculpture and Architectiu"e in the
ItaUan Renaissance A suney of the visual arts
during the centuries that, in many ways, mark the
boundary between the ancient world and the modern
one. The course will approach the arts of the period
from this perspective. Many of the artists and
monuments included are traditionally acknowledged
to be among the finest in the history of art, including
the works of Michelangelo, Leonardo da Vinci,
Raphael, and Titian. A secondary focus of the course
will be to question and explore the reasons why the
art of this period is so acclaimed. Fulfills distribution
requirement in the arts. Prerequisite: Art 1 1 1 or Art 1 12
or Art 201 or permission of the instructor.
Ms. Trevelyan
307 The Mannerist and Baroque Periods in
European Art A study of painting, sculpture, and
architecture in Europe from the first decades after
the Reformation through their transformation under
the impact of the Counter Reformation. Artistic
developments in Italy will be discussed as well as allied
approaches in northern Europe and Spain. The
works of some of the world's best known artists will be
examined — including Bernini, Caravaggio, Rubens,
Rembrandt, Vermeer, El Greco, Velasquez, and
Poussin. Fulfills distribution requirement in the arts.
Prerequisite: Art 201 or any 100-level art history course
or permission of instructor. Alternate years.
Staff
318 Post-Modem Art A critical examination of the
art forms and issues which identify' the current post-
modern phase of twentieth-century art. Past and
current u.sages of the terms "modern" and "avant-
garde" will be explored in the context of
contemporary modes of visual expression, art
criticism, communications technology and cultural
pluralism. Prerequisite : two courses in art history
and/or theon or permission of the instructor.
Mr. Annis
ART
73
322 Painting in America Since 1900 Survey of
twentieth-century painting. Two basic themes of the
course are the changing social role painting as
America's self-image develops and the aesthetic role of
the eclectic process. Fulfills the distribution requirement
in the arts. Recommended prior course: History 132.
Ms. Small
400 Seminar An advanced study of a specific issue in
art history. Although the approach will vary to some
extent according to the specific topic, common
denominators will be a close examination and analysis
of art objects and a thorough investigation of the
historical and social background. Students will develop
skills in advanced verbal and visual research, written
and oral projects, and critiques. Topics will be selected
according to interest in significant areas not otherwise
covered in course offerings. Topics presently under
consideration are: Ruskin and the Nineteenth Century,
Influence of Japanese Prints on Western Painting,
American Female Artists since 1945. Alternate years for
one semester. Prerequisites: Minimum of three art
history courses, at least one of which is a 300-level
course, or permission of the instructors.
Ms. Trevelyan, Ms. Small
Studio Courses
The purpose of all studio courses is to sharpen the sense
of sight; coordinate mind, hand, and eye; develop the
ability to organize visual material; and to integrate the
intuitive and rational into creative activity. Lectures
accompany basic studio courses when necessary to relate
theory and practice. The Lora Qually Hicks memorial
fund, established by family and friends in honor of Lora
Qually Hicks (Class of 1971 ) , provides funds for the
purchase of works created by Gettysburg students.
141 Introduction to Drawing An introductory
course. Drawing from the model and controlled
studio problems. Intended to promote coordination
of the hand and the eye to achieve a degree of
technical mastery over a variety of drawing tools.
Emphasis will be placed on line quality, techniques of
shading, negative-positive relationships, figure-ground
relationships, form, structure, and an awareness of the
total field. Offered fall semester only. Open to first
year students and sophomores only.
Mr. Agard
145 Basic Design (two-dimensional) An intro-
ductory course to help the student develop a capacity to
think and work conceptually as well as perceptually, and
to provide a basic discipline with which to organize a
variety of materials into structural and expressive form.
Open to first year students and sophomores only.
Mr. Agard, Ms. Hartley
146 Basic Design (three dimensional) An
introductoiy course extending the basic disciplines of
141 into the third dimension. Projects introduce
materials such as clay, plaster, wood, and metal. The
intent of this course is to assist students in organizing
three-dimensional forms. Open to first year students
and sophomores only.
Mr. Paulson
251 Introduction to Painting Development of a
series of paintings according to a thematic image.
Assigned problems are designed to introduce a
variety of conceptual, procedural, and experimental
possibilities. Prerequisite: Kn 141 or permission of the
instructor. Recommended prior course: Art 322.
Mr. Agard, Mr. Winship
252 Intermediate Painting Development of unique
and experimental techniques, procedures, images,
presentations, and textural applications. A series of
paintings is developed. Alternative concepts and
methodology are discussed. Students are referred to
works by artists who have related aesthetic interests.
Prerequisites: Art 141 or permission of the instructor
and Art 251.
Mr Agard
255 Introductory Printmaking An introductory
course in printmaking. The creative process as
conditioned and disciplined by the intaglio
techniques. Discussion of past and contemporary
methods, and the study of original prints. Prerequisites:
Art 141 or permission of the instructor.
Mr. Paulson
256 Printmaking Also an introductory course in print-
making. Experimental work primarily concentrating on
lithography, seriography, and cameo techniques.
Prerequisite: Art 141. Recommended course: Art 145.
Mr. Paulson
261 Introductory Sculpture An introduction to the
fundamentals of three-dimensional forms and modes
of expression involving creative problems in the
organization of space, mass, volume, line, and color.
Correlated lectures and demonstrations will be used to
acquaint the student with those aspects of sculptural
history and theory relevant to studio projects. This
course is intended for the general student as well as
the art major. Prerequisite: Art 146 or permission of the
instructor. Recommended prior course: Art 335.
Mr. Paulson
262 Sculpture A program of studio projects
(arranged by the instructor and the student) con-
cerned with developing an individual approach to
74
ART / BIOCHEMISTRY AND MOLECULAR BIOLOGY/ BIOLOGY
three-dimensional form, with concentration in directly
fabricating techniques involving a series of
experiments in spacial organization. Prerequisites: Ail
146 or permission of the instructor, and Art 261.
Recommended prior course: Art 335.
Mr. Paulson
263 Ceramics An introduction to earth (clay), the
most basic of materials as a medium for personal
three-dimensional expression. The material will be
approached as a tectonic structural medium as it is
used by the potter but in an intellectual and poetic
sculptural application.
Mr.Paulson
265 Photography
An introductory course in photography with a
concentration on camera usage, design theory, and
darkroom techniques as tool of the Black and White
creative process. Additional emphasis on origins,
evolution and relationship of the photographic image
to contemporary materials and methods. Prerequisite
Art 141 or 145 or Permission of instructor.
Mr. Blair
341 Intermediate Drawing Intermediate studio
problems: emphasis on drawing concepts and the
development of individual student concerns in a
series. Prerequisites: P^i 141 or permission of the
instructor, and Art 142. Offered spring semester only.
Mr. Agard
351 Advanced Painting Advanced studio problems:
emphasis on painting concepts and the development
of individual student concerns in a series. Prerequisites:
Art 141 or permission of the instructor, Art 251, 252,
322. Offered odd years only.
Mr. Agard
355 Advanced Printmaking Experimental
printmaking concentrating on personal development
of one method and exploration. Prerequisites: Art 141
or permission of the instructor, and Art 255, 256.
Mr. Paulson
361 Advanced Sculpture Further exploration of
individual three-dimensional concerns with concen-
tration in one media and technique. Prerequisites: Art 146
or permission of the instructor, and Art 261, 262, 335.
Mr. Paulson
Individualized Study Provides an opportunity for the
well-qualified student to execute supervised projects in
the area of his or her special interest, whether studio
or history. Repeated spring semester.
Staff
Biochemistry and
Molecular Biology
Ralph Sorensen and William Parker, Coordinators
Biochemistry and Molecular Biology is an interdisci-
plinary program that studies the biology and chemistry
of the strtictures and chemical reactions within cells by
using contemporary' methods of biochemical analysis,
recombinant DNA technology, and molecular biology.
Students may major in Biochemistry and Molecular
Biology by completing the following courses:
Biology 101: Introductory Biology
Biology 112: Form and Function in Living Organisms
Biology 309: Cell Biology
Biology 310: Genetics
Biology 351: Molecular Genetics
Chemistn,' 111: Fundamentals of Chemistry
Chemistr)' 112: Fundamentals of Chemistry
Chemistry 203: Organic Chemistry
Chemistry 204: Organic Chemistry
Chemistry 305: Physical Chemistry
Chemistry 317: Instrumental Analysis
Chemistry 333: Biochemistry
Chemistry 334: Biochemistry
Mathematics 111: Calculus I
Mathematics 112: Calculus 11
Physics 111: Mechanics and Heat
Physics 112: Waves and Electricity and Magnetism
Biolog)' 460 or Chemistry 460: Individualized Study -
Research
Together with the Biochemistry and Molecular Biology
Coordinators, the Biochemistry and Molecular Biology
Committee (BMBC), consisting of faculty members in
Biology and Chemistry, directs the program.
Individualized Study projects (Biology or Chemistry
460) may be directed by any member of the BMBC.
Otherwise, the project requires the approval of the
BMBC.
Biology
Professors Barnes, Cavaliere, Hendrix, and Mikesell
Associate Professors Beach, Etheridge, Sorensen
(Chairperson), and J. Winkelmann
Assistant Professors Hiraizumi and James
Laboratory Instructors Armor, Hulsether, Price,
Reese, H.Winkelmann, and Zeman
BIOLOGY
75
Overview
Courses in the department are designed to provide a
foundation in basic biological concepts and principles,
and the background necessary for graduate study in
biology, forestry, dentistry, medicine, veterinary
medicine, and other professional fields. Most courses
in the department include laboratory work.
Requirements and Recommendations
The biology department offers both a Bachelor of
Arts (B.A.) and a Bachelor of Science (B.S.) degree
for the major.
B.A. requirements:
A minimum of eight biology courses, including
Biology 101, 112, 309, and 310, are required of all
majors. Internships are excluded. Beyond these four,
no specific biology courses are required. Every
program must include at least one course from each
of two areas: plant biology (Bio 202, 204, 217, 300)
and animal biology (Bio 201, 220, 224, 227, 325). No
single course may satisfy more than one area. This
relative freedom permits the attainment of the
different backgrounds required for various biological
careers. Specialization at the expense of breadth,
however, is discouraged. Students, in consultation
with their advisers, should construct a broad,
balanced curriculum. Biology 101 and 112 are
prerequisites for all upper-level biology courses.
Exceptions are made for those minoring in biology or
by permission of the instructor.
Chemistry 111 and 112 are required of all majors. It is
desirable, but not essential, that Chemistry 1 1 1 and
1 12 be taken in the first year. Physics 111, 112, and
Math 111 (or Math 105-106) are also required.
B.S. requirements:
In addition to the courses noted above, the B.S.
degree requires Individualized Study (Biology 460),
and Chemistry 203, 204.
A minor in biology includes Biology 101, 112 (or
Biology 101, 102) and any other four courses in the
department (provided that all prerequisites are met)
which would count toward the major.
All courses taken to satisfy the requirements for the
B.A. or B.S. degree or for the minor must be taken
using the A-F grading system.
Distribution Requirements
The distribution requirement in laboratory science may
be satisfied by Biology 101, 102 or by Biology 101, 112.
Special Facilities
Greenhouse, animal quarters, aquarium room,
instrument room, environmental chambers, electron
microscopy laboratory housing both scanning (jEOL
JSM T20) and transmission (Zeiss EM 109) electron
microscopes, herbarium, and research laboratories.
Special Programs
Dual-degree programs in forestry and environmental
studies with Duke University, nursing with the Johns
Hopkins University, and optometry with Pennsylvania
College of Optometry (page 52). Cooperative pro-
grams in marine biology with Duke University and the
Bermuda Biological Station for Research (page 49).
101 Introductory Biology Designed for science and
non-science majors. The course includes the chemical
nature of protoplasm; structure and function of cells;
photosynthesis and respiration; genetics. Three class
hours and laboratory.
Staff
102 Contemporary Topics in Biology Designed for
non-science majors. The course covers selected bio-
logical topics and focuses on contemporary problems
and their possible solutions. Three class hours and
laboratory. Biology 101 is a prerequisite for Biology 102.
Staff
112 Form and Function in Living Organisms
Designed for science majors. Functional design of
plants and animals is emphasized. Aspects of
evolution, phylogeny, and ecology are also covered.
Three class hours and laboratory. Biology 101 is a
prerequisite for Biology 112.
Staff
201 Vertebrate Morphology Detailed examination
of the origins, structures, and functions of the organ
systems of vertebrates. Special attention is given to the
evolution of major vertebrate adaptations. Three class
hours and two scheduled laboratories. Alternate years.
Offered 1991-92.
Mr. Winkelmann
202 Structural Plant Development Anatomical
approach to the study of higher plant structures. The
origin and differentiation of tissues and organs, envi-
ronmental aspects of development, and plant anomalies
are studied. Six hours a week in class-laboratory work.
Mr. Mikesell
204 Taxonomy of Flowering Plants Identification,
classification, structural diversity, and evolutionary
relationships of angiosperms. The course includes
extensive field work for collection of local flora, and
76
BIOLOGY
methodology, and principles of related disciplines:
plant geography, cytogenedcs, and numerical
taxonomy. Three class hours and laboratory-field.
Staff
210 Human Physiology Systems of the body will be
studied with emphasis on the integration of structure
and function. Topics include endocrine regulation,
respiration, nutrition, metabolism, fluid electrolyte
and pH balance, reproduction, development/
inheritance, and the digestive and urinary systems.
This course is designed specifically for students
entering fields of allied health; it does not count
toward the biology major.A student may not receive
credit for both this course and Biology 340.
Mr. Biser
215 Electron Microscopy Introduction to basic
theory and practice of transmission electron
microscopy and scanning electron microscopy;
techniques of tissue preparation and introduction to
interpretation of animal and plant ultrastnicture. Each
student will be required to complete an independent
project. Six class hours in laboratory. Laboratory fee:
$50.00. Prerequisite: Permission of the instructor.
Mr. Cavaliere, Mr. Hendrix
217 An Evolutionary Survey of the Plant Kingdom
Synopsis of embryo-producing plants, primarily
liverworts, mosses, fern allies, ferns, and seed plants.
Emphasis is on comparative morphology, adaptive
diversity, and phylogeny. Six hours a week in class-
laboratory work.
Mr. Mikesell
220 Animal Embryology Surxey of the phenomena
and principles of animal development. Major atten-
tion is given to embryonic development in multi-
cellular animals. Vertebrates are emphasized in the
study of organ development. Six hours a week in class-
laboratory work. Alternate years. Offered 1991-92.
Mr. Sorensen
223 Parasitology An introduction to the general prin-
ciples of parasitism with emphasis upon the epidemi-
ology, taxonomy, morphology, and physiology of the
major groups of animal parasites of humans and
animals.
Mr. Hendrix
224 Vertebrate Zoology Introduction to the system-
atics, distribution, reproduction, and population dy-
namics of vertebrates. Field and laboratory emphasis
on natural history, collection, and identification. Six
hours in class, laboratory, or field. Optional trip to
North Carolina.
Mr. Winkelmann
227 Invertebrate Zoology Biology of the major free-
living metazoan invertebrate groups with special
emphasis on adaptive morphology and physiology and
on evolution. Six hours a week in class-laboratory work.
Staff
230 Microbiology Introduction to the biology of
viruses, bacteria, fiingi, and protists; their morphology,
taxonomy, reproduction, physiology, and ecology.
Isolation, culture, environmental influences, identifica-
tion, and biochemical characterization are emphasized
in the laboratory. Three class hours and laboratory.
Mr. Hendrix
260 Biostatistics Designed for students in biology
who plan to engage in individualized study and/or
research. Topics include the nature of biological data
and the statistical procedures to analyze them. Special
attention given to experimental design and hypothesis
testing. Three class hours. A student may not receive
credit for both this course and Mathematics 107,
Psychology 205, Sociology 303, or Economics 241.
Mr. Hiraizumi
300 Physiology of Plant Adaptations Major
structural systems, physiological processes and
adaptations of plants to their environment. Topics
include growth regulatory substances, photoperiodic
responses, water balance, nutrition, plant defense
mechanisms, and the responses of plants to environ-
mental changes. Prerequisites: One year of Biology
(Biology lOI, 112, or 102). One year Chemistry
recommended. Three hours lecture and laboratory.
Mr. Cavaliere
305 Ecology Principles of ecology, with emphasis on
the role of chemical, physical, and biological factors
affecting the distribution and succession of plant and
animal populations and communities. The course
includes numerous field trips to a variety of local
freshwater and terrestrial habitats. Three class hours
and laboratory-field work.
Staff
309 Cell Biology Structure and function of cell
membranes and organelles; energy transduction by
cells; chromosomes and gene expression; the cell
cycle; selected specialized cell types. Three class
hours and laboratory. Prerequisite: Chemistry 112.
Mr. Sorensen
310 Genetics Overview of principles of genetics.
Topics include chemical nature of genes, Mendelian
and non-Mendelian inheritance, gene regulation.
BIOLOGY/ CHEMISTRY
77
genetic engineering, molecular evolution and
population genetics. Three class hours and laboratory.
Prerequisite: Biology 309.
f Mr. Hiraizumi
' 325 Animal Behavior Study of animal behavior
through readings, films, discussions, and field and
laboratory observations. A wide range of phenomena
will be considered, from simple reflex responses to
complex social organizations. The role of behavioral
adaptations in the biology of animal species will be
emphasized. Three class hours and laboratory.
Alternate years. Offered 1992-93.
! Mr. Winkelmann
332 Immunobiology Introduction to the vertebrate
immune system at the molecular, cellular, and
organismal levels. Antibody structure, antigen-
antibody interaction, the genetics of antibody
diversity, the immune response, and the bases of
self/non-self discrimination are emphasized.
Prerequisites: Biology 309, 310. Three class hours and
laboratory. Alternate years. Offered 1992-93.
Mr. Sorensen
340 Comparative Animial Physiology Regulation of
basic physiological processes in animals. Unifying
principles will be studied using a comparative
approach. Prerequisite: Biology 309. Three class hours
and laboratory. A student may not receive credit for
both this course and Biology 210.
Ms. Etheridge
351 Molecular Genetics Study of the basic
mechanisms of information storage and retrieval
from DNA and RNA. Topics include genome
organization and the regulation of gene expression
in prokaryotes and eukaryotes; mechanism of DNA
replication and recombination; molecular basis of
mutation; retroviruses and oncogenes.
Mr. James
460 Individualized Study - Research Independent
investigation of a topic of special interest to the
student, normally including both literature and
laboratory research, directed by a faculty member
familiar with the general field of study. The results of
the investigation will be presented to the department.
Open to juniors and seniors. A single Individualized
Study may be used toward one of the eight courses
required for the B.A. degree. Prerequisite: Approv3\
of both the directing faculty member and the
department prior to registration.
Staff
47 1 , 473 Individualized Study - Internship
Independent internship experience under the direct
supervision of professional personnel in a variety of
biology-related areas. Internship may be arranged by
the department or the student. Must combine
practical work experience with an academic
dimension. Library research paper on a subject
related to the experience is required. Prerequisite:
Approval of both the supervisor and the department.
Chemistry
Professors Fortnum and Rowland
Associate Professors Grzybowski, Jameson, and
Parker (Chairperson)
Assistant Professors Holland and Schoolcraft
Assistant Instructors Englerth and Gregory
Overview
Each course offered by the department provides an
opportunity for a concentrated study of the various
principles of classical and contemporary chemical
knowledge. From the introductory to the advanced
courses, application is made of basic theories and
methods of chemical investigation. The courses
offered by the department utilize lectures, discussions,
library work, on-line computer literattire searching,
computer-assisted instructional programs,
videotapes/films, and laboratory investigations in
order to emphasize the concepts that underlie the
topics covered. Each course, as well as the major itself,
is designed for the curious and interested student.
The program of the department is approved by the
American Chemical Society. The paths taken by majors
after graduation are varied; many enter graduate work
in chemistry. Graduates also enter medical and dental
schools, industrial and government research
laboratories, secondary school teaching, and other
fields such as business and engineering.
Requirements and Recommendations
The eight basic courses required for the Bachelor of
Arts degree are Chemistry 111, 112 (or 112H),203,
204, 221, 305, 306, and 317. Students who complete
these basic eight courses along with Chemistry 373,
Research (Chemistry 462 or 473), and one additional
chemistry course may choose to receive a Bachelor of
Science degree. Physics 111 and 112 and Mathematics
through 211 are required of all chemistry majors.
Additional courses in mathematics (212), biology, and
physics may be recommended for those contem-
plating graduate study in certain areas. Junior and
senior majors are expected to join with staff members
78
CHEMISTRY
in an afternoon seminar series which is designed to
provide an additional opportunity for student
discussion of current developments in the field.
Approved safety goggles must be worn in all
laboratories. Prescription glass may be worn under
safety goggles. Contact lenses may not be worn unless
a liability waiver is signed.
For the prospective secondary school teacher the
department cooperates in offering Education 304,
Techniques of Teaching and Curriculum of
Secondary Chemistry. Introductory biology is
required for certification.
Individualized study and independent laboratory work
are available in connection with some courses. An
honors section (112H) of the Fundamentals of
Chemistry course provides a select group of students
with such an opportunity at the introductory level.
During the junior or senior year, majors may elect
Chemistry 462, a research course in which a student
can uulize his or her knowledge and creativity
intensively. Summer research, Chemistry 473, is
encouraged strongly.
The optional minor shall consist of Chemistry 111,
112 (or 112H), plus four other chemistry courses at
the 200 level or above. Individualized Study courses
may not be counted toward the optional minor.
Distribution Requirements
The following combinations of chemistry courses may
be used to satisfy the distribution requirement in lab-
oratory science: either 101 or 1 1 1 followed by 102, 1 12
or 1 12H. (Course credit will not be given for more than
two introductory chemistry courses. Credit will not be
given for both 1 1 1 and 101 orfor both 102 and 112.)
Special Facilities and Programs
Breidenbaugh Hall, which houses chemistry and
biochemistry classrooms and laboratories, was recently
renovated. In the past several years the department
has purchased new instrumentation such as a Fourier
Transform NMR Spectrometer, a Fourier Transform
Infrared Spectrometer, a diode array UV-visible
Spectrometer, a Gas Chromatograph-Mass Spectro-
meter, a Waters HPLC with diode array detector, and
a high speed centrifuge. Chemistry majors receive
significant hands-on experience with all major
instrumentation beginning in the sophomore year.
The department's library is at the disposal of all
students. Numerous lectures and seminars are
sponsored by the department and the chemistry club.
Sceptical Chymists. These involve resource persons
from universities, industries, government agencies, and
professional schools, and are designed to complement
the curricular activities of the department. An annual
highlight is a three-day visit by an outstanding scholar
in the field of chemistry. The program is supported by
The Musselman Endowment for Visiting Scientists.
Many qualified upperclass students — chemistry majors
and others — gain valuable experience from serving as
laboratory assistants and tutors.
101 General Chemistry Study of chemical principles
with emphasis placed on providing the student with an
understanding of how these principles relate to the
non-scientist, especially in the areas of industry,
ecology, health, and philosophy. Laboratory
experiments are designed to offer a "hands-on"
familiarity with the principles discussed in the lectures.
The course is designed for students planning to
complete only two courses in chemistry and who may
have limited or no previous exposure to chemistry.
Three lecture hours and one laboratory afternoon.
Ms. Schoolcraft
102 General Chemistry Review of principles studied
in Chemistry 101 and application to problems of
current and historical interest. Demonstrations and
laboratory experiments are designed to illustrate and
complement the material discussed in class.
Prerequisite: Chemistry 101 or 111. Three lecture hours
and one laboratory afternoon.
Ms. Schoolcraft
111 Fundamentals of Chemistry Study of atomic
structure, theories of bonding, stoichiometric
relationships, properties of solutions and gases, and
elementary thermodynamics. The laboratory work
covers quantitative relationships by employing
titrimetric and gravimetric techniques. This course is
designed for biology, chemistry, and physics majors
and others with a secondary school background in
chemistry and elementary mathematics. Course credit
is not granted for both Chemistry 101 and 111. Three
lecture hours and one laboratory afternoon.
Mr. Parker
112 Fundamentals of Chemistry Study of kinetics
and mechanisms of reactions, equilibrium, electro-
chemistry, and coordination chemistry. Laboratory
work includes kinetic studies, qualitative analysis, and
the application of various instrumental procedures to
quantitative analysis. Course credit is not granted for
both Chemistry 102 and 112. Prerequisite: Chemistry
111. Three lecture hours and one laboratory afternoon.
Mr . Fortnum
CHEMISTRY
79
112H Fundamentals of Chemistry Designed as an
honors seminar for the more capable first year
chemistry students. Kinetics, equiHbrium, electro-
chemistry, and coordination chemistry are among the
topics discussed. Laboratory work includes experi-
ments in kinetics and equilibrium and the application
of principles from lecture to a project of several
weeks' duration. Emphasis is placed on independent
work with necessary guidance in both the seminar and
the laboratory. Prerequisites: Chemistry 101 or 111 and
invitation of the department. Two afternoons.
Mr. Parker
203 Organic Chemistry Study of the fundamental
concepts of the chemistry of carbon compounds
with emphasis on molecular structure, reaction
mechanisms, stereochemistry, and the application of
spectroscopy to problems of identification. Prerequisite:
Chemistry 112 or 112H. Three lecture hours, one lab
discussion hour, and one laboratory afternoon.
Mr. Rowland
204 Organic Chemistry Study of the various classes
of organic compounds, including substitutions in the
aromatic nucleus, cyclic compounds, and natural pro-
ducts such as amino acids, carbohydrates and peptides.
Prerequisite: Chemistry 203. Three lecture hours, one
lab discussion hour, and one laboratory afternoon.
Mr. Rowland
221 Chemical Applications of Spectroscopy Study
of the theories and applications of ultraviolet, infrared,
H and ■^C nuclear magnetic resonance, and mass
spectroscopy are discussed in relation to the impor-
tance of these spectroscopic methods in the analysis of
chemical systems. The scope and limitations of each
type of spectroscopy are covered. Course work includes
lectures, discussions, and laboratory sessions. The lab
periods involve the use of spectrometers in the identifi-
cation of organic compounds. Lecture work is supple-
mented by films, videotapes, and computer-assisted
instructional programs. Prerequisite: Chemistry 203.
Mr. Rowland
305 Physical Chemistry Study of the principles of
thermodynamics and kinetic theory as applied to the
states of matter, chemical reactions, equilibrium, the
phase rule, and electrochemistry using lectures, read-
ings, problems, discussions, and laboratory exercises.
The computer is used as a tool for solving problems
and for the reduction of experimental data.
Prerequisites: Chemistry 1 12 or 1 12H, Physics 1 12,
mathematics through calculus (usually Math 211).
Three lecture hours, one discussion hour, and one
laboratory afternoon
Mr. Fortnum
306 Physical Chemistry Introduction to theories of
chemical kinetics, quantum mechanics, and statistical
thermodynamics and their applications to chemical
systems through the use of problems, lectures,
readings, discussions, laboratory investigations, and
projects. The computer is used for modeling,
simulations, and solving problems. Assignments are
made so as to encourage the individual study of
specific related physical chemical phenomena.
Prerequisite: Chemistry 305. Three lecture hours, one
discussion hour, and one laboratory afternoon.
Ms. Schoolcraft
317 Instnmiental Analysis Study of chemical analysis
by use of modem instruments. Topics include complex
equilibria, electroanalytical methods, quantitative
spectroscopy, chromatography, and Fourier transform
methods. Analytical techniques will be studied from
both a chemical and an instrumental point of view.
The laboratory stresses quantitative analytical
procedures. Prerequisites: Chemistry 204 and 221. Three
lecture hours and one laboratory afternoon.
Mr. Gnybowski
333 Biochemistry Detailed study of the structure and
function of macromolecules as they pertain to living
organisms. Emphasis on bioenergetics, metabolic
pathways and current topics. Prerequisite: Chemistry 204.
Three lecture hours and one laboratory afternoon.
Ms. Holland
334 Biochemistry Detailed examination of primary
and secondary metabolic pathways in microbes, plants
and animals. Similarities and differences between
organisms will be thoroughly discussed. Application to
metabolic disorders, viral/bacterial illnesses and medi-
cal advances in the treatment of the above conditions
will be incorporated into this course. Laboratory work
includes an independent research project. Prerequisite:
Chemistry 333 or permission of the instructor. Three
lecture hours and one laboratory afternoon.
Ms. Holland
353 Advanced Organic Chemistry Study of
synthetic, mechanistic, and theoretical concepts in
organic chemistry. Particular emphasis is placed on
the study of methods used to determine organic
reaction mechanisms, stereospecific reactions,
pericyclic reactions, and the design of multistep
syntheses of complex molecules. Prerequisites:
Chemistry 204 and 221. Three lecture hours.
Mr Jameson
373 Advanced Inorganic Chemistry Study of
valence bond, crystal field, and molecular orbital
theories; boron chemistry; organometallic
80
CHEMISTRY/ CLASSICS
compounds; structural, kinetic, and mechanistic
studies of coordination compounds. Group theory
and symmetry are appHed to various systems.
Prerequisite: Chemistiy 305. Three lecture hours.
Mr. Parker
390 Advanced Laboratory Techniques in
Chemistry Designed to combine and expand upon
the laboratory skills learned in the fundamental
courses of the first two years. Numerous projects will
be pursued in organic and inorganic chemistry,
utilizing a combination of library skills (e.g. on-line
computer searching), advanced laboratory skills (e.g.
inert atmosphere techniques, modem separation
methods, and advanced spectroscopic
characterizations) , and scientific writing skills. It is
anticipated that this course will prepare a student for
independent research in the senior year. Prerequisite:
Chemistry 221.
Mr. Jameson
460 Individualized Study - Research An
independent investigation in an area of mutual
interest to the student and a faculty director. The
project normally includes a literature survey and a
laboratory study. An oral report to staff and students
and a final written thesis are required. A student
wishing to enroll in this course should consult with
the faculty director at least two weeks before the end
of the semester preceding the semester in which this
course is to be taken. Prerequisites: Chemistry 390 and
permission of the faculty director and approval by the
chemistry department. Open to junior and senior
chemistry majors. Offered both semesters.
Staff
473 Summer Research Internship A funded ten-
week independent investigation in an area of mutual
interest to the student and research director. The
project normally includes a literature survey and a
laboratory study. Oral reports to staff and students
and a final written thesis are required. A student
wishing to enroll in this course should consult with a
chemistry department faculty member early in the
spring semester. Prerequisites: Chemistry 390 and/or
permission of the research director and approval by
the chemistry department.
Staff
Classics
Associate Professors Snively (Chairperson) and
Zabrowski
Assistant Professor Cahoon
Adjunct Assistant Professor Ginge
Overview
The courses offered are designed to acquaint the
student with the language, literature, history, and
civilization of Greece and Rome. These societies
present a microcosm of all human experience.
Fulfillment of human potential in spite of adversities
and threats to existence was the ultimate quest then,
as it is today. Learning how the founders of Western
civilization dealt with such conflicts as the aspirations
of youth and the compromises of middle age, the
claims of commimity and individual rights, the
ecstasy of love, and the despair of loss can help us
understand our own thoughts and emotions as we
confront these age-old problems and pressures.
Requirements and Recommendations
The department offers majors in Greek, Latin, and
Classical Studies. Required for all majors: CI. 121,
CI. 122, CI. 400. Additional requirements:
Latin Major: Latin 251; seven courses in Latin
beyond Lat. 102, and including
Latin 312
Greek Major: Greek 251; seven other courses
in Greek beyond Gr. 102
Classical Studies 8 courses. The 202 level in
Major: either Latin or Greek must be
attained.
In both Greek and Latin language courses, 201 and
202 or their equivalents are prerequisites for all
higher language courses.
A minor consists of six courses in the department
including a minimum of two language courses.
Distribution Requirements
Latin 201, 202, or 203, and Greek 201, 202 may be
used to meet the College's language requirement.
Latin 203, 204, 303, 306, 308, 309, 31 1, 401, Greek
203, 204, 301, 302, 303, 304, 306, and Classics 262,
264, 266 may be used in fulfillment of the literature
distribution requirement. Classics 121,122, Latin 251,
and Greek 251 may be used to fulfill the College
distribution requirement in history/philosophy, and
Latin 251 and Greek 251 may be counted toward a
major in history.
For prospective secondary school teachers the
Department cooperates in offering Education 304,
Techniques of Teaching and Curriculum of
Secondary Latin.
Special Programs
Through a cooperative arrangement under the
auspices of the Central Pennsylvania Consortium,
Gettysburg College shares membership in the
CLASSICS
81
Intercollegiate Center for Classical Studies in Rome.
The program of the Center has been approved as a
Gettysburg College affiliated program. The
Department of Classics encourages its majors to
spend a semester at the Center in Rome. For details,
see Study Abroad, The Intercollegiate Center for
Classical Studies in Rome, Italy, (page 49).
College Year in Athens, Inc. has also been approved
as a Gettysburg College affiliated program. Students
interested in ancient, Byzantine, or modern Greece
are encouraged to spend a semester or a year at
College Year. For details, see Study Abroad, College
Year in Athens, Greece, (page 48).
Through the Central Pennsylvania Consortium,
Gettysburg College shares membership in the
American School of Classical Studies in Athens.
Greek
101, 102 Elementary Greek Introduction to the
alphabet, inflections, and syntax of Attic Greek.
Mr. Zabrowski
201, 202 Intermediate Greek Designed to increase
the student's skill in reading texts. Selections from
Xenophon's Anabasis, some writers of the New Testa-
ment, and other authors are read, with an emphasis on
grammar. Prerequisites: Greek 101, 102 or its equivalent.
Mr. Zabroxvski
203 Plato The Apology and Crito, with selections from
other dialogues.
Mr. Zalfrowski
204 New Testament Greek Introduction to Koine
Greek. Selections from the New Testament are read
with attention to their language and content. Not
offered every year.
Mr. Zabrowski
251 Greek History Survey of Hellenic civilization
from the Bronze Age to the Hellenistic period. Papers
required. A knowledge of Greek not required.
Alternate years. Offered 1994-95.
Mr. Zabrowski
301 Homer Selections from the Iliad and Odyssey
with examination of syntax and style. Not offered
every year.
Ms. Snively
303 Greek Comedy An introduction to Greek
drama. Selected comedies of Aristophanes are read
with attention to style and metrics. Not offered
every year.
Mr. Zabrowski
304 Greek Tragedy Selected plays of Aeschylus,
Sophocles, and Euripides. Various plays are also
read in English. Oral reports required. Not offered
every year.
Staff
306 Greek Oratory Selected orations of
Demosthenes and Lysias. Not offered every year.
Individualized Study
Staff
Staff
302 Greek Historians Readings in the text of
Herodotus or Thucydides. Not offered every year.
Staff
Latin
101, 102 Elementary Latin Introduction to Latin.
Ms. Cahoon, Ms. Snively
201, 202 Intermediate Latin Designed to increase
the student's skill in reading texts. Selections from
Latin prose and poetry are read, with continuing
grammatical review and analysis. Prerequisite: Two
years of secondary school Latin or Latin lOI, 102.
Ms. Cahoon, Ms. Snively
203 Roman Prose Selections from Roman prose
writers and intensive review of grammar. Prerequisite:
Three or four years of secondary school Latin or
Latin 201, 202.
Ms. Snively
204 Roman Poetry Extensive reading in Catullus,
Ovid, and Horace with an examination of poetic
forms other than epic. Prerequisite: Three or four
years of secondary school Latin or Latin 201, 202.
Ms. Cahoon
251 Roman History The history of the Republic and
Empire. Papers required. A knowledge of Latin not
required. Alternate years. Offered 1993-94.
Ms. Snively
303 Cicero Selected essays of Cicero, with supple-
mental reading from letters and orations. Supple-
mental reading in English. Not offered every year.
Staff
306 St. Augustine Selections from Confessions with
attention to the differences between Late Latin and
Classical Latin. Not offered every year.
Ms. Cahoon
82
CLASSICS
308 Roman Satire Selections from Horace, Martial,
and Juvenal with attention to the changes in
language and style from the Classical to the Post
Classical period. Not offered every year.
Staff
309 Roman Historians Selections from Livy and
Tacitus with attention to their peculiarities of
language and style. Not offered every year.
Ms. Snively
311 Lucretius Extensive reading in On the Nature Of
Things with attention to Lucretius' metrical forms,
science, and philosophy. Not offered every year.
Staff
312 Prose Composition Designed to increase the
student's ability to translate from English to Latin,
includes a thorough grammar review. Not offered
every year.
Mr. Zabrowski
401 Vergil Study of Vergil's literary st)'le, poetic
genius, and humanity as seen in the Aeneid. Open to
seniors and qualified juniors. Not offered every year.
Staff
Individualized Study
Staff
Classical Studies
121 Survey of Greek Civilization Survey of the the
politics, history, literature, art, etc. of the Greek polls
from its beginning to the conquest of Alexander,
with emphasis on literary' texts and on Greek
concepts which influenced Western thought.
Knowledge of Greek not required.
Ms. Cahoon
122 Survey of Roman Civilization Survey of the
politics, history, literature, art, etc. of Rome from its
founding to the Coimcil of Nicea, with emphasis on
the material culture of an empire encompassing the
whole Mediterranean world. Knowledge of Latin not
required.
Ms. Snively
125 Introduction to Classical Archaeology An
examination of the goals and methods of classical
archaeology through a survey of sites of Greco-Roman
civilization. The course will begin with Bronze Age
sites in the Greek world, examine selected settlements
of geometric, archaic, and classical Greece, then look
at cities of Italy and the Roman empire, and end with
a site of the Late Antique period. The importance of
techniques such as archaeological survey will be
considered, and the antiquities market and other
issues of archaeological patrimony will be discussed.
Ms. Snively
230 Classical Mythology Survey of classical
mythology with attention to the process of myth-
making and the development of religion. No
knowledge of Greek or Latin required.
Ms. Snively, Mr. Zabrowski
262-266 Genre Literatiu-e An examination of the
genre literature of Greece and Rome in translation.
Selected works will be studied through analysis of
form, structure, and content. No knowledge of
Greek or Latin required.
Staff
262 Ancient Epic Study of Homer, ApoUonius of
Rhodes, and Vergil. Offered 1993-94.
Ms. Cahoon
264 Ancient Tragedy A study of Aeschylus,
Sophocles, Euripides, and Seneca. Offered 1994-95.
Staff
266 Ancient Comedy A study of Aristophanes,
Menander, Plautus, and Terence. Offered 1995-96.
Ms. Cahoon
270 Ancient Drama (Half Unit Course) Study,
direction, and performance of an ancient Greek or
Roman play. The course will include the study both of
several other plavs by the same author (for context and
background) and also of recent pertinent secondary
material. Students will interpret, cast, direct, choreo-
graph, and rehearse the play. The final performance
will be presented to the entire campus community at
the end of the semester. Offered 1993-94.
Ms. Cahoon
281 Ancient Greek Political Theory and Practice
Using Plato's Republic d^nd Laws and Aristotle's Politics
as primary sources, the course will investigate the
nature of ancient Greek political theory and the
notion of the Ideal State, whether conceived of as
timocratic, monarchial, or democratic. In the
practical order, actually functioning Greek city-state
constitutions will be examined, as preserved in the
writings of Aristode, Xenophon, and the Oxyrhyncus
Historian. Not offered every year.
Mr. Zabrowski
400 Senior Seminar Content will be determined
each year by the senior class in consultation with the
staff. Required of all majors.
Staff
CLASSICS / ECONOMICS
83
Individualized Study
Staff
Computer Science - See Mathematics and
Computer Science
Economics
Professors Fender (Chairperson), Gondwe and Railing
Associate Professors Fletcher, Gemmill, and K. Niiro
Assistant Professors M. Golfin and Kallon
Overview
A knowledge of economics has become increasingly
important for effective participation in a complex
society. The department's courses present this
knowledge in both historical and contemporary
contexts, with a focus on developing the relevant
economic theory and identifying, understanding,
analyzing, and solving social problems. As a social
science, economics studies how societies organize
and make decisions for using scarce resources to
produce and distribute goods and services
domestically and internationally. Economists
examine both macro-economic and micro-economic
problems and consider the implications of alternative
solutions for efficiency, fairness, and growth. Courses
in the department stress the critical thinking skills of
a liberally educated person: gathering of pertinent
information; analysis; synthesis; and ability to
perceive, create, and choose among alternatives.
However delightful the study of economics for the
sake of individual understanding, the department
also stresses effective oral and written communication
of the insights achieved through study of the
discipline. In addition to courses in economics, the
department also offers courses in introductory and
intermediate applied statistics and in geography.
The department's courses are designed to meet the
College's liberal arts objectives while also serving well
students who intend to (1) pursue graduate study in
economics; (2) enter graduate professional schools in
management administration, law, and related areas;
(3) pursue careers in business, non-profit private
organizations, or government.
Requirements and Recommendations
Economics majors in the classes of 1991-1993 have the
option of fulfilling either the requirements given in
this paragraph or those that follow for the classes of
1994 and beyond. The requirements for students
graduating between 1991-1993 are Economics 103-
104; Management 153; Economics 241, 243, 245, 333;
and three courses chosen from the following:
Economics 242, 301, 302, 303, 305, 324, 325-332, 336,
337, 338, 351, and 352. A student may take
Mathematics 351-352 in lieu of Economics 241-242;
both semesters of the mathematics sequence must be
completed for mathematical statistics to substitute for
the departmental statistics requirement. Much, but
not all, of the material covered in such applied
statistics courses as Mathematics 107, Psychology 205,
and Sociology 303 duplicates that in Economics 241;
therefore, credit will not be given for more than one
of these courses. The research methodology basic to
economics is covered in Economics 241 and 242; thus,
students taking an applied statistics course outside the
economics department before deciding to become
economics majors may be required to demonstrate via
examination proficiency in the content of Economics
241 or may be required to take Economics 242.
Economics majors graduating in 1994 or thereafter
must fulfill the following departmental require-
ments: Economics 103, 104, 241, 243, 245, 333;
either Management 153 or Economics 242; and at
least three additional economics courses at the 300
level or above (excluding 460), with two or more of
these from among 301, 303, 336, 351, 352, 401, 402,
and 403. The department strongly urges students to
include one 400-level course among their electives.
Because of the importance of mathematical modeling
and statistical testing to the application of economics,
majors in economics are required to demonstrate
achievement in mathematics equivalent to one term
of calculus. This requirement can be satisfied by
taking Mathematics 105-106 or Mathematics 111 or by
exemption via examination. The department strongly
encourages students who have an interest in majoring
or minoring in economics to complete this mathe-
matics requirement during the first year because
several 200-level courses have a math prerequisite.
The department faculty advises any students planning
to pursue graduate study in economics to take
Mathematics 1 1 1-112, Mathematics 21 1-212, and
Economics 351-352. Regardless of their plans upon
graduation, all students will find more options open
to them if they are familiar with the use of computers
in economic analysis. Therefore, we urge economics
majors to take a course or courses dealing with the
use of computers, in addifion to the departmental
courses that require computer work. The department
offers a minor in economics, which a student can
complete by taking Economics 103, 104; two courses
from among Economics 241, 242, 243, 245; and two
courses numbered 301 or above. Additionally, a
student minoring in economics must demonstrate
the same achievement in mathematics as required of
84
ECONOMICS
majors, and must achieve a grade point average of 2.0
or above in courses counted toward the minor.
Economics 103, 104 are prerequisites for all upper-
level courses in the department except Geography
310. Under special circumstances, a student may
petition the instructor of a course for a waiver of
course prerequisites.
The departmental brochure, Economics Department
Handbook, contains additional information about the
department and about the opportunities which the
study of economics provides. Copies are available in
the department office, Glatfelter 111, and from
department faculty members.
Honors, Internships, Special Programs The
economics department values intensive and indepen-
dent work by its students, as well as their interaction
with peers and faculty members on collaborative
economics projects. To encourage and recognize high
quality work, the department offers departmental
honors to students who (1) satisfactorily complete one
course from among Economics 401, 402, 403; (2) earn
an acceptable overall and departmental grade point
average; (3) complete a senior project (Economics
460) that builds upon the 400-level course, and is
deemed of high quality by the project supervisor.
Internships involving the application of economics are
available to qualified students. Those persons desiring
more information should contact Dr. Railing.
Gettysburg College also recognizes the Washington
Economic Policy Semester at American Universit)', a
program that involves both classroom study and an
internship in Washington, D.C. Page 45 of this
catalogue contains more information about the
program. Interested students should contact Dr.
Railing in the spring semester of their sophomore
year. Several foreign study programs are especially
interesdng for economics students; information is
available from the department and from the registrar.
Distribution Requirements
A student may satisfy the College distribution require-
ment in social sciences by successfully completing
Economics 103, 104, and may satisfy the non- Western
Culture requirement with Economics 326, 337, or 338.
103, 104 Principles of Microeconomics' Principles
of Macroeconomics Principles of Microeconomics
gives students a general understanding of economic
systems and economic analysis, with emphasis on the
operation of the U.S. economy. Topics covered in 103
include the price system, theory of consumer behavior,
theory of production, theory of the firm, income
distribution, welfare economics, and the micro aspects
of international trade. In Economics 104, topics
covered include nadonal income accounting,
employment, inflation, monetary and fiscal policies,
aggregate demand and supply analysis, economic
growth, the monetary aspect of international
economics, and comparative economic systems.
Staff
241 Introductory Economic and Business Statistics
Covers the nomenclature of descriptive statistics,
probabilities using the normal, binomial, Poisson
distributions, Chi-square, sampling, estimation of
parameters, hypothesis testing, linear regression, and
correlation. Prerequisites: ¥.conom\cs 103,104, and one
of the following: Mathematics 105-106, 111, or the
equivalent. Please note that a student may not receive
credit for both this course and Mathematics 107,
Psychology 205, or Sociology 303.
Ms. M. Golfin, Mr. Niiro
242 Intermediate Economic and Business Statistics
Considers advanced statistical theory and the use of
computers in data analysis. Topics included are
ANOVA; multiple regression and the determination
of model acceptability; time series and forecasting;
index numbers; nonparametric methods; and
decision theory. Prerequisite: Economics 241.
Ms. M. Golfin
243 Intermediate Macroeconomic Theory Studies
further classical, neoclassical, Keynesian, and post-
Keynesian economics focusing on nadonal income
accoundng, the various theories and policies which
deal with the generadon and maintenance of full
employment and a stable price level. The causes and
cures of unemployment and inflation are also analyzed.
Offered both semesters. Prerequisites: Economics
103,104 and Mathemadcs 111 or its equivalent.
Mr. Gondwe, Mr. Kallon
245 Intermediate Microeconomic Theory Uses the
methodological tools of economics to examine con-
sumer and producer behavior and economic behavior
both individual and collective under different input
and output market structures, and to analyze the
implications of such behavior for general equilibrium
and economic welfare. Prerequisites: Economics 103,104,
and Mathemadcs 105-106 or 1 1 1, or the equivalent.
Ms. Fender
300 Personal Finance This course accomplishes two
purposes: ( 1 ) the consideration of how individuals
might react analytically to financial constraints they
ECONOMICS
85
face (incomes, prices, opportunities) in order to
provide for their own material security (living costs,
medical care, education, retirement); and (2)
development of an insight into the important social
issues of a mixed economy, such as that of the United
States, by understanding individual decision-making
more clearly. Items covered will include the meaning
of financial security, both individually and collective-
ly, the development of financial goals and the use of
personal budgets to achieve goals, the proper use of
credit, the nature and use of insurance for protection
and saving, housing, income earning assets, and
estate planning. In addition, current social issues will
be considered. Prerequisites: Economics 103, 104.
Mr. Railing
301 Labor Economics Studies theoretically and
empirically the functioning of labor markets with
emphasis on wage and employment determination.
Altemadve theoretical models are examined. Topics
include time allocation, wage differences, discrimina-
tion, investment in education, mobility and migration,
impacts of legislation, unions and labor relations, and
imperfect markets. Prerequisites: Economics 103, 104,
and 245. Recommended: Economics 241.
Ms. Fletcher
302 Gender Issues in Economics Applies micro-
economic theory to gender issues in our economy.
The course will explore demographic issues such as
fertility and divorce, consider the effect of the tax
structure and other public policies on gender
differences in labor force participation over time,
and examine alternative economic paradigms for
explaining gender discrimination in our society.
Prerequisites: Economics 103, 104. Recommended:
Economics 245.
Ms. Fletcher
303 Money and Banking Examines the role of
money, credit, and financial institutions in the deter-
mination of price and income levels. Coverage
includes the commercial banking system, the Federal
Reserve System, monetary theory, and the art of
monetary policy. Emphasis is placed upon evaluation
of current theory and practice in the American
economy. Prerequisites: Economics 103, 104.
Recommended: Economics 243.
Mr. Gemmill
305 Public Finance Concerns the principles,
techniques, and effects of government obtaining and
spending funds and managing government debt.
Nature, growth, and amount of expenditures of all
levels of government in the United States are
considered, along with the numerous types of taxes
employed by the various levels of government to
finance their activities. Government debt is also
considered. Prerequisites: Econom\cs 103,104.
Mr. Railing
324 Comparative Economic Systems Concerns a
comparative analysis of free enterprise economics,
centrally planned economies, and mixed economies.
Primary attention is given to the economic aspects
and institutions of these economic systems, but the
political, philosophical, and historical aspects are
also considered. Prerequisites: Economics 103, 104.
Mr. Railing
325-332 Regional Economic History, Growth, and
Development Seminar Examines intensively one
region, using the framework of economic analysis and
political economy to consider economic history,
growth, and development within the appropriate
region. Although economic theory provides the pri-
mary paradigm within which these regions are studied,
consideration also will be given to the historical events
that conditioned the economic outcomes. Each course
will review the pertinent theory and focus on appli-
cation of that theory to specific historical events
seeking to detennine the relevance of the theory to
our understanding of past and present economic
conditions. Four regions will be studied, one in each of
the courses: Africa, the Caribbean, Japan, and
Canada/U.S. Prerequisites: Economics 103, 104.
Mr. Gondwe, Mr. Kallon, Mr. Niiro, Ms. Fender
333 History of Economic Thought and Analysis
Studies the development of economic ideas and
policies in relation to major forms of social, political,
and economic problems. Emphasis is placed on
major contributions to economic thought from Plato
to Keynes. Prerequisites: Economics 103-104.
Recommended: Economics 243, 245.
Mr. Gondwe
336 International Economics Covers comparative
advantage, commercial policy, economic integration,
balance of payments, exchange rates, and inter-
national monetary systems. Prerequisites: Economics
103, 104, and 245.
Mr. Kallon
337 Introduction to Political Economy and the
African Diaspora Examines the origins and
development of capitalism and the contribution of
Third World peoples and minorities in the United
States to the process and continued growth of
capitalist development. It also examines current
86
ECONOMICS
economic, social, and political issues as they relate to,
and affect. Third World peoples. Prerequisites:
Economics 103, 104.
Mr. Gondwe
338 Economic Development Examines the eco-
nomic and non-economic factors accounting for the
economic growth and development of less-developed
areas of the world. Various theories of economic and
social growth and development are analyzed and
major policy issues discussed. Prerequisites: Economics
103, 104. Satisfies distribution requirement in non-
Western culture.
Mr. Gondwe
341 Environmental Economics Provides a founda-
don for the application of microeconomic theory to
environmental issues. Students will examine naUonal
and intemadonal policy debates related to natural
resource use and environmental protection. Economic
theory is used to evaluate alternative environmental
policies. Issues studied include global warming,
deforestadon, air and water qualit)', and natural
resource depletion. Prerequisites: Y.conoxn\cs 103, 104.
Ms. Fletcher
351 Application of Mathematics to Economics and
Business Introduces the application of calculus and
matrix algebra to economics and business. Numerous
illustrations of mathematically formulated economic
models are used to integrate mathematical methods
with economic and business analysis. Prerequisites:
Economics 243, 245, and Mathematics 111-112 and
211-212.
Mr. Niiro
352 Introduction to Econometrics Introduces the
applicadon of mathemadcal economic theory and
statisdcal procedures to economic data. Coverage
includes the development of appropriate techniques
for measuring economic relationships specified by
economic models and testing of economic theorems.
Prerequisites: Economics 243, 245, Mathematics 111-112
and 21 1-212, and Economics 242, or Mathemadcs 358.
Mr. Niiro
401 Advanced Topics in History of Economic
Thought and Competing Paradigms of Economic
Analysis Investigates the different perspectives in
economics. The course focuses on the concept that
economics, as a social science, is rich in diversity and
contending perspectives through which students can
view questions which economics asks, and therefore
the types of answers which are generated. More
specifically, the course will consider the Neoclassical
paradigm, including Keynesian Economics and
Monetarism, and the New Classical Economics, as
the mainstream perspectives which will be compared
with Marxism and Radical Political Economy, Neo-
Austrian Economics, and the Schools of Public
Choice and Institutional Economics. These will be
contrasted by tracing the historical evolution of
different perspectives and then focusing on the
theories and methods of contemporary paradigms.
Prerequisite: Economics 333.
Staff
402 Advanced Topics in Theoretical and Applied
Macro- and Monetary Economics Examines
particular topics in macroeconomics and monetary
theory and applications, under the assumption that
the student is familiar with the basic theory. The
particular focus of the seminar will rotate depending
upon the expertise of the faculty person teaching it,
among topics such as the new neoclassical theory,
rational expectations and economic behavior,
monetarv' issues in international trade and economic
development, econometric studies of money,
reguladon and banking safety. Prerequisites:
Economics 243 and/or 303 and/or 336.
Staff
403 Advanced Topics in Theoretical and Applied
Microeconomics Considers special topics in
microeconomic theory and applications based upon
the assumption that the student is familiar with the
basic theor)'. The particular focus will vary with the
instructor conducting the seminar, from among
topics such as the new house-hold economics,
industrial organization and public policy, game
theory, information costs-structure-behavior,
production and cost functions, welfare economics,
and the micro aspects of international trade.
Prerequisites: Economics 245 and/or Economics 336.
Staff
460 Senior Thesis Involves the student in pursuit of
a research or other investigative project which is
presented to the adviser via a written paper and to
the public via an oral presentation at the completion
of the project. The student explores the topic of the
thesis in Economics 401 or 402 or 403, then further
develops it the following semester in independent
work under the supervision of the instructor for the
prior 400-level course. Prerequisite: Economics 401 or
402 or 403.
IndividuaUzed Study Involves topics of an advanced
nature pursued by well-qualified students through
individual reading and research, under the
ECONOMICS / EDUCATION
87
supei-vision of a member of the department's faculty.
A student wishing to pursue independent study must
present a proposal at least one month before the end
of the semester preceding the semester in which the
independent study is to be undertaken. Prerequisites:
Permission of the supervising faculty member and
the department chairperson. Offered both semesters.
Staff
Geography 310 Physical and Human Geography
Studies of the location and causes of the distribution
of various kinds of economic activities, as well as some
of the adverse environmental consequences of a
number of these activities. Topics include basic place
name geography; weather and climate; population
trends and characteristics; technology and economic
development; the role of agriculture; the economic
geography of energy; and the city. Open to first year
students only by permission of the instructor.
Ms. M. Golfin
Education
Associate Professors Brough (Chairperson), Hofman,
Packard and Williams;
Director of Field Experiences and Instructor S. Van
Arsdale;
Adjimct Professor Curtis.
The purposes of the teacher education programs are
to give students a thorough backgroimd in educational
philosophy and theoretical concepts of instruction,
and to provide an opportunity for student teaching.
The education department works cooperatively with
all other departments in the preparation of teachers
in secondary education, elementary education, music
education, and health and physical education.
Students interested in pursuing one of these programs
will need to study carefully the teacher education
programs as described elsewhere in this catalogue.
A student seeking teacher certification may also choose
to minor in education. A minor in secondary educa-
tion consists of six courses: Education 201, 209, 303,
304, and 476 (worth two courses). A minor in element-
ary education consists of six courses. Education 201,
209, and 476 are required for the minor. The student
then designates three of the following five courses to
complete the minor: Educadon 180, 306, 331, 370 or
334. Compledon of all eight courses is required for
teacher certification in elementary education. A
student who elects to student teach during the Ninth
Semester Option (described elsewhere in this
catalogue) is not eligible for a minor in education.
180 Methods and Concepts of Mathematics
Instruction Designed for future elementary
teachers who are sophomores and above and are
seeking elementary teaching certification. Course
includes: teaching mathematics based on recent
research efforts which deal with topics such as early
number, geometry, rational number, multiplication
and division concepts; development of estimation
strategies and processes; inOuence of gender/
minority-related variables on mathematics
performance; impact of calculators and computers;
and children's development of mathematics
concepts. Curriculum materials and strategies are
included. Spring Semester only. Prerequisite: EDUC
201 or permission of instructor.
Ms. Hofman
201 Educational Psychology Study of the
development of psychological principles of learning,
pupil evaluation, and the statistics necessary for
analyzing test data. Repeated in the spring semester.
Psychology 101 recommended as background.
Mr. Packard
209 Social Foundations of Education Study of the
professional aspects of teaching, the relation of
schools to society, historical and philosophical
development of American education, the organization
of state and local school systems, and the impact of
national programs on education, including court
decisions. Repeated in the spring semester. Includes a
imit on computer literacy.
Mr. Williams, Ms. Brough
303 Educational Purposes, Methods and
Educational Media: Secondary The function of
schools in a democracy. Emphasis is placed on
methods and techniques of the teaching-learning
process. The course includes: examination of content;
foundations for approaches other than didactic;
interdisciplinary connections; reading in the content
areas; development of lesson plans and a major unit of
study; logistics of classroom management; needs of
special students in secondary schools; and uses of
evaluation. Prerequisites: Education 201 and 209 and
acceptance into the Education Semester. Repeated in
the spring semester.
Ms. Hofman, Ms. Brough
304 Techniques of Teaching and Curriculum of
Secondary Subject Secondary subjects including
biology, chemistry, physics, English, French, Spanish,
German, Latin, mathematics, health and physical
education, and social studies. This course is taught by
a staff member of each department having students
EDUCATION / ENGLISI
in the Education Semester. Included is a study of the
methods and materials applicable to the teaching of
each subject and the appropriate curricular
organization. Prerequisites: Consent of the major
department and acceptance into the Education
Semester. Repeated in the spring semester.
Staff
306 Educational Purposes, Methods, and
Instructional Media in Social Studies, Art, and
Music Applying principles of learning and human
development to teaching social studies in the
elementary school. Included is the correlation of art
and music with the teaching of the social sciences. A
major portion of the course is devoted to the
development and teaching of a social studies unit in
conjunction with the student teaching experience.
Prerequisites: Education 180, 201, 209, 331, 370 and
acceptance into the Education Semester. Repeated in
the spring semester. Elementary education students
enroll for this course during the Education Semester.
Ms. Brough, Ms. Van Arsdale
331 Developmental Reading Instruction and the
Language Arts An introduction to the theory,
problems, and approaches to developmental reading
instruction and the language arts. Current trends
relating to the acquisition of language and reading
skills are studied. Children's literature and its
relation to the learning process are explored.
Designed for elementary and secondary teachers.
Prerequisite: Education 201. Fall semester only.
Ms. Brough
334 Corrective Reading A study of the analysis and
correction of reading disabilities. Survey of tests and
materials including children's literature as an
incentive to greater interest in reading are included
along with a reading internship in the public schools
under the guidance of a reading teacher. Diagnosis
and remedial tutoring of school pupils who are
having reading problems is provided. Elementary
education students enroll for this course during the
Education Semester. Prerequisites: Education 201, 209,
and 331 and acceptance into the Education
Semester. Repeated in the spring semester.
Ms. Brough, Ms. Van Arsdale
370 EJementary School Science: Purposes,
Methods, and Instructional Media Study of
scientific concepts for mastery by elementary pupils.
The course emphasizes science process skills and the
inquiry-based approach; child development and its
relation to learning science concepts; examination of
science programs; multidisciplinary science;
evaluation techniques; individualization (including
issues related to gender, culture and special needs),
and instructional media designed to give the
prospective teacher a thorough background in
elementary school science. Prerequisite: Education 20
or permission of instructor. Fall semester only.
Ms. Hofma\
411 Internship in Teaching Composition A
teaching internship in a section of English JOl. Unde
the supervision of the instructor in that section, the
intern will attend classes, prepare and teach selected
classes, counsel students on their written work, and
give students' papers a first reading and a preliminar
evaluation. All interns will meet regularly with
members of the English department to discuss
methods of teaching composition and to analyze the
classroom experience. Required of all majors in
English planning to enroll in the secondary educatioi
program. Students should register for Education 411
in the semester prior to their Education Semester.
English Department StUj
461 Individualized Study — Research Offered botl
semesters.
47 1 Individualized Study — Internship Offered
both semesters.
476 Student Teaching Student observation,
participation, and teaching under supervision of an
experienced and certified teacher. Group and
individual conferences are held for discussion of
principles and problems. The student will spend the
full day for 12 to 15 weeks in the classroom. A weekl
seminar is required. This course carries two course
credits. Prerequisites: All required education courses
and acceptance into the Education Semester.
Repeated in the spring semester.
English
Professors E. Baskerville, Fredrickson (Chairperson),
Myers, Schmidt, Stewart, and Stitt
Associate Professors Berg, Garnett, Goldberg,
Hanson. Lambert, Larsen, and Winans
Assistant Professors, Barnes, Bingham and Johnson
Adjunct Associate Professor M. Baskerville
Adjunct Assistant Professors Howe and Love
Adjunct Instructors Beedle, Clarke, Cozort, Craft,
Hartzell, and Saltzman
Overview
The courses offered by the department are designed i
train students to express their thoughts clearly and
effectively through spoken and written language and
E:nglish
89
to understand, inteqjret, and assimilate the thoughts
and experiences of the great writers of English and
American literature. English is excellent preparation
for careers in business, teaching, law, publishing,
journalism, and government service, and for graduate
Wudy leading to advanced degrees in English, the
ministry, and library science. Majors have also enrolled
in graduate programs in business, urban planning,
iocial work, public administradon, and others.
Fhe courses in theatre and drama offered by the
department are designed to train students to conceive
if the theatrical event as a unit, joining its literary and
listorical values with means of expression in produc-
ion, demonstrating the relationship of acting,
iirecting, and design with the efforts of playwrights
ioth past and present. This is accomplished through
'he students' work in the theatre program's produc-
ions which include Mainstage offerings in the Kline
fheatre as well as studio presentations in the Stevens
theatre and Otherstage works-in-progress. The study
)f theatre arts prepares students for careers in the
heatre, arts administration, teaching, and business.
rhe department offers a major in English and
^erican literature and a major in theatre arts. The
lepartment also offers a minor program in each field.
^he department believes that a well-balanced
>rogram for a major in English and American litera-
Mre should include (1) knowledge of the literary
listory of England and America; (2) training in the
pplication of the techniques of literary analysis and
he different critical approaches to literature; (3)
nowledge of the characteristics and development of
he major literary forms or genres; (4) study in depth
f the work of one author of significance; and (5)
ome knowledge of the history of the English
inguage and of English as a system.
he department also believes that a well-balanced
rogram for a major in theatre arts should include
1) knowledge of the history of the theatre from
rimitive man to the present; (2) training in and
pplication of the various performance areas of
leatre; (3) knowledge of the characteristics and
evelopment of the literary genre known as drama;
nd (4) the development of a play from the inifial
ript to actual performance.
Tie Writing Center
he Wridng Center, staffed by several English
epartment faculty members and specially trained
ettysburg College students, is a valuable college
resource. The Center's staff assists students with
their writing in the following ways:
-Discusses an assignment in order to clarify it or to
plan a method of approach
-Helps in organizing a paper or other piece of
writing such as a letter of application
-Suggests ways to make troublesome parts of a paper
more effective
-Shows ways to correct recurring grammatical errors
The Writing Center is open six days a week. There is
no charge for this service.
Requirements and Recommendations
The Major in Literature
The requirements for the major in literature are
twelve courses in English and American language and
literature in addition to the first semester of Literary
Foundadons of Western Culture (IDS 103). All majors
in literature are required to take English 150,151,152,
153,154, and IDS 103. In addidon, to obtain the
desired distribution of courses, majors must elect one
course from each of the following categories:
I. English Language and Literary Theory
(1 course): English 209, 210.
II. Topics in English Literary History
(3 courses; 1 from each group):
A. Medieval, Renaissance: English 310 to 319.
B. 17th and 18th Centuries: English 320 to 329.
C. 19th and 20th Centuries: English 330 to 339.
III. Topics in American Literary History (1 course):
English 340 to 349.
rV. Major Authors (1 course): English 362, 365, 366
or any seminar devoted to a British or American
author deemed by the department to be of
major importance.
V. Seminar (1 course): English 401-404, 420.
English 420, the Honors Seminar, is reserved for
students admitted to the Departmental Honors
Program.
English 101,110, 201, 203, 205, 206, 305, and courses
in speech may not be used to fulfill the department's
major requirements. Courses in theatre arts count
only toward the theatre arts major.
The Minor in Literature
The requirements for the minor in literature are six
courses. All minors must take two courses of the
Survey of English and American Literature sequence
(English 150-154), and at least four advanced courses,
two of which must be on the 300 or 400 level. Writing
courses, with the exception of English 101, may be
used to fulfill the department's minor requirements.
90
ENGLISH
The Major in Theatre Arts
Majors in theatre arts must take IDS 103 and theatre
arts 105, 203, 204, and 214. They must also elect the
specified number of courses from each of the
following categories:
I. Theatre Arts (3 courses): 1 course from each of
the following groups:
A. (Acting and Dance) 120, 163, 220, 307, 320, 377.
B. (Design) 115, 155, 255, 311, 355, 381.
C. (Directing) 182, 282, 382.
II. Drama (3 Courses): English 226, 365, 366,
Theatre Arts 328, 329, Classics 264, 266,
French 327, German 335, Spanish 313.
III. Electives (2 courses): Any of the theatre arts and
drama courses listed above and/or Theatre Arts
222, 252, Art 238, 239, Spanish 315.
The Minor in Theatre Arts
The requirements for the minor in theatre arts are six
courses: Theatre Arts 105, Theatre Arts 203 or 204; one
course in Drama (English 226, 365, 366, Theatre Arts
214, 328, 329); 2 studio courses (Theatre Arts 1 15, 120,
155, 163,182, 220, 255, 282, 307, 311, 320, 355, 377,
381, 382); one course in theatre arts or any of the above
listed theatre arts or drama courses plus Theatre Arts
252. No more than four courses may be at the 100-level.
Elementary and Secondary Education
The major for students enrolled in the elementary
education program consists of ten courses, in addition
to the first term of Literary Foundations of Western
Culture (IDS 103). Working with the chairperson of
the English department, each elementary education
student will design a major program following as
closely as possible the department's distribution
requirement for the major. Students planning to
teach English in the secondary schools are required to
take English 209 and either 365 or 366. Speech 101,
IDS 104, and either Theatre Arts 328 or 329 are
strongly recommended. The department cooperates
in offering Education 304, Techniques of Teaching
and Curriculum of Secondary English, and Education
411, Internship in Teaching Composition. Students
planning to do graduate work in English should
develop proficiency in Latin, French, or German.
English majors may take internships in a variety of
fields, such as journalism, law, public relations,
publishing, radio, and television. Theatre arts majors
may take internships in theatre, radio, television,
public relations, and arts administration. Students
who wish to apply for internships must secure from
their advisers a statement of the department's policy
regarding application deadline, form of proposal,
requirements, and grading.
Distribution Requirements
All courses offered by the department, except English
101, 201, 203, 205, 206, 209, 305, and courses in
speech and theatre arts, may be used to fulfill the
College distribution requirement in literature.
English 205, 206, and all theatre arts courses except
328 and 329 may be used to fulfill the College
distribution requirement in arts.
Senior Honors Program
English majors who have shown special promise in
English will be invited to complete a thesis and seminar
sequence during their senior year. Students taking the
program will write a thesis during the fall semester
under the direction of a member of the department.
During the spring semester they will participate in an
honors seminar under the direction of the program
director. Only students selected for and successfully
completing the program will be eligible to receive
honors in English. For details of the program, consult
the brochure available in the English department.
101 English Composition Aims to develop the
student's ability to write in clear, accurate, and
thoughtful English prose. Not limited to first year
students. Repeated spring semester.
Staff
110 The Interpretation of Literature An intensive
study of the dominant literary types: short story,
novel, poem, and drama. The course attempts to
stimulate a valid appreciation and judgment of
literature through precise critical analysis of selected
works truly representative of major literary forms.
Fulfills distribution requirement in literature. Open
only to first year students and a limited number of
sophomores. Offered both semesters.
Staff
150, 151, 152 Survey of English Literature A
historical survey of English literature from Beowulf
through the 20th century, with some attention to the
social, political, and intellectual backgrounds of the
periods tmder investigation. Selected works will be
discussed in class to familiarize students with various
methods of literary analysis, and students will write
several short critical papers each semester.
Staff%
153, 154 Survey of American Literature
A chronological study of American writing from
colonial days through the present, with some
attention to the social, political, and intellectual
backgrounds. Primary emphasis during the first half
ENGLISH
91
of the sequence falls on the Puritans and American
Romantics; the second half surveys writers from the
Romantics forward, including such figures as Twain,
Chopin, James, Williams, Stevens, Faulkner, Hughes,
as well as selected contemporary writers.
Staff
201 Advanced Expository Writing An intensive
course in advanced rhetorical techniques, with
particular emphasis on analysis of evidence, selection
of appropriate style, and importance of revision.
Ms. Larsen
203 Journalism An introduction to journalism, the
course offers basic skills in writing news and feature
stories, sports and specialty stories, and editorials.
Students develop an understanding of what makes
news; how to conduct an interview; and how to write
follow-up stories. As part of the course, students are
required to submit articles to The Gettysburgian. Trips
to newspaper offices in this area are offered.
Mr. Baskerville
204 The Writing of Non-Fiction Prose: The
Literature of Travel This is a workshop in the
writing of highly literary non-fiction prose that
explores a sense of place; the course welcomes
service/learning students and/or those who travel
or who wish to travel. By Permission of Instructor.
Ms. Larsen
205, 206 The Writing of Fiction, Poetry, and
Drama A workshop in the writing of short stories,
verse, and plays, with an analysis of models. Either
course may be used to fulfill the distribution
requirement in arts.
Ms. Larsen
209 History of the English Language Provides a
historical understanding of the vocabulary, forms,
and sounds of the language from the Anglo-Saxon or
Old English period to the 20th century.
Mr. Baskeniille
210 Theories of Literature Undertakes to examine
and compare the various ways in which literature has
been regarded: its sources, forms, and purposes. The
history of critical theory surveyed, from Plato and
Aristotle to the present, with emphasis upon the
modern period and such movements as New
Criticism, structuralism, deconstruction, and feminist
criticism. The goal of the course is to make students
aware of themselves as readers.
Ms. Berg
216 Images of Women in Literature An
examination of the various ways women have been
imagined in literature. We will look at how and why
images of women and men and of their relationships
to one another change, and at how these images
affect us. Emphasis will be placed on developing the
critical power to imagine ourselves differently.
Ms. Berg
226 Introduction to Shakespeare A course that
endeavors to commimicate an awareness of Shake-
speare's evolution as a dramatist and of his importance
in the development of Western literature and thought.
Designed for students not majoring in English.
Mr. Bingham, Mr. Myers
231 to 260 Studies in Literature An intensive study
of a single writer, group, movement, theme, or period.
May be counted toward the major. Fulfills distribution
requirement in literature. Open to first year students.
Courses in this category offered in 1992-93:
248 The 19th-century Novel This course explores
the dialectical relationship between romanticism and
realism in British literature from the beginning of
the 19th century through the first decade of the 20th
century. Includes Sir Walter Scott, Mary Shelley,
Charles Dickens, the Bronte sisters, George Eliot,
Elizabeth Gaskell, and Oscar Wilde.
Ms. Berg
250 Harlem Renaissance and Chicago Renaissance
This course defines, examines, and differentiates
between two important African American literary
movements — the Harlem Renaissance and the
Chicago Renaissance — through the major fiction,
poetry, and prose writers of the period.
Ms. Barnes
305 The Writing of Poetry and Short Fiction:
Advanced A course open to students who have
demonstrated that their skills in the wrifing of poetry
and fiction might be further developed. The goal of
each student will be the composition of a group of
poems or short stories. Prerequisites: English 205, 206.
Ms. Larsen
310-319 Topics in Medieval and Renaissance
Literature A variety of authors, themes, genres, and
movements will be studied, ranging from Anglo-
Saxon poetry and prose through Shakespeare's
works. Several sections, each dealing with a different
subject, will be offered each year.
92
ENGLISH
Courses in this category offered in 1992-93:
311 Metaphysical and Baroque Literature
Examining literature often mistermed "metaphysical,"
this course will consider the philosophic, religious,
and cultural upheavals of that time as background for
the great aesthetic changes that evolved through at
least two distinctive st)'les, the metaphysical (or
manneristic) and the high baroque.
Mr. Myers
312 Epic to Romance We shall read texts ranging
from Beowulf, Roland, and the Nibelungenlied through
the romances of Chretien de Troyes and Marie de
France to the final summary work of Arthurian
legend. Sir Thomas Malory's Morte Darthur.
Mr. Baskeruille
314 Renaissance Drama A study, after some atten-
tion to the beginnings of drama in the Middle Ages,
of some of Shakespeare's contemporaries, with special
attention to Marlowe, Jonson, Webster, Middleton.
Mr. Bingham
320 - 329 Topics in 17th and 18th Century
Literature A variety of authors, themes, genres, and
movements will be studied, ranging from Donne and
Herbert through Johnson and Boswell. Several
sections, each dealing with a different subject, will be
offered each year.
Courses in this category offered in 1992-93:
321 Restoration and 18th-Century Literature
Focusing on literature written between 1660 and
1743, this course examines dominant literary forms
and modes and explores such issues as the education
of women and marriage; changing social behavior;
and growing consumerism.
Ms. Steiuart
325 Studies in the ISth-Century Novel In the 18th
century novels were "a new species of writing." In this
course we will read several 18th century novels and
examine the particular social conditions and
philosophical ideas that give impetus to the so-called
"rise of the novel." We will also examine the
autobiographical impulse, in its several forms, that
informed the early novels.
Ms. Lambert
326 Autobiography: Defining the Self in the 18th
and 20th Centuries As a genre, autobiography (and
its sister, biography) came into its own in the 18th
century. We will study the autobiographies of several
18th century men and women to see how and in what
ways they "defined" themselves in the context of 18th
century life and society. Then we will read modem auto
biographies to examine the ways the form has changed.
Ms. Lambert
330 - 339 Topics in 19th and 20th Century Literature
A variety of authors, themes, genres, and movements
will be studied, ranging from Blake, Wordsworth, and
Coleridge through Yeats, Eliot, Woolf, and selected
contemporary writers. Several sections, each dealing
with a different subject, will be offered each year.
Courses in this category offered in 1992-93:
331 Romanticism: Knowing and Creativity In this
course, we will attempt to define various ways in which
the principal British Romantic writers tried to define
knowledge and creativity, to understand each in terms
of the other, and to blur the distinctions between them.
Mr. Goldberg
332 British Writers, 1918-1939 A Study of the litera-
ture of the two decades between the two great Euro-
pean wars of the first half of the 20th century, including
poetry, fiction, and non-fiction. Writers to be studied
include Eliot, Yeats, Auden, Woolf, Waugh, and Greene.
Mr. Gamett '
336 Charles Dickens The best of Dickens, the worst
of Dickens; the wisdom of Dickens, the foolishness of
Dickens; the Dickens of Light, the Dickens of
Darkness; the hopeful spring and discontented winter
of Dickens: in short, Charles Dicken's career traced
through six or eight novels.
Mr. Gamett
339 The Birth of Modernism This course takes an
interdisciplinaiy look at the literature and culture of
the transition from Victorianism into Modernism,
1880 through 1920. Besides studying literature, we
will explore Freud's theory of the unconscious and its
effect on the literature and art of the period.
Prerequisite. ENG 152
Ms. Johnson
340 - 349 Topics in American Literature A variety of .
authors, themes, genres, and movements will be
studied, ranging from colonial writers through selected
contemporary authors. Several sections, each dealing
with a different subject, will be offered each year.
Courses in this category offered in 1992-93:
343 American ReaUsm & Natiu-aUsm American
fiction from the late 19th century to the early 20th
century including works by James, Howells, Dreiser,
Chopin, and Wharton with emphasis placed on the
role of the heroine.
Mr. Fredrickson
ENGLISH
93
344 Contemporary American Poetry A study of
American poetry written since World War II by such
poets as Elizabeth Bishop, Stanley Kunitz, James
Wright, Charles Wright, Denise Levertov, and Sharon
Olds. The class will be visited by some of the poets.
Mr. Stitt
347 Contemporary American Fiction A study of the
form, content and diversity in Ainerican fiction since
the 1940's, drawing on a selection of novels and short
stories by such writers as Updike, Nabokov, Carver,
Bellow, Pynchon, and others.
Mr. Fredrickson
349 Major Contemporary African American
Women Writers This course examines the cultural,
social, and domestic concerns of African American
women in the literature of Alice Walker, Toni
Morrison, Gloria Naylor, Paule Marshall, Terry
McMillan, and Toni Cade Bambara.
Ms. Barnes
362 Chaucer Examination of selection of Chaucer's
minor poems and of five of his major poems
(including "Troilus and Criseyde" and "Canterbury
Tales") as the means of assessing the poet's response
to literary influences and of tracitig the development
of his original genius.
Mr. Baskeruille
365, 366 Shakespeare A course that seeks to
commimicate an understanding both of
Shakespeare's relation to the received traditions of
his time and of his achievement as one of the most
important figures in Western literature. Language,
characterization, and structure in each of the
numerous plays will be carefully analyzed. English
365 will focus on the early plays through Hamlet and
Troilus and Cressida. English 366 on the later plays.
Mr. Myers
401, 402, 403, 404 Seminar Intensive studies of
annoimced topics in Medieval and Renaissance
literature, in I7th and 18th century literature, in 19th
and 20th century literature, and in American litera-
ture. Prerequisite: Senior standing in the major or de-
partmental permission.
Seminars offered in 1992-93:
401 Radical Drama: Ideology and Power in the
Elizabethan and Jacobean Theatre An exploration
of how Elizabethan and Jacobean theatre functioned
reflectively and subversively during the Renaissance.
Participants will choose for research purposes one of
the era's significant dramatists, investigating that
writer's life and works and submitting a critical essay
examining issues and ideas relating the playwright to
the seminar's focus.
Mr. Myers
402 Seminar: Life Writing This course examines
letters, journals, memoirs, and biographies — forms
Virginia Woolf has designated as "life writing" — in
the 18th centuiy but focuses primarily upon
biography as a new literaiy form.
Ms. Stewart
403 The Fiction and Poetry of Thomas Hardy
This seminar studies the literary work of Thomas
Hardy, one of the few artists to receive critical
acclaim in both the novel and poetry. We will cover
material culled from each of the six decades of
Hardy's literary career. Prerequisite: ENG 152.
Ms. Johnson
404 Honors Seminar: Feminine/Feminist
Aesthetics This course looks at theoretical
approaches to feminine/feminist aesthetics. Issues of
gender and genre are discussed. We examine the
links between aesthetics and politics and the ways in
which literature shapes us at the same time that we
shape literature. Texts to be studied include
Charlotte Lennox's The Female Quixote, Elizabeth
Barrett Browning's Aurora Leigh, and Alice Walker's
The Color Purple.
420 Honors Seminar An intensive study of an
announced topic under the guidance of the Director
of the Senior English Honors Program. Prerequisite:
Successful completion of an honors thesis. Offered
in the spring semester.
Staff
464 Honors Thesis An individualized study project
involving the research of a topic and the preparation
of a major paper under the direction of a member of
the department. This research and writing will be
done during the fall semester of the senior year.
Prerequisites: By invitation of the department only.
Staff
Individualized Study An individual tutorial,
research project, or internship under the supervision
of a member of the staff. A student must submit a
written proposal to the department well in advance
of registration. Prerequisite: ATpTpYO\?L\ of the
department and of the directing faculty member.
Offered each semester.
Staff
94
THEATRE ARTS
Theatre Arts
The major in theatre arts is described, page 89.
Although theatre arts courses (except 214, 328 and
329) may be used to fulfill the distribution
requirement in arts, students are urged to take one
of the following: TA 105, 115, 163, 203, 204. and 252.
105 Introduction to Theatre Arts An overview of
theatre, including its historical background, its
literarv' works, its technical aspects, and its
performance techniques. Students will study the
theatre of today in relation to its predecessors and in
terms of its modern forms in cinema and television.
Students will read texts and analyze methods used in
bringing those works into production. Field trips will
offer opportunities to critique performances.
Mr. Hanson, Ms. Howe
115 Theatre Production A course designed to
provide an extensive investigation of the historical and
contemporary trends and practices essential for
theatre production. The student gains an understand-
ing of theatre procedures and acquires a grasp of the
equipment necessary for the execution of scenery,
properties, sound, and stage lighting. This course is a
combination of lecture and laboratory work and re-
quires backstage participation in college productions.
Mr. Hanson
120 Fundamentals of Acting The study of the
theoiy and technique of the art of acting; voice
technique for the stage; the use of pantomime,
including the study of gesture and movement.
Emphasis will be placed on the discipline and control
of the body and the voice to best serve the actor.
Improvisation will be employed. In addition, students
v«ll be expected to perform in scenes for class
analysis. Prerequisite: Permission of the instructor.
Ms. Hozue
155 Fundamentals of Stage Design Basic theories
and technique of design for the stage. The theory
behind the design, and the interrelationship of scene
design, lighting, costumes, and properties. How stage
design interprets the themes and moods of a play as
well as identifying period and place will be studied.
This course will follow a lecture-discussion format and
involve extensive studio work. Students will analyze,
create, and execute basic designs for the Laboratory
Theatre Series in association with students in Theatre
Arts 182. Prerequisite: Permission of the instructor.
Mr. Hanson
163 Introduction to Dance An overview of the
history and development of modern dance with
emphasis on the early pioneers (Duncan, Denis-
Shawn, Humphrey, Weidman, Hawkins,
Cunningham), intended to develop an appreciation
of dance as an art form. The study of form and
technique and the physical application thereof.
Emphasis will he placed on the discipline and control
of the body to best serve the dancer.
Staff
182 Fundamentals of Directing The study of the
theory and technique of the art of the director; how a
play is selected; play analysis; tryouts and casting; the
purpose and technique of blocking, movement, and
stage business. Students are required to direct scenes in
class and a short play as part of the Laboratory Theatre
Series. Prerequisite: Permission of the instructor.
Mr. Schmidt
203, 204 History of the Theatre A survey of the
theatre from the primitive to the present. Emphasis is
placed on the relevance of theatre design, production
techniques, and acting styles to the plays of their
periods, and the relationship between society and the
theatre it nurtured. The first semester covers Greek,
Roman, Medieval, Elizabethan, and Oriental; the
second semester is devoted to the Italian Renaissance,
French, Neoclassical, the Restoration, and the
eighteenth, nineteenth, and twentieth centuries.
Mr. Schmidt
214 Survey of Dramatic Literature An overview of
dramatic literature from the Greeks to the present.
Play structure is analyzed, and comparisons made
between methods of executing plot, development of
character, and theme. Contents includes plays from
the Greek and Roman periods, medieval, Elizabethan
and seventeenth through twentieth centuries.
Emphasis will be placed on written analysis. Fulfills
the literature distribution requirement and does not
fulfill the arts requirement.
Ms. Howe
220 Advanced Acting Further study in the theory
and techniques of the art of the actor, the analysis
and interpretation of acting roles, and the building
of characterization. Roles, both comic and tragic,
from Contemporary Restoration, Elizabethan,
Commedia dell'Art, and Greek theatre will be
analyzed and performed. Prerequisite: Theatre Arts
120 and/or permission of the instructor.
Mr. Schmidt
222 Oral Interpretation of Literature An analytical
and structural study of recognized prose, poetry, and
dramatic selections which will facilitate individual
rehearsal and performance of the literature. These
THEATRE ARTS
95
readings will incorporate the Readers Theatre format
and emphasis will be placed on developing an appreci-
ation for the literary work as a complete aesthetic unit.
Students will be challenged to recognize their potential
for speaking and reading before an audience. The class
will employ an ensemble approach and present several
public performances during the semester.
Mr. Hanson
252 Studies in Film Aesthetics A study of historically
significant films, film theory, and criticism intended to
develop an appreciation for film as an art form. The
students will keep a journal of critical responses to
films, write short critical papers, and will become
familiar with writing that has been done about films.
Mr. Fredrickson
255 Advanced Stage Design Examination of
historical and contemporary theories of scene,
lighting, and costume design. Students will consider
design as the visual manifestation of the playwright's
concepts. Besides designing the same play for
proscenium, arena, thrust, and profile stages, and a
period play for a period other than its own, students
will complete advanced designs in scene, lighting,
and costumes, and create designs for the Laboratory
Theatre Series in association with students in
Theatre Arts 282. Prerequisite: Theatre Arts 155.
Mr. Hanson
282 Advanced Directing Further studies in the
theory and technique in the art of the director.
Students will engage in directional analyses of plays
representing different periods. Particular attention
will be given to contemporary methods of presenta-
tion, with special emphasis on arena and thrust
staging. In addition to directing scenes in class,
students will direct two scenes and a one-act play for
public pres 
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